Name: RIZA DICHOSO BULACAN

Program/Year/Block: BSED English 3A

Time: 5:00 pm- 8:00 pm (MONDAY)
Instructor: DR. MERCY S. BO

LET’S APPLY: Get a copy of the syllabus in professional education. Identify one or two topics and the corresponding specific outcomes, learning activities, and
assessment tasks. Determine the beginning teacher indicator/s being addressed if any. Is there alignment in the learning outcomes, activities, and assessment tasks
that address the beginning teacher indicators? Why and why not?

Course Title: The Child and Adolescent Learners and Learning Principles
Course Description:
This course focuses on child and adolescent development with emphasis on current research and theories on biological, linguistic, cognitive, social, and emotional dimensions
of development. Further, this includes factors that affect the progress of development of the learners and appropriate pedagogical principles applicable for each developmental
level of the learners. The course also addresses laws, policies, guidelines, and procedures that provide safe and secure learning environments, and the use of positive and non-
violent discipline in the management of leaner behavior.
Course Learning Outcomes:

At the end of the course the pre-service teachers can:

[1] demonstrate content knowledge and its application within and /or across curriculum teaching areas;
[2] demonstrate an understanding of the different research-based theories related to the broad dimensions of child and adolescent development and their application to
each particular developmental level of the learners
[3] demonstrate understanding of pedagogical principles suited to diverse learners' needs and experiences at different developmental levels;
[4] demonstrate knowledge of laws, policies, guidelines, and procedures that provide safe and secure learning environments; and
[5] demonstrate knowledge of the positive and non-violent discipline in the management of learner behavior.
 TOPIC/
COMPETENCY
UNIT 4- Social and Emotional
Development
A. Socio-emotional
Development
B. Development of Self and
Social Understanding
1. Psychoanalytic Theory
(Freud)
2. Psychosocial Theory
(Erikson)
3. Social Learning Theory
(Bandura)
C. Development of Motivation
and Self-Regulation
1. Content Theories
- Hierarchy of Needs (Maslow)
- ERG Theory (Alderfer)
- Theory of Needs (McClelland)
- Two Factors Theory (Herberg)
LEARNING OUTCOME/S LEARNING ACTIVITIES
At the end of the unit, the pre-
service teacher (PST) can:
Interactive instruction and
a. discuss the concepts and
facilitated discussion. A historical
theories related to the socio-
overview of the socio-emotional
emotional development of
development of children and
children and adolescents;
adolescents may be introduced.
Timelines focusing on major
b. makes connections, using
contributors/ contributions to the
knowledge on current research
field of social psychology will be
literature, between socio-
useful in the discussion of the
emotional development theories
concepts and theories. Video clips
and developmentally appropriate
and multimedia presentations may
teaching approaches suited to
be used to supplement the discussion
learners’ gender, needs,
of concepts on socio-emotional
strengths, interests, and
development.
experiences.
Library/Online research.
This involves the systematic
gathering of information to write a
paper, create a presentation, or
complete a project. As used in this
context, preservice teachers shall
gather research information on
identified topics from journals.
ASSESSMENT BEGINNING TEACHER
INDICATOR/S
Concept Maps. PSTs, in small groups, Demonstrate content
illustrates the mental connections they
knowledge and its
make between major concepts or
other concepts they have learned
application within and/or
about a topic. Other organizers may be
used whenever appropriate. Output: across curriculum teaching
The concept map will be presented
and used to discuss the concepts and areas.
theories related to the socio-
emotional development of children
and adolescents. The assessment shall
be based on the detail of content, the
relationship of concepts, discussion,
and presentation.
Simulations. This presents cases
problems scenarios. etc. in which the
Demonstrate an
students must role-play. A critical
situation is discussed and analyzed, and understanding of research-
decisions are made about how to resolve
based knowledge and
the situation using the knowledge-derived
library or online research A problem- principles of teaching and
solving organizer (refer to Annex B) may learning.
be Used to aid in the decision making.
 2. Process Theories The preservice teachers shall focus Poster presentations. Research poster
- Reinforcement Theory
on the research Problem, Theories, presentations may be an alternative to Demonstrate knowledge and
(Skinner)
- Expectancy Theory (Vroom) Methodology. Findings and simulations. Knowledge and
understanding of
- Goal Setting Theory (Locke) Discussion of Results, as well as, information derived from
- Self Determination Theory differentiating teaching to
applications and implications of library/online research may be
(Deci & Ryan)
socio-emotional development presented explaining the connections suit the learners, genders,
theories to teaching child and of socio-emotional development
needs, strengths, interests,
adolescent learners. theories to teaching approaches suited
D. Moral Development interests, and experiences.
Theories to learner’s gender, needs, strengths,
1. Piaget interests, and experiences. An
2. Kohlberg
3. Turiel alternative to poster presentation is
4. Gilligan the Research Literature Matrix (refer

E. Current Research and to Annex C)

Pedagogical Applications

Through this table, I can say that the learning outcomes, activities, and assessment tasks that address the beginning teacher education that I implied in the table
above are aligned. Since the activities and assessments related to the topics are included in the syllabus, they will through the learners in attaining the intended
learning outcomes. Aligning these will benefit students not only by verifying the validity, consistency, and openness of the assessments, but will also help to ensure
that the 'appropriate' knowledge and skills are appraised in the appropriate way using suitable procedures. Beginner teachers must ensure that everybody involved
understands the expectations. As a result, it required a consistent understanding of beginning teacher indicators, as well as better preparation for what will be
taught and how it will be evaluated.