UNIVERSITY OF LA SALETTE, INC.

Santiago City, Isabela, Philippines

COLLEGE OF INFORMATION TECHNOLOGY

COURSE LEARNING PLAN

Second Semester, Academic Year 2022-2023

Course Number : PFEBSIT 003

Descriptive Title : IT FREE ELECTIVE 002 (THE TEACHING PROFESSION)
Units : 3 Units
Contact Hours per Week : 3 hours Laboratory and 2 hours Lecture per week
Type of Course : Lecture and Laboratory

Prepared and Submitted by: Date Submitted: Reviewed by: Date Reviewed:

_______________
KING CHRISTIAN D. ANTONIO,MIT, LPT __ KING CHRISTIAN D. ANTONIO, MIT, LPT _________________
Instructor Program Coordinator

Reviewed by: Date Reviewed: Endorsed by: Date Endorsed:

________________
MARY JOIE C. PADRON, MAED _ RAMONSITO B. ADDUCUL, DIT _________________
Instructional Coordinator Dean, College of Information Technology

Approved by:

MADEILYN B. ESTACIO, Ph.D.

Vice President for Academic Affairs

1
 VISION
The University of La Salette, Inc., a Catholic institution founded by the Missionaries of
Our Lady of La Salette, forms RECONCILERS “so that they may have life, and have
it to the full.” (John 10:10)
MISSION
The University of La Salette, Inc. is a premier institution of choice, providing
accessible, quality, and transformative education for integral human development
particularly the poor.
CORE VALUES
1. FAITH-The total submission to God’s call to Holiness to His will
2. RECONCILIATION-Constantly renewing our relationship with God, others and all
creation through a life of prayer, penance and zeal
3. INTEGRITY-The courage and determination to live and to die for Salettinian
ideals
4. EXCELLENCE – Upholding the highest standard of quality education and
professionalism in the areas of instruction, research and extension
5. SOLIDARITY – Commitment to building a community anchored on mutual trust,
confidence, teamwork, unity and respect for the dignity of the human person and
creation
CORE COMPETENCIES
In keeping with its Philosophy, Vision and Mission, La Salette professes the following
institutional objectives:
1. To foster a reconciled and reconciling community through spiritual upliftment
programs and liturgical activities.
2. To sustain the quality assured education of the university through institutional
and program accreditations, professional certification, and compliance with
international standards for curricular programs and university management.
3. To provide accessible education through various modalities of learning.
4. To lead the academic community with strategic and transformative competencies
in realizing the Vision, Mission and La Salette Philosophy of Education.
5. To develop and implement transformative teaching and learning experience
through critical approach and values-based integration.
6. To undertake research on various disciplines and generate new knowledge
needed for the advancement of the university as well as for the national
development.
7. To realize ICT oriented learning by establishing the monitoring system to collect
and review information needed to manage an organization or on-going activities
of the university.
8. To provide industry experience through on-the-job-trainings, exposures,
internship, immersion programs and linkages.
9. To provide a holistic curriculum that integrates instruction, extension, research,
ICT, industry experience for both students and faculty.
10. To adopt an interdisciplinary approach by enhancing the institution’s interest in
the understanding of the cultural reproduction and social integration and in
spiritual and moral formation

 Researched-Based Oriented Learning

 ICT-Integrated Learning
 Industry-Based Oriented Learning
 Oriented Toward Transformative Learning
 Oriented Toward Integrative Learning

INSTITUTIONAL OUTCOMES
INSTITUTIONAL OBJECTIVES

2
Having finished their academic degree at the University of La Salette, the graduates
are expected to become:

Transformative Leaders. Active involvement in their respective community and

organization by championing the Salettinian ideals.

Reconcilers. Continue to communicate their Salettinian identity and culture through

active involvements in the evangelizing ministry of reconciliation in their local
communities, work-places and in social organizations.

Industry Competent. Demonstrate their readiness in the arena of and qualification for
employment through the established link between theoretical aspect of the curriculum
and its practical dimension as a result of their on-the-job trainings, exposures,
internship, immersion programs and linkages with relevant industries or workplaces.

Research-Oriented. Keep abreast with current developments and trends in all

relevant technical/professional knowledge areas for successful adaptation to a
changing and complex world through continuing engagement in research projects to
contribute to the humanization of the world in general, and to the reconciling effects
on their relationships with God, with fellow human beings, with society and with
nature.

Information and Communication Technology Proficient. Demonstrate contemporary

skills applications as they offer innovative solutions in work situations through the
employment of new technology and new ways of communication.

Critical Thinkers. Engage themselves in critical reflection and communicative

discourses on uncritically assimilated assumptions, beliefs, value-system and diverse
perspectives that need to be collaboratively addressed for an emancipatory and
integral process of human growth and community building.

Holistic Persons. Demonstrate through their attitude, behavior and engagement a

synthesis of faith and lived experience, of faith and science; synthesis of cognitive,
affective and behavioral aspects of learning; synthesis of cultural and global
concerns, and a synthesis of curricular and co-curricular programs.

