Professional Documents
Culture Documents
3 Elementary Education Prototype Syllabi Compendium
3 Elementary Education Prototype Syllabi Compendium
Partner Institutions in the Development of the PPST-based Prototype Syllabi ...... 8 4. Teaching Science in the Primary Grades (Biology and Chemistry) ……... 49
5. Teaching Science in the Intermediate Grades (Physics, Earth and Space
PPST-based Prototype Syllabi Priority Programs ..................................................... 10
Science) ……………………………………………………………….……..... 55
PPST-based Prototype Syllabi Intended Audience .................................................. 10 6. Teaching Social Studies in the Primary Grades ……………….…..…...….. 61
7. Teaching Social Studies in the Intermediate Grades ..……......….....…….. 67
Guide to the Prototype Syllabi Compendium ............................................................ 11
8. Teaching Mathematics in the Primary Grades …..……………...….…….... 73
Guide to Reading and Understanding.........................................................................13 9. Teaching Mathematics in the Intermediate Grades ..…...………….……… 81
10. Edukasyong Pantahanan at Pangkabuhayan…………………………….… 88
The PPST-based Prototype Syllabi ............................................................................. 13
11. Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship ….... 93
Features of the Prototype Syllabi ................................................................................ 16 12. Teaching Music in the Elementary Grades ……..……………………….… 98
13. Teaching Arts in the Elementary Grades …………..…………………..…. 103
References ...................................................................................................................... 17
14. Teaching P.E and Health in the Elementary Grades ….…….....……….... 108
The Beginning Teacher Indicators .............................................................................. 18 15. Teaching English in the Elementary Grades (Language Arts) …..…….... 114
16. Teaching Literacy in the Elementary Grades through Literature ………. 121
The PPST-based Elementary Education Specialization Courses Prototype Syllabi
17. Good Manners and Right Conduct (Edukasyon sa Pagpapakatao) ….... 128
..........................................................................................................................................20
18. Technology for Teaching and Learning in the Elementary Grades .….... 134
19. Research in Education …………………........................................................ 141
© 2020. Teacher Education Council and Research Center for Teacher Quality
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ACKNOWLEDGMENTS
The Project Team
Philippine National Research Center for University of New England - Teacher Education Council Secretariat
Teacher Education Council
Teacher Quality (RCTQ) SiMERR National Research Center (TECS)
The Research Team
John Pegg, PhD Leonor M. Briones Runvi V. Manguerra, PhD
Jennie V. Jocson, PhD Director Secretary, Department of Education Executive Director II
Deputy Director and Project Leader
Joy Hardy, PhD Allan B. De Guzman, PhD Donnabel B. Bihasa
Ma. Izella D. Lampos Deputy Director Luzon Zonal Representative Senior Education Program Specialist
Senior Research Officer
Ken Vine, PhD Rita May P. Tagalog, PhD Jayson A. Peñafiel
Mariam Jayne M. Agonos Principal Research Adviser Visayas Zonal Representative Education Program Specialist II
Research Officer
RCTQ Support Staff Evelyn G. Chavez, PhD Rosanna Marie B. Balbuena
Academic Staff Mindanao Zonal Representative Administrative Officer II
Dyna Mariel B. Bade
Gina O. Gonong, PhD Gerald P. Santos Lourdes R. Baetiong, PhD Maricel B. Flores
Director Donnadette S. Belza Language Subject Representative Rex Augus M. Fernandez
Part-time Research Officers Administrative Assistants
Allan S. Reyes, PhD Myrna B. Libutaque, PhD
Beverly E. Estocapio Mathematics Subject Representative
Senior Program Manager Executive Assistant
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Prototype Syllabi Writers
Filipino Social Studies Ateneo de Zamboanga University
Professional Education
Southern Leyte State University Pangasinan State University Fr. Karel S. San Juan, SJ, PhD
Lead Writer for Professional Education President
Analiza M. Nares, PhD Belinda S. Velasquez, PhD
Courses
Claire B. Goda, EdD Cheryl C. Mendoza, PhD Fr. Marcos Louis D. Catalan Jr., SJ
Byron B. Go Silk, PhD, Western Mindanao
Norlyn L. Borong, PhD Rudjane C. Tunac Vice President for Higher Education
State University
Leyte Normal University University of the Cordilleras Evelyn G. Chavez, PhD
Bukidnon State University
Gilbert C. Galit David Y. Camiwet, PhD Dean, School of Education
Ann Sheila C. Del Rosario, PhD
Janet P. Espada, PhD
Ritchelle B. Alugar
Rowena N. Ariaso, EdD Values Education Benguet State University
Rachel Joan T. Toledo, PhD
Benguet State University Dr. Feliciano G. Calora Jr., PhD
Philippine Normal University-Manila Mathematics President
Arnulfo C. Capili, PhD
Celia M. Ilanan, PhD
Ateneo de Zamboanga State University Jingle P. Cuevas, PhD Dr. Kenneth A. Laruan, PhD
Nancy S. Ramores, PhD
Anita R. Tagadiad, PhD Erlyn Honeylette C. Marquez Vice President for Academic Affairs
Evelyn G. Chavez, PhD Saint Louis University - Baguio Dr. Imelda G. Parcasio, EdD
Western Mindanao State University
Daisy M. Quisel Maureen Jane O. Bandoc, PhD Dean, College of Teacher Education
Bernardita G. Bacang, PhD
Marjorie S. Emmanuel, PhD Carmelita B. Caramto, PhD
Early Childhood Education Xavier University-Ateneo de Cagayan Geraldine S. Wakat, PhD Bicol University
Melpe J. Cavales, PhD Arnulfo M. Mascariñas, PhD
Centro Escolar University
Maria Rita D. Lucas, PhD
Pejie C. Santillan, PhD
Ronald M. Quileste
Partner Institution President
Helen M. Llenaresas, EdD
Rose Aira Mae R. Tayag
Milagros L. Borabo, PhD
Administrators Vice President for Academic Affairs
Physical Education
University of Asia and the Pacific Angeles University Foundation Lorna M. Miña, PhD
Angeles University Foundation Dean, College of Education
Angelito Z. Antonio, PhD Joseph Emmanuel L. Angeles, PhD
Jennifer P. Santillan, PhD
Jonar T. Martin, PhD President
Elementary Education Bukidnon State University
Joel G. Tubera, PhD Archimedes T. David, PhD Oscar B. Cabaňelez, PhD
Ateneo de Naga University Vice President for Academic Affairs
Philippine Normal University-Manila President
Paolo Jose R. Silang
Lordinio A. Vergara, PhD Elvira S. Balinas, PhD Estela C. Itaas, PhD
Bicol University Salve A. Favila, PhD Dean, College of Education Vice President for Academic Affairs
Marcia Corazon P. Rico, PhD
Sixto O. Orzales, PhD Science Mercidita S. Villamayor, PhD
Ateneo de Naga University
Dean, College of Teacher Education
De La Salle University - Manila Fr. Roberto Exequiel N. Rivera, SJ
English President
Voltaire C. Mistades, PhD Cebu Normal University
Cebu Normal University Alfredo C. Fabay, PhD
Saint Mary's University - Bayombong Filomena T. Dayagbil, PhD
Lelani C. Dapat, PhD Vice President for Higher Education
Arlene L. Tabaquero, PhD President
Remedios C. Bacus, PhD
Gloria Vicky A. Antonio, PhD Maria Luz T. Badiola, MA Daisy R. Palompon, PhD
Rivika C. Alda, PhD
Zayda S. Asuncion, PhD Dean, College of Education Vice President for Academic Affairs
University of San Jose - Recoletos
Helmae E. Tapanan, EdD Ethel L. Abao, PhD
Ionell Jay R. Terogo Dean, College of Teacher Education
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Centro Escolar University Philippine Normal University – Manila University of Asia and the Pacific Western Mindanao State University
Ma. Cristina D. Padolina, PhD Ma. Antoinette C. Montealegre, DA Winston Conrad B. Padojinog, DBA Milabel Enriquez-Ho, RN, EdD
President OIC- Office of the President President President
Teresa R. Perez, PhD Rosemarievic V. Diaz, PhD Amado P. Saquido, PhD
Vice President for Academic Affairs Vice President for Research, Planning and Vice President for Academic Affairs Ma. Carla A. Ochotorena, PhD
Quality Assurance Vice President for Academic Affairs
Maria Rita D. Lucas, PhD Celerino C. Tiongco, EdD
Dean, School of Education-Liberal Arts- Rita B. Ruscoe, PhD Dean, School of Education and Human Nolan S. Iglesia, EdD
Music-Social Work Dean, College of Teacher Development Development Dean, College of Teacher Education
De La Salle University – Manila Saint Louis University – Baguio University of the Cordilleras
Br. Raymundo B. Suplido FSC, Rev. Fr. Gilbert B. Sales, CICM, PhD Ray Dean D. Salvosa, AB, MPh
Other Partners in Pre-service
President President President
Projects
Roberto M. Arguelles, PhD Nancy M. Flores
Robert C. Roleda, PhD Vice President for Academic Affairs Executive Vice President
Vice Chancellor for Academics Adamson University
Central Luzon State University
Felina P. Espique, PhD Rhodora A. Ngolob, PhD Don Mariano Marcos Memorial State University
Raymund C. Sison, PhD Dean, School of Teacher Education and Former OIC- Vice President for Academic
Dean, Br. Andrew Gonzalez FSC Far Eastern University
Liberal Arts Affairs Negros Oriental State University
College of Education (BAGCED)
Palawan State University
Saint Mary’s University – Bayombong Ramir Austria, PhD Tarlac Agricultural University
Leyte Normal University Rev. Fr. Fernold G. Denna, CICM Dean, College of Teacher Education
Jude A. Duarte, DPA President
President University of San Jose – Recoletos TEC and RCTQ also acknowledge all
Moises Alexander T. Asuncion, PhD
Evelyn B. Aguirre, DA Vice President for Academic Affairs Rev. Fr. Cristopher C. Maspara, OAR, course teachers, deans,
Vice President for Academic Affairs President administrators and personnel from
Dr. Ma. Teresa B. Tayaban
Prof. Lina G. Fabian Dean, School of Teacher Education and Rev. Fr. Leo G. Alaras, OAR
teacher education institutions,
Dean, College of Education Humanities Vice President for Academics DepEd teachers, principals/school
Pangasinan State University heads, supervisors, superintendents
Southern Leyte State University Jestoni P. Babia, LPT, EdD
Dexter R. Buted, DBA Prose Ivy G. Yepes, EdD and educators who took part in the
Dean, College of Education
President President development and validation works.
Paulo V. Cenas, EdD Juanita M. Costillas, PhD Xavier University – Ateneo de Cagayan We also acknowledge the Basic
Former OIC-Office of the President Vice President for Academic Affairs Fr. Roberto C. Yap, SJ Education Sector Transformation
Manolito C. Manuel, EdD President (BEST) program for funding
Frederick C. Aniga, PhD
Vice President for Academic Affairs Dean, College of Teacher Education
Fr. Rene Tacastacas, SJ
activities that supported the project.
Roy C. Ferrer PhD
Vice President of Higher Education
Dean, College of Education (Bayambang)
Jovelyn G Delosa, PhD
Rosario DL. Valencerina EdD
Dean, School of Education
Dean, College of Education (Lingayen)
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List of Acronyms
BTI beginning teacher indicator
CLO Course learning outcome
CMO CHED Memorandum Order
COD Center of Development
COE Center of Excellence
ILO Intended learning outcome
IM Instructional material
OBE Outcome-based Education
OECD Organisation for Economic Co-operation and Development
PPST Philippine Professional Standards for Teachers
PSG Policies, Standards and Guidelines
PST pre-service teacher
TEI teacher education institution
TLA teaching and learning activity
TOS table of specifications
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Development of PPST-based Prototype Syllabi on Priority Programs in Pre-Service Teacher Education
PROJECT BACKGROUND
Rationale
This compendium is one of ten in the series of Prototype Syllabi on Priority Programs in
Pre-service Teacher Education developed through the Philippine National Research Center "Teacher
for Teacher Quality (RCTQ), with the Teacher Education Council (TEC) as lead, in partnership qualifications,
with select Centers of Excellence and Centers of Development in Teacher Education. The teacher's
Development of PPST-based Prototype Syllabi on Priority Programs in Pre-Service Teacher
Education Project aims to further align current teacher education curricula with the Philippine
knowledge and
Professional Standards for Teachers (PPST) to ensure that the future educators are geared skills, make more
towards educating students for a long term and sustainable nation building. difference for
student learning
The PPST-based prototype syllabi aim to provide a benchmark that TEIs can adopt or adapt
to enhance their curricula. This promotes shared understanding and expectations of quality
than any other
pre-service training throughout the country. single factor."
(Darling-Hammond, 2011)
The Philippine Professional Standards for Teachers (PPST)
The National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) (DepEd Order No.
42, S. 2017) sets clear expectations of teachers along well-defined career stages. In adopting it, DepEd integrates PPST in
all its professional development programs, learning and delivery systems, and HR systems. The DepEd adoption and
integration of the PPST necessitate that Teacher Education Institutions (TEIs) align their curricula with what the department
needs. The new CHED-issued PSGs on teacher education (2017) are based on PPST to ensure that every graduate of pre-
service teacher education programs can cope with the demands of DepEd. The development of prototype syllabi supports
new pre-service teacher education curriculum based on CHED requirements and DepEd needs.
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Linking Theory to Practice
The developed prototype syllabi do not only respond to the curricular requirements of the PPST and CHED's PSGs. A key
feature of the syllabi is the inclusion of activities that give opportunities for pre-service teachers to put their learnings into
practice. This supports international studies on linking theory to practice. According to Darling-Hammond (George Lucas
Educational Foundation, 2001):
"It's hard to learn theoretical ideas in isolation, try to remember them for two years until you get to student
teaching, and then all of sudden be put in a situation where you're supposed to implement something
you've never seen in practice. That doesn't work. That's the old model of teacher education."
The prototype syllabi were anchored on the core principles of the Pre-service Teachers' Practice-based Training
(PSTePT) framework, developed by RCTQ, with TEC as lead, and select COEs and CODs in teacher education. In this
framework, practice-based teacher education training is described as experiential, developmental, formative, integrative and
system-based. It is an attempt to integrate practicum into the course work of pre-service teachers starting from their
professional education courses, by recommending the inclusion of experiential activities in the field like observations,
interviews, and other opportunities to demonstrate their understanding of theories to actual practice.
