3 Elementary Education Prototype Syllabi Compendium

Philippine National
DEPARTMENT
acu
OF EDUCATION
Research Center for Teac
Prototype Syllabi for Pre-service Teacher Education

Compendium Series
Table of Contents
Acknowledgments.................................................................................................2 Content and Pedagogy in the Mother Tongue 21

List of Acronyms....................................................................................................5 2. Pagtuturo ng Filipino sa Elementarya I - Estruktura at Gamit ng Wikang
Filipino.......................................................................................................28
Project Background...............................................................................................6
3. Pagtuturo ng Filipino sa Elementarya II - Panitikan ng Pilipinas................41
Partner Institutions in the Development of the PPST-based Prototype Syllabi.....8 4. Teaching Science in the Primary Grades (Biology and Chemistry)...........49
5. Teaching Science in the Intermediate Grades (Physics, Earth and Space
PPST-based Prototype Syllabi Priority Programs...............................................10
Science)...................................................................................................55
PPST-based Prototype Syllabi Intended Audience.............................................10 6. Teaching Social Studies in the Primary Grades........................................61
7. Teaching Social Studies in the Intermediate Grades................................67
Guide to the Prototype Syllabi Compendium......................................................11
8. Teaching Mathematics in the Primary Grades..........................................73
Guide to Reading and Understanding.................................................................13 9. Teaching Mathematics in the Intermediate Grades...................................81
10. Edukasyong Pantahanan at Pangkabuhayan..........................................88
The PPST-based Prototype Syllabi.....................................................................13
11. Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship.......93
Features of the Prototype Syllabi........................................................................16 12. Teaching Music in the Elementary Grades..............................................98
13. Teaching Arts in the Elementary Grades................................................103
References..........................................................................................................17
14. Teaching P.E and Health in the Elementary Grades..............................108
The Beginning Teacher Indicators......................................................................18 15. Teaching English in the Elementary Grades (Language Arts)................114
16. Teaching Literacy in the Elementary Grades through Literature.............121
The PPST-based Elementary Education Specialization Courses Prototype
Syllabi 17. Good Manners and Right Conduct (Edukasyon sa Pagpapakatao).......128
..........................................................................................................................................20 18. Technology for Teaching and Learning in the Elementary Grades.........134
19. Research in Education............................................................................141
1.
© 2020. Teacher Education Council and Research Center for Teacher Quality
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ACKNOWLEDGMENTS
The Project Team
Philippine National Research Center University of New England - Teacher Education Council Secretariat
Teacher Education Council
for Teacher Quality (RCTQ) SiMERR National Research Center (TECS)
The Research Team
John Pegg, PhD Leonor M. Briones Runvi V. Manguerra, PhD
Jennie V. Jocson, PhD Director Secretary, Department of Education Executive Director II
Deputy Director and Project Leader
Joy Hardy, PhD Allan B. De Guzman, PhD Donnabel B. Bihasa
Ma. Izella D. Lampos Deputy Director Luzon Zonal Representative Senior Education Program Specialist
Senior Research Officer
Ken Vine, PhD Rita May P. Tagalog, PhD Jayson A. Peñafiel
Mariam Jayne M. Agonos Principal Research Adviser Visayas Zonal Representative Education Program Specialist II
Research Officer
RCTQ Support Staff Evelyn G. Chavez, PhD Rosanna Marie B. Balbuena
Academic Staff Mindanao Zonal Representative Administrative Officer II
Dyna Mariel B.
Gina O. Gonong, PhD Bade Gerald P. Lourdes R. Baetiong, PhD Maricel B. Flores
Director Santos Donnadette Language Subject Representative Rex Augus M. Fernandez
S. Belza Administrative Assistants
Allan S. Reyes, PhD Part-time Research Officers Myrna B. Libutaque, PhD
Senior Program Manager Mathematics Subject Representative
Beverly E. Estocapio
Executive Assistant
Philip Jay N. Alcoberes, PhD Lorina Y. Calingasan, PhD
Senior Program Manager Pamela L. Lamparas Social Studies Subject Representative
Executive Officer
PPST-based Prototype Syllabi
Emille Christianne B. Magbanua
Technical Working Group
Nikki Boie B. Pino
Sarah Joy T. Alimboyong
Rosario I. Alonzo,
Administrative Assistants
PhD Allen U.
Bautista, PhD
Corazon B. Sigua, Ruby Ann G.
PhD Twila G. Gantalao Emil Marco
Punsalan, PhD A. Munar
Stella Marie M. Urbiztondo, PhD Administrative Officers - Finance
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Prototype Syllabi Writers
Filipino Social Studies Ateneo de Zamboanga University
Professional Education
Southern Leyte State University Pangasinan State University Fr. Karel S. San Juan, SJ, PhD
Lead Writer for Professional Education President
Analiza M. Nares, PhD Belinda S. Velasquez, PhD
Courses
Claire B. Goda, EdD Cheryl C. Mendoza, PhD Fr. Marcos Louis D. Catalan Jr., SJ
Byron B. Go Silk, PhD, Western Mindanao
Norlyn L. Borong, PhD Rudjane C. Tunac Vice President for Higher Education
State University
Leyte Normal University University of the Cordilleras Evelyn G. Chavez, PhD
Bukidnon State University
Gilbert C. Galit David Y. Camiwet, PhD Dean, School of Education
Ann Sheila C. Del Rosario, PhD
Janet P. Espada, PhD
Ritchelle B. Alugar
Rowena N. Ariaso, EdD Values Education Benguet State University
Rachel Joan T. Toledo, PhD
Benguet State University Dr. Feliciano G. Calora Jr., PhD
Philippine Normal University-Manila Mathematics President
Arnulfo C. Capili, PhD
Celia M. Ilanan, PhD
Ateneo de Zamboanga State University Jingle P. Cuevas, PhD Dr. Kenneth A. Laruan, PhD
Nancy S. Ramores, PhD
Anita R. Tagadiad, Erlyn Honeylette C. Marquez Vice President for Academic Affairs
PhD Evelyn G. Saint Louis University - Baguio Dr. Imelda G. Parcasio, EdD
Western Mindanao State University
Chavez, PhD Daisy M. Maureen Jane O. Bandoc, PhD Dean, College of Teacher Education
Bernardita G. Bacang, PhD
Quisel Carmelita B. Caramto, PhD
Marjorie S. Emmanuel, PhD Geraldine S. Wakat, PhD Bicol University
Early Childhood
Xavier University-Ateneo de Cagayan Arnulfo M. Mascariñas, PhD
Education Centro Escolar
Melpe J. Cavales, Partner Institution President
University PhD Pejie C. Helen M. Llenaresas, EdD
Maria Rita D. Lucas, PhD Santillan, PhD Ronald Administrators Vice President for Academic Affairs
Rose Aira Mae R. Tayag M. Quileste
Milagros L. Borabo, PhD Angeles University Foundation Lorna M. Miña, PhD
Physical Education Joseph Emmanuel L. Angeles, PhD Dean, College of Education
University of Asia and the Pacific
Angelito Z. Antonio, PhD Angeles University Foundation President
Bukidnon State University
Jennifer P. Santillan, Archimedes T. David, PhD Oscar B. Cabaňelez, PhD
Elementary Education PhD Jonar T. Martin, Vice President for Academic Affairs President
Ateneo de Naga University PhD Joel G. Tubera,
PhD Elvira S. Balinas, PhD Estela C. Itaas, PhD
Paolo Jose R. Silang Dean, College of Education Vice President for Academic Affairs
Bicol University Philippine Normal University-Manila
Lordinio A. Vergara, PhD Mercidita S. Villamayor, PhD
Marcia Corazon P. Rico, PhD Ateneo de Naga University
Sixto O. Orzales, PhD Salve A. Favila, PhD Dean, College of Teacher Education
Fr. Roberto Exequiel N. Rivera, SJ
President
English Science Cebu Normal University
Alfredo C. Fabay, PhD Filomena T. Dayagbil, PhD
Cebu Normal University De La Salle University - Manila Vice President for Higher Education President
Lelani C. Dapat, PhD Voltaire C. Mistades, PhD
Maria Luz T. Badiola, MA Daisy R. Palompon, PhD
Remedios C. Bacus, PhD Saint Mary's University - Bayombong Dean, College of Education Vice President for Academic Affairs
Rivika C. Alda, PhD Arlene L. Tabaquero, PhD
University of San Jose - Recoletos Gloria Vicky A. Antonio, PhD Ethel L. Abao, PhD
Helmae E. Tapanan, EdD Zayda S. Asuncion, PhD Dean, College of Teacher Education
Ionell Jay R. Terogo
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Centro Escolar University Philippine Normal University – Manila University of Asia and the Pacific Western Mindanao State University
Ma. Cristina D. Padolina, PhD Ma. Antoinette C. Montealegre, DA Winston Conrad B. Padojinog, DBA Milabel Enriquez-Ho, RN, EdD
President OIC- Office of the President President President
Teresa R. Perez, PhD Rosemarievic V. Diaz, PhD Amado P. Saquido, PhD
Vice President for Academic Affairs Vice President for Research, Planning and Vice President for Academic Affairs Ma. Carla A. Ochotorena, PhD
Quality Assurance Vice President for Academic Affairs
Maria Rita D. Lucas, PhD Celerino C. Tiongco, EdD
Dean, School of Education-Liberal Arts- Rita B. Ruscoe, PhD Dean, School of Education and Human Nolan S. Iglesia, EdD
Music-Social Work Dean, College of Teacher Development Development Dean, College of Teacher Education
De La Salle University – Manila Saint Louis University – Baguio University of the Cordilleras
Br. Raymundo B. Suplido FSC, Rev. Fr. Gilbert B. Sales, CICM, PhD Ray Dean D. Salvosa, AB, MPh
President
Other Partners in Pre-service
President President
Projects
Roberto M. Arguelles, PhD Nancy M. Flores
Robert C. Roleda, PhD Vice President for Academic Affairs Executive Vice
Vice Chancellor for Academics Adamson University
President Central Luzon State University
Felina P. Espique, PhD Don Mariano Marcos Memorial State University
Raymund C. Sison, PhD Dean, School of Teacher Education and Rhodora A. Ngolob, PhD
Dean, Br. Andrew Gonzalez FSC Far Eastern University
Liberal Arts Former OIC- Vice President for Academic Negros Oriental State University
College of Education (BAGCED) Affairs Palawan State University
Saint Mary’s University – Bayombong Tarlac Agricultural University
Leyte Normal University Rev. Fr. Fernold G. Denna, CICM Ramir Austria, PhD
Jude A. Duarte, DPA President Dean, College of Teacher Education
President TEC and RCTQ also acknowledge
Moises Alexander T. Asuncion, PhD
Evelyn B. Aguirre, DA Vice President for Academic Affairs University of San Jose – Recoletos all course teachers, deans,
Vice President for Academic Affairs Rev. Fr. Cristopher C. Maspara, OAR, administrators and personnel from
Dr. Ma. Teresa B. Tayaban President
Prof. Lina G. Fabian Dean, School of Teacher Education and teacher education institutions,
Dean, College of Education Humanities DepEd teachers, principals/school
Rev. Fr. Leo G. Alaras, OAR
Pangasinan State University Vice President for Academics heads, supervisors, superintendents
Southern Leyte State University
Dexter R. Buted, DBA Prose Ivy G. Yepes, EdD and educators who took part in the
Jestoni P. Babia, LPT, EdD
President President Dean, College of Education
development and validation works.
Paulo V. Cenas, EdD Juanita M. Costillas, PhD We also acknowledge the Basic
Former OIC-Office of the President Vice President for Academic Affairs Xavier University – Ateneo de Cagayan Education Sector Transformation
Manolito C. Manuel, EdD Fr. Roberto C. Yap, SJ (BEST) program for funding
Frederick C. Aniga, PhD
Vice President for Academic Affairs President
Dean, College of Teacher Education activities that supported the project.
Roy C. Ferrer PhD
Fr. Rene Tacastacas, SJ
Dean, College of Education (Bayambang)
Vice President of Higher Education
Rosario DL. Valencerina EdD
Jovelyn G Delosa, PhD
Dean, College of Education (Lingayen)
Dean, School of Education
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List of Acronyms
BTI beginning teacher indicator
CLO Course learning outcome
CMO CHED Memorandum Order
COD Center of Development
COE Center of Excellence
ILO Intended learning outcome
IM Instructional material
OBE Outcome-based Education
OECD Organisation for Economic Co-operation and Development
PPST Philippine Professional Standards for Teachers
PSG Policies, Standards and Guidelines
PST pre-service teacher
TEI teacher education institution
TLA teaching and learning activity
TOS table of specifications
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Development of PPST-based Prototype Syllabi on Priority Programs in Pre-Service Teacher Education
PROJECT BACKGROUND
Rationale
This compendium is one of ten in the series of Prototype Syllabi on Priority Programs in
Pre-service Teacher Education developed through the Philippine National Research "Teacher
Center for Teacher Quality (RCTQ), with the Teacher Education Council (TEC) as lead, in qualifications,
partnership with select Centers of Excellence and Centers of Development in Teacher teacher's
Education. The Development of PPST-based Prototype Syllabi on Priority Programs in Pre-
Service Teacher Education Project aims to further align current teacher education curricula
knowledge and
with the Philippine Professional Standards for Teachers (PPST) to ensure that the future skills, make more
educators are geared towards educating students for a long term and sustainable nation difference for
building. student learning
The PPST-based prototype syllabi aim to provide a benchmark that TEIs can adopt or adapt
than any other
to enhance their curricula. This promotes shared understanding and expectations of quality single factor."
pre-service training throughout the country. (Darling-Hammond, 2011)
The Philippine Professional Standards for Teachers (PPST)

The National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) (DepEd Order
No. 42, S. 2017) sets clear expectations of teachers along well-defined career stages. In adopting it, DepEd integrates
PPST in all its professional development programs, learning and delivery systems, and HR systems. The DepEd adoption
and integration of the PPST necessitate that Teacher Education Institutions (TEIs) align their curricula with what the
department needs. The new CHED-issued PSGs on teacher education (2017) are based on PPST to ensure that every
graduate of pre- service teacher education programs can cope with the demands of DepEd. The development of prototype
syllabi supports new pre-service teacher education curriculum based on CHED requirements and DepEd needs.
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Linking Theory to Practice
The developed prototype syllabi do not only respond to the curricular requirements of the PPST and CHED's PSGs. A key
feature of the syllabi is the inclusion of activities that give opportunities for pre-service teachers to put their learnings into
practice. This supports international studies on linking theory to practice. According to Darling-Hammond (George Lucas
Educational Foundation, 2001):
"It's hard to learn theoretical ideas in isolation, try to remember them for two years until you get to
student teaching, and then all of sudden be put in a situation where you're supposed to implement
something you've never seen in practice. That doesn't work. That's the old model of teacher education."
The prototype syllabi were anchored on the core principles of the Pre-service Teachers' Practice-based Training
(PSTePT) framework, developed by RCTQ, with TEC as lead, and select COEs and CODs in teacher education. In this
framework, practice-based teacher education training is described as experiential, developmental, formative, integrative
and system-based. It is an attempt to integrate practicum into the course work of pre-service teachers starting from their
professional education courses, by recommending the inclusion of experiential activities in the field like observations,
interviews, and other opportunities to demonstrate their understanding of theories to actual practice.
Partnerships Towards Quality Pre-service Teacher Education

RCTQ and TEC partnered with select teacher education institutions on the development of 10 compendiums of prototype
syllabi. Two to three TEIs collaboratively worked on one compendium/priority program. Three to four writers per institution
were sent to attend a series of writeshops, reviews and validation to finalize the outputs.
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Partner institutions in the development of the PPST-based Prototype Syllabi
CORDILLERA
ADMINISTRATIVE REGION I
REGION
Benguet State University of the Saint Louis Pangasinan State
University Cordilleras University University
Values Education Social Studies Values

Education Social Studies
REGION II REGION III
Saint Mary's
Angeles University
University Foundation
Science Physical Education
REGION V
Ateneo De Naga
University Bicol University
writer
8
*Priority Program in which the institution sERVed as lead

Elementary Education Elementary Education
8
REGION VIII
Leyte Normal Southern Leyte

University State University
Filipino Filipino
REGION VII REGION IX
University of San
Cebu Normal Ateneo De Zamboanga Western Mindanao
Jose-Recoletos
University University State University
English English Mathematics Professional Education
REGION X
Bukidnon State
Xavier
University
University
Professional
Education Mathematics
NATIONAL
CAPITAL
REGION
Centro Escolar De La Salle Philippine Normal University of Asia
University University - Manila 9
Science
Early Childhood
University and the
Professional Education Physical Education Pacific
Early Childhood
Education
PPST-BASED PROTOTYPE SYLLABI PRIORITY PROGRAMS
The priority programs were selected based on various consultations. The prototype syllabi are on the following programs:
 Early Childhood Education  Physical Education

 Elementary Education  Science
 English  Social Studies
 Filipino  Values Education
 Mathematics
PPST-BASED PROTOTYPE SYLLABI INTENDED AUDIENCE

The developed prototype syllabi are intended to assist all TEIs in
the country. Specifically, they were developed to assist community
colleges, colleges in remote areas, and other teacher education
institutions to have further guidance in enhancing their teacher
education curriculum.
Through established partnerships with COEs and CODs in teacher

education across the country and the guidance of the Teacher
Education Council, the continuity of the usability and impact of the
the PPST-based prototype syllabi is ensured.
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THE PROTOTYPE SYLLABI DEVELOPMENT PROCESS
The development followed three key phases:
Activities
 Develop the key features of the prototype syllabi
• Benchmark the syllabi template
Planning • Select partner institutions and syllabi writers
• Map the pre-service teacher education curriculum to the K to 12 curriculum
Activities
• Review of the Beginning Teacher Indicators of PPST
• Review the Curriculum Quality Audit (CQA) Process for curriculum
Upskilling enhancement
the • Writeshops
• Review and validation of interim outputs (though the TWG, the
Writers writing group and other specialists)
Activities
• Review of interim outputs during the 2018 Teacher Education
Review and Council Convention
Validation of • Review of alignment to the PPST through CQA process
• Review and validation with various stakeholders
Outputs - December 6, 2018 - Review of interim outputs during the Teacher
Education Council Convention with representatives from COEs and
CODs
- December-February 2018 – Review of the Technical Working group
- January-February 2019 – Reviews from Partner Institutions
- January 30-February 1 – Review from Non-Partner Institutions
- February 13-16, 2019 – Curriculum Quality Audit review
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GUIDE TO THE PROTOTYPE SYLLABI COMPENDIUM
This compendium is one of 10 in the PPST-based Prototype Syllabi in Pre-service Teacher Education Compendium Series:
Compendium 1: Professional Education Courses

Compendium 2: Early Childhood Education Specialization
Courses Compendium 3: Elementary Education Specialization
Courses Compendium 4: English Specialization Courses
Compendium 5: Filipino Specialization Courses
Compendium 6: Mathematics Specialization Courses
Compendium 7: Physical Education Specialization Courses
Compendium 8: Science Specialization Courses
Compendium 9: Social Studies Specialization Courses
Compendium 10: Values Education Specialization Courses
Each compendium contains prototype syllabi that Teacher Education Institutions (TEIs) could either adapt or adopt. Parts of the
prototype syllabi template were benchmarked from local and international sources and were agreed upon by the Technical Working
Group and partner institutions.
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GUIDE TO READING AND
UNDERSTANDING THE PPST-BASED
PROTOTYPE SYLLABI
Each prototype syllabi contains the common parts like:
 Institutional Logo and other information
 Vision, Mission and College Goals
 Class Information/Schedule
 Instructor's Information
 Course Information
These parts were intentionally left blank and will be up to the

teacher education institution, college of education and/or the
faculty handling the course to fill in.
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The remaining parts have been filled in by the technical working group, research team and writers. They are designed to be
adopted or to serve as a benchmark and model that may be adapted by teacher education institutions, colleges of education and/or
the faculty handling the course.
Course Description
The course descriptions are enhanced versions of the
course descriptions in the Policies, Standards and
Guidelines (PSGs). Enhancements include additional
inputs and/or elaboration using the language of the PPST
to clarify the intent of the course and make the alignment
to the PPST more explicit.
Course Learning Outcomes

The course outcomes use the language of the standards
to make alignment to the standards more explicit. The
course outcomes are constructively aligned with the
course description, content and assessment.
Beginning Teacher Indicator (BTI) coverage
The column for Beginning Teacher Indicators (BTIs) is a new feature in pre-service teacher education syllabi. It shows which BTIs
are addressed/covered by a course. It also shows where BTIs are covered, specifically in the description, course learning
outcomes, content and assessment. Mapping course components to BTIs promotes constructive alignment, that is the intentional
alignment of course content, assessment and feedback to achieve course learning outcomes (Biggs, 2003; Biggs & Tang, 2011).
Examining alignment of outcomes, content and assessment supports constructive alignment in outcomes-based pre-service
teacher education.
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Time Allotment
The Time Allotment column indicates
the recommended duration to cover
the content.
Intended Learning Outcomes (ILOs)

The ILOs column presents outcomes
which are specific to the content
covered. It presents what pre-service
teachers should be able to know or do
after covering the topics.
The ILOs are learner-centered rather

than content-centered. They provide
guidance on the focus and intent of
the content to be covered.
Content
The Content column outlines topics to

be covered.
Suggested Teaching Learning Suggested Assessment
Mapping to the CLOs Activities (TLAs)
The Suggested Assessment column
Aside from the BTI coverage, the The Suggested TLAs column indicates recommended formative or
prototype syllabi also map ILOs and indicates recommended activities to summative activities to measure the
the Suggested Assessment to the deliver the content and help facilitate achievement of the ILOs and/or mastery of
corresponsing CLO/s, to ensure the pre- service teachers’ the content covered.
constructive alignment. achievement of the ILOs.
Example: 1.1.1 [A]
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FEATURES OF THE PROTOTYPE SYLLABI
OTHER REQUIREMENTS
Outcome-based Education
Philippine Qualifications Framework
ASEAN Qualifications Reference

Framework
PROTOTYPE SYLLABI
 Outcome-based
 PPST-aligned
 21st Century
Learning grounded
 PQF- and
AQF-
compliant
COMPETENCIES
Beginning Teacher Indicators from the

CONTENT KNOWLEDGE
Philippine Professional Standards for
Teachers
K to 12 Curricula
Program Outcomes and Performance
Indicators from the CHED Policies,
Standards and Guidelines on
Teacher
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REFERENCES
Commission on Higher Education. (2017). CMO No. 74, s. 2017: Policies, Standards, and Guidelines for Bachelor in Elementary Education (BEed).
Commission on Higher Education. (2017). CMO No. 75, s. 2017: Policies, Standards, and Guidelines for Bachelor in Secondary Education (BSEd).
Commission on Higher Education. (2017). CMO No. 76, s. 2017: Policies, Standards, and Guidelines for Bachelor in Early Childhood
Education (BECEd).
Commission on Higher Education. (2017). CMO No. 80, s. 2017: Policies, Standards, and Guidelines for Bachelor in Physical Education (BPEd).
Department of Education. (2017). Philippine Professional Standards for Teachers.
George Lucas Educational Foundation. (2001). Linda Darling-Hammond: Thoughts on Teacher Preparation.
https://www.edutopia.org/linda-darling-hammond-teacher-preparation
George Lucas Educational Foundation. (2007).What it Means to be a Skillful Teacher: Experts Share Their
Thoughts. https://www.edutopia.org/what-it-means-be-skillful-teacher
Readings on constructive alignment:
Biggs, J. (2003). Aligning Teaching and Assessment to Curriculum Objectives. Imaginative Curriculum Project, LTSN Generic Centre.
https://scholar.google.com/scholar?q=%22Aligning%20Teaching%20and%20Assessment%20to%20Curriculum%20Objectives%22
Biggs, J. and Tang, C. (2011). Teaching for quality learning at university. Maidenhead: McGraw-Hill and Open University Press.
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THE BEGINNING TEACHER INDICATORS
Domain 1: Content Knowledge Domain 2: Learning Environment Domain 3: Diversity of Learners
and Pedagogy
1.1.1 Demonstrate content knowledge and its 2.1.1 Demonstrate knowledge of policies, guidelines 3.1.1 Demonstrate knowledge and understanding of
application within and/or across curriculum and procedures that provide safe and secure differentiated teaching to suit the learners’ gender,
teaching areas. learning environments. needs, strengths, interests and experiences.
1.2.1 Demonstrate an understanding of research-based 2.2.1 Demonstrate understanding of learning 3.2.1 Implement teaching strategies that are responsive
knowledge and principles of teaching and environments that promote fairness, respect and to the learners’ linguistic, cultural, socio-economic
learning. care to encourage learning. and religious backgrounds.
1.3.1 Show skills in the positive use of ICT to facilitate 2.3.1 Demonstrate knowledge of managing classroom 3.3.1 Use strategies responsive to learners with
the teaching and learning process. structure that engages learners, individually or in disabilities, giftedness and talents.
groups, in meaningful exploration, discovery and
hands-on activities within the available physical
learning environments
1.4.1 Demonstrate knowledge of teaching strategies 2.4.1 Demonstrate understanding of supportive learning 3.4.1 Demonstrate understanding of the special
that promote literacy and numeracy skills. environments that nurture and inspire learner educational needs of learners in difficult
participation. circumstances, including: geographic isolation;
chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child
abuse and child labor practices.
1.5.1 Apply teaching strategies that develop critical and 2.5.1 Demonstrate knowledge of learning environments 3.5.1 Demonstrate knowledge of teaching strategies
creative thinking, and/or other higher-order that motivate learners to work productively by that are inclusive of learners from indigenous
thinking skills. assuming responsibility for their own learning. groups.
1.6.1 Use Mother Tongue, Filipino and English to 2.6.1 Demonstrate knowledge of positive and non-
facilitate teaching and learning. violent discipline in the management of learner
behavior.
1.7.1 Demonstrate an understanding of the range of

