VPAA-QF-10

CvSU Vision CvSU Mission

The premier university in
historic Cavite recognized for
excellence in the development
of globally competitive and
morally upright individuals.
Republic of the Philippines Cavite State University shall provide
CAVITE STATE UNIVERSITY excellent, equitable and relevant educational
opportunities in the arts, science and
Don Severino de las Alas Campus technology through quality instruction and
Indang, Cavite relevant research and development activities.
It shall produce professional, skilled and
morally upright individuals for global
competitiveness.
BACOOR CITY CAMPUS
Department of Teacher Education

COURSE SYLLABUS
2nd Semester, AY 2020-2021

Facilitating Learner- Lecture ✓

Course Code EDUC 70 Course Title Type Credit Units 3
Centered Teaching Laboratory _
This course explores the fundamental principles, processes and practices anchored on learner-centeredness and
Course
other educational psychologies as these apply to facilitate various teaching-learning delivery modes to enhance learning.
Description
Lecture: Thu-Sat 4:00 – 5:00
Pre-requisites None Course Schedule Laboratory: ________________________

Students are expected to live by and stand for the following University tenets:

TRUTH is demonstrated by the student’s objectivity and honesty during examinations, class activities and in the
development of projects.

Core Values EXCELLENCE is exhibited by the students’ self-confidence, punctuality, diligence and commitment in the assigned
tasks, class performance and other course requirements.

SERVICE is manifested by the students’ respect, rapport, fairness and cooperation in dealing with their peers and
members of the community.

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 In addition, they should exhibit love and respect for nature and support for the cause of humanity.

In support to the Vision and Mission of the University, this campus shall:

1. provide quality and affordable education which promotes intellectual growth, academic excellence and moral integrity;
Goals of the 2. prepare students to meet the demands of the global market and respond to the society’s needs;
Campus 3. develop innovative and scholarly researchers who have the ability to create new understanding in quest for quality
research through inquiry, analysis, and problem solving; and
4. produce globally competitive graduates with full competence in their fields of study.

The department shall endeavor to:

1. provide opportunities for honing the students’ teaching skills with sound pedagogical approaches in a realistic
teaching environment;
2. equip the students with a strong sense of intellectual integrity, scholasticism, and professionalism through
Objectives of the
community linkages, gender and
Department
development, and research-based knowledge;
3. inculcate the ideals, aspirations, and traditions of Philippine life for integration of the students’ future teaching
strategies; and
4. develop updated and in-depth professional and functioning knowledge in the field of research and teacher education.

Program Educational Objectives (based on the program CMO)

The Bachelor of Secondary Education intends to produce graduates who are globally competitive and morally upright educators who:
1. articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts;
2. demonstrate mastery of subject matter/discipline;
3. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments;
4. develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
5. apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices;
6. demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes;
7. practice professional and ethical teaching standards sensitive to the local, national and global realities; and
8. pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

Student Outcomes and Relationship to Program Educational Objectives

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 Program Educational Objectives Code
Program/Student Outcomes (based on the program CMO) (based on the program CMO)
1 2 3 4 5 6 7 8
The Bachelor of Secondary Education major in English students should:
a. possess broad knowledge of language and literature for effective learning; ✓ ✓
use English as a global language in a multilingual context as it applies to the ✓ ✓ ✓ ✓ ✓
b.
teaching of language and literature;
c. acquire extensive reading background in language, literature, and allied fields; ✓ ✓
d. demonstrate proficiency in oral and written communication; ✓ ✓
shows competence in employing innovative language and literature teaching ✓ ✓ ✓ ✓ ✓
e.
approaches, methodologies and strategies;
f. use technology in facilitating language learning and teaching; ✓ ✓
inspire students and colleagues to lead relevant and transformative changes to ✓ ✓ ✓ ✓
g.
improve learning and teaching language and literature;
display skills and abilities to be a reflective and research oriented language and ✓ ✓ ✓
h.
literature teacher.
Course Outcomes and Relationship to Student Outcomes
Program Outcomes Addressed by the Course Program/Student Outcomes Code
After completing this course, the students must be able to: a b c d e f g h
1. attain the vision, mission, goals and objectives of the
E E E E E E E E
university, campus and department;
2. deliver a gender fair and gender sensitive instruction to
D D D D D D D D
students aligned with University goals and objectives.
3. create a physical and psychological environment that
D D D D D D D D
facilitates learning for all kinds of learners;
4. demonstrate understanding of
a) various learning and development motivation theories D D D D D D D D
b) the 14 learner-centered psychological principles;
5. apply the various theories of learning and motivation to help
students become highly motivated and self-directed learners; E E E E E E E E
and

