INSTITUTE OF EDUCATION, ARTS AND SCIENCES

First Semester, A.Y. 2020 - 2021

Outcomes – Based Teaching and Learning Plan in Ethics

VISION MISSION MOTTO CORE VALUES
City College of Angeles envisions itself City College of Angeles is committed to
as an institution of hope and as premiere offer quality education for the holistic *Excellence
local college in the country. development of competitive and “Totalis Humanae” *Stewardship
technically capable professionals with *Resiliency
deep sense of excellence, resiliency, *Patrimony
stewardship, and patrimony.
Course Title Ethics Course Code Ethics

Credit Units 3 Units (3 hours) Course Pre-/Co-requisites None

Course Description The course deals with principles of ethical behavior in modern society at the level of the person, society and in interaction with the
(Based on CMO No. 80, environment and other shared resources.
Series of 2017)
Program Intended
Learning Outcomes At the end of this program, graduates will have the ability to:
1. Engage in lifelong learning and understanding of the need to keep abreast of the developments in the specific field of practice;
2. Effectively communicate orally and in writing using both English and Filipino;
3. Work effectively and independently in multi-disciplinary and multi-cultural teams;
4. Practice professional, social, and ethical working standards to respond to the demands of the community; and
5. Appreciate the Filipino and cultural heritage.

Course Intended Learning At the end of this course, the students should be able to:
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 1. Differentiate between moral and non-moral problems
2. Describe what a moral experience is as it happens in different levels of human existence
3. Describe the elements of moral development and moral experience
4. Use ethical frameworks or principles to analyze moral experiences
Outcomes (CILO) 5. Make sound ethical judgments based on principles, facts and the stakeholders affected
6. Develop sensitivity to the common good.
7. Understand and internalize the principles of ethical behavior in modern society at the level of the person, society and in interaction
with the environment and other shared resources.

Session No. / Desired Student Learning Outcomes Content Instructional Delivery Design Assessment
Week Synchronous Asynchronous
1. Familiarize themselves on the thrust of Lecture/Discussion The instructor will
the college, thus giving vivid direction  College VMOs provide the learning
on the course of study; Vision, mission and materials appropriate to
 G-Suite Application objectives of the achieving the desired
2. Demonstrate in-depth understanding of college; learning outcomes.
the vision, mission and objectives of
the college; and Policies and Class and individual
guidelines of the consultations
1 3. Acquaint them on the online platform College and Institute
to be used in the delivery of learning Tools for instruction
and the rules they have to abide with. include:
● Lecture and
module
● G-Suite
● Multimedia
materials
(Videos,
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 podcasts,
infographics,
etc.)

1. Recall rules they have to follow  Online Ethics (Rules and The instructor will Quiz
Regulation provide the learning
2. Explain why they have to follow materials appropriate to Rubric
 Moral Vs. Non-Moral achieving the desired
3. Differentiate between moral and non- Standards learning outcomes. Essay:
moral standards What rules do you find
Class and individual constricting?
consultations
When do you consider
Tools for instruction an experience a “moral
include: experience”?
● Lecture and
module
● G-Suite
● Multimedia
materials
(Videos,
podcasts,
infographics,
etc.)

1. Recognize and recall a moral  Moral Dilemmas Lecture/Discussion The instructor will Rubric
experience provide the learning
 Three Levels of Moral materials appropriate to Infographic Designing:
2 2. Detect a moral dilemma Dilemmas: achieving the desired
learning outcomes. Moral Dilemmas
3. Identify the three levels of moral a) Individual Three Levels of Moral

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 dilemmas Class and individual Dilemmas
b) Organizational: consultations
Business, Medical, Academic Essay:
Public Sector Tools for instruction
include: Present a moral
c) Structural: Network of ● Lecture and dilemma and suggest
institutions & operative module how to resolve it.
theoretical paradigms, ● G-Suite
e.g., universal health ● Multimedia
care materials
(Videos,
podcasts,
infographics,
etc.)