verbal and non-verbal classroom communication
strategies that support learner understanding,
participation, engagement and achievement.
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Domain 4: Curriculum and Domain 5: Assessment and Domain 6: Community Linkages Domain 7: Personal Growth and
Planning Reporting and Professional Engagement Professional Development
4.1.1 Prepare developmentally 5.1.1 Demonstrate knowledge of the 6.1.1 Demonstrate an understanding of 7.1.1 Articulate a personal philosophy of
sequenced teaching and learning design, selection, organization and knowledge of learning environments teaching that is learner-centered.
processes to meet curriculum use of diagnostic, formative and that are responsive to community
requirements. summative assessment strategies contexts.
consistent with curriculum
requirements.
4.2.1 Identify learning outcomes that are 5.2.1 Demonstrate knowledge of 6.2.1 Seek advice concerning strategies 7.2.1 Demonstrate behaviors that uphold
aligned with learning competencies. monitoring and evaluation of learner that build relationships with the dignity of teaching as a
progress and achievement using parents/guardians and the wider profession by exhibiting qualities
learner attainment data. community. such as caring attitude, respect and
integrity.
4.3.1 Demonstrate knowledge in the 5.3.1 Demonstrate knowledge of 6.3.1 Demonstrate awareness of existing 7.3.1 Seek opportunities to establish
implementation of relevant and providing timely, accurate and laws and regulations that apply to professional links with colleagues.
responsive learning programs. constructive feedback to improve the teaching profession, and
learner performance. become familiar with the
responsibilities specified in the
Code of Ethics for Professional
Teachers.
4.4.1 Seek advice concerning strategies 5.4.1 Demonstrate familiarity with a range 6.4.1 Demonstrate knowledge and 7.4.1 Demonstrate an understanding of
that can enrich teaching practice. of strategies for communicating understanding of school policies how professional reflection and
learner needs, progress and and procedures to foster learning can be used to improve
achievement. harmonious relationships with the practice.
wider school community.
4.5.1 Show skills in the selection, 5.5.1 Demonstrate an understanding of 7.5.1 Demonstrate motivation to realize
development and use of a variety of the role of assessment data as professional development goals
teaching and learning resources, feedback in teaching and learning based on the Philippine
including ICT, to address learning practices and programs. Professional Standards for
goals. Teachers.
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THE PPST-BASED ELEMENTARY EDUCATION SPECIALIZATION
COURSES PROTOTYPE SYLLABI
Document Bases:
CMO No. 74, s. 2017: Policies, Standards, and Guidelines for Bachelor of Secondary Education (BSEd)
K to 12 Curriculum Guides in English, Filipino, Mathematics, Science, Araling Panlipunan, Edukasyon sa Pagpapakatao,
Physical Education [May 2016]
Philippine Professional Standards for Teachers (DO 42, s 2017)
Total Number of Available Specialization Total Number of Available Elective Course
Specialization Courses Course Outputs Elective Courses Outputs
19 19 2 0
Lead Writers:
Secondary Writers/ Reviewers:
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Content and Pedagogy in the Mother Tongue
Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission
College Goals
Program Outcomes (from CMO No. 74, s. 2017 p. 4):
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and
teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Class Information Instructor's Information
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
21
Course Information
Course Name Content and Pedagogy in the Course Code
Mother Tongue
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements
Grading System
Course Description BTIs covered
This course includes both the content and the pedagogy of the mother tongue as well as its underlying theoretical
assumptions and frameworks that support its being a foundation for learning of the additional languages of Filipino and 1.1.1
English and developing stronger literacy skills of learners. The subject matter content includes the structure of the mother 1.4.1
tongue as a language, literature in the mother tongue, methods and techniques of teaching the language, development of 1.6.1
instructional materials and assessment. Ultimately, the course will develop prospective teachers’ pedagogical content
knowledge of the mother tongue which is necessary for the effective implementation of the Mother Tongue-Based
Multilingual Education (MTB-MLE) Program of the Department of Education.
Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers will be able to:
A. demonstrate knowledge and understanding of the mother tongue, both as a subject and as a language of 1.1.1,
learning, including its structure as a language, literature in the mother tongue, methods and techniques of 1.2.1
teaching the language, and research-based best practices in MTB-MLE implementation,
B. demonstrate pedagogical content knowledge on effective MTB-MLE instruction through the creation of developmentally 1.1.1., 4.1.1
sequenced teaching and learning processes that meet curriculum requirements,
C. demonstrate knowledge of teaching strategies that promote literacy skills through selecting, developing and using varied 1.4.1, 1.6.1,
teaching and learning resources, including ICT, in teaching the mother tongue, 4.5.1
D. design, select, organize and use appropriate and varied assessment strategies consistent with the MTB-MLE
curriculum requirements. 5.1.1
Content and Pedagogy in the Mother 22

Tongue
Time Intended Learning Outcomes BTIs Content Suggested Teaching Suggested Assessment BTIs
Allotment (ILOs) Learning Activities
Week 1 a. Define key concepts in [CLO A] Concept clarification:  Group discussion of  Synthesis of group [A]
MTB- MLE 1.1.1 Mother tongue, MTB-MLE, the key concepts and sharings focusing on how 1.1.1
Language policy, official and sharing of the use of mother tongue
b. Identify the national and [A] national languages, language as medium of instruction,
consolidated ideas
official languages in the 1.1.1 of instruction and sharing of own
with the class
Philippines insights
[A]
c. Discuss cultural rootedness as
1.1.1
one of the reasons behind
the use of mother tongue as
a medium of instruction
Week 2 a. Explain theories relevant to [A] Theories, Rationale and  Lecture  Written test on the various [A]
MTB-MLE 1.1.1 Evidence supporting theories 1.1.1
MTB- MLE Developmental
[A] learning theories: Piaget’s
1.1.1 theory, Schema theory of
learning, Social learning
theory
 Creating infographics  Answering metacognitive
b. Discuss journal articles [A]
Cognitive theories of on the articles reading questions about
providing empirical evidence 1.1.1
bilingualism: Balance theory, the selected articles
for these theories Iceberg Analogy, Threshold
theory  Sharing of insights on
the MTB-MLE theories.
Ask students to share
if they have seen
these theories
applied in teaching
or how they think
these could be
applied to tecahing
Week 3 a. Trace the legal and educational [A] Legal Bases of MTB-MLE  Group analysis of  Short test on the legal [A]
arguments for MTB-MLE 1.1.1  Republic Act No. 10157 legal documents, bases of MTB-MLE 1.1.1
program implementation in The Kindergarten class discussion
the Philippines Education Act
b. Discuss the role of teachers  Republic Act No. 10553  Create a profile of a  Look for stories of [A]
and the necessary [A] An Act Enhancing the teacher who has the teachers (online) or 1.1.1
1.1.1 Philippine Basic competencies to interview teachers on
competencies to
Education how they

Tongue
ensure the successful  DepEd Order No 31 s. successfully implement effectively implement the
implementation of the 2013 the program. MTB-MLE program
program
Week 4 a. Examine the language policy (A) Language Policies and  Lecture, class  Group infographics on (A)
considerations for MTB-MLE 1.1.1 Language Planning discussion language policies in the 1.1.1
program implementation in 1.2.1  Spolsky’s (2004) language Philippines to be
the Philippines through the policy presented in class for
lens of Spolky (2004) and  Ricento and viewing
other scholars Hornberger‘s (1996)
language planning and
policy (LPP)
Week 5 a. Identify factors affecting the [A] Factors affecting success of  Interview school  Group reports that discuss [A]
success of multilingualism 1.1.1 multilingualism, Criticisms principals, teachers, the factors affecting 1.1.1
b. Appraise the criticisms against Against MTB-MLE and parents of K-3 success of
MTB-MLE [A] pupils multilingualism and
1.1.1 criticisms against MTB-MLE
 Group reporting in using available local
class researches
Week 6 a. Examine the curriculum guide [A] MTB-MLE Curriculum and  Lecture  Reflection paper that will [A]
for MTB-MLE 1.1.1 Different Approaches to elicit students’ insights from 1.1.1
teaching MTB-MLE  Analysis of the discussion
b. Discuss the major [A] sample
approaches to teaching 1.1.1 instructional
MTB-MLE (i.e., plans
Communicative Approach,
Task-Based, Content-Based
Approaches; Two-track
method: story track [focus on
meaning] and primer track
[focus on accuracy])
c. Review model instructional [A]
plans 1.1.1
Week 7 - 8 a. Examine literature in [C] Instructional Materials  Lecture  Production and evaluation [C]
the Mother Tongue 1.1.1, 1.6.1, 4.5.1 Development for MTB-MLE of instructional materials 4.5.1
b. Develop instructional materials following OBE framework  Analysis of sample
for MTB-MLE following OBE instructional
framework and embedding materials.
local literature

Tongue
Week 9 a. Explain the importance of [A] Phonology and Phonemics  Watching videos on  Writing and critiquing
phonological and phonemic 1.1.1 of MT phonological and of instructional plan [A, B, C]
1.1.1, 1.2.1, 4.1.1
awareness of MT phonemic
b. Compare the sounds of MT [A] awareness [A, B, C]
to English using IPA 1.1.1
1.1.1, 1.2.1, 4.1.1
transcription  Listening, reading,  Micro-teaching
[B, C] and speaking
c. Design an instructional plan
1.1.1, 1.2.1, 4.1.1
applying phonology and exercises
phonemics in MTB-MLE
 Individual/Dyadic work
on instructional plan
Week 10- a. Describe the morphological [A] Morphology and standard  Lectures  Writing and critiquing [A, B, C]
11 features of the nominals, 1.1.1 orthography of MT of instructional plan 1.1.1, 1.2.1, 4.1.1
pronominals, verbs,  Morphological analysis
adjectives, and adverbs as of MT words,
well as standard reading exercises, [A, B, C]
orthography of MT [B, C] vocabulary building 1.1.1, 1.2.1, 4.1.1
1.1.1, 1.2.1, 4.1.1 exercises,
b. Design an instructional plan
using concepts of  Micro-teaching
morphological features of MT  Individual/Dyadic work
in MTB-MLE on instructional
plan
Week 12 a. Explain the connotation and [A,C] Semantics of MT  Lecture,  Writing and critiquing [A, B, C]
denotation of words 1.1.1, 1.6.1 class of instructional plan 1.1.1, 1.2.1, 4.1.1
discussion
b. Design an instructional plan [B, C]  Micro-teaching [A, B, C]
using concepts of semantics 1.1.1, 1.2.1, 4.1.1  Vocabulary building 1.1.1, 1.2.1, 4.1.1
of MT in MTB-MLE exercises, reading
exercises (e.g., poems,
short stories)
 Individual/Dyadic work
on instructional
plan

Tongue
Week 13 a. Discuss the [A,C] Pragmatics of MT  Lecture,  Writing and critiquing
locutionary, 1.1.1, 1.6.1 class of instructional plan [A, B, C]
illocutionary, and discussion 1.1.1, 1.2.1, 4.1.1
perlocutionary forces of  Micro-teaching
sentences and possible  Role playing in [A, B, C]
implicatures groups of 4-5 1.1.1, 1.2.1, 4.1.1
b. Design an instructional
[B, C]
plan using concepts of  Individual/Dyadic work
1.1.1, 1.2.1, 4.1.1
pragmatics of MT in MTB- on instructional
MLE plan
Week 14 a. Parse MT sentences using [A] 1.1.1 Syntax of MT Lecture, class discussion Writing and critiquing of
TGG model. instructional plan [A, B, C]
b. Describe the syntactic [A] 1.1.1 Board work, stylistic 1.1.1, 1.2.1, 4.1.1
features of MT. analysis Micro-teaching
c. Write a short essay in MT. [A, B, C]
[A] 1.1.1
d. Trace syntactic deviations Individual/ dyadic work on 1.1.1, 1.2.1, 4.1.1
[A] 1.1.1
in MT poems. instructional plan
e. Design an instructional plan [A, B, C]
using concepts of syntax of 1.1.1, 1.2.
Week 15 a. Develop appropriate [C] Assessment of Mother Lecture, class discussion Writing and critiquing of [C]
assessment procedures 4.5.1 Tongue assessment plan 4.5.1
and tools/instruments for
the mother tongue
Week a. Teach a subject in K-3 [A, B, C, D] Synthesis and Application Demonstration teaching Individual Demonstration [A, B, C, D]
16-18 using the principles and 1.1.1, 1.1.1, 1.6.1, of key concepts and Teaching and Critiquing 1.1.1,1.6.1, 4.5.1,
concepts learned in the 4.5.1, 5.1.1 principles in MTB-MLE Peer critiquing of 5.1.1
course instructional plans and
materials

Tongue
Suggested List of References
Alidou, H., Birgit, B., & Yaya, S. (2006). Optimizing learning and education in Africa – the Language Factor. Paris, France.
Baker, C. (2006). Foundations of bilingual education and bilingualism (4th ed). Clevedon: Multilingual Matters Ltd.
Burton, L.A. (2013). Mother tongue-based multilingual education in the Philippines: Studying top-down policy implementation from the bottom up. Doctoral Dissertation, University
of Minnesota.
Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE). Quezon City: LORIMAR Publishing.
DepEd MTB-MLE Curriculum Guide
DepED Order No. 74. (2009, July 14). Institutionalizing mother tongue-based multilingual education (MLE). http://mlephil.wordpress.com/2009/07/18/deped -order-no-74-s-2009/.
Giron, P. R., Aguirre, R., Flojo, O. C., Gutierrez, M. R. M., & Llagas, A. T. (2016). Teaching and learning languages and multiliteracies: Responding to the MTB-MLE challenge. Quezon City: Lorimar
Publishing.
Gunigundo, M. T. (2010). The right to learn in one’s own language. In R. M. D. Nolasco, F. A. Datar, & A. M. Azurin (Eds.), Starting where the children are: A collection of
essays on Mother tongue-based multilingual education and language issues in the Philippines (pp. 78–80). Diliman, Quezon City: 170+ Talaytayan MLE.
Mahboob, A., & Cruz, P. (2013). English and mother tongue-based multilingual education: Language attitudes in the Philippines . Asian Journal of English Language Studies, (1), 1–19.
Metila, R., Pradilla, L. A., & Williams, A. (2017). Investigating best practice in Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines, Phase 3 progress report:
Strategies of exemplar schools. Report prepared for Australian Department of Foreign Affairs and Trade and Philippine Department of Education. Melbourne and Manila:
Assessment, Curriculum and Technology Research Centre (ACTRC).
Metila, R., Pradilla, L., & Williams, A. (2016). The challenge of implementing mother tongue education in linguistically diverse contexts: The case of the Philippines. The Asia-Pacific
Education Researcher. doi: 10.1007/s40299-016-0310-5
Nolasco, R. M. D., Datar, F. A., & Azurin, A. M. (Eds.). (2010). Starting where the children are: A collection of essays on Mother tongue-based multilingual education and language
issues in the Philippines. Diliman, Quezon City: 170+ Talaytayan MLE.
Pflepsen, A, Benson, C., Chabbott, C., & Van Ginkel, A.J. (2015). Planning for language use in education: Best practices and practical steps to improve learning outcome. Washington, DC:
USAID. PPST-RPMS Manual
Tupas, R. (2015). Inequalities of multilingualism: Challenges to mother tongue-based multilingual education. Language and Education, 29 (2), 112–
124. Van Ginkel, A. J. (2014). Additive language learning for multilingual settings. Washington, DC: USAID.
Williams, A., Metila, R., Pradilla, L. A., & Digo, M. (2014). Investigating Best Practice in MTB-MLE in the Philippines MTB-MLE: Phase 1 Progress Report. University of the Philippines:
Assessment, Curriculum and Technology Research Centre.
Young, C. (2011). Enablers and constraints of an effective and sustainable mother tongue-based multilingual education policy in the Philippines. (Unpublished doctoral dissertation).
University of Bangor.

Tongue
Pagtuturo ng Filipino sa Elementarya I – Estruktura at Gamit ng Wikang
Filipino
Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
28
Course Information
Pagtuturo ng Filipino sa Elementarya I –
Course Name Course Code
Estruktura at Gamit ng Wikang Filipino
Course Requirements:
Grading System
Pangunahing kahingian sa anumang pagtuturo ng wika ang pag-aaral at pagsusuri sa estrukturang nakapaloob dito. Hindi 1.1.1, 4.1.1
maititiwalag ang kayarian ng wika upang masapol at maunawaan ang kaligiran, kalikasan at kasaysayan nito. Kung
gayon, ang kursong ito ay nakatuon sa pagsanay ng paggamit ng estruktura at gamit ng Wikang Filipino sa pagtuturo sa
elementarya. Sumasaklaw ito sa deskriptibong pag-aaral ng wikang Filipino sa antas ng ponolohiya, morpolohiya,
sintaktika at semantika. Bibigyang-diin sa kursong ito ang ibat ibang dulog at estratehiya sa pagtuturo at pagtataya ng/sa
wikang Filipino ayon sa kahingian
ng K – 12 curriculum..
Matapos ang isang semestre, ang mga mag-aaral ay inaasahang:
A. naipapamalas ang kasanayan sa pagpapaliwanag ng mga batayang kaalaman sa pagtuturo ng panitikan ng Pilipinas sa 1.1.1
elementarya,
B. naipapamalas ang kahusayan sa pagtuturo ng Filipino gamit ang wikang Filipino at mother tongue at akmang 1.6.1, 4.1.1
dulog pagtuturo at pagkatuto ng/sa panitikang Filipino ayon sa kahingian ng K-12 kurikulum,
C. nakakapili, nakakalikha at nakakagamit ng kagamitang panturong nakaugat sa lokal na kultura at 4.5.1
D. nakakapili, nakakalikha at nakakagamit ng mga akmang pagdulog sa pagtasa at pagtaya sa pagtuturo at pagkatuto 5.1.1
ng/sa
wikang Filipino.
Pagtuturo ng Filipino sa Elementarya I – Estruktura at Gamit ng Wikang 29

Time Intended Learning Outcomes BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment (ILOs) Activities
Week 1 a. Nabibigyang-depinisyon ang [A] Kahulugan ng Wika  Pagbuo ng habing semantika  Maikling
wika batay kay Henry R. 1.1.1 na magpapakita ng prior pagsusulit/Pagsasanay [A]
Gleason. knowledge ng mga mag- 1.1.1
b. Natatalakay ang mga [A] aaral
elementong taglay ng isang 1.1.1
wika.
c. Naibabahagi ang halaga [A]
ng wika sa sarili at sa 1.1.1
lipunan sa kabuoan.
a. Natatalakay ang mga [A] Mga teoryang pilosopikal

sumusunod: Jean Piaget 1.1.1 ng edukasyon at wika/  Pagsusuri ng mga teorya
(Developmental Stages of Teorya sa kalikasan at gamit ang mind maps
Learning), Leo Vygotsky pagkatuto ng wika
(Cooperative Learning),
Jerome Bruner (Discovery
Learning), Robert Gagne
(Heirarchical Learning ),
David Ausubel
(Interactive/Integrated
Learning),Cummins (Basic
Interpersonal
Communication Skills-BICS
at Cognitive Academic
Language Proficiency Skills-
CALPS)
[A]
b. Naipapaliwanag ang
1.1.1
implikasyon ng mga
teoryang nabanggit sa
pagtuturo at
pagkatuto ng/sa Filipino
Week 2 a. Naipapaliwanag ang [A] Ponolohiya:  Kolaboratibong talakayan/  Exit slip na nagbubuod ng [A]
kahulugan ng 1.1.1 Titik at Ponema, Ponemang Question and Answer natutuhan sa talakayan 1.1.1
ponolohiya. Patinig at Ponemang Katinig
b. Naikokontrast ang titik at [A]
ponema gayundin ang 1.1.1

ponemang patinig at katinig
sa isa’t isa.
c. Nasusuri ang mga salita [A]
batay sa bilang ng titik 1.1.1
at ponema nito.
a. Napag-uusapan ang Ponemang Segmental  Malikhaing pagsasadula  Self-/ peer assessment ng

[A]
ponemang segmental dula na nagpapakita
1.1.1
partikular ang diptonggo, ng paglalapat ng
klaster, pares minimal at paksang tinalakay
ponemang malayang
nagpapalitan.
b. Nakakapagbigyan ng mga
tiyak na halimbawa ng [A]
saklaw ng ponemang 1.1.1
segmental.
c. Nagagamit ang mga [A]
ibinigay na halimbawa sa 1.1.1
sariling pangungusap
kaugnay sa mga isyung
pambansa.
[A] Ponemang Suprasegmental
1.1.1
a. Napag-uusapan ang saklaw
ng ponemang
[A]
suprasegmental.
1.1.1
b. Nagagamit ang kaalaman
sa ponemang
[A]
suprasegmental sa aktuwal
1.1.1
na pakikipag-usap.
c. Naibabahagi ang reaksiyon
kaugnay sa pagkakaroon ng
kaaalaman tungkol sa
ponemang suprasegmental.

Week 3 a. Nakikilala ang apat na uri [A] Apat na Uri ng Bigkas  Partner learning: Pakikinig  Pagtutuldik at Malakas [A]
ng bigkas at ang 1.1.1 at pagsasalita bilang ensayo na Pagpapabasa 1.1.1
kaukulang tuldik na sa pagbigkas at
ginagamit dito. pagpapantig
b. Nagagamit ang tamang [A]
tuldik sa isang salita batay 1.1.1
sa kahulugang taglay
nito.
c. Nabibigkas nang tama
ang mga salita sa
tulong ng tuldik na
ginamit.
a. Naipapaliwanag ang mga [A]

Pormasyon ng Pantig at
tuntunin sa pagpapantig sa 1.1.1
Pagpapantig
wikang Filipino.
b. Napapantig nang tama
ang mga salita sa [A]
wikang Filipino. 1.1.1
c. Naibabahagi ang halaga
ng pagpapantig sa pag- [A]
1.1.1
aaral
ng wikang Filipino.
Week 4 a. Natatalunton ang (A) Ebolusyon ng Alpabetong  Paggamit ng diagram na [A]
1.1.1 Filipino nagpapakita ng punto at 1.1.1
ebolusyon ng alpabetong
Filipino sa pamamagitan ng paraan ng artikulasyon
timeline.
b. Naitatampok ang [A]
1.1.1
pinakalutang na katangian
ng bawat alpabeto sa
pinagdaanang kasaysayan
nito.
c. Napapapangatwiranan kung [A]
bakit mahalaga ang 1.1.1
patuloy

na ebolusyon ng
alpabetong Filipino.

a. Nailalarawan ang punto [A] Punto ng Artikulasyon
1.1.1
ng artikulasyon.
b. Nabibigkas ang bawat [A]
1.1.1
ponemang katinig batay sa
punto ng artikulasyon.
c. Napupunuan ang [A]
talahanayan sa 1.1.1
tamang punto ng
artikulasyon.
[A] Pagsagot sa mga tanong (A)
Paraan ng Artikulasyon Panonood ng video
1.1.1 tungkol sa 1.1.1
a. Nailalarawan ang paraan ng napanood
artikulasyon.
[A]
b. Nabibigkas ang bawat 1.1.1
ponemang katinig batay sa
paraan ng artikulasyon. [A]
1.1.1
c. Napupunuan ang
talahanayan sa tamang
paraan ng
artikulasyon.
[A]
1.1.1 Morpolohiya
a. Naipapaliwanag ang Mga Uri ng Morpema
kahulugan ng morpolohiya. [A]
1.1.1
b. Nasusuri ang mga
salita batay sa mga [A]
uri ng morpema. 1.1.1
c. Nakakapagbigay ng mga
tiyak na halimbawa sa
mga uri ng morpema.
Week 5 a. Nabibigyang-kahulugan ang [A] Mga Pagbabagong Fast talk/Paspasang Usapan Pagsulat ng maikling sanaysay [A]
1.1.1 Morpoponemiko tungkol sa natutuhan 1.1.1
mga pagbabagong
morpoponeniko. [A]
b. Nakakapagbigay ng mga 1.1.1
tamang halimbawa sa
mga pagbabagong
morpoponemiko. [A]

c. Nasasabi ang halaga sa 1.1.1
pag- aaral ng mga
pagbabagong
morpoponemiko
Bahaging Pangnilalaman:
[A] Round robin discussion Quiz bee: pangkatan [A]
1.1.1 Pangngalan 1.1.1
a. Natatalakay ang saklaw ng
pangngalan. [A]
b. Nakakapagbigay ng mga 1.1.1
tamang halimbawa sa
bawat saklaw ng [A]
pangngalan. 1.1.1
c. Nagagamit sa makabuluhang
pangungusap ang mga
ibinigay na tiyak na
halimbawa sa bawat
saklaw ng pangngalan.
Week 6 a. Natatalakay ang saklaw ng [A] Panghalip Jigsaw Discussion Quiz bee: pangkatan [A]
panghalip. 1.1.1 1.1.1
b. Nakakapagbigay ng mga
tamang halimbawa sa [A]
bawat saklaw ng 1.1.1
panghalip.
c. Nagagamit sa makabuluhang
pangungusap ang mga
ibinigay na tiyak na [A]
halimbawa sa bawat 1.1.1
saklaw ng panghalip
Pandiwa
[A] Interaktibong Lektyur Pagsulat ng journal entry o [A]
a. Naipapaliwanag ang 1.1.1 kuwento 1.1.1
depinisyon ng pandiwa.
[A]
b. Nababanghay ang mga 1.1.1
salita sa bawat aspekto at
iba pang kategorisasyon ng [A]
pandiwa. 1.1.1
c. Natatalakay ang pokus at

kaganapan ng pandiwa
gamit
ang mga tamang halimbawa.