PROGRAM OUTCOMES

An IT graduate must acquire skill set that enables him or her to successfully perform
integrative task including:

3
CODE BSIT PROGRAM OUTCOMES
Apply knowledge of computing, science and mathematics appropriate to
IT01
the discipline
IT02 Understand best practices and standards and their applications
Analyze complex problems, and identify and define the computing
IT03
requirements appropriate to its solution
Identify and analyze user needs and take them into account in the
IT04 selection, creation, evaluation and administration of computer-based
systems
Design, implement and evaluate computer-based systems, processes,
IT05 components or programs to meet desired needs and requirements under
various constraints
IT06 Integrate IT-based solutions into the user environment effectively
IT07 Apply knowledge through the use of current techniques, skills, tools and
practices
Function necessary
effectively for
as the IT profession
a member or leader of a development team
IT08 recognizing the different roles within a team to accomplish a common
IT09 goal
Assist in the creation of an effective IT project plan
Communicate effectively with the computing community and with society
IT10 at large about complex computing activities through logical writing,
presentations andand
Analyze the local clearglobal
instructions
impact of computing information technology
IT11
on individuals, organizations and society
Understand professional, ethical, legal, security and social issues and
IT12
responsibilities in the utilization of information technology.
Recognize the need for and engage in planning self-learning and
IT13 improving performance as a foundation for continuing professional
development

4
 PROGRAM OUTCOMES AND THEIR RELATIONSHIP TO THE INSTITUTIONAL OUTCOMES

INSTITUTIONAL OUTCOMES
CODE BSIT PROGRAM OUTCOMES
T R I R I C H
IT01 Apply knowledge of computing, science and mathematics appropriate to the discipline    
IT02 Understand best practices and standards and their applications    
IT03 Analyze complex problems, and identify and define the computing requirements appropriate to its solution    
Identify and analyze user needs and take them into account in the selection, creation, evaluation and administration of
IT04
computer-based systems
   

Design, implement and evaluate computer-based systems, processes, components or programs to meet desired needs
IT05
and requirements under various constraints
   

IT06 Integrate IT-based solutions into the user environment effectively    

IT07 Apply knowledge through the use of current techniques, skills, tools and practices necessary for the IT profession     
Function effectively as a member or leader of a development team recognizing the different roles within a team to
IT08
accomplish a common goal
   

IT09 Assist in the creation of an effective IT project plan    

Communicate effectively with the computing community and with society at large about complex computing activities
IT10
through logical writing, presentations and clear instructions
   

IT11 Analyze the local and global impact of computing information technology on individuals, organizations and society    
Understand professional, ethical, legal, security and social issues and responsibilities in the utilization of information
IT12
technology.
   
Recognize the need for and engage in planning self-learning and improving performance as a foundation for continuing
IT13
professional development
   

5
 COURSE INFORMATION

Course Code PFEBSIT 003

Course Title IT FREE ELECTIVE 002 (THE TEACHING PROFESSION)
Course Description This course deals with the teacher as a person and as a professional within the context of national and global teachers’ standards and educational
philosophies. It will include professional ethics, core values, and awareness of professional rights, privileges and responsibilities as well as the
teachers’ roles in the society as a transformative agent of change.
Pre / Co -requisite 3rd Yr. Standing
Credit 3 Units
Contact Hours Per Week 2 hours Lecture / 3 hours Laboratory
Class Schedule 9:00am – 10:30am TTH Laboratory / 1:30PM – 2:30PM TTH Lecture
Room Assignment Online / Face to Face (for Laboratory) (for Lecture)

COURSE OUTCOMES AND THEIR RELATIONSHIP TO THE PROGRAM OUTCOMES

PROGRAM OUTCOMES
COURSE OUTCOMES
IT01 IT02 IT03 IT04 IT05 IT06 IT07 IT08 IT09 IT10 IT11 IT12 IT13
Analyze the meaning of cloud computing and understand the different
cloud service categories.
Categorize cloud service types and be aware of privacy regulation
impact on cloud application requirements.
Consider contract negotiations needed for cloud service delivery and
develop the skills necessary to assess security breaches and their     E E E E E         E  
impact on the organization.
Analyze when to use cloud applications and how architecture affects
performance.
Develop a cloud application with a user interface and understand data
components.

