Institutional Vision, A premiere academic institution responsible for quality instruction and GRANDE

BUCAS training for sustainable COLLEGE

FOUNDATION socio-economic, environmental and cultural advancement of Bucas
Mission, and Goals Grande and the global Philippines vis-à-vis academic and operational excellence.
Socorro, Surigao delNorte
:
Program Vision, Excellent-driven, globally competitive and socially responsible Grandenians
COLLEGE OF EDUCATION
Mission, and Goals
Institutional Dynamic, passionate and competent Grandenian teachers. COURSE SYLLABUS ON ( Facilitating Learning)
Intended Learning
Outcomes
1st Semester 2021-2022
Mandated Program The graduates have the ability to:
Intended Learning Common to all programs in all types of schools
Outcomes: a. Discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
b. Communicate effectively using both English and Filipino, orally and in writing
c. Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
d. Exemplify professional, social, and ethical responsibility
e.Preserve and promote “Filipino historical and cultural heritage” (based on RA 77220
Common to Teacher Education Programs
f. Articulate the relationship of education to larger historical, social, cultural and political processes.
g. Facilitate learning using a wide range of teaching methodologies in various types of environment.
h. Develop alternative teaching approaches for diverse learners.
i. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment.
j. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
k. Practice professional and ethical teaching standards to respond to the demands of the community.
l. Pursue lifelong learning for personal and professional growth.
m. Demonstrate in-depth understanding of the development of adolescent learners.
n. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
o. Create and utilize materials appropriate to the secondary level to enhance teaching and learning.
p. Design and implement assessment tools and procedures to measure secondary learning outcomes.

Course Code: Educ 2 ( Facilitating Learning)

Course This course introduces the education students to the basic concepts and theories that will prepare them to become effective facilitators of learning. This covers
Description: universal learning theories and principles in teaching and learning espoused by notable persons in education, evolving concepts contributory to dynamic learning
process, and curriculum planning, implementation, assessment, and innovation.
Course Unit: 3 units
Course Prerequisite: None Course Schedule:
Course Towards the end of the course, a student shall have :
Learning L01. Discussed clearly the basic concepts, theories and principles of facilitating effective learning.
Outcomes: LO2. Demonstrated appreciation on the importance facilitating learning in the achievement of learning goals.
LO3. Applied concepts, theories and principles of facilitating learning in classroom setting and in solving classroom-based problem.
Time Intended Learning Contents Teaching and Learning Learning Resources Assessment Tasks
Allotment Outcomes (ILO) Activities (TLA) (AT)
 LO1. Discussed  Learning Theories  Class Orientation on  Course syllabus  Formative
clearly the basic - Ivan Pavlov learning goals and  Learning guides tests
concepts of effective - Edward Thorndike tasks and module  Oral and
Within the facilitation of learning - BF Skinner  Individual reading  Electronic group
First to enhance learning. - Edward Tolman on the learning resources participation
Semester - John Watson contents  MindGym  Project 1.
2017-2018 LO2. Demonstrated - Albert Bandura  Compilation and reviewer 3013 Portfolio
appreciation on the - Maslow’s Hierarchy of Needs Organization of data  MET LET  Project 2. :
importance - John Dewey gathered Reviewers 2012 Lesson Plan
facilitating learning in - Gardner  Journal writing  Research findings  Project 3.
the achievement of - David Kolb reflecting related to Class
learning goals.  Significant Concepts & Terminologies understanding of curriculum Demonstratio
- Metacognition concepts development n on
L03. Applied - Vicarious learning  Online consultation  Format on Facilitating
concepts, theories - Looking glass self-concept  Cooperative curriculum Learning.
and principles of - Lateralization of brains learning activities in development  Rubrics
facilitating learning in - Play and Its Categories gathering and Summative
classroom setting and - Gestalt psychology discussing data test
in solving classroom- - Pillars of learning  Face to face
based problem. - Learning styles discussion and
 Concepts of Curriculum Development lectures of relevant
LO4. Designed and - Competing paradigms: traditional and progressivists concepts, theories
developed a - Types of curriculum and principles
prototype curriculum - Components of curriculum  Test Drills
in facilitating learning. - Curriculum Models  Mentoring and
- (Tyler, Taba, Hunkin) critiquing by
- Curriculum Designs curriculum experts
1. Subject-Centered  Presentation and
2. Learner-centered mock defence of
3. Problem-centered the prototype
 Curriculum implementation curriculum
 Monitoring and evaluating curriculum
 Curriculum Innovations & reforms
1. 2002 Basic Education Curriculum
2. Third Elementary Education Program (TEEP)
3. 2004 New Teacher Education Curriculum
4. Understanding by Design
5. K – 12 Basic Education Curriculum
Grading System:
Meaningful Constructs (Projects) = 50%
Summative assessment = 50%