Week 7 - a. Nabibigyang-kahulugan ang [A] Pang-uri Paglalarawan Iguhit mo: Ang mga mag-aaral [A]
8 1.1.1 ay pagtatambalin. Magbibigay 1.1.1
pang-uri.
b. Napag-uusapan ang lahat ng panuto ang isa sa kanyang
[A]
ng saklaw ng pang-uri. 1.1.1 kapareho sa pamamagitan ng
c. Nailalarawan ang paglalarawan. Kailangan ay
eksakto ang iginuhit na
kasalukuyang kalagayan ng
[A] larawan sa orihinal. Magpapalit
bansa at mundo gamit ang 1.1.1 din ng role ang bawat isa
mga tamang pang-uri.
pagkatapos.
[A] Larong pangwika Maikling

a. Natutukoy ang pang-abay Pang-abay [A]
1.1.1 pagsusulit/Pagsasanay 1.1.1
sa isang pangungusap o
pahayag. [A]
b. Nakikilala ang iba’t ibang uri 1.1.1
ng pang-abay.
c. Nagagamit ang mga pang- [A]
abay sa pagbuo ng mga 1.1.1
pangungusap tungkol sa
pagkamakabayan at
pagkamamamayan.
Pagkritika (Critiquing) at [A,

a. Naipapamalas ang kahusayan Pakitang Turo
[A, B] Mga epektibong dulog at Paggamit ng rubrik B, C,
sa pagtuturo ng Filipino D]
1.1.1, estratehiya sa pagtuturo ng
gamit ang wikang Filipino 1.6.1, 3.1.1 bahaging pangnilalaman Pagsulat ng Banghay-aralin 1.1.1,
at mother tongue at akmang Paglikha ng kagamitang panturo 1.6.1,
dulog sa pagtuturo at 4.1.,
pagkatuto ng/sa wikang 4.5.1,
[C] Pagbuo ng angkop na
Filipino ayon sa kahingian 5.1.1
4.5.1
pagtataya (assessment)
ng K-12 kurikulum
b. Nakakapili, nakakalikha at
[D]
nakakagamit ng
5.1.1
kagamitang panturong
nakaugat sa lokal na
kultura at
c. Nakakapili, nakakalikha at
nakakagamit ng mga
akmang

pagdulog sa pagtasa at
pagtaya sa pagtuturo at
pagkatuto ng/sa wikang
Filipino
Week 9 a. Naipapaliwanag ang halaga [A] Bahaging Pangkayarian: Malikhaing pagsusulat Kritikang pangklase [A]
ng pang-angkop sa isang 1.1.1 Pang-angkop 1.1.1
pangungusap. [A]
b. Nalalapatan ng tamang 1.1.1
pang- angkop ang bawat
pangungusap.
[A]
c. Nakikritika ang isang 1.1.1
sanaysay batay sa ginamit na
mga pang-angkop.
Maikling pagsasanay/ [A]

a. Naikokontrast ang pangatnig [A] Pangatnig Talakayan
pagsagot sa worksheets 1.1.1
para sa magkatimbang at 1.1.1
di- magkatimbang na
[A]
yunit. 1.1.1
b. Nagagamit ang pangatnig
sa pagbuo ng isang
[A]
malikhaing akda.
1.1.1
c. Nasusuri kung bakit dapat
alam ang paggamit ng
tamang pangatnig.
Week a. Nabibigyang-depinisyon [A] Pantukoy Talakayan Maikling pagsasanay/ [A]
10-11 ang pantukoy. 1.1.1 pagsagot sa worksheets 1.1.1
b. Nakikilala ang mga [A]
pantukoy. 1.1.1
c. Nagagamit ang tamang
pantukoy sa pagbuo ng
[A]
makabuluhang 1.1.1
pangungusap tungkol sa
pangangalaga ng kalikasan.

a. Nakikilala ang mga pang- [A] Pang-ukol Larong Pangwika Maikling pagsasanay/ [A]
1.1.1 pagsagot sa worksheets 1.1.1
ukol sa wikang Filipino.
b. Nagagamit ang mga [A]
pang- ukol sa pagbubuo 1.1.1
ng makabuluhang
pangungusap tungkol sa [A]
halaga ng edukasyon. 1.1.1
c. Nasusuri ang papel na
ginagampanan ng pang-
ukol sa pagbuo ng mga
pangungusap sa wikang
Filipino.
a. Naipapamalas ang [A, B] Mga epektibong dulog at Pakitang Turo

kahusayan sa pagtuturo 1.1.1, estratehiya sa pagtuturo ng
ng Filipino gamit ang 1.6.1, 3.1.1 bahaging pangkayarian
wikang Filipino at mother
tongue at akmang dulog
sa pagtuturo at pagkatuto
ng/sa wikang Filipino ayon
sa kahingian ng K-12
[C] Pagsulat ng Banghay-aralin Pagkritika (Critiquing) at
kurikulum 4.5.1 [A, B,
b. Nakakapili, nakakalikha at Paglikha ng kagamitang panturo Paggamit ng rubrik C, D]
nakakagamit ng kagamitang 1.1.1,
panturong nakaugat sa 1.6.1,
[D] Pagbuo ng angkop na 4.1.1,
lokal na kultura at 5.1.1 pagtataya (assessment) 4.5.1,
c. Nakakapili, nakakalikha at
5.1.1
nakakagamit ng mga
akmang pagdulog sa
pagtasa at pagtaya sa
pagtuturo at pagkatuto
ng/sa wikang Filipino
Week 12 a. Natatalakay ang saklaw [A] Sintaks Inter-aktibong talakayan Pagsulat ng talata/sanaysay [A]
ng sintaks. 1.1.1 1.1.1

b. Nakakabuo ng mga [A]
matinong pangungusap 1.1.1
tungkol sa karapatang [A]

pantao. 1.1.1
c. Nakikritika ang mga talata
batay sa pangungusap na
bumubuo rito.
a. Nakikilala ang pangungusap [A] Inter-aktibong talakayan Pagsulat ng talata/sanaysay

Pangungusap Batay sa [A]
batay sa gamit. 1.1.1 Gamit 1.1.1
b. Nailalatag ang halaga ng
apat na uri ng [A]
pangungusap batay sa 1.1.1
gamit.
[A]
c. Nakakabuo ng isang
1.1.1
sanaysay na may tamang
paggamit ng pangungusap.
Pangungusap Batay sa Inter-aktibong talakayan Pagsasanay sa pisara
[A]
a. Natutukoy ang mga Kayarian
1.1.1
pangungusap batay sa [A]
kayarian. 1.1.1
b. Nakakapagbigay ng mga [A]
1.1.1
tamang halimbawa ng
pangungusap batay sa [A]
kayarian. 1.1.1
c. Nasasabi ang halaga ng
pag-aaral sa mga kayarian
ng pangungusap sa
pagbubuo ng tamang
sulatin.
[A] Pangkatang talakayan Pagsulat ng maikling dula at [A]

a. Nailalahad ang mga uri ng 1.1.1 Pangungusap na Hindi pagtatanghal gamit ang 1.1.1
pangungusap na hindi Lantad ang Paksa rubrik
lantad ang paksa.

b. Nakakabuo ng iskrip na [A]
ginagamitan ng mga 1.1.1
pangungusap na hindi
lantad ang paksa.
c. Nakakapagtanghal ng isang [A]
maikling dulang may tuon 1.1.1
sa mga pangungusap na
walang paksa.
Week 13 a. Naipapaliwanag ang [A] Semantika: Denotasyon at Talakayan Maikling Pagsusulit [A]
1.1.1 Konotasyon 1.1.1
semantika.
b. Naikokontrast ang [A]
denotasyon at 1.1.1
konotasyon.
[A]
c. Nasusuri ang mga salita
1.1.1
kung ito ay denotasyon o
konotasyon.
[A]
1.1.1 Paggamit ng Diksiyonaryo Larong pangwika Maikling Pagsusulit
a. Natatalakay ang paggamit [A]
1.1.1
ng diksiyonaryo. [A]
b. Nakikilala ang bawat bahagi 1.1.1
ng diksiyonaryo.
[A]
c. Nakakabuo ng mga
1.1.1
pagsusulit kaugnay sa
pagggamit ng diksiyonaryo.
Week a. Naipapamalas ang [A, B] Sintesis at Paglalapat ng Pakitang Turo
14-18 kahusayan sa pagtuturo 1.1.1, mga Natutuhan sa Kurso
1.6.1, 3.1.1
ng Filipino gamit ang
wikang Filipino at mother
tongue at akmang dulog
sa pagtuturo at pagkatuto Pagsulat ng Banghay-aralin Pagkritika (Critiquing) at
[A, B,
ng/sa wikang Filipino ayon Paglikha ng kagamitang panturo Paggamit ng rubrik
C, D]
sa kahingian ng K-12
kurikulum [C] 1.1.1,
b. Nakakapili, nakakalikha at 4.5.1 1.6.1,
nakakagamit ng kagamitang 4.1.1,
panturong nakaugat sa 4.5.1,
5.1.1
lokal na kultura at
c. Nakakapili, nakakalikha at [D] Pagbuo ng angkop na
nakakagamit ng mga 5.1.1 pagtataya (assessment)
akmang pagdulog sa
pagtasa at pagtaya sa
pagtuturo at pagkatuto
ng/sa wikang Filipino

Almario, Virgilio S. Patnubay sa Pagsasalin. Lungsod Pasig: Anvil Publishing, Inc. 2003.
Badayos, Paquito B. Masining na Pagpapahayag, Aklat sa Filipino 3, Antas-Tersiyarya. Lungsod Valenzuela: Mega-Jesta Prints, Inc. 2010.
Badayos, Paquito B. Metodolohiya sa Pagtuturo at Pagkakatuto ng/sa Filipino, Mga Teorya, Simulain at Estratehiya. Lungsod Malabon: Mutya Publishing House, Inc.
2008. Bernales, Rolando A., et al. Masining na Pagpapahayag sa Filipino: Mga Prinsipyo at Proseso. Lungsod Valenzuela: Adelko Printing Press. 2012.
Bernales, Rolando A., et al. Akademikong Filipino para sa Kompetetibong Filipino. Lungsod Malabon: Mutya Publishing House,
Inc. 2013. Batnag, Aurora E. at Jayson D. Petras. Teksbuk sa Pagsasalin. Lungsod Quezon: C & E Publishing, Inc. 2009
Batnag, Aurora E. at Alvin Ringgo C. Reyes. Sayusay, Sining ng Mabisang Pagpapahayag. Lungsod Quezon: C & E Publishing, Inc.
2011. Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE). Quezon City: LORIMAR Publishing.
Malicsi, Jonathan C. Gramar ng Filipino. Lungsod Quezon: Sentro ng Wikang Filipino. 2013.
Paz, Consuelo J., et al. Ang Pag-aaral ng Wika. Lungsod Quezon: UP Press. 2003.
PPST-RPMS Manual
Santos, Benilda S. (ed). Ang Wikang Filipino sa Loob at Labas ng Akademya’t Bansa, Unang Sourcebook ng SANGFIL 1994-2001. Lungsod Quezon: UP-SWF. 2003.
Tanawan, Dolores S., et al. Retorika: Mabisang Pagpapahayag sa Kolehiyo. Bulacan: Trinitas Publishing, Inc. 2003.
Victoria, Vasil A. Ponolohiyang Filipino. Sariling Limbag. 2018.
Villafuerte, Pat V., et al. Ang Manghahasik ng Edukasyong Pangwika. Bataan: Sons Print Corporation. 2009.
Zafra, Galileo S. Daluyan, Journal ng Wikang Filipino. Lungsod Quezon: SWF. 2002.
http://kwf.gov.ph/wp-content/uploads/Ortograpiyang-Pambansa.pdf
http://sentrofilipino.upd.edu.ph/programa_at_proyekto/download/uswagan_kartila_fil.pdf
http://kwf.gov.ph/wp-content/uploads/Pagpaplanong-Wika-at-Filipino_2.pdf

Pagtuturo ng Filipino sa Elementarya II – Panitikan ng Pilipinas

Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
41
Course Information
Pagtuturo ng Filipino sa Elementarya II
– Panitikan ng Pilipinas
Grading System
Sumasaklaw ang kursong ito sa paggamit ng iba’t ibang anyo ng literatura ng Pilipinas galing sa sarili at iba’t ibang 1.1.1, 1.6.1,
rehiyon sa pagtuturo, produksiyon ng mga kagamitang panturo at pagtatayang angkop sa elementarya. Mahalaga ang 3.2.1, 4.1.1,
kursong ito sapagkat ihahanda at ipapadanas sa mismong mga mag-aaral ang landasin kung paano ituturo ang mga 5.1.1
panitikang nakalaan sa antas ng elementarya gamit ang wikang Filipino. Higit na bibigyang-tuon ang mga layuning
nakatala sa Curriculum Guide mula sa Kagawaran ng Edukasyon, ang aktuwal na mga sipi ng teksto mula sa librong ginagamit
sa pampubliko at pampribadong paaralan at paglikha ng mga kagamitang panturo. Sa huli, layunin ng kursong ito na
maikintal at mapalalim sa mga mag-aaral (pre-service teachers) ang kanilang kamalayan at pagpapahalaga sa
panitikan upang sila ay maging mahusay na guro ng Filipino sa elementarya.

Matapos ang isang semestre, ang mga mag-aaral ay inaasahang:
A. naipapamalas ang kasanayan sa mga estratehiyang pampagtuturo sa pagpapaliwanag ng mga batayang kaalaman sa 1.1.1, 3.2.1
pagtuturo ng panitikan ng Pilipinas sa elementarya,
B. naipapamalas ang kahusayan sa pagtuturo ng Filipino gamit ang wikang Filipino at mother tongue at akmang 1.6.1, 4.1.1
dulog pagtuturo at pagkatuto ng/sa panitikang Filipino ayon sa kahingian ng K-12 kurikulum,
C. nakakapili, nakakalikha at nakakagamit ng kagamitang panturong nakaugat sa lokal na kultura at 4.5.1
D. nakakapili, nakakalikha at nakakagamit ng mga akmang pagdulog sa pagtasa at pagtaya sa pagtuturo at pagkatuto 5.1.1
ng/sa
wikang Filipino.
42
Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 a. Nakakabuo ng tiyak at malinaw [A] Kahulugan ng Panitikan  Lektyur at  Maikling [A]
na kahulugan ng panitikan. 1.1.1 Pangkatang pagsusulit/Pagsasanay 1.1.1
b. Nasusuri ang kahulugan ng paligsahan
panitikan sa lapit-estruktural.
c. Nasasabi ang kaugnayan ng
panitikan sa sarili at lipunan.
d. Naiisa-isa ang halaga ng
panitikan batay sa iba’t ibang
Kahalagahan ng Panitikan
kategorya o pamantayan.  Posisyong papel kung bakit
[A]
e. Nakikritika ang kahalagahan ng  Pagbabahagi ng mga sa gitna ng makabagong
1.1.1
pantikan batay sa sariling sariling sanaysay o panahon ng social media ay
danas. karanasan kung saan mahalagang matutuhan ng
f. Nakakabuo ng posisyong papel ang isang akdang mga mag-aaral sa
kaugnay sa halaga ng pagtuturo pampanitikan ay elementarya ang iba’t-
ng panitikan sa elementarya. nakapagpabago o ibang uri ng panitikan
nakaimpluwensya sa
kanilang buhay
Week 2 a. Naipapaliwanag ang iba’t ibang Tula  Malikhaing pag-uulat  Maikling pagsusulit at/o [A]
kahulugan ng tula.  Pangkatang kritika pagsasanay 1.1.1
b. Napag-uusapan ang mga
elementong bumubuo sa tula.
c. Nailalapat sa piling tula ang mga
elementong tinataglay nito sa [A]
1.1.1
tulong ng maikling pagsusuri.
d. Naibibigay ang malinaw na

Bugtong
kahulugan ng bugtong.  Bugtungan  Maikling pagsusulit at/o [A]
e. Nasusuri ang paraan ng pagsasanay kung saan 1.1.1
konstruksiyon ng bugtong at  Pagbabahagi ng mga magiisip ng mga
kung paano ito maituturo sa kasanayang nahuhubog sa ‘makabagong bugtong’ na
mga mag- aaral sa ang mga sagot ay mga
mga mag-aaral kapag sila
elementarya modernong bagay gaya
ay nag-iisip ng mga
ng cellphone, internet,
kasagutan sa bugtong
etc.
43
Week 3 a. Naipapaliwanag ang kahulugan ng Salawikain  Q and A  Pagsulat ng salawikain [A]
salawikain.  Pagsulat ng salawikain 1.1.1
[A]
b. Nabibigyang-pagpapakulugan ang
1.1.1
ilang piling salawikain.
c. Nakakalikha ng sariling
makabagong salawikain
 Pagbabahagi ng konsepto [A]
Kuwento  Inter-aktibong talakayan
ng isang kuwentong 1.1.1
d. Nabibigyang-kahulugan ang ng mga uri kwentong
kuwento. naaangkop sa at pambata. (Maaari ring
e. Naipapaliwanag kung bakit magugustuhan ng mga ituloy ang pagbuo sa
mahalaga ang mga kuwento sa kabataan ngayon kwentong pambata bilang
paghubog ng kamalayan ng proyekto sa katapusan ng
mga mag-aaral kurso)
f. Nakakalikha sariling mga
kuwentong pambata.
Week 4 a. Naipapaliwanag ang kahulugan ng Alamat  Kritikang pangnilalaman  Maikling pagsusulit at/o [A]
alamat. sa alamat pagsasanay 1.1.1
b. Nakakabasa ng ilang piling
alamat.
c. Nakikritika ang nilalaman ng
alamat lalo na ang taglay na [A]
pagpapahalaga o esensiya nito. 1.1.1
Pabula  Pagtatanghal ng piling  Pagkikritika ng pagtatanghal

[A]
d. Nailalahad ang pagiging pabula gamit ang rubrik
1.1.1
epektibo ng mga pabula sa
pagbibigay ng aral lalo na sa
mga mag-aaral sa
elementarya.
e. Nakakabasa ng ilang piling
pabula.
f. Naitatanghal ang ilang piling
pabula.
Week 5-8 a. Naipapamalas ang kahusayan [A, B] Mga epektibong dulog at  Paunang Pakitang Turo  Pagkritika (Critiquing) at [A,
sa pagtuturo ng Filipino gamit 1.1.1, estratehiya sa pagtuturo (formative) Paggamit ng rubrik B, C,
1.6.1, ng panitikan, paglikha ng D]
ang wikang Filipino at mother
3.2.1, 1.1.1,
tongue at akmang dulog kagamitang panturo at
4.1.1 1.6.1,
pagtuturo at pagkatuto ng/sa pagtataya
3.2.1,
panitikang 4.1.1,
44
Filipino ayon sa kahingian ng K- 4.5.1,
12 kurikulum, 5.1.1
45
b. Nakakapili, nakakalikha at [C]  Pagsulat ng Banghay-
nakakagamit ng kagamitang 4.5.1 aralin
panturong nakaugat sa lokal  Paglikha ng kagamitang
na kultura panturo
c. Nakakapili, nakakalikha at [D]
nakakagamit ng mga akmang 5.1.1
pagdulog sa pagtasa at pagtaya  Pagbuo ng angkop
sa pagtuturo at pagkatuto na pagtataya
ng/sa (assessment)
wikang Filipino.
Week 9 a. Naikokontrast ang parabula sa Parabula  Pagtatanghal  Pagkikritika sa pagtatanghal [A]
pabula. 1.1.1
b. Nakakabasa ng ilang piling
parabula.
c. Naitatanghal ang ilang piling
parabula.
[A] Kuwentong-bayan
d. Naipapaliwanag ang katuturan  Komunikatibong talakayan  Maikling pagsusulit at/o [A]
1.1.1
ng kuwentong-bayan. sa kahalagahan ng mga pagsasanay 1.1.1
e. Nakakahanap sa sariling lugar kuwentong bayan sa
ng mga kuwentong-bayan. paghubog ng kamalayan
f. Naisasalaysay sa klase ang ng mga mag-aaral
nilalaman ng nahanap na
kuwentong-bayan.  Dugtungang Pagsasalysay
Week 10 a. Naipapaliwanag ang ibig sabihin Mitolohiya  Talakayan  Maikling pagsusulit at/o [A]
ng mitolohiya. pagsasanay 1.1.1
b. Nakikirtika ang ilang piling
mitolohiya sa tulong ng mga
karakter na bida rito.
c. Naisasadula ang ilang piling
[A] [A]
kuwentong-bayan sa Filipino.
1.1.1 1.1.1
Epiko  Kantahan /Chanting  Pag-aaral sa mga piling
d. Nakikilala ang mga anda ng
epiko at ang mga
isang epiko.
mabubuting aral o
e. Napapangalanan ang mga sikat
reyalidad sa buhay na
na epiko sa bansa.
sinasaklaw ng mga akda
f. Nakakanta ang ilang piling epiko.
na mahalagang
46
matutunan ng mga mag-
aaral.
Week 11 a. Naipapaliwanag ang kahulugan ng Sanaysay  Panayam ng Guro  Maikling pagsusulit at/o [A]
sanaysay.  Pagbasa at kritika pagsasanay 1.1.1
b. Nakikirtika ang pagkakabuo nito. sa sanaysay
c. Naikokontrast ang pormal sa
di- pormal na sanaysay.
d. Nakakahanap ng mga tiyak na
[A] Pormal at Di-Pormal na [A]
halimbawa ng pormal at di-  Paggawa ng Venn  Pagpapasulat ng sanaysay
1.1.1 Sanaysay 1.1.1
pormal na sanaysay. Diagram na nagpapakita
e. Nakakasulat ng pormal at di- ng pagkakahalintulad at
pormal na sanaysay. pagkakaiba ng pormal
f. Nakakabasa ng napapanahong at di-pormal na
sanaysay. sanaysay
g. Napag-uusapan ang nilalaman
nito.
h. Nakikritika ang sanaysay batay sa  Pagpapabasa ng sanaysay  Kritikang pangklase at
Pagbasa ng Sanaysay [A]
nilalaman at estilo ng pagkakasulat pagbabahagi ng mga 1.1.1
nito. natatanging makabagong
sanaysay na marapat
na isama sa pag-aaral ng
mga estudyante sa
elementarya
Week 12 a. Nakakasulat ng sariling Pagsulat ng Sanaysay  Pagpapasulat ng sanaysay  Metakritika [A]
sanaysay. 1.1.1
b. Nababasa ang ginawang sariling

sanaysay.
c. Nakikritika ang sanaysay sa [A]
pamamagitan ng binuong rubriks 1.1.1
para sa klase.
 Madulang pagtalakay  Pagkikritika ng dula base [A]
d. Nabibigyang-depinisyon ang dula. Dula
sa artistikong 1.1.1
e. Nakakapanood ng ilang piling  Aktuwal na panonood
dula. pagkakatanghal at sa
f. Nakikritika ang napanood na mahahalagang aral o
dula. konseptong ibinabahagi nito
47
Week 13 a. Nailalarawan ang mga uri ng Mga Uri ng Dula  Talakayan  Metakritika [A]
dula. 1.1.1
b. Nakakakapagbigay ng mga tiyak
na halimbawa sa mga uri ng
dula. [A]
c. Nabibigyang-reaksiyon ang ilang 1.1.1
piling eksena sa dula. Pagsulat ng Dula  Pagpapasulat ng dula na  Pagkikiritika ng [A]
sumasaklaw sa mga mga ibinahaging 1.1.1
d. Nakakasulat ng isang dula para kasalukuyang isyu na dula
sa bata. kinakaharap ng mga
e. Naibabahagi sa klase ang mag- aaral
ginawang dula.
f. Nakikitrika ang nilalaman ng dula.
Week 14 a. Nakakapagsadula ang isang klase Aktuwal na Pagsasadula  Pagsasadula  Pagsulat ng repleksiyong [A]
sa tulong ng napiling piyesa. papel tungkol sa ginawang 1.1.1
[A]
b. Namamarkahan ang pagsasadula
1.1.1
pagsasadula sa tulong ng
rubriks.
c. Nakikritika ang isinagawang
pagsasadula
Week a. Naipapamalas ang kahusayan sa [A, B] Mga epektibong dulog at  Huling Pakitang Turo  Pagkritika (Critiquing) [A,
15-18 pagtuturo ng Filipino gamit ang 1.1.1, estratehiya sa pagtuturo ng (summative) at Paggamit ng rubrik B, C,
1.6.1, panitikan, paglikha ng D]
wikang Filipino at mother tongue
3.2.1, 1.1.1,
at akmang dulog pagtuturo at kagamitang panturo at
4.1.1 1.6.1,
pagkatuto ng/sa panitikang pagtataya
3.2.1,
Filipino ayon sa kahingian ng K- 4.1.1,
12 kurikulum,  Pagsulat ng Banghay- 4.5.1,
b. nakakapili, nakakalikha at [C] 5.1.1
aralin
4.5.1
nakakagamit ng kagamitang  Paglikha ng kagamitang
panturong nakaugat sa lokal panturo
na kultura at
c. Nakakapili, nakakalikha at [D]
nakakagamit ng mga akmang 5.1.1  Pagbuo ng angkop
pagdulog sa pagtasa at pagtaya na pagtataya
sa pagtuturo at pagkatuto (assessment)
ng/sa
wikang Filipino.
48
Casanova, Arthur P. Klasrum Drama, Mga Anyo ng Dulaan para sa Paaralan. Lungsod Mandaluyong: Anvil Publishing,
Inc. 2011. Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE). Quezon City: LORIMAR
Publishing.
Gojo Cruz, Genaro R. “Sampung Pinakamahusay na Teknik na Ating Ginagamit sa Pagtuturo ng Panitikan.” Nasa Villafuerte, Pat V., et al. Pamfilo D. Catacataca, PhD:
Ang Manghahasik ng Edukasyong Pangwika. Lungsod Caloocan: Suatengco Publishing House. 2009.
PPST-RPMS Manual
Villafuerte, Patrocinio V. Pagpapahalaga sa Panitikan (Sining Pantanghalan). Lungsod Malabon: Jimcyzville Publications. 2012.
49
Teaching Science in the Primary Grades (Biology and
Chemistry)
Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
49
Course Information
Teaching Science in the Primary Grades
(Biology and Chemistry)
Grading System

This course includes understanding of spiralling/spiralling basic science concepts and application of science inquiry in
Chemistry and Biology, strategies in teaching elementary science, development of instructional materials and assessment. 1.1.1, 4.1.1,
Content topics in Chemistry include Properties and Structure of Matter and Changes that Matter Undergo. In Biology, 4.5.1, 5.1.1
content topics include Parts and Functions of Animals and Plants, Heredity: Inheritance and Variation, Biodiversity and
Evolution and Ecosystems. Ultimately, the pre-service teachers will be equipped with the pedagogical content knowledge in
science as well as skills in instructional materials development and knowledge of the design, selection, organization and use
of appropriate assessment strategies for the primary elementary grades (1-3).

