Cep2 Content Module 1

COURSE ENHANCEMENT PROGRAM 2
Introduction to Course Enhancement Program 2 Page 1 of 13
TOPIC INTRODUCTION TO COURSE ENHANCEMENT PROGRAM 2

Course Description
SUBTOPICS Enhancing Student Learning: Seven Principles for Good Practice
Learning Outcomes & Assessment
Welcome BCPians!
I. INTRODUCTION:
Course Enhancement Modules include usable resources for BCP faculty and students it includes effective
opportunities for BCP students to learn/ re-learn topics in Professional Education. CEP 2 designed to be used
in whole or in part to support teacher and leader learning at the pre-service levels.
II: OBJECTIVES:
At the end of this module, you should be able to:

1. discuss the course description and objectives of CEP 2;
2. determine the principles for good practice; and
3. recognize the importance of setting goals for the students.
Before we proceed with the lesson, let’s have a short activity.
III. PRELIMINARY ACTIVITIES:

Briefly answer the Following Questions.
What is Course Enhancement Program 2?
___________________________________________________________
___________________________________________________________
What are benefits of conducting enhancement program?
___________________________________________________________
___________________________________________________________
Licensure Examination for Teachers (LET) is important for a pre-service teacher.
Are you prepared for the LET? Why?
___________________________________________________________
___________________________________________________________
Great!!! You may proceed to the main lesson.

IV: LESSON PROPER:
CEP 2 COURSE DESCRIPTION
Republic Act 7836 or the Philippine Teachers Professionalization Act prescribes a Licensure Examination for Teachers
(LET) “to ensure and promote quality education and professionalization of the practice of the teaching profession”. To
better prepare the graduates of the Bestlink College of the Philippines for the LET, it is highly recommended that an
intensive course on professional education and teaching competencies be conducted.
The Course Enhancement Program on Professional Education and Teaching Competencies is an

intensive 18-week activity that will be offered to Fourth Year Students First Semester. It covers all professional
education subjects as well as major subjects in BSED and BEED. In addition, a two-day intensive course will be
provided to pre graduates of BCP.
COURSE OBJECTIVES
At the end of the course, 100% of the student must be able to:
• develop understanding the concepts in Professional Education.
• demonstrate knowledge of technical problem solving and critical thinking skills.
• familiarize the BCP graduates’ and graduates of other HEIs with the specific content of professional
education courses for teachers.
• enhance the BCP graduates’ and graduates of other HEIs competence and knowledge in their field,
• heighten the BCP graduates’ confidence in the practice of their profession, and
• articulate knowledge of professional education.
Enhancing Student Learning: Seven Principles for Good Practice
The following principles are anchored in extensive research about teaching, learning, and the college
experience.
1. Good Practice Encourages Student – Instructor Contact
Frequent student – instructor contact in and out of classes is an important factor in student motivation
and involvement. Instructor concern helps students get through rough times and keep on working. Knowing
a few instructors well enhances students’ intellectual commitment and encourages them to think about their
own values and future.
Implementation Ideas:
• Share past experiences, values, and attitudes.

• Design an activity that brings students to your office during the first weeks of class.
• Attend, support, and sponsor events led by student groups.
• Treat students as human beings with full real lives; ask how they are doing.
• Hold “out of class” review sessions.
• Use email regularly to encourage and inform.
2. Good Practice Encourages Cooperation Among Students
Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good
work, is collaborative and social, not competitive, and isolated. Working with others often increases
involvement in learning. Sharing one’s own ideas and responding to others’ reactions improves thinking and
deepens understanding.
• Ask students to share information about each other’s backgrounds and academic interests.
• Encourage students to prepare together for classes or exams.
• Create study groups within your course.
• Ask students to give constructive feedback on each other’s work and to explain difficult ideas to each
other.
• Use small group discussions, collaborative projects in and out of class, group presentations, and
case study analysis.
• Ask students to discuss key concepts with other students whose backgrounds and viewpoints are
different from their own.
• Encourage students to work together.
•
3. Good Practice Encourages Active Learning
Learning is not a spectator sport. Students do not learn much just sitting in classes listening to
instructors, memorizing assignments, and spitting out answers. They must talk about what they are learning,
write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn
part of themselves.
• Ask students to present their work to the class.