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Partner institutions in the development of the PPST-based Prototype Syllabi
CORDILLERA
ADMINISTRATIVE REGION I
REGION
Benguet State University of the Saint Louis Pangasinan State
University Cordilleras University University
REGION V
REGION X
NATIONAL
CAPITAL
REGION Philippine Normal
Centro Escolar De La Salle University of Asia
University University - Manila University and the Pacific 9
Early Childhood Education Professional Education Early Childhood Education 9
Science
Physical Education
PPST-BASED PROTOTYPE SYLLABI PRIORITY PROGRAMS
The priority programs were selected based on various consultations. The prototype syllabi are on the following programs:
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THE PROTOTYPE SYLLABI DEVELOPMENT PROCESS
Activities
• Develop the key features of the prototype syllabi
• Benchmark the syllabi template
Planning • Select partner institutions and syllabi writers
• Map the pre-service teacher education curriculum to the K to 12 curriculum
Activities
• Review of the Beginning Teacher Indicators of PPST
• Review the Curriculum Quality Audit (CQA) Process for curriculum
Upskilling the enhancement
Writers • Writeshops
• Review and validation of interim outputs (though the TWG, the writing
group and other specialists)
Activities
• Review of interim outputs during the 2018 Teacher Education Council
Review and Convention
Validation of • Review of alignment to the PPST through CQA process
• Review and validation with various stakeholders
Outputs - December 6, 2018 - Review of interim outputs during the Teacher
Education Council Convention with representatives from COEs and CODs
- December-February 2018 – Review of the Technical Working group
- January-February 2019 – Reviews from Partner Institutions
- January 30-February 1 – Review from Non-Partner Institutions
- February 13-16, 2019 – Curriculum Quality Audit review
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GUIDE TO THE PROTOTYPE SYLLABI COMPENDIUM
This compendium is one of 10 in the PPST-based Prototype Syllabi in Pre-service Teacher Education Compendium Series:
Each compendium contains prototype syllabi that Teacher Education Institutions (TEIs) could either adapt or adopt. Parts of the
prototype syllabi template were benchmarked from local and international sources and were agreed upon by the Technical Working
Group and partner institutions.
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GUIDE TO READING AND UNDERSTANDING
THE PPST-BASED PROTOTYPE SYLLABI
Each prototype syllabi contains the common parts like:
• Class Information/Schedule
• Instructor's Information
• Course Information
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The remaining parts have been filled in by the technical working group, research team and writers. They are designed to be adopted
or to serve as a benchmark and model that may be adapted by teacher education institutions, colleges of education and/or the faculty
handling the course.
Course Description
The course descriptions are enhanced versions of the
course descriptions in the Policies, Standards and
Guidelines (PSGs). Enhancements include additional inputs
and/or elaboration using the language of the PPST to clarify
the intent of the course and make the alignment to the PPST
more explicit.
The column for Beginning Teacher Indicators (BTIs) is a new feature in pre-service teacher education syllabi. It shows which BTIs are
addressed/covered by a course. It also shows where BTIs are covered, specifically in the description, course learning outcomes,
content and assessment. Mapping course components to BTIs promotes constructive alignment, that is the intentional alignment of
course content, assessment and feedback to achieve course learning outcomes (Biggs, 2003; Biggs & Tang, 2011). Examining
alignment of outcomes, content and assessment supports constructive alignment in outcomes-based pre-service teacher
education.
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Time Allotment
The Time Allotment column indicates
the recommended duration to cover
the content.
Content
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FEATURES OF THE PROTOTYPE SYLLABI
OTHER REQUIREMENTS
Outcome-based Education
PROTOTYPE SYLLABI
• Outcome-based
• PPST-aligned
• 21st Century
Learning grounded
• PQF- and AQF-
compliant
COMPETENCIES
George Lucas Educational Foundation. (2001). Linda Darling-Hammond: Thoughts on Teacher Preparation.
https://www.edutopia.org/linda-darling-hammond-teacher-preparation
George Lucas Educational Foundation. (2007).What it Means to be a Skillful Teacher: Experts Share Their Thoughts.
https://www.edutopia.org/what-it-means-be-skillful-teacher
Biggs, J. (2003). Aligning Teaching and Assessment to Curriculum Objectives. Imaginative Curriculum Project, LTSN Generic Centre.
https://scholar.google.com/scholar?q=%22Aligning%20Teaching%20and%20Assessment%20to%20Curriculum%20Objectives%22
Biggs, J. and Tang, C. (2011). Teaching for quality learning at university. Maidenhead: McGraw-Hill and Open University Press.
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THE BEGINNING TEACHER INDICATORS
Domain 1: Content Knowledge Domain 2: Learning Environment Domain 3: Diversity of Learners
and Pedagogy
1.1.1 Demonstrate content knowledge and its 2.1.1 Demonstrate knowledge of policies, guidelines 3.1.1 Demonstrate knowledge and understanding of
application within and/or across curriculum and procedures that provide safe and secure differentiated teaching to suit the learners’ gender,
teaching areas. learning environments. needs, strengths, interests and experiences.
1.2.1 Demonstrate an understanding of research-based 2.2.1 Demonstrate understanding of learning 3.2.1 Implement teaching strategies that are responsive
knowledge and principles of teaching and environments that promote fairness, respect and to the learners’ linguistic, cultural, socio-economic
learning. care to encourage learning. and religious backgrounds.
1.3.1 Show skills in the positive use of ICT to facilitate 2.3.1 Demonstrate knowledge of managing classroom 3.3.1 Use strategies responsive to learners with
the teaching and learning process. structure that engages learners, individually or in disabilities, giftedness and talents.
groups, in meaningful exploration, discovery and
hands-on activities within the available physical
learning environments
1.4.1 Demonstrate knowledge of teaching strategies 2.4.1 Demonstrate understanding of supportive learning 3.4.1 Demonstrate understanding of the special
that promote literacy and numeracy skills. environments that nurture and inspire learner educational needs of learners in difficult
participation. circumstances, including: geographic isolation;
chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child
abuse and child labor practices.
1.5.1 Apply teaching strategies that develop critical and 2.5.1 Demonstrate knowledge of learning environments 3.5.1 Demonstrate knowledge of teaching strategies
creative thinking, and/or other higher-order that motivate learners to work productively by that are inclusive of learners from indigenous
thinking skills. assuming responsibility for their own learning. groups.
1.6.1 Use Mother Tongue, Filipino and English to 2.6.1 Demonstrate knowledge of positive and non-
facilitate teaching and learning. violent discipline in the management of learner
behavior.
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Domain 4: Curriculum and Domain 5: Assessment and Domain 6: Community Linkages Domain 7: Personal Growth and
Planning Reporting and Professional Engagement Professional Development
4.1.1 Prepare developmentally 5.1.1 Demonstrate knowledge of the 6.1.1 Demonstrate an understanding of 7.1.1 Articulate a personal philosophy of
sequenced teaching and learning design, selection, organization and knowledge of learning environments teaching that is learner-centered.
processes to meet curriculum use of diagnostic, formative and that are responsive to community
requirements. summative assessment strategies contexts.
consistent with curriculum
requirements.
4.2.1 Identify learning outcomes that are 5.2.1 Demonstrate knowledge of 6.2.1 Seek advice concerning strategies 7.2.1 Demonstrate behaviors that uphold
aligned with learning competencies. monitoring and evaluation of learner that build relationships with the dignity of teaching as a
progress and achievement using parents/guardians and the wider profession by exhibiting qualities
learner attainment data. community. such as caring attitude, respect and
integrity.
4.3.1 Demonstrate knowledge in the 5.3.1 Demonstrate knowledge of 6.3.1 Demonstrate awareness of existing 7.3.1 Seek opportunities to establish
implementation of relevant and providing timely, accurate and laws and regulations that apply to professional links with colleagues.
responsive learning programs. constructive feedback to improve the teaching profession, and
learner performance. become familiar with the
responsibilities specified in the
Code of Ethics for Professional
Teachers.
4.4.1 Seek advice concerning strategies 5.4.1 Demonstrate familiarity with a range 6.4.1 Demonstrate knowledge and 7.4.1 Demonstrate an understanding of
that can enrich teaching practice. of strategies for communicating understanding of school policies how professional reflection and
learner needs, progress and and procedures to foster learning can be used to improve
achievement. harmonious relationships with the practice.
wider school community.
4.5.1 Show skills in the selection, 5.5.1 Demonstrate an understanding of 7.5.1 Demonstrate motivation to realize
development and use of a variety of the role of assessment data as professional development goals
teaching and learning resources, feedback in teaching and learning based on the Philippine
including ICT, to address learning practices and programs. Professional Standards for
goals. Teachers.
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THE PPST-BASED ELEMENTARY EDUCATION SPECIALIZATION
COURSES PROTOTYPE SYLLABI
Document Bases:
CMO No. 74, s. 2017: Policies, Standards, and Guidelines for Bachelor of Secondary Education (BSEd)
K to 12 Curriculum Guides in English, Filipino, Mathematics, Science, Araling Panlipunan, Edukasyon sa Pagpapakatao,
Physical Education [May 2016]
Philippine Professional Standards for Teachers (DO 42, s 2017)
Total Number of Available Specialization Total Number of Available Elective Course
Specialization Courses Course Outputs Elective Courses Outputs
19 19 2 0
Lead Writers:
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Content and Pedagogy in the Mother Tongue
Vision Mission
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
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Course Information
Course Name Content and Pedagogy in the Mother Course Code
Tongue
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements
Grading System
This course includes both the content and the pedagogy of the mother tongue as well as its underlying theoretical assumptions
and frameworks that support its being a foundation for learning of the additional languages of Filipino and English and developing 1.1.1
stronger literacy skills of learners. The subject matter content includes the structure of the mother tongue as a language, literature 1.4.1
in the mother tongue, methods and techniques of teaching the language, development of instructional materials and assessment. 1.6.1
Ultimately, the course will develop prospective teachers’ pedagogical content knowledge of the mother tongue which is necessary
for the effective implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) Program of the Department of
Education.
Week 2 a. Explain theories relevant to [A] Theories, Rationale and • Lecture • Written test on the various [A]
MTB-MLE 1.1.1 Evidence supporting MTB- theories 1.1.1
MLE Developmental
[A] learning theories: Piaget’s
1.1.1 theory, Schema theory of
learning, Social learning
theory
• Creating infographics • Answering metacognitive
b. Discuss journal articles [A]
Cognitive theories of on the articles reading questions about the
providing empirical evidence 1.1.1
bilingualism: Balance theory, selected articles
for these theories Iceberg Analogy, Threshold
theory • Sharing of insights on
the MTB-MLE theories.
Ask students to share if
they have seen these
theories applied in
teaching or how they
think these could be
applied to tecahing
Week 3 a. Trace the legal and educational [A] Legal Bases of MTB-MLE • Group analysis of legal • Short test on the legal bases [A]
arguments for MTB-MLE 1.1.1 • Republic Act No. 10157 documents, class of MTB-MLE 1.1.1
program implementation in the The Kindergarten discussion
Philippines Education Act
b. Discuss the role of teachers and • Republic Act No. 10553 An • Create a profile of a • Look for stories of teachers [A]
the necessary competencies to [A] Act Enhancing the teacher who has the (online) or interview 1.1.1
1.1.1 Philippine Basic Education competencies to teachers on how they
Week 4 a. Examine the language policy (A) Language Policies and • Lecture, class • Group infographics on (A)
considerations for MTB-MLE 1.1.1 Language Planning discussion language policies in the 1.1.1
program implementation in the 1.2.1 • Spolsky’s (2004) language Philippines to be presented
Philippines through the lens of policy in class for viewing
Spolky (2004) and other • Ricento and Hornberger‘s
scholars (1996) language planning
and policy (LPP)
Week 5 a. Identify factors affecting the [A] Factors affecting success of • Interview school • Group reports that discuss [A]
success of multilingualism 1.1.1 multilingualism, Criticisms principals, teachers, the factors affecting success 1.1.1
b. Appraise the criticisms against Against MTB-MLE and parents of K-3 of multilingualism and
MTB-MLE [A] pupils criticisms against MTB-MLE
1.1.1 using available local
• Group reporting in researches
class
Week 6 a. Examine the curriculum guide [A] MTB-MLE Curriculum and • Lecture • Reflection paper that will [A]
for MTB-MLE 1.1.1 Different Approaches to elicit students’ insights from 1.1.1
teaching MTB-MLE • Analysis of sample the discussion
b. Discuss the major approaches [A] instructional plans
to teaching MTB-MLE (i.e., 1.1.1
Communicative Approach,
Task-Based, Content-Based
Approaches; Two-track
method: story track [focus on
meaning] and primer track
[focus on accuracy])
c. Review model instructional
plans [A]
1.1.1
Week 7 - 8 a. Examine literature in the [C] Instructional Materials • Lecture • Production and evaluation [C]
Mother Tongue 1.1.1, 1.6.1, 4.5.1 Development for MTB-MLE of instructional materials 4.5.1
b. Develop instructional materials following OBE framework • Analysis of sample
for MTB-MLE following OBE instructional materials.
framework and embedding
local literature
Week 12 a. Explain the connotation and [A,C] Semantics of MT • Lecture, class • Writing and critiquing of [A, B, C]
denotation of words 1.1.1, 1.6.1 discussion instructional plan 1.1.1, 1.2.1, 4.1.1
• Individual/Dyadic work
on instructional plan
Week a. Teach a subject in K-3 using [A, B, C, D] Synthesis and Application Demonstration teaching Individual Demonstration [A, B, C, D]
16-18 the principles and concepts 1.1.1, 1.1.1, 1.6.1, of key concepts and Teaching and Critiquing 1.1.1,1.6.1, 4.5.1,
learned in the course 4.5.1, 5.1.1 principles in MTB-MLE Peer critiquing of 5.1.1
instructional plans and
materials
Alidou, H., Birgit, B., & Yaya, S. (2006). Optimizing learning and education in Africa – the Language Factor. Paris, France.
Baker, C. (2006). Foundations of bilingual education and bilingualism (4th ed). Clevedon: Multilingual Matters Ltd.
Burton, L.A. (2013). Mother tongue-based multilingual education in the Philippines: Studying top-down policy implementation from the bottom up. Doctoral Dissertation, University of
Minnesota.
Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE). Quezon City: LORIMAR Publishing.
DepEd MTB-MLE Curriculum Guide
DepED Order No. 74. (2009, July 14). Institutionalizing mother tongue-based multilingual education (MLE). http://mlephil.wordpress.com/2009/07/18/deped-order-no-74-s-2009/.
Giron, P. R., Aguirre, R., Flojo, O. C., Gutierrez, M. R. M., & Llagas, A. T. (2016). Teaching and learning languages and multiliteracies: Responding to the MTB-MLE challenge. Quezon City: Lorimar
Publishing.