Prepared by: Reviewed by: Approved:

JERRY D. MADERA, PhD (Cand.) N/A GLORIA A. ESPERANZA,Ed.D

Instructor Dean

A premiere academic institution responsible for quality instruction and training for sustainable socio-economic, environmental and cultural advancement of Bucas Grande and the global
Philippines vis-à-vis academic and operational excellence. BUCAS GRANDE FOUNDATION COLLEGE
Socorro, Surigao delNorte
Excellent-driven, globally competitive and socially responsible Grandenians
Dynamic, passionate and competent Grandenian teachers
COLLEGE OF EDUCATION
The graduates have the ability to:
Common to all programs in all types of schools
a. Discuss the latest developments in the specific field of practice.COURSE SYLLABUS
(PQF level ON SOCIAL DIMENSIONS OF EDUCATION
6 descriptor)
st
b. Communicate effectively using both English and Filipino, orally and in writing 1 Semester 2021-2022
c. Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
d. Exemplify professional, social, and ethical responsibility
e.Preserve and promote “Filipino historical and cultural heritage” (based on RA 77220
Common to Teacher Education Programs
f. Articulate the relationship of education to larger historical, social, cultural and political processes.
g. Facilitate learning using a wide range of teaching methodologies in various types of environment.
h. Develop alternative teaching approaches for diverse learners.
i. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment.
j. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
k. Practice professional and ethical teaching standards to respond to the demands of the community.
l. Pursue lifelong learning for personal and professional growth.
m. Demonstrate in-depth understanding of the development of adolescent learners.
n. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
o. Create and utilize materials appropriate to the secondary level to enhance teaching and learning.
p. Design and implement assessment tools and procedures to measure secondary learning outcomes.

Social Dimensions of Education

This course introduces the education students to the profound knowledge and understanding on the sociological, anthropological, and philosophic foundations of education. Sociological
dimension includes the social theories, education development history, , socio-cultural and political growth and development; anthropological covers understanding the origin of man and
his role in the society; philosophical dimensions include the evolving oriental and western philosophical thoughts from the ancient period up to the contemporary.
3 units
Course Schedule:
Towards the end of the course, a student should have :
L01. manifested profound knowledge and understanding on the sociological, anthropological and philosophical dimensions of education..
LO2. demonstrated appreciation on the importance of acquiring knowledge and understanding sociological, anthropological and philosophical dimensions being the foundations of
teaching and learning .
LO3. Demonstrated critical thinking in response to the needed change and transformation of the educational system.
LO4. Applied sociological, anthropological, and philosophical concepts, theories and principles in solving contemporary problems confronting education.
Intended Learning Learning Contents Teaching and Learning Learning Resources Assessment Tasks (AT)
Outcomes (ILO) Activities (TLA)
 Sociological and Anthropological:  Class Orientation on  Course  Written group outputs, oral presentation
L01. manifested profound - Historical foundations of learning goals and tasks syllabus  Formative tests
knowledge and education  Individual reading on  Learning  Oral and group participation
understanding on the (Ancient to Post Modern) the learning contents guides and  Paper 1: Revisiting the meaning and
social dimensions of - Social theories of education  Compilation and module historical development of education
education. (conscientious theory, conflict Organization of data  Electronic  Paper 2: Issues and Concerns of the
LO2. demonstrated theory, structural functionalism, gathered resources contemporary education and my
appreciation on the interactionist conceptualization)  Journal writing  MindGym philosophies
importance of acquiring - Social Institutions and their reflecting reviewer 3013  Rubrics for the assessment of meaningful
knowledge and functions understanding of  MET LET constructs
understanding social - Role of Schools concepts Reviewers  Summative test
dimensions. - Pillars of Learning  Online consultation 2012 Portfolio
LO3. Demonstrated critical - Social groups and process  Cooperative learning  Resource
thinking in response to the - Culture and Its Characteristics activities in gathering persons on
needed change and - Philippine Educational System and discussing data identified
transformation of the - Educational Laws  Face to face discussion topics
educational system.  Philosophical Dimensions and lectures of
LO4. Applied sociological, (Confucianism, Mencius, Taoism, relevant concepts,
anthropological, and Buddhism, Hedonism) theories and principles
philosophical concepts,  Philosophies of education  Test Drills
theories and principles in (Naturalism, Idealism, Realism,  Field visits
solving contemporary Existentialism, Essentialism,  Symposium
problems confronting Pragmatism, Perennialism,
education Humanism, Progressivism,
Nationalism, Constructivism,
Reconstructivism, Behaviorism,
 Utilitarianism, Empiricism)