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 6. demonstrate learning skills that facilitate and maximize self-
directed learning
*Level : I-Introductory E- Enabling D-Demonstrative
COURSE COVERAGE
Mode of Resources Due
Teaching Outcomes-
Week Topic Deliver Needed Date of
Intended Learning and Learning based
No. y Submis
Outcomes (ILO) Activities Assessment
sion of
(TLA) (OBA)
Output
After the completion of the I. Introduction and Overview
1 chapter, students will be A. University Vision and Interactive Distanc Course Reflection Third
able to: Mission class e Mode Syllabus Paper week of
B. Goals of the campus discussion Februar
1. demonstrate Guide Student y
and Objectives of the
understanding of the Presentation Questions Generated
vision and mission of the department Student KWL Chart
university, goals of the C. GAD Orientation Electronic Handbook
campus and objectives of 1. GAD Surfing -
the department; 2. Gender Sensitivity CvSU website
3. Gender Issues
2. develop gender 4. Gender Fair Background
awareness, knowledge, Knowledge
Language
and skills; Probe
D. Outcomes-Based
3. develop positive Education
perceptions, attitudes and E. Course Policies and
behaviors in relation to Guidelines
gender;

4. explain outcomes-
based education; and

5. discuss course policies,

guidelines and
expectations.

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 After the completion of the II. Metacognition
3–4 chapter, students will be A. Person Variables Lecture Distanc Guide Matrix First
able to: B. Task Variables Discussion e Mode Questions Completion week of
C. Strategy Variables March
1. explain metacognition Collaborative Module Venn diagram
D. Metacognitive Strategies to
in their own words Reading
Facilitate Learning Case analysis
2. apply metacognition Buzz Group
strategies in your own
quest for learning as a
novice or an expert
learner

After the completion of the III. Review of Learner-

5 chapter, students will be Centered Psychological On line group Distanc Module Reflection Second
able to: Principles discussion / e Mode Paper week of
A. Cognitive and activity Research March
1. explain the 14 Metacognitive Factors Based Student
principles B. Motivational and Affective Knowledge Readings Generated
Forum Course Graphic
Factors
Preparatory Organizers
2. advocate the use of the C. Developmental and Social Panel Forum Assignment
14 principles in the Factors
teaching-learning D. Individual Differences Poster
process. Factors Making

After the completion of the IV. Focus on the Learner

6-8 chapter, students will be A. Review of the Buzz Group Distanc Course Presenting a Third
able to: developmental theories by e Mode Preparatory play on the week of
1. Sigmund Freud Reflective Assignment school as an March
1. explain the salient Lecturing agent of
a. 3 Components of
concepts and principles of Guide change
Personality Questions

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 the major development b. 5 Psychological Participative Model
theories; Stages of Development and Module formulation
2. Erik Erikson Collaborative
2. come up with teaching Learning
a. 8 Psycho-social
strategies that consider
student diversity; Stages of Development
3. Jean Piaget
3. describe the different a. 4 Stages of Cognitive
learning/thinking styles Development
and multiple intelligences; 4. Lev Vygotsky
a. Zone of Proximal
4. describe the basic
Development
categories of exceptional
learners. 5. Lawrence Kohlberg
a. 3 Levels and 6
Substages of Moral
Development
6. Urie Bronfenbrenner
a. Bio-Ecological
Systems
B. Individual Differences
C. Learning/Thinking Styles
and Multiple Intelligences
D. Learners with
Exceptionalities
After the completion of the V. Focus on Learning
9 chapter, students will be Behaviorist perspective Participative Distanc Guide Graphic Fourth
able to: A. Behaviorism and e Mode Questions organizer week of
Collaborative March
1. Classical Conditioning
1. explain the basic Learning Readings
principles of behaviorism a. Ivan Pavlov
b. John Watson Interactive Web
2. Connectionism Lecture Organizer –
Roles of

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 2. make a simple plan a. Thorndike Brainstorming Teacher in
applying the primary laws 3. Operant Conditioning Society
of learning; a. B.F. Skinner
B. Neobehaviorism
3. determine how to use
rewards in the learning 1. Tolman’s Purposive
process more effectively. Behaviorism
2. Bandura’s Social-learning
Theory

