CRMC Course Guide for Elementary and Secondary Education

Cebu Roosevelt Memorial Colleges Course Guide School Year: 2022 – 2023
College of Teacher Education Semester/Term: First Semester

Online / Flexible Learning
Bachelor of Elementary and Secondary Education Revision Date: 5 September 2022
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CRMC Vision
A premiere institution in Northern Cebu that produces highly competent graduates in their fields of specialization
through the accomplishment of the following strategies:
 Demand-driven outcomes-based programs;
 Efficient monitoring to improve student performance;
 Adequate and well-maintained facilities;
 Establishing a realistic merit review system;
 Espousing professional upliftment;
 Implementing sustainable extension service and research programs; and
 Instituting monitoring measures to maintain the competitive advantage in our area of influence.
CRMC Mission
The Cebu Roosevelt Memorial Colleges dedicates its existence to the task of developing and maintaining a
distinctive brand of education that enhances the capacity of the individuals to improve their quality of life, help enrich
the well-being of their fellowmen and contribute the common good of the community.
Graduate Outcomes
After five years, the learners will become:
1. Professionally competent;
2. Morally and ethically upright;
3. Innovative practitioner; and
4. Critically inclined educationist.
Quality Policy
Vision of the College
The College of Teacher Education, in line with the institution’s mission and vision., aims to carry out its
educative function of producing learners knowledgeable in the science and art of teaching and learning content and
learner-based instruction, imbued with value laden dispositions toward the teaching profession, and endowed with a
sense of social responsibility and a desire for leadership in the sprint of service in their field of profession.
Prepared by: Approved by: Page:

MANOLO S. HILO JAMES H. SAMILLANO 1 of 10
(Faculty Member) (Dean)
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Program Outcomes
The Bachelor of Secondary Education aims to produce graduates who can: The Bachelor of Elementary Education aims to produce graduates who can:
1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political 1. Demonstrate in-depth understanding of the diversity of learners in various learning areas;
contexts;
2. Demonstrate mastery of subject matter/discipline 2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas;
3. Facilitate Learning using a whole range of teaching methodologies and delivery modes appropriate to specific 3. Utilize appropriate assessment and evaluation tools to measure learning outcomes;
learners and their environments;
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners; 4. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning
and teaching;
5. Apply skills in the development and utilization of ICT to promote equity, relevant, and sustainable educational 5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional; and
practices;
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes 6. Manifest a desire to continually pursue personal and professional development.
and outcomes;
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities; and
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based
opportunities.
Course Information
Course Code: ED 9 LEC Units 3 Course Description:
Course Title: Geography 3 (Urban Geography) LAB Units: 0 . The subject aims to analyze the essential processes shaping socio-cultural geographies of contemporary cities.
It will discuss different issues affecting cities, such as economy, culture, health, planning, human mobility and
Pre-requisite(s): None LEC Hours: 3 transportation. It also includes topics on sustainability and the future of cities.
Co-requisite(s): None LAB Hours: 0
PO-CILO Activation Mapping

Course Intended Learning Outcomes (CILOs) Program Outcomes (POs)
BSEd BEEd
By the end of the course, you should be able to: 1 2 3 4 5 6 7 8 1 2 3 4 5 6
CILO1. Demonstrate research-based knowledge of the concepts, theories and principles in curriculum and curriculum development
D D D
within and/or across curriculum teaching areas;
CILO2. Demonstrate skills in designing and developing constructively-aligned and developmentally-sequenced learning programs,
P P D I P I P D
experiences and instructional processes consistent with curricular needs;
CILO3. Demonstrate knowledge in implementing contextualized learning programs and/or instructional plans that are relevant and D D D P D

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responsive to the needs of diverse learners;

CILO4. Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups; and D D P D P D P
CILO5. Demonstrate skills in the selection and use of tools appropriate for monitoring, critiquing and assessing instructional plans;
D D I P
and seek advice concerning strategies that can enrich teaching practice.
I =Introduced; P=Practiced; D=Demonstrated
Course Outputs / Assessment of Learning (Summative)

CILO # Required Output / Grading System Weight Specification / Remarks
A. Major Exams 70% Online Synchronous or Asynchronous (MCQs, Short Answers, etc.)
B. Class Standing/Project Task 20% Rubrics are used to rate performance assessment
C. Attendance 10% Online Synchronous
TOTAL: 100 %
Course Design Matrix