6

TIME
Learning Outcomes
FRAME
At the end of the week,
students should have the
ability to:
 Explain the University of La
Salette vision, mission,
core values, core
competencies, institutional
objectives and outcomes; `
 Relate BSIT program
educational outcomes to
the institutional outcomes;
Week 1  Figure out the relationship
of course outcomes to the
program educational
outcomes;
 Present the different rules
and policies in the
administration of the
course through online
learning management
system of the university as
well as the policies of the
university.
At the end of the week,
students should have the
ability to:
 Define the ideas in Steve
McConnell's "Nine Elements
Week 2
of a Profession"
COURSE OUTLINE
Topic Outline Methodology
Course Orientation Synchronous:
 University’s vision,  Virtual discussion
mission, core values, through video
core competencies, conferencing platform
(GMeet)
institutional
objectives and
Asynchronous:
institutional  Learning resources and
outcomes activities will be uploaded
 BSIT program in the ULS CLMS site
description (https://ulsclms.online)
 Course information
 Face to face
 Lecture/ Discussion
 Demonstration
 Illustration
 Problem Solving
 Hands-on Activities
 The Elements Of the Synchronous:
Profession  Virtual discussion
o Article analysis on the through video
“Nine Elements of a conferencing platform
Profession” by Steve (GMeet)
McConnell
Asynchronous:
 Learning resources and
activities will be uploaded
in the ULS CLMS site
(https://ulsclms.online)
 Face to face
Assessment Learning Resources
 Recitation on the university’s Student Handbook
vision, mission, core values,
core competencies, CHED CMO 25, series 2015 “PSG for IT
institutional objectives and Education”
institutional outcomes
 Short quiz about the Curriculum Guidelines for Baccalaureate
university’s policies Degree Programs in Information
 Writing a reflective essay on Technology (IT2017)
the purpose of institutional of ACM and IEEE-CS
outcomes in helping
students become what they ULS Official Website
want to become https://uls.edu.ph
 Conceptualize a career plan
aligned with BSIT program
and core values of ULS
 Quiz about concepts Books/e-Books
contained in Steve Bridgeford, T. (2018). Teaching Professional
McConnell's "Nine Elements and Technical Communication: A Practicum
of a Profession" in a Book. University Press of Colorado.
Internet
Hooser, A. (2022, August 22). Introduction to
The Teaching Profession. Pressbooks.
https://mtsu.pressbooks.pub/introtoedshell/ch
apter/chapter-1/
Journal Articles
 Darling-Hammond, L., Hyler, M. E., &
Gardner, M. (2017). Effective teacher
7

At the end of the week,
students should have the
ability to:
 Describe the Philippine
educational system's
historical development.
Week 3
At the end of the week,
students should have the
ability to:
 Identify the various roles that
teachers play and the
challenges that they face
Week 4
 Lecture/ Discussion
 Demonstration
 Illustration
 Problem Solving
 Hands-on Activities
 Historical Synchronous:
development of the  Virtual discussion
teaching profession through video
from pre – Hispanic conferencing platform
(GMeet)
times to
professionalization of
Asynchronous:
teaching in 1994  Learning resources and
 Teaching as a activities will be uploaded
Vocation, Mission in the ULS CLMS site
And Profession (https://ulsclms.online)
 Face to face
 Lecture/ Discussion
 Demonstration
 Illustration
 Problem Solving
Hands-on Activities
 Nature of Teaching Synchronous:
and Teacher Roles  Virtual discussion
 What is teaching? through video
conferencing platform
 The Roles of a (GMeet)
Teacher
o as a person
Asynchronous:
o as a professional  Learning resources and
o as a community leader activities will be uploaded
and social advocate in the ULS CLMS site
o as a model of (https://ulsclms.online)
character
o as an advocate  Face to face
 Challenges in  Lecture/ Discussion
Teaching  Demonstration
o Multicultural  Illustration
Classroom  Problem Solving
o Learner centered Hands-on Activities
 Video analysis on Teaching
as a vocation, mission and
profession
 Forum discussion about the Books/e-Books
different duties that teachers Kavanagh, M., & Kavanagh, M. (2020).
perform and difficulties they
encounter
professional development.
Books/e-Books
Mangal, S. K., & Mangal, U. (2019).
Essentials Of Educational Technology. PHI
Learning Pvt. Ltd.
Internet
Verma, S., & iDreamCareer. (2022).
Teaching as a Profession: All You Need to
Know. iDreamCareer.
https://idreamcareer.com/blog/teaching-as-
a-profession/
Journal Articles
 Darling-Hammond, L., Hyler, M. E., &
Gardner, M. (2017). Effective teacher
professional development.
Preparing for the Teaching Profession.
Internet
Hooser, A. (2022, August 22). Introduction to
The Teaching Profession. Pressbooks.
https://mtsu.pressbooks.pub/introtoedshell/c
hapter/chapter-1/
Journal Articles
Philipsen, B., Tondeur, J., Pareja Roblin, N.,
Vanslambrouck, S., & Zhu, C. (2019).
Improving teacher professional
development for online and blended
learning: A systematic meta-aggregative
review. Educational Technology Research
and Development, 67, 1145-1174.
8