A. demonstrate content knowledge of science for elementary grades including its nature, content, conceptual framework, 1.1.1, 1.2.1
domains of learning, pedagogical approaches, and research-based knowledge and principles of teaching and learning the
subject,
B. demonstrate pedagogical content knowledge that promotes scientific, technological and environmental literacies, 1.1.1
C. select, develop and use varied teaching and learning resources, including ICT, in teaching science and 4.5.1
D. design, select, organize and use appropriate and varied learning processes and assessment strategies consistent with 4.1.1, 5.1.1
the curriculum requirements.
Teaching Science in the Primary Grades (Biology and 50

Week 1 a. Inquire into the nature of science [A] The Nature of Science  Lecture, class discussion  Making a concept map on [A]
- 1.1.1 the nature of science and 1.1.1
1.2.1 1.2.1
-- the scientific enterprise, the goals of science
products, applications and education
attitudes --- and what this
looks like in the primary
classroom [A] Goals of Elementary Science
1.1.1 Education
b. Explain the goals appropriate for
the quality elementary science
program
Week 2 a. Discuss the current state of [A] Current Developments in  Plenary discussion where  Writing an insight paper [A]
primary science --- the status and 1.1.1, Primary Science on the subject matter 1.1.1,
students synthesize their
1.2.1 1.2.1
provision of science education in findings based on their
elementary schools individual readings
b. Identify what recent and [A]
relevant research in science 1.1.1,
education has to say about 1.2.1
primary science (what works and

what challenges to consider)
Week 3-4 a. Elucidate on the basic [A] The Processes of Science  Interactive activities on  Accomplishing worksheets [A]
1.1.1, d. Basic Processes the processes of science and practical exercises 1.1.1,
processes that form the
1.2.1 1.2.1
foundation for scientific o Observing (written or performance-
investigation and the integrated o Classifying based) on the processes of
processes that form the method o Communicating science
of actual scientific inquiry o Measuring
o Predicting
o Inferring
e. Integrated Processes
o Identifying and
controlling variables
o Formulating and testing
hypotheses
o Interpreting data
o Defining operationally

o Experimenting
o Constructing models
Week 5 a. Examine the constructivist view [A] Constructivism  Classroom observation  Preparing observation notes [A]
of learning 1.1.1, where students identify and/or journal writing 1.1.1,
1.2.1 1.2.1
b. Trace indications/manifestations practices consistent with
of spiral progression approach constructivism
as seen in the science
curriculum guide
Week 6 a. Discuss and apply the [A, B] Inquiry: Learning how to  Modelling the process-  Writing lesson plan that [A, B]
process- oriented guided- 1.1.1, do science rather than oriented guided-inquiry applies the process-oriented 1.1.1,
1.2.1, learning about science 1.2.1
inquiry methodology of science methodology of science guided-inquiry
teaching teaching methodology of science
teaching
Week 7-8 a. Synthesize information about [A] Basic Concepts and  Student-led discussion:  Micro-teaching on a [A,
scientific principles 1.1.1 Principles for the Individually or in given topic in B, D]
1.1.1,
Elementary Science groups, students will be Chemistry
[A] 1.2.1,
b. Examine the scope and 1.1.1
Education Program: assigned a specific topic 4.1.1
sequence of science in the Chemistry includes to discuss with  “Microteaching is a scaled-
primary grades Properties and Structure of corresponding down, simulated teaching
[A, Matter and Changes that instructional material to be encounter designed for
B, D] Matter Undergo. used the training of both pre-
c. Develop sound lesson plans to
1.1.1,
guide children in their service or in-service
1.2.1,
investigations with corresponding 4.1.1 teachers… Its purpose is
instructional materials and to provide teachers with
assessment tools the opportunity for the
safe practice of an
enlarged cluster of
teaching skills while
learning how to develop
simple, single- concept
lessons in any
teaching subject.”
(https://www.encyclopedia.c
om/education/encyclopedia
s-almanacs-transcripts-and-
maps/microteaching)

 A sample configuration of
which is as follows:
Teachers would teach an
initial five to ten minute,
single element lesson that
was critiqued by a
supervisor. The teacher
would have a brief time
to revise the lesson and
then
reteach the same lesson to
a different group.
Week 9-10 a. Synthesize information about [A] Basic Concepts and  Lecture, class discussion  Micro-teaching on a given [A]
scientific principles 1.1.1 Principles for the topic in Biology 1.1.1
b. Develop sound lesson plans to Elementary Science
[A, B] [A, B]
guide children in their Education Program: Biology
1.1.1, 1.1.1,
investigations with corresponding 1.2.1 includes Parts and Functions 1.2.1
instructional materials and of Animals and Plants,
assessment tools Heredity: Inheritance and
Variation, Biodiversity and
Evolution and Ecosystems.
Week 11 a. Describe the current [C] Instructional Materials  Answering Educational  Creating and evaluating [C]
technologies that may be used 4.5.1 Development for Elementary instructional materials 4.5.1
Technology Quotient (ETQ)
in teaching science Science Education and Inventory (both traditional and
b. Infuse technologies into scientific Technology in Elementary technology- based) using
investigations Science Education a teacher- made rubric
Week a. Identify practical suggestions [A, Strategies for Successful  Teacher modelling some  Micro-teaching on a [A,
12-13 pertaining to implementing a B, D] Science Activities strategies of science given topic B, D]
1.1.1, 1.1.1,
constructivist, process-oriented, a. Process-oriented, teaching
1.2.1, 1.2.1,
inquiry science program in the Problem-based,
4.1.1 4.1.1
elementary classroom 1.1.1 Inquiry-based  Brainstorming 1.1.1
b. Animals and Plants in
the Classroom
c. Outdoor classrooms
d. Others based on
students’ reasearch

Week 14 a. Devise ways in which process- [D] Assessment  Lecture, discussion and  Self, peer and teacher [D]
oriented inquiry science 5.1.1 a) Assessment of writeshop on critiquing of assessment 5.1.1
teachers can assess the process skills developing assessment tools/instruments using the
learning of their students b) Assessment of inquiry tools/instruments teacher-made rubric
c) Assessment of attitude
d) Assessment of content
Authentic Assessment
Techniques
a) Interviewing
b) Journals
c) Portfolios
Week 15 a. Explain what concept maps are, [B, C] Concept Mapping in  Class discussion and  Constructing concept map [B, C]
how the technique can be taught 4.1.1, Elementary Science for board work on any particular 4.1.1,
4.5.1 Lesson Planning, Instruction 4.5.1
and how they can be used to science topic and grade
enhance science learning and Assessment level (1-3)
Week a. Teach a topic using the principles [A, Synthesis and Application of  Final (individual)  Demonstration teaching [A, B,
16-18 and concepts learned in the B, C, Key concepts and principles demonstration teaching, with critiquing/ C, D]
D] 1.1.1,
course through demonstration peer critiquing of mentoring
1.2.1,
teaching ng/sa wikang Filipino. 1.1.1, instructional plans, 4.1.1,
1.2.1, materials and 4.5.1,
4.1.1, assessment tools 5.1.1
4.5.1,
5.1.1
Martin, D. J. (2003.). Elementary science methods: A constructivist approach. Wadsworth
McCrory, A. & Worthington, K. (2018). Mastering primary science. London, UK: Bloomsbury Publishing.
National Research Council of the National Academies (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National
Academies Press.
PPST-RPMS Manual

Teaching Science in the Intermediate Grades (Physics, Earth and Space
Science)
Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
55
Course Information
Teaching Science in the Intermediate
Course Name Grades (Physics, Earth and Course Code
Space Science)
Grading System

This course includes understanding of spiraling basic science concepts and application of science inquiry in Physics and Earth
and Space, strategies in teaching elementary science, development of instructional materials and assessment. Content topics in 1.1.1, 4.1.1,
Physics include Force and Motion, and Energy while Earth and Space Science include Geology, Meteorology, and 4.5.1, 5.1.1
Astronomy. Ultimately, the pre-service teachers will be equipped with the pedagogical content knowledge in science as
well as skills in instructional materials development and knowledge of the design, selection, organization and use of
appropriate assessment strategies for the intermediate elementary grades (4-6).

A. demonstrate content knowledge of science for elementary grades including its nature, content, conceptual framework, 1.1.1, 1.2.1
domains of learning, pedagogical approaches, and research-based knowledge and principles of teaching and learning the
subject,
B. demonstrate pedagogical content knowledge that promotes scientific, technological and environmental literacies, 1.1.1
C. select, develop and use varied teaching and learning resources, including ICT, in teaching science and 4.5.1
D. design, select, organize and use appropriate and varied learning processes and assessment strategies consistent with 4.1.1, 5.1.1
the curriculum requirements.
56
Week 1 a. Elaborate the nature, goals [A] Review of the Nature, Goals,  Cooperative learning  Making an infographic that [A]
and processes of science 1.1.1 and Processes of Science summarizes the topic for 1.1.1
groups discussing the
1.2.1 1.2.1
assigned topic the week
Week 2 a. Discuss the domains of learning [A] Domains of learning Science  Plenary discussion where  Writing an insight paper [A]
science: (1) understanding and 1.1.1 on the subject matter 1.1.1
students synthesize their
applying scientific knowledge in findings based on their
local setting as well as global individual readings
context whenever possible, (2)
performing scientific processes
and skills and (3) developing
and demonstrating scientific
attitudes and values
Week 3-4 a. Synthesize information about Basic Concepts and  Lecture, class discussion  Lesson plan writing on a [A]
scientific principles [A] Principles for the Elementary given topic in Physics 1.1.1
1.1.1 Science Education Program:
b. Examine the scope and
sequence of science in the Physics includes Force and
[A, B]
primary grades [A, B] Motion, and Energy. 1.1.1,
c. Develop sound lesson plans to 1.1.1, 1.2.1
guide children in their 1.2.1
investigations with corresponding
instructional materials and
assessment tools
Week 5-6 a. Synthesize information about [[A] Basic Concepts and  Lecture, class discussion  Lesson plan writing on a [A, B],
scientific principles 1.1.1 Principles for the given topic in Earth and D
Elementary Science 1.1.1,
b. Develop sound lesson plans to Space Science
1.2.1,
guide children in their [A,
Education Program: Earth 4.1.1
investigations with corresponding B, D] and Space Science includes
instructional materials and 1.1.1, Geology, Meteorology, and
assessment tools 1.2.1, Astronomy .
4.1.1
57
Week 7-9 a. Analyze the appropriateness, [A, Approaches to teaching  Student-led discussion  Accomplished exit slip [A,
benefits and drawbacks of the B, D] science with the teacher acting on the topic B, D]
following approaches: 1.1.1, 1.1.1,
as “devil’s advocate”
1.2.1, 1.2.1,
a. Multi/ interdisciplinary  Micro-teaching on a
4.1.1 4.1.1
b. Science-technology- given topic in Physics or
society approach Earth and Space Science
c. Contextual learning
b. Demonstrate understanding of
 “Microteaching is a
the approaches through micro-
scaled- down, simulated
teaching
teaching
 encounter designed for
the training of both pre-
service or in-service
teachers… Its purpose is
to provide teachers with
the opportunity for the
safe practice of an
enlarged cluster of
teaching skills while
learning how to develop
simple, single concept
lessons in any
teaching subject.”
 (https://www.encyclopedia.c
om/education/encyclopedia
salmanacs-transcripts-and-
maps/microteaching)
 A sample configuration
of which is as
 follows: Teachers would
teach an initial five to ten
minute, single element
lesson that was critiqued
by a supervisor. The
teacher would have a
brief time to revise the
lesson and then reteach
the same lesson to a
58
different group.
59
Week a. Analyze the appropriateness, [A, Approaches to teaching  Student-led discussion  Accomplished exit slip [A,
10-12 benefits and drawbacks of the B, D] science with the teacher acting on the topic B, D]
1.1.1, 1.1.1,
following approaches: as “devil’s advocate”
1.2.1, 1.2.1,
a. Problem/issue-based 4.1.1  Micro-teaching on a given 4.1.1
learning topic in Physics or Earth
b. Inquiry-based and Space Science
b. Demonstrate understanding of the
approaches through micro-
teaching
Week 13 a. Describe the current Instructional Materials  Answering Educational  Creating instructional
technologies that may be used [C] Development for Technology Quotient (ETQ) materials (traditional and [C]
in teaching science 4.5.1 Elementary Science Inventory technology-based) 4.5.1
b. Infuse technologies into scientific Education and Technology in
investigations Elementary Science
Education
Week 14 a. Identify practical suggestions [A, Strategies for Successful  Teacher modelling some  Reflection paper that [A,
pertaining to implementing a B, D] Science Activities strategies of science discusses student’s B, D]
1.1.1,  Process-oriented, 1.1.1,
constructivist, process-oriented, teaching personal appropriation of
1.2.1, 1.2.1,
inquiry science program in the 4.1.1 Problem-based, the topic 4.1.1
elementary classroom Inquiry-based  Brainstorming
 Animals and Plants
in the Classroom
 Outdoor classrooms
 Others based on
students’ research
Week 15 a. Devise ways in which process- Assessment  Lecture and writeshop on  eveloped [D]
oriented inquiry science [D] e) Assessment of developing assessment assessment 5.1.1
teachers can assess the 5.1.1 process skills tools/instruments tools/instruments
learning of their students f) Assessment of inquiry
g) Assessment of attitude
h) Assessment of content
Authentic Assessment
Techniques
d) Interviewing
60
e) Journals
f) Portfolios
g) Others
Week a. Teach a topic using the principles [A, Synthesis and Application of  Final (individual)  Demonstration teaching [A, B,
16-18 and concepts learned in the B, C, Key concepts and principles demonstration teaching, with critiquing/ C, D]
D] 1.1.1,
course through demonstration peer critiquing of mentoring
1.2.1,
teaching 1.1.1, instructional plans, 4.1.1,
1.2.1, materials and 4.5.1,
4.1.1, assessment tools 5.1.1
4.5.1,
5.1.1

Martin, D. J. (2003.). Elementary science methods: A constructivist approach. Wadsworth
McCrory, A. & Worthington, K. (2018). Mastering primary science. London, UK: Bloomsbury Publishing.
National Research Council of the National Academies (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National
Academies Press.
PPST-RPMS Manual
61
Teaching Social Studies in the Primary Grades

Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
61
Course Information
Teaching Social Studies in the
Course Name Primary Course Code
Grades
Pre-requisite Subject Course Credit 3 units, 3 hrs/wk. (18 weeks, 54 hrs total)
Grading System
This course shall equip the students in the BEED Program with the technological, pedagogical and content knowledge 1.1.1, 1.2.1,
(TPCK) necessary for them to effectively teach Social Studies to diverse learners in the primary grades. In this course, 3.2.1, 4.1.1,
local history and culture which form part of the curriculum content of Araling Panlipunan, and the appropriate teaching 4.2.1, 4.5.1,
strategies and assessment methods, will be given emphasis. Profiling available cultural resources in the community, preparing 5.1.1
contextualized instructional materials, facilitating discussion, finding and utilizing appropriate social studies resources, planning
and teaching a lesson to an entire class in the primary shall form part of the authentic and experiential activities of
the course.
A. Demonstrate content knowledge and research-based knowledge and its application within/or across curriculum teaching 1.1.1, 1.2.1
areas
B. Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and 3.2.1
religious backgrounds
C. Prepare developmentally-sequenced teaching and learning processes using a variety of resources, including ICT, to 4.1.1, 4.5.1
address learning goals aligned with curriculum requirements
D. Identify learning outcomes that are aligned with learning competencies in the primary grades 4.2.1
E. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum 5.1.1
requirements
Teaching Social Studies in the Primary 62

Week 1 a. Clarify and Explain the meaning 1.1.1 Social Sciences Defined  Library and Internet  Students retrieval of 1.1.1
and importance of Social Sciences 1.2.1 information from 1.2.1
Search
[A] Social Studies (Araling
and Social Studies through graphic internet/books on the
organizers and visual illustrations Panlipunan) Defined  Brainstorming topics
Importance/relevance of  Students will prepare and  Participation in Group

Teaching Social Studies present graphic Sharing/Discussion/Work
(Araling Panlipunan) organizers/visual
illustrations focusing on  Rubric score cards of
the definition of Social graphic organizers/visual
Sciences/Social Studies illustrations and
and the Importance of group presentation
Studying/Teaching Social
Studies (Araling
Panlipunan)
 Group Presentation
 Class Discussion
Week 2-3 a. Describe the K to 12 Araling 1.1.1 The Social Studies  Library/Internet Search  Students retrieval of 4.1.1,
Panlipunan in Grades 1-3 [A] Program in the K to 12 information from the 4.2.1
Curriculum (Grades 1-3);  Buzz Session; CGs for AP in the
b. Prepare creative expressions The  Think-Square-Share Primary
4.1.1,
through visual illustrations/graphic 4.5.1 Intended Outcomes Grades/internet/books on
organizers to describe the K to [C] Key Stage Standards  Lecture-Discussion the topics
12 AP Curriculum (Grades 1-3) Grade Level Standards 1.1.1
 Oral presentation  Assess through observation
4.1.1 Scope and Sequence (Saklaw of student responses in
c. Prepare a curriculum map for
[C]
the K-12 AP for Grades 1-3 at Daloy ng Kurikulum sa  Curriculum Mapping the Q and A
Araling Panlipunan Baitang K-  Community Mapping
d. Show the alignment of the 4.1.1, 3) (Resources, Local History 1.1.1
intended outcomes, grade 4.2.1 and Culture)  Participation in Group 4.5.1
level standards and scope of [C,D] Profiling of Available Sharing/Discussion/
Araling Panlipunan in the Community Resources Work
1.1.1
Primary Grades 1.2.1
 Rubric Score Card to
assess the Curriculum Map

and the

e. Profile the available community Community Profile that will
resources that will form part of 1.1.1 be submitted
the local history and culture ,
for contextualization 1.2.1
[A]
Week 4 a. Cite concrete applications of 1.1.1 Guiding Principles in  Group Sharing  Assess through observation 1.1.1
the Guiding Principles of 1.2.1 Teaching Araling Panlipunan and Discussion the participation in Group 1.2.1
[A]
Araling Panlipunan sharing/discussion
 Role Playing
b. Present a Role Play applying 4.1.1  Assess the role playing 4.1.1
the different principles in [C] with the help of the Role
teaching Araling Panlipunan Playing Rubric
Week 5-6 a. Differentiate an approach, a 1.1.1 Definition of Approach,  Class Discussion  Participation in Discussion 1.1.1
strategy or method and [A] Strategy and Technique
a
technique  Assess through observation 1.1.1
4.1.1, Approaches and Methods  Preparing/Writing Session of student responses in
b. Prepare session plans and 4.2.1 in Teaching AP in the Plans, IMs and hand- the Q and A
instructional aids as they [C,D] Primary Grades outs
facilitate
the discussion and demonstration  Oral presentation/  Oral presentation of 1.1.1
of and explain the features of the Demonstration of assigned assigned topics
different approaches and methods topics on approaches
1.1.1 and
in teaching Social Studies 4.1.1 methods of teaching  Rubric score cards for 4.1.1
4.2.1 Araling Panlipunan Oral 4.2.1
4.5.1 presentation/Demonstration
[A,C,
c. Observe a Demonstration Lesson and Session Plan with hand- 4.5.1
D]
to be conducted by the Course  Observing a outs
Facilitator or a Basic Education Demonstration Lesson
1.1.1
Teacher handling AP for Grades  Rubric score cards on 4.1.1
1- 3 the Observation 4.2.1
Report
4.5.1
Week 7-8 a. Describe the different assessment 1.1.1 Evaluating Pupils’  Library and Internet  Students retrieval of 1.1.1
techniques/tools used in Araling 1.2.1 Achievement in Social Search information from 1.2.1

Panlipunan [A] Studies  Brainstorming internet/books on the
topics
 Students will prepare and
present graphic

b. Critique sample tests in AP for 1.1.1 Authentic/Creative organizers/visual  Participation in Group 1.1.1
Grades 1-3 5.1.1 Assessment in AP illustrations Sharing/Discussion/Work
[A,
E] a. Traditional
c. Prepare sample formative and b. Portfolio  Group Presentation  Rubric score cards of 1.1.1
summative assessment tools in AP graphic organizers/visual 5.1.1
c. Performance Tasks
for Grades 1-3 5.1.1  Lecture- Discussion illustrations, group
d. Scoring Rubrics
[E] presentation and sample
 Critique of tests in tests developed
Araling Panlipunan
Grades 1-3
 Preparing sample
formative and summative
assessment tools in AP
Grades 1-3

Week a. Define what a lesson plan is 1.1.1 Planning for Effective  Lecture Discussion  Students retrieval of 1.1.1
9-10 [A] Teaching information from
1.1.1
b. Identify the different components The Lesson Plan-Kinds,  Mini Workshops on internet/books on the
[A]
of a lesson plan Format, Components of the Lesson Planning topics
Lesson Plan
1.1.1
c. Differentiate the different kinds of 1.1.1  Preparing/Writing lesson  Participation in Group
lesson plan [A] plans in Social Sharing/Discussion/Work
Writing detailed lesson plans
Studies(Araling Panlipunan
in Social Studies(Araling 4.1.1
d. Prepare lesson plans in AP 1-3)  Rubric Score Cards for
4.1.1 Panlipunan 1-3) 4.2.1
from Grades 1-3 4.2.1 the Lesson Plan
[C,D]
Week a. Carry out a prepared lesson plan 4.1.1 Teaching Araling Panlipunan  Teaching Demonstration at  Actual Teaching 4.1.1
11-16 in Social Studies in a chosen year 4.2.1 in the Primary Grades the DepEd Cooperating Demonstration 4.2.1
[C,D] 1.1.1
level Schools
Actual Teaching  Rubric Score Cards for 3.2.1
1.1.1
b. Demonstrate a meaningful and 1.2.1 Demonstration  Pre and Post Conference the Teaching
comprehensive knowledge of [A] Demonstration
the subject matter they will Evaluation of the Teaching
teach. 3.2.1 Demonstration
[B]
c. Apply a wide range of

teaching/presentation skills.
That are responsive to
learners’

linguistic, cultural, socio-
economic and cultural
backgrounds
4.1.1
d. Facilitate learning of diverse 3.2.1
types of learners in diverse [B,C]
type of learning environments,
using a
wide range of teaching
knowledge and skills.
Week a. Prepare a portfolio showcasing 4.1.1 Preparation of Portfolio  Preparation of Portfolio  Rubric score card 4.1.1
17-18 their significant experiences of 4.2.1 which highlights learnings 4.2.1
4.5.1 4.5.1
their first teaching on how to prepare
3.2.1 3.2.1
demonstration highlighting [B,C, developmentally
lesson preparation and D] sequenced teaching and
implementing teaching learning processes to meet
strategies curriculum requirements,
selection and development
of a variety teaching
and learning resources,
and implementing
teaching strategies
responsive to different
learner
backgrounds
Bilbao, Purita, et. Al. (2008). Curriculum Development. Quezon City: Sorimar Publication,
Inc. Duka, Cecilio D. Curriculum Development. Quezon City: Rex Book Store
Longstreet, W.S. and Shane, H.G. (1993) Curriculum for a New Millennium. Boston: Allyn and Bacon
Oliva, P. (1997) The Curriculum: Theoretical Dimension. New York: Longman
What is Curriculum Development? www.technology.com/edleadership/curriculum development (accessed April, 2017)
Pryor, Stefan, SDE: Guide to Curriculum Development. www.sde.et.go/sde/cwp/view.asp?=2618Q=321162 (accessed April, 2017). History_of_curriculum_development.doc

Teaching Social Studies in the Intermediate
Grades
Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
67
Course Information
Teaching Social Studies in the
Intermediate Grades
Pre-requisite Subject Course Credit 3 units, 3 hrs/wk (18 weeks, 54 hrs total)
Course Requirements
Grading System
This course shall equip the pre service teachers with the technological, pedagogical and content knowledge (TPCK) necessary 1.1.1, 1.2.1,
for them to effectively teach Social Studies to diverse learners in the intermediate grades. In this course, the curriculum 3.2.1, 4.1.1,
content of Araling Panlipunan in Grades IV to VI (Philippine Geography, History and Government, the appropriate teaching 4.2.1, 4.5.1,
strategies and assessment methods will be given emphasis to prepare students to become elementary grades teachers. 5.1.1
Facilitating discussion, reflecting, finding and utilizing appropriate social studies resources, planning and teaching a
lesson to an entire class in the intermediate grades shall form part of the authentic and experiential activities of the
course.

