Training-Workshop

on the development of
Detailed Teaching Syllabus and
Assessment Tools for
BSMT and BSMarE Programs
C/E Rodolfo D. Paiso
CHED - MCRC
RVT-BSMarE TWG Std Maritime Curriculum
Teach a Man to Fish, You Feed Him for Life!
Picture by THEPANGASINANNOMAD
Warm Up

Kalokor Fishing
Lingayen Beach of the Lingayen Gulf
Teach a Man to Fish, You Feed Him Until the Fish is Gone
Picture by THEPANGASINANNOMAD
• Today, very few from Lingayen are engage in fishing.
• The fishermen became very skilled in fishing that this happened.

Fishing will not feed you for Life

 Outline of Presentation
• Warm up
• FAQ
• Significance of the DTS in MET
• DTS Form – Part 1
• DTS Form – Part 2
• Notes on Education and Training
• Sample Teaching Learning Activity
 Preliminaries: Answer to your Question
• Why is the template very long and very detailed?
• EMSA Inspectors found evidence of shortcomings where there was none,
simply because the auditee (person interviewed) is unaware that the
requested material is available elsewhere (example)
• CHED MARINA Inspectors normally request from auditee documents that are
part of the QS manual, (grading policy, resit among others) thus a tug of war
between auditors of Quality systems and auditors of other areas;
• at the end of the inspection when these documents were not presented to the other
inspectors, its initially given a remark of (waiting for document) after some period, may
result to non compliance (NC)
• While Student Handbook and Faculty manual are usually available, when
asked, teacher and students are normally unaware of school policies.
• Some schools don’t practice activities that are part of their responsibilities,
example:
• The new DTS address that situation enumerated above
 Significance of the DT Syllabus
• The syllabus as a contract (adhesion)
• Set forth what is expected to happen, delineate responsibilities of students
and instructors, describe policies and procedures

• The syllabus as a permanent record

• Serve accountability and documentation functions

• The syllabus as a learning tool

• Guide students to be more effective learners

Copy of the DTS to be given to all enrolled student at the beginning of term
 Detailed Teaching Syllabus (DTS)
Part I: Course Information

To be prepared individually by all instructors handling the course

Legend in the presentations:

BLACK: requirements
RED: guidance on how
BLUE: example entry
 Part I: Course Information
• Document: Part I: Detailed Teaching Syllabus (DTS)
• Course Code: Encode here the Course Code as found in the latest PSG
published by CHED-MARINA
• Example: Aux Mach 1
• Course Descriptive Title: Encode here the Course Descriptive Title as
found in latest PSG published by CHED-MARINA
• Example: Auxiliary Machinery 1 – Lecture
• Course Credit & Hours: Encode here the Course Credit and Contact
Hours as found in the latest PSG published by CHED-MARINA, or as approved
by CHED (for MHEI who submitted amended curriculum)
• Example: 3 units – 54 contact hours
 Part I: Course Information
• Description and coverage:
Encode here course information i.e. description and coverage including program
outcomes as per latest PSG address by the course.
The first paragraph should identify the course spiral nomenclature in terms of
Fundamental (underpinning), Introductory, Enabling, Demonstrative and or
Capstone course. Also include here are the other courses that addresses the
same KUP’s to acquire the Competence.
This is an introductory course on pumps and fluid transfer competence; building on Pascal, Bernoulli and
other physical laws, the learner progresses to affinity laws including but not limited to Darcy-Weisbach
equation to calculate pressure loss, pump performance and power.
Dynamic and positive displacement pump operation principles, net positive suction head (NPSH), NPSH
Required and available are the main focus as well as interpretation of the pump performance curve. As a
minimum the learner must be capable of solving college algebra equations but he will be more capable with
calculus.
The physical elements of the pumps as well as monitoring aspect and mechanical drive are address by
enabling courses; the acquired competence is demonstrated in Engineering Systems or in Maintenance and
Repair and Watch-keeping.
 Part I: Course Information
• Program Outcomes: Encode here Program Outcomes addressed by the course
• The course partly addresses elements of Program Outcomes 10.1 b. d., 10.2.a.c.d,
10.3.2., and 10.4.a.
• STCW Competence: Encode here the STCW Competence address by the course
• A-III/1. F1.C4 Operate main and auxiliary machinery and associated control systems
• STCW KUP: Encode here the STCW Competence KUP address by the course
• KUP1.6: Basic construction and operation principles of machinery systems namely (.a)
various pumps
• Course Outcomes: Encode here the course outcomes as prescribed under PSG as
published by CHED-MARINA or the CHED approved Course Outcomes for MHEI who
modified their curriculum.
• Example: At the end of the course, the student will be able to;
1. Explain the basic construction and operation principles of (.a) various pumps,
2. Solve head, volumetric flow rate, shaft speed and power of pumps using affinity
equations.
3. Calculate head losses for a given specifications.
Part I: Course Information
• References: Encode here the titles of the reference material align or assign to the
course, under CMO 40 a minimum of 5 current references per course is required.
• STCW Convention of 1978 as amended
• Pump System Analysis and Sizing, 5th Edition
• Pump Characteristics and Applications 3rd Edition
• Alfa Laval Pump Handbook 2nd Edition
• Sulzer Centrifugal Pump Handbook 3rd Edition
• Instructional Materials: Encode here the materials and handouts that will be used
in the course delivery.
• Pump curve
• Exercise sheets
• Power point presentations
• Video of various pumps in operation
• Facility & Equipment: Encode here the facility (other than the regular classroom) and
equipment that may be used in course delivery.
• Example: Audio Visual room
Part I: Course Information
• Teaching and Learning Activities: Encode here how the instructor intends to teach the course
or how the learner will acquire knowledge, skill and attitude (KSA) elements within the course.
• Note that the entry here depends on individual instructor teaching style and available
resources, thus differ from instructor to instructor and school to school.
• Example: will be presented at the same time with part 2 of the DTS

• Assessment: Encode here the rules on course assessment, taking into consideration the
alignment with the student handbook as published by the institution.
• 100% of all outcomes are assess
• Course Outcomes (summative) via authentic assessment
• Formative, as appropriate

• Resit: Encode here the rules on RESIT for those who failed an assessment, taking into
consideration the alignment with the student handbook as published by the institution.
• Failure in formative assessment: no resit
• Failure in summative: 2 resit allowed, 1 without remediation & 1 with remediation
• After summative re-assessment, student grade regardless of score is minimum to pass (3)
• Failing the 2nd resit means failing the course (5)
Part I: Course Information
• Grading: Encode here the rules on grading showing how the Instructor arrives at a
particular grade via calculation of important elements in the course, taking into
consideration the alignment with the student handbook as published by the institution
and CMO 40 on grading.
• Course Outcomes (summative) 60%
• Assignment (if any) 10%
• Recitation (15%)
• Formative written assessment (15%)
• Passing grade 70%
• Must pass all Course Outcomes to pass the course
• Outcomes of thorough knowledge requires 80% to pass
• Critical procedure requires 100% to pass e.g. enumerate the procedures for assembling the pump.
• Assignments and Deadlines: Encode here the rules on assignments, taking into
consideration the alignment with the student handbook as published by the
institution.
• Students may be given advance reading and or assignment; I.e. class will start with formative
assessment either via quizzes or recitation. Deadline of assignment submission will be announced
as appropriate.
Part I: Course Information
• Paper submission specifications: Encode here the rules on paper submissions,
taking into consideration the alignment with the student handbook as published by
the institution.
• Example: Essays must be submitted in
• Paper and size A4 size,
• Font Calibri 12
• Double space
• Pagination and margins
• Intellectual property or citation requirements