Desired Learning Outcomes-based Teaching-Learning
CILO # Modules / Units / Topics Assessment Tasks (Formative) Tools / Resources Time Frame / Sked
Outcomes (OBTL)
At the end of Unit 0, pre-
service teachers should be 0. INTRODUCTION / i. Greeting  Week 1
able to: COURSE ORIENTATION (3 hours)
a. express their prior ii. Introduction of CRMC’s PVMGO
understanding on the  Infographic. The pre-service teachers
course based on the will create an infographic about the  Course Outline
iii. Presentation of the Online “Course Guide / school showing its PVMGO and the
guide questions  PowerPoint Presentation
Syllabus” Course Outline.
presented; and  Survey Form (Google Form)
b. create an infographic [A] – Asynchronous
iv. Q and A – Getting to Know the course
showing the PVMGO through answering guide questions
of the school  Participating to the QA
connecting to their prior knowledge
[S] – Synchronous
v. Google Form Survey on Student’s Profile and
Online Gadgets & Tools available  Submit filled out online google survey
form
[A] – Asynchronous
At the end of Unit I, pre-
CILO1 service teachers should be 1.) Unit I. Nature of the
able to: Curriculum i. Lecture(s) on the definition and major  Reflection Paper. Each pre-service  Week 2-3
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a. define the major conceptions of curriculum conducted by the teacher will write a short reflection  Google Form (6 hours)
conceptions of i. Definition teacher or designated reporters to give paper on ideas that they learned from
curriculum; ii. Major Conceptions preservice teachers background and the teacher’s discussion and from the  Wheel of Names
(types, components, general ideas on what curriculum is and how fishbowl activity. (https://wheelofnames.com
b. and analyze the nature purpose) people see it. )
of the curriculum. [S] – Synchronous
ii. Fishbowl Technique. In a Fishbowl

discussion, pre-service teachers seated
inside the “fishbowl” actively participate in a
discussion by asking questions and sharing
their conceptions on the nature of
curriculum, while other pre-service teachers
listen carefully to the ideas presented.
Preservice teachers take turns in these
roles, so that they practice being both
contributors and listeners in a group
discussion.
Note: To identify the pre-service teachers who
will be in the “fishbowl,” the instructor will use
Wheel of Names.
[S] – Synchronous
At the end of Unit II, pre-

CILO1 service teachers should be 2.) Unit II. Foundations of i. Lectures and Interactive Discussions on the  Presentation/Recitation. Pre-service  Week 4-6
CILO5 able to: Curriculum four foundations of curriculum teachers demonstrate their knowledge (9 hours)
a. discuss how the i. Philosophical [S] – Synchronous through discussion of the different
different foundations of  Interview Guide
Foundations curriculum foundations.
curriculum have shaped ii. Psychological ii. Digital Gallery Walk to enable pre-service [S] – Synchronous
the current conceptions in Foundations teachers to identify the different foundations
curriculum; and iii. Historical-Sociological of curriculum.  Group Reporting. Each group will
Foundations [A] – Asynchronous present a timeline (the teacher could
b. gather information on iv. Legal Foundations assign different groups to specific
how a school develops its iii. Historical Timeline of Philippine Curriculum portions/coverage of the timeline) and
curriculum to enrich through the Years. Pre-service teachers will will be graded on how well they relate
teaching practice. construct a timeline and explain how the the timeline to the different
changes in curriculum through the years were foundations of curriculum.
influenced by the different foundations of [S] – Synchronous

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curriculum.
[A] – Asynchronous  Interview Write-up. Pre-service
teachers, individually or in small
iv. Interview of School Official on their VMGO groups, write-up key interview findings
and their curriculum and how they developed related to how the VGMO and
these towards enriching teaching practice curriculum were developed in order to
[A] – Asynchronous enrich teaching practice.
At the end of Unit III, pre-

CILO2 service teachers should be 3.) Unit III. Phases and i.a. Lectures and Interactive Discussions on  Week 7-12
able to: Process of Curriculum curriculum planning.  Preparing learning outcomes aligned to (18 hours)
 Google Classroom Quiz
CILO 1 a. demonstrate Development [S] – Synchronous learning competencies. The pre-  Google Form
knowledge of curriculum i. Curriculum Planning service teachers will apply the
planning, design and  Google Drive
a. Elements of i.b. Class Discussion with Sample Curriculum. elements of curriculum planning in
organization,  Google Meeting
Curriculum The elements of curriculum planning can be preparing learning outcomes aligned
implementation,  Sample Lesson Plans
Planning reinforced and consolidated through examination with specific learning competencies.
evaluation and  PowerPoint Presentation
of sample curricula (may include school The teacher may give varied contexts
improvement; and curricula, syllabi, lesson plans) and discussion of i.e. learning outcomes for specific
the elements of curriculum planning that are learning levels in different teaching
b. construct identified. areas.
developmentally- [S] – Synchronous [A] – Asynchronous
sequenced lesson plans
with well-aligned learning
outcomes and
competencies based on
curriculum requirements. ii.a. Lectures and Interactive Discussions on
ii. Curriculum Design  Set of Developmentally Sequenced
and Organization Curriculum Design and Organization
c. reflect on their roles in [S] – Synchronous Lesson Plans. Preservice teachers will
a. Approaches in construct a developmentally-
the implementation and curriculum
improvement of the ii.b. Document Review/ Analysis: K to 12 sequenced set of lesson plans with
designing well-aligned learning outcomes and
curriculum b. Types of Curriculum Guide focusing on sequencing,
spiraling, and integration of lessons. competencies based on curriculum
curriculum requirements.
design 1. Simulation Writeshop: Vertical and
Horizontal Articulation [A] – Asynchronous
c. Elements of
designing 2. Analysis: Designs and Patterns of
d. Components of Different Existing Curricula
curriculum [A] – Asynchronous

