Program: Topic: Mabini’s formative years and cultural

heritage
Course: Mabini’s Life, Works and Writings Instructor EVA MARIE O. ROBLES
:
Code TCCR01 Module #: 1 Week #: 1-2 # of Page:

I. Preliminaries
Introduction to the This module aims to understand the history of Tanauan and formative years of Mabini and his
Module Objective colonial heritage.

Appreciate the value of family and respect others at all times.

Section Topics Learning Outcomes Assessment/ Modality

Evaluation

1. Realize the significance of 1. Oral

Section 1: Brief History of Tanauan Using module
parents and one’s roots. Narration
2. Ability to remember past events 2. Critical
Section 2: Formative years Social media
and persons that influenced Essay
platform
one’s thinking. about each
Section 3: Colonial Heritage 3. Describe the joys and struggles phase of
of educating oneself his life. Research
3. Create a
poster
.
photo of
characters
.
involved in
Mabini’s
life.

II. Instructions
Sobresaliente – excellent

Illustrados – educated class

Cabeza de barangay – barangay captain

Escribano – clerk

Indio – Christianized natives who lived in proximity to the Spanish Colonies.

Content Lecture/ Discussion

HISTORY OF TANAUAN
It is generally believed that Tanauan, together with Sala, was originally founded in 1572 by the
Augustinian missionaries who built mission at the shore of lake known as Bonbon (now Taal).
The town, however, was totally destroyed during the most catastrophic historically recorded
eruption of Taal Volcano in 1754. Together with the community of Sala, the residents of
Tanauan were relocated to safer places. Tanauan moved to Bañadero, were you can see the
“RUINS OF OLD TANAUAN” then to its present location.

TANAUAN CITY SEAL

APOLINARIO MABINI & JOSE P. LAUREL- Illustrious son of Tanauan

COCONUT, BANANAS, CATTLE, PLOW & FISH – Represents our major products
WHEEL WITH WINGS – Represents our Trade & Commerce
LAUREL LEAVES – Stand for peace o kapayapaan
LETTER K – Stands for kaunlaran o Development & Progress
 CRADLE OF NOBLE HEROES

LOCATION

The city proper is located on the southeastern border of the city and is traversed by the Pres. J.
P. Laurel Highway linking Tanauan to Manila on the north for about 64 kilometers to the north
and is accessible via the South Luzon Expressway, and to Batangas City 45 kilometers to the
south by means of the STAR Tollway.

EDUCATION

 The city has a literacy rate of 98.83% (CBMS 2018-2019)

 Fifty eight (58) Barangay Daycare Centers
 Forty-four (44) Public Elementary Schools
 Fifteen (15) Public Junior High School
 Four (4) Public Senior High School
 Sixteen (16) Public High Schools
 Thirty eight (38) Private Schools
 Sixteen (16) Private Junior High School
 Six (6) Private Senior High School
 Nine (9) Institutions offering college education
 Two (2) Institutions offering vocational courses for college
 Two (2) Technical schools primarily for computer education
 TANAUAN CITY COLLEGE

HISTORICAL & CULTURAL PLACES

MODESTO CASTILLO MEMORIAL CULTURAL CENTER

LAU
REL ANCESTRAL HOUSE
 ALMEDA HOUSE

SAINT JOHN DE EVANGELIST PARISH CHURCH

OLD MUNICIPAL BUILDING & NOW MUSEO NG TANAUAN

GONZALES ANCESTRAL HOUSE

 ST. JOHN THE EVANGELIST TANAUAN PARK CEMETERY

It is known as
“iluhan ng tubo”,
built during the
Spanish period
with
approximately 20
ft. high made of
adobe blocks.

OLD TOWER AT BRGY. CALE

 MABINI SHRINE

SEAT OF GOVERNMENT

Hon. MARY ANGELINE YSON HALILI HON. ATTY. HERMINIGILDO G. TRINIDAD JR.
City Mayor City Vice Mayor/Presiding Officer
Hon. Joseph M. Castillo Hon. Herman G. TrinidadCity
City Councilor City Councilor

Hon. Simeon M. Platon Hon. Czylene T. Marqueses

City Councilor City Councilor
 Hon. Angel C. Burgos Hon. Glen Win D. Gonzales
City Councilor City Councilor