• Give students concrete, real life situations to analyze.
• Ask students to summarize similarities and differences among research findings, artistic works or
laboratory results.
• Model asking questions, listening behaviors, and feedback.
• Encourage use of professional journals.
• Use technology to encourage active learning.
• Encourage use of internships, study abroad, service learning and clinical opportunities.
• Use class time to work on projects.
4. Good Practice Gives Prompt Feedback
Knowing what you know and don’t know focuses learning. Students need appropriate feedback on
performance to benefit from courses. In getting started, students need help in assessing existing knowledge
and competence. In classes, students need frequent opportunities to perform and receive suggestions for
improvement. At various points during college, and at the end, students need chances to reflect on what they
have learned, what they still need to know, and how to assess themselves.
• Return examinations promptly, preferably within a week, if not sooner.

• Schedule brief meetings with the students to discuss their progress.
• Prepare problems or exercises that give students immediate feedback on how well they are doing.
(e.g., Angelo, 1993)
• Give frequent quizzes and homework assignments to help students monitor their progress.
• Give students focused feedback on their work early in the term.
• Consider giving a mid-term assessment or progress report.
• Be clear in relating performance level/expectations to grade.
• Communicate regularly with students via email about various aspects of the class.
5. Good Practice Emphasizes Time on Task
Time plus energy equals learning. There is no substitute for time on task. Learning to use one’s time
well is critical for students and professionals alike. Students need help in learning effective time management.
Allocating realistic amounts of time means effective learning for students and effective teaching for
instructors.
• Communicate to students the amount of time they should spend preparing for class.
• Expect students to complete their assignments promptly.
• Underscore the importance of regular work, steady application, self-pacing, scheduling.
• Divide class into timed segments so as to keep on task.
• Meet with students who fall behind to discuss their study habits, schedules.
• Don’t hesitate to refer students to learning skills professionals on campus.
• Use technology to make resources easily available to students.
• Consider using mastery learning, contract learning, and computer assisted instruction as
appropriate.
•
6. Good Practice Communicates High Expectations
Expect more and you will get it. High expectations are important for everyone—for the poorly
prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students
to perform well becomes a self-fulfilling prophecy when instructors hold high expectations for themselves and
make extra efforts.
• Make your expectations clear at the beginning of the course both in writing and orally. Tell them you
expect them to work hard.
• Periodically discuss how well the class is doing during the semester.
• Encourage students to write; require drafts of work. Give students opportunities to revise their work.
• Set up study guidelines.
• Publish students’ work on a course website. This often motivates students to higher levels
of performance.
• Be energized and enthusiastic in your interaction with students.
7. Good Practice Respects Diverse Talents and Ways of Learning
There are many roads to learning. People bring different talents and styles of learning to college.
Students rich in hands-on experiences may not do so well with theory. Students need the opportunity to show
their talents and learn in ways that work for them. They can be pushed to learning in new ways that do not
come so easily.
• Use a range of teaching activities to address a broad spectrum of students.

• Provide extra material or exercises for students who lack essential background knowledge or skills.
• Identify students’ learning styles, backgrounds at the beginning of the semester.
• Use different activities in class – videos, discussions, lecture, groups, guest speakers, pairwork.
• Use different assignment methods – written, oral, projects, etc. – so as to engage as many ways of
learning as possible (e.g., visual, auditory).
• Give students a real-world problem to solve that has multiple solutions. Provide examples and
questions to guide them.
Resource: Enhancing Student Learning: Seven Principles for Good Practice | CRLT
Learning Outcomes and Assessment
The importance of learning outcomes
Learning outcomes explain what students should be able to achieve by the end of a course. This may be
changes in their knowledge, skills, attitude, or behaviors. Learning outcomes are the first element to
improve in course design because assessments and activities will subsequently align to these.
In some cases, learning outcomes are supplied by a department or program, in others, instructors are able
to write or revise outcomes themselves. In both instances, the goal is to ensure that appropriate and high-
quality outcomes will have benefits for academic programs, instructors and students.
Instructor: Determining and defining learning outcomes makes it easier to choose or align content and
activities.
Students: Clear learning outcomes help students understand why and how specific activities will contribute
to their understanding. Learning outcomes establish student expectations and increase motivation when
students understand the reason for, and value of, what they are doing.
Improving learning outcomes
To improve learning outcomes, ensure that they are clear, well-written, and align with the assessment and
activities you want students to do.
Step one: Ensure quality
Learning outcomes characteristics:
• Specific, measurable, achievable, and relevant student-centered statements