Gunigundo, M. T. (2010). The right to learn in one’s own language. In R. M. D. Nolasco, F. A. Datar, & A. M. Azurin (Eds.), Starting where the children are: A collection of essays on Mother
tongue-based multilingual education and language issues in the Philippines (pp. 78–80). Diliman, Quezon City: 170+ Talaytayan MLE.
Mahboob, A., & Cruz, P. (2013). English and mother tongue-based multilingual education: Language attitudes in the Philippines. Asian Journal of English Language Studies, (1), 1–19.
Metila, R., Pradilla, L. A., & Williams, A. (2017). Investigating best practice in Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines, Phase 3 progress report: Strategies of
exemplar schools. Report prepared for Australian Department of Foreign Affairs and Trade and Philippine Department of Education. Melbourne and Manila: Assessment, Curriculum
and Technology Research Centre (ACTRC).
Metila, R., Pradilla, L., & Williams, A. (2016). The challenge of implementing mother tongue education in linguistically diverse contexts: The case of the Philippines. The Asia-Pacific Education
Researcher. doi: 10.1007/s40299-016-0310-5
Nolasco, R. M. D., Datar, F. A., & Azurin, A. M. (Eds.). (2010). Starting where the children are: A collection of essays on Mother tongue-based multilingual education and language issues in the
Philippines. Diliman, Quezon City: 170+ Talaytayan MLE.
Pflepsen, A, Benson, C., Chabbott, C., & Van Ginkel, A.J. (2015). Planning for language use in education: Best practices and practical steps to improve learning outcome. Washington, DC: USAID.
PPST-RPMS Manual
Tupas, R. (2015). Inequalities of multilingualism: Challenges to mother tongue-based multilingual education. Language and Education, 29 (2), 112–124.
Van Ginkel, A. J. (2014). Additive language learning for multilingual settings. Washington, DC: USAID.
Williams, A., Metila, R., Pradilla, L. A., & Digo, M. (2014). Investigating Best Practice in MTB-MLE in the Philippines MTB-MLE: Phase 1 Progress Report. University of the Philippines: Assessment,
Curriculum and Technology Research Centre.
Young, C. (2011). Enablers and constraints of an effective and sustainable mother tongue-based multilingual education policy in the Philippines. (Unpublished doctoral dissertation). University
of Bangor.
Vision Mission
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
28
Course Information
Pagtuturo ng Filipino sa Elementarya I –
Course Name Course Code
Estruktura at Gamit ng Wikang Filipino
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements:
Grading System
Pangunahing kahingian sa anumang pagtuturo ng wika ang pag-aaral at pagsusuri sa estrukturang nakapaloob dito. Hindi 1.1.1, 4.1.1
maititiwalag ang kayarian ng wika upang masapol at maunawaan ang kaligiran, kalikasan at kasaysayan nito. Kung gayon, ang
kursong ito ay nakatuon sa pagsanay ng paggamit ng estruktura at gamit ng Wikang Filipino sa pagtuturo sa elementarya.
Sumasaklaw ito sa deskriptibong pag-aaral ng wikang Filipino sa antas ng ponolohiya, morpolohiya, sintaktika at semantika.
Bibigyang-diin sa kursong ito ang ibat ibang dulog at estratehiya sa pagtuturo at pagtataya ng/sa wikang Filipino ayon sa kahingian
ng K – 12 curriculum..
Course Learning Outcomes BTIs covered
Matapos ang isang semestre, ang mga mag-aaral ay inaasahang:
A. naipapamalas ang kasanayan sa pagpapaliwanag ng mga batayang kaalaman sa pagtuturo ng panitikan ng Pilipinas sa 1.1.1
elementarya,
B. naipapamalas ang kahusayan sa pagtuturo ng Filipino gamit ang wikang Filipino at mother tongue at akmang dulog 1.6.1, 4.1.1
pagtuturo at pagkatuto ng/sa panitikang Filipino ayon sa kahingian ng K-12 kurikulum,
C. nakakapili, nakakalikha at nakakagamit ng kagamitang panturong nakaugat sa lokal na kultura at 4.5.1
D. nakakapili, nakakalikha at nakakagamit ng mga akmang pagdulog sa pagtasa at pagtaya sa pagtuturo at pagkatuto ng/sa 5.1.1
wikang Filipino.
a. Natatalakay ang mga [A] Mga teoryang pilosopikal • Pagsusuri ng mga teorya
sumusunod: Jean Piaget 1.1.1 ng edukasyon at wika/ gamit ang mind maps
(Developmental Stages of Teorya sa kalikasan at
Learning), Leo Vygotsky pagkatuto ng wika
(Cooperative Learning),
Jerome Bruner (Discovery
Learning), Robert Gagne
(Heirarchical Learning ),
David Ausubel
(Interactive/Integrated
Learning),Cummins (Basic
Interpersonal
Communication Skills-BICS
at Cognitive Academic
Language Proficiency Skills-
CALPS) [A]
b. Naipapaliwanag ang 1.1.1
implikasyon ng mga teoryang
nabanggit sa pagtuturo at
pagkatuto ng/sa Filipino
Week 2 a. Naipapaliwanag ang [A] Ponolohiya: • Kolaboratibong talakayan/ • Exit slip na nagbubuod ng [A]
kahulugan ng ponolohiya. 1.1.1 Titik at Ponema, Ponemang Question and Answer natutuhan sa talakayan 1.1.1
b. Naikokontrast ang titik at Patinig at Ponemang Katinig
ponema gayundin ang [A]
1.1.1
Week 5 a. Nabibigyang-kahulugan ang [A] Mga Pagbabagong Fast talk/Paspasang Usapan Pagsulat ng maikling sanaysay [A]
1.1.1 Morpoponemiko tungkol sa natutuhan 1.1.1
mga pagbabagong
morpoponeniko. [A]
b. Nakakapagbigay ng mga 1.1.1
tamang halimbawa sa mga
pagbabagong
morpoponemiko. [A]
Bahaging Pangnilalaman:
a. Natatalakay ang saklaw ng [A] Round robin discussion Quiz bee: pangkatan [A]
1.1.1 Pangngalan 1.1.1
pangngalan.
b. Nakakapagbigay ng mga [A]
tamang halimbawa sa bawat 1.1.1
saklaw ng pangngalan.
c. Nagagamit sa makabuluhang [A]
pangungusap ang mga 1.1.1
ibinigay na tiyak na
halimbawa sa bawat saklaw
ng pangngalan.
Week 6 a. Natatalakay ang saklaw ng [A] Panghalip Jigsaw Discussion Quiz bee: pangkatan [A]
1.1.1 1.1.1
panghalip.
b. Nakakapagbigay ng mga
tamang halimbawa sa bawat [A]
saklaw ng panghalip. 1.1.1
c. Nagagamit sa makabuluhang
pangungusap ang mga
ibinigay na tiyak na
halimbawa sa bawat saklaw [A]
1.1.1
ng panghalip
Pandiwa
a. Naipapaliwanag ang [A] Interaktibong Lektyur Pagsulat ng journal entry o [A]
depinisyon ng pandiwa. 1.1.1 kuwento 1.1.1
b. Nababanghay ang mga salita
[A]
sa bawat aspekto at iba pang 1.1.1
kategorisasyon ng pandiwa.
c. Natatalakay ang pokus at [A]
kaganapan ng pandiwa gamit 1.1.1
Week 9 a. Naipapaliwanag ang halaga [A] Bahaging Pangkayarian: Malikhaing pagsusulat Kritikang pangklase [A]
1.1.1 Pang-angkop 1.1.1
ng pang-angkop sa isang
pangungusap. [A]
b. Nalalapatan ng tamang pang- 1.1.1
angkop ang bawat
pangungusap.
[A]
c. Nakikritika ang isang 1.1.1
sanaysay batay sa ginamit na
mga pang-angkop.
a. Nailalahad ang mga uri ng [A] Pangkatang talakayan Pagsulat ng maikling dula at [A]
pangungusap na hindi 1.1.1 Pangungusap na Hindi pagtatanghal gamit ang rubrik 1.1.1
Lantad ang Paksa
lantad ang paksa.
Vision Mission
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
41
Course Information
Pagtuturo ng Filipino sa Elementarya II
Course Name Course Code
– Panitikan ng Pilipinas
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements:
Grading System
Sumasaklaw ang kursong ito sa paggamit ng iba’t ibang anyo ng literatura ng Pilipinas galing sa sarili at iba’t ibang rehiyon sa 1.1.1, 1.6.1,
pagtuturo, produksiyon ng mga kagamitang panturo at pagtatayang angkop sa elementarya. Mahalaga ang kursong ito sapagkat 3.2.1, 4.1.1,
ihahanda at ipapadanas sa mismong mga mag-aaral ang landasin kung paano ituturo ang mga panitikang nakalaan sa antas ng 5.1.1
elementarya gamit ang wikang Filipino. Higit na bibigyang-tuon ang mga layuning nakatala sa Curriculum Guide mula sa
Kagawaran ng Edukasyon, ang aktuwal na mga sipi ng teksto mula sa librong ginagamit sa pampubliko at pampribadong paaralan
at paglikha ng mga kagamitang panturo. Sa huli, layunin ng kursong ito na maikintal at mapalalim sa mga mag-aaral (pre-service
teachers) ang kanilang kamalayan at pagpapahalaga sa panitikan upang sila ay maging mahusay na guro ng Filipino sa
elementarya.
Week 4 a. Naipapaliwanag ang kahulugan ng Alamat • Kritikang pangnilalaman sa • Maikling pagsusulit at/o [A]
alamat. alamat pagsasanay 1.1.1
b. Nakakabasa ng ilang piling alamat.
c. Nakikritika ang nilalaman ng
alamat lalo na ang taglay na
pagpapahalaga o esensiya nito. [A]
1.1.1
d. Nailalahad ang pagiging epektibo Pabula • Pagtatanghal ng piling • Pagkikritika ng pagtatanghal
[A]
ng mga pabula sa pagbibigay ng pabula gamit ang rubrik 1.1.1
aral lalo na sa mga mag-aaral sa
elementarya.
e. Nakakabasa ng ilang piling pabula.
f. Naitatanghal ang ilang piling
pabula.
Week 5-8 a. Naipapamalas ang kahusayan sa [A, B] Mga epektibong dulog at • Paunang Pakitang Turo • Pagkritika (Critiquing) at [A, B,
pagtuturo ng Filipino gamit ang 1.1.1, estratehiya sa pagtuturo ng (formative) Paggamit ng rubrik C, D]
1.6.1, panitikan, paglikha ng 1.1.1,
wikang Filipino at mother tongue
3.2.1, 1.6.1,
at akmang dulog pagtuturo at kagamitang panturo at
4.1.1 3.2.1,
pagkatuto ng/sa panitikang pagtataya
4.1.1,
Filipino ayon sa kahingian ng K-12 4.5.1,
kurikulum, 5.1.1
[A] Kuwentong-bayan
d. Naipapaliwanag ang katuturan ng • Komunikatibong talakayan • Maikling pagsusulit at/o [A]
1.1.1
kuwentong-bayan. sa kahalagahan ng mga pagsasanay 1.1.1
e. Nakakahanap sa sariling lugar ng kuwentong bayan sa
mga kuwentong-bayan. paghubog ng kamalayan
f. Naisasalaysay sa klase ang ng mga mag-aaral
nilalaman ng nahanap na
kuwentong-bayan. • Dugtungang Pagsasalysay
Week 10 a. Naipapaliwanag ang ibig sabihin Mitolohiya • Talakayan • Maikling pagsusulit at/o [A]
ng mitolohiya. pagsasanay 1.1.1
b. Nakikirtika ang ilang piling
mitolohiya sa tulong ng mga
karakter na bida rito.
c. Naisasadula ang ilang piling
[A] [A]
kuwentong-bayan sa Filipino.
1.1.1 1.1.1
Epiko • Kantahan /Chanting • Pag-aaral sa mga piling
d. Nakikilala ang mga anda ng isang
epiko at ang mga
epiko.
mabubuting aral o reyalidad
e. Napapangalanan ang mga sikat na
sa buhay na sinasaklaw ng
epiko sa bansa.
mga akda na mahalagang
f. Nakakanta ang ilang piling epiko.
Week 11 a. Naipapaliwanag ang kahulugan ng Sanaysay • Panayam ng Guro • Maikling pagsusulit at/o [A]
sanaysay. • Pagbasa at kritika sa pagsasanay 1.1.1
b. Nakikirtika ang pagkakabuo nito. sanaysay
c. Naikokontrast ang pormal sa di-
pormal na sanaysay.
d. Nakakahanap ng mga tiyak na
[A] Pormal at Di-Pormal na [A]
halimbawa ng pormal at di-pormal • Paggawa ng Venn Diagram • Pagpapasulat ng sanaysay
1.1.1 Sanaysay 1.1.1
na sanaysay. na nagpapakita ng
e. Nakakasulat ng pormal at di- pagkakahalintulad at
pormal na sanaysay. pagkakaiba ng pormal at
f. Nakakabasa ng napapanahong di-pormal na sanaysay
sanaysay.
g. Napag-uusapan ang nilalaman nito.
h. Nakikritika ang sanaysay batay sa
nilalaman at estilo ng pagkakasulat • Pagpapabasa ng sanaysay • Kritikang pangklase at
Pagbasa ng Sanaysay [A]
nito. pagbabahagi ng mga 1.1.1
natatanging makabagong
sanaysay na marapat na
isama sa pag-aaral ng mga
estudyante sa elementarya
Week 12 a. Nakakasulat ng sariling sanaysay. Pagsulat ng Sanaysay • Pagpapasulat ng sanaysay • Metakritika [A]
b. Nababasa ang ginawang sariling 1.1.1
sanaysay.
c. Nakikritika ang sanaysay sa
pamamagitan ng binuong rubriks [A]
para sa klase. 1.1.1
Week 14 a. Nakakapagsadula ang isang klase Aktuwal na Pagsasadula • Pagsasadula • Pagsulat ng repleksiyong [A]
sa tulong ng napiling piyesa. papel tungkol sa ginawang 1.1.1
[A]
b. Namamarkahan ang pagsasadula pagsasadula
1.1.1
sa tulong ng rubriks.
c. Nakikritika ang isinagawang
pagsasadula
Week a. Naipapamalas ang kahusayan sa [A, B] Mga epektibong dulog at • Huling Pakitang Turo • Pagkritika (Critiquing) at [A, B,
15-18 pagtuturo ng Filipino gamit ang 1.1.1, estratehiya sa pagtuturo ng (summative) Paggamit ng rubrik C, D]
1.6.1, panitikan, paglikha ng 1.1.1,
wikang Filipino at mother tongue
3.2.1, 1.6.1,
at akmang dulog pagtuturo at kagamitang panturo at
4.1.1 3.2.1,
pagkatuto ng/sa panitikang pagtataya
4.1.1,
Filipino ayon sa kahingian ng K-12 4.5.1,
kurikulum, • Pagsulat ng Banghay- 5.1.1
b. nakakapili, nakakalikha at [C] aralin
4.5.1
nakakagamit ng kagamitang • Paglikha ng kagamitang
panturong nakaugat sa lokal na panturo
kultura at
c. Nakakapili, nakakalikha at [D]
nakakagamit ng mga akmang 5.1.1 • Pagbuo ng angkop na
pagdulog sa pagtasa at pagtaya sa pagtataya (assessment)
pagtuturo at pagkatuto ng/sa
wikang Filipino.