Hon. Angel V. Atienza Hon. BGen. Benedicto C. Corona

City Councilor City Councilor
Hon. Dr. Kristel N. Guelos Hon. Herman R. De Sagun
City Councilor City Councilor

Hon. Isidro M. Fruelda Hon. John Kennedy N. Macalindong

ABC President SK President
Facts about Tanauan

Demography : (CBMS DATA 2018)

Total Population 165,358
Male 81,828
Female 83,530
Population Density 1,505 persons/sq. kms
No. of Households 40,854
Population Rate 2.6%
Household Size 4
No. of Barangays 48
No. of Registered Voters 124,619
Income Classification 2nd Class Component City
Mabini was born in Barangay Talaga, close to the Poblacion of Tanauan in the province of
Batangas. Talaga is romantically situated, in Mabini’s own words between Taal Lake and Laguna
de bay, relatively more luxuriant in those days. The name was derived from the old tagalog word
“TALAGA” meaning “WELL” which is a source of water during Spanish period. Has a total land
area of 442.62 hectares and the 4th largest rural barangay.

Why do we need to study Mabini’s Life, works & writings?

The study of Mabini’s Life is important because you will gain more knowledge about the
importance of life and the realization that poverty is not a hindrance to reach your dreams and
goal in life.
It is also important to know the status of life to become proud with dignity.
The Life of Mabini has three section:
a.The student and man
b. Politician and statesman
c. Mabini as a writer and Patriot
 THE FORMATIVE YEARS

Apolinario Mabini y Maranan was born on July 23, 1864, in the barrio of Talaga, close to the
población of Tanauan, in the province of Batangas. His father was Inocencio Leon Mabini, son
of Felipe Mabini and Eugenia Lira. His mother was Dionisia Magpantay Maranan, daughter of
Juan Maranan and Florinda Magpantay. He was the second child in the brood of eight sons.
The familt owned a few hectares of land, five of which were arable, while the rest were wooded
or used for pasture. The farm was dedicated to the planting of palay, sugar, corn and various
kinds of vegetables.

His mother worked in coffee plantation during harvest season. The earnings was used to buy
coffee and sell it to others. His mother portray her as a woman of stern but patient character,
hardworking and determined in providing for her children, and sensitive to their reactions to her.

Talaga, romantically situated, in Mabini’s own words, between Taal Lake and Laguna de Bay,
was relatively more luxuriant in those days.

Mabini’s father and paternal grandfather were illiterates. It was also said that when Inocencio
Mabini became cabeza de barangay, he could hardly sign his own name. That he was able to
acquire this position was most probably due to the prestige of his father-in-law, rather then mere
ownership of some land.

Juan Maranan, who had a small school in Talaga, undertook to teach Cartilla to the oldest of
the Mabini’s boys, it was discovered that Mabini learned the lesson faster, although he was a
mere spectator in the lessons. It was then that the maternal grandfather decided to teach him
arithmetic and grammar. Mabini was not able to study in Tanauan until he was nearly an
adolescent. Here, he enrolled in the school of Simplicio Avelino; and to take care partially of
his expenses, he worked as a houseboy in the house of the tailor I exchange of free board and
lodging. At school, it appeared that the rod was part of the pedagogical techniques, and Mabini,
having been a victim of what he considered unjust whipping, decided to leave the school and
never return. In 1875, he transferred to the school of Father Valerio Malabanan in the same
town. It was here that he studied Latin and completed a few years of secondary education.

Arriving in Manila for the first time in July, 1881, he enrolled at the Dominican school of San
Juan de Letran for his fourth year of secondary education. While studying, he was able to find
employment as a teacher in the Latin School of Melchor Virrey in exchange for board and
lodging. But this first stay in Manila was remain a short one. The fearful outbreak of cholera in
the city in 1882 led to the closure o all the schools in the city. Mabini was forced to go back to
his province. Upon the invitation of Father Malabanan, he taught in Bauan, the town where the
priest transferred his school. From 1882 to 1883, Mabini, amidst the respet of all, taught as an
auxiliary teacher with a modest salary.

It was b when Mabini was called to his mother’s bedside as she lay near death. His mother
always yearned for her son to become a priest, and it was she who first taught him the
catechism. Believing that the priesthood was the highest office a man ought to aspire for, she
did not spare any effort that might lead her fondest child to aspire for it.