A. Demonstrate content knowledge and research-based knowledge and its application within/or across curriculum teaching 1.1.1, 1.2.1
areas
B. Implement teaching strategies that are responsive to learners’ backgrounds and special educational needs 3.2.1, 3.4.1
C. Prepare developmentally-sequenced teaching and learning processes using a variety of resources, including ICT, to 4.1.1, 4.5.1
address learning goals aligned with curriculum requirements
D. Identify learning outcomes that are aligned with learning competencies in the intermediate grades 4.2.1
E. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum 5.1.1
requirements
Teaching Social Studies in the Intermediate 68

Week 1 a. Clarify and Explain the meaning Course Orientation  Students retrieval of  Students retrieval of 1.1.1
and importance of Social Sciences 1.1.1 information from information from 1.2.1
1.2.1
and Social Studies visual Review: What is Social Studies internet/books on internet/books on the
[A]
illustrations and panel discussions (Araling Panlipunan) and the the topics topics
Importance of Teaching and
Studying  Participation in Group  Participation in Group
Social Studies (Araling Sharing/Discussion/Work Sharing/Discussion/Work
Panlipunan)
 Rubric score cards of  Rubric score cards of
Goals and Emphasis of visual illustrations and graphic organizers/visual
Teaching Araling Panlipunan group presentation illustrations and
group presentation
Week 2-3 a. Describe the K to 12 1.1.1 The Social Studies Program  Library/Internet Search  Students retrieval of 4.1.1,
Araling Panlipunan in [A] in the K to 12 Curriculum information from the 4.2.1
Grades 4-6 (Grades 4-6); The  Buzz Session CGs for AP in the
Intended Outcomes Intermediate
4.1.1,
b. Prepare creative expressions 4.5.1 Key Stage Standards  Lecture-Discussion Grades/internet/books on
through visual [C] Grade Level Standards the topics
illustrations/graphic organizers to Balangkas Konseptwal  Oral presentation 1.1.1
describe the K to 12 AP Tunguhin, Tema ng AP  Assess through observation
Curriculum (Grades 4-6) 4.1.1 of student responses in
[C]
Scope and Sequence (Saklaw  Mini workshop: Curriculum the
c. Prepare a curriculum map for at Daloy ng Kurikulum sa Mapping  Q and A
the K-12 AP for Grades 4-6 4.1.1, Araling Panlipunan Baitang 4- 1.1.1
4.2.1 6) 4.5.1
d. Show the alignment of the [C,D]  Participation in Group
intended outcomes, grade level Sharing/Discussion/
1.1.1
standards and scope of  Work 1.2.1
Araling Panlipunan in the
Intermediate Grades  Rubric Score Card to
assess the Curriculum
Map

Week 4 a. Cite concrete applications of 1.1.1 Guiding Principles in Teaching  Group Sharing  Assess through observation 1.1.1
the Guiding Principles of 1.2.1 Araling Panlipunan and Discussion the participation in Group 1.2.1
[A]
Araling Panlipunan sharing/discussion
b. Present a graphic organizer (chart) 4.1.1  Preparing graphic  Microteaching to 1.1.1

showing authentic applications of 3.2.1 organizers demonstrate select guiding 3.2.1
the different principles in 3.4.1 principles of Araling 3.4.1
[B,C] Panlipunan
classroom situations
Week 5-6 a. Differentiate an approach, a 1.1.1 Definition of Approach,  Class Discussion  Participation in Discussion 11.1.1
strategy or method and [A] Strategy and Technique
a technique  Preparing/Writing Session  Assess through observation 1.1.1
Approaches and Methods in Plans, IMs and hand- of student responses in
b. Facilitate the discussion and 4.1.1, Teaching AP in the outs the Q and A
demonstration of features of the 4.2.1 Intermediate Grades
different approaches and methods [C,D]  Oral  Oral presentation of 1.1.1
in teaching Social Studies presentation/Demonstratio assigned topics
n (Microteaching) of
c. Observe a Demonstration 1.1.1 assigned topics on  Rubric score cards for 4.1.1
Lesson to be conducted by the 4.1.1 approaches and methods Oral 4.2.1
Course Facilitator or a Basic 4.2.1 of teaching Araling presentation/Demonstration 4.5.1
Education Teacher handling AP 4.5.1 Panlipunan /Microteaching and Session
for Grades 4- 6 [A,C, Plan with hand-outs
D]
 Observing a 1.1.1
Demonstration Lesson  Rubric score cards on 4.1.1
the Observation 4.2.1
Report 4.5.1
Week 7-8 a. Describe the different 1.1.1 Evaluating Pupils’  Library and Internet  Students retrieval of 1.1.1
assessment techniques/tools 1.2.1 Achievement in Social Search information from 1.2.1
[A]
used in Araling Panlipunan Studies  Brainstorming internet/books on the
topics
b. Critique sample tests in AP 1.1.1,  Students will prepare and 1.1.1
for Grades 4-6 5.1.1 Authentic/Creative present graphic  Participation in Group
[A, E] Assessment in AP organizers/visual Sharing/Discussion/Work
illustrations

c. Prepare sample formative and 5.1.1 e. Traditional  Group Presentation  Rubric score cards of 1.1.1
summative assessment tools in [E] f. Portfolio graphic organizers/visual 5.1.1
AP for Grades 4-6 g. Performance Tasks  Lecture- Discussion illustrations, group
Scoring Rubrics presentation and sample
 Critique of tests in tests developed
Araling Panlipunan
Grades 4-6
 Preparing sample
formative and summative
assessment tools in AP
Grades 4-6
Week a. Prepare lesson plans in AP 1.1.1 Planning for Effective  Review Lesson on  Students retrieval of 1.1.1
9-10 from Grades 4-6 1.2.1 Teaching the Lesson Plan, information from 1.2.1
3.2.1
3.4.1
Kinds and internet/books on the
Components topics
4.1.1
4.2.1 Review on The Lesson  Participation in Group 1.1.1
 Mini Workshops on
5.1.1 Plan-Kinds, Format, Sharing/Discussion/Work
Lesson Planning
[A,B, Components of the
C,D,E Lesson Plan 1.1.1
 Preparing/Writing lesson  Rubric Score Cards for
] 3.2.1
plans in Social the Lesson Plan 3.4.1
Writing detailed lesson Studies(Araling Panlipunan 4.1.1
plans in Social 4-6) 4.2.1
5.1.1
Studies(Araling Panlipunan
4-6)  Critiquing
Week a. Carry out a prepared lesson plan 4.1.1 Teaching Araling Panlipunan in  Teaching Demonstration at  Actual Teaching 1.1.1
11-16 in Social Studies in a chosen year 4.2.1 the Intermediate Grades the DepEd Cooperating Demonstration 4.1.1
5.1.1 4.2.1
level Schools
[C,D, 4.5.1
E] Actual Teaching 3.2.1
Demonstration 3.4.1
1.1.1 5.1.1
b. Demonstrate a meaningful and 1.2.1 Evaluation of the Teaching  Pre and Post Conference  Rubric Score Cards for
comprehensive knowledge of [A] Demonstration the Teaching
the subject matter they will Demonstration
teach.

c. Apply a wide range of 3.2.1
4.5.1
teaching/presentation
[B,C]
skills.
3.2.1
d. Facilitate learning of diverse types 3.4.1
of learners with different [B]
linguistic, cultural, socio-
economic and religious
backgrounds and coming learners
in difficult circumstances
including: geographic isolation;
chronic illness; displacement
due to armed conflict, urban
resettlement or disasters; child
abuse and child labor practices.
Week a. Prepare a portfolio showcasing 4.1.1 Preparation of Portfolio  Preparation of Portfolio  Rubric score card 4.1.1
17-18 their significant experiences of 4.2.1 with focus on sharing 4.2.1
4.5.1 4.5.1
their teaching demonstration 3.2.1
how the teaching of 3.2.1
3.4.1 social studies should 3.4.1
[B,C, be comprehensive and
D] at the same time
inclusive of learners
with different
backgrounds and from
difficult circumstances.
Bilbao, Purita, et. Al. (2008). Curriculum Development. Quezon City: Sorimar Publication, Inc.
Department of Education (2013)K to 12 Curriculum Guide
Duka, Cecilio D. Curriculum Development. Quezon City: Rex Book Store
Longstreet, W.S. and Shane, H.G. (1993) Curriculum for a New Millennium. Boston: Allyn and
Bacon Oliva, P. (1997) The Curriculum: Theoretical Dimension: New York: Longman
What is Curriculum Development? www.technology.com/edleadership/curriculum development (accessed April, 2017)
Pryor, Stefan, SDE: Guide to Curriculum Development. www.sde.et.go/sde/cwp/view.asp?=2618Q=321162 (accessed April,
2017) History_of_curriculum_development.doc

Teaching Mathematics in the Primary Grades

Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
73
Course Information
Course Name Teaching Mathematics in the Course Code
Primary Grades
Pre-requisite Subject Course Credit
Course Requirements
Grading System

The course aims to equip the prospective teachers in the primary grades with the necessary pedagogical content knowledge
for the teaching of basic contents in mathematics. Understanding of key concepts and skills involving number and 1.1.1
number sense ( whole numbers up to 10 000 and the four fundamental operations including money, ordinal numbers up to 1.2.1
100th , basic concepts of fractions); , measurements ( time, length, mass, capacity, area of square and rectangle); 1.4.1
geometry (2-dimensional and3- dimensional objects, lines, symmetry and tessellation); patterns and algebra (continuous 1.5.1
and repeating patterns and number sentences); statistics and probability (data collection and representation in tables, 4.1.1
pictographs and bar graphs and outcomes) as applied using technology in critical thinking, problem solving, reasoning, 4.5.1
communicating making connections representations and decisions in real life. Various principles and appropriate teaching
approaches, methods and techniques specially through problem solving as well as differentiated-instruction and inquiry-based
learning with the use of different mathematical tools associated with Mathematics Instruction will be emphasized.

A. Demonstrate content knowledge and skills in teaching the K-12 BEC Mathematics for the primary grades to 1.1.1, 1.4.1
promote literacy and numeracy skills.
B. Demonstrate research-based pedagogical content knowledge and skills in teaching the K-12 BEC Mathematics curriculum 1.2.1, 2.4.1
for the primary grades through learning environments that nurture and inspire learner participation.
C. Apply appropriate teaching strategies that develop critical and creative thinking and/or other higher- level thinking 1.5.1
skills. 4.1.1, 4.5.1
D. Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT, to
address learning goals aligned to meet curriculum requirements. 5.1.1
E. Show knowledge and skills in designing, selecting and using assessment tools aligned with the curriculum
requirement in
74
Teaching Mathematics in the Primary
teaching mathematics in the primary level.
75
Week 1 a. Explain and discuss the goals 1.1.1 Twin Goals of critical  Lecture-discussion on the  Oral Recitation 1.1.1
and objectives of the Key Stage 1.2.1 thinking and problem K-12 Curriculum Guide 1.2.1
4.1.1 solving 4.1.1
1 of the K to 12 Basic Education for Mathematics  Reflection Paper on the
[A,B,D]
Program Elementary Mathematics goals and objectives of
Curriculum Conceptual Framework and Math in the primary
Theoretical Bases
grades based on the
curriculum guide.
Learning Area Standard and
Key Stage Standards Possible guide
questions: How
similar/different is the
current curriculum
compared to how you were
taught? How are the
contents of the current
curriculum addressing the
kinds of 21st century
learners that we have?
Rubric:
Quality of Ideas -
60%
Presented/Substance
Coherence of Ideas - 20%
Clarity of Expression - 20%
100%
Week 2 a. Identify and discuss the 1.1.1 Mathematics in the K-12  Walkthrough about the  Choose a certain grade 1.1.1
content/scope and sequence of 1.2.1 basic education curriculum content/scope and level and map the 1.2.1
4.1.1 for the primary grades 4.1.1
Mathematics in the K-12 basic sequence of Mathematics alignment within the
[A,B,D]
education curriculum (BEC) for the Curriculum for Primary content standards,
primary grades. Level in the K-12 BEP performance standards
and learning
b. Explain the importance of the  Lecture-discussion competencies
alignment between the
content standards performance
standards and learning
competencies
76
Week 3-5 a. Demonstrate in-depth 1.1.1 Number and number sense  Whole class  Quiz 1.1.1
understanding of key concepts and 1.2.1 (whole numbers up to 10 000 discussion technique 1.2.1
4.1.1 and the four fundamental 4.1.1
skills of the Curriculum content
[A,B,D]
in Mathematics Education for operations including money,
primary level in the K-12 BEC. ordinal numbers up to 100th ,
basic concepts of fractions); ,
measurements ( time, length,
mass, capacity, area of square
and rectangle);
Geometry (2 dimensional
and 3 dimensional objects,
lines, symmetry and
tessellation);
Patterns and algebra

(continuous and repeating
patterns and number
sentences);
Statistics and probability

(data collection and
representation in tables,
pictographs and bar
graphs and outcomes)
Week 6 a. Explain and design activities that 1.1.1 Informal Activities  Lecture- discussion  Worksheets and Activity 1.1.1
would help develop and 1.2.1 with Workshop Sheets which allow the 4.1.1
1.4.1 4.5.1
improve childrens’ mathematical Cooperative Learning pre- service teachers to
[A,B]
skills and competence. critique lesson plan 2.4.1
Teacher-directed Activities objectives, selected
b. Demonstrate how goals become 4.1.1  Class critiquing of materials and session
objectives and objectives are used 4.5.1 lesson plan exemplars flow
to select materials and [D]
activities
1.2.1
2.4.1
[B]
77
c. Discuss some of the options
teachers have for helping learners
learn mathematics
Week 7 a. Describe the 6 levels of 1.1.1 Developing Teacher  Lecture-discussion  Paper and pencil Test 1.1.1
cognitive domain [A] Competencies 4.1.1
b. Formulate objectives in the 6 4.1.1
levels of the cognitive domain [D]
c. Enumerate and explain the
1.1.1
characteristics of good question [A]
d. Identify and explain the 1.1.1
principles of classroom [A]
management
Week 8 a. Identify and discuss the 1.1.1 Experiential and Situated  Lecture-discussion to  Paper and pencil Test/ 1.1.1
underlying principles and 1.2.1 Learning show different principles worksheets
[A,B]
theories and its implications to and theories (could be
learning mathematics in the K- Reflective Learning through videos,
12 Basic described classroom
Education Program scenarios, shared math
Cooperative Learning learning experiences,
etc.)
b. Plan a lesson using different Discovery and Inquiry based  Sharing of which  Lesson planning by
1.4.1 1.4.1
principles and theories in teaching 4.1.1 Learning principle/theory the group- Each group will be
4.1.1
Mathematics to promote literacy [A,D] pre- service teachers assigned a topic and they
and numeracy skills Constructivism think is most will come up with a lesson
appropriate/effective for plan that will be most
different kinds of supportive in nurturing and
learners and classroom inspiring learner
environment participation
Week 9 a. Identify classroom practices on 1.4.1 Teaching and Assessment in Lecture-discussion  Reaction Paper 1.4.1
the teaching and learning of the 1.2.1 primary Grade Mathematics Share/Group discussion  Paper and Pencil Test 4.5.1
[A,B]
skills and processes to be
developed in the mathematics
education for primary level in
the K-12 BEP: knowing and
understanding; estimating;
computing and solving;
visualizing and modeling;
representing and communicating;
conjecturing, reasoning, proving
78
and decision-making; and applying
and connecting
b. Use appropriate tools necessary 4.5.1

in teaching mathematics based [A,D]
on recent research evidence:
manipulative objects, measuring
devices, calculators, smart phones
and tablet, PCs and the
internet
c. Contrast between assessment of 1.1.1

learning, assessment for [A]
learning and assessment as
learning in Mathematics of the
K-12 Basic Education Program
 Scenario-based practical
Observation of primary 5.1.1
examination where pre-
d. Evaluate learners’ daily work using 5.1.1
mathematics classes and
service teachers evaluate
different processes of assessing 1.1.1 interview primary mathematics
a learner’s daily work,
and evaluating learner’s [A,E] teachers
problem-solving activities,
progress in elementary school
and portfolios; self-
mathematics
evaluations and tests.
Week 10 a. Explain the classroom 1.1.1 Classroom Assessment Free-Wheeling Discussion  Design authentic 4.1.1
assessment framework of the K 1.2.1 assessment tools 4.5.1
Framework of the K to 12
[A,B] 5.1.1
to 12 BEP as contained in DO 8, BEC aligned with learning
s. 2015 outcomes
b. Create authentic assessment tool 4.1.1 Sharing of primary grade

for measuring learning outcomes 4.5.1 Mathematics authentic
for Mathematics in the primary 5.1.1 assessment tool ideas (videos,
grades. [D,E] etc)
Week a. Develop and prepare varied 1.5.1 Critical and Creative Thinking Workshop/Project Making  Prepare a lesson which 1.5.1
11-12 teaching and learning resources 4.5.1 develops learners’ critical 4.5.1
in Mathematics for the
[C,D]
that develop critical and Primary Grades and creative thinking
creative skills.
79
thinking skills in the primary Present the
grades developed/designed
learning resources to the
class.
Week 13 a. Design a developmentally 4.1.1 Lesson Planning Lecture-discussion Lesson plan on the 4.1.1
sequenced teaching and [D] Classroom observation observed demo-lesson
learning process to meet the Writeshop
curriculum requirements in Output presentation and
teaching Mathematics in the critiquing
primary grades.
b. Set learning outcomes that are

4.1.1
aligned with learning [D]
competencies.
Week 14- a. Perform a demonstration lesson 1.1.1 Demo- teaching Demonstration Lesson Evaluating the Demo-lesson 1.1.1
18 in Mathematics (primary level) 2.4.1 Rubric: 2.4.1
[A,B] 1.5.1
by group. Mastery of Content - 30%
4.5.1
Delivery - 30% 5.1.1
b. Implement strategies that develop 1.5.1 Attainment of the -
critical and creative thinking skills [C] 20%
Objectives
c. Use technology appropriately in 4.5.1 Teaching Strategy -
teaching the lesson. [D] Used 20%
100%
d. Use assessment tools aligned with 5.1.1
the curriculum requirement and [E]
lesson outcomes
80
Agno, Lydia N. (2010) Principles of Teaching 2. As Modular Approach: C&E Publishing Inc. Quezon City
Corpuz ,Brenda B. and Salandanan , Gloria G. Principles of Teaching ( with TLE ),Quezon City,Lorimar
Publishing, 2015. DepEd Order #8, s. 2015
Kennedy, L.M. & Tipps, S. (1997). Guiding Children’s Learning of Mathematics. Belmont: California: Wadsworth Publishing Company.
(Chapter 3 & 4)
K-12 Curriculum Guide for Mathematics
K-12 Textbooks for Mathematics
Lardizabal, Amparo S. et.al, Principles and Methods of Teaching. Rex Publishing
Teacher Induction Program Curriculum and Instructions
Module 6.3 Mathematics
https://lrmds.deped.gov.ph/
http://innovativelearning.com/teaching/teaching_methods.html
https://en.wikipedia.org/wiki/Constructivism_(philosophy_of_mathematics)
81
Teaching Mathematics in the Intermediate
Grades
Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
81
Course Information
Course Name Teaching Mathematics in the Course Code
Intermediate Grades
Course Requirements
Grading System

The course aims to equip the prospective teachers with the necessary pedagogical content knowledge for the teaching of
basic contents in mathematics in the intermediate grades. Understanding and appreciation of key concepts and skills involving 1.1.1
numbers and number (whole numbers, number theory, fractions, decimals, ratio and proportion, percent and integers); 1.2.1
measurement (time, speed, perimeter, circumference and area of plane figures, volume and surface area of solid/ space figures, 1.5.1
temperature and meter reading); geometry (parallel and perpendicular lines, angles, triangles, quadrilaterals, polygons, circles 2.5.1
and solid figures); patterns and algebra (continuous and repeating patterns, number sentences, sequences and simple 4.1.1
equations); statistics and probability (bar graphs, line graphs and pie graphs, simple experiment and experimental probability) as 4.5.1
applied using appropriate technology in critical thinking, problem solving, reasoning, communicating, making connections,
representations and decisions in real life. Various principles and appropriate teaching approaches, methods and techniques
associated with Mathematics Instruction
towards assuming responsibility for independent learning will be emphasized.
A. Demonstrate content knowledge and skills in teaching the K-12 BEC Mathematics curriculum for the intermediate grades 1.1.1, 1.5.1
to promote critical and creative thinking skills.
B. Demonstrate research-based pedagogical content knowledge and skills in teaching the K-12 BEC Mathematics curriculum 1.2.1, 2.4.1
for the primary grades through learning environments that nurture and inspire learner participation.
C. Demonstrate knowledge of learning environments that motivate learners to work productively by assuming responsibility 2.5.1
for their own learning.
D. Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT, to 4.5.1
address learning goals aligned to meet curriculum requirements.
E. Show knowledge and skills in designing, selecting and using assessment tools aligned with the curriculum requirement
5.1.1
in teaching mathematics in the intermediate level.
Teaching Mathematics in the Intermediate Grades 82

Week 1 a. Identify and discuss the nature [A] Foundations of Mathematics Lecture-discussion Recitation 1.1.1
of mathematics and its 1.1.1 Teaching and Learning 1.2.1
1.2.1
implication to Mathematics
Instruction. Lecture-discussion Reflection Paper
1.1.1
b. Explain the need for a 1.2.1
modern Mathematics
Program.
Week a. Explain and discuss the goals 1.1.1 Goals and Objectives of The K-12 Curriculum Guide Group reporting and insight- 1.1.1
2-3 and objectives of the Key Stage 1.2.1 Mathematics in the K-12 for Mathematics Education sharing 1.2.1
2 of the K-12 Basic Education [A,B] BEC for the intermediate
Program Elementary grades
Mathematics Education. Walkthrough about the
content/scope and sequence
b. Identify and discuss 1.1.1 of Mathematics for the
content/scope and sequence of 1.2.1 Intermediate Level in the K-
Mathematics in the K-12 BEC for [A,B] 12 BEP
the intermediate grades.
Week a. Demonstrate in-depth 1.1.1 Numbers and Number Lecture-discussion Quiz 1.1.1
4-6 understanding of key concepts and 1.2.1 Sense (whole numbers, Workshop
[A,B]
skills of the Curriculum content number theory, fractions,
of Mathematics Education for decimals, ratio and
the intermediate level in the K- proportion, percent and
12 BEC integers)
1.5.1 Whole class Worksheets and Activity Sheets 1.5.1
b. Design activities that would help [A] Measurement ( time, speed, discussion technique 2.5.1
develop and improve children’s perimeter, circumference
mathematical skills and and area of plane figures,
competencies. volume and surface area of
2.5.1 solid/ space figures,
c. Develop activities that [C] temperature and meter
motivates learners to work reading)
productively and assume
responsibility for their own
learning
Geometry (parallel and
perpendicular lines, angles,
triangles, quadrilaterals,
polygons, circles and solid
figures)
Patterns and Algebra

(continuous and repeating
patterns, number sentences,
sequences and simple
equations)
Statistics and Probability (bar

graphs, line graphs and pie
graphs, simple experiment
and experimental probability)
Week 7 a. Discuss the learning episodes 1.1.1 Naturalistic Whole class discussion Reflection paper on case ctudies 1.1.1
of Mathematics for children. 2.5.1 Informal technique on theories in Mathematics 1.2.1
[A,C] 2.4.1
Structured teaching and approaches
b. Discuss the theories of 1.2.1 Behaviorism
Mathematics 2.4.1 Constructivism
[B]
1.2.1 1.1.1
c. Cite Mathematics learning Case analysis of different
2.4.1 2.5.1
situations where each theory learning theories
2.5.1
is [A,B,C]
applicable
Week 8-9 a. Discuss the learning theories 1.1.1 Jerome Bruner and Discovery Lecture-presentation Reaction Paper 1.1.1
advocated by prominent 1.2.1 Learning Paper and Pencil Test 1.2.1
contemporary psychologists. [B] Lecture-discussion
Robert Gagne and Learning Share/Group discussion
b. Relate the different learning 2.4.1 Hierarchy Case analysis of different 2.4.1
theories in intermediate grades 2.5.1 learning theories 2.5.1
mathematics class situation [B,C]
Jean Piaget and Cognitive
Learning

c. Prepare a lesson plan following 1.1.1 By group, prepare one lesson 1.1.1
different learning theories 1.2.1 plan for each learning theory 1.2.1
2.4.1 2.4.1
2.5.1 2.5.1
[A,B,C
]
Week a. Use different approaches, 1.1.1 Approaches, Methods and Lecture-Demonstration Return-Demo (Peer Teaching) 1.1.1
10-11 methods and techniques in 1.2.1 Techniques in Teaching Demonstration Technique 1.2.1
teaching Mathematics in the [A,B] Mathematics: 2.4.1
intermediate grades. - Discovery Approach 4.5.1
- Inquiry Approach
b. Develop a variety of teaching - Process Approach
4.5.1
and learning resources, including - Cooperative Learning
[D]
ICT, to address learning goals - Project-based Learning
- Problem Solving
c. Deliver a lesson demonstrating 2.4.1 Techniques
learning environments that nurture [B] - The 5-E Learning Cycle
and inspire learner participation - Activity Approach
- Using Patterns
- The Investigative
Approach
Week 12 a. Use different approaches, 1.1.1 Other Teaching Strategies Lecture-group presentation Recitation 1.1.1
methods and techniques in 1.2.1 and Supplementary Methods: Paper and Pencil Test 1.2.1
teaching Mathematics in the [A,B] Oral Presentation of assigned Reaction Paper 2.5.1
intermediate grades.  Research-based Strategy topic Rubric: 4.1.1
 Interactive Direct Quality of Ideas - 60% 4.5.1
b. Develop a variety of teaching 4.1.1 Instruction Output presentation by Presented/Substance
and learning resources, including 4.5.1 Coherence of Ideas -
 Use of Instructional Aids group
[D]
ICT, to address learning goals  Modules 20%
 Instructional Games Clarity of Expression -
c. Deliver a lesson that motivates  Computer 20%
2.5.1
learners to work productively by Aided 100%
[B]
assuming responsibility for their Instruction
own learning  Collaborative Learning
Strategy
 Peer Practice Strategy

Week 13 a. Explain and discuss the factors 1.1.1 Learning by Doing Classroom discussion Participation 1.1.1
in choosing a method or 2.4.1 Reinforcement in 2.4.1
2.5.1 2.5.1
strategy. Mathematics Free-wheeling discussion Test
[A,B,C]
b. Explain other pedagogical
considerations in teaching
mathematics in the elementary.
Week 14 a. Develop and prepare varied 1.1.1 Critical and Creative Thinking Workshop/Project Making Prepare a lesson which develops 1.1.1
teaching and learning resources 1.5.1 Skills in Intermediate learners’ critical and creative 1.5.1
4.1.1 4.1.1
that are suited, useful and Mathematics thinking skills.
4.5.1 4.5.1
effective in teaching critical and [A,D] Present the developed/designed
creative thinking skills learning resources to the
appropriate to intermediate class.
grades.
Week 15 a. Identify and discuss some ways 1.1.1 Assessing Learning Lecture-discussion TOS and Test question 1.1.1
of appraising and assessing 5.1.1 Outcomes in Intermediate Workshop/Project Making preparation (Developing 5.1.1
[A,E]
Mathematics learning outcomes Mathematics assessment tools for
Mathematics in the intermediate
b. Create authentic assessment tool 5.1.1 grades)
for measuring learning outcomes [E]
for Mathematics in the
intermediate grades.
Week 16 a. Design a developmentally 1.1.1 Lesson Planning Lecture-discussion Lesson plan on the 1.1.1
sequenced teaching and 4.1.1 Classroom observation observed demo-lesson 4.1.1
learning process to meet the [A,D] Writeshop 5.1.1
curriculum requirements in Output presentation and
teaching Mathematics in the critiquing
intermediate grades.
b. Set learning outcomes that are