Grading System:
Performance Assessment = 20%
Meaningful Constructs = 30%
Summative assessment = 50%

Prepared by: Reviewed by: Approved:

JERRY D. MADERA, PhD (Cand.) N/A GLORIA A. ESPERANZA,Ed.D

Instructor Dean

Institutional Vision, A premiere academic institution responsible for quality instruction

BUCASand training
GRANDE for sustainable
FOUNDATION socio-economic, environmental and cultural advancement of Bucas
COLLEGE
Mission, and Goals : Grande and the global Philippines vis-à-vis academic and operational excellence.
Socorro, Surigao delNorte
Program Vision, Excellent-driven, globally competitive and socially responsible Grandenians
Mission, and Goals COLLEGE OF EDUCATION
Institutional Intended Dynamic, passionate and competent Grandenian teachers
Outcomes
COURSE SYLLABUS ON ASSESSMENT OF LEARNING
1st Semester 2021-2022
Mandated Program The graduates have the ability to:
Intended Learning Common to all programs in all types of schools
Outcomes: a. Discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
b. Communicate effectively using both English and Filipino, orally and in writing
c. Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
d. Exemplify professional, social, and ethical responsibility
e.Preserve and promote “Filipino historical and cultural heritage” (based on RA 77220
Common to Teacher Education Programs
f. Articulate the relationship of education to larger historical, social, cultural and political processes.
g. Facilitate learning using a wide range of teaching methodologies in various types of environment.
h. Develop alternative teaching approaches for diverse learners.
i. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment.
j. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
k. Practice professional and ethical teaching standards to respond to the demands of the community.
l. Pursue lifelong learning for personal and professional growth.
m. Demonstrate in-depth understanding of the development of adolescent learners.
n. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
o. Create and utilize materials appropriate to the secondary level to enhance teaching and learning.
p. Design and implement assessment tools and procedures to measure secondary learning outcomes.