Mabini wrote his major work La Revolucion Filipina and dedicated it to his mother memory, he
explained that though it was his mother’s wish that he became a priest, such was not his
destiny.

In 1884, Mabini once more went to Manila to re-enroll at the San Juan de Letran for his fifth
year of secondary education. Not uncommon at that time, he also took courses at the College
(not the University) of Santo Tomas. At this time, the student became exposed to the world of
Logic and Moral Philosophy. His professor in Logic in Santo Tomas was the Dominican
Evaristo Fernandez Arias.

As before, Mabini taught in the school of Melchor Virrey in exchange for his board and lodging.
But with the unexpected death of Mr. Virrey and the consequent closure of the school, Mabini
returned once more to his province in 1885, on account of the chronic problem of lack of funds.
He then taught in Lipa, at the school of Sabastian Virrey, a brother of Melchor Virrey. In 1887,
he took a week’s leave to take some examinations in Manila, where he was able to earn his
Bachiller de Artes as sobresalliente and a teacher’s certificate with the title Pofesor de segunda
ensenianza.

In July 1888, after taking a leave of Sebastian Virrey and the school at Lipa, Mabini, fortified
by his savings, returned to Manila to enroll in the six-year Law course at the University of Santo
Tomas.

As a Law student, Mabini usually stood at the top of his class and got sobresaliente in the
majority of his course. He, too, had the best legal minds of the country as his mentors, among
whom was Cayetano Arellano. His study habits were methodical and he used to take rapid but
careful notes during lectures and then recognize them immediately after class or at his home.
He won various prizes and showed marked excellence in Natural Law and Civil Law. However,
in courses taken in preparatory law like Spanish Literature and Spanish Critical History, he failed
to get sobresaliente.

It is said that a certain Padre Velasquez, one of Mabini’s professors, once propounded a
difficult question in class for which none of the students he knew to be bright were able to render
a satisfactory solution. In order to enliven the class with some laughter’s, and on the expectation
that a poor answer was forthcoming, he asked one of the students, who appeared poorly
dressed and unobtrusive, the question. This student happened to be Mabini, a relatively
unknown student and a newcomer. To the professor surprise, Mabini rendered a satisfactory
answer.

In 1890, he became a desk clerk in the third station of the Court of First Instance; he was then
promoted as assistant to the Clerk (escribano) of the Court, Numeriano Adriano. This man came
to like and respect Mabini, and more than once, as senior to Mabini, he protected his interests in
the office.

After qualifying by means of a competitive examination in which he excelled, he was able to get
a job at the Intendencia General. But here it appeared that he did not get along with his chief
who was a Spaniard with pretensions of racial superiority. Under such intolerable and
humiliating circumstances, Mabini resigned from his position. He then assumed a part-time work
as teacher in the school of Raimundo Alindada, a former San Juan de Letran classmate of his.

In the middle of 1892, Mabini was invited to work in the notorial office of Adriano. In the
meanwhile, on Adriano’s suggestion, he began to receive private lessons on civil law from
Arcadio del Rosario, who later on characterized Mabini as "extraordinary, gentle but firm,
determined and inflexible.

Melecio Bolanos, a friend and former classmate of Mabini, reported that he visited Mabini in
1893, on a standing invitation extended to him by the latter to stay in his house should he come
to Manila on a visit from the province. Bolanos and Mabini would, in the evenings, discuss
current events and other related topics.

On January 11, 1897, Adriano was executed in the field of Bagumbayan that was the end of
intimate political companionship to Mabini. He led Mabini for twenty years.

Mabini took hi examinations for a licentiate in jurisprudence on March 2, 1894. A week later he
became a member of the Colegio de Abogados and admitted to the bar.

COLONIAL HERITAGE

Almost every step of the Spanish conquest of the Philippines was bitterly contested. Tribes
initially pacified by tact and friendly overtures manifested resentment sooner or later as a normal
reaction to the imposition of an alien domination. The aims of the conquest were frank and
unambiguous, to convert the native inhabitants to Catholicism and to increase the territorial
domains of the Spanish Monarch. That the natives were to be governed in peace and allowed
to multiply were simply pragmatic means to render these two aims relevant and viable.

