FACULTY OF EDUCATION SCIENCES 2 Prof. Ed.

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WEEK 1 INTRODUCTION/ PRELIMINARIES

Essential Question: What is the nature of the course?

LEARNING OUTCOME:
Demonstrate understanding of the course rationale, objectives, design,
requirements, assessment and performance evaluation.

TEACHER INPUT:
• Course Syllabus (refer to the Flexible Course Plan)
• PNU Vision-Mission, Quality Policy, CTD Goals (refer to PNU LMS)
• PNU QP LMS (refer to PNU LMS)

INDIVIDUAL ACTIVITY:
• Read course syllabus or Flexible Course Plan and other preliminary
course files to know more about the course and the expectations.
• Prepare questions/ comments/ suggestions on the course design, schedule,
performance criteria, etc. for the first synchronous class session

INTRODUCTION

COURSE DESCRIPTION

The course is designed to develop students’ deep understanding of the complexities of teaching
and learning and develop their pedagogical and pedagogical content knowledge, values and
dispositions necessary to become effective teachers, informed decision makers and reflective
practitioners.

COURSE LEARNING OUTCOMES

Preservice teachers are expected to develop critical understanding of, and application of theories
and principles of teaching and learning, as well as exhibit skills in the use of technologies,
communication and teaching strategies.

At the end, students are expected to apply appropriate and meaningful pedagogy in designing
instruction to facilitate teaching and learning process in diverse classroom contexts

COURSE REQUIREMENTS

Accomplished Worksheets (Individual Activity), Examination/s (Midterm/ Final), Small Group

Outputs, Microteaching Plan, Videotaped Microteaching Demonstration

COURSE DESIGN

1. The PNU LMS will be used as the main technological platform in facilitating the flexible learning
designed course. In case of technical issues, however, other accessible virtual learning
environment systems may be used, such as Google Classroom, Edmodo, Schoology, or
Facebook. But if an ICT-enhanced learning environment is not possible, a low-tech form of
education delivery would be used e.g., print-based modality.

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2. For synchronous communications, Google Meet, Zoom, Facebook Messenger Rooms,

Whatsapp, or other accessible videoconferencing applications may be used or mobile phone
if available. If not possible, asynchronous channels of communication may be tapped or a low-
tech form of communication if it is the only means available to the students.

3. In case students do not have access to technology and a reliable internet connection, and all
means have been exhausted to enable them to go online, printed activity sheets, handouts or
modules (if ready) may be provided to the students through specific means to be identified by
the university.

4. For students who miss synchronous sessions due to technical challenges, a link may be
provided by the course professor so they could view the recording of the real-time
communication activity. Other means to make up for the missed session may be provided if
they do not have the appropriate technology needed to access the synchronous session.

5. Other stakeholders may be requested to assist the education needs of the students to ensure
that they get the best possible means to learn.

6. Participation and submissions in the PNU LMS and its supplementary VLES document
students’ attendance.

7. Synchronous and Asynchronous channels provide opportunities for students to participate in

the course learning activities; should there be challenges in technology and internet access,
students must inform the course professor via agreed upon channels of communication.

8. Students are expected to commit themselves to learning independently and with minimal
supervision. Learning materials are provided via the PNU LMS and other supplementary
VLES. Students are tasked to read them and actively participate in the given tasks whether
synchronously or asynchronously; and individually or in small groups through any available
means to learn and be involved in the learning process.

9. Students must submit requirements within the given submission time frame and ensure best
quality outputs.

10. Course professors may respond to students’ concerns, questions and needs for assistance
or mentoring during specified “Office Hours” or class schedule.

GRADING SYSTEM

1. Midterm and/or Final Examination………………………………… 35 %

Accomplished Worksheets
2. Group Outputs ……………………………………………………… 25%
3. Microteaching Plan…………………………………………………. 40%
4. Microteaching Demonstration

COURSE POLICIES

1. Students are required to read required course content materials and supplement these
with other recommended readings.
2. Students are expected to participate in synchronous and asynchronous class activities
unless they encounter unavoidable challenges or have actual constraints in which case,
they must inform the course professor of such problems via sms or messenger.
3. Participation in discussion topics is expected asynchronously. Students are given 3 days
to respond to discussion topics. It is assumed that responses of students are based on
their readings of the course content materials.
4. Completed worksheets, of individual or groups are expected to be submitted 3 days after
their related topic bases have been taken up in class.