Course Code: Assessment of Student Learning

Course Description: This course introduces the education students to the basic concepts and principles in assessing, measurement, and evaluation of student learning in the classroom
setting. It emphasize various approaches of assessment encompassing the traditional and modern, , planning, development and administering assessment tools,
interpreting and communicating assessment results. It also includes the application of descriptive and inferential statistical treatments useful in the process of test and
measurement.
Course Unit: 3 units
Course Prerequisite: None Course Schedule:
Course Towards the end of the course, a student should have :
Learning L01. Discussed the basic concepts and principles of assessment and evaluation of student learning in the classroom setting.
Outcomes: LO2. Appreciated the importance of assessment in improving the teaching learning process.
LO3. Assessed appropriateness of assessment tools vis-a-vis the learning targets.
LO4. Developed, implemented and standardized sample assessment instruments.
Time Intended Learning Learning Contents Teaching and Learning Activities Learning Resources Assessment Tasks (AT)
Allotment Outcomes (ILO) (TLA)
L01. Discussed the  Basic concepts of measurement,  Class Orientation on  Course syllabus  Formative tests
Within the basic concepts and assessment, evaluation, test learning goals and tasks  Learning guides  Oral and group
semester principles of assessment  The role and purpose of assessment in  Individual reading on the and module participation
and evaluation of making instructional decision learning contents  Electronic  Project 1: Report on
 student learning in the  Principles of high quality assessment  Compilation and resources Assessment Practices
classroom setting.  Clarity of learning targets Organization of data  MindGym in the Classroom
 Qualities of assessment tools gathered reviewer 3013 Setting
- Validity, reliability, fairness  Journal writing reflecting  MET LET  Project 2: Sample Test
LO2. Appreciated the  Type of Measurement as to Norm and understanding of concepts Reviewers 2012 Instruments
importance of Criterion-Reference  Online consultation  Textbook on  Project 3: Report on
assessment in  Mode of assessment: placement,  Cooperative learning Assessment of Instrument
improving the teaching diagnostic, formative, and summative activities in gathering and Learning I Standardization and
learning process.  The Traditional Paper and Pencil Test discussing data  Field Study 5: Item analysis
- Multiple choice, essay, true or false,  Face to face discussion and Learning  Rubrics for the
LO3. Assessed matching type. lectures of relevant Assessment assessment of
appropriateness of  The Alternative or Authentic assessment concepts, theories and Strategies by meaningful constructs
assessment tools vis-a- approaches principles Salana (2010). Summative test
vis the learning - Performance-based  Construction of sample  Sample
outcomes. - Process-based assessment tools assessment
- Product-based  Presentation and critiquing instruments
- Portfolio  Reading
- The Rubrics materials on
 Steps in constructing the test items assessment of
- Table of Specifications (TOS) learning
- Validating and pilot testing
- Ethics in test administration (gathering
data, recording data)
- Interpreting , grading and
communicating results
 Descriptive Statistics
- Central tendency
- variations
LO4. Developed, - position
implemented and  Inferential Statistics
standardized sample - test of relationship of variables
assessment instruments. - test of differences
 Item analysis: analyzing the level of
difficulty and discrimination index

Grading System:
Performance- Assessment = 20%
Meaningful Constructs = 30%
Summative assessment = 50%

Prepared by: Reviewed by: Approved:

JERRY D. MADERA, PhD (Cand.) N/A GLORIA A. ESPERANZA,Ed.D

Instructor Dean

Institutional Vision, A premiere academic institution responsible for quality instruction

BUCASand training
GRANDE for sustainable
FOUNDATION socio-economic, environmental and cultural advancement of Bucas
COLLEGE
Mission, and Goals : Grande and the global Philippines vis-à-vis academic and operational excellence.
Socorro, Surigao delNorte
Program Vision, Excellent-driven, globally competitive and socially responsible Grandenians
Mission, and Goals COLLEGE OF EDUCATION
Institutional Dynamic, passionate and competent Grandenian teachers
Intended Learning
Outcomes
The Teaching Profession
1st Semester 2021-2022
Mandated Program The graduates have the ability to:
Intended Learning
Outcomes:
Common to all programs in all types of schools
a. Discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
b. Communicate effectively using both English and Filipino, orally and in writing
c. Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
d. Exemplify professional, social, and ethical responsibility
e.Preserve and promote “Filipino historical and cultural heritage” (based on RA 77220
Common to Teacher Education Programs
f. Articulate the relationship of education to larger historical, social, cultural and political processes.
g. Facilitate learning using a wide range of teaching methodologies in various types of environment.
h. Develop alternative teaching approaches for diverse learners.
i. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment.
j. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
k. Practice professional and ethical teaching standards to respond to the demands of the community.
l. Pursue lifelong learning for personal and professional growth.
m. Demonstrate in-depth understanding of the development of adolescent learners.
n. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
o. Create and utilize materials appropriate to the secondary level to enhance teaching and learning.
p. Design and implement assessment tools and procedures to measure secondary learning outcomes.