10 Midterm Examination
After the completion of the VI. Cognitive Perspective
11-12 chapter, students will be A. Gestalt Perspective Reflective Distanc Course Writing lesson Second
able to: 1. Law of Proximity Lecturing e Mode Preparatory outline Week of
2. Law of Similarity Assignment April
1. list ways of applying Reciprocal
3. Law of Closure
gestalt psychology in the Questioning Readings
teaching-learning 4. Law of Good Continuation
process; 5. Law of Pragnanz Concept Guide
6. Insight Learning Mapping questions
2.describe the process B. Information Processing Presentation
involved in acquiring, 1. Types of Knowledge Sample
storing and retrieving 2. Stages in the Information Proposed
knowledge; Community
Processing Theory
Linkage
3. make a simple lesson 3. Executive Control
outline (teaching Processes
sequence) using Gagne’s C. Gagne’s Conditions of
instruction events; Learning
1. Categories of Learning
4. use advance graphic 2. 9 Events of Instruction
organizers for a topic
presentation;

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 D. Ausubel’s Meaningful
5. explain how spiral Verbal Learning/
curriculum works. Subsumption Theory
1. Meaningful Reception of
Information
2. Four Processes for
Meaningful Learning
3. Advance Organizers
E. Bruner’s Constructivist
Theory
1. Spiral Curriculum
2. Representation of
Knowledge
3. Theory of Instruction
4. Categorization
5. Discovery Learning

After the completion of the VII. Cognitive Processes

13 - 14 chapter, students will be A. Constructivism: Knowledge Sharing of Distanc Module Design First
able to: Construction/Concept Resources e Mode transfer tasks Week of
Learning Research April
1. explain the role of Interactive based Writing of
1. Views of Constructivism
constructivism in Lecturing Readings objectives
facilitating learning; 2. Characteristics of based on
Constructivism Student Electronic Bloom’s
2. apply principles of 3. Organizing Knowledge Seminar surfing taxonomy
transfer in facilitating B. Transfer of Learning
transfer of learning 1. Types of Transfer Guide
2. Conditions and Principles Questions
3. formulate learning
of Transfer
outcomes reflecting the

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 different levels of the C. Bloom’s Taxonomy of
revised taxonomy; Educational Objectives-
Revised
4. prepare a lesson guide
1. The Original Bloom’s
that is based on the WICS
model; Taxonomy
2. The Revised Taxonomy
5. practice creative 3. Practical Guide to the
thinking. Revised Taxonomy
4. Apps and the Revised
Taxonomy
D. Sternberg’s Successful
Intelligence Theory and
WICS Model
E. Problem Solving and
Creativity
1. Torrance’s Creativity
Framework
2. Creative Problem Solving
After the completion of the VIII. Focus on Classroom
15 - 16 chapter, students will be Processes: Motivation Reflective Distanc Research Scenario Third
able to: A. Meaning and Types of Lecturing e Mode based based / Week of
Motivation readings problem April
1. distinguish between 1. Extrinsic Collaborative solving
extrinsic and intrinsic Reading Case learning
2. Intrinsic
motivation; scenarios
B. Theories Affecting Learning
2. explain the different Motivation Cells Guide
theories on the sources of 1. Attribution Theory Questions
intrinsic motivation. 2. Self-Efficacy Theory Presentation
3. Choice Theory using Graphic Module
4. Maslow’s Hierarchy of Organizers
Needs

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 5. Goal Theory
C. Student’s Diversity in
Motivation

After the completion of the IX. Motivation in the

17 chapter, students will be Classroom Relevant Distanc Case Study Illustration of Second
able to: A. Human Environmental information e Mode Ideal week of
Inquiry Research Classroom May
Factors Affecting
1. state and explain two based Setting
principles on the social Motivation Interactive articles
and cultural influences on 1. Teacher’s Affective Traits Class Interview of
motivation; 2. Classmates – Bullying Discussion Course teachers
and the Need to Belong Preparatory
2. dramatize the de- 3. Parents as Part of the Problem- Assignment
motivating function of Learners’ Human Solving
bullying in schools; activity
Learning Environment
3. describe the classroom B. The Classroom Climate Collaborative
climate that is conducive C. The Physical Learning Work
for learning by the use of Environment
simile or metaphor; and D. Assessment Strategies that Fact Finding
can Increase Motivation Activity
4. cite ways to make Presentation
assessment more and
motivating for students. Discussion

3rd
18 Final Examination Week of
June
COURSE REQUIREMENTS
Suggested Lecture Requirements:
1. Midterm Examination
2. Final Examination
3. Quizzes/Seatwork/Recitations

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 4. Video presentation
5. Fact Sheet
6. Class Reporting/Reaction Paper
7. Assignments
8. Class or Group Project (Case Study)
9. Class Attendance

*All exams must follow a Table of Specifications (TOS) and Rubrics for evaluation of student’ performance or projects.