4.1.1
aligned with learning
[D]
competencies.
c. Use effective teaching 4.1.1

approaches, strategies and 5.1.1
assessment [D,E]

materials in preparing the lesson
plan.
Week a. Perform a demonstration lesson in 1.1.1 Demo- teaching Demonstration Lesson Evaluating the Demo-lesson 1.1.1
17-18 Mathematics (intermediate level) 4.1.1 Rubric: 1.5.1
[A,D] 2.4.1
by group. Mastery of Content - 2.5.1
30% Delivery - 30% 4.1.1
b. Implement strategies that 2.4.1 Attainment of the - 20% 4.5.1
inspire 2.5.1 Objectives
learner participation and motivate [B,C] Teaching Strategy - 20% 5.1.1
learners to work productively Used 100%
by
assuming responsibility for their
own learning. 4.5.1
1.5.1
c. Maximize use of appropriate [A,D]
technology in teaching the lesson
in order to promote critical and
creative thinking skills.
5.1.1
[E]
d. Use assessment tools aligned with
the curriculum requirement and
lesson outcomes

Agno, Lydia N. (2010) Principles of Teaching 2. As Modular Approach: C&E Publishing Inc. Quezon City
Corpuz ,Brenda B. and Salandanan , Gloria G. Principles of Teaching ( with TLE ),Quezon City,Lorimar Publishing, 2015.
Lardizabal, Amparo S. et.al, Principles and Methods of Teaching. Rex Publishing
Teacher Induction Program Curriculum and Instructions
Module 6.3 Mathematics
K-12 Curriculum Guide for Mathematics
K-12 Textbooks for Mathematics
https://lrmds.deped.gov.ph/
http://innovativelearning.com/teaching/teaching_methods.html
https://en.wikipedia.org/wiki/Constructivism_(philosophy_of_mathematics)

Edukasyong Pantahanan at Pangkabuhayan

Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
88
Course Information
Course Name Edukasyong Pantahanan at Course Code
Pangkabuhayan
(Suggested) Course Requirements
1. Project/Output
2. Midterm and Final Examination
3. Instructional Materials
4. Demonstration Teaching
Grading System
Experiential in its approach, this course shall include pedagogical content and technological knowledge and skills in technology 1.1.1, 2.3.1
and livelihood education necessary in teaching and learning in the elementary level. Selected topics in home economics, 4.3.1, 4.5.1,
industrial arts, agriculture, technology and livelihood education shall form parts of the course. Appropriate teaching and 5.1.1
assessment strategies, preparation of instructional materials and resources shall be the focus of this course.
A. Demonstrate content knowledge and its application within and across technology and livelihood education through 1.1.1, 1.2.1
research-based principles of teaching and learning
B. Use Mother Tongue, Filipino and English to facilitate teaching and learning; 1.6.1
C. Demonstrate knowledge of managing classroom structure that engages learners within the available physical 2.3.1
learning environments;
D. Identify learning outcomes that are aligned with learning competencies in the selected topics; 4.3.1
E. Select, develop and use varied teaching and learning resources in TLE; and 4.5.1
F. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum 5.1.1
requirements.
Edukasyong Pantahanan at Pangkabuhayan 89

Week 1 a. The students can demonstrate Key standards of EPP  Lecture-discussion  Recitation 1.1.1
and explain the basic knowledge 1.1.1 a.ICT
[A]
and skills in ICT, Agriculture, b. Agriculture  Reflection Paper
Home Economics, and c. Home Economics
Industrial Arts toward the d. Industrial Arts
improvement of life skills,
family, and community.
Week 2 a. The students can explain the 1.1.1 Contemporary Learning  Lecture-discussion  Video Clip Analysis 1.1.1
significance of the learning 1.2.1 Theories/Psychologists:
[A] 1.1.1
theories of Bruner and Gagne Their Impact to EPP Teaching  Share/Group discussion  Paper and Pencil Test
in the teaching-learning process a. Jerome Bruner and
of the different skill in the EPP Discovery Learning
subject. b. Robert Gagne and
Leaning Hierarchy
Week 3 a. The students can appreciate 1.1.1 The Need of Teaching EPP  Lecture-discussion  Reaction Paper 1.1.1
the importance of using a 1.6.1 in the Intermediate Grades  Viewing of exemplar
[B]
language best understood by Using a combination of lessons in the EPP
the pupils, particularly in the Mother Tongue, Filipino and subject
EPP subject English as Medium of
Instruction
Week 4 a. The students can explain the 1.1.1 Latest studies and trends in  Lecture-discussion  Reflection Paper 1.1.1
importance of developing the [A] teaching EPP with emphasis on  Small Group Discussion
different skills needed to the following:  Group Sharing
improve their quality of life a.Consumerism  Research
b. Hospitality Management
c. Valuable Intrapersonal
Skills
d. Personality Development
e.Decision Making
Week 5-8 a. The students can identify and 1.1.1 Approaches, Methods and  Walkthrough of the  Cooking Demonstration 2.3.1
2.3.1 Techniques in Teaching EPP different Methods and Buying Basic Commodities
use appropriate method/approach 
[A,C]
/technique in teaching specific a. Demonstration Method Techniques in
knowledge and skill in b. Hands on Learning Teaching EPP  Making a chair/dust pan 2.3.1
teaching c. Cooperative Learning

ICT, Agriculture, Home Economics, d. Project method  Lecture-discussion  Modules in 1.1.1
and Industrial Arts. e. Instructional modules  Share/Group Discussion EPP
1.1.1
f. Utilization of resource Paper/Article
persons and community  Inviting a resource person  Reflection Paper
materials  Field trip/Home visits/
g. Field trip/Home  Community Work
visits/ Community
Work
Week a. The student can differentiate the 5.1.1 Authentic Assessment  Lecture-discussion  Paper and Pencil Test 5.1.1
9-10 [F] Traditional Assessment   Development of TOS and
two kinds of assessment used in
EPP and conduct each of Tests for Quarterly
Assessment
them.
Week 11 a. The student can construct lesson 1.1.1. Lesson Planning in EPP  Workshop on Lesson  Sample Detailed Lesson 1.1.1.
4.3.1 for EPP 4.3.1
plan appropriate to the skill to Planning and Output
4.5.1 4.5.1
be developed 5.1.1 Presentation 5.1.1
[A,D, [A,D,
E,F] E,F]
Week 12 a. The student can prepare/create 4.5.1 Preparation of  Presentation of  Instructional Materials 4.5.1
instructional materials suited to [E] Instructional Materials Instructional Output
the lesson to developed
Week a. The student can execute the steps 1.1.1 Implement the Lesson  Demonstration Lesson  Evaluating the Demo-Lesson 1.1.1
13-16 in the lesson plan properly. 1.6.1 1.6.1
Plan
2.3.1 2.3.1
4.5.1 4.5.1
[A,B, [A,B,
C,E] C,E]

Basbas, L. (2017) - Learning and Living in the 21st Century. Manila, Philippines, Rex Book Store
Inc. Enriqie et al. (1995) – Teaching the Elementary School Subjects. Manila, Philippines, Rex Book Store
Inc. Miller, Boyd (1970) – Teaching Elementary Industrial Arts Goodheart-Willcox Co., Inc.
Varnum (2018) – Industrial Arts Design: A Textbook of Practical Methods for Students, Teachers, and Craftsmen. Forgotten Books
Dagoon et al. (1990) Home Economics and Livelihood Education 6. Manila, Philippines, Rex Book Store Inc.
Shekara et al. (2016) Farmers Handbook on Basic Agriculture. Desai Fruits & Vegetables Pvt. Ltd. Navsari, Gujarat India
Livestock Production and Management. http://www.agrimoon.com/wp-content/uploads/Livestock-Production-and-Management.pdf
Roxas, C. (2017) Enhancing Skill in HELE. Manila, Philippines, Brighthouse Publishing
k-12 Curriculum Guide
https://www.mindtools.com/pages/article/gagne.htm

Edukasyong Pantahanan at Pangkabuhayan with
Entrpreneurship
Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
93
Course Information
Course Name Edukasyong Pantahanan at Course Code
Pangkabuhayan with
Entrepreneurship
Pre-requisite Subject Course Credit 3 Units
1. Project/Output
3. Instructional Materials
Grading System

This course shall include pedagogical content, knowledge and skills in technology and livelihood education necessary in 1.1.1, 4.1.1,
teaching and learning in the elementary level. Selected topics in agriculture, industrial arts, fisheries, and livelihood 4.5.1, 5.1.1
education and entrepreneurship shall form a major part of the course. The students will learn appropriate teaching and
assessment strategies and techniques including preparation of fruitful and usable projects that can be utilized in teaching TLE in
the elementary grades. This
course will utilize project based and experiential learning approaches.
A. Demonstrate content knowledge and an understanding of research-based knowledge and principles of teaching and 1.1.1, 1.2.1
learning on technology and livelihood education; 3.1.1, 3.4.1
B. Demonstrate pedagogical content knowledge fundamental in teaching technology and livelihood responsive to
learners’ 4.1.1
individual needs, interests, experiences and diverse background; 4.5.1
C. Select, develop and use varied teaching and learning processes to meet curricular requirements of the course; and
D. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum
requirements.
Edukasyong Pantahanan at Pangkabuhayan with Entrpreneurship 94

Week a. The student can explain the 1.1.1 Importance of Edukasyon Lecture-discussion Recitation 1.1.1
1-2 importance of EPP in the 3.1.1 Pantahanan at Pangkabuhayan with Content -40% 3.1.1
3.4.1 3.4.1
holistic development of the Entrepreneurship in the K-12 Presentation – 30
[A,B]
learner for the Curriculum Voice – 20
improvement of their Attitude - 10
quality of life, their family Components of EPP in the K- Walkthrough of the
and their community. 12 Curriculum different components of
1.Industrial Arts EPP Reflection Paper
a.carpentry d. metal works Lecture-discussion Content-40
b.plumbing e. electrical Organization-20
c. electronics Demonstration Mechanics-20
f. orthographic Film Showing Visual appeal-20
drawing/CAD Cooperative Learning
Lecture-discussion Video clip of project
2.Home Economics making Content- 50
a.food, health and nutrition Demonstration Clarity-25
b.personal finance and family Film Showing Creativity-25
resources Lecture-discussion
c. textile and clothing Quiz
d.consumer science Demonstration
e.household management Film Showing Video Clip Analysis
f.human development Group work
Lecture-discussion Quiz
3.Agriculture
a.livestock production Project making
b. agricultural economics Content-40
c. crop production Creativity-30
d. modern agriculture Presentation-30
4.Theories of Entrepreneurship Picture of project making

a.Economic b. Sociological Film Showing Lecture- Content- 50
c. Psychological discussion Clarity-25
d. crop production Personal observation of Creativity-25
e.Opportunity– Based business success/failures
f. Resource-Based Quiz

Mini business proposal
Content-40
Creativity-30
Organization-30
Reflection paper
Week a. The students can explain 1.1.1 Learning Theories and their Impact to Film Showing Quiz 1.1.1
3-4 and be guided by the 1.2.1 EPP Teaching Lecture-discussion
[A]
different learning theories a.Behaviourism d. Cognitivism Reporting Reflection paper
needed in teaching EPP. b. Constructivist e. Experientialism
c. Social Learning
Week a. The students can identify 1.1.1 Approaches, Methods and Walkthrough of the Cooking Demonstration 1.1.1
5-7 [A] Techniques different Methods and Mastery-40 3.1.1
and use appropriate
method/approach in Teaching EPP Techniques in Teaching Presentation-30
/technique in teaching a. Demonstration Method EPP Creativity-30
specific knowledge and skill b. Cooperative Learning Lecture-discussion
in ICT, Agriculture, Home c. Instructional modules Share/Group Discussion Buying Basic Commodities 1.1.1
Economics, and Industrial d. Utilization of resource persons Planning-20 3.1.1

e. and community materials Inviting a resource person Field Marketing-40
Arts.
f. Field trip/Home trip/Home visits/Community Resourcefulness-40
b. The students can use 3.1.1
[B] visits/ Community Work
differentiated teaching to
Work Reflection Paper 1.1.1
suit learners’ needs,
g. Hands on Learning 3.1.1
strengths, interests and
h. Project method
experiences.
Week a. The student can construct 4.1.1 Lesson Planning in EPP Workshop on Lesson Planning Sample Detailed Lesson for EPP 4.1.1
8-9 lesson plan appropriate to [C] a. Lesson Plan aligned and Output Presentation Organization-40 3.4.1
the skill to be developed. with curriculum Content-40
b. The student can 3.4.1 requirements Neatness-20
demonstrate understanding [B] b. Lesson plan that responds
of the special educational to special educational needs
needs of learners in of learners in difficult
difficult circumstances. circumstances including:
 geographic isolation
 chronic illness

 displacement due to
armed conflict
 urban resettlement or
disasters
 child abuse and child
labor practices
Week a. The student can 4.1.1 Preparation of Presentation of Instructional Cooking Demonstration 4.1.1
10-11 prepare/create 4.5.1 Instructional Materials Output Instructional Materials 4.5.1
[C,D]
instructional materials Content- 40
suited to the lesson to Creativity-30
developed Usability- 30
Week a. The student can execute 1.1.1 Implement the Lesson Plan Demonstration Lesson Evaluating the Demo-Lesson 1.1.
12-13 the steps in the lesson 3.1.1 Strategy-25 1
plan properly. 3.4.1 Attitude-25 3.1.
4.1.1 Content- 25 1
4.5.1 Assessment-25 3.4.
1
4.1.
1
4.5.
1
Basbas, L. (2017) - Learning and Living in the 21st Century. Manila, Philippines, Rex Book Store Inc.
Enriqie et al. (1995) – Teaching the Elementary School Subjects. Manila, Philippines, Rex Book Store Inc.
Miller, Boyd (1970) – Teaching Elementary Industrial Arts Goodheart-Willcox Co., Inc.
Varnum (2018) – Industrial Arts Design: A Textbook of Practical Methods for Students, Teachers, and Craftsmen. Forgotten Books
Dagoon et al. (1990) Home Economics and Livelihood Education 6. Manila, Philippines, Rex Book Store Inc.
Shekara et al. (2016) Farmers Handbook on Basic Agriculture. Desai Fruits & Vegetables Pvt. Ltd. Navsari, Gujarat India
Livestock Production and Management. http://www.agrimoon.com/wp-content/uploads/Livestock-Production-and-Management.pdf
Roxas, C. (2017) Enhancing Skill in HELE. Manila, Philippines, Brighthouse Publishing
http://kwhs.wharton.upenn.edu/nbea-standard/entrepreneurship/
https://www.coursera.org/specializations/wharton-entrepreneurship

Teaching Music in the Elementary Grades

Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
98
Course Information
Course Name Teaching Music in the Elementary Course Code
Grades
Course Requirements
Grading System

This course shall equip the pre-service teachers with technological, pedagogical and content knowledge to have an
adequate musicianship necessary to teach music effectively to diverse learners. In this course, elements in music which 1.1.1, 3.1.1
form part of the curriculum content of Music Education, the appropriate teaching strategies and assessment methods will 4.1.1, 4.5.1,
be given emphasis. Carrying out a music education program, organizing performing group, skill and artistry in teaching, 5.1.1
finding and utilizing appropriate musical resources, planning and teaching a lesson to an entire class shall form part of
the authentic and experiential activities of the course.
Course Outcomes BTIs covered

A. Demonstrate content knowledge on the philosophies and values of music education. 1.1.1
B. Demonstrate pedagogical content knowledge fundamental in music education responsive to learner’s diverse strengths, 3.1.1, 3.3.1
interests, experiences and abilities.
C. Select teaching methods, learning activities and instructional materials or resources appropriate to the learners 4.1.1, 4.5.1
and aligned to the objectives of the lesson.
D. Design, select, organize and use appropriate and varied assessment strategies consistent with the 5.1.1
curriculum requirements.
E. Demonstrate a lesson applying all the necessary considerations in teaching music in the elementary level. 4.1.1
Teaching Music in the Elementary 99

Week 1 a. Identify the guiding principles 1.1.1 Philosophy and Values in Lecture-discussion Oral Presentation
and values in music education [A] Music Education 1.1.1
Content- 60%
b. Reflect on the importance of 1.1.1 Think-pair share Delivery-20%
music to education and teaching. [A] Organization and correct usage-
20%
Class impact-10%
Participation in the discussion
Reflection Paper
Week 2 a. Evaluate and discuss the scope 1.1.1 Scope and Sequence of  Lecture-presentation  Oral Presentation 1.1.1
and sequence of musical [C] Music for Grades 1-6
concepts for first to sixth  Problem-based learning Criteria for Oral discussion:
grades Content- 60%
 Walk through the K to Delivery-20%
12 Music Curriculum Organization and correct
usage-20%
Class impact-10%
Week 3 a. Identify the competencies of a 1.1.1 The Music Teacher  Lecture-group Discussion  Recitation 1.1.1
music teacher in the elementary [A] 3.1.1
3.4.1
grades.  Interview to Music  Presentation of the
-Leadership Qualities teachers in the interviews done
-Musicianship field
-Pedagogical skill  Individual and Group Output
b. Cite the importance of having 1.1.1

these qualities and 3.1.1
competencies especially when 3.3.1
[A,B]
dealing with learners with
diverse strengths,
interests, experiences and abilities

(disabilities, giftedness and
talents).
Week a. Discuss the considerations in 1.1.1 Five Facets of Music Teaching  Lecture-discussion  Recitation 1.1.1
4-8 developing the facets of music 3.1.1 a. Singing 3.1.1
[A]
to the learners. b. Listening  Quizzes
c. Creative Work
b. Demonstrate knowledge and 1.1.1 d. Instrumental Work  Individual and
understanding of differentiated 3.1.1 e. Movement Group Performance  Practical Tests
teaching in performing the 5 [A,B]
facets of Music Teaching
c. Determine how these five facets 1.1.1

be done and experienced by 3.1.1
the learners. [A,B]
Week a. Identify and discuss the features 1.1.1 Strategies in Music Teaching  Actual Performance of  Recitation/ Performance 1.1.1
9-11 of the different strategies in [A] the different methods in
music teaching. Music Teaching  Sharing
b. Select the best strategies for a 1.1.1  Think-Pair -Share on the  Practical Test 1.1.1
certain topic and explain the 4.1.1 Importance of the different 4.1.1
reason for choosing such. [A,C] Strategies
Week a. Select appropriate assessment 5.1.1 Assessment in Music  Lecture-Discussion  Rubrics-Making 5.1.1
12-13 technique to assess the extent
of learners’ mastery  Development of Rubrics  Narrative Report/ Reflection
of Authentic and
b. Develop rubrics in rating authentic Traditional Assessment
assessment. in Music
 Classroom Observation
Week a. Demonstrate music lesson 1.1.1 Demonstration Teaching  Actual Demonstration  Graded lesson presentation 1.1.1
14-18 using content-based and 4.1.1 - The students deliver a 4.1.1
pedagogical knowledge [A,E] a. Micro teaching lesson in front of 3.1.1
effectively b. Team teaching jurors who will 3.4.1
evaluate their

b. Apply well-selected teaching 3.1.1 c. Individual teaching performance through 4.1.1
strategies and resources that 3.4.1 the following criteria: 4.5.1
are responsive to diverse 4.5.1 5.1.1
learners’ strengths, interests, [B,C] Content: 30 %
experiences and abilities Delivery and use of
through an actual teaching strategy- 30%
presentation 5.1.1
 Post-conference ( Mastery of the lesson-
[D]
demo- teacher and 20%
c. Use appropriate and varied observer) Instructional materials-
assessment strategies consistent 10%
with the curriculum Classroom
requirements management_10%
Assessment strategy
10%
Agapay, N. (2005) – Music, Arts & PE, Made Simple for Young Learners. Manila, Philippines. Lighthouse
Publication Inc. Bautista, M. et al (2000). An Introduction to Music. Manila, Philippines. National Book
Store Inc.
Baxter and Baxter. The Right Way to Read Music. Kingswood, Tadworth, Surrey, KT206TD, U.K. Cox & Wyman Ltd.
Ewen, D. & Slonimsky, N. (1982). Fun with Musical Games and Quizzes. New York. Prentice-Hall, Inc.
K to 12 Curriculum Guide for MAPE (2014). Kagawaran ng
Edukasyon K to 12 Music Gurriculum Guide 2016.
Kabayao, Gilopez. (1988). Listening Program of Fine Music for Filipino Youth. Manila, Philippines. Rex Book Store, Inc.
Leonhard, Charles & House, R.(1959). Foundations and Principles of Music Education. U.S.A. McGraw-Hill Book Company, Inc.
Lugue, V.(2009). Enjoy Life with Music and Arts. Maria Clara Street, Quezon City, Philippines.SD Publication Inc.

Teaching Arts in the Elementary Grades

Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
103
Course Information
Course Name Teaching Arts in the Elementary Course Code
Grades
(Suggested) Course Requirements:
1. Art Activities/ Output
3. Research on Selected Topics
Grading System

This course shall equip the pre-service teachers with technological, pedagogical and content knowledge to have an adequate
skill necessary to teach art effectively to diverse learners. In this course, elements in arts which form part of the curriculum 1.1.1, 3.1.1
content of Art Education, the appropriate teaching strategies and assessment methods will be given emphasis. Carrying 4.1.1, 4.5.1,
out art education activities and experiences, skill and artistry in teaching, finding and utilizing appropriate art resources, 5.1.1
planning and teaching a lesson to an entire class shall form part of the authentic and experiential activities of the
course.
A. Demonstrate content knowledge on the philosophies and values of art education. 1.1.1
B. Demonstrate pedagogical content knowledge fundamental in art education in managing classroom structure responsive 2.3.1, 3.1.1,
to learner’s diverse strengths, interests, experiences and abilities. 3.3.1
C. Select teaching methods, learning activities and instructional materials or resources appropriate to the learners 4.1.1, 4.5.1
and aligned to the objectives of the lesson.
D. Design, select, organize and use appropriate and varied assessment strategies consistent with the 5.1.1, 5.5.1
curriculum requirements and use the assessment data as feedback in teaching and learning
practices. 4.1.1
E. Demonstrate a lesson applying all the necessary considerations in teaching music in the elementary level.
Teaching Arts in the Elementary 104

Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Suggested Assessment BTIs
Allotment Learning Activities
Week 1-2 a. Identify the guiding philosophies 1.1.1 Philosophy and Objectives of  Lecture-discussion  Recitation
and objectives of art education [A] Art Education 1.1.1
Criteria for Oral Presentation
b. Reflect on the importance of art 1.1.1 Content- 60%
 Think-pair share
to education and teaching [A] Delivery-20%
Organization and correct
usage-20%
Class impact-10%
 Participation in
the discussion
 Reflection Paper
Week 3 a. Discuss clearly the values of art 1.1.1 Values of Art Education  Group Discussion  Recitation 1.1.1
[A]
Criteria for Oral
b. Cite examples significant to the 1.1.1 Presentation/ Reporting
realization of these values [A] Content- 60%
Delivery-20%
Organization and correct
usage-20%
 Class impact-10%
Week a. Discuss the different methods of 1.1.1 Methods of Teaching Art  Actual Performance of the  Recitation/ Performance 1.1.1
4-6 teaching art to diverse elementary [A] Education different methods in
pupils. Art Teaching  Sharing
b. Provide an example for each  Think-Pair -Share on the  Practical Test 1.1.1
1.1.1
method which addresses the 3.1.1
3.1.1 Importance of the different
diverse strengths, interests, 3.3.1
3.3.1 Strategies
experiences and abilities [A]
talents)
of learners.