Course Code: Educ 7 (Teaching Profession)

Course Description: This course provides education students advanced concepts and principles in understanding Teaching as a Profession. This covers discussion and internalization of the
overview of the teaching profession, the wholistic role of teachers in the in the 21 st century, the standard teaching competence, and its continuous process of
improvement.
Course Unit: 3 units
Course Prerequisite: None Course Schedule:
Course Towards the end of the course, a student should have :
Learning L01. acquired profound knowledge and understanding on Teaching as a Profession..
Outcomes: LO2. manifested love and appreciation of the teaching profession.
LO3. developed and demonstrated passion for teaching.
Time Intended Learning Contents Teaching and Learning Activities Learning Resources Assessment Tasks (AT)
Allotment Outcomes (ILO) (TLA)
 Overview of Teaching and Learning in the  Course syllabus  Reflection papers
L01. acquired profound 21st Century  Class Orientation on  Learning guides  Oral and group
knowledge and - Global education learning goals and tasks and module participation
understanding on - digital nature  Individual reading on the  Electronic  Project 1: Class
Teaching as a - teacher as facilitator learning contents resources Observation Report
Profession.. - lifelong career  Compilation and  MindGym  Project 2: Case Study
- lifelong learning Organization of data reviewer 3013 on Issues and Concerns
LO2. manifested love - Goals: 21st century skills gathered  MET LET about the teaching
and appreciation of the  The Teaching Profession  Online consultation Reviewers 2012 profession
 teaching profession. - Teacher and State  Cooperative learning  NCBTS  Project 3: Projective
- Teacher and School activities in gathering and assessment tools personal essay: How do
LO3. developed and - Teacher and community discussing data  related reports I project myself being a
demonstrated passion - Teacher and learner  Face to face discussion and research teacher
for teaching. - types of teacher and lectures of relevant findings  Summative test
- qualification concepts, theories and  Educational  Portfolio
- characteristics & qualities principles laws, Deped
- benefits, privileges, rights  Interview with classroom orders,
- academic freedom teachers memoranda,
 Power of Teachers  Class observations on the policies
- reward qualities and
- coercive competencies selected
- legitimate classroom teachers
- expert power  Self-assessment as a
- referent power teacher –to- be
 Teaching Competencies  Journal writing on the
- National Competency-based Teaching teaching profession
Standards (NCBTS)
- 7 Domains of Teaching Competency
 Magna Carta for Public School Teachers
(RA 4670)
 Code of Ethics for Professional Teachers
 Teacher Training and Development
Programs
- Teacher Education Development
Program (TEDP)
- pre-service and in-service
- TIP, IPPD

Grading System:
Performance Assessment = 20%
Meaningful Constructs = 30%
Summative assessment = 50%

Prepared by: Reviewed by: Approved:

JERRY D. MADERA, PhD (Cand.) N/A GLORIA A. ESPERANZA,Ed.D

 Instructor Dean

Institutional Vision, BUCAS GRANDE FOUNDATION COLLEGE

Mission, and Goals : Socorro, Surigao delNorte
Program Vision, Excellent-driven, globally competitive and socially responsible Grandenians
Mission, and Goals
COLLEGE OF EDUCATION
Institutional Intended Dynamic, passionate and competent Grandenian teachers
Learning Outcomes
Mandated Program The graduates have the ability to: COURSE SYLLABUS ON PRINCIPLES AND METHODS OF TEACHING
Intended Learning Common to all programs in all types of schools 1st Semester 2021-2022
Outcomes: a. Discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
b. Communicate effectively using both English and Filipino, orally and in writing
c. Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
d. Exemplify professional, social, and ethical responsibility
e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 77220
Specific Program Outcome - BS Information Technology
p) Gain mastery in the core areas of mathematics: algebra, analysis, and geometry.
q) Demonstrate skills in pattern recognition, generalization, abstraction, critical analysis, synthesis, problem-solving and rigorous argument.
r) Develop an enhanced perception of the vitality and importance of mathematics in the modern world including inter-relationships within math and its connection to other
disciplines.
s) Appreciate the concept and role of proof and reasoning and demonstrate knowledge in reading and writing mathematical proofs.
t) Make and evaluate mathematical conjectures and arguments and validate their own mathematical thinking.
 u) Communicate mathematical ideas orally and in writing using clear and precise language.

