Semester Adopted:

Revision Status:
Republic of the Philippines
Revision Date:
Western Mindanao State University
Recommending approval:
External Studies Unit – Molave Campus
Concurred:
Teacher Education Department
Approved:

RESTRUCTURED OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS IN PHYSICAL EDUCATION 1

For the 1st Semester, SY 2021-2022 ONLY

Western Mindanao State University Teacher Education Department

Vision GOALS College Goals

The University of Choice for higher learning with strong research orientation a. The Bachelor
Provide of Secondary
high quality Education
teacher education Program
that is responsive ofto
the College of Teacher
education-
that produces professionals who are socially responsive to and responsible for for-all in theEducation,
nation andWestern Mindanao State University
education-for-sustainable developmentaimsneeds
to: in
human development; ecological sustainability; and, peace and security within the world;
and beyond the region. a. develop
b. Realize the knowledge,
the threefold attitudes,
institutional thrust skills and habits
of instruction, of the prospective
research and high
school teacher to enable
community outreach in higher education; him to harness his potentials as a human person,
Mission family member, and community organizer.
c. Hone
b. the
caterstudents to theof
to the needs competencies and skills of a newclientele
its socio-culturally-pluralistic breed ofby
21 st
The Western Mindanao State University, set in a culturally diverse environment, centurycontinuously
teachers, such as information-media
revising/ literacyitscommunication
enriching/ upgrading curricular offerings;
shall pursue a vibrant socio-economic agenda that include: skills, civic literacy, global awareness, among
c. provide adequate training to would-be teachers others; in evolving a sound
 A relevant instruction paradigm in the education and training of d. Createphilosophy
an environmentof lifefor
inspired by an abiding
transformational faith in God
leadership amongandstudents
love for
competent and responsive human resource for societal and industry who willfellowmen;
be imbued with energy, enthusiasm and passion for positive
needs; d. instil
change in thecritical thinking
teaching as welland
profession; as aesthetic and cultural values among the
 A home for intellectual formation that generates knowledge for people prospective high school teachers,
e. Instill the value of lifelong learning among and;
graduates who will not only
empowerment, social transformation and sustainable development; and; e. produce a new breed of teachers
desire to become full-fledged professionals but who arealso
imbued with and
molders altruism,
artists
 A hub where science, technology and innovation flourish enriched by the dynamics, responsibility and ethics virtues
who blend the natural qualities and strong desire to be the best in the
wisdom of the Arts and Letters, and Philosophy. profession.

Name of Institution Date Last Revised

WMSU-VPAA-FR-032.00 Page 1 of 18
Effective Date: 24-JUN-2020
 Institution College Name Revision Date
Logo Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 74, s. 2017 p. 4):

6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

Course Information
WMSU-VPAA-FR-032.00 Page 2 of 18
Effective Date: 24-JUN-2020
 Course Name Technology for Teaching and Learning Course Code
in the Elementary Grades
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

WMSU-VPAA-FR-032.00 Page 3 of 18
Effective Date: 24-JUN-2020
 Course Description BTIs covered
This course is designed for prospective teachers to develop and use digital and non-digital teaching-learning resources using
technology tools appropriate in various subject areas in the elementary level. Further, the course will provide opportunities for 1.3.1, 4.5.1
students to use technology tools to develop individual and project-based collaborative activities and assessment tasks and share
resources among communities of practice. It also includes information and communication technology (ICT) policies and safety
issues, media and technology in various content areas, learning theories and principles in the use and design of learning lessons
that utilize appropriate traditional and innovative technologies with social, ethical and legal responsibility in the use of
technology tools and resources.

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers will be able to:

A. demonstrate technological pedagogical content knowledge (TPACK) and its application within and/or across 1.1.1
the curriculum teaching areas in the elementary grades,
B. prepare developmentally appropriate teaching and learning processes that meet K-12 curriculum requirements, 4.1.1
C. select, develop and use variety of contextualized teaching and learning resources, including ICT, to address learning goals, 4.5.1
D. design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum 5.1.1
requirements and
E. show skills in the positive use of ICT to facilitate the teaching and learning process. 1.3.1

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Effective Date: 9th-AUG-2021
 a. 

a.  

a.