On the cultural and political level, the contest between the conquering Spaniards and subjected
Filipinos manifested itself in the following opposition. On one hand were the Spaniards
attempting to reduce the Filipinos into becoming loyal subjects of the Spanish sovereign and
obedient Christians under Church discipline. On The other hand were the Filipinos struggling to
keep their beliefs, tribal identity, relative freedom of movement, and inclinations of loyalty to their
chiefs.

In time, under the studied solicitude and systematic disciplinary care of their mentors, the
Filipinos began to lose knowledge of their native arts, industries and written language. With the
imposition of an alien religion and culture, at least their externals, the people became
conditioned to be ashamed of their ancient beliefs and way of life.

For three centuries, the highest offices of the Spanish administrative system, from the position of
provincial authorities to that of Governor General, were reserved for Spaniards, while the
practical control of towns, remained in effect, with them. This was to be expected for the natives
were assumed to be incompetent in complex matters.

Whatever beneficial effects the Laws of the Indies might have brought about for the Filipinos
were nullified largely by the actions of the colonial rulers. Governor General and alcalde
mayores perverted their offices into private business enterprises. Under such an atmosphere, in
spite of a few exceptional and idealistic administrators, no radical economic progress of the
country would be possible.

Some Spanish monarchs from Philip II in the seventeenth century to Queen Cristina in the
nineteenth century were advised by their ministers either to abandon the colony as not self-
supporting or to sell it in order to help replenish a bankrupt treasury.

According to Mabini, too, all of the most important positions in the colonial administration in
Manila and the provinces up to the eve of the Revolution were in the hands of the Spaniards.
Furthermore, each employee tried to take advantage of the short time he was expected to hold
office lest he find himself unprovided for at the end of his term.

Now, according to Mabini, the attempts of lay Spaniards to monopolize the offices in the civil
and military administration were also paralleled by the attempts of the Spanish friars to control
not only the highest ecclesiastical offices, but the best parishes as, well. Such parallel attempts
were judged by Mabini to have resulted in a combined and studied policy of both kinds of
authorities to keep the Filipinos ignorant and with not enough opportunities to develop the
growth of their intellects lest they begin to question the existing order. Outer walls had been
carefully established around the colony, quarantining its inhabitants from neighboring oriental
cultures and the radical doctrines then spreading throughout Europe. But these were to crumble
soon. Then the inner walls put up by the Spanish colonial and ecclesiastical authorities around
them, would, as a further consequence, also be weakened. That the lives of the people,
sheltered by the shadows of its tallest edifices, became exposed to outside influences were due,
according to Mabini, to two major factors; the opening of the Suez Canal in 1869, which allowed
greater and faster communication with Spain and other parts of Europe, and the opening of
Manila to world commerce. This second factor, the commercial penetration of the country,
brought about a greater influx of inhabitants to Manila from abroad and from the provinces and
its economic repercussions and complexities resulted in the need for the professions.

Spanish republicanism was nothing else but the transplantation of the ideas of the French
Revolution on Spanish soil. The short-lived Spanish Republic of 1873-74, besides evincing the
fact that a monarch was not an essential furniture in Spain’s political parlor, sincerely, albeit
idealistically, made efforts to implant republican institutions, not only at home but partially in the
colonies as well.

True enough, the reestablishment of the monarchy under Amadeo de Savoy (1871-1873), after
the short-lived Provisional Government, brought a reactionary Governor into the Philippines after
Dela Torre; but it would be very difficult then to stifle the expectations generated previously by
Dela Torre among both Spanish liberals and sympathizing Filipinos in the colony. Neither the
monarchy nor the restoration of the Bourbons in 1875, implied the disappearance of liberal and
republican aspirations in Spain. The Spanish Constitution of 1876 was a realistic compromise
and in effect recognized the existence of such aspirations. The fact that the Republic fell in 1874
was because the Spain did not possess the essential economic structure to make republican
institutions viable all over the entire country.

With, the end to a few centuries of the Inquisition, resulting in the removal of obstacles to foreign
ideas and the penetration of the ideas of the French Revolution into Spain, which stirred the
minds of many, some Spaniards began to leave the country for education in other European
universities by the beginning of the nineteenth century. Among them was the respected Julian
Sanz del Rio, who returned to Spain about the middle of the last century, after having been
exposed to the secular education of Germany, bringing back ideas, relatively novel to Spain,
that created quite a stir. Del Rio was eventually able to influence a great number of persons with
inclinations towards secular studies and social betterment. These were either members of his
philosophic circle or students exposed to his works.