Course Code: Educ 3 (Principles and Method of Teaching)

Course Description: This course provides education students with profound knowledge and understanding of the various methods and strategies in teaching and learning. . This covers
discussion of the universal principles and concepts of teaching and learning, effective modern teaching strategies, classroom management and lesson planning.
Course Unit: 3 units
Course Prerequisite: Course Schedule:

Course Towards the end of the course, a student should have :

Learning L01. acquired profound knowledge on the various principles and appropriate teaching strategies.
Outcomes: LO2. manifested interest and enthusiasm in understanding the importance of implementing teaching methods and strategies to enhance learning.
LO3. developed and applied methods and strategies that can improve the teaching and learning process in the classroom setting.
Time Intended Learning Contents Teaching and Learning Activities Learning Resources Assessment Tasks (AT)
Allotment Outcomes (ILO) (TLA)
L01. acquired profound
knowledge on the  Principles of Teaching and Learning  Class Orientation on  Course syllabus  Performance-
various principles and - elements of teaching learning goals and tasks  Learning guides based
appropriate teaching - principles of effective teaching  Individual reading on the and module  Project 1. Doable
strategies. - principles of effective learning learning contents  Electronic Lesson Plan
 Domains of Learning  Compilation and resources  Project 2. Class
LO2. manifested interest - Cognitive Bloom’s Taxonomy Organization of data  MindGym demonstration
and enthusiasm in - affective Krathwol gathered reviewer 3013  Rubrics for the
understanding the - psychomotor Harrow, Simpson,  Online consultation  MET LET assessment of
importance of - pedagogical concepts:  Face to face discussion and Reviewers 2012 meaningful
implementing teaching 1. perceptual motor grounding lectures of relevant  Lesson plan constructs
methods and strategies 2. contiguity effect concepts, theories and format Summative test
to enhance learning. 3. dual code & multimedia effect principles  Lesson plan
4. testing effect  Workshop on lesson samples
LO3. developed and 5. exam expectations planning
applied methods and 6. organization effect  Class demonstration
strategies that can 7. coherence effect  critiquing and feedbacking
improve the teaching and 8. feedback effect
learning process in the 9. negative suggestion effect
classroom setting. 10. explanation effect

- pedagogical principles:
1. cognitive flexibility
2. cognitive disequilibrium
 3. Goldilock principle
4. imperfect metacognition
5. discovery learning

 Teaching Methods and Approaches

- strategy (science of attaining plan)
- approach (viewpoint to teaching)
- method (well-planned procedures,
series of activities)
- device ( teaching aid or tool)
- technique (personalyzed style of
teaching)

 Instructional Approaches
- inductive (inquiry, concept map)
- deductive (lecture)
- problem-based (problem solving)
- cooperative learning (jigsaw)
- values development (value analysis)

 Components of Lesson Plan

- Learning objectives, outcomes
- Learning contents, subject matter,
resources and materials
- Learning procedures, activities
- Assessment of Learning

Grading System:
Performance Assessment = 20%
Meaningful Constructs = 30%
Summative assessment = 50%
Prepared by: Reviewed by: Approved:

JERRY D. MADERA, PhD (Cand.) N/A GLORIA A. ESPERANZA,Ed.D

Instructor Dean

BGFC Vision & A premiere academic institution responsible for quality instruction
BUCASand training
GRANDE for sustainable
FOUNDATION socio-economic, environmental and cultural advancement of Bucas
COLLEGE
Mission: Grande and the global Philippines vis-à-vis academic and operational excellence.
Socorro, Surigao delNorte
Institutional Program Dynamic, passionate and competent Grandenian teachers
Outcome COLLEGE OF EDUCATION
Mandated Program The graduates have the ability to:
Intended Learning Common to all programs in all types of schools
Outcomes:
COURSE SYLLABUS ON CURRICULUM DEVELOPMENT
a. Discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
Firstand
b. Communicate effectively using both English and Filipino, orally Semester 2021-2022
in writing
c. Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
d. Exemplify professional, social, and ethical responsibility
e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 77220
Specific Program Outcome - BS Information Technology
p) Gain mastery in the core areas of mathematics: algebra, analysis, and geometry.
q) Demonstrate skills in pattern recognition, generalization, abstraction, critical analysis, synthesis, problem-solving and rigorous argument.
r) Develop an enhanced perception of the vitality and importance of mathematics in the modern world including inter-relationships within math and its connection to other
disciplines.
s) Appreciate the concept and role of proof and reasoning and demonstrate knowledge in reading and writing mathematical proofs.
t) Make and evaluate mathematical conjectures and arguments and validate their own mathematical thinking.
u) Communicate mathematical ideas orally and in writing using clear and precise language.