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design
ii.c. The teacher may choose from the activities
below to develop preservice teachers’
understanding of curriculum designing and
organizing:
1. comparative analysis of curriculum
approaches;
2. completion of matrix of the different
types of curriculum design;
3. discussion of the different elements of
curriculum designs; and/or
4. selection of the different components
of curriculum designing.
iii.a. Lectures and Interactive Discussions on

Curriculum Implementation
[S] – Synchronous
iii.b. Cooperative/Collaborative Writeshop:

Lesson Planning
iii. Curriculum [A] – Asynchronous  Research on the Implementation of
Implementation Different Learning Programs (Local
a. Models of and Foreign/International). Pre-
iii.c. The teacher may choose from the activities
implementation service teachers will examine at
below to develop preservice teachers’ least 2 different learning programs
b. Change
knowledge in the implementation of relevant and or curricula and explain features of
processes
c. Institutionalizatio responsive learning programs: the programs/curricula that make
n them successful, and suggest ways
1. comparative analysis of the different that the programs/curricula could be
implementation models; improved or adapted.
2. debate: Advantages/Disadvantage s of [A] – Asynchronous
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the K to 12 curriculum; and/or

3. personal reflection on preservice
teachers’ experiences with the K to 12
curriculum
iv.a. The teacher may choose from the activities

below to develop preservice teachers’
knowledge in curriculum evaluation:
1. group presentation of the reasons for

evaluation;
2. lecture/discussion of the different types
of evaluation; and/or
3. presentation/gallery walk (to view
evaluation models)  Research Poster showcasing
iv. Curriculum Evaluation [S] – Synchronous different examples of research
a. Reasons for studies on curriculum evaluation.
Evaluation Pre-service teachers will examine
b. Types of and precis 3-5 research journal
Evaluation v.a. Lectures and Interactive Discussions on articles from a teacher-specified set
c. Evaluation Curriculum Improvement that demonstrate a range of different
models [S] – Synchronous methodological approaches.
v.b. Mini research review, in small groups,
involving reporting on research abstracts from
journal articles on curriculum improvement.
 Reflection paper: My role in the
v.c. Completion of Matrix of Improvement implementation and improvement of
[A] – Asynchronous the curriculum

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v. Curriculum v.d. Panel Discussion/ Resource Speaker: Role [A] – Asynchronous

Improvement of Teachers in Curriculum Evaluation and
a. Levels of Curriculum Improvement  Unit Test to assess pre-service
Curriculum [S] – Synchronous teachers’ content knowledge on
Improvement curriculum planning, design,
b. Approaches to organization, evaluation and
Curriculum improvement
improvement [A] – Asynchronous
At the end of Unit IV, pre- 4.) Unit IV. Trends and Issues
CILO1 service teachers should be on Curriculum and
CILO3 able to: Curriculum Development A. Lectures and Interactive Discussions on  Annotated Bibliography. Pre-service  MS PowerPoint Slides  Week 13-18
CILO4 a. demonstrate research- i. Researches on national and international research, trends and teachers prepare an annotated  Bibliography (18 hours)
based knowledge on the Curriculum issues on curriculum and curriculum bibliography on seminal and/or  Sample Lesson Plans
different trends and Development (local) development. contemporary research on curriculum  Google Drive
issues on curriculum and ii. Researches on [S] – Synchronous development in national and  Google Form
curriculum development; Curriculum
international contexts. The research  Use of Google Classroom
b. demonstrate Development
B. Lectures and Interactive Discussions on the shall have been published in research Quiz
knowledge on the (international/foreign)
contextualization, localization and journals and the annotations shall
contextualization/ iii. Contextualization of
indigenization of the curriculum in the succinctly document the Context,
localization of the the curriculum
implementation of relevant and responsive Research Problem, Theories,
curriculum in the iv. Curriculum
learning programs Methodology, Findings and
implementation of Indigenization
[S] – Synchronous Discussion of Results. The annotated
relevant and responsive v. Curriculum
bibliography should be based on 3-5
learning programs; and Localization
C. The teacher may choose from the activities research articles that demonstrate
c. demonstrate
below to prepare preservice teachers in differences in the Context, Research
knowledge of teaching
developing contextualized and indigenized Problem, and Methodology. It is
strategies that are
lesson plans: recommended that the teacher
inclusive of learners from
1. presentation of research abstracts; provide a list of research journal
indigenous groups.
2. presentation of a contextualized lesson articles for the preservice teacher to
that they developed to meet curriculum choose from.
requirements of their discipline; and/or [A] – Asynchronous
3. presentation of an indigenized/ localized
sample lesson.  Lesson plan compilation. The pre-
[A] – Asynchronous service teachers will prepare a
compilation of developmentally
sequenced lesson plans which
showcase their skills in