GRADING SYSTEM
A. Grading system for 3 units lecture
Lecture – 100%

STANDARD TRANSMUTATION TABLE FOR ALL COURSES

96.7 – 100.0 1.00

93.4 – 96.6 1.25
90.1 - 93.30 1.50
86.7 – 90.0 1.75
83.4 – 86.6 2.00
80.1 – 83.3 2.25
76.7 – 80.0 2.50
73.4 – 76.6 2.75
70.00 – 73.3 3.00
50.0-69.9 4.00
Below 50 5.00
INC Passed the course but lack some requirements.
Dropped If unexcused absence is at least 20% of the Total Class Hours.
Total Class Hours/Semester: (3 unit Lec – 54 hrs; 2 unit Lec – 36 hrs)
(1 unit Lab – 54 hrs; 2 units Lab – 108 hrs; 3 units Lab – 162 hrs)

CLASS POLICIES
A. Attendance
Students are not allowed to have 20% or more unexcused absences of the total face to face class hours; otherwise, they will be graded as
“DROPPED”.

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B. Classroom Decorum

During face to face mode

Students are required to:
1. wear identification cards at all times;
2. wear face mask at all times
3. observe physical/social distancing at all times
4. clean the classroom before and after classes;
5. avoid unnecessary noise that might disturb other classes;
6. practice good manners and right conduct at all times;
7. practice gender sensitivity and awareness inside the classroom; and
8. come to class on time.

During distance mode

Students are required to:
1. sign an honor system pledge;
2. avoid giving or receiving unauthorized aid of any kind on their examinations, papers, projects and assignments,
3. observe proper netiquette during on-line activities, and
4. submit take home assignments on time.

C. Examination/ Evaluation
1. Quizzes may be announced or unannounced.
2. Mid-term and Final Examinations are scheduled.
3. Cheating is strictly prohibited. A student who is caught cheating will be given a score of ”0” for the first offense. For the second
offense, the student will be automatically given a failing grade in the subject.
4. Students who will miss a mid-term or final examination, a laboratory exercise or a class project may be excused and allowed to
take a special exam, conduct a laboratory exercise or pass a class project for any of the following reasons:
a. participation in a University/College-approved field trip or activity;
b. due to illness or death in the family; and
c. due to force majeure or natural calamities.

REFERENCES & SUPPLEMENTARY READINGS

References:

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 A. Basic Reading
Lucas, M.R., and Corpuz, B.B. (2014)., Facilitating Learning: A Metacognitive Process (4th ed)., Metro Manila, Lorimar Publishing Inc.
B. Laboratory Manual (if with laboratory)
C. Reference Books
Lavigne, A.L. and Good, T.L. (2015), Improving Teaching Through Observation and Feedback, New York: Routledge
Schwarts, D., Tsang, J.M., and Blair, K.P. (2016), The ABCs of How We Learn., New York: W.W. Norton & Company
Weimer, M. (2002), Learner-Centered Teaching, California, John Wiley & Sons

D. Electronic References (E-books/Websites)

REVISION HISTORY
Revision Number Date of Revision Date of Implementation Highlights of Revision
1 February 1, 2021 February 2021 Inclusion of mode of delivery and
due date of submission of output

Prepared by: Evaluated by: Approved:

Mirisa C. Mundo Ronan M. Cajigal, MAEd, LPT Ronan M. Cajigal, MAEd, LPT
Instructor Department Chairperson Campus Administrator
CP # 09062622312 Department of Teacher Education Bacoor City Campus
E-mail Address: mirisa.mundo@cvsu.edu.ph; E-mail Address: Date Approved:
Department of Teacher Education Date Evaluated:______________________ ________________________
Consultation Schedule: Mon-Tues 7:00PM –
8:00PM
Date Prepared: February 1, 2021

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