The young who joined the philosophical circle of Del Rio or who attended his class lectures, as
he was once a university professor, formed the cream the Spanish liberalism. Noteworthy
among these in the field of education was Francisco Giner. For a clear statement of the
postulates of Spanish political liberalism and the laying of the foundation’s stones of the
Republic in 1873, three men stand out; Nicolas Salmeron, Emilio Castelar, and Francisco Pi
y Margall.

The ideas of the "generation of 68" exemplified in the speeches and writings of Salmeron and
the orations of Castelar, the most illustratrious leaders of the short-lived Republic, evince that
tremendous energy that come deeply from emancipated spirits.

III. Viable and vibrant Activities

Description of the Learning Activities

Learning Task 1
After reading the formative years and colonial heritage you are going to prepare for the
presentation of your oral narration about it. Make sure that you present it livelier and with
appropriate tone of voice and gestures. Be also creative in presenting. You can send your video
through my social media account for the evaluation of the output. This video will help you in
forming your ideas.
https://youtu.be/dmc2yznGFsQ

Learning Task 2
Write a 3 to 5 paragraphs essay about what you have read. Identify its significance to present
times especially for the family relationships and in the community. Make a comparison for the
system of education and the system of governance during those times and to the present. Write
your output in a separate sheet. Make a separate essay for the history of Tanauan.

Learning Task 3
Create a poster photo to people involved to Mabini’s life. This a 50 points activity that point out
your skill of imagination on how the persons in the life of Mabini may look like. It will also sum up
on the ideas that you get in the text. Through this poster it will give the audience a brief story
about Mabini.
 IV. Opportunity to reflect and articulate students’ acquired knowledge.

Purpose of the activity

Due to pandemic you are in the situations that bring you to a difficult situation but you have to
strive it. In that case we should do something that will enhance your learnings and skills like
what we are doing right now, this module will help you to know Mabini’s life and works. It will
enlighten you about his significant deeds for the country. It will also test your reading ability to
explore in Mabini’s time.

Criteria for Evaluation

Learning Task 1 Rubrics

Excellent Very Good Needs More Work

11-15 6-10 0-5

Narrative
Very entertaining; the Somewhat Lacking
__/15 story was appropriate entertaining; The entertainment value;
in theme and story was appropriate the vocabulary and/or
vocabulary. You for audience, but it theme was either
knew your audience wasn't below the audience
well. sensationalized or above them. You
enough, the audience did not know your
was too familiar with audience.
it.

Preparedness
Student was well Student was slightly Although the student
__/15 prepared, was nervous but still may have practiced,
relaxed, and established eye the student fidgeted,
established eye contact. The student appeared quite
contact with may, or may not, nervous, and/or had
audience. have gesture but had little eye contact with
Occasionally student practiced and the audience. Few, if
gestured. It was planned ahead. any, gestures were
obvious from the made while telling the
ease of the story.
performance that the
student had planned
and practiced this
narrative.

Volume
Audible - loud enough Audible but Inaudible - volume
to be heard by all inconsistent - loud
 __/15 audience members enough to be heard was too low.
throughout the entire by all audience
presentation. members at least
80% of the time.

Clarity of Speech
Spoke clearly and Spoke clearly and Often mumbled or
__/15 distinctly; was very distinctly; was familiar could not be
familiar with material with material and understood; was not
and did not stammer mispronounced only very familiar with the
or mispronounce a few words. material and
words. mispronounced
several words.

Learning Task 2 Rubrics

Excellent Proficient Satisfactory Limited Poor

21-25 16-20 11-15 6-10 0-5

Thought & Ideas are Ideas are Ideas are Ideas are Ideas are
Understandi insightful, thoughtful, relevant & superficial & largely absent
ng demonstratin demonstratin straightforwar oversimplified or irrelevant
g a g a well- d, demonstratin and/or do not
comprehensi considered demonstratin g a weak develop the
__/25 on of subtle comprehensi g a comprehensi topic. Little
distinctions in on of the generalized on of the comprehensi
the literary literary texts comprehensi literary texts on of the
texts and the and the topic. on of the and the topic. literary texts
topic. Literary Literary literary texts Literary and/or topic is
nterpretation nterpretation and the topic. interpretation demonstrated
are are revealing Literary s are .
perceptive and interpretation incomplete
and convincing. s are general and/or literal.
illuminating but plausible.