At the end of the week,
students should have the
ability to:
 Discuss the various legal
bases for education, such as
global and local.
Week 5 -
6 Development Education and Research,
teaching
o Multigrade classes
o ICT integration
o Brain-based education
o Multiple intelligences
o Children with special
needs
 UNESCO 4 Pillars of
Education
 Historic-Legal Synchronous:  Fill out an advance organizer Books/e-Books
Foundations of  Virtual discussion about the advantage and dis Rickards, F., Hattie, J., & Reid, C. (2020).
Education through video advantage of Global and The Turning Point for the Teaching
o Historical Foundations conferencing platform Local Foundations of Profession: Growing Expertise and
o Global (GMeet) Evaluative Thinking. Routledge.
Education
o Ancient Period Internet
Asynchronous: Introduction to the Teaching Profession
o Middle/Medieval
 Learning resources and (EDUC 1301) — HCC Learning Web. (n.d.).
o Renaissance
activities will be uploaded https://learning.hccs.edu/faculty/darlene.cas
o Modern/ in the ULS CLMS site as/educ67970
Contemporary (https://ulsclms.online)
o Local Journal Articles
o Precolonial  Valencia, M. I. C. (2018). Introducing
 Face to face education for sustainable development
o Spanish  Lecture/ Discussion (ESD) in the educational institutions in the
o American  Demonstration
Philippines. Journal of Sustainable
o Post-colonial  Illustration
o Legal Foundation  Problem Solving 2(1), 51-57.
o Sources of Philippine  Hands-on Activities
Educational
Jurisprudence
o Constitution
o Statutes
o Case Law
o Regulatory Laws
o Legal Underpinnings
Philippine Education
o -Educational
Structure
o -Educational
Policies Curriculum
& Instruction
PRELIMINARY EXAMINATION
9
 At the end of the week,
students should have the
ability to:
 Distinguish the various
philosophical tenets and
their purposes
Week 7
At the end of the week,
students should have the
ability to:
 Describe the various
elements of the Philippines'
educational philosophy.
Week 8
 Philosophy of Synchronous:
Education and  Virtual discussion
Personal Philosophy through video
of Teaching conferencing platform
(GMeet)
 What is Philosophy of
Education Asynchronous:
o Definition & Nature  Learning resources and
o Philosophy and activities will be uploaded
Education in the ULS CLMS site
 Philosophical (https://ulsclms.online)
Foundation
o Idealism  Face to face
o Realism  Lecture/ Discussion
o Pragmatism  Demonstration
o Perennialism  Illustration
o Essentialism  Problem Solving
o Existentialism  Hands-on Activities
o Progressivism
o Social
Reconstructionism
o Post modern
 Principles and Synchronous:
Philosophy of  Virtual discussion
Philippine Education through video
conferencing platform
(GMeet)
Asynchronous:
 Learning resources and
activities will be uploaded
in the ULS CLMS site
(https://ulsclms.online)
 Face to face
 Lecture/ Discussion
 Demonstration
 Illustration
 Problem Solving
 Hands-on Activities
 Forum discussion about the Books/e-Books
different philosophical Rickards, F., Hattie, J., & Reid, C. (2020).
principles and their goals The Turning Point for the Teaching
 Quiz about the different
components of Philippine
education philosophy.
Profession: Growing Expertise and
Evaluative Thinking. Routledge.
Internet
Verma, S., & iDreamCareer. (2022).
Teaching as a Profession: All You Need to
Know. iDreamCareer.
https://idreamcareer.com/blog/teaching-as-
a-profession/
Journal Articles
 Carver-Thomas, D. (2018). Diversifying the
Teaching Profession: How to Recruit and
Retain Teachers of Color. Learning Policy
Institute.
Books/e-Books
Philippines, G. O. O. T. (2021). Constitution
of the Philippines. Good Press.
Internet
Class, D. (2023). Teaching as a profession
essay. Best Blogs & Insights From Digital
Class E-Learning Marketplace.
https://www.digitalclassworld.com/blog/teac
hing-as-a-profession-essay/
Journal Articles
 Darling-Hammond, L., Hyler, M. E., &
Gardner, M. (2017). Effective teacher
professional development.
10
 At the end of the week,
students should have the
ability to:
 Examine the ideas in
Philippine Constitutional Law
Art. XIV, Sec. 1-2 of the
1987 Philippine Constitution
Week 9
and Art. 2.17 (1987
Philippine Constitution)
At the end of the week,
students should have the
ability to:
 Analyze the various theories
of value creation.
(Cognitive, Affective, and
Psychomotor dimensions.)
 Discuss the foundational
Week 10
principle and the idea of
morality.
Week 11 At the end of the week,
students should have the
o Art. XIV, Sec. 1-2 Synchronous:
(1987 Phil.  Virtual discussion
Constitution) through video
o Art. II, Sec.17 (1987 conferencing platform
Phil. Constitution) (GMeet)
Asynchronous:
 Learning resources and
activities will be uploaded
in the ULS CLMS site
(https://ulsclms.online)
 Face to face
 Lecture/ Discussion
 Demonstration
 Illustration
 Problem Solving
Hands-on Activities
 Teacher as a Person Synchronous:
in a Society  Virtual discussion
 Morality and the through video
conferencing platform
Foundational
(GMeet)
Principle
 Learners as a Asynchronous:
persons of Good  Learning resources and
Moral Character activities will be uploaded
 Value Formation in the ULS CLMS site
o Cognitive, Affective, (https://ulsclms.online)
and Psychomotor
dimensions.  Face to face
o Training the intellect  Lecture/ Discussion
and Will  Demonstration
o Max Scheler’s  Illustration
Hierarchy of Values  Problem Solving
o Values Hierarchy  Hands-on Activities
 Teaching as a Vocation,
Mission and Profession
 E. Universal Declaration
of Human Rights
 The teacher as a Synchronous:
Professional  Virtual discussion
 Fill out an advance organizer Books/e-Books
about the advantage and dis Philippines, G. O. O. T. (2021). Constitution
advantage of the concepts in of the Philippines. Good Press
Art. of Philippine .Internet
Hooser, A. (2022, August 22). Introduction to
Constitutional Law. the 1987
Philippine Constitution's The Teaching Profession. Pressbooks.
https://mtsu.pressbooks.pub/introtoedshell/c
Article 2.17 and Section 1-2
hapter/chapter-1/
of Article XIV.
Journal Articles
 Carver-Thomas, D. (2018). Diversifying the
Teaching Profession: How to Recruit and
Retain Teachers of Color. Learning Policy
Institute.
 Quiz about the various Books/e-Books
cognitive, affective, and Kavanagh, M., & Kavanagh, M. (2020).
psychomotor styles Preparing for the Teaching Profession.
Internet
 Forum discussion about the Hooser, A. (2022, August 22). Introduction to
benefits and privilege of the The Teaching Profession. Pressbooks.