Vision Mission
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
49
Course Information
Teaching Science in the Primary Grades
Course Name Course Code
(Biology and Chemistry)
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements:
Grading System
A. demonstrate content knowledge of science for elementary grades including its nature, content, conceptual framework, 1.1.1, 1.2.1
domains of learning, pedagogical approaches, and research-based knowledge and principles of teaching and learning the
subject,
B. demonstrate pedagogical content knowledge that promotes scientific, technological and environmental literacies, 1.1.1
C. select, develop and use varied teaching and learning resources, including ICT, in teaching science and 4.5.1
D. design, select, organize and use appropriate and varied learning processes and assessment strategies consistent with the 4.1.1, 5.1.1
curriculum requirements.
Week 2 a. Discuss the current state of primary [A] Current Developments in • Plenary discussion where • Writing an insight paper on [A]
science --- the status and provision 1.1.1, Primary Science the subject matter 1.1.1,
students synthesize their
1.2.1 1.2.1
of science education in elementary findings based on their
schools individual readings
b. Identify what recent and relevant [A]
research in science education has 1.1.1,
1.2.1
to say about primary science (what
works and what challenges to
consider)
Week 3-4 a. Elucidate on the basic processes [A] The Processes of Science • Interactive activities on the • Accomplishing worksheets [A]
1.1.1, d. Basic Processes processes of science and practical exercises 1.1.1,
that form the foundation for
1.2.1 1.2.1
scientific investigation and the o Observing (written or performance-
integrated processes that form the o Classifying based) on the processes of
method of actual scientific inquiry o Communicating science
o Measuring
o Predicting
o Inferring
e. Integrated Processes
o Identifying and
controlling variables
o Formulating and testing
hypotheses
o Interpreting data
o Defining operationally
Week 5 a. Examine the constructivist view of [A] Constructivism • Classroom observation • Preparing observation notes [A]
learning 1.1.1, where students identify and/or journal writing 1.1.1,
1.2.1 1.2.1
b. Trace indications/manifestations of practices consistent with
spiral progression approach as constructivism
seen in the science curriculum
guide
Week 6 a. Discuss and apply the process- [A, B] Inquiry: Learning how to do • Modelling the process- • Writing lesson plan that [A, B]
1.1.1, science rather than learning oriented guided-inquiry applies the process-oriented 1.1.1,
oriented guided-inquiry
1.2.1, about science 1.2.1
methodology of science teaching methodology of science guided-inquiry methodology
teaching of science teaching
Week 7-8 a. Synthesize information about [A] Basic Concepts and Principles • Student-led discussion: • Micro-teaching on a given [A, B,
scientific principles 1.1.1 for the Elementary Science Individually or in groups, topic in Chemistry D]
Education Program: 1.1.1,
students will be assigned a
[A] 1.2.1,
b. Examine the scope and sequence Chemistry includes Properties specific topic to discuss • “Microteaching is a scaled-
1.1.1 4.1.1
of science in the primary grades and Structure of Matter and with corresponding down, simulated teaching
Changes that Matter Undergo. instructional material to be encounter designed for the
c. Develop sound lesson plans to [A, B, used training of both pre-service
D]
guide children in their or in-service teachers… Its
1.1.1,
investigations with corresponding 1.2.1, purpose is to provide
instructional materials and 4.1.1 teachers with the
assessment tools opportunity for the safe
practice of an enlarged
cluster of teaching skills
while learning how to
develop simple, single-
concept lessons in any
teaching subject.”
(https://www.encyclopedia.c
om/education/encyclopedia
s-almanacs-transcripts-and-
maps/microteaching)
Week 11 a. Describe the current technologies [C] Instructional Materials • Answering Educational • Creating and evaluating [C]
that may be used in teaching 4.5.1 Development for Elementary instructional materials (both 4.5.1
Technology Quotient (ETQ)
science Science Education and Inventory traditional and technology-
b. Infuse technologies into scientific Technology in Elementary based) using a teacher-
investigations Science Education made rubric
Week a. Identify practical suggestions [A, B, Strategies for Successful • Teacher modelling some • Micro-teaching on a given [A, B,
12-13 pertaining to implementing a D] Science Activities strategies of science topic D]
1.1.1, 1.1.1,
constructivist, process-oriented, a. Process-oriented, teaching
1.2.1, 1.2.1,
inquiry science program in the 4.1.1
Problem-based, 4.1.1
elementary classroom 1.1.1 Inquiry-based • Brainstorming 1.1.1
b. Animals and Plants in
the Classroom
c. Outdoor classrooms
d. Others based on
students’ reasearch
Authentic Assessment
Techniques
a) Interviewing
b) Journals
c) Portfolios
Week 15 a. Explain what concept maps are, [B, C] Concept Mapping in • Class discussion and board • Constructing concept map [B, C]
how the technique can be taught 4.1.1, Elementary Science for work on any particular science 4.1.1,
4.5.1 Lesson Planning, Instruction 4.5.1
and how they can be used to topic and grade level (1-3)
enhance science learning and Assessment
Week a. Teach a topic using the principles [A, B, Synthesis and Application of • Final (individual) • Demonstration teaching [A, B,
16-18 and concepts learned in the course C, D] Key concepts and principles demonstration teaching, with critiquing/ mentoring C, D]
1.1.1,
through demonstration teaching peer critiquing of
1.1.1, 1.2.1,
ng/sa wikang Filipino. 1.2.1, instructional plans, 4.1.1,
4.1.1, materials and assessment 4.5.1,
4.5.1, tools 5.1.1
5.1.1
Suggested List of References
Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE). Quezon City: LORIMAR Publishing.
Martin, D. J. (2003.). Elementary science methods: A constructivist approach. Wadsworth
McCrory, A. & Worthington, K. (2018). Mastering primary science. London, UK: Bloomsbury Publishing.
National Research Council of the National Academies (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National
Academies Press.
PPST-RPMS Manual
Vision Mission
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
55
Course Information
Teaching Science in the Intermediate
Course Name Grades (Physics, Earth and Space Course Code
Science)
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements:
Grading System
A. demonstrate content knowledge of science for elementary grades including its nature, content, conceptual framework, 1.1.1, 1.2.1
domains of learning, pedagogical approaches, and research-based knowledge and principles of teaching and learning the
subject,
B. demonstrate pedagogical content knowledge that promotes scientific, technological and environmental literacies, 1.1.1
C. select, develop and use varied teaching and learning resources, including ICT, in teaching science and 4.5.1
D. design, select, organize and use appropriate and varied learning processes and assessment strategies consistent with the 4.1.1, 5.1.1
curriculum requirements.
Teaching Science in the Intermediate Grades (Physics, Earth and Space Science) 56
Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 a. Elaborate the nature, goals and [A] Review of the Nature, Goals, • Cooperative learning • Making an infographic that [A]
processes of science 1.1.1 and Processes of Science summarizes the topic for the 1.1.1
groups discussing the
1.2.1 1.2.1
assigned topic week
Week 2 a. Discuss the domains of learning [A] Domains of learning Science • Plenary discussion where • Writing an insight paper on [A]
1.1.1 the subject matter 1.1.1
science: (1) understanding and students synthesize their
applying scientific knowledge in findings based on their
local setting as well as global individual readings
context whenever possible, (2)
performing scientific processes and
skills and (3) developing and
demonstrating scientific attitudes
and values
Week 3-4 a. Synthesize information about Basic Concepts and • Lecture, class discussion • Lesson plan writing on a [A]
scientific principles [A] Principles for the Elementary given topic in Physics 1.1.1
1.1.1 Science Education Program:
b. Examine the scope and sequence
of science in the primary grades Physics includes Force and
[A, B]
c. Develop sound lesson plans to [A, B] Motion, and Energy. 1.1.1,
guide children in their 1.1.1, 1.2.1
1.2.1
investigations with corresponding
instructional materials and
assessment tools
Week 5-6 a. Synthesize information about [[A] Basic Concepts and • Lecture, class discussion • Lesson plan writing on a [A, B],
scientific principles 1.1.1 Principles for the Elementary given topic in Earth and D
1.1.1,
b. Develop sound lesson plans to Science Education Program: Space Science
1.2.1,
guide children in their [A, B,
Earth and Space Science 4.1.1
investigations with corresponding D] includes Geology,
instructional materials and 1.1.1, Meteorology, and Astronomy .
assessment tools 1.2.1,
4.1.1
Teaching Science in the Intermediate Grades (Physics, Earth and Space Science) 57
Week 7-9 a. Analyze the appropriateness, [A, B, Approaches to teaching • Student-led discussion • Accomplished exit slip on [A, B,
benefits and drawbacks of the D] science with the teacher acting as the topic D]
1.1.1, 1.1.1,
following approaches: “devil’s advocate”
1.2.1, 1.2.1,
a. Multi/ interdisciplinary • Micro-teaching on a given
4.1.1 4.1.1
b. Science-technology- topic in Physics or Earth and
society approach Space Science
c. Contextual learning
b. Demonstrate understanding of
• “Microteaching is a scaled-
the approaches through micro-
down, simulated teaching
teaching
• encounter designed for the
training of both pre-service
or in-service teachers… Its
purpose is to provide
teachers with the
opportunity for the safe
practice of an enlarged
cluster of teaching skills
while learning how to
develop simple, single
concept lessons in any
teaching subject.”
• (https://www.encyclopedia.c
om/education/encyclopedia
salmanacs-transcripts-and-
maps/microteaching)
• A sample configuration of
which is as
• follows: Teachers would
teach an initial five to ten
minute, single element
lesson that was critiqued by
a supervisor. The teacher
would have a brief time to
revise the lesson and then
reteach the same lesson to a
different group.
Teaching Science in the Intermediate Grades (Physics, Earth and Space Science) 58
Week a. Analyze the appropriateness, [A, B, Approaches to teaching • Student-led discussion • Accomplished exit slip on [A, B,
10-12 benefits and drawbacks of the D] science with the teacher acting as the topic D]
1.1.1, 1.1.1,
following approaches: “devil’s advocate”
1.2.1, 1.2.1,
a. Problem/issue-based 4.1.1 • Micro-teaching on a given 4.1.1
learning topic in Physics or Earth and
b. Inquiry-based Space Science
b. Demonstrate understanding of the
approaches through micro-
teaching
Week 13 a. Describe the current technologies Instructional Materials • Answering Educational • Creating instructional
that may be used in teaching [C] Development for Technology Quotient (ETQ) materials (traditional and [C]
science 4.5.1 Elementary Science Inventory technology-based) 4.5.1
b. Infuse technologies into scientific Education and Technology in
investigations Elementary Science
Education
Week 14 a. Identify practical suggestions [A, B, Strategies for Successful • Teacher modelling some • Reflection paper that [A, B,
pertaining to implementing a D] Science Activities strategies of science discusses student’s personal D]
1.1.1, • Process-oriented, 1.1.1,
constructivist, process-oriented, teaching appropriation of the topic
1.2.1, 1.2.1,
inquiry science program in the Problem-based,
4.1.1 4.1.1
elementary classroom Inquiry-based • Brainstorming
• Animals and Plants in
the Classroom
• Outdoor classrooms
• Others based on
students’ research
Week 15 a. Devise ways in which process- Assessment • Lecture and writeshop on • eveloped assessment [D]
oriented inquiry science teachers [D] e) Assessment of process developing assessment tools/instruments 5.1.1
can assess the learning of their 5.1.1 skills tools/instruments
students f) Assessment of inquiry
g) Assessment of attitude
h) Assessment of content
Authentic Assessment
Techniques
d) Interviewing
Teaching Science in the Intermediate Grades (Physics, Earth and Space Science) 59
e) Journals
f) Portfolios
g) Others
Week a. Teach a topic using the principles [A, B, Synthesis and Application of • Final (individual) • Demonstration teaching [A, B,
16-18 and concepts learned in the course C, D] Key concepts and principles demonstration teaching, with critiquing/ mentoring C, D]
1.1.1,
through demonstration teaching peer critiquing of
1.1.1, 1.2.1,
1.2.1, instructional plans, 4.1.1,
4.1.1, materials and assessment 4.5.1,
4.5.1, tools 5.1.1
5.1.1
Teaching Science in the Intermediate Grades (Physics, Earth and Space Science) 60
Teaching Social Studies in the Primary Grades
Vision Mission
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
61
Course Information
Teaching Social Studies in the Primary
Course Name Course Code
Grades
Pre-requisite Subject Course Credit 3 units, 3 hrs/wk. (18 weeks, 54 hrs total)
Course Requirements:
Grading System
This course shall equip the students in the BEED Program with the technological, pedagogical and content knowledge (TPCK) 1.1.1, 1.2.1,
necessary for them to effectively teach Social Studies to diverse learners in the primary grades. In this course, local history and 3.2.1, 4.1.1,
culture which form part of the curriculum content of Araling Panlipunan, and the appropriate teaching strategies and assessment 4.2.1, 4.5.1,
methods, will be given emphasis. Profiling available cultural resources in the community, preparing contextualized instructional 5.1.1
materials, facilitating discussion, finding and utilizing appropriate social studies resources, planning and teaching a lesson to an
entire class in the primary shall form part of the authentic and experiential activities of the course.