Week 7 a. Identify the competencies of an 1.1.1 Competencies of an  Group Discussion  Reflection Paper 1.1.1
art teacher in the elementary [A] art Teacher  Self Evaluation
grades  Interview an Art Teacher
1.1.1  Recitation
b. Cite the importance of having 3.1.1
these qualities and 3.3.1  Presentation of the
[A]
competencies especially when interviews done
dealing with learners with
diverse strengths, interests,
experiences and abilities
talents).
Week 8 a. Evaluate and discuss the scope 1.1.1 Scope and Sequence of  Lecture-presentation Oral discussion 1.1.1
and sequence of art elements [A] Arts for Grades 1-6
from first to sixth grades  Problem-based learning Criteria for Oral discussion:
Content- 60%
 Walk Through theK- Delivery-20%
12 Arts Curriculum Organization and correct usage-
20%
Class impact-10%
Week a. Identify the appropriate teaching 4.1.1 Suggested Art Activities  Discussion of Art Activities  Art Activities 4.1.1
9-11 strategies, activities and learning 4.5.1 for Different Grade Levels 4.5.1
resources for different grade [C] and Quarters
level  Try-out of Art Activities  Individual and group Output
4.1.1
b. Make a sample of art activities 4.5.1
for the different grade levels [C]
Week a. Design, select, organize and use 5.1.1 Assessment in Art  Lecture-Discussion  Rubrics-Making 5.1.1
12-13 appropriate assessment [D] 5.5.1
technique to assess the extent  Development of Rubrics  Narrative Report/ Reflection
of learners’ mastery of Authentic and
Traditional Assessment
b. Develop rubrics in rating authentic 5.5.1 in Arts
assessment that will provide [D]
data as feedback in teaching
and  Classroom Observation

learning practices

Week a. Demonstrate art lesson using 1.1.1 Demonstration Teaching  Graded lesson presentation 1.1.1
14-18 content-based and pedagogical 4.1.1  Actual Demonstration - The students deliver 2.3.1
knowledge effectively [A,E] a. Micro teaching a lesson in front of 3.1.1
b. Team teaching jurors who will 3.4.1
b. Apply well-selected teaching and 3.1.1 c. Individual teaching evaluate their 4.1.1
assessment strategies that are 3.4.1 performance through 4.5.1
responsive to diverse learners’ 4.5.1 the following criteria: 5.1.1
strengths, interests, experiences 5.1.1
and abilities through an actual [B,C] Content: 30 %
teaching presentation Delivery and use of
strategy- 30%
c. Apply principles in managing Mastery of the
2.3.1
classroom structures that lesson- 20%
[B]
engages learners, individually or Instructional
in groups in meaningful materials- 10%
exploration, discovery and  Post-conference ( Classroom
hands-on activities within the demo- teacher and management_10%
available physical learning observer) Assessment strategy
environment 10%
Agapay, N. (2005) – Music, Arts & PE, Made Simple for Young Learners. Manila, Philippines. Lighthouse
Publication Inc. Britanico, E. et al (2009). Shine with MAPE. Manila, Philippines. JO-ES Publishing House Inc.
Favila, S. et al (2011). Active MAPE. Sampaloc, Manila, Philippines. Magallanes Publishing House.
K to 12 Curriculum Guide for MAPE (2014). Kagawaran ng Edukasyon
K to 12 Arts Curriculum Guide. May 2016.
Lugue, V.(2009). Enjoy Life with Music and Arts. Maria Clara Street, Quezon City, Philippines.SD Publication
Inc. Ortiz, M. et al (2000), Art: Perception and Appreciation. Quezon City, Philippines. University of the East
Publishing Morales, G. et al (2011). Active MAPE. Sampaloc, Manila. Magallanes Publishing House.
Sporre, Debbis J. (1990). The Creative Impulse-An Introduction to the Arts. Englewood Cliffs, N.J. Prentice-Hall, Inc

Teaching P.E and Health in the Elementary Grades

Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
108
Course Information
Course Name Teaching P.E and Health in the Course Code
Elementary Grades
1. Practical Tests
3. Research on Selected Topics
4. Demonstration Teaching/ Culminating Activity
Grading System

This course shall equip the pre-service teachers with technological, pedagogical and content knowledge to have an adequate
skill necessary to teach Physical Education and Health effectively to diverse learners. In this course, physical education, movement 1.1.1
and health form part of the curriculum content of Physical and Health Education, the appropriate teaching strategies and assessment 3.1.1
methods will be given emphasis. Carrying out P. E. and Health Education activities and experiences, skill and artistry in teaching, 4.1.1
finding and utilizing appropriate art resources, planning and teaching a lesson to an entire class shall form part of the authentic and 5.1.1
experiential activities of
the course.
A. Demonstrate content knowledge of physical and health education and concepts that are necessary in teaching K-12 Curriculum 1.1.1
in the different grade level.
B. Apply teaching strategies in teaching physical education and health education that develop physical fitness and 3.1.1, 3.3.1
wellness responsive to the needs of diverse learners.
C. Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning environments in 2.1.1
facilitating physical and wellness activities.
D. Select teaching methods, learning activities and instructional materials or resources appropriate to the learners and aligned 4.1.1, 4.5.1
to the objectives of the lesson.
E. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum requirements 5.1.1, 5.5.1
and use the assessment data as feedback in teaching and learning practices.
Teaching P.E and Health in the Elementary 109

Week 1-2 a. Identify the objectives of 1.1.1 Objectives of Physical and  Lecture-discussion  Recitation
physical and health education [A] Health Education 1.1.1
Criteria for Oral Presentation
b. Reflect on the how these  Think-pair share Content- 60%
objectives can be attained 1.1.1 Delivery-20%
[A] Organization and correct
usage-20%
Class impact-10%
 Participation in
the discussion
 Reflection Paper
Week 3-4 a. Discuss and explain the scope 1.1.1 Scope and Sequence of PE  Lecture-presentation  Oral discussion 1.1.1
and sequence of topics from [A] and Health for Grades 1-6
first to sixth grades  Problem-based learning Criteria for Oral
discussion:
 Walk Through the K-12 Content- 60%
PE and Health Delivery-20%
Curriculum Organization and
correct usage-20%
Class impact-10%
Week 5 a. Identify the competencies of a P.E. 1.1.1 Competencies of a P.E. and  Group Discussion  Reflection Paper 1.2.1
and Health teacher in the [A] Health Teacher
elementary grades  Interview/ Observe a  Self-Evaluation
P.E. and Health
b. Cite the importance of having
1.1.1 Teacher  Recitation
these qualities and
3.1.1
competencies especially when 3.3.1  Presentation of the
dealing with learners with [A,B] interviews and
diverse strengths, interests, observation done
talents).

Week a. Discuss the different methods of 1.1.1 Methods of Teaching P.E.  Actual Performance of the  Recitation/ Performance 1.1.1
6-8 teaching P.E. and Health to [A] and Health Education different methods in P.E.
elementary pupils and Health Teaching  Sharing
b. Provide an example for each  Think-Pair -Share on the  Practical Test

method which addresses the 1.1.1 Importance of the 1.1.1
diverse strengths, interests, 3.1.1 different methods 3.1.1
3.3.1 3.3.1
[A,B]
talents) of learners.
Week a. Identify the appropriate 1.1.1 Suggested Games and  Discussion of different  Performance of Individual 1.1.1
9-11 activity and learning 4.1.1 Activities for Different Grade activities and group Activities 4.1.1
resources for different 4.5.1 Levels and Quarters
grade levels [A,C]  Trying -out of the
activities 2.3.1
2.3.1
[C]
b. Demonstrate knowledge of
policies, guidelines and
procedures that provide safe and
secure learning environments
in facilitating games for the
elementary pupils
Week a. Design, select, organize and use 5.1.1 Assessment in Physical  Lecture-Discussion  Rubrics-Making 5.1.1
12-13 appropriate assessment [E] Education and Health 5.5.1
technique to assess the extent  Development of Rubrics  Narrative Report/
of learners’ mastery of Authentic and Reflection
Traditional Assessment
b. Develop rubrics in rating authentic 5.5.1 in Music
assessment that will provide [E]
data as feedback in teaching  Classroom Observation
and
learning practices
Week a. Demonstrate content-based and 1.1.1 Demonstration Teaching  Actual Demonstration  Graded lesson presentation 1.1.1
14-18 pedagogical content knowledge in 4.1.1 - The students deliver a 2.3.1
a P.E. and Health lesson [A] d. Micro teaching lesson in front of jurors 3.1.1
aligned with curriculum e. Team teaching who will evaluate their 3.3.1
requirements f. Individual teaching 4.1.1

b. Apply well-selected, safe and performance through the 4.5.1
secure teaching and assessment 3.1.1 following criteria: 5.1.1
strategies and resources that are 3.3.1
responsive to diverse learners’ 2.3.1 Content: 30 %
strengths, interests, experiences 4.5.1 Delivery and use of
and abilities through an actual 5.1.1  Post-conference ( strategy- 30%
[B,C,
teaching presentation demo- teacher and Mastery of the lesson-20%
D,E]
observer) Instructional materials-10%
Classroom
management_10%
Assessment strategy 10%
A Collection of Philippine Folk Dances. (2015). Philippine Folk Dance Society. Series VIII. Pasay City, Philippines. Nazarene
Printing Agapay, N. (2005) – Music, Arts & PE, Made Simple for Young Learners. Manila, Philippines. Lighthouse
Publication Inc.
Andin, Carmen (2001). Teaching Physical Education in the Philippine Schools. Manila, Philippines. Rex Bookstore Publishing
Britanico, E. et al (2009). Shine with MAPE. Manila, Philippines. JO-ES Publishing House Inc.
Darilag, A.C. et al (2009). Enjoy Life with P.E. and Health. Maria Clara St. Quezon City. Philippines. SD Publications,
Inc. Domingo, JP et al (2010). Physical Education II, Beginner’s Dance Book. Potrero, Malabon City. Mutya Publishing House
Inc. Favila, S. et al (2011). Active MAPE. Sampaloc, Manila, Philippines. Magallanes Publishing House.
Jimena, Edgar C., (2006) Dance Your Way To Fitness. Manila, Philippines. Rex Book Store,
Inc. K to 12 Curriculum Guide for MAPE (2014). Kagawaran ng Edukasyon
K to 12 PE and Health Curriculum Guide 2016.

Morales, G. et al (2011). Active MAPE. Sampaloc, Manila. Magallanes Publishing House.
Tabije, C. & Legaspi, P. (2004). Dance Education in the School Curriculum. Sta Mesa Heights, Quezon City, Philippines. Rex Printing
Company Inc. Tulio, Doris et al (2005). Individual, Dual Sports. General Puyat Avenue, Makati City, Philippines. Katha Publishing
Co., Inc.

Teaching English in the Elementary Grades (Language
Arts)
Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
114
Course Information
Course Name Teaching English in the Course Code
Elementary Grades (Language
Arts)
Course Requirements
Grading System

This course will emphasize English as a second language with main focus on language teaching methodologies to
improve knowledge on the structure and fluency in the English language, and literacy skills, through listening ,speaking, 1.1.1
reading, writing and viewing. It consists of content-based lessons that will enhance the students skills along application 1.4.1
of various teaching strategies in teaching English, the use of ICT to facilitate the teaching learning process and selecting, 4.1.1
designing and organization of approriate assessment strategies. Demonstrating knowledge and skills on content and pedagogy 5.1.1
through lesson presentations is an important highlight of this course.

A. Demonstrate content knowledge on the structure of English language that refers to grammar in both oral and 1.1.1
written form. 1.2.1
B. Demonstrate understanding of research-based knowledge and principles of teaching and learning fundamental in language
arts education. 3.2.1, 4.1.1
C. Prepare developmentally sequenced teaching and learning processes to meet curriculum requirements and respond to the
learners’ linguistic backgrounds. 1.4.1, 4.5.1
D. Select, develop and use varied teaching and learning resources in Language Arts to promote literacy and English language
fluency. 5.1.1, 5.5.1
E. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum
requirements and communicate learner progress and achievement.
Teaching English in the Elementary Grades (Language 115

Week 1 a. Identify teaching principles in 1.1.1 General Principles in  Lecture-discussion  Oral Discussion 1.1.1
language Arts teaching and 1.2.1 Language Arts Teaching  Discuss concepts and 1.2.1
[A,B]
explain how these principles principles of language Criteria for Oral discussion:
are used in teaching. Arts teaching. Content- 60%
Delivery-20%
 Brainstorming using the Organization and correct
talking circle strategy usage-20%
Class impact-10%
 Participation in the talking

circle
Week 2 a. Describe and discuss the 1.1.1 The structure of the K to  Lecture-presentation  Oral discussion 1.1.1
salient features of the K to 12 12 Language arts
Language Curriculum Curriculum  Problem-based learning Criteria for Oral discussion:
Content- 60%
 A walk through about Delivery-20%
the structure of the K Organization and correct usage-
to 12 Curriculum 20%
Class impact-10%
 4As Approach (activate,
acquire, apply and assess)
Week a. Discuss the five macro skill 1.1.1 Five Macro Skills in  Lecture-group  Creative presentation of 1.1.1
3-4 and their importance within the 1.2.1 language presentation outputs by group with 1.2.1
1.4.1 a. Listening 1.4.1
English teaching area and in the use of rubric
[A,B,D]
promoting literacy skills. b. Speaking  Talking circles
c. Reading
b. Demonstrate examples of teaching 1.1.1 d. Writing  5Es Learning models
strategies that promote the 1.2.1 e. Viewing
five macro skills. 1.4.1
[A,B,D]

Week 5 a. Differentiate approaches, 1.1.1 Background on  Lecture-discussion  An objective type of test CLO 2
strategies, methods and [A] Approaches, Strategies, and 3
techniques from each other Methods and Techniques  Discuss the tenets of
the different models 1.2.1
b. Give examples of Approaches, 1.1.1 in teaching language
strategies, methodologies and [A] arts along  An essay type of test
techniques that can be used approaches, strategies
in Language Arts , methods and
techniques
 Reality Pedagogy
Week a. Provide background information 1.1.1 The Approaches for  Lecture-presentation  Narrative reports on the 1.1.1
6-7 about the different teaching 1.2.1 Language Arts Teaching with peer discussion classroom observation made 1.2.1
[A,B] 1.4.1
approaches used for teaching a. Communicative
English b. Language  Classroom observation  The narrative
Scaffolding
b. Select approaches that support 1.1.1 c. Cooperative Learning
learner understanding , 1.2.1 d. Situational
participation , engagement and 1.4.1 e. Functional-notional
[A,B,D]
achievement towards promoting f. Multi-skill
literacy skills and English g. Content-based
language fluency.. h. Task-based
i. Participatory
Week a. Explain the process of 1.1.1 The Methods of Teaching  Video-  Participation to 1.1.1
8-9 different methodologies used in [A] Language Arts lecture Talking Circles 3.2.1
teaching English for the a. The presentation
elementary Grammar- Criteria for participation in
1.1.1
b. Determine how these methods 3.2.1 translation talking circles
address learner’s diversity in an [C] b. The Direct method  Talking circle and
English class c. The Audiolingual class sharing Content – 40%
1.1.1 method Delivery- 20%
c. Assess the methods used in an 3.2.1 d. Total Organization- 20%
actual teaching through classroom [C] Physical  Classroom observation Response to questions- 20%
observation response
e. Community language
learning  Making Graphic
f. The Silent way Organizer that shows

g. Language experience diff. methods in
method

h. Desuggestopedia teaching English language
arts
Week a. Identify and discuss learning 1.1.1 Learning Strategies and  Lecture- discussion  Refection paper about 1.1.1
10-11 strategies for an English [A] Assessment technique as the classroom 5.1.1
5.5.1
lesson applied to teaching  Process Oriented Guided observation made.
5.1.1 language Inquiry Lessons( POGIL)
b. Select appropriate assessment [E]  Graded simulation
technique to assess the extent Strategies: -Content language  Classroom observation
of learners’ mastery integrated learning
5.5.1 CALL Computer assisted  TOS and Test Question
c. Articulate constructive feedback to [E] language learning preparation for English
improve learners’ performance subjects
 Think-pair-share
 Critiquing of sample
assessment tools
 Post-conference ( demo-
teacher and observer)
Week 12 a. Select and/or create appropriate 4.5.1 Instructional material  Lecture-presentation aided  Grading of the 4.5.1
instructional materials for [D] selection, design and by ppt students’ outputs
teaching English in the development (completed
elementary  Project-based learning( instructional materials
making MIs) on display)
 Exhibit of
Instructional
materials made by
students for
teaching English
Week 13 a. Prepare developmentally 4.1.1 Development of learning  Lecture-discussion  Individual writing of 4.1.1
sequenced teaching and [C] plans for English language sample lesson plans/ 5.1.1
learning process to meet the arts subject session plans using different
curriculum techniques in

requirements of English arts  Lesson plan writing the different parts of
teaching the lesson.
b. Apply teaching principles, 4.1.1
strategies and assessment 5.1.1
technique knowledge in lesson [C,E]  Pair work-peer critiquing of
plan preparation sample lesson/session plans
c. Write a lesson design for a
given subject-matter in English
language Arts
Week a. Demonstrate an English 1.1.1 Lesson Presentation  Demo-teaching  Graded lesson presentation 1.1.1
14-18 language arts lesson using 1.2.1  The students deliver a 1.2.1
[A,B] 1.4.1
content-based and pedagogical a. Micro teaching  Post-conference ( lesson in front of jurors
3.2.1
knowledge effectively b. Team teaching demo- teacher and who will evaluate their 4.1.1
c. Individual teaching observer) performance through the 5.1.1
b. Apply developmentally- following criteria: 5.5.1
sequenced teaching strategies 4.1.1
that promote literacy kills 1.4.1 Content: 30 %
[C,D]
through an actual teaching Delivery and use of
presentation strategy- 30%
Mastery of the lesson-20%
c. Use varied learning resources 4.5.1 Instructional materials-10%
responsive to learners with 3.2.1 Classroom
different linguistic backgrounds [C,D] management_10%
Assessment strategy 10%
d. Use appropriate and varied 5.1.1
assessment strategies consistent 5.5.1
with the curriculum [E]
requirements and communicate
learner progress and
achievement

English Guide, K to 12 Curriculum . Department of Education
Corpuz ,Brenda B. and Salandanan , Gloria G. Principles of Teaching ( with TLE ). Quezon City,Lorimar Publishing,
2015. Nunan,D(2004). Task-based LanguageTeaching. (Cambridge Language Teaching Library). Cambridge
University Press. https://www.teachingenglish/org.uk/article/content -language-integrated-learning
https://www.fluentu.com/blog/educator/language -teaching-approaches/
http://esl.fis.edu/teachers/support/method.htm
htts://prinzessinnadia.wordpress.com/2013/02/01/ict-english-language-teaching-and-learning/
https://www.education.vic.gov.au/school/teach ers/teachingcourses/discipline/
english/literacy/Pages http://www.onestopenglish.com/methodology/teaching -articles/teaching-
approaches/ https://www.brown.edu/academics/education -alliance/teaching-diverse-
learners/home/strategies

Teaching Literacy in the Elementary Grades through
Literature
Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
121
Course Information
Course Name Teaching Literacy in the Course Code
Elementary Grades through
Literature
Course Requirements
Grading System

This course will emphasize English as a second language with main focus on language teaching methodologies to improve
knowledge on the structure and fluency in the English language through listening ,speaking, reading, writing and viewing. Proficiency in 1.1.1
these macro-skills shall enable the pre-service teachers to demonstrate ease and confidence in the use of the English language 4.5.1
, thus, making them good communicators of knowledge and adept in principles of language arts teaching , assessment and 5.1.1
responsive learning programs for diverse learners . It consists of content-based lessons that will enhance the students’ skills along
application of various teaching strategies in teaching English, the use of ICT to facilitate the teaching learning process and selecting,
designing and organization of approriate assessment strategies. Demonstrating knowledge and skills on content and pedagogy through
lesson presentations is an important highlight of this course.
A. Demonstrate content and pedagogical content knowledge on teaching literary through literature in the elementary 1.1.1
level. 2.2.1
B. Demonstrate understanding of learning environments that promote love for reading, fairness, respect and care to encourage
learning.
3.2.1
C. Implement teaching strategies that are responsive to the learner’s linguistic, cultural, socio-economic and religious
backgrounds through contextualization. 4.5.1
D. Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT to address
learn`ing goals in the study of literary skills. 5.1.1
E. Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative, summative assessment, project-based
assessment and performance -based assessment strategies appropriate for the teaching of literature.
122
Week 1 a. Identify the underpinning 1.1.1 General principles in teaching  Lecture-Discussion  Participation in the 1.1.1
principles in teaching literacy 2.2.1 literacy in the elementary Talking Circles 2.2.1
[A,B] level  Brainstorming (Sharing of
among young learners
b. Discuss the principles in one’s Experiences/  Group Work- Group
Observations) Presentation of Selected
teaching literacy
Topics
 Talking Circles
 Participation in Talking
Circle
Content (40%)
Delivery (20%)
Organization & Correct
Usage (20%)
Response to Questions
(20%)
Week 2 a. Point out the significance of 1.1.1 Significance of literature in  Lecture-Presentation  Oral discussion 1.1.1
literacy among young learners [A] teaching children
Criteria for Oral Discussion:
 4As Approach Content (60%)
Delivery (20%)
Organization & Correct
 Panel discussion Usage (20%)
Class Impact (10%)
Week a. Describe the different literary 1.1.1 Types of literature for  Lecture-Group Presentations  Participation in 1.1.1
3-4 genre for children [A] Children Talking Circle
b. Give examples of selections, a. Poetry  Talking Circles Content (40%)
stories, riddles and poems suitable b. Riddles Delivery (20%)
c. Stories  5Es Learning Model Organization & Correct
for literacy development among
d. Drama Usage (20%)
young learners
Response to Questions
c. Compile well-selected literary
(20%)
pieces that can be used for
instruction
123
Week a. Discuss the importance of 3.2.1 Contextualizing literacy  Lecture-Group Presentations  Participation in the Oral 3.2.1
5-6 contextualization in teaching [C] lessons for Filipino learners discussion
b. Choose a wide array of classical  Peer Learning
and contemporary literary
pieces written in the local  Mini-seminar on
setting appropriate for a Localization
/Contextualization: an
specific grade level
expert on local literature
may be invited
Week a. Identify and explain the 2.2.1 Enhancing the literary skills  Lecture-demonstration  Oral discussion
7-8 3.2.1 of learners through the
various approaches in teaching
[B,C]
literature various approaches effective  Group presentations Criteria for Oral
2.2.1
b. Identify lessons in literature vis a in teaching literature like: Discussion: 3.2.1
Content (60%)
vis the intended literary
a. Shared Reading Delivery (20%)
approach to be used
b. Silent Reading Organization & Correct
c. Cooperative learning Usage (20%)
d. Differentiated Class Impact (10%)
learning (
MI grouping
 Portfolio assessment
)
e. Listening to
Literature
Week a. Describe and discuss 2.2.1 The strategies in  Lecture- demonstration  Oral Discussion
9-10 3.2.1 teaching literacy through
different methods used in
[B,C] literature
teaching literature for  Group presentation  Class Task/Group Work
2.2.1
children - Word Collocation on 3.2.1
b. Develop a simple classroom a. KWL Teaching (including
b. Think-Pair-Share approaches, strategies,
activity using literary methods
c. Think-Square-Share method and techniques),
d. The and Literature
Drama
Method
e. Image Analysis
f. Graphic Story
124
- The role of  Performance-based
teachers in assessment with the use
the drama of rubric
method
g. Using Graphic
Organizers
Week 11 a. Identify reading strategies 2.2.1 Strategies and techniques  Video viewing  Assessment of CLO 2
3.2.1 that foster the reading - completed task or and 3
b. Describe how these reading
[B,C]
strategies are done writing connection  Lecture-presentation outputs
2.2.1
c. Write original samples of reading 3.2.1
strategies a. Writing diary entries
b. Writing journals  Talking circles
c. Writing reflections
d. Poetry writing
e. Writing sequel
to stories read
f. Writing book reports
g. Journalistic Writing
Week 12 a. Identify and describe the 5.1.1 Assessment Techniques as  Lecture-presentation on  Paper /pencil CLO 5
different types of assessment [E] applied for teaching types of assessment
5.1.1
b. Develop an assessment tool literature
for teaching literature  Assessment of
a. Traditional  Group task completed outputs
b. Performance-based ( TOS and test question
c. Project-based preparation to be used as
d. Portfolio an assessment tool in
evaluating the level of
pupil’s literary skills )
 Rubric making
 Portfolio preparation
125
Week a. Apply appropriate 1.1.1 Designing instructional plans  Lecture-demonstration on  Graded display of 1.1.1
13-14 [A] and materials for teaching how Instructional instructional materials 2.2.1
methodologies and strategies in
3.2.1
the preparation of learning plan literacy through literature materials in teaching
4.5.1
b. Exhibit creativity in making 2.2.1 literature are prepared  Individual Work- 5.1.1
3.2.1 and lesson planning Preparation of Lesson
instructional materials for a
4.5.1 Plans/Session Plans
literature class
[B,C,D]  Putting up an Using Different
exhibit featuring the Approaches and
c. Prepare a lesson plan with 5.1.1 creative outputs of Strategies
assessment strategies appropriate [E]
students
for the teaching of literature  Pair Work – Peer
 Instructional plan writing Critiquing of Sample
Lesson Plans or Session
-guided Plans
-independent
Week a. Teach a literary lesson to an 1.1.1 Lesson Presentation  Lesson presentation  Final Teaching 1.1.1
15-18 2.2.1 Demonstration 2.2.1
elementary class in a lab school
3.2.1 3.2.1
or cooperating DepEd School d. Micro teaching  Peer Critiquing
4.5.1 4.5.1
effectively (applying competencies 5.1.1 e. Team teaching Criteria for Oral 5.1.1
learned from the previous lessons) f. Individual teaching Discussion: Content
[A,B,C, (60%)
or conduct peer teaching.
D,E] Delivery (20%)
Organization & Correct Usage
(20%)
Class Impact (10%)
- Critiquing Peer’s Teaching

Demonstration
Criteria for Peer Critiquing

Quality of Questions (40%)
Delivery (25%)
Organization & Correct Usage
(25%)
126
English Curriculum Guide , K to 12 Curriculum. Department of Education.
Introduction to Literature: Forms, Divisions and Sub-
divisions.https://www.academia.edu/27992041/INTRODUCTION_TO_LITERATURE_FORMS_DIVISIONS_AND_SUBDIVISIONS
Kreber, Carolin (2006) Developing the Scholarship of Teaching Through Transformative Learning . Journal of Scholarship of Teaching and Learning, Vol. 6(1), 88 – 109.
Lesley University (n.d.) Empowering Students: The 5E Model Explained. https://lesley.edu/article/empowering-students-the-5e-model-explained
Literary Devices. https://literarydevices.net/
Literary Devices. https://literary-devices.com/ Bercasio. R (2016) PER3C Learning Model. Unpublished Report on Innovative Modules in Selected Courses in Teacher
Education, BU, Legazpi City
Bonces, Rodriguez (2012) Content and Language Integrated Learning (CLIL): Considerations in the Colombian Context. Gist Education and Learning Research Journal 6,
177-
189. https://files.eric.ed.gov/fulltext/EJ1062605.pdf
Carter, Ronald A. & Michael N. Long (1991) Teaching literature. Harlow: Longman Pub. Northern College learning Excellence & Innovation Department (n.d.)
Writing a lesson Plan. http://northernc.on.ca/leid/docs/lessonplanning.pdf
Phenomenon-based learning. http://www.phenomenaleducation.info/phenomenon-based-learning.html
127
Good Manners and Right Conduct (Edukasyon sa
Pagpapakatao)
Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
128
Course Information
Course Name Good Manners and Right Course Code
Conduct (Edukasyon sa
Pagpapakatao)
Course Requirements
Grading System

Anchored on the essential component of personhood that deals with intra/interpersonal relationships which allow harmony
with oneself, with others and the environment, this course will highlight the fundamental rules of good manners and 1.1.1, 4.5.1,
appropriate conduct or behavior of each learner which are necessary of the formation of character that embraces the 5.1.1
core values of maka- Dios, Maka-Tao, Maka- Bansa, and Maka-kalikasan. Moreover, the course intends to equip the pre-
service teachers with pedagogical content knowledge on Edukasyon sa Pagpapakatao as well as skills in instructional
materials development and assessment for the elementary grades.