Course Code: Educ11 Curriculum Development

Course Description: The course intends to introduce education students to effective curriculum design and assessment. The course contents include the basic concepts, nature and
purposes, components and the competing paradigms of curriculum, curriculum models, principles and approaches in designing, delivering and assessing the curriculum
Course Unit: 3 units
Course Prerequisite: Educ 10 Course Schedule:
Course Towards the end of the course, a student should have :
Learning L01. Discussed clearly the basic concepts, nature and purposes, components and the competing paradigms of curriculum
Outcomes: LO2. Appreciated the importance of curriculum in facilitating effective learning
LO3. Evaluated an implemented curriculum and offered suggestions for improvement
LO4. Crafted and designed a prototype curriculum that ensures meaningful learning experience
 Time Intended Learning Contents Teaching and Learning Activities Learning Resources Assessment Tasks (AT)
Allotment Outcomes (ILO) (TLA)
12 hours LO1. Discussed clearly  History of curriculum development  Reading by applying the  Textbook on  Formative tests
the basic concepts,  The meaning, nature and purpose of SQ3R in tracing the Curriculum  Oral and group participation
nature and purposes, curriculum history, defining the Development  Paper 1: The curriculum as a
components and the meaning, nature and by Bilbao, total learning experience
competing paradigms purpose of curriculum Lucido,  Paper 2: report on assessment
of curriculum Iringan, & and evaluation of curriculum
 Philosophical foundations of curriculum  Lecture on the Javier (2008).  Paper 3: Prototype curriculum
philosophical  MET LET for education program.
foundations of Reviewers  Rubrics for the assessment of
 Competing paradigms: traditional and curriculum 2012 meaningful constructs
progressivists  Debate on the  Research  Summative test
competing curriculum findings
 Types of curriculum paradigms related to
 Components of curriculum  Cooperative learning to curriculum
enable students identify development
and analyze types and  Technical
components of assistance
 Teaching-learning process and curriculum from
6 hours LO2. Appreciated the curriculum development  Individual journal writing curriculum
importance of  The importance of curriculum in the on the importance of development
curriculum in teaching and learning process curriculum experts
facilitating effective  Curriculum
learning assessment
12 hours L03. Evaluated an  The roles of stakeholders in curriculum  Panel discussion on tools
implemented implementation curriculum  Format on
curriculum and offered  The role of technology in delivering the implementation, curriculum
suggestions for curriculum monitoring and development
improvement  Monitoring and evaluating curriculum evaluation
 Criteria for assessing the curriculum  Simulation activity on
 Tools for assessing the curriculum curriculum assessment
 Linking curriculum, instruction and and evaluation
assessment of learning
`
22 hours LO4. Crafted and  Curriculum designs and models  Lecture on curriculum
designed a prototype designs, models,
 Dimensions and principles of curriculum
curriculum that principles, and
design
ensures meaningful approaches
 Approaches in curriculum
learning experience
   Cooperative by group of
three in crafting and
designing a prototype
curriculum
 Mentoring and critiquing
by curriculum experts
 Presentation and mock
defence of the
prototype curriculum

Grading System:
Formative Assessment = 20%
Meaningful Constructs = 30%
Summative assessment = 50%

Prepared by: Reviewed by: Approved:

JERRY D. MADERA, PhD (Cand.) N/A GLORIA A. ESPERANZA,Ed.D

Instructor Dean