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contextualizing, localizing and/or

indigenizing lessons based on the
different trends and issues in
curriculum development.
Total = 54 hours
Textbook(s) and References

Textbook (APA Format): References (APA Format including citations):
1. Pawilen, G. T. (2019). The teacher and the school curriculum: a guide to curriculum 4. Aldinger, Cynthia (2015). Life is the Curriculum. Create Space Independent Pub.
development practice. Rex Book Store 5. Bago, Adelaida L. (2008). Curriculum Development: the Philippine Experience. 2008
2. Pawilen, G. T. (2015). Curriculum development: a guide for teachers and students. 6. Estes (2015). Instruction: a models approach. 7th ed. Pearson (D).
Rex Book Store 7. Flinder. (2012). The curriculum studies reader, 4th ed. Routledge
3. Reyes, E., Ed.D..; Dizon, E., Ed.D. (2015). Curriculum development. Adriana Printing 8. Glatthorn, Allan. (2012). Curriculum leadership: strategies for development and implementation. Thousand Oaks, California:
Co., Inc. SAGE Publications.
9. Henderson, (2014). Reconceptualizing curriculum development: inspiring and informing action. Routledge.
10. Slattery, 2012. Curriculum development in the postmodern era: teaching and learning in the age of accountability.
http://www.khayma.com/muhannad/Dr%20Amer%20lectures/curiculum%20lectures%20en/curriculum%20concepts%20nature
%20and%20purposes.pdf
Other Information (Classroom Rules and Policies / Teacher Information Contact Information, etc.)
Grading System: Instructional Delivery / Methods:

 Online Video Conferencing (Google Meet)
 Major Exam = 70%  Google Classroom
 Class Standing/Project task = 20%  Google Mail, Facebook GC/ Messenger
 Attendance = 10%
Total 100% Virtual Policies / Rules:
 Always follow instructions.
Passing Rate: 70%  Observe academic integrity.
Highest Grade: 1.0; Passing Grade: 3.0 Lowest Grade = 5.0  Observe proper behavior offline/online (Netiquette)
 Actively engage virtual activities.
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 Submit activities on time.

Requirements: [Full Online Class]
 Smartphone/Tablet/Laptop/PC Teacher’s Information:
 Active G-mail account  DARRYL D. BARRIENTOS.
 Google Drive  darryl.barrientos77gmail.com
 Internet Connection  0906-217-4952
 ICT Skills


CRMC Course Guide for Elementary and Secondary Education

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CRMC Course Guide for Elementary and Secondary Education

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Cebu Roosevelt Memorial Colleges Course Guide School Year: 2022 – 2023

College of Teacher Education Semester/Term: First Semester

Vision of the College

Prepared by: Approved by: Page:

PO-CILO Activation Mapping

Prepared by: Approved by: Page:

responsive to the needs of diverse learners;

Course Outputs / Assessment of Learning (Summative)

Course Design Matrix

ii. Fishbowl Technique. In a Fishbowl

At the end of Unit II, pre-

Prepared by: Approved by: Page:

At the end of Unit III, pre-

Prepared by: Approved by: Page:

iii.a. Lectures and Interactive Discussions on

iii.b. Cooperative/Collaborative Writeshop:

the K to 12 curriculum; and/or

iv.a. The teacher may choose from the activities

1. group presentation of the reasons for

Prepared by: Approved by: Page:

v. Curriculum v.d. Panel Discussion/ Resource Speaker: Role [A] – Asynchronous

Prepared by: Approved by: Page:

contextualizing, localizing and/or

Textbook(s) and References

Grading System: Instructional Delivery / Methods:

 Submit activities on time.

Prepared by: Approved by: Page:

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