Course Learning Outcomes BTIs covered
At the end of the course, the pre-service teachers will be able to:
A. Demonstrate content knowledge and research-based knowledge and its application within/or across curriculum teaching 1.1.1, 1.2.1
areas
B. Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious 3.2.1
backgrounds
C. Prepare developmentally-sequenced teaching and learning processes using a variety of resources, including ICT, to address 4.1.1, 4.5.1
learning goals aligned with curriculum requirements
D. Identify learning outcomes that are aligned with learning competencies in the primary grades 4.2.1
E. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum requirements 5.1.1
• Group Presentation
• Class Discussion
Week 2-3 a. Describe the K to 12 Araling 1.1.1 The Social Studies Program • Library/Internet Search • Students retrieval of 4.1.1,
Panlipunan in Grades 1-3 [A] in the K to 12 Curriculum information from the CGs 4.2.1
(Grades 1-3); The • Buzz Session; for AP in the Primary
b. Prepare creative expressions Intended Outcomes • Think-Square-Share Grades/internet/books on
4.1.1,
through visual illustrations/graphic 4.5.1 Key Stage Standards the topics
organizers to describe the K to 12 [C] Grade Level Standards • Lecture-Discussion
AP Curriculum (Grades 1-3) • Assess through observation 1.1.1
Scope and Sequence (Saklaw • Oral presentation of student responses in the
4.1.1 at Daloy ng Kurikulum sa
c. Prepare a curriculum map for the Q and A
[C]
K-12 AP for Grades 1-3 Araling Panlipunan Baitang K- • Curriculum Mapping
3) • Community Mapping
d. Show the alignment of the 4.1.1, (Resources, Local History • Participation in Group 1.1.1
intended outcomes, grade level 4.2.1 Profiling of Available and Culture) Sharing/Discussion/ Work 4.5.1
[C,D] Community Resources
standards and scope of Araling
Panlipunan in the Primary Grades • Rubric Score Card to assess 1.1.1
the Curriculum Map and the 1.2.1
Week 4 a. Cite concrete applications of the 1.1.1 Guiding Principles in • Group Sharing and • Assess through observation 1.1.1
Guiding Principles of Araling 1.2.1 Teaching Araling Panlipunan Discussion the participation in Group 1.2.1
[A]
Panlipunan sharing/discussion
• Role Playing
b. Present a Role Play applying the 4.1.1 • Assess the role playing with 4.1.1
different principles in teaching [C] the help of the Role Playing
Araling Panlipunan Rubric
Week 5-6 a. Differentiate an approach, a 1.1.1 Definition of Approach, • Class Discussion • Participation in Discussion 1.1.1
strategy or method and a [A] Strategy and Technique
technique • Assess through observation
1.1.1
Approaches and Methods in • Preparing/Writing Session of student responses in the
b. Prepare session plans and Teaching AP in the Primary Plans, IMs and hand-outs Q and A
4.1.1,
Grades
instructional aids as they facilitate 4.2.1
the discussion and demonstration [C,D] • Oral presentation/ • Oral presentation of 1.1.1
of and explain the features of the Demonstration of assigned assigned topics
different approaches and methods topics on approaches and
in teaching Social Studies methods of teaching • Rubric score cards for Oral 4.1.1
Araling Panlipunan presentation/Demonstration 4.2.1
c. Observe a Demonstration Lesson 1.1.1 and Session Plan with hand- 4.5.1
to be conducted by the Course 4.1.1 • Observing a outs
4.2.1
Facilitator or a Basic Education Demonstration Lesson
4.5.1 1.1.1
Teacher handling AP for Grades 1- [A,C, • Rubric score cards on the 4.1.1
3 D] Observation Report 4.2.1
4.5.1
Week 7-8 a. Describe the different assessment 1.1.1 Evaluating Pupils’ • Library and Internet Search • Students retrieval of 1.1.1
techniques/tools used in Araling 1.2.1 Achievement in Social • Brainstorming information from 1.2.1
[A] Studies
Panlipunan internet/books on the topics
• Students will prepare and
present graphic
• Preparing sample
formative and summative
assessment tools in AP
Grades 1-3
•
Week a. Define what a lesson plan is 1.1.1 Planning for Effective • Lecture Discussion • Students retrieval of 1.1.1
9-10 [A] Teaching information from
1.1.1
b. Identify the different components The Lesson Plan-Kinds, • Mini Workshops on Lesson internet/books on the topics
[A]
of a lesson plan Format, Components of the Planning
Lesson Plan • Participation in Group
1.1.1
c. Differentiate the different kinds of 1.1.1 • Preparing/Writing lesson Sharing/Discussion/Work
lesson plan [A] plans in Social
Writing detailed lesson plans
Studies(Araling Panlipunan • Rubric Score Cards for the
in Social Studies(Araling 4.1.1
d. Prepare lesson plans in AP from 1-3) Lesson Plan
4.1.1 Panlipunan 1-3) 4.2.1
Grades 1-3 4.2.1
[C,D]
Week a. Carry out a prepared lesson plan in 4.1.1 Teaching Araling Panlipunan • Teaching Demonstration at • Actual Teaching 4.1.1
11-16 Social Studies in a chosen year level 4.2.1 in the Primary Grades the DepEd Cooperating Demonstration 4.2.1
[C,D] 1.1.1
Schools
b. Demonstrate a meaningful and Actual Teaching • Rubric Score Cards for the 3.2.1
1.1.1
comprehensive knowledge of the 1.2.1 Demonstration • Pre and Post Conference Teaching Demonstration
subject matter they will teach. [A]
Evaluation of the Teaching
3.2.1 Demonstration
c. Apply a wide range of
[B]
teaching/presentation skills. That
are responsive to learners’
Bilbao, Purita, et. Al. (2008). Curriculum Development. Quezon City: Sorimar Publication, Inc.
Duka, Cecilio D. Curriculum Development. Quezon City: Rex Book Store
Longstreet, W.S. and Shane, H.G. (1993 ) Curriculum for a New Millennium. Boston: Allyn and Bacon
Oliva, P. (1997) The Curriculum: Theoretical Dimension. New York: Longman
What is Curriculum Development? www.technology.com/edleadership/curriculum development (accessed April, 2017)
Pryor, Stefan, SDE: Guide to Curriculum Development. www.sde.et.go/sde/cwp/view.asp?=2618Q=321162 (accessed April, 2017). History_of_curriculum_development.doc
Vision Mission
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
67
Course Information
Teaching Social Studies in the
Course Name Course Code
Intermediate Grades
Pre-requisite Subject Course Credit 3 units, 3 hrs/wk (18 weeks, 54 hrs total)
Course Requirements
Grading System
This course shall equip the pre service teachers with the technological, pedagogical and content knowledge (TPCK) necessary for 1.1.1, 1.2.1,
them to effectively teach Social Studies to diverse learners in the intermediate grades. In this course, the curriculum content of 3.2.1, 4.1.1,
Araling Panlipunan in Grades IV to VI (Philippine Geography, History and Government, the appropriate teaching strategies and 4.2.1, 4.5.1,
assessment methods will be given emphasis to prepare students to become elementary grades teachers. Facilitating discussion, 5.1.1
reflecting, finding and utilizing appropriate social studies resources, planning and teaching a lesson to an entire class in the
intermediate grades shall form part of the authentic and experiential activities of the course.
A. Demonstrate content knowledge and research-based knowledge and its application within/or across curriculum teaching 1.1.1, 1.2.1
areas
B. Implement teaching strategies that are responsive to learners’ backgrounds and special educational needs 3.2.1, 3.4.1
C. Prepare developmentally-sequenced teaching and learning processes using a variety of resources, including ICT, to address 4.1.1, 4.5.1
learning goals aligned with curriculum requirements
D. Identify learning outcomes that are aligned with learning competencies in the intermediate grades 4.2.1
E. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum requirements 5.1.1
Week 2-3 a. Describe the K to 12 Araling 1.1.1 The Social Studies Program in • Library/Internet Search • Students retrieval of 4.1.1,
Panlipunan in Grades 4-6 [A] the K to 12 Curriculum (Grades information from the CGs 4.2.1
4-6); The • Buzz Session for AP in the Intermediate
b. Prepare creative expressions 4.1.1,
Intended Outcomes Grades/internet/books on
through visual illustrations/graphic 4.5.1 Key Stage Standards • Lecture-Discussion the topics
organizers to describe the K to 12 [C] Grade Level Standards
AP Curriculum (Grades 4-6) Balangkas Konseptwal • Oral presentation • Assess through observation 1.1.1
Tunguhin, Tema ng AP of student responses in the
4.1.1
c. Prepare a curriculum map for the • Q and A
[C]
K-12 AP for Grades 4-6 Scope and Sequence (Saklaw • Mini workshop: Curriculum
at Daloy ng Kurikulum sa Mapping
d. Show the alignment of the 4.1.1, Araling Panlipunan Baitang 4- • Participation in Group 1.1.1
intended outcomes, grade level 4.2.1 6) Sharing/Discussion/ 4.5.1
[C,D]
standards and scope of Araling • Work
Panlipunan in the Intermediate 1.1.1
Grades • Rubric Score Card to assess 1.2.1
the Curriculum Map
Week 5-6 a. Differentiate an approach, a 1.1.1 Definition of Approach, • Class Discussion • Participation in Discussion 11.1.1
strategy or method and a [A] Strategy and Technique
technique • Preparing/Writing Session • Assess through observation 1.1.1
Approaches and Methods in Plans, IMs and hand-outs of student responses in the
b. Facilitate the discussion and 4.1.1, Teaching AP in the Q and A
demonstration of features of the 4.2.1 Intermediate Grades • Oral
different approaches and methods [C,D] presentation/Demonstratio • Oral presentation of 1.1.1
in teaching Social Studies n (Microteaching) of assigned topics
assigned topics on
c. Observe a Demonstration Lesson 1.1.1 approaches and methods • Rubric score cards for Oral 4.1.1
to be conducted by the Course 4.1.1 of teaching Araling presentation/Demonstration 4.2.1
Facilitator or a Basic Education 4.2.1 Panlipunan /Microteaching and Session 4.5.1
Teacher handling AP for Grades 4- 4.5.1 Plan with hand-outs
[A,C,
6 • Observing a
D]
Demonstration Lesson • Rubric score cards on the 1.1.1
Observation Report 4.1.1
4.2.1
4.5.1
Week 7-8 a. Describe the different assessment 1.1.1 Evaluating Pupils’ • Library and Internet Search • Students retrieval of 1.1.1
techniques/tools used in Araling 1.2.1 Achievement in Social • Brainstorming information from 1.2.1
[A]
Panlipunan Studies internet/books on the topics
• Students will prepare and
b. Critique sample tests in AP for 1.1.1, present graphic • Participation in Group 1.1.1
Grades 4-6 5.1.1 Authentic/Creative organizers/visual Sharing/Discussion/Work
[A, E] Assessment in AP illustrations
• Preparing sample
formative and summative
assessment tools in AP
Grades 4-6
Week a. Prepare lesson plans in AP from 1.1.1 Planning for Effective • Review Lesson on the • Students retrieval of 1.1.1
9-10 1.2.1 Teaching Lesson Plan, Kinds and information from 1.2.1
Grades 4-6
3.2.1
Components internet/books on the topics
3.4.1
4.1.1
4.2.1 Review on The Lesson • Mini Workshops on Lesson • Participation in Group 1.1.1
5.1.1 Plan-Kinds, Format, Planning Sharing/Discussion/Work
[A,B, Components of the Lesson
C,D,E Plan • Preparing/Writing lesson • Rubric Score Cards for the 1.1.1
] 3.2.1
plans in Social Lesson Plan
3.4.1
Studies(Araling Panlipunan 4.1.1
Writing detailed lesson
4-6) 4.2.1
plans in Social
5.1.1
Studies(Araling Panlipunan
• Critiquing
4-6)
Week a. Carry out a prepared lesson plan in 4.1.1 Teaching Araling Panlipunan in • Teaching Demonstration at • Actual Teaching 1.1.1
11-16 Social Studies in a chosen year level 4.2.1 the Intermediate Grades the DepEd Cooperating Demonstration 4.1.1
5.1.1 4.2.1
Schools
[C,D, 4.5.1
E] Actual Teaching 3.2.1
Demonstration 3.4.1
b. Demonstrate a meaningful and 1.1.1 5.1.1
comprehensive knowledge of the 1.2.1 Evaluation of the Teaching • Pre and Post Conference • Rubric Score Cards for the
[A]
subject matter they will teach. Demonstration Teaching Demonstration
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
73
Course Information
Course Name Teaching Mathematics in the Course Code
Primary Grades
Pre-requisite Subject Course Credit
Course Requirements
Grading System
Rubric:
Quality of Ideas - 60%
Presented/Substance
Coherence of Ideas - 20%
Clarity of Expression - 20%
100%
Week 2 a. Identify and discuss the 1.1.1 Mathematics in the K-12 • Walkthrough about the • Choose a certain grade level 1.1.1
content/scope and sequence of 1.2.1 basic education curriculum content/scope and and map the alignment 1.2.1
4.1.1 for the primary grades 4.1.1
Mathematics in the K-12 basic sequence of Mathematics within the content
[A,B,D]
education curriculum (BEC) for the Curriculum for Primary standards, performance
primary grades. Level in the K-12 BEP standards and learning
competencies
b. Explain the importance of the • Lecture-discussion
alignment between the content
standards performance standards
and learning competencies
Geometry (2 dimensional
and 3 dimensional objects,
lines, symmetry and
tessellation);
Week 6 a. Explain and design activities that 1.1.1 Informal Activities • Lecture- discussion with • Worksheets and Activity 1.1.1
would help develop and improve 1.2.1 Workshop Sheets which allow the pre- 4.1.1
1.4.1 4.5.1
childrens’ mathematical skills and Cooperative Learning service teachers to critique
[A,B]
competence. lesson plan objectives, 2.4.1
Teacher-directed Activities selected materials and
b. Demonstrate how goals become 4.1.1 • Class critiquing of lesson session flow
objectives and objectives are used 4.5.1 plan exemplars
[D]
to select materials and activities
1.2.1
2.4.1
[B]
Week 8 a. Identify and discuss the underlying 1.1.1 Experiential and Situated • Lecture-discussion to show • Paper and pencil Test/ 1.1.1
principles and theories and its 1.2.1 Learning different principles and worksheets
[A,B]
implications to learning theories (could be through
mathematics in the K-12 Basic Reflective Learning videos, described
Education Program classroom scenarios,
Cooperative Learning shared math learning
experiences, etc.)
b. Plan a lesson using different Discovery and Inquiry based • Sharing of which • Lesson planning by group-
1.4.1 1.4.1
principles and theories in teaching 4.1.1 Learning principle/theory the pre- Each group will be assigned
4.1.1
Mathematics to promote literacy [A,D] service teachers think is a topic and they will come up
and numeracy skills Constructivism most appropriate/effective with a lesson plan that will be
for different kinds of most supportive in nurturing
learners and classroom and inspiring learner
environment participation
Week 9 a. Identify classroom practices on the 1.4.1 Teaching and Assessment in Lecture-discussion • Reaction Paper 1.4.1
teaching and learning of the skills 1.2.1 Share/Group discussion Paper and Pencil Test 4.5.1
primary Grade Mathematics •
[A,B]
and processes to be developed in
the mathematics education for
primary level in the K-12 BEP:
knowing and understanding;
estimating; computing and
solving; visualizing and modeling;
representing and communicating;
conjecturing, reasoning, proving
Week 10 a. Explain the classroom assessment 1.1.1 Classroom Assessment Free-Wheeling Discussion • Design authentic 4.1.1
framework of the K to 12 BEP as 1.2.1 assessment tools aligned 4.5.1
Framework of the K to 12 BEC
[A,B] 5.1.1
contained in DO 8, s. 2015 with learning outcomes
Week a. Develop and prepare varied 1.5.1 Critical and Creative Thinking Workshop/Project Making • Prepare a lesson which 1.5.1
11-12 teaching and learning resources 4.5.1 develops learners’ critical 4.5.1
in Mathematics for the
[C,D]
that develop critical and creative Primary Grades and creative thinking skills.