1. Explain why only human beings  Freedom as Foundation of Lecture/Discussion The instructor will Quiz
can be ethical. Moral Acts provide the learning
3 materials appropriate to Rubric
2. Explicate why freedom is an essential achieving the desired
component of a moral act. learning outcomes. Reaction Paper

Class and individual

consultations Essay:

Tools for instruction How do you think your

include: community affects or
● Lecture and influences your
module behavior?
● G-Suite
● Multimedia
materials
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 (Videos,
podcasts,
infographics,
etc.)
4 1. Articulate what culture means  Culture and Society Lecture/Discussion The instructor will Quiz
provide the learning
2. Describe facets of personal behavior to  Facets of Personal Behavior materials appropriate to Rubric
culture to Culture achieving the desired
learning outcomes. Poster Making:
3. Recognize differences in moral  Culture and Moral Behavior
behavior of different cultures. Class and individual Showing Culture and
consultations the Relationship of
4. Differentiate individual and cultural Society
differences Tools for instruction
include: Essay:
5. Evaluate strengths and weaknesses of ● Lecture and
cultural relativism module How does culture define
● G-Suite behavior?
● Multimedia
materials
(Videos,
podcasts,
infographics,
etc.)
5 1. Analyze crucial qualities of the  Cultural Relativism: Online The instructor will Quiz
Filipino moral identity in their own a. Definition Lecture/Discussion: provide the learning
moral experiences b. Advantage of Recognizing materials appropriate to Rubric
Differences Filipino Culture and achieving the desired
2. Evaluate elements that need to be c. Dangers of the Position Moral Identity learning outcomes. Reflection Paper:
changed.
 Filipino Culture and Moral Class and individual Discuss the crucial
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 Identity consultations qualities of Filipino
Moral Identity and
 Strengths and Weaknesses of Tools for instruction suggest what and how
Filipino Moral Identity include: needs to be changed
● Lecture and
module
● G-Suite
● Multimedia
materials
(Videos,
podcasts,
infographics,
etc.)

3. Identify Universal Values  Universal Values Lecture/Discussion The instructor will Quiz
provide the learning
6 4. Explain why universal values are materials appropriate to Rubric
necessary for human survival achieving the desired
learning outcomes. Academic Essay:

Class and individual Why is there a need for

consultations universal values?

Tools for instruction

include:
● Lecture and
module
● G-Suite
● Multimedia
materials
(Videos,
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 podcasts,
infographics,
etc.)
1. Recall defining moments in their  Moral Character as a Lecture/Discussion: The instructor will Quiz
moral formation Disposition provide the learning
materials appropriate to Rubric
2. Explain the relationship between  Individual Acts and achieving the desired
individual acts and character Character learning outcomes. Essay:

Class and individual Explain the relationship

consultations of Individual Acts and
7
Character
Tools for instruction
include: What are the
● Lecture and contributory elements
module that build your moral
● G-Suite character?
● Multimedia
materials
(Videos,
podcasts,
infographics,
etc.)
3. Identify and articulate each stage of  Theories of Moral Lecture/Discussion The instructor will Rubric
moral development Development provide the learning
materials appropriate to Create a comparative
4. Check their personal growth and three a. Kohlberg’s 6 Stages of achieving the desired Analysis of the Theories
other cases, against the stages of moral Moral Development learning outcomes. of Moral Development
development (Tabular Format)
b. Gilligan’s Theory of Class and individual
8 Draw a chart of their
Women’s Moral consultations
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 Development life’s journey using Oslo
Tools for instruction Paper or Power Point to
c. Rest’s Neo-Kohlbergian include: show incipient moments
Approach ● Lecture and in their lives and where
module they are now in
● G-Suite
● Multimedia Research Work:
materials
(Videos, Present (in writing)
podcasts, three case/stories
infographics, featuring moral agents,
etc.) different stages of the
agents in each of three
cases, and justify their
answer.
9th Midterm Examination
10 1. Check real life cases against the 7-  The 7-step Moral Reasoning Lecture/Discussion The instructor will Rubric
step model that uses reason and Model provide the learning
impartiality. materials appropriate to Case Stories Analysis
achieving the desired 1. Highlight emotional
2. Differentiate knowing and actually learning outcomes. and rational response
executing a good moral decision- 2. Critiques the behavior
making. Class and individual and responses of the
consultations agents

Tools for instruction

include:
● Lecture and
module
● G-Suite
● Multimedia
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 materials
(Videos,
podcasts,
infographics,
etc.)