https://mtsu.pressbooks.pub/introtoedshell/c
guiding principle and
hapter/chapter-1/
morality's concept.
Journal Articles
 Carver-Thomas, D. (2018). Diversifying the
Teaching Profession: How to Recruit and
Retain Teachers of Color. Learning Policy
Institute.
 Forum discussion about the Books/e-Books
principles underlying the Philippines, G. O. O. T. (2021). Constitution
11
 ability to:
 Examine the ideas behind
the professional teacher
code of conduct and the
code of conduct for public
servants and employees.
At the end of the week,  Teachers Welfare and
students should have the
ability to:
 Discuss the principles of The  Teachers (RA 4670)
Magna Carta for Public
 Teacher’s Rights,
Schools' Teachers' Welfare
and Privileges.
Week 12
 Explain how various laws
affect teachers' rights,  Teachers as Person
obligations, and liabilities.
Week 13 At the end of the week,
- 14 students should have the
ability to:
 Differentiate the laws that
are pertinent to the
o The through video codes of behaviour for of the Philippines. Good Press.
Professionalization of conferencing platform employees and public Internet
Teaching (GMeet) servants as well as Hooser, A. (2022, August 22). Introduction to
o PD 1006 professional teachers. The Teaching Profession. Pressbooks.
o RA 7836 Asynchronous: https://mtsu.pressbooks.pub/introtoedshell/c
o Professional Ethics  Learning resources and hapter/chapter-1/
activities will be uploaded
o Code of Conduct Journal Articles
in the ULS CLMS site
for Professional  Valencia, M. I. C. (2018). Introducing
Teachers (https://ulsclms.online) education for sustainable development
o Code of Conduct (ESD) in the educational institutions in the
for Public Officials  Face to face Philippines. Journal of Sustainable
and Employees(RA  Lecture/ Discussion Development Education and Research,
6713)  Demonstration 2(1), 51-57.
 Illustration
 Problem Solving
 Hands-on Activities
Synchronous:  Fill out an advance organizer Books/e-Books
Privileges – The  Virtual discussion about the benefits and Philippines, G. O. O. T. (2021). Constitution
Magna Carta for through video privileges as stated in the of the Philippines. Good Press.
Public School conferencing platform Magna Carta for teachers Internet
(GMeet) Hooser, A. (2022, August 22). Introduction to
 Forum discussion about the The Teaching Profession. Pressbooks.
Asynchronous:
https://mtsu.pressbooks.pub/introtoedshell/c
Duties and  Learning resources and legal implications for
hapter/chapter-1/
Responsibilities – The activities will be uploaded teachers' rights,
Journal Articles
Education Act of 1982 in the ULS CLMS site responsibilities, and
 Carver-Thomas, D. (2018). Diversifying the
(BP 232) (https://ulsclms.online) liabilities. Teaching Profession: How to Recruit and
Retain Teachers of Color. Learning Policy
in Authority (CA 578)  Face to face Institute.
 Lecture/ Discussion
 Demonstration
 Illustration
 Problem Solving
 Hands-on Activities
MIDTERM EXAMINATION
 Other Laws Relevant Synchronous:  Forum discussion about the Books/e-Books
to the Teaching  Virtual discussion advantages and Rickards, F., Hattie, J., & Reid, C. (2020).
Profession through video disadvantages of various The Turning Point for the Teaching
o R.A. 6728 – conferencing platformlegislation relevant to Profession: Growing Expertise and
Government (GMeet) Evaluative Thinking. Routledge.
teaching R.A. 6728, R.A.
Assistance to Students 8545, RA 7877, RA 8190 Internet
Asynchronous:
12
 teaching R.A. 6728, R.A.
8545, RA 7877, RA 8190
At the end of the week,
students should have the
ability to:
 Differentiate the different
concepts of different laws
Relevant to the Teaching
RA 9262 , RA 9710 , RA
Week 15
8491
At the end of the week,
students should have the
ability to:
 Recognize the differences
between the relevant
Week 16
statutes RA 10157, R.A.
10533, and R.A. 10931.
and Teachers in  Learning resources and
Private Education Act activities will be uploaded
o R.A. 8545 – Expanded in the ULS CLMS site
Government (https://ulsclms.online)
Assistance to Students
and Teachers in  Face to face
Private Education Act  Lecture/ Discussion
o RA 7877 – Anti Sexual  Demonstration
Harassment Act of  Illustration
1995  Problem Solving
o RA 8190  Hands-on Activities
o RA 9262 – Anti Synchronous:
Violence Against  Virtual discussion
Women and their through video
Children Act of 2004 conferencing platform
o RA 9710 – The Magna (GMeet)
Carta of Women
o RA 8491 – Flag and Asynchronous:
 Learning resources and
Heraldic Code of the
Philippines activities will be uploaded
in the ULS CLMS site
(https://ulsclms.online)
 Face to face
 Lecture/ Discussion
 Demonstration
 Illustration
 Problem Solving
 Hands-on Activities
o RA 10157 – The Synchronous:
Kindergarten  Virtual discussion
Education Act through video
o R.A. 10533 – conferencing platform
Enhanced Basic (GMeet)
Education Act of 2013
o R.A. 10931 – Universal Asynchronous:
 Learning resources and
Access to Quality
Tertiary Education Act activities will be uploaded
in the ULS CLMS site
(https://ulsclms.online)
 Face to face
The Teaching Profession. (n.d.).
https://www.slideshare.net/DeahGalas/the-
teaching-profession-65687989
Journal Articles
 Valencia, M. I. C. (2018). Introducing
education for sustainable development
(ESD) in the educational institutions in the
Philippines. Journal of Sustainable
Development Education and Research,
2(1), 51-57.
 Forum discussion about the Books/e-Books
advantages and Philippines, G. O. O. T. (2021). Constitution
disadvantages of various of the Philippines. Good Press.
legislation relevant to Internet
 Class, D. (2023). Teaching as a profession
teaching (RA 9262, RA
essay. Best Blogs & Insights From Digital
9710, RA 8491)
Class E-Learning Marketplace.
https://www.digitalclassworld.com/blog/teac
hing-as-a-profession-essay/
Journal Articles
 Darling-Hammond, L., Hyler, M. E., &
Gardner, M. (2017). Effective teacher
professional development.
 Forum discussion about the Books/e-Books
advantages and Philippines, G. O. O. T. (2021). Constitution
disadvantages of various of the Philippines. Good Press.
legislation relevant to Internet
Hooser, A. (2022, August 22). Introduction to
teaching RA 10157, R.A.
The Teaching Profession. Pressbooks.
10533, and R.A. 10931.
https://mtsu.pressbooks.pub/introtoedshell/c
hapter/chapter-1/
Journal Articles
 Philipsen, B., Tondeur, J., Pareja Roblin, N.,
Vanslambrouck, S., & Zhu, C. (2019).
Improving teacher professional
13