Week 14- a. Perform a demonstration lesson in 1.1.1 Demo- teaching Demonstration Lesson Evaluating the Demo-lesson 1.1.1
18 Mathematics (primary level) by 2.4.1 Rubric: 2.4.1
[A,B] 1.5.1
group. Mastery of Content - 30%
4.5.1
Delivery - 30% 5.1.1
b. Implement strategies that develop 1.5.1 Attainment of the - 20%
critical and creative thinking skills [C] Objectives
Teaching Strategy -
c. Use technology appropriately in 4.5.1 Used 20%
teaching the lesson. [D] 100%
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
81
Course Information
Course Name Teaching Mathematics in the Course Code
Intermediate Grades
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements
Grading System
Week a. Explain and discuss the goals and 1.1.1 Goals and Objectives of The K-12 Curriculum Guide for Group reporting and insight- 1.1.1
2-3 objectives of the Key Stage 2 of the 1.2.1 Mathematics in the K-12 BEC Mathematics Education sharing 1.2.1
K-12 Basic Education Program [A,B] for the intermediate grades
Elementary Mathematics
Education. Walkthrough about the
content/scope and sequence of
b. Identify and discuss content/scope 1.1.1 Mathematics for the
and sequence of Mathematics in 1.2.1 Intermediate Level in the K-12
the K-12 BEC for the intermediate [A,B] BEP
grades.
Week a. Demonstrate in-depth 1.1.1 Numbers and Number Sense Lecture-discussion Quiz 1.1.1
4-6 understanding of key concepts and 1.2.1 (whole numbers, number Workshop
[A,B]
skills of the Curriculum content of theory, fractions, decimals,
Mathematics Education for the ratio and proportion, percent
intermediate level in the K-12 BEC and integers)
b. Design activities that would help 1.5.1 Measurement ( time, speed, Whole class discussion Worksheets and Activity Sheets 1.5.1
[A] 2.5.1
develop and improve children’s perimeter, circumference technique
mathematical skills and and area of plane figures,
competencies. volume and surface area of
solid/ space figures,
c. Develop activities that motivates 2.5.1 temperature and meter
learners to work productively and [C] reading)
assume responsibility for their own
learning
Week 7 a. Discuss the learning episodes of 1.1.1 Naturalistic Whole class discussion Reflection paper on case ctudies 1.1.1
Mathematics for children. 2.5.1 Informal technique on theories in Mathematics 1.2.1
[A,C] 2.4.1
Structured teaching and approaches
b. Discuss the theories of 1.2.1 Behaviorism
Mathematics 2.4.1 Constructivism
[B]
1.2.1 1.1.1
c. Cite Mathematics learning Case analysis of different
2.4.1 2.5.1
situations where each theory is learning theories
2.5.1
applicable [A,B,C]
Week 8-9 a. Discuss the learning theories 1.1.1 Jerome Bruner and Discovery Lecture-presentation Reaction Paper 1.1.1
advocated by prominent 1.2.1 Learning Paper and Pencil Test 1.2.1
contemporary psychologists. [B] Lecture-discussion
Robert Gagne and Learning Share/Group discussion
b. Relate the different learning 2.4.1 Hierarchy Case analysis of different 2.4.1
2.5.1 2.5.1
theories in intermediate grades learning theories
[B,C]
mathematics class situation Jean Piaget and Cognitive
Learning
Week a. Use different approaches, 1.1.1 Approaches, Methods and Lecture-Demonstration Return-Demo (Peer Teaching) 1.1.1
10-11 methods and techniques in 1.2.1 Techniques in Teaching Demonstration Technique 1.2.1
teaching Mathematics in the [A,B] Mathematics: 2.4.1
intermediate grades. - Discovery Approach 4.5.1
- Inquiry Approach
b. Develop a variety of teaching and - Process Approach
4.5.1
learning resources, including ICT, - Cooperative Learning
[D]
to address learning goals - Project-based Learning
- Problem Solving
c. Deliver a lesson demonstrating 2.4.1 Techniques
learning environments that nurture [B] - The 5-E Learning Cycle
and inspire learner participation - Activity Approach
- Using Patterns
- The Investigative
Approach
Week 12 a. Use different approaches, 1.1.1 Other Teaching Strategies Lecture-group presentation Recitation 1.1.1
methods and techniques in 1.2.1 and Supplementary Methods: Paper and Pencil Test 1.2.1
teaching Mathematics in the [A,B] Oral Presentation of assigned Reaction Paper 2.5.1
intermediate grades. • Research-based Strategy topic Rubric: 4.1.1
• Interactive Direct Quality of Ideas - 60% 4.5.1
b. Develop a variety of teaching and 4.1.1 Instruction Output presentation by group Presented/Substance
4.5.1
learning resources, including ICT, • Use of Instructional Aids Coherence of Ideas - 20%
[D]
to address learning goals • Modules Clarity of Expression - 20%
• Instructional Games 100%
c. Deliver a lesson that motivates 2.5.1 • Computer Aided
learners to work productively by [B] Instruction
assuming responsibility for their • Collaborative Learning
own learning Strategy
• Peer Practice Strategy
Week 14 a. Develop and prepare varied 1.1.1 Critical and Creative Thinking Workshop/Project Making Prepare a lesson which develops 1.1.1
teaching and learning resources 1.5.1 learners’ critical and creative 1.5.1
Skills in Intermediate
4.1.1 4.1.1
that are suited, useful and effective Mathematics thinking skills.
4.5.1 4.5.1
in teaching critical and creative [A,D] Present the developed/designed
thinking skills appropriate to learning resources to the class.
intermediate grades.
Week 15 a. Identify and discuss some ways of 1.1.1 Assessing Learning Lecture-discussion TOS and Test question 1.1.1
appraising and assessing 5.1.1 Outcomes in Intermediate Workshop/Project Making preparation (Developing 5.1.1
[A,E]
Mathematics learning outcomes Mathematics assessment tools for
Mathematics in the intermediate
b. Create authentic assessment tool 5.1.1 grades)
for measuring learning outcomes [E]
for Mathematics in the
intermediate grades.
Week 16 a. Design a developmentally 1.1.1 Lesson Planning Lecture-discussion Lesson plan on the observed 1.1.1
sequenced teaching and learning 4.1.1 Classroom observation demo-lesson 4.1.1
process to meet the curriculum [A,D] Writeshop 5.1.1
requirements in teaching Output presentation and
Mathematics in the intermediate critiquing
grades.
Week a. Perform a demonstration lesson in 1.1.1 Demo- teaching Demonstration Lesson Evaluating the Demo-lesson 1.1.1
17-18 Mathematics (intermediate level) 4.1.1 Rubric: 1.5.1
[A,D] 2.4.1
by group. Mastery of Content - 30%
2.5.1
Delivery - 30% 4.1.1
b. Implement strategies that inspire 2.4.1 Attainment of the - 20% 4.5.1
learner participation and motivate 2.5.1 Objectives 5.1.1
learners to work productively by [B,C] Teaching Strategy - 20%
assuming responsibility for their Used 100%
own learning.
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
88
Course Information
Course Name Edukasyong Pantahanan at Course Code
Pangkabuhayan
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
(Suggested) Course Requirements
Course Requirements:
1. Project/Output
2. Midterm and Final Examination
3. Instructional Materials
4. Demonstration Teaching
Grading System
Experiential in its approach, this course shall include pedagogical content and technological knowledge and skills in technology 1.1.1, 2.3.1
and livelihood education necessary in teaching and learning in the elementary level. Selected topics in home economics, industrial 4.3.1, 4.5.1,
arts, agriculture, technology and livelihood education shall form parts of the course. Appropriate teaching and assessment 5.1.1
strategies, preparation of instructional materials and resources shall be the focus of this course.
A. Demonstrate content knowledge and its application within and across technology and livelihood education through 1.1.1, 1.2.1
research-based principles of teaching and learning
B. Use Mother Tongue, Filipino and English to facilitate teaching and learning; 1.6.1
C. Demonstrate knowledge of managing classroom structure that engages learners within the available physical learning 2.3.1
environments;
D. Identify learning outcomes that are aligned with learning competencies in the selected topics; 4.3.1
E. Select, develop and use varied teaching and learning resources in TLE; and 4.5.1
F. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum requirements. 5.1.1
Week 2 a. The students can explain the 1.1.1 Contemporary Learning • Lecture-discussion • Video Clip Analysis 1.1.1
significance of the learning 1.2.1 Theories/Psychologists:
[A] 1.1.1
theories of Bruner and Gagne in Their Impact to EPP Teaching • Share/Group discussion • Paper and Pencil Test
the teaching-learning process of a. Jerome Bruner and
the different skill in the EPP subject. Discovery Learning
b. Robert Gagne and Leaning
Hierarchy
Week 3 a. The students can appreciate the 1.1.1 The Need of Teaching EPP in • Lecture-discussion • Reaction Paper 1.1.1
1.6.1 the Intermediate Grades Using Viewing of exemplar
importance of using a language •
[B]
best understood by the pupils, a combination of Mother lessons in the EPP subject
particularly in the EPP subject Tongue, Filipino and English as
Medium of Instruction
Week 4 a. The students can explain the 1.1.1 Latest studies and trends in • Lecture-discussion • Reflection Paper 1.1.1
importance of developing the [A] teaching EPP with emphasis on • Small Group Discussion
different skills needed to improve the following: • Group Sharing
their quality of life a. Consumerism • Research
b. Hospitality Management
c. Valuable Intrapersonal Skills
d. Personality Development
e. Decision Making
Week 5-8 a. The students can identify and use 1.1.1 Approaches, Methods and • Walkthrough of the • Cooking Demonstration 2.3.1
2.3.1 Techniques in Teaching EPP different Methods and Buying Basic Commodities
appropriate method/approach •
[A,C]
/technique in teaching specific a. Demonstration Method Techniques in Teaching
knowledge and skill in teaching b. Hands on Learning EPP • Making a chair/dust pan 2.3.1
c. Cooperative Learning
Week a. The student can differentiate the 5.1.1 Authentic Assessment • Lecture-discussion • Paper and Pencil Test 5.1.1
9-10 [F] Traditional Assessment • • Development of TOS and
two kinds of assessment used in
EPP and conduct each of them. Tests for Quarterly
Assessment
Week 11 a. The student can construct lesson 1.1.1. Lesson Planning in EPP • Workshop on Lesson • Sample Detailed Lesson for 1.1.1.
4.3.1 Planning and Output EPP 4.3.1
plan appropriate to the skill to be
4.5.1 4.5.1
developed Presentation
5.1.1 5.1.1
[A,D, [A,D,
E,F] E,F]
Week 12 a. The student can prepare/create 4.5.1 Preparation of • Presentation of • Instructional Materials 4.5.1
instructional materials suited to the [E] Instructional Materials Instructional Output
lesson to developed
Week a. The student can execute the steps 1.1.1 Implement the Lesson Plan • Demonstration Lesson • Evaluating the Demo-Lesson 1.1.1
13-16 in the lesson plan properly. 1.6.1 1.6.1
2.3.1 2.3.1
4.5.1 4.5.1
[A,B, [A,B,
C,E] C,E]
Vision Mission
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
93
Course Information
Course Name Edukasyong Pantahanan at Course Code
Pangkabuhayan with Entrepreneurship
Pre-requisite Subject Course Credit 3 Units
(Suggested) Course Requirements
1. Project/Output
2. Midterm and Final Examination
3. Instructional Materials
4. Demonstration Teaching
Grading System
A. Demonstrate content knowledge and an understanding of research-based knowledge and principles of teaching and 1.1.1, 1.2.1
learning on technology and livelihood education; 3.1.1, 3.4.1
B. Demonstrate pedagogical content knowledge fundamental in teaching technology and livelihood responsive to learners’
individual needs, interests, experiences and diverse background; 4.1.1
C. Select, develop and use varied teaching and learning processes to meet curricular requirements of the course; and 4.5.1
D. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum requirements.
Reflection paper
Week a. The students can explain and 1.1.1 Learning Theories and their Impact to Film Showing Quiz 1.1.1
3-4 be guided by the different 1.2.1 EPP Teaching Lecture-discussion
[A]
learning theories needed in a. Behaviourism d. Cognitivism Reporting Reflection paper
teaching EPP. b. Constructivist e. Experientialism
c. Social Learning
Week a. The students can identify 1.1.1 Approaches, Methods and Walkthrough of the different Cooking Demonstration 1.1.1
5-7 [A] Techniques Methods and Techniques in Mastery-40 3.1.1
and use appropriate
method/approach in Teaching EPP Teaching EPP Presentation-30
/technique in teaching a. Demonstration Method Lecture-discussion Creativity-30
specific knowledge and skill b. Cooperative Learning Share/Group Discussion
in ICT, Agriculture, Home c. Instructional modules Buying Basic Commodities 1.1.1
d. Utilization of resource persons Inviting a resource person Field Planning-20 3.1.1
Economics, and Industrial
e. and community materials trip/Home visits/Community Marketing-40
Arts.
f. Field trip/Home visits/ Work Resourcefulness-40
b. The students can use 3.1.1
[B] Community Work
differentiated teaching to
g. Hands on Learning Reflection Paper 1.1.1
suit learners’ needs,
h. Project method 3.1.1
strengths, interests and
experiences.
Week a. The student can construct 4.1.1 Lesson Planning in EPP Workshop on Lesson Planning Sample Detailed Lesson for EPP 4.1.1
8-9 lesson plan appropriate to [C] a. Lesson Plan aligned with and Output Presentation Organization-40 3.4.1
the skill to be developed. curriculum requirements Content-40
b. The student can 3.4.1 b. Lesson plan that responds to Neatness-20
demonstrate understanding [B] special educational needs of
of the special educational learners in difficult circumstances
needs of learners in difficult including:
circumstances. • geographic isolation
• chronic illness
Week a. The student can 4.1.1 Preparation of Presentation of Instructional Cooking Demonstration 4.1.1
10-11 4.5.1 Instructional Materials Output Instructional Materials 4.5.1
prepare/create instructional
[C,D]
materials suited to the Content- 40
lesson to developed Creativity-30
Usability- 30
Week a. The student can execute the 1.1.1 Implement the Lesson Plan Demonstration Lesson Evaluating the Demo-Lesson 1.1.