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 a. 

 

 

b.

 

a.  

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Effective Date: 9th-AUG-2021
 g.  

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Effective Date: 9th-AUG-2021
 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities

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Effective Date: 9th-AUG-2021
 Week 1-2
b.
c.
d.
WMSU-VPAA-FR-032.00
Effective Date: 9th-AUG-2021
a. Define basic concepts in 1.1.1 Review of Technology for
understanding ICT in [A] Teaching and Learning
education A. Definition of Basic
1.1.1 Concepts and
Determine the roles of ICT in [A]
Important Terms
Teaching for Learning
1.1.1 B. Roles of ICT in
Identify learning theories, [A] Teaching for
principles and researches applied Learning
in the use and design of learning C. Theories and
lessons with technology Principles in the Use
1.1.1 and Design of
Determine the different [A]
Technology Driven
technology driven teaching-
Learning Lessons
learning models
(Dale’s Cone of
Experience, TPACK,
ASSURE, SAMR;
Mayer’s [2009]
Principles for the
Selection of
Technology for
Educational Use:
appropriateness,
authenticity, cost,
interest, organization
and balance)
 PowerPoint-based game on  Concept map: Individually, 1.1.1
defining important terms: students must synthesize
Students play the the sessions by coming up
PowerPoint-based game on with an original concept
the basic concepts and roles map that will demonstrate
of ICT in Teaching and how they see the
Learning prepared by the connections among
teacher. different topics. The
concept map is
 Interactive lecture- accompanied by a one-
discussion and image paragraph explanation.
analysis of the different
models: The objective of
this activity is to enable the
students to explain to their
fellow classmates the salient
ideas about the different
models of technology
integration introduced to
them in TTL 1. The teacher
and the entire class will
rectify if there are
misconceptions.
Page 9 of 18
 Week a. Enumerate the national ICT 1.1.1 ICT Policies and Safety Issues  Presentation of information  Rubrics for infographic and 1.1.1
3-4 policies affecting classroom [A] in Teaching and Learning gathered on the different ICT policies contextualized
practices A. ICT national or policies and safety issues ICT for classroom use: These
international policies use using infographics: teacher-made rubrics will