At the end of the week,
students should have the
ability to:
 Distinguish between the
ideas of professionalism
and transformative learning
Week 17
At the end of the week,
students should have the
ability to:
 Examine the various
Qualifications Framework
concepts.
Week 18
 Professionalism and
Transformative
Education
o 21st Century Teacher
o Ways of thinking
o Ways of working
o Tools of for working
o Skills for living in the
world
 Transformative
Education
 Qualifications
Frameworks
o ASEAN Qualifications
Framework
o Philippine
Qualifications
Framework
 Lecture/ Discussion
 Demonstration
 Illustration
 Problem Solving
 Hands-on Activities
Synchronous:
 Virtual discussion
through video
conferencing platform
(GMeet)
Asynchronous:
 Learning resources and
activities will be uploaded
in the ULS CLMS site
(https://ulsclms.online)
 Face to face
 Lecture/ Discussion
 Demonstration
 Illustration
 Problem Solving
 Hands-on Activities
Synchronous:
 Virtual discussion
through video
conferencing platform
(GMeet)
Asynchronous:
 Learning resources and
activities will be uploaded
in the ULS CLMS site
(https://ulsclms.online)
 Face to face
 Lecture/ Discussion
 Demonstration
 Illustration
 Problem Solving
 Hands-on Activities
development for online and blended
learning: A systematic meta-aggregative
review. Educational Technology Research
and Development, 67, 1145-1174.
 Fill out an advance organizer Books/e-Books
about the professionalism Philippines, G. O. O. T. (2021). Constitution
and transformative of the Philippines. Good Press.
education differ from each Internet
Verma, S., & iDreamCareer. (2022).
other
Teaching as a Profession: All You Need to
Know. iDreamCareer.
https://idreamcareer.com/blog/teaching-as-a-
profession/
Journal Articles
 Philipsen, B., Tondeur, J., Pareja Roblin, N.,
Vanslambrouck, S., & Zhu, C. (2019).
Improving teacher professional development
for online and blended learning: A systematic
meta-aggregative review. Educational
Technology Research and Development, 67,
1145-1174.
 Forum discussion about the Books/e-Books
advantage and disadvantage Mangal, S. K., & Mangal, U. (2019).
of Transformative Education Essentials Of Educational Technology. PHI
in the Philippines Learning Pvt. Ltd.
Internet
Class, D. (2023). Teaching as a profession
essay. Best Blogs & Insights From Digital
Class E-Learning Marketplace.
https://www.digitalclassworld.com/blog/teachi
ng-as-a-profession-essay/
Journal Articles
 Darling-Hammond, L., Hyler, M. E., &
Gardner, M. (2017). Effective teacher
professional development.
14
 FINAL EXAMINATION