12-13 steps in the lesson plan 3.1.1 Strategy-25 1
properly. 3.4.1 Attitude-25 3.1.
4.1.1 Content- 25 1
4.5.1 Assessment-25 3.4.
1
4.1.
1
4.5.
1
Suggested List of References
Basbas, L. (2017) - Learning and Living in the 21st Century. Manila, Philippines, Rex Book Store Inc.
Enriqie et al. (1995) – Teaching the Elementary School Subjects. Manila, Philippines, Rex Book Store Inc.
Miller, Boyd (1970) – Teaching Elementary Industrial Arts Goodheart-Willcox Co., Inc.
Varnum (2018) – Industrial Arts Design: A Textbook of Practical Methods for Students, Teachers, and Craftsmen. Forgotten Books
Dagoon et al. (1990) Home Economics and Livelihood Education 6. Manila, Philippines, Rex Book Store Inc.
Shekara et al. (2016) Farmers Handbook on Basic Agriculture. Desai Fruits & Vegetables Pvt. Ltd. Navsari, Gujarat India
Livestock Production and Management. http://www.agrimoon.com/wp-content/uploads/Livestock-Production-and-Management.pdf
Roxas, C. (2017) Enhancing Skill in HELE. Manila, Philippines, Brighthouse Publishing
http://kwhs.wharton.upenn.edu/nbea-standard/entrepreneurship/
https://www.coursera.org/specializations/wharton-entrepreneurship
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
98
Course Information
Course Name Teaching Music in the Elementary Course Code
Grades
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements
Grading System
Reflection Paper
Week 2 a. Evaluate and discuss the scope and 1.1.1 Scope and Sequence of Music • Lecture-presentation • Oral Presentation 1.1.1
sequence of musical concepts for [C] for Grades 1-6
first to sixth grades • Problem-based learning Criteria for Oral discussion:
Content- 60%
• Walk through the K to 12 Delivery-20%
Music Curriculum Organization and correct
usage-20%
Class impact-10%
Week 3 a. Identify the competencies of a 1.1.1 The Music Teacher • Lecture-group Discussion • Recitation 1.1.1
music teacher in the elementary [A] 3.1.1
3.4.1
grades. • Interview to Music • Presentation of the
-Leadership Qualities teachers in the field interviews done
-Musicianship
-Pedagogical skill • Individual and Group Output
Week a. Identify and discuss the features of 1.1.1 Strategies in Music Teaching • Actual Performance of the • Recitation/ Performance 1.1.1
9-11 the different strategies in music [A] different methods in Music
teaching. Teaching • Sharing
b. Select the best strategies for a 1.1.1 • Think-Pair -Share on the • Practical Test 1.1.1
certain topic and explain the 4.1.1 Importance of the different 4.1.1
reason for choosing such. [A,C] Strategies
Week a. Select appropriate assessment 5.1.1 Assessment in Music • Lecture-Discussion • Rubrics-Making 5.1.1
12-13 technique to assess the extent of
learners’ mastery • Development of Rubrics of • Narrative Report/ Reflection
Authentic and Traditional
b. Develop rubrics in rating authentic Assessment in Music
assessment.
• Classroom Observation
Week a. Demonstrate music lesson using 1.1.1 Demonstration Teaching • Actual Demonstration • Graded lesson presentation 1.1.1
14-18 content-based and pedagogical 4.1.1 - The students deliver a 4.1.1
knowledge effectively [A,E] a. Micro teaching lesson in front of jurors 3.1.1
b. Team teaching who will evaluate their 3.4.1
Agapay, N. (2005) – Music, Arts & PE, Made Simple for Young Learners. Manila, Philippines. Lighthouse Publication Inc.
Bautista, M. et al (2000). An Introduction to Music. Manila, Philippines. National Book Store Inc.
Baxter and Baxter. The Right Way to Read Music. Kingswood, Tadworth, Surrey, KT206TD, U.K. Cox & Wyman Ltd.
Ewen, D. & Slonimsky, N. (1982). Fun with Musical Games and Quizzes. New York. Prentice-Hall, Inc.
Kabayao, Gilopez. (1988). Listening Program of Fine Music for Filipino Youth. Manila, Philippines. Rex Book Store, Inc.
Leonhard, Charles & House, R.(1959). Foundations and Principles of Music Education. U.S.A. McGraw-Hill Book Company, Inc.
Lugue, V.(2009). Enjoy Life with Music and Arts. Maria Clara Street, Quezon City, Philippines.SD Publication Inc.
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
103
Course Information
Course Name Teaching Arts in the Elementary Course Code
Grades
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
(Suggested) Course Requirements:
1. Art Activities/ Output
2. Midterm and Final Examination
3. Research on Selected Topics
4. Demonstration Teaching
Grading System
C. Select teaching methods, learning activities and instructional materials or resources appropriate to the learners and 4.1.1, 4.5.1
aligned to the objectives of the lesson.
D. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum 5.1.1, 5.5.1
requirements and use the assessment data as feedback in teaching and learning practices.
E. Demonstrate a lesson applying all the necessary considerations in teaching music in the elementary level. 4.1.1
• Participation in the
discussion
• Reflection Paper
Week 3 a. Discuss clearly the values of art 1.1.1 Values of Art Education • Group Discussion • Recitation 1.1.1
[A]
Criteria for Oral
b. Cite examples significant to the 1.1.1 Presentation/ Reporting
realization of these values [A] Content- 60%
Delivery-20%
Organization and correct
usage-20%
• Class impact-10%
Week a. Discuss the different methods of 1.1.1 Methods of Teaching Art • Actual Performance of the • Recitation/ Performance 1.1.1
4-6 teaching art to diverse elementary [A] Education different methods in Art
pupils. Teaching • Sharing
b. Provide an example for each • Think-Pair -Share on the • Practical Test 1.1.1
1.1.1
method which addresses the 3.1.1
3.1.1 Importance of the different
3.3.1
diverse strengths, interests, 3.3.1 Strategies
experiences and abilities [A]
(disabilities, giftedness and talents)
of learners.
Week 8 a. Evaluate and discuss the scope and 1.1.1 Scope and Sequence of Arts • Lecture-presentation Oral discussion 1.1.1
sequence of art elements from first [A] for Grades 1-6
to sixth grades • Problem-based learning Criteria for Oral discussion:
Content- 60%
• Walk Through theK-12 Delivery-20%
Arts Curriculum Organization and correct usage-
20%
Class impact-10%
Week a. Identify the appropriate teaching 4.1.1 Suggested Art Activities for • Discussion of Art Activities • Art Activities 4.1.1
9-11 strategies, activities and learning 4.5.1 Different Grade Levels and 4.5.1
resources for different grade level [C] Quarters
• Try-out of Art Activities • Individual and group Output
b. Make a sample of art activities for 4.1.1
the different grade levels 4.5.1
[C]
Week a. Design, select, organize and use 5.1.1 Assessment in Art • Lecture-Discussion • Rubrics-Making 5.1.1
12-13 appropriate assessment technique [D] 5.5.1
to assess the extent of learners’ • Development of Rubrics of • Narrative Report/ Reflection
mastery Authentic and Traditional
Assessment in Arts
b. Develop rubrics in rating authentic 5.5.1
assessment that will provide data [D]
as feedback in teaching and • Classroom Observation
learning practices
Agapay, N. (2005) – Music, Arts & PE, Made Simple for Young Learners. Manila, Philippines. Lighthouse Publication Inc.
Britanico, E. et al (2009). Shine with MAPE. Manila, Philippines. JO-ES Publishing House Inc.
Favila, S. et al (2011). Active MAPE. Sampaloc, Manila, Philippines. Magallanes Publishing House.
Lugue, V.(2009). Enjoy Life with Music and Arts. Maria Clara Street, Quezon City, Philippines.SD Publication Inc.
Ortiz, M. et al (2000), Art: Perception and Appreciation. Quezon City, Philippines. University of the East Publishing
Sporre, Debbis J. (1990). The Creative Impulse-An Introduction to the Arts. Englewood Cliffs, N.J. Prentice-Hall, Inc
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
108
Course Information
Course Name Teaching P.E and Health in the Course Code
Elementary Grades
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
(Suggested) Course Requirements
1. Practical Tests
2. Midterm and Final Examination
3. Research on Selected Topics
4. Demonstration Teaching/ Culminating Activity
Grading System
• Participation in the
discussion
• Reflection Paper
Week 3-4 a. Discuss and explain the scope and 1.1.1 Scope and Sequence of PE and • Lecture-presentation • Oral discussion 1.1.1
sequence of topics from first to [A] Health for Grades 1-6
sixth grades • Problem-based learning Criteria for Oral
discussion:
• Walk Through the K-12 PE Content- 60%
and Health Curriculum Delivery-20%
Organization and
correct usage-20%
Class impact-10%
Week 5 a. Identify the competencies of a P.E. 1.1.1 Competencies of a P.E. and • Group Discussion • Reflection Paper 1.2.1
and Health teacher in the [A] Health Teacher
elementary grades • Interview/ Observe a P.E. • Self-Evaluation
and Health Teacher
b. Cite the importance of having • Recitation
1.1.1
these qualities and competencies
3.1.1
especially when dealing with 3.3.1 • Presentation of the
learners with diverse strengths, [A,B] interviews and observation
interests, experiences and abilities done
(disabilities, giftedness and
talents).
Week a. Design, select, organize and use 5.1.1 Assessment in Physical • Lecture-Discussion • Rubrics-Making 5.1.1
12-13 appropriate assessment technique [E] Education and Health 5.5.1
to assess the extent of learners’ • Development of Rubrics of • Narrative Report/
mastery Authentic and Traditional Reflection
Assessment in Music
b. Develop rubrics in rating authentic 5.5.1
assessment that will provide data [E] • Classroom Observation
as feedback in teaching and
learning practices
Week a. Demonstrate content-based and 1.1.1 Demonstration Teaching • Actual Demonstration • Graded lesson presentation 1.1.1
14-18 pedagogical content knowledge in 4.1.1 - The students deliver a 2.3.1
a P.E. and Health lesson aligned [A] d. Micro teaching lesson in front of jurors who 3.1.1
with curriculum requirements e. Team teaching will evaluate their 3.3.1
f. Individual teaching 4.1.1
A Collection of Philippine Folk Dances. (2015). Philippine Folk Dance Society. Series VIII. Pasay City, Philippines. Nazarene Printing
Agapay, N. (2005) – Music, Arts & PE, Made Simple for Young Learners. Manila, Philippines. Lighthouse Publication Inc.
Andin, Carmen (2001). Teaching Physical Education in the Philippine Schools. Manila, Philippines. Rex Bookstore Publishing
Britanico, E. et al (2009). Shine with MAPE. Manila, Philippines. JO-ES Publishing House Inc.
Darilag, A.C. et al (2009). Enjoy Life with P.E. and Health. Maria Clara St. Quezon City. Philippines. SD Publications, Inc.
Domingo, JP et al (2010). Physical Education II, Beginner’s Dance Book. Potrero, Malabon City. Mutya Publishing House Inc.
Favila, S. et al (2011). Active MAPE. Sampaloc, Manila, Philippines. Magallanes Publishing House.
Jimena, Edgar C., (2006) Dance Your Way To Fitness. Manila, Philippines. Rex Book Store, Inc.
Tabije, C. & Legaspi, P. (2004). Dance Education in the School Curriculum. Sta Mesa Heights, Quezon City, Philippines. Rex Printing Company Inc.
Tulio, Doris et al (2005). Individual, Dual Sports. General Puyat Avenue, Makati City, Philippines. Katha Publishing Co., Inc.
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
114
Course Information
Course Name Teaching English in the Elementary Course Code
Grades (Language Arts)
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements
Grading System
Week 2 a. Describe and discuss the salient 1.1.1 The structure of the K to 12 • Lecture-presentation • Oral discussion 1.1.1
features of the K to 12 Language Language arts Curriculum
Curriculum • Problem-based learning Criteria for Oral discussion:
Content- 60%
• A walk through about the Delivery-20%
structure of the K to 12 Organization and correct usage-
Curriculum 20%
Class impact-10%
• 4As Approach (activate,
acquire, apply and assess)
Week a. Discuss the five macro skill and 1.1.1 Five Macro Skills in • Lecture-group • Creative presentation of 1.1.1
3-4 their importance within the English 1.2.1 language presentation outputs by group with the 1.2.1
1.4.1 a. Listening 1.4.1
teaching area and in promoting use of rubric
[A,B,D]
literacy skills. b. Speaking • Talking circles
c. Reading
b. Demonstrate examples of teaching 1.1.1 d. Writing • 5Es Learning models
strategies that promote the five 1.2.1 e. Viewing
1.4.1
macro skills.