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5. The main virtual learning environment is the PNU LMS and an alternative content
management system e.g., facebook
6. Active involvement in the learning process is a commitment students must have to learn
the course successfully.
7. Teachers serve as facilitators; hence, students must be self-directed and independent
learners.
8. Collaboration with peers is a very important activity of the course and so is individual work.
9. Students are expected to express themselves formally, using appropriate language.
10. Courtesy and respect are values that are expected to be practiced in in and out of class.

COURSE CONTENT

Week TOPIC Requirements

Course Introduction/ Preliminaries • Course

1 • PNU Vision, Mission familiarization
• CTD Goals • Self-assessment of
• Program Outcomes readiness for
remote learning

UNIT I. NATURE & EMERGING CONCEPTS OF TEACHING • DQ 1 Answer

Essential Question: What is good/ effective teaching? • Worksheet 1
A. Elements of the Teaching Process:
Teacher, Learners, Learning Environment

2 B. Principles of Effective Teaching based on – • DQ 2 Answer

Current research literature on Teaching, PPST domains of teacher • Small Group Output
effectiveness in the 21st century (Film-Viewing/Article
Reading)
• Worksheet 2

3 UNIT II. PLANNING FOR EFFECTIVE TEACHING & LEARNING • DQ 3 Answer

Essential Question: How can teaching promote effective learning? • Small Group Output
(LP Parts I & II)
A. Basic Parts of a Lesson Plan • Worksheet 3

B. Formulating Learning Objectives

C. Determining Learning Evidences • DQ 4 Answer

4 • Small Group Output
(LP Part IV)
• Worksheet 4

5 UNIT III. DESIGNING LEARNING EXPERIENCES • DQ 5 Answer

Essential Question: What teaching approaches, strategies and techniques can • Small Group Output
make students learn effectively? (LP Part III A)
A. Preparatory Learning Activities: Strategies & Techniques to Prepare
Students to Learn
e.g., Drill, Review, Advance Organizer, Motivation etc.

B. Developmental Learning Activities: • DQ 6 Answer

Approaches, Strategies & Methods to Help Students Learn Skills and • Small Group Output
Competencies in the Content Areas (LP Part III B.1)
• Worksheet 6
1. Direct Teaching/ Teacher-directed Approach, Strategies & Methods
e.g., Expository/ Presentation, Lecture, Demonstration, Concept Teaching
(Deductive) etc.

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7 2. Indirect Teaching or Learner-centered Approach & Strategies • DQ 7 Answer

e.g.,Discovery Learning, Inquiry-based, Project-based Learning,Problem- • Small Group Output
centered, Cooperative Learning etc. (LP Part III B.2)
• Worksheet 7

MIDTERM EXAMINATION

8 3. Flexible Learning: Approaches, Strategies and Techniques in Diverse • DQ 8 Answer

Learning Contexts • Small Group Output
e.g.; Online Learning (synchronous and asynchronous), Blended Learning, (LP Part III B.3)
/Print/ Module-based Other emerging alternative and flexible learning
approaches e.g., Emergency Remote Teaching (ERT), Mobile Learning, • Worksheet 8
Filipino Pedagogy

9 C. Closure Learning Activities: Strategies & Techniques to Support • DQ 9 Answer

Learning Transfer • Small Group Output
e.g., Application, Deepening, Extending, Enriching (LP Part III C)
• Worksheet 9
10 D. Strategies and Techniques to Support Learner Understanding & • DQ 10 Answer
Achievement • Small Group Output
e.g. Teaching Thinking (Critical, Creative, Metacognitive), Questioning (LP Part III C)
Techniques, Communication Strategies (verbal/non-verbal), Facilitation • Worksheet 10
Strategies

11 UNIT IV. IMPLEMENTING AND EVALUATING A LEARNING PLAN • DQ 11 Answer

Essential Question: How is teaching implemented and learning, evaluated? • Small Group Output
(LP Part III C)
A. Preparing, Implementing and Evaluating the Microteaching • Worksheet 11

12 B. Microteaching Debriefing • DQ 12 Answer

• Small Group Output
(LP Part III C)
• Worksheet 12 (Final
Reflection on the
Teaching Process)

FINAL EXAMINATION