Supporting Support is Support is Support is Support is Support is

Evidence explicit, relevant, adequate & often irrelevant,
precise and accurate and general, but inappropriate over-
deliberately occasionally occasionally or is a generalized,
chosen to deliberately lacking in restatement and/or
reinforce the chosen to persuasivene of what was lacking. The
student’s reinforce the ss & read and/or support, if
ideas in an student’s consistency. may be present, is
effective and ideas in a A repetitive, largely
judicious logical & straightforwar contradictory unrelated to
way. A strong clear way. A d connection and/or any idea that
connection to clear to the lacking. The may be
the student’s connection to student’s connection to present.
ideas is the student’s ideas is the student’s
maintained. ideas is ideas is
 maintained. maintained. vague and/or
unclear.

Form & An effective A considered A A discernible A haphazard

Structure arrangement arrangement straightforwar but ineffectual arrangement
of ideas and of ideas and d arrangement of ideas and
details details arrangement of ideas and details
__/25 contributes to contributes to of ideas and details provides little
a fluent, a competent details provides or no
controlled controlled provides some direction for
and shaped discussion direction for direction for the
discussion that the the discussion,
that concludes discussion discussion and a
concludes appropriately. that that does not conclusion is
skilfully. The The unifying concludes conclude absent or
unifying effect or functionally. deliberately. obscure. A
effect or controlling The unifying A unifying unifying effect
controlling idea is effect or effect or or controlling
idea is sustained & controlling controlling idea is
successfully coherently idea is idea is not absent.
sustained presented. presented maintained.
and and
integrated & maintained
coherently generally,
presented. however,
coherence
may falter.

Matters of Syntactic Syntactic Syntactic Syntax is Syntax is

Choice structures structures are structures are frequently confused and
are effective generally generally awkward uncontrolled.
& sometimes effective. clear, but and/or The writing is
__/25 polished. Stylistic attempts at immature. unclear. Lack
Stylistic choices complex The writing of language
choices contribute to structures may be choices
contribute to a competent may be vague, contributes to
a confident composition awkward. redundant a confusing
composition with a Stylistic and/or composition
with a capable choices unclear. with an
convincing voice. contribute to Inadequate ineffective
voice. a clear language voice.
composition choices
with a matter contribute to
of fact voice. a composition
with an
undiscerning
or uncritical
voice.

Matters of This writing This writing This writing This writing This writing
Correctness demonstrates demonstrates demonstrates demonstrates demonstrates
confidence in competence control of the faltering lack of control
control of in control of basics of control of of correct
correct correct correct correct sentence
 __/25 sentence sentence sentence sentence construction,
construction, construction, construction, construction, usage,
usage, usage, usage, usage, grammar and
grammar and grammar, & grammar and grammar and mechanics.
mechanics. mechanics. mechanics. mechanics. Jarring errors
The relative Minor errors There may be The range of impair
absence of in complex occasional errors blurs communicatio
error is language lapses in the clarity of n.
impressive structures are control and communicatio
considering understandab minor errors. n.
the le However, the
complexity of considering communicatio
the response the n remains
& the circumstance clear.
circumstance s.
s.

Summary and Reflection

Student Name: Student #

Course Code/ Description: Date Submitted

TOPIC/IDEA/ I ALREADY I LEARNED…… I STILL WANT TO REFLECTION
EXPERIENCE
KNEW…. KNOW

V. Textbooks and other References

Majul, Cesar A. (2004). Apolinario Mabini Revolutionary. National Historical Institue, Philippines

https://www.thoughtco.com/apolinario-mabini-195645
https://youtu.be/dmc2yznGFsQ

The TCC Learning Module Component Details

Each course module shall independently design from students’ available resource to ensure
that students will learn from the designed teaching and learning materials. Further, it is
intentionally designed containing components with acronym PIVOT which is the same acronym of
the City Government and the College Core Values (Professionalism, Integrity, Value for
Excellence, Open for Innovation, Teamwork) to instill amongst TCCians the spirit of these core
values exceptionally in the midst of crisis.
P
reliminaries. An introduction to the module objectives, contents, its rationale or purpose,
list of assignments, activities, lecture notes, test/quizzes, and due dates. This is a place to
provide a rationale and highlight the module’s relevance by describing how it fits into the
course, and may provide a brief overview of new material. It is also a place to remind students
what they have already learned and how this new information will build on their previous
knowledge.