1. Judge their own moral behavior in
terms of planning and execution
and in important moral experiences
11
 Reason and Will
Lecture/Discussion The instructor will Rubric
provide the learning
materials appropriate to Create a comparative
achieving the desired analysis of reason and
learning outcomes. will using infographic
Class and individual
consultations

Tools for instruction

include:
● Lecture and
module
● G-Suite
● Multimedia
materials
(Videos,
podcasts,
infographics,
etc.)
1. Explain the role of mental frames  Moral Theories and Mental Online The instructor will Rubric
12 in moral experiences Frames and their Importance Discussion/Lecture: provide the learning
materials appropriate to Reflection Paper
2. Classify the dominant frames • Moral Theories and achieving the desired
Mental Frames and learning outcomes. 1. How did I decide and
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 their Importance what I did actually do
Class and individual during my most
consultations important moral
experience in the past
Tools for instruction year
include:
● Lecture and 2. What is the bigger
module context in which I
● G-Suite make my individual
● Multimedia decisions?
materials
(Videos,
podcasts,
infographics,
etc.)

1. Discuss virtue ethics
2. Critique virtue ethics
13
 Aristotle and St. Thomas Lecture/Discussion The instructor will Rubric
provide the learning
 The Natural Law and St. materials appropriate to Video Call (Group)
Thomas achieving the desired discussion using the
learning outcomes. Aristotelian (mean
between two extremes)
Class and individual and Thomistic
consultations perspectives on gay
marriage (Output of the
Tools for instruction Discussion will be
include: presented through
● Lecture and written format)
module
● G-Suite
● Multimedia

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 materials
(Videos,
podcasts,
infographics,
etc.)

1. Explain the rights theory  Kant and Rights Theorist Lecture/Discussion: The instructor will Rubric
2. Differentiate legal from moral right provide the learning
 Legality and Morality materials appropriate to Group Analysis of a
3. Evaluate the rights theory achieving the desired case highlighting why
learning outcomes. the option taken by the
14 agent may be legal but
Class and individual not moral
consultations (Discussion: Video Call
Output: Written)
Tools for instruction
include:
● Lecture and
module
● G-Suite
● Multimedia
materials
(Videos,
podcasts,
infographics,
etc.)

1. Define the concept of utilitarianism  Utilitarianism Lecture/Discussion The instructor will Rubric
15 provide the learning
2. Critique utilitarianism on various materials appropriate to
application achieving the desired Individual case analysis:

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 learning outcomes.
The Marcopper and the
Class and individual Boac river
consultations

Tools for instruction

include:
● Lecture and
module
● G-Suite
● Multimedia
materials
(Videos,
podcasts,
infographics,
etc.)

16 1. Discuss justice and fairness  Justice and Fairness Lecture/Discussion: The instructor will Rubric
provide the learning
2. Critique justice and fairness  Mandated Topic: Taxation materials appropriate to Individual Case
achieving the desired Analysis: The Mayor
3. Apply Justice and Fairness on various learning outcomes. Duterte case…Whose
cases interest?
Class and individual Research Work:
consultations
1. Social housing: Who
Tools for instruction should pay for the
include: cost?
● Lecture and
module 2. Who should carry
● G-Suite the burden of tax?

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 ● Multimedia Who should benefit
materials from taxes?
(Videos,
podcasts,
infographics,
etc.)
17 1. Identify the important moral  Globalization and its Ethical Online The instructor will Rubric
challenges of globalization Challenges provide the learning
materials appropriate to Research Work:
2. Construct a plan for coping with the achieving the desired
challenges of globalization learning outcomes. Identify the important
moral challenges of
Class and individual globalization
consultations

Tools for instruction

include:
● Lecture and
module
● G-Suite
● Multimedia
materials
(Videos,
podcasts,
infographics,
etc.)
Video Clip:
The facets of
globalization: Ethical
challenges for business
that works in a
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 globalized world; and
what standards do
workers follow?