COURSE REQUIREMENTS

1. Examinations (Prelim, Midterm, Finals)

2. Completed Module Activities
3. Quizzes
4. Completed Assessment Tasks
5. Submission of Assignments

GRADING SYSTEM

The student’s grade is composed of:

15
 a. Prelim Period
 Class Standing (CS) = 2/3 (Quizzes/ Assignments/ Recitations/ Seat Works/Lab Exercises/ Requirements)
 Prelim Examination (PT) = 1/3
 Prelim Grade = CS + PT
b. Midterm Period
 Class Standing (CS) = 2/3 (Quizzes/ Assignments/ Recitations/ Seat Works/Lab Exercises/ Requirements)
 Midterm Examination (MT) = 1/3
 Midterm Grade = CS + MT
 Cumulative Midterm Grade = 2/3 of Midterm Grade + 1/3 of Prelim Grade
c. Final Period
 Class Standing (CS) = 2/3 (Quizzes/ Assignments/ Recitations/ Seat Works/Lab Exercises/ Requirements)
 Final Examination (FT) = 1/3
 Final Grade = CS + FT
 Cumulative Final Grade = 2/3 of Final Grade + 1/3 of Cumulative Midterm Grade

Final Grade Remarks:

a. Passing Mark is 75% and above.
b. Failing Mark is below 75%.
c. Incomplete Mark will be given to students on the following instances:
 The student failed to take the final examination.
 The student failed to submit course requirements.
d. FDA (Failure Due to Absences) Mark will be given to students who have incurred a significant number of absences. (ULS-Student Handbook Section 3.3.4-6)

PERFORMANCE ASSESSMENT RUBRICS

Exemplary Acceptable Developing Beginning

Criteria
4 3
Descriptions of scientific terms, facts,
concepts, principles, theories and
Knowledge
methods are complete and correct
Applications are thorough, appropriate
Application
and accurate
Communication All of the written, oral and/or visual
communication is organized and effective
Descriptions of scientific terms, facts,
concepts, principles, theories and
methods are mostly complete and
correct
Applications are mostly thorough,
appropriate and accurate
Most of the written, oral and/or visual
communication is organized and
2 1
Descriptions of scientific terms, facts, Descriptions of scientific terms, facts,
concepts, principles, theories and concepts, principles, theories and
methods are somewhat complete and methods are minimally present or correct
correct
Applications are somewhat thorough, Applications are minimally appropriate
appropriate and accurate and accurate
Some of the written, oral and/or visual Little of the written, oral and/or visual
communication is organized and communication is organized and effective

16
 effective effective

PERFORMANCE ASSESSMENT RUBRICS: LABORATORY ACTIVITIES

Exemplary Acceptable Developing Beginning No Output

Criteria
4 3
Program Correctness The application meets all the
requirements specified in the
project specification.
The code is syntactically and
logically correct for all cases.
Implementation of the program
follows the indicated guidelines
and does not violate indicated
restrictions. The implementation
also exhibits appropriate use of
programming constructs.
The code works for typical input,
but fails for minor special cases;
the major requirements are met,
though some minor ones are
not. Some implementation of the
program violates restrictions
2 1 0
The code sometimes fails or The code often fails, even for Program that does not run and/
typical input. Many parts of typical input. Most indicated or implemented incorrectly
the program implementation restrictions were violated (based on specifications and
violate indicated restrictions restrictions) automatically gets
and some parts of the solution 0 for this course output
are not implemented using
appropriate programming
constructs

Effective Answers to questions are correct,
communication/ reasonable, and reflective of the
Concept Under- code. The justifications provided
standing are sound.
Readability The program conforms to a
coding standard that promotes
code readability. Internal
documentation is comprehensive
Answers to questions are
correct, but some justifications
provided are weak.
Minor code formatting does not
exhibit consistency in coding
standard
Answers to questions are
correct, but cannot justify
solution (e.g., solution via trial
and error, rather than proper
understanding and application
of concepts.)
Not all functions/ program
features have proper internal
documentation
Correct understanding of the
problem, but was unable to
explain workings of code
provided.
Minimal internal
documentation and code
readability
Failure to explain and justify
workings of the code submitted
will automatically merit for this
course output
No internal documentation and
code is not readable.

SPECIFIC COURSE POLICIES

According to the University of La Salette, Inc. Student Handbook Section 5.7

1. A class hour begins and ends with a prayer. Classroom prayer must be recited with decorum.
2. Respect, orderly and decent behavior and conduct shall be observed inside the classroom at all times.
3. A student may be allowed to leave the room with the permission of the instructor and/or authorized personnel of the university while the class is in session.
4. Students who wish to sit-in class must secure permit from the instructor.
5. Students are not allowed to stay inside the classroom if there are no classes.
6. Students are not allowed to attend classes if not in proper uniform. It must be observed that PE uniform shall be utilized for PE classes only.