• Semester Offered: Encode here the semester when the Course is offered as per
approved Program of Study
• Example: 2nd Semester AY 2021-2022
Part I: Course Information
• Instructor’s Name: Encode here the name of the Instructor teaching the
course, if the course is taught by several instructors, each instructor have to
prepare their own DTS.
• Example: C/E Rudy Paiso
• Instructor’s Office: Encode here the office where the Instructor can be visited
by students for consultations.
• Example: GSO Building Room 200
• Instructor’s availability: Encode here the instructor consultation schedule
• Example: Tuesday and Thursday 0900-1200 hours (walk in)
• Outside of this schedule, you may seek an appointment
• Contact information: Encode here the contact information of the professor.
• Example: 091781-PAISO
• rpaiso@maap.edu.ph
Part I: Course Information
• Class schedule: Encode here the class schedule of the Instructor with the
above course
• Example: Wednesday 13-1600 hours
• Class Venue: Encode here the venue for holding the class
• Example: GSO Building Room 100
• Ground Rules: Encode here the rules that are in place while class is ongoing,
taking into consideration the alignment with the student handbook as published by
the institution.
• No cell phone
• If you wish to speak, raise your hand to be recognize
• Once students are seated, no exchange of seat
• Students who intend to go to the head will silently egress and ingress.
• Calculator may or may not be allowed.
Part I: Course Information
• Attendance Policy: Encode here the rules on class attendance, taking into consideration
the alignment with the student handbook as published by the institution
• Absences equivalent to 20% of contact hours will automatically drop the student from the course
• Classroom door will be lock 15 minutes after class starts, late students after academic quarter will
be considered absent
• Holiday policy: Encode here the rule on cancelled scheduled class for any reason, taking
into consideration the alignment with the student handbook as published by the institution
• Any class schedule that was cancelled due to holiday or similar circumstances means that the class
calendar will be automatically extended to replace loss time; unless all (100%) students have
already attained the outcomes.
• Class Participation: Encode here the rules on class participation, taking into
consideration the alignment with the student handbook as published by the institution.
• This is an extension of course delivery method, thus the teacher have to encourage the
student to actively participate in the discussions.
• Students are expected to be ready when attending the class; learners are randomly called to recite
or solved problems.
• Ask any question within the domain.
• You may answer questions using any formula or procedures that arrive at a correct answer.
Part I: Course Information
• Prepared by: Affix here the signature of the Instructor handling the course
• Validated by: Affix here the signature of the reviewer preferably the
supervisor of the Instructor and a subject matter expert, with knowledge
on PQF law, spiral approach and OBE plus institutional policies.
• Validated in terms of;
• Philippine Qualification Framework Level 6
• Spiral Approach on Curriculum Development
• Outcome Base Education and Constructive Alignment
• Latest MET Policies, Standards and Outcomes
• Technical Content (STCW)
• Institution Policy
• Quality Standards
• Approved by: Affix here the signature of the approving authority in the institution
 Detailed Teaching Syllabus (DTS)
Part II: Teaching and Learning Activities

MHEI may opt to have the part II standardized for all faculty members teaching the course in terms of
outline and smaller learning (enabling) outcomes, time table, resources…
Detailed Teaching Syllabus (DTS) Part II
Detailed Teaching Syllabus (DTS) Part II
Is this your TLA? Is this Constructive Alignment?

To align: The student must construct knowledge through teaching and learning experience
 Education and Training

• Training is the process of preparing an individual to perform

defined function in a predictable situation.
• Example: PP2- LO: Set full lift relief valve to open at 10 bars and closes at 9
bars in the test bench with air pressure.

• Education is the process of equipping an individual to perform

undefined functions in unpredictable situation.
• Example: PP2- LO: Predict boiler process condition after a given disturbance

Mauritz Johnson Jr. “Definitions and Models in Curriculum Theory”

 Are You Educated or Trained?
• Scenario: You are the
engineer on watch A
and your vessel just
arrived port, after
cool down, you open
the scavenging air
receiver for
inspection; B

• Which of the 2
pictures would you
like to see and why?
Pictures: MITSUI MAN B&W
 Are You Educated or Trained?
Cognitive Transfer
• You take cylinder liner measurement
and record the result, when you
compared the previous reading (taken
3 days earlier with the same liner
temperature) you see some changes,
so you report your findings to your
chief engineer who then interviewed
you, then he said, “the readings
between the measurements 3 days
ago and today are actually the same”
• Explain a scenario where your Picture: MITSUI MAN B&W
measurements and the Chief
Engineer statement are both correct?
a successful product of PQF 6 MET education

