Name: _Kenneth S.

Batingal_
Course and Year Level: _BSED FILIPINO 4-A_

FEBRUARY 13, 2023

EDUC CSA 101 – COMPETENCY AND SKILLS APPRAISAL FOR PROFESSIONAL
EDUCATION COURSES
ACTIVITY 1

Directions: Enumerate lessons/topics in the given title of the chapters below. (As many
as you can)
1) Foundations of the Teaching-Learning Process
a) Behaviorism
i) History and Origins
ii) Methodological Behaviorism
iii) The Behaviorists - (behaviorism: Stimulus – Response)
iv) The Neo-Behaviorists (Neo-behaviorism: Human Mind)
b) Progressivism
i) Characteristics and Features of Progressivism
ii) Curriculum
(1) Instruction in Classroom
(a) Teacher’s Role
(b) Student’s Role
c) Essentialism
i) Characteristics and Features of Essentialism
ii) Curriculum
(1) Instruction in Classroom
(a) Teacher’s Role
(b) Student’s Role
d) Perennialism
i) Characteristics and Features of Perennialism
ii) Curriculum
(1) Instruction in Classroom
(a) Teacher’s Role
(b) Student’s Role
e) Constructivism
i) Classic Constructivism
 f) Vygotsky
i) Lev Vygotsky's Contribution to Psychology
ii) Lev Vygotsky's Theory of Cognitive Development
(1) Lev Vygotsky's Sociocultural Theory
g) Education, Social Change, and Responsiveness
i) Effects in Learning
h) Community of Learners and Practice
i) Traditional
ii) Digital Age
i) Identity and Diversity
j) Online Learning
i) Teaching in Online Learning Environments
(1) Advantages of Learning Online
(2) Advantages of Teaching Online
(3) Challenges of Teaching Online
k) Motivation and Engagement
i) Student Motivation and Engagement in Online Learning
ii) Student Motivation and Engagement in Face-to-face Classes
iii) Challenges
l) Architectures and Frameworks
i) As a teaching tool
ii) Architectures and Frameworks to Enhance Learning and Teaching
m) Emerging Research Methods: Educational Data Mining
n) Emerging Methods: Design Research and Automated Experimentation

2) The Professional Teacher

a) Curriculum Design
(1) The Teacher as a Curriculum Designer
(a) Fundamentals of Curriculum Design
(b) Approaches to Curriculum Designing
(c) Curriculum Mapping and Curriculum Quality Audit
(2) Learning
(a) Character Building and Education
(3) Equity and Anti-Racism
(a) Teacher Wellness and Mental Health
(4) Stress Management and Mindfulness
(5) The Professionalization of Teaching
(a) Presidential Decree 1006
(b) Republic Act no. 7836
(c) Republic Act no.9293
(6) Professional Ethics
(a) Teachers and their Responsibilities
 (b) Teachers and Students
(c) Teachers and Colleagues
(d) Teachers and Authorities
(e) Teachers and Non-Teaching Staff
(f) Teachers and Guardians
(g) Teachers and Society
b) Teachers as Persons in Authority (CA 578)
(1) The Magna Carta for Public School Teachers (RA 4570)
(2) Persons in Authority and agents of persons in authority
(3) Persons Substitute parental authority

3) The Teacher and the School Curriculum

a) The School Curriculum
i) Nature and Scope of a School Curriculum
ii) Elements/Components of a School Curriculum
iii) The Curricula In School
(1) The Teacher as a Curricularist
iv) Concepts
v) Purposes
b) School Development
i) History of Curriculum Development in the Philippines
(1) Sociological Foundation of Curriculum Development in the Philippines
(2) Psychological Foundation of Curriculum Development in the Philippines
(3) The Roles of Stakeholders in Curriculum Development
(4) Philosophical Foundation of Curriculum Development
(5) Essential Consideration for Curriculum Development
(6) The Relationship of Curriculum, Instruction and School Development
c) Curriculum Types and Model
d) Dimensions of Curriculum Design
e) The Role of Technology in Delivering Curriculum
f) Assessing the Curriculum: Intended, Implemented, and Achieved
Curriculum
g) 2002 Basic Education Curriculum
h) Third Elementary Education Project
i) Lesson Planning
j) Secondary Education Development Program (SEDP)
k) K to 12 Curriculum Program
l) New CMO for Teachers Education Programs