• Expectations for what students are able to do independently by the end of the course
• References to changes in students' knowledge, abilities and/or skills
• Incorporate various levels of cognitive complexity
Step two: Build variety
While the above resources may help ensure that a learning outcome is well written, they do not determine
the content students should learn in your course. For example, an instructor’s goal may be for students to
memorize roles and relationships in an ecosystem. Another might be to analyze the function of these roles,
while another may be for students to reflect on their own roles and how they might affect change in their local
ecosystem. While the content is the same, goals differ by complexity and focus.
There are several frameworks that attempt to categorize types of learning and the cognitive complexity of
activities, but these ultimately rely on the instructor to make choices. Overall, it is best to use a variety of
outcomes based on your goals for students and their current ability level. The following frameworks will help
you better understand the complexity and focus of your learning outcomes and provide further options for
you to consider.
The importance of assessment
Assessments in education measure student achievement. These may take the form traditional assessments
such as exams, or quizzes, but may also be part of learning activities such as group projects or presentations.
While assessments may take many forms, they also are used for a variety of purposes. They may
• Guide instruction
• Determine if reteaching, remediating or enriching is needed
• Identify strengths and weaknesses
• Determine gaps in content knowledge or understanding
• Confirm students’ understanding of content
• Promote self-regulating strategies
• Determine if learning outcomes have been achieved
• Collect data to record and analyze
• Evaluate course and teaching effectiveness
While all aspects of course design are important, your choice of assessment Influences what the students
will primarily focus on.
The assessment cycles
Assessment does not occur only at the end of units or courses. To adjust teaching and learning, assessment
should occur regularly throughout the course.
This cycle might occur:
During a single lesson when students tell an instructor that they are having difficulty with a topic.
• At the unit level where a quiz or exam might inform whether additional material needs to be included
in the next unit.
• At the course level where a final exam might indicate which units will need more instructional time
the next time the course is taught.
• In many of the above instances learning outcomes may not change, but assessment results will
instead directly influence further instruction. For example, during a lecture a quick formative
assessment such as a poll may make it clear that instruction was unclear, and further examples are
needed.
V. ANALYSIS, APPLICATION AND EXPLORATION:

Name:___________________________________ ____________________
Year & Section: _______
Direction: Identify if the statement is True or False.
_______________1. Assessments in education measure student achievement.

_______________2. Instructor doesn’t need to determine and define learning outcomes makes it easier to
choose or align content and activities.
_______________3. Assessment does not occur only at the end of units or courses.
_______________4. Expecting students to perform well becomes a self-fulfilling prophecy when instructors
hold high expectations for themselves and make extra efforts.
_______________5. Students needs only grades and performance to benefit from courses.
_______________6. Republic Act 7836 or the Philippine Teachers Professionalization Act prescribes a
Licensure Examination for Teachers (LET) “to ensure and promote quality education and
professionalization of the practice of the teaching profession”.
_______________7. Learning is not a spectator sport.
_______________8. Learning outcomes explain what instructor should be able to achieve by the end of a
course.
_______________9. Frequent student – instructor contact in and out of classes is an important factor in
student motivation and involvement.
______________10. School Administration bring specific talents and styles of learning to college.
You are amazing! You’re done with the activities. Now, let’s summarize the
lesson of what we had discussed.
VI. GENERALIZATION:
Directions: Read and analyze the questions. Be specific and use complete sentences.
1. What are the benefits of Course Enhancement Program?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. What are the strategies that contribute to your LET success?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Do we need clear learning outcomes for CEP 2? Explain.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
KUDOS! You have come to an end of this Module. OOPS! Don’t forget that
you have still an assignment to do. Here it is.
VI. ASSIGNMENT:
Direction: Identify what is being described. Choose your answer inside the box. Write the letter of the
correct answer.
A. Assessment
B. Learning Outcome
C. CEP 2
D. Instructor
E. Students
______1. Enhancement Program on Professional Education and Teaching

Competencies.
______2. They determine and define learning outcomes makes it easier to choose or
align content and activities.
______3. They must understand why and how specific activities will contribute to their
understanding.
______4. It explains what students should be able to achieve by the end of a course.
______5. It measures student achievement.