Other course policies are stated in The Student Handbook under Policy on Class Attendance……

17
1. Per College policy, excused/unexcused absences should not exceed 20% of the assigned number of hours. More than 20% absences incurred during the semester would
mean being dropped from the class roll.
2. Class attendance is important. Class participation is expected and will form a part of the final grade. Students are expected to come to all classes and be on time. Roll will be
checked each class meeting. Classes missed for legitimate reasons, such as illness, temporary duty, are excusable; however, the student must make up for the missed work by
completing class exercise sheets and attending alternate activities.
3. Students are required to read all assigned materials prior to class and be prepared to discuss them and apply them to problem solving situations presented in class.
4. In this course, students are encouraged to discuss problems with their peers and to seek help from others in understanding the topic. Material submitted for grading should be
the synthesis of the students’ ideas and the input (lectures) they have received. Instances discovered of UNFAIR ADVANTAGE being taken of any other individual or group will
result in a loss of grade substance.
5. Plagiarism: All academic work submitted by students, written or otherwise, is expected to be the result of their own independent thought and research. In cases where students
submit work professing to be their own, but uses the ideas, organization, wording or anything else from another source without the appropriate acknowledgment, then the
student(s) is/are guilty of plagiarism.
a. Students may discuss assignments among themselves or with a professor or tutor, but the actual work/report/result to be submitted should be done completely and solely by
the student. In cases where a student's report or assignment involves research in outside sources or information, the student must carefully acknowledge exactly what, where
and how he/she has utilized the sources or information.
6. Cheating during examinations is never condoned and allowed! Students caught cheating in any form will have their papers confiscated and will be sent out of the examination
room and will not be allowed to retake the exam anymore.
7. Make up policy: Students who are unavoidably absent from an examination (long exams or major exams) or recitation must submit an excuse letter duly signed by any of
his/her parents before he/she can take the missed examination. If the cause of the absence is illness, then the student must present a medical certificate. Quizzes and
exercises missed because of valid absences will be prorated.
8. Quizzes are unannounced while long exams are announced. Strictly no make-up exams on quizzes, long exams and term exams unless an excuse slip or
certification is shown.
9. Students are required to submit course requirements on time to avoid deductions of points.

CONSULTATION HOURS

DAYS TIME / AVAILABILITY ROOM

Monday/Wednesday/Friday 10:30am - 11:30am CIT Office
Tuesday/Thursday 7:30am – 8:30am CIT Office

REFERENCES

BOOKS
 Bridgeford, T. (2018). Teaching Professional and Technical Communication: A Practicum in a Book. University Press of Colorado.
 Mangal, S. K., & Mangal, U. (2019). Essentials Of Educational Technology. PHI Learning Pvt. Ltd.
18
  Philippines, G. O. O. T. (2021). Constitution of the Philippines. Good Press.
 Kavanagh, M., & Kavanagh, M. (2020). Preparing for the Teaching Profession.
 Rickards, F., Hattie, J., & Reid, C. (2020). The Turning Point for the Teaching Profession: Growing Expertise and Evaluative Thinking. Routledge.
ONLINE
 The Teaching Profession. (n.d.). https://www.slideshare.net/DeahGalas/the-teaching-profession-65687989
 Verma, S., & iDreamCareer. (2022). Teaching as a Profession: All You Need to Know. iDreamCareer. https://idreamcareer.com/blog/teaching-as-a-profession/
 Class, D. (2023). Teaching as a profession essay. Best Blogs & Insights From Digital Class E-Learning Marketplace. https://www.digitalclassworld.com/blog/teaching-as-a-
profession-essay/
 Hooser, A. (2022, August 22). Introduction to The Teaching Profession. Pressbooks. https://mtsu.pressbooks.pub/introtoedshell/chapter/chapter-1/
 Introduction to the Teaching Profession (EDUC 1301) — HCC Learning Web. (n.d.). https://learning.hccs.edu/faculty/darlene.casas/educ67970
JOURNALS
 Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and teaching, 23(4), 387-405.
 Carver-Thomas, D. (2018). Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color. Learning Policy Institute.
 Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development.
 Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: A
systematic meta-aggregative review. Educational Technology Research and Development, 67, 1145-1174.
 Valencia, M. I. C. (2018). Introducing education for sustainable development (ESD) in the educational institutions in the Philippines. Journal of Sustainable Development
Education and Research, 2(1), 51-57.

REVISION AND APPROVAL NOTATION:

NAME POSITION/DESIGNATION SIGNATURE DATE

Last Revised by KING CHRISTIAN D. ANTONIO,MIT,LPT Instructor
Last Updated by KING CHRISTIAN D. ANTONIO, MIT, LPT Instructor
Reviewed by KING CHRISTIAN D. ANTONIO, MIT, LPT Program Coordinator
Reviewed by MARY JOIE C. PADRON, MAED Instructional Coordinator

19
Endorsed by RAMONSITO B. ADDUCUL, DIT College Dean
Approved by MADEILYN B. ESTACIO, Ph.D. Vice President for Academics

20
 21
Revised as of August 2020