4) Methods and Strategies of Teaching

a) Teaching Methods
b) Behaviorism
 c) Constructivism
d) Social Cognitive Theory
e) The Multiple Intelligence Theory
f) Instructional Methods and Example
g) Classroom Gamification
h) Convergent and Divergent Thinking
i) Universal Design for Learning
j) Types of Learning
i) Individual and Large Group Learning
ii) Project-based Learning
iii) Experiential Learning
iv) Peer Teaching
v) Inquiry-based Learning
vi) Problem-based Learning
vii) Reciprocal Learning
viii)Blended Learning
ix) Lecture-based Learning
x) Technology-based Learning
(1) Digital
k) Types of Instruction
i) Differentiated Instruction
ii) Teacher-Centered Instruction
iii) Student-Centered Instruction

5) Educational Technology
a) Collaborative Learning
i) Peer to Peer or Large group
ii) Considerations
b) Linear Learning
i) Advantages
ii) Disadvantages
c) Synchronous and Asynchronous Learning
i) Impact to students

6) Child and Adolescent Learners and Learning Principles

a) Human Development Meaning, Concepts, and Approaches
b) The Stages of Development and Developmental Tasks Prenatal Development
Conception
c) Issues on Human Development
d) Research in Child and Adolescent Development
e) Stages of Child Learning Development
f) Developmental Theories and Other Relevant Theories
 i) Erikson’s Psycho-Social Theory of Development
ii) Bronfenbrenner’s Ecological Theory
iii) Freud’s Psychoanalytic Theory
iv) Piaget’s Stages of Cognitive Development
v) Kohlberg’s Stages of Moral Development
vi) Vygotsky’s Socio-Cultural Theory
g) Development of the Learners at Various Stages
h) Learner-Centered Learning Principles

7) Assessment of Learning
I. Assessment in Learning 1
a. Basic Concepts in Assessment
i. Types of Assessment of Learning
ii. Modes of Assessment
iii. Guidelines for Effective Student Assessment
iv. Assessing Learning Outcomes
v. Purposes of Instructional Goals and Objectives
1. Typical Problems encountered when Writing Objectives
2. Taxonomy of Educational Objectives
3. Criteria for Selecting Appropriate Objectives
vi. Types of Learning Outcomes
vii. Bloom’s Revised Taxonomy
viii. Development of Classroom Assessment Tools
1. General Principles of Testing
a. Principles of High-Quality Assessment
2. Different Qualities of Assessment Tools
3. Different Formats of Classroom Assessment Tools
ix. Administering, Analyzing and Improving Tests
1. Packaging and Reproducing Test items
2. Administering the examination
3. Analyzing the Test
4. Distracter Analysis
5. Qualitative Item Analysis
6. Improving Test Items
x. Utilization of Assessment Data
1. Statistics
2. Frequency Distribution
3. Describing Group Performance (Measures of
Central Tendency)
4. Describing relationships
5. Validity and Reliability of Tests
II. Assessment in learning 2
a. Assessment as an Integral Part of Teaching
i. Assessment in the Context of Teaching-Learning
1. Types of Assessment
a. Traditional
b. Authentic
i. Meaning and Practices
ii. Characteristics
iii. Phases
iv. Authentic Assessment Tool
c. Norm-referenced
d. Criterion-referenced
e. Contextualized and Decontextualized
Assessment
f. Establishing High Quality Assessment
2. Types of Learning
3. Reflective Practice Using Assessment Data
a. Reflective Practice
i. Reflective Practice through Performance
Evaluation
4. Using Learner Attainment Data: A Measure of Teaching
Effectiveness
5. Process Oriented Performance -Based Assessment
a. Process-Oriented Learning Competencies
6. Product-Oriented Performance -Based Assessment
7. Scoring Rubric
a. Rubrics as an Assessment Tool
i. Types of Rubrics
1. Types of Rubrics General vs. Task-
Specific
ii. Steps in Writing Rubrics
8. Portfolio Assessment
a. Meaning
b. Types
i. E-Portfolio
1. Types of e-Portfolio
2. Best Practices in the Use of e-
portfolio
3. E-Portfolio as an Assessment Tool
and as a Communication Medium
4. Assessment of e-Portfolio
c. Elements
9. Stages in Implementing Assessment Effectively
a. Learning Theory
10. Assessment in the Affective Domain
a. Methods of Assessing Learning in the Affective
Domain
b. Grading and Reporting
i. Functions of Grading and Reporting
Systems
ii. Components of a Grading System
iii. Pointers in Communicating Assessment
Results
iv. Reporting Students' Progress and Grades
to Parents