b. Describe the implementation of 1.1.1 that are applicable to Students will discuss ICT policies be used by the teacher in
ICT policies in teaching-learning [A] teaching and learning and safety issues using their assessing these outputs.
B. Safety Issues in ICT original infographics.
c. Identify ICT policies that are 1.1.1
[A]
incorporated to the design and Uses of ICT Policies in the  Crafting ICT Classroom
implementation of teaching- Teaching and Learning Policies: Students formulate
learning activities Environment a sound ICT classroom
policy that may be
implemented in
their classroom in the future.
Week a. Join online communities of 1.1.1 Online Communities of  Hands-on activities for  Using a checklist: The 1.1.1
5-6 learning [A] Learning students’ students must
b. Use resources from relevant e.g. online membership: accomplish a checklist on
mailing lists and online resources 4.5.1 a. Facebook Students participate in a how to evaluate online
[C] b. Twitter workshop facilitated by the communities of learning
c. Instagram teacher with the objective and online resources.
d. Webinar of enabling them to go
through the step-by-step
Online Resources process of joining
a. Opensource communities of learning.
b. Multimedia
resources; video sites  Listing of online resources
c. Finding images and their use in the
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Effective Date: 9th-AUG-2021
 d. Music and audio; classroom/
webcasts teaching- learning process:
e. Locate web sources Students locate and
by topic download relevant online
resources
that may be utilized in their
lessons.
Week a. Describe technology tools that are 1.1.1 Collaborative Projects  Plenary discussion: The  Unit plan writing: A unit 1.1.1,
7-8 used in group activities [A] teacher will give a lecture plan made by groups must 4.1.1
Technology Tools for on the what and how of be made as evidence of
4.5.1 Collaborative Work technology tools for learning. At the very least, it
b. Use technology tools to
[C] a. Google Suite (docs,
collaborate and share resources collaborative work. must allow elementary
among communities of practice drive, classroom) grade pupils to collaborate
b. Edmodo with one another.
c. bubbl.us  Guided demonstration:
d. Wikispaces Students will explore and use
e. Others the suggested technology
tools for collaborative work
with the guidance of the
teacher. The class may be
asked to bring their own
gadgets or may use the
available resource center/
laboratory of the school.
Week a. Articulate digital safety rules that 1.1.1, Digital Safety Rules  Forum discussion on digital  Digital safety rules for 1.1.1
9 ensure child online safety 1.3.1 Rule 1: Research before you safety rules: Students their class: Done in groups, 1.3.1
[A,E] register. conduct their individual students will formulate a
Rule 2: Discriminate. research on the subject guide on digital safety
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Effective Date: 9th-AUG-2021
 Rule 3: Think before typing. matter. The class will be rules that they may
Rule 4: Require ID. arranged as if it is in a consider using in their
Rule 5: Trust your gut. forum where anyone can future classroom. A
share their knowledge teacher-made rubric will
and understanding about be used to assess this
the topic while the teacher output.
moderates the discussion.
Week a. Select, design and create digital 4.5.1 Digital and Conventional  Student-led discussion:  Rubrics for Student-led 4.5.1
10- learning materials designed to [C] Learning Materials to The class will conduct Discussion 5.1.1
14 enhance teaching-learning and Enhance Teaching-Learning group
assessment research on conventional and Demonstration
5.1.1 A. Digital Learning
b. Showcase the appropriate use of materials identified as Teaching: The teacher will
[D]
different learning resources Resources appropriate and feasible in use these rubrics together
through a teaching demonstration 1. Google Docs a given teaching-learning with student/s who sit as
2. Youtube context. They will create a co- critic/s will give
3. Survey Monkey handout that contains the feedback (peer
4. Word clouds essential information about assessment) to the
5. Audios the assigned learning student-led discussion and
6. Videos
resource. demonstration teaching
7. Slide presentations/
conducted.
narrated slideshows  Microteaching: This activity,
done either individually or
in team, highlights the use
of
8. Still images/ assigned conventional learning
Photographs, talking resources. Prior to this,
pictures students are expected to
9. Comic strips consult with the course
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Effective Date: 9th-AUG-2021
 10. Mobile apps instructor for proper
(utility,/productivity guidance in the
content presentation, preparation of lesson plan
games, and learning resource.
augmented/virtual Students will integrate an
reality) existing learning resource
and design/ create an
original
one that they will demonstrate
in class.
Week a. Select, design and create 4.5.1 Digital and Conventional  Student-led discussion:  Rubrics for Student-led 4.5.1
15- conventional learning materials [C] Learning Materials to The class will conduct Discussion and 5.1.1
17 designed to enhance teaching- Enhance Teaching-Learning group research on Demonstration Teaching:
learning 5.1.1
conventional materials The teacher will use these
b. Showcase the appropriate use of [D] B. Conventional identified as rubrics together with
different learning resources Learning Resources appropriate and feasible in a student/s who sit as co-
through a teaching demonstration 1. Manipulatives (realia given teaching-learning critic/s will give feedback
and models or mock- context. They will create a (peer assessment) to the
ups) handout that contains the student-led discussion
2. Printed materials essential information and demonstration
(handouts, study about the assigned teaching conducted.
guides, flashcards, learning resource.
big books)
3. Charts/ graphs and
 Microteaching: This activity,
posters
done either individually or
4. Wall display
in team, highlights the use
of assigned conventional

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Effective Date: 9th-AUG-2021
 learning resources. Prior to
this, students are expected
to consult with the course
instructor for proper
guidance in the
preparation
of lesson plan and learning
resource. Students will
integrate an existing learning
resource and design/
create an original one that
they will
demonstrate in class.
Week a. Synthesize what they learned from 1.1.1 Course Synthesis and  The class may not meet  Rubric for Portfolio: A 1.1.1
18 the course through the portfolio 4.1.1 Finalization of Portdolio face-to-face anymore. teacher-made rubric 4.1.1
4.5.1 This week may be will be used in 4.5.1
5.1.1 5.1.1
devoted for consultation assessing the portfolio.
1.3.1 1.3.1
[A,B,C, and polishing of
D,E] portfolio.