After your long journey of reading and accomplishing the module, let us now challenge
your mind by answering the evaluation part of this module.
VII. EVALUATION:
Name:________________________________________ Year & Section: __________
Direction: True or False. Write the letter of the correct answer.
1. Which good practice makes people bring different talents and styles of learning to college?
A. Communicates High Expectations

B. Emphasizes Time on Task
C. Respects Diverse Talents and Ways of Learning
D. Gives Prompt Feedback
ANSWER:
2. Which good practice gets students started to find out if there is a need for help in assessing existing
knowledge and competence?

ANSWER:
3. Which good practice is important for everyone—for the poorly prepared, for those unwilling to exert
themselves, and for the bright and well-motivated?

ANSWER:
4. Which good practice use one’s time well is critical for students and professionals alike?

ANSWER:
5. Which good practice expects students to perform well?

ANSWER:
6. Which good practice is an important factor in student motivation and involvement?
A. Encourages Student – Instructor Contact

B. Encourages Cooperation Among Students
C. Encourages Active Learning
ANSWER:
7. Which good practice promotes good learning, like good work, is collaborative and social, not
competitive, and isolated?

ANSWER:
8. Which good practice understands that students do not learn much just sitting in classes listening to
instructors, memorizing assignments, and spitting out answers?

ANSWER:
9. Which good practice realize that students need chances to reflect on what they have learned?

ANSWER:
10. Which good practice realize that knowing a few instructors well enhances students’ intellectual
commitment and encourages them to think about their own values and future?

ANSWER:
This evaluation will be submitted on ________________________

CONGRATULATIONS on reaching the end of this module! You may now proceed to the next module. Don’t forget
to submit all the exercises, activities, and portfolio on ___________________________.
KEEP UP THE GOOD WORK. Well, Done!!!
Prepared by:
RYAN CHRISTOPHER M. VILLALON

Part-time Instructor

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COURSE ENHANCEMENT PROGRAM 2

Introduction to Course Enhancement Program 2 Page 1 of 13

TOPIC INTRODUCTION TO COURSE ENHANCEMENT PROGRAM 2

At the end of this module, you should be able to:

Before we proceed with the lesson, let’s have a short activity.

III. PRELIMINARY ACTIVITIES:

Great!!! You may proceed to the main lesson.

IV: LESSON PROPER:

CEP 2 COURSE DESCRIPTION

The Course Enhancement Program on Professional Education and Teaching Competencies is an

Enhancing Student Learning: Seven Principles for Good Practice

1. Good Practice Encourages Student – Instructor Contact

• Share past experiences, values, and attitudes.

2. Good Practice Encourages Cooperation Among Students

• Ask students to present their work to the class.

4. Good Practice Gives Prompt Feedback

• Return examinations promptly, preferably within a week, if not sooner.

5. Good Practice Emphasizes Time on Task

7. Good Practice Respects Diverse Talents and Ways of Learning

• Use a range of teaching activities to address a broad spectrum of students.

Learning Outcomes and Assessment

The importance of learning outcomes

Improving learning outcomes

Step one: Ensure quality

Learning outcomes characteristics:

• Specific, measurable, achievable, and relevant student-centered statements

Step two: Build variety

The importance of assessment

The assessment cycles

This cycle might occur:

V. ANALYSIS, APPLICATION AND EXPLORATION:

COURSE ENHANCEMENT PROGRAM 2

_______________1. Assessments in education measure student achievement.

1. What are the benefits of Course Enhancement Program?

2. What are the strategies that contribute to your LET success?

3. Do we need clear learning outcomes for CEP 2? Explain.

______1. Enhancement Program on Professional Education and Teaching

______5. It measures student achievement.

Direction: True or False. Write the letter of the correct answer.

A. Communicates High Expectations

A. Communicates High Expectations

A. Communicates High Expectations

A. Communicates High Expectations

5. Which good practice expects students to perform well?

A. Communicates High Expectations

6. Which good practice is an important factor in student motivation and involvement?

A. Encourages Student – Instructor Contact

A. Encourages Student – Instructor Contact

A. Encourages Student – Instructor Contact

A. Encourages Student – Instructor Contact

A. Encourages Student – Instructor Contact

This evaluation will be submitted on ________________________

KEEP UP THE GOOD WORK. Well, Done!!!

RYAN CHRISTOPHER M. VILLALON

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