•is fully cognizant of what he is doing and

therefore does not require any supervision and
instead the one providing directions within the
ambit of his competence
 TLA: Constructive Model
• Assumes that knowledge is built up by the student in the form of connected
schemas, and that what is taught is only one, and not necessarily the most
important one, of many factors which influence this process.
• Students as agents in their own learning. What they have come to know
arises through active construction of concepts in making sense of their
experiences.

Purpose of assessment -
to provide a representation of the state of a student's conceptual development in a subject

Assessment will ascertain what the student can do with the materials communicated to
them. Critical Thinking is hone.
TLA: Constructive model
Forcing the student to think: Eureka!

Lecture :
The picture shown in the screen is
that of a marine boiler manhole
cover; note the oblong shape of the
manhole.
Marine Boiler

Assessment:
Explain why the
manhole shape is
oblong and not round
or any other geometric
shape?
Eureka Moment
• Student is required to solve a
conceptual problem
• To solve the problem, the learner
should possess knowledge of solid
geometric objects
• In this case, the learner learned
geometric objects at kindergarten
• She is therefore equip with necessary
fundamental knowledge to solve the
problem
 TLA: Transmission Model
1.Assumes that learning is mainly dependent on the teacher
2.Teaching is accomplished by telling or by direct instructions like
reading a manual.
3.Learning is through repetition; Rote

Purpose of assessment -
to determine the effectiveness with which a body of knowledge has
been communicated by the teacher to the student.

Assessment will ascertain whether the student can regurgitate (parrot) what
the teacher said to them.
TLA: Transmission Model
AKA: Spoon feeding
• Lecture :
• This is the marine manhole cover, you
would note that it is OBLONG because it
is the best shape that retains the
strength of a body inside the vessel, but
more important, it can be arrange
towards withdrawal from inside of the
pressure vessel.
Assessment:
Explain why the manhole shape is
oblong and not round or any other
geometric shape?
 TLA: Teach to the TEST

• FACT: Students learn what they think they will be tested on.
• This is backwash (Biggs 2003), when the assessment
determines what and how students learn more than the
curriculum does.
• In a poorly aligned system, where the test does not reflect the
outcomes, this will result in inappropriate surface learning. ..

(John Biggs 2003)

 Student Learning Milieu
WARNING with
Teach to the TEST Listen
This may happen

Forget Memorize

Regurgitate
 If You Can’t Beat Them
• Students will always second-guess the assessment task and
then learn what they think will meet those requirements.
• But if those assessment requirements mirror the curriculum,
there is no problem.
• When the outcomes, assessment and the TLA are aligned,
the student are trapped into learning what they are
supposed to be learning.

(John Biggs 2003)

 Biggs Constructive Alignment
Course Outcomes
The outcomes are
formulated first. From Assessment Regime
these the assessment Once and appropriate
performance criteria assessment regime
are formulated has been designed, Teaching and Learning Activity
What the teacher does and what the
activities are
student do are aimed at achieving
organized to teach the the outcome by meeting the
student how to meet performance criteria. This takes
the criteria. advantage of the known tendency of
students to learn what they think will
be assessed or backwash.
 Sample TLA : Education*
Critical Thinking Development

• Course: Mechanics/Hydromechanics and or Naval Architecture

• Outcomes: At the end of the module, the student will be able to apply the Archimedes
Principle to solve basic maritime related Buoyancy & Displacement problems

• Prerequisite: Arithmetic, ability to solve areas, volume and mass

• Delivery: Constructive
Pre-Test: Archimedes Principle
Solve Buoyancy and Displacement problems
800 kilograms 1,000 kilograms 1,200 kilograms

Cube objects are solids and non permeable

Swimming Pool

• Three objects non permeable and of the same dimensions of 1 cubic meter, but of different mass
A is 800 kgs, B is 1,000 kgs, C is 1,200 kgs
• Imagine that you throw them into a swimming pool and draw or sketch the resulting figures.
Pre-Test: Archimedes Principle
Solve Buoyancy and Displacement problems
800 kilograms 1,000 kilograms 1,200 kilograms

Showing front view only

Lecture: Archimedes Principle
“On Floating Bodies” Archimedes 211 B.C.
Lecture: Live demo by instructor or video
Other than mensuration, no psychomotor skill acquisition is required, the presence
of the student as observer and draw conclusion of what happened is what required.