18th Final Examination

Basic Readings Quito, E.S. (2008). Fundamentals of Ethics. Quezon City, Manila: C & E Publishing, Inc.
Sambajon, M.J.L. (2011). Ethics for Educators. Quezon City, Manila: C & E Publishing, Inc.
Timbreza, F. T. (2007). Bioethics and Moral Decisions. Quezon City, Manila: C & E Publishing, Inc.
Extended Readings THE NICOMACHEAN ETHICS OF ARISTOTLE
available at https://www.stmarys-ca.edu/sites/default/files/attachments/files/Nicomachean_Ethics_0.pdf
Pasco, M. D. (2013). Persuasion Beyond Belief: Plato and Baudrillard Rhetoric and Media. Φιλοσοφια: International Journal of Philosophy,
14(1). Retrieved from http://ejournals.ph/form/cite.php?id=4801
Course Assessment
a.Midterm Grade = Class Standing (.60) + Midterm Exam Rating (.40)

b.Raw Final Grade = Class Standing (.60) + Final Exam Rating (.40)

Midterm Grade + Raw Final Grade = Final Grade

2
d. Over-all Rating

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 60% - Lecture: Class Standing - Quizzes, Recitation, Activities (60%); and Major Examination (40%)
40% - Major Examination (40%)

Course Policies
1. Attendance. Please refer to the CCA Student Handbook.
2. Because this is a classroom, mandatory attendance will be reduced to project presentation days. As per college policy, students are
expected to complete assignments on-time. While some projects span the entire semester, others are due on specific dates throughout
the semester. Ten percent (10%) of the total points available (or a minimum of 1 point) are deducted from a student's grade on a
project when it is received after the stated due time (usually 11:00 a.m.) on the due date unless otherwise stated on the rubric for the
individual project/assignment. An additional 5% (or a minimum of 1 point) is deducted for each day the project/assignment is late.
Work that is more than one week late will not be accepted without a doctor's note submitted to the instructor or proof of other
emergency beyond the student's control. Be sure to consult the rubric for the individual project for more complete details. Students
who are unable to complete the work during the semester are eligible for an Incomplete only if the reason fits the College's guidelines
for an incomplete. If an Incomplete is granted, it will automatically convert to the grade of F if the work is not completed by the end
of the following semester.
3. Tests and Make-ups
All quizzes for this course must be completed. The final examination will be delivered during class schedule.
4. Extra Credit. Students are expected to complete the projects as required for the class and to do the best they can on each project
throughout the semester. Thus, it is the policy of the instructor not to give additional assignments for extra credit for students who
wish to pull up their grades at the end of the semester.
o Every attempt is made to provide a complete syllabus that provides an accurate overview of the courses. However, circumstances
and events may make it necessary for the instructor to modify the syllabus during the semester. This may depend, in part, on the
progress, needs and experiences of the students.

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 5. Requirements such as assignments/projects should be submitted on or before the given deadline.
6. Coordinate with the professor, using various modes given on concerns/problems regarding the requirements.
Non-submission of requirements will be incomplete from the course.
Consultation Schedule Faculty Member: Adrian Tamayo
Contact Number: 09977540600
E-mail address: adrian.tamayo@deped.gov.ph; adrianptamayo@gmail.com
Consultation Hours:
Time and Venue: IEAS Office

Prepared by: Reviewed by: Verified by: Approved by: No. of Pages

ADRIAN P. TAMAYO, MAEd PRINCESS ARIANNE Q. SISON, MAPsy DR. ELIZABETH M. ACAMPADO DR. FILIPINAS L. BOGNOT 16
Instructor, Ethics Coordinator, Science Courses Assistant Dean, Institute of Education, Vice President for Academic Affairs
Arts and Sciences

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