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Effective Date: 9th-AUG-2021
 Suggested List of References
Bilbao, P. P., Dequilla, M. A., Rosano, D. A., & Boholano, H. B. (2019). Technology for teaching and learning I. Quezon City: LORIMAR Publishing. Canonigo, A.
M. (2018). Educational technology. Mandaluyong City: Anvil Publishing Inc.

Corpuz„ B. & Lucido, P. l. (2008). Educational Technology l. Quezon City: LORIMAR Publishing.

Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE). Quezon City: LORIMAR Publishing.
Corpuz, B., et.al.(2007). Principles of Teaching l, Quezon City.

DepEd K-12 Curriculum Guides

Garo, C. D. (2008). Theories and Principles of Educational Act Technology. Philippines: National Book Store. Lucido, P. I.
(2007). Educational Technology 2. Quezon City: LORIMAR Publishing.

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Effective Date: 9th-AUG-2021
 GRADE COMPONENT AND CORRESPONDING WEIGHT:
For the 1st Semester, SY 2021-202 ONLY
FINAL RATING
Midterm Grade......................40%
Final term Grade...................60%
TOTAL SCORE.................................40 correct out of 50 items
PERCENTAGE GRADE....................80%
NUMERICAL RATING.....................2.00
REMARKS …………………………………. PASSED
Passing Grade = 60%
100%

MIDTERM GRADE
 Midterm Exam (to be administered face to face).....……………… 40%
 Written Output (can be generated online or offline) ……………. 30%
e.g. quizzes, essays, case analysis, reflection paper & etc.
 Course Output/Project (can be generated online or offline)… 20%
 Participation (can be generated online or offline) ……………….. 10%
100%
FINAL TERM GRADE
 Final Exam (to be administered face to face)............……………… 40%
 Written Output (can be generated online or offline) ……………. 30%
e.g. quizzes, essays, case analysis, reflection paper & etc.
 Course Output/Project (can be generated online or offline)… 20%
 Participation (can be generated online or offline) ………………... 10%
100%

SAMPLE COMPUTATION OF PERCENTAGE GRADE FOR A QUIZ OR EXAM

Percentage Grade = raw score / total number of items x 100
Example: raw score = 40, total items = 50
GRADE = 40/50 x 100
= 0.80 x 100
= 80%

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Effective Date: 9th-AUG-2021
 NUMERICAL  At least 60% passing in all exams and other graded requirements
% EQUIVALENT
RATING
96-100 1.0
91-95 1.25
86-90 1.5
81-85 1.75
76-80 2.0
71-75 2.25
66-70 2.5
62-65 2.75
60-61 3.0
Below 60 5.0
Lacks requirements and/or final exam INC

Authorized Withdrawal (Dropped with permit) AW

Unauthorized Withdrawal (Dropped from class for non-
attendance/non-appearance for 20% of prescribed UW
attendance)
COURSE REQUIREMENTS
 2 Written Major Exams (Midterm and Final Examination)
 Course output/project
CONDITIONS FOR PERFORMANCE EVALUATION
 Active participation in all class activities.
WMSU-VPAA-FR-032.00 Page 17 of 18
Effective Date: 9th-AUG-2021
 Prepared By: Noted: Recommending Approval: Approved:

HAZEL P. ALJAS NOEL V. PUGOSA BYRON B. GO SILK, Ph.D. MARIA CARLA A. OCHOTORENA, Ph.D.
INSTRUCTOR Academic Coordinator / Dean, External Studies Unit President
OIC Campus Coordinator

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Effective Date: 9th-AUG-2021