B1 If the object floats,

the mass of the displace
water is equal to the
mass of the object.
 Formative Assessment: Archimedes Principle
Solve Buoyancy and displacement problems
A body with a volume
of 4 liters is measured
in a scale (A) and
6 kgs
register a mass of 10
kilograms.

The same body is

now immersed in
fresh water (B), what
will be the new
readings in
kilograms?
Control.com
Lecture: Buoyancy of Objects
Will it Sink or Float?
 Summative Assessment: Archimedes Principle
Solve basic maritime related Buoyancy & Displacement problems
• A Barge 10 meters long 5 meters wide loaded with gold bars enters a canal 20 meters
long, 10 meters wide ; the canal doors were close and the canal water depth is 10 meters.
The captain removes 1 cubic meter of gold from the cargo by dropping the gold on the
barge port side into the canal. (Au 19.3 g/cm3, Barge CB 1.0, Water s.g.1 )
1) Calculate the new water level inside the canal?
2) Calculate the change in draft of the barge, assume even keel?
3) Calculate tons per centimeter immersion (TPC) of the barge?
Which part of the Archimedes is TLA?
• AS a recap on TLA
• the diagnostic assessment, (pique interest, measures gap, initiate learning)
• the formative examination (measure learner progress, identify weakness)
• the lecture, graphics, seat work, consultation, banter between teacher and
student during the course (introduce new concept and fills the gap)
• are part and parcel of the Teaching and Learning Activity
• the Summative Assessment is not part of TLA (measures achievement)
Thermodynamics Level of Difficulty as TLA
Course Outcome – CO1. Apply principles of thermodynamics in solving problems relating to heat
balance of the various cycles (new standard curriculum)
Apply the first law of thermodynamics in marine heat transfer applications. (Qin = Qout)
Sample Assessment Instrument with progressing level of difficulty (SOLO Taxonomy)
1. Calculate the amount of energy in terms of joules needed to produce the amount of 1 ton of
fresh water from seawater at 30oC S.W. temperature? Easy (Sir is insulting my intelligence!)
2. How much energy in terms of joules is transferred from the (5,000 kW) Main Engine Jacket
Cooling Water (JCW) at 87oC entering the heat exchanger and leaving at 78oC with 20 m3/hr flow
rate to the sea water at 30oC inlet temperature with the same flow rate? Medium Difficulty
3. Using question 2 as stem for this question, what will be the outlet temperature of the sea
water? Difficult (Mahirap, pero kaya pa!!)
4. Prepare a JCW heat exchanger specification for a 10,000 kW Diesel Engine for tropical water
applications and 30% fouling allowance? Note, select or chose your own engine make and model
(e.g. MAN BW GI or Wartsila RT Flex etc.), and heat exchanger (e.g. Shell and Tube or Plate Type).
This is an open book exam. Very Difficult (Sir, hindi mo itunuro ito sa amin!!!)
General Patton
“Never tell people how to do things. Tell them what to do and they will surprise you with their ingenuity.”

Thank You
• References
• Mauritz Johnson Jr., Definitions and Models in Curriculum Theory
• Jean Piaget & Lev S. Vygotsky, Epistemology & Constructivism
• University of Roehampton – Teacher Resource
• on Constructive and Transmission definitions
• Other references are embedded in the slides/narrative

C/E Rodolfo D. Paiso

Executive Director – Center for Advanced Maritime Studies
Maritime Academy of Asia and the Pacific
avp.postgrad@maap.edu.ph