A. demonstrate knowledge and understanding of Edukasyon sa Pagpapakatao for elementary grades including its 1.1.1, 1.2.1
nature, content, conceptual framework, pedagogical approaches, and research-based knowledge and principles of
teaching and learning the subject,
B. prepare developmentally-sequenced teaching and learning processes demonstrating pedagogical content knowledge that 4.1.1
promotes deciding and acting responsibly for the collective good (nagpapasya at kumikilos nang mapanagutan
tungo sa kabutihang panlahat) to meet curriculum requirements,
C. select, develop and use varied teaching and learning resources, including ICT, in teaching Edukasyon sa Pagpapakatao and 4.5.1
D. design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum 5.1.1
requirements.
Good Manners and Right Conduct (Edukasyon sa Pagpapakatao) 129

Week a. Identify the guiding philosophies 1.1.1, Philosophy and Objectives of  Lecture-discussion  Recitation 1.1.1,
1-2 and objectives 1.2.1 Edukasyon sa Pagpapakatao/ 1.2.1
b. Reflect on the importance of [A] Values Education/ Good  Think-pair share  Reflection paper on the
values education Manners and Right Conduct importance of values
education
Week a. Discuss the framework and 1.1.1, Edukasyon sa Pagpapakatao  Group discussion using  Group question and 1.1.1,
3-4 approaches 1.2.1 Framework student-made visual aid answer: Students will 1.2.1
b. Cite examples of [A] and available literature on answer questions raised
practices/strategies that reflect Approaches to values the assigned approach to by the other groups with
the approaches education: values education regard to the assigned
a. Trait approach approach
b. Values clarification
c. Cognitive
developmental
d. Moral dilemma
e. Problem-based
f. Reflective teaching
g. Role playing
h. Evocation
i. Inculcation
j. Awareness
k. Moral reasoning
l. Analysis
m. Commitment
n. Union
Week 5 a. Evaluate and discuss the scope 1.1.1, Scope and Sequence  Lecture-presentation of  Summary matrix of 1.1.1,
and sequence of Edukasyon sa 1.2.1, from First to Sixth scope and sequence the scope and 1.2.1,
4.1.1 4.1.1
Pagpapakatao from first to sixth grades: and core values with sequence
[A, B]
grades o Baitang 1 – mga paraan ng paggalang problem- based learning to
b. Elucidate the core values of sa sarili, kapwa, bansa at Diyos bilang elucidate the content
maka- gabay tungo sa maayos at masayang
diyos, makatao, makabayan at tahanan at paaralan
makakalikasan o Baitang 2 - mga kilos na  Examination of the

nagpapahalaga
structure
sa sarili, kapwa, bansa, Diyos at sa of the K to 12

Kanyang mga nilikha bilang patnubay sa Curriculum through
jigsaw activity

maayos at masayang paaralan at
pamayanan
o Baitang 3 - mga gawain na nagpapakita
ng pagpapahalaga tungo sa maayos
at masayang pamumuhay na may
mapanagutang pagkilos at pagpapasiya
para sa sarili, kapwa, pamayanan, bansa
at Diyos
o Baitang 4 - mga makabuluhang gawain
na may kaakibat na pagpapahalaga
tungo sa wasto, maayos, masaya at
mapayapang pamumuhay para sa sarili,
kapwa, bansa at Diyos
o Baitang 5 - masusing pagsusuri sa
pagpapahayag, pagganap ng tungkulin
na may pananagutan at
pagsasabuhay ng mga ito tungo sa
masaya, mapayapa at maunlad na
pamumuhay para sa sarili/ mag-anak,
kapwa/ pamayanan, bansa/ daigdig at
Diyos
o Baitang 6 - mga gawain na tumutulong
sa pag-angat ng sariling dignidad,
pagmamahal sa kapwa na may
mapanagutang pagkilos at pagpapasiya
tungo sa maayos, mapayapa at
maunlad na pamumuhay para sa
kabutihang panlahat
Week 6 a. Discuss the different methods 1.1.1 Pedagogy of Values/  Actual demonstration of the  Critiquing of 1.1.1
of teaching values to [A] Methods of Teaching Values different methods each
elementary pupils Education demonstration
 Think-Pair-Share
Week a. Explain each of the different 1.1.1, General strategies for  Plenary discussion and  Micro-teaching 1.1.1,
7-10 strategies in teaching the 1.2.1, teaching values modelling of strategies with 1.2.1,
subject 4.1.1, a. Silent sitting critiquing/mentoring 4.1.1,

b. Demonstrate the strategies in 4.5.1, b. Parables, proverbs, 4.5.1,
class 5.1.1 quotations and 5.1.1
[A, poems
B, C, c. Visual experiences
D] d. Role plays
e. Biographies
f. Moral dilemmas
g. Essays, articles,
classics and news
paper
h. Anecdotes
i. Group singing
j. Group activities
k. Questioning
l. Discussion
m. Value clarification
Week 11 a. Create appropriate instructional 4.5.1 Instructional materials  Workshop and Gallery Walk  Self and Peer critiquing 4.5.1
materials in teaching the [C] development for Edukasyon (exhibition of outputs of instructional
subject sa Pagpapakatao made by all students) materials
Week a. Select appropriate assessment 5.1.1 Assessment in Edukasyon sa  Lecture-Discussion  3-2-1 Exit Slip (3 things 5.1.1
12-13 technique to assess the extent [D] Pagpapakatao I learned, 2 things I
of learners’ mastery.  Development of Rubrics will apply, 1 question I
b. Develop rubrics in rating authentic of Authentic and have)
assessment. Traditional Assessment
 Narrative Report/
 Classroom Observation Reflection

Week a. Apply the principles and concepts 1.1.1, Synthesis and Application of  Individual Demonstration  Graded lesson 1.1.1,
14-18 learned in the course through 1.2.1, Key Concepts and Principles Teaching presentation: deliver a 1.2.1,
4.1.1, through Demonstration lesson in front of jurors 4.1.1,
demonstration teaching
4.5.1, Teaching who will evaluate their 4.5.1,
5.1.1 g. Micro teaching performance using a 5.1.1
h. Team teaching teacher-made rubric or
[A, i. Individual teaching classroom observation tool
B, C,
(COT)
D]
 Post-conference (demo-
teacher and observer)
Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE). Quezon City: Lorimar Publishing.
Cubucku, F. (2014). Values Education through Literature in English Classes. Procedia – Social and Behavioral Sciences (116), 265- 269.DepEd K-12 Edukasyon sa
Pagpapakatao Curriculum Guide
Etherington, M. (2013).Values Education: Why the teaching of values in schools is necessary, but not sufficient. Journal of Research in Christian Education 22(2),
189-210. PPST-RPMS Manual
Talts, L., Kukk, A., Tuisk, M., & Kaljuve, M. (2012). Design for learning and teaching in the context of value education. Procedia – Social and Behavioral Sciences
(45), 75-83.

Technology for Teaching and Learning in the Elementary
Grades
Vision Mission
College Goals
teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
134
Course Information
Course Name Technology for Teaching and Learning Course Code
in the Elementary Grades
Course Requirements
Grading System

This course is designed for prospective teachers to develop and use digital and non-digital teaching-learning resources
using technology tools appropriate in various subject areas in the elementary level. Further, the course will provide 1.3.1, 4.5.1
opportunities for students to use technology tools to develop individual and project-based collaborative activities and
assessment tasks and share resources among communities of practice. It also includes information and communication
technology (ICT) policies and safety issues, media and technology in various content areas, learning theories and principles
in the use and design of learning lessons that utilize appropriate traditional and innovative technologies with social, ethical
and legal responsibility in the use of technology tools and resources.

A. demonstrate technological pedagogical content knowledge (TPACK) and its application within and/or across the 1.1.1
curriculum teaching areas in the elementary grades,
B. prepare developmentally appropriate teaching and learning processes that meet K-12 curriculum requirements, 4.1.1
C. select, develop and use variety of contextualized teaching and learning resources, including ICT, to address learning goals, 4.5.1
D. design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum 5.1.1
requirements and
E. show skills in the positive use of ICT to facilitate the teaching and learning process. 1.3.1
Technology for Teaching and Learning in the Elementary Grades 135

Week 1-2 a. Define basic concepts in 1.1.1 Review of Technology for  PowerPoint-based game  Concept map: 1.1.1
understanding ICT in education [A] Teaching and Learning on defining important Individually, students
A. Definition of terms: Students play must synthesize the
b. Determine the roles of ICT in 1.1.1 the PowerPoint-based sessions by coming up
Basic Concepts
Teaching for Learning [A] game on with an original concept
and Important
the basic concepts and map that will
1.1.1 Terms demonstrate how they
c. Identify learning theories, roles
principles and researches [A] B. Roles of ICT see the connections
of ICT in Teaching and
applied in the use and design of in Teaching Learning prepared by among
learning lessons with for Learning the teacher. different topics. The
technology C. Theories and concept map is
1.1.1  Interactive lecture- accompanied by a one-
Principles in the
d. Determine the different [A] discussion and image paragraph explanation.
Use and Design of
technology driven teaching- analysis of the different
Technology Driven models: The objective of
learning models
Learning Lessons this activity is to enable
(Dale’s Cone of the students to explain to
Experience, TPACK, their
ASSURE, SAMR; fellow classmates the salient
Mayer’s [2009] ideas about the different
models of technology
Principles for the
integration introduced to
Selection of
them in TTL 1. The teacher
Technology for and the entire class will
Educational Use: rectify if there are
appropriateness, misconceptions.
authenticity, cost,
interest, organization
and balance)
Week a. Enumerate the national ICT 1.1.1 ICT Policies and Safety  Presentation of information  Rubrics for infographic 1.1.1
3-4 policies affecting classroom [A] Issues in Teaching and gathered on the different and ICT policies
practices Learning policies and safety issues contextualized for
A. ICT national or ICT use using classroom use: These
international policies infographics: teacher-made rubrics will

b. Describe the implementation of 1.1.1 that are applicable to Students will discuss ICT be used by the teacher
ICT policies in teaching- [A] teaching and policies and safety issues in assessing these
learning learning using their original outputs.
1.1.1 B. Safety Issues in ICT infographics.
c. Identify ICT policies that are [A]
incorporated to the design and Uses of ICT Policies in the  Crafting ICT Classroom
implementation of teaching- Teaching and Learning
Policies: Students formulate
learning activities Environment
a sound ICT classroom
policy that may be
implemented in
their classroom in the
future.
Week 5-6 a. Join online communities of 1.1.1 Online Communities of  Hands-on activities for  Using a checklist: The 1.1.1
learning [A] Learning students’ online students must
b. Use resources from relevant e.g. membership: Students accomplish a checklist
mailing lists and online 4.5.1 a. Facebook participate in a workshop on how to evaluate
resources [C] b. Twitter facilitated by the teacher online communities of
c. Instagram with the objective of learning and online
d. Webinar enabling them to go resources.
through the step-by-step
Online Resources process of joining
a. Opensource communities of learning.
b. Multimedia
resources; video  Listing of online resources
sites and their use in the
c. Finding images classroom/ teaching-
d. Music and audio; learning process: Students
webcasts locate and download
e. Locate web sources relevant online resources
by topic that may be utilized in
their
lessons.

Week 7-8 a. Describe technology tools that are 1.1.1 Collaborative Projects  Plenary discussion: The  Unit plan writing: A unit 1.1.1,
used in group activities [A] teacher will give a lecture plan made by groups 4.1.1
Technology Tools for on the what and how of must be made as
b. Use technology tools to Collaborative Work technology tools for evidence of learning. At
4.5.1 a. Google Suite (docs, collaborative work. the very least, it must
collaborate and share resources [C] drive, classroom) allow elementary grade
among communities of practice
b. Edmodo pupils to collaborate
with one another.

c. bubbl.us  Guided demonstration:
d. Wikispaces Students will explore and
e. Others use the suggested
technology tools for
collaborative work with
the guidance of the
teacher. The class may
be asked to bring their
own gadgets or may use
the
available resource
center/ laboratory of the
school.
Week 9 a. Articulate digital safety rules that 1.1.1, Digital Safety Rules  Forum discussion on digital  Digital safety rules for their 1.1.1
ensure child online safety 1.3.1 Rule 1: Research before you safety rules: Students class: Done in groups, 1.3.1
[A,E] register. conduct their individual students will formulate a
Rule 2: Discriminate. research on the subject guide on digital safety
Rule 3: Think before matter. The class will be rules that they may
typing. Rule 4: Require arranged as if it is in a consider using in their
ID. forum where anyone can future classroom. A
Rule 5: Trust your gut. share their knowledge and teacher-made rubric will
understanding about the be used to assess this
topic while the teacher output.
moderates the discussion.
Week a. Select, design and create digital 4.5.1 Digital and Conventional  Student-led discussion: The  Rubrics for Student-led 4.5.1
10-14 learning materials designed to [C] Learning Materials to class will conduct group Discussion 5.1.1
enhance teaching-learning and Enhance Teaching-Learning research on conventional
assessment materials identified as and Demonstration
b. Showcase the appropriate use of A. Digital Learning appropriate and feasible in Teaching: The teacher
5.1.1 Resources a given teaching-learning
different learning resources will use these
[D] context. They will create a
through a teaching 1. Google Docs rubrics together with
2. Youtube handout that contains student/s who sit as co-
demonstration
3. Survey Monkey the essential information critic/s will give
4. Word clouds about the assigned feedback (peer
5. Audios learning resource. assessment) to the
6. Videos student-led discussion and
7. Slide presentations/  Microteaching: This demonstration teaching
narrated activity, done either conducted.

slideshows individually or in team,
highlights the use of

8. Still images/ assigned conventional
Photographs, talking learning resources. Prior to
pictures this, students are expected
9. Comic strips to consult with the course
10. Mobile apps instructor for proper
(utility,/productivity guidance in the preparation
content of lesson plan and learning
presentation, resource. Students will
games, integrate an existing
augmented/virtual learning resource and
reality) design/ create an original
one that they will
demonstrate in class.
Week a. Select, design and create 4.5.1 Digital and Conventional  Student-led discussion: The  Rubrics for Student-led 4.5.1
15-17 conventional learning materials [C] Learning Materials to class will conduct group Discussion and 5.1.1
designed to enhance teaching- Enhance Teaching-Learning research on conventional Demonstration Teaching:
learning materials identified as The teacher will use
b. Showcase the appropriate use of 5.1.1 B. Conventional appropriate and feasible in these rubrics together
different learning resources [D] Learning Resources a given teaching-learning with student/s who sit
through a teaching 1. Manipulatives (realia context. They will create a as co- critic/s will give
demonstration and models or handout that contains feedback
mock- ups) the essential information (peer assessment) to the
2. Printed materials about the assigned student-led discussion and
(handouts, study learning resource. demonstration teaching
guides, flashcards, conducted.
big books)  Microteaching: This
3. Charts/ graphs activity, done either
and posters individually or in team,
4. Wall display highlights the use of
assigned conventional
learning resources. Prior
to this, students are
expected to consult with
the course instructor for
proper guidance in the
preparation
of lesson plan and
learning resource.

Students will

integrate an existing
learning resource and
design/ create an
original one that they
will
demonstrate in class.
Week 18 a. Synthesize what they learned from 1.1.1 Course Synthesis and  The class may not  Rubric for Portfolio: A 1.1.1
the course through the 4.1.1 Finalization of Portdolio meet face-to-face teacher-made rubric will 4.1.1
4.5.1 anymore. This week may be used in assessing 4.5.1
portfolio
5.1.1 be devoted for the portfolio. 5.1.1
1.3.1 consultation and polishing 1.3.1
[A,B,C, of portfolio.
D,E]

Bilbao, P. P., Dequilla, M. A., Rosano, D. A., & Boholano, H. B. (2019). Technology for teaching and learning I. Quezon City: LORIMAR Publishing.
Canonigo, A. M. (2018). Educational technology. Mandaluyong City: Anvil Publishing Inc.
Corpuz„ B. & Lucido, P. l. (2008). Educational Technology l. Quezon City: LORIMAR Publishing.
Corpuz, B., et.al.(2007). Principles of Teaching l, Quezon City.
DepEd K-12 Curriculum Guides
Garo, C. D. (2008). Theories and Principles of Educational Act Technology. Philippines: National Book Store.
Lucido, P. I. (2007). Educational Technology 2. Quezon City: LORIMAR Publishing.
Lucido, P. L, et.al. (2008). Educational Technology l. Quezon City: LORIMAR Publishing.
PPST-RPMS Manual
Salandanan, G. G. (2007). Principles and Strategies of Teaching. Quezon City: LORIMAR Publishing..

Research in Education

Vision Mission
College Goals
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
141
Course Information
Course Name Research in Education Course Code
Course Requirements
Grading System

This is a practicum research course that introduces the fundamentals of research and understanding of research-based
knowledge and principles of teaching and learning. It will also provide prospective elementary teachers with an avenue to 1.1.1, 1.2.1
conduct applied or action research on significant problems in their own classrooms/ schools that will provide empirical bases
and research-based knowledge to improve teaching and learning and make curricular as well as instructional decisions
both school-wide and at the classroom level.

A. demonstrate knowledge and understanding of research and how it can inform classroom decisions and practices 1.1.1
B. demonstrate understanding of research-based knowledge and principles of teaching and learning and 1.2.1
C. apply the ability to use research as part of personal professional development and reflective practice. 7.4.1
142
Research in
Week 1 a. Explicate the nature of The Scientific Approach in  Group work: preparing a  Group presentation of the
research as a scientific inquiry [A] Education concept/semantic map of concept/semantic map [A]
aimed at providing basis for 1.1.1 the nature and 1.1.1
informed classroom decisions fundamentals of research
b. Review the fundamentals of [A]
and how it informs
research 1.1.1
classroom decisions
Week 2 a. Compare and contrast the [A] Research Approaches:  Dyad work: reading sample  Short Quiz/ Making a [A],
major characteristics of 1.1.1 Qualitative vs Quantitative articles for each type of Venn diagram for 1.1.1
quantitative and qualitative research approaches, comparing and
research designs preparing a comparative contrasting qualitative and
matrix of the characteristics quantitative research
approaches
of the two based on the
articles provided, and
sharing in the class
discussion their
observations.
Week a. Identify a research problem Typical Stages of a  Group work: identifying an  Discussion of output (i.e., [A]
3-4 b. Develop potential questions [A] Research Study, Selecting educational problem and research problem, 1.1.1
related to the selected 1.1.1 a Research Problem, formulate a research problem, research questions,
research topic Articulating the Research 2 potential research significance of the
c. Evaluate the plausibility of the Questions, and questions, and significance study)
questions Underscoring Significance of of the study.
d. Articulate the significance of the Study: Focus on Action
study Research
Week a. Evaluate the sources for review [A, B] Reviewing and Evaluating the  Library work, seatwork and  Writing an annotated [A, B]
5-6 b. Prepare an annotated 1.1.1, Literature, Avoiding board work on APA Style bibliography, List of 1.1.1,
bibliography 1.2.1 Plagiarism, APA Citation References following 1.2.1
c. Document sources properly using Style APA format
APA citation style
143
Research in
Week a. Provide a summary of the [A, B] Writing and Organizing the  Writing the related literature  Peer evaluation of the [A, B]
7-8 reviewed literature based on 1.1.1, Review of Literature review inside the classroom writing output in terms 1.1.1,
the annotated bibliography 1.2.1 of achieving its 1.2.1
b. Conduct a peer evaluation of a purpose, coherence, and
classmate’s work adherence
to APA citation
standards
Week 9 a. Elucidate on how theories [A] The role of theory in  Lecture, class discussion,  Ex Theory [A]
explain the phenomena 1.1.1 research group discussion identification and 1.1.1
being explored justification (Short
b. Cite a theoretical and a [B] quiz) [B]
practical question that 1.1.1 1.1.1
educational researchers ask
c. Identify appropriate tools for Tools of Research:

[A] [A]
gathering research data Tests, Measures of  Tool Identification and
1.1.1 1.1.1
Personality, Surveys, Rationalization (Short quiz)
Observations
Week 10 a. Develop a survey questionnaire [A, C] Constructing the survey  Lecture, Dyadic Task on  Constructed [A, C]
1.1.1, instruments Instrument development, pilot survey 1.1.1,
7.4.1 testing of research instrument questionnaire 7.4.1
Week 11 a. Provide an example for each [A, C] Quantitative Research  Lecture, exercises,  Accomplishing [A, C]
type of hypotheses, 1.1.1, Designs: Hypothesis testing, class discussion worksheets on hypothesis 1.1.1,
namely research 7.4.1 validity formulation 7.4.1
hypothesis, null
hypothesis, and alternative [A, C] [A, C]
hypothesis 1.1.1, 1.1.1,
7.4.1 7.4.1
b. Discuss a classroom example Quantitative Research
of testing a hypothesis. Designs: Sampling
Techniques  Short quiz on
[A] [A]
c. Elucidate the concept of 1.1.1 sampling techniques 1.1.1
sampling and sampling error
144
Research in
Week 12 a. Identify the statistical test/s [A, C] Quantitative Research  Lecture, article analysis  Writing a [A, C]
appropriate for a research 1.1.1, Designs: Correlation, t-tests, Statistical 1.1.1,
question 7.4.1 Chi-Square Tests of Analysis Plan 7.4.1
Significance, Analysis of
Variance
145
Research in
Week 13 a. Determine the appropriateness [A, B] Qualitative Research Designs:  Lecture, article analysis  Short quiz on [A, B]
of a qualitative research 1.1.1, Grounded Theory, qualitative research 1.1.1,
1.2.1 Ethnography, Case Study designs 1.2.1
design in relation to a research
problem
Week 14 b. Analyze qualitative data using [A, C] Analyzing and Reporting  Lecture, data analysis  Data analysis report [A, C]
Creswell’s (2014) model 1.1.1 Qualitative Research exercises in tabular form 1.1.1
Week a. Explain the nature and Action Research: Its  Lecture - writeshop  Writing Action Research [A]
15-18 process of action research [A] nature, process, data Plan 1.1.1
1.1.1 collection and analysis
b. Write and present research
report Writing the Final Report:
IMRD format [A,
 Writing and critiquing of
[A, B, C]
1. Swales’ CARS Model for the written research  Completed research report
B, C] 1.1.1,
Introduction report in IMRD format
1.1.1, 1.2.1,
2. Generic structures
1.2.1, 7.4.1
of other sections
7.4.1

Ary, D., Jacobs, L.C., & Sorensen, C. (2010). Introduction to research in education (8th ed.). Belmont, CA: Wadsworth, Engage Learning.
Baumfield, V., Hall, E., & Wall, K. (2013). Action research in education: Learning through practitioner enquiry. SAGE Publications Ltd
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Los Angeles, CA: SAGE Publication.
Cunningham, D. (2011). Improving teaching with collaborative action research: An ASCD action tool. Alexandria, VA: Association for Supervision and Curriculum
Development.
Efron, S. E. & Ravid, R. (2013). Action research in education: A practical guide. Guilford Press.
Wilson, E. (2017). School-based research: A guide for education students. SAGE Publications Ltd
146
Research in
© 2020. Teacher Education Council and Research Center for Teacher Quality
146
The documents presented in this compendium are outputs of the collaborative efforts of the selected Centers of Excellence
(COEs) and Centers of Development (CODs) in Teacher Education. The COEs/CODs are lead writers/developers in specific
programs and secondary writers/developers for the rest of the programs.
Research in Education 147

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3 Elementary Education Prototype Syllabi Compendium

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Philippine National

Prototype Syllabi for Pre-service Teacher Education

Acknowledgments.................................................................................................2 Content and Pedagogy in the Mother Tongue 21

The Philippine Professional Standards for Teachers (PPST)

Partnerships Towards Quality Pre-service Teacher Education

Values Education Social Studies Values

REGION II REGION III

*Priority Program in which the institution sERVed as lead

Leyte Normal Southern Leyte

REGION VII REGION IX

 Early Childhood Education  Physical Education

PPST-BASED PROTOTYPE SYLLABI INTENDED AUDIENCE

Through established partnerships with COEs and CODs in teacher

The development followed three key phases:

Compendium 1: Professional Education Courses

 Institutional Logo and other information

 Vision, Mission and College Goals

These parts were intentionally left blank and will be up to the

Course Learning Outcomes

Beginning Teacher Indicator (BTI) coverage

Intended Learning Outcomes (ILOs)

The ILOs are learner-centered rather

The Content column outlines topics to

Philippine Qualifications Framework

ASEAN Qualifications Reference

Beginning Teacher Indicators from the

Department of Education. (2017). Philippine Professional Standards for Teachers.

Readings on constructive alignment:

1.7.1 Demonstrate an understanding of the range of

Secondary Writers/ Reviewers:

Institution Name of Institution Date Last Revised

Program Outcomes (from CMO No. 74, s. 2017 p. 4):

Class Information Instructor's Information

Course Description BTIs covered

Course Learning Outcomes BTIs covered

Content and Pedagogy in the Mother 22

Content and Pedagogy in the Mother 23

Content and Pedagogy in the Mother 24

Content and Pedagogy in the Mother 25

Content and Pedagogy in the Mother 26

Content and Pedagogy in the Mother 27

Program Outcomes (from CMO No. 74, s. 2017 p. 4):

Course Description BTIs covered

Pagtuturo ng Filipino sa Elementarya I – Estruktura at Gamit ng Wikang 29

a. Natatalakay ang mga [A] Mga teoryang pilosopikal

Pagtuturo ng Filipino sa Elementarya I – Estruktura at Gamit ng Wikang 30

a. Napag-uusapan ang Ponemang Segmental  Malikhaing pagsasadula  Self-/ peer assessment ng

Pagtuturo ng Filipino sa Elementarya I – Estruktura at Gamit ng Wikang 31

a. Naipapaliwanag ang mga [A]

Pagtuturo ng Filipino sa Elementarya I – Estruktura at Gamit ng Wikang 32

Pagtuturo ng Filipino sa Elementarya I – Estruktura at Gamit ng Wikang 33

Pagtuturo ng Filipino sa Elementarya I – Estruktura at Gamit ng Wikang 34

c. Natatalakay ang pokus at

Pagtuturo ng Filipino sa Elementarya I – Estruktura at Gamit ng Wikang 36

[A] Larong pangwika Maikling

Pagkritika (Critiquing) at [A,

Pagtuturo ng Filipino sa Elementarya I – Estruktura at Gamit ng Wikang 37

Maikling pagsasanay/ [A]

Pagtuturo ng Filipino sa Elementarya I – Estruktura at Gamit ng Wikang 38

a. Naipapamalas ang [A, B] Mga epektibong dulog at Pakitang Turo

Pagtuturo ng Filipino sa Elementarya I – Estruktura at Gamit ng Wikang 39

tungkol sa karapatang [A]

a. Nakikilala ang pangungusap [A] Inter-aktibong talakayan Pagsulat ng talata/sanaysay