 Introduction: A general statement about the nature of the module and its relation to the
course as a whole. The introduction should not only introduce the topic of the module, but
should also forecast the content and organization of the module itself.
 Module Learning Objectives: These objectives should be the specific outcomes that
relate to each individual module, not the objectives that relate to the entire course. Students
should be explicitly and clearly told what they are expected to learn in each module. It is
very important to make sure that the module outcomes align properly with the assessments
in the same module.
 Learning outcomes are direct statements that describe the knowledge, skills, and attitudes
that students are expected to reliably demonstrate in successfully completing a
course. They describe learning that is significant and durable– learning that really matters in
the long term. Learning Outcomes should be observable, assessable in some way, and
both rigorous and flexible (rigorous in that they specify the complexity of learning expected
and flexible in that the learning may be demonstrated in a variety of ways).

I
nstructions. This part of the module discourses the subject matter. It contains lectures and
instructions supported by any reading or visual material like instructor prepared text,
PowerPoint slides, Web sites, articles, graphic organizers, or other media and material. This
would also be the place to link discussion boards, audio files, video conferencing, and chat room
discussions that are serve as the means of interaction between students and faculty for this
module period and help students meet the objectives associated with this period of time in the
course.

 Key Words and Concepts: A list of keywords with definitions, perhaps listed for emphasis
so that the student will be on the alert for an explanation or definition later in the module.
 Content Lectures/Discussions: This can be a very broad area to cover and may include
multiple topics separated into sections. Therefore, you may want to link your discussion to
your presentation related to the module.

V
iable and vibrant Activities. This is where faculty would list assignments/activities related
to this specific course module. This section contains activities that provide ways for
students to engage with each other in discussion and with the information and concepts.
This section actively engages students with the course material and explicitly practice or review,
apply, analyze or synthesize through discussion, exercises, laboratories, problem solving, case
studies, role plays, test, quiz, essay, journal or portfolio entry, peer evaluation, or self-evaluation
and other methods.

 Collaborative and interactive activities that will facilitate communication between and
among students, including group projects, discussion questions, or other types of
communication and collaboration.
 Assignments. While the assignments were listed in the preliminaries, here is a chance to
describe the assignments in detail and to provide students with the needed information and
resources, including the due dates. If there are more than one type of assignment the
module may have a page for each.
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pportunity to reflect and articulate students’ acquired knowledge. This section provides
clear and explicit details on how students will evaluate/ assess their work/performance.
This section encourages students to fill up the college Standard Learning Journal (SLJ), it
further, explained how the faculty will give feedback to students regarding their learning and
accomplishment of the module objectives.

 Evaluations. All assessments should contain detailed explanations of their purpose, with

full descriptions of how students are to complete and submit them. Assessment and
Evaluation tools are specified under this section.
 Summary and Reflection. This section provides a way to engage the student in a dialogue
about what they have learned by completing the module. This dialogue might take place in
an online or classroom discussion, in a small-group activity, or through a writing
assignment. It might also contribute to a student’s grade for participation.
 Standard Learning Journal. A standardized form use to record the collection of notes,
observations, thoughts and other relevant materials built up over a period of time and
maybe a result of a period of study, learning and/or working experience. Its purpose is to
enhance student’s learning through the process of writing and thinking about your learning
experiences. Student learning journal is personal to them and will reflect their personality,
preferences and experiences. (With Attached copies of Learning Journal Guidelines and
SLJ Form).

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extbooks and other References. This part contains textbook and reference used in the
module. It also covers possibly additional resources supplemental or complementary
materials relevant to the module essential for students to extend their learning through
enriching activities and evaluation. Be certain to clearly and explicitly designate a note for optional
materials or required materials. Specify a time period within the duration of the module for student
to browse the required materials.

Notes:

1. This Learning Module will be submitted to the office of Academic Affairs along with the
course syllabus before the actual opening of classes on August 17, 2021.
2. Faculty members are required to divide their lessons into eight (8) major modules.
3. Each module requires PowerPoint Presentation and Learning Module in Soft and Hard
copies.
4. Each faculty member will be required to create account per subject from the required LMS
5. Only materials and activities specified in the module will be allowed to be uploaded in the
LMS (Learning Management System).