[A,B,D]
• Reality Pedagogy
Week a. Provide background information 1.1.1 The Approaches for • Lecture-presentation with • Narrative reports on the 1.1.1
6-7 about the different teaching 1.2.1 Language Arts Teaching peer discussion classroom observation made 1.2.1
[A,B] 1.4.1
approaches used for teaching a. Communicative
English b. Language • Classroom observation • The narrative
Scaffolding
b. Select approaches that support 1.1.1 c. Cooperative Learning
learner understanding , 1.2.1 d. Situational
1.4.1 e. Functional-notional
participation , engagement and
[A,B,D]
achievement towards promoting f. Multi-skill
literacy skills and English language g. Content-based
fluency.. h. Task-based
i. Participatory
Week a. Explain the process of different 1.1.1 The Methods of Teaching • Video- lecture • Participation to Talking 1.1.1
8-9 methodologies used in teaching [A] Language Arts presentation Circles 3.2.1
English for the elementary a. The Grammar-
b. Determine how these methods 1.1.1 translation Criteria for participation in
address learner’s diversity in an 3.2.1 b. The Direct method • Talking circle and class talking circles
English class [C] c. The Audiolingual sharing
method Content – 40%
c. Assess the methods used in an 1.1.1 d. Total Physical Delivery- 20%
actual teaching through classroom 3.2.1 response • Classroom observation Organization- 20%
observation [C] e. Community language Response to questions- 20%
learning
f. The Silent way • Making Graphic Organizer
g. Language experience that shows diff. methods in
method
Week a. Identify and discuss learning 1.1.1 Learning Strategies and • Lecture- discussion • Refection paper about the 1.1.1
10-11 strategies for an English lesson [A] Assessment technique as classroom observation 5.1.1
5.5.1
applied to teaching language • Process Oriented Guided made.
b. Select appropriate assessment 5.1.1 Inquiry Lessons( POGIL)
technique to assess the extent of [E] Strategies: -Content language • Graded simulation
learners’ mastery integrated learning • Classroom observation
CALL Computer assisted
c. Articulate constructive feedback to 5.5.1
language learning • TOS and Test Question
improve learners’ performance [E] preparation for English
subjects
• Think-pair-share
• Critiquing of sample
assessment tools
• Post-conference ( demo-
teacher and observer)
Week 12 a. Select and/or create appropriate 4.5.1 Instructional material • Lecture-presentation aided • Grading of the students’ 4.5.1
instructional materials for teaching [D] selection, design and by ppt outputs (completed
English in the elementary development instructional materials on
• Project-based learning( display)
making MIs)
• Exhibit of Instructional
materials made by
students for teaching
English
Week 13 a. Prepare developmentally 4.1.1 Development of learning • Lecture-discussion • Individual writing of sample 4.1.1
sequenced teaching and learning [C] plans for English language lesson plans/ session plans 5.1.1
process to meet the curriculum arts subject using different techniques in
Week a. Demonstrate an English language 1.1.1 Lesson Presentation • Demo-teaching • Graded lesson presentation 1.1.1
14-18 arts lesson using content-based 1.2.1 • The students deliver a lesson 1.2.1
[A,B] 1.4.1
and pedagogical knowledge a. Micro teaching • Post-conference ( demo- in front of jurors who will
3.2.1
effectively b. Team teaching teacher and observer) evaluate their performance 4.1.1
c. Individual teaching through the following 5.1.1
b. Apply developmentally- criteria: 5.5.1
sequenced teaching strategies that 4.1.1
1.4.1
promote literacy kills through an Content: 30 %
[C,D]
actual teaching presentation Delivery and use of strategy-
30%
c. Use varied learning resources Mastery of the lesson-20%
responsive to learners with 4.5.1 Instructional materials-10%
different linguistic backgrounds 3.2.1 Classroom
[C,D] management_10%
d. Use appropriate and varied Assessment strategy 10%
assessment strategies consistent 5.1.1
with the curriculum requirements 5.5.1
and communicate learner progress [E]
and achievement
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
121
Course Information
Course Name Teaching Literacy in the Elementary Course Code
Grades through Literature
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements
Grading System
Week 2 a. Point out the significance of 1.1.1 Significance of literature in • Lecture-Presentation • Oral discussion 1.1.1
literacy among young learners [A] teaching children
Criteria for Oral Discussion:
• 4As Approach Content (60%)
Delivery (20%)
Organization & Correct
• Panel discussion Usage (20%)
Class Impact (10%)
Week a. Describe the different literary 1.1.1 Types of literature for • Lecture-Group Presentations • Participation in Talking 1.1.1
3-4 genre for children [A] Children Circle
b. Give examples of selections, a. Poetry • Talking Circles Content (40%)
stories, riddles and poems suitable b. Riddles Delivery (20%)
for literacy development among c. Stories • 5Es Learning Model Organization & Correct
d. Drama Usage (20%)
young learners
Response to Questions
c. Compile well-selected literary
(20%)
pieces that can be used for
instruction
Week a. Identify and explain the various 2.2.1 Enhancing the literary skills • Lecture-demonstration • Oral discussion
7-8 3.2.1 of learners through the
approaches in teaching literature
[B,C]
b. Identify lessons in literature vis a vis various approaches effective • Group presentations Criteria for Oral Discussion:
2.2.1
the intended literary approach to in teaching literature like: Content (60%) 3.2.1
be used Delivery (20%)
a. Shared Reading Organization & Correct
b. Silent Reading Usage (20%)
c. Cooperative learning Class Impact (10%)
d. Differentiated
learning ( MI
• Portfolio assessment
grouping )
e. Listening to
Literature
Week a. Describe and discuss different 2.2.1 The strategies in • Lecture- demonstration • Oral Discussion
9-10 3.2.1 teaching literacy through
methods used in teaching
[B,C]
literature for children literature • Group presentation • Class Task/Group Work -
2.2.1
b. Develop a simple classroom Word Collocation on 3.2.1
activity using literary methods a. KWL Teaching (including
b. Think-Pair-Share approaches, strategies,
c. Think-Square-Share method and techniques),
d. The Drama and Literature
Method
e. Image Analysis
f. Graphic Story
Week 11 a. Identify reading strategies 2.2.1 Strategies and techniques • Video viewing • Assessment of completed CLO 2
3.2.1 that foster the reading - task or outputs and 3
b. Describe how these reading
[B,C]
strategies are done writing connection • Lecture-presentation
2.2.1
c. Write original samples of reading 3.2.1
strategies a. Writing diary entries
b. Writing journals • Talking circles
c. Writing reflections
d. Poetry writing
e. Writing sequel to
stories read
f. Writing book reports
g. Journalistic Writing
Week 12 a. Identify and describe the different 5.1.1 Assessment Techniques as • Lecture-presentation on • Paper /pencil CLO 5
types of assessment [E] applied for teaching types of assessment
5.1.1
b. Develop an assessment tool for literature
teaching literature • Assessment of completed
a. Traditional • Group task outputs
b. Performance-based ( TOS and test question
c. Project-based preparation to be used as an
d. Portfolio assessment tool in
evaluating the level of
pupil’s literary skills )
• Rubric making
• Portfolio preparation
Week a. Teach a literary lesson to an 1.1.1 Lesson Presentation • Lesson presentation • Final Teaching 1.1.1
15-18 2.2.1 Demonstration 2.2.1
elementary class in a lab school or
3.2.1 3.2.1
cooperating DepEd School d. Micro teaching • Peer Critiquing
4.5.1 4.5.1
effectively (applying competencies 5.1.1 e. Team teaching Criteria for Oral Discussion: 5.1.1
learned from the previous lessons) f. Individual teaching Content (60%)
[A,B,C, Delivery (20%)
or conduct peer teaching.
D,E] Organization & Correct Usage
(20%)
Class Impact (10%)
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
128
Course Information
Course Name Good Manners and Right Conduct Course Code
(Edukasyon sa Pagpapakatao)
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements
Grading System
A. demonstrate knowledge and understanding of Edukasyon sa Pagpapakatao for elementary grades including its nature, 1.1.1, 1.2.1
content, conceptual framework, pedagogical approaches, and research-based knowledge and principles of teaching and
learning the subject,
B. prepare developmentally-sequenced teaching and learning processes demonstrating pedagogical content knowledge that 4.1.1
promotes deciding and acting responsibly for the collective good (nagpapasya at kumikilos nang mapanagutan tungo sa
kabutihang panlahat) to meet curriculum requirements,
C. select, develop and use varied teaching and learning resources, including ICT, in teaching Edukasyon sa Pagpapakatao and 4.5.1
D. design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum requirements. 5.1.1
Week 5 a. Evaluate and discuss the scope and 1.1.1, Scope and Sequence from • Lecture-presentation of • Summary matrix of the 1.1.1,
sequence of Edukasyon sa 1.2.1, First to Sixth grades: scope and sequence and scope and sequence 1.2.1,
4.1.1 4.1.1
Pagpapakatao from first to sixth o Baitang 1 – mga paraan ng paggalang sa core values with problem-
[A, B]
grades sarili, kapwa, bansa at Diyos bilang gabay based learning to elucidate
b. Elucidate the core values of maka- tungo sa maayos at masayang tahanan at the content
diyos, makatao, makabayan at paaralan
pamayanan
Diyos
Diyos
daigdig at Diyos
panlahat
Week 6 a. Discuss the different methods of 1.1.1 Pedagogy of Values/ • Actual demonstration of the • Critiquing of each 1.1.1
teaching values to elementary [A] Methods of Teaching Values different methods demonstration
pupils Education
• Think-Pair-Share
Week a. Explain each of the different 1.1.1, General strategies for • Plenary discussion and • Micro-teaching with 1.1.1,
7-10 strategies in teaching the subject 1.2.1, teaching values modelling of strategies critiquing/mentoring 1.2.1,
4.1.1, a. Silent sitting 4.1.1,
Week 11 a. Create appropriate instructional 4.5.1 Instructional materials • Workshop and Gallery Walk • Self and Peer critiquing of 4.5.1
materials in teaching the subject [C] development for Edukasyon (exhibition of outputs made instructional materials
sa Pagpapakatao by all students)
Week a. Select appropriate assessment 5.1.1 Assessment in Edukasyon sa • Lecture-Discussion • 3-2-1 Exit Slip (3 things I 5.1.1
12-13 technique to assess the extent of [D] Pagpapakatao learned, 2 things I will
learners’ mastery. • Development of Rubrics of apply, 1 question I have)
b. Develop rubrics in rating authentic Authentic and Traditional
assessment. Assessment • Narrative Report/
Reflection
• Classroom Observation
• Post-conference (demo-
teacher and observer)
Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE). Quezon City: Lorimar Publishing.
Cubucku, F. (2014). Values Education through Literature in English Classes . Procedia – Social and Behavioral Sciences (116), 265- 269.DepEd K-12 Edukasyon sa
Pagpapakatao Curriculum Guide
Etherington, M. (2013).Values Education: Why the teaching of values in schools is necessary, but not sufficient . Journal of Research in Christian Education 22(2), 189-210.
PPST-RPMS Manual
Talts, L., Kukk, A., Tuisk, M., & Kaljuve, M. (2012). Design for learning and teaching in the context of value education. Procedia – Social and Behavioral Sciences (45), 75-83.
College Goals
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
134
Course Information
Course Name Technology for Teaching and Learning Course Code
in the Elementary Grades
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements
Grading System
A. demonstrate technological pedagogical content knowledge (TPACK) and its application within and/or across the 1.1.1
curriculum teaching areas in the elementary grades,
B. prepare developmentally appropriate teaching and learning processes that meet K-12 curriculum requirements, 4.1.1
C. select, develop and use variety of contextualized teaching and learning resources, including ICT, to address learning goals, 4.5.1
D. design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum requirements 5.1.1
and
E. show skills in the positive use of ICT to facilitate the teaching and learning process. 1.3.1
Week a. Enumerate the national ICT policies 1.1.1 ICT Policies and Safety Issues • Presentation of information • Rubrics for infographic and 1.1.1
3-4 affecting classroom practices [A] in Teaching and Learning gathered on the different ICT policies contextualized
A. ICT national or policies and safety issues ICT for classroom use: These
international policies use using infographics: teacher-made rubrics will
College Goals
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
141
Course Information
Course Name Research in Education Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements
Grading System
A. demonstrate knowledge and understanding of research and how it can inform classroom decisions and practices 1.1.1
B. demonstrate understanding of research-based knowledge and principles of teaching and learning and 1.2.1
C. apply the ability to use research as part of personal professional development and reflective practice. 7.4.1
Week 2 a. Compare and contrast the major [A] Research Approaches: • Dyad work: reading sample • Short Quiz/ Making a Venn [A],
characteristics of quantitative 1.1.1 Qualitative vs Quantitative articles for each type of diagram for comparing and 1.1.1
and qualitative research designs research approaches, contrasting qualitative and
preparing a comparative quantitative research
matrix of the characteristics of approaches
the two based on the articles
provided, and sharing in the
class discussion their
observations.
Week a. Identify a research problem Typical Stages of a Research • Group work: identifying an • Discussion of output (i.e., [A]
3-4 b. Develop potential questions [A] Study, Selecting a Research educational problem and research problem, research 1.1.1
related to the selected research 1.1.1 Problem, Articulating the formulate a research problem, questions, significance of
topic Research Questions, and 2 potential research questions, the study)
c. Evaluate the plausibility of the Underscoring Significance of and significance of the study.
questions Study: Focus on Action
d. Articulate the significance of the Research
study
Week a. Evaluate the sources for review [A, B] Reviewing and Evaluating the • Library work, seatwork and • Writing an annotated [A, B]
5-6 b. Prepare an annotated 1.1.1, Literature, Avoiding board work on APA Style bibliography, List of 1.1.1,
bibliography 1.2.1 Plagiarism, APA Citation Style References following APA 1.2.1
c. Document sources properly using format
APA citation style
Week 10 a. Develop a survey questionnaire [A, C] Constructing the survey • Lecture, Dyadic Task on • Constructed survey [A, C]
1.1.1, instruments Instrument development, pilot questionnaire 1.1.1,
7.4.1 testing of research instrument 7.4.1
Week 11 a. Provide an example for each [A, C] Quantitative Research • Lecture, exercises, class • Accomplishing worksheets [A, C]
type of hypotheses, namely 1.1.1, Designs: Hypothesis testing, discussion on hypothesis formulation 1.1.1,
research hypothesis, null 7.4.1 validity 7.4.1
hypothesis, and alternative
hypothesis [A, C] [A, C]
b. Discuss a classroom example of 1.1.1, 1.1.1,
7.4.1 7.4.1
testing a hypothesis. Quantitative Research
Designs: Sampling • Short quiz on sampling
c. Elucidate the concept of Techniques techniques
[A] [A]
sampling and sampling error 1.1.1 1.1.1
Week 12 a. Identify the statistical test/s [A, C] Quantitative Research • Lecture, article analysis • Writing a Statistical [A, C]
appropriate for a research 1.1.1, Designs: Correlation, t-tests, Analysis Plan 1.1.1,
question 7.4.1 Chi-Square Tests of 7.4.1
Significance, Analysis of
Variance
Week 14 b. Analyze qualitative data using [A, C] Analyzing and Reporting • Lecture, data analysis • Data analysis report in [A, C]
Creswell’s (2014) model 1.1.1 Qualitative Research exercises tabular form 1.1.1
Week a. Explain the nature and process Action Research: Its nature, • Lecture - writeshop • Writing Action Research [A]
15-18 of action research [A] process, data collection and Plan 1.1.1
1.1.1 analysis
b. Write and present research report
Writing the Final Report:
IMRD format • Writing and critiquing of the [A, B,
[A, B, C]
1. Swales’ CARS Model for written research report • Completed research report
C] 1.1.1,
Introduction in IMRD format
1.1.1, 1.2.1,
2. Generic structures of
1.2.1, 7.4.1
other sections
7.4.1
146
The documents presented in this compendium are outputs of the collaborative efforts of the selected Centers of Excellence
(COEs) and Centers of Development (CODs) in Teacher Education. The COEs/CODs are lead writers/developers in specific
programs and secondary writers/developers for the rest of the programs.