COLLEGE OF EDUCATION
Course Code: Educ 106
Descriptive Title: The Teaching Profession
Second Semester, AY : 2023-2024
Pre-requisite: none
Co-requisite: none
PART I: VISION, MISSION, GOALS, OBJECTIVES
University Vision
A globally engaged University excelling in science,
engineering, and the arts.
College Goals
1. To provide quality and relevant teacher
education programs that are responsive to the
development needs of the region and the country.
2. To provide students with rich experiences
to reinforce their knowledge and skills in their
respective fields of specialization
3. To produce graduates with internalized
values imbued with the love of God, country and
the humankind
4. To produce graduates with enhanced skills
in research and extension services
(List here goals with reference document –
BOR resolution, etc.)
No. of Units: 3
Total Contact Hours: 54
Schedule of Meetings:
F2F : Week 1-18
University Mission
Caraga State University endeavors to produce globally competitive and socially responsible human capital
towards the sustainable and inclusive development of Caraga Region and beyond.
Program Educational Objectives
The graduates have the ability to:
I. Common to all programs in all types of schools
a. Discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
b. Communicate effectively using both English and Filipino, orally and in writing
c. Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6
descriptor)
d. Exemplify professional, social, and ethical responsibility
e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 77220
II. Common to the discipline (Teacher Education)
f. Articulate the relationship of education to larger historical, social, cultural and political processes.
g. Facilitate learning using a wide range of teaching methodologies in various types of environment
 h. Develop alternative teaching approaches for diverse learners.
i. Apply skills in curriculum development, lesson planning, materials development, instructional
delivery and education assessment.
j. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
k. Practice professional and ethical teaching standards to respond to the demands of the community.
l. Pursue lifelong learning for personal and professional growth.
III. Common to Math and Science Programs
m. Demonstrate broad and coherent knowledge and understanding in the core areas of physical
education
n. Apply critical and problem solving skills using the scientific method
o. Interpret relevant scientific data and make judgements that include reflection on relevant scientific
and ethical issues
p. Carry out basic mathematical and statistical computations and use appropriate technologies in the
analysis of data
q. Communicate information, ideas problems and solutions, both, orally and in writing, to other
scientists, decision makers and the public.
r. Relate science and mathematics to the other disciplines
s. Critically evaluate input from others
u. Appreciate the limitations and implications of science in everyday life
v. Commit to the integrity of data
IV. Specific to Bachelor of Elementary/Secondary Education
w. Demonstrate in-depth understanding of the development of elementary/secondary learners
x. Create and utilize materials appropriate to the elementary/secondary level to enhance teaching and
learning
y. Design and implement assessment tools and procedures to measure elementary/secondary learning
outcomes
V. Specific to the Program aligned to University Mandate
z. Design an action research as an expression of service in one’s profession
aa. Construct and utilize appropriate technology-supported instructional materials which will
enhance teaching and learning in the graduate programs

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 Program Intended Learning Outcomes (PILOs)
a. Demonstrate in-depth understanding of the development of elementary learners.
b. Exhibit comprehensive knowledge of various learning areas in the elementary curriculum.
c. Create and utilize materials appropriate to the elementary level to enhance teaching and learning.
d. Design and implement assessment tools and procedures to measure elementary learning outcomes.
*based on CMO 74 s. 2017

Course Intended Learning Outcomes (CILOs) 21st Century Program Intended Learning Outcomes (PILOs)(b) BTI Targets
After completion of the course, the student must be able to: Skills(a)
a b c d
Demonstrate in-depth understanding of the philosophical, historical, Critical Thinking 1.1.1
legal, socio-cultural and political factors that influence teaching and I I I I
its development as a profession;
Demonstrate understanding of existing laws and related Critical Thinking 6.3.1
jurisprudence governing professional ethics, professional rights, and Flexibility I I E E
privileges, and responsibilities;
Formulate a plan to realize professional development goals based on Critical Thinking 7.5.1
I I E E
the Philippine Professional Standards for Teachers. and Creativity
(b) I – Introductory, E – Enabling, D – Demonstrative or as provided in CMO

PART II: COURSE DETAILS

Course Description
This course deals with the understanding of the roles of teacher as a person and as a professional within the context of national and global teachers’ standards, educational
philosophies and legal bases. It includes knowledge of core values that uphold the dignity of the teaching profession, discussion of the code of ethics for professional teachers,
and awareness and understanding of existing laws and jurisprudence governing professional rights privileges and responsibilities, and teachers’ roles in the society as
transformative agents of change.
Course Requirements:
• Major Exams
• Summative quizzes
• Per unit outputs as specified in the assessment
• End of course learning log (reflective journal) and portfolio (compilation of outputs) from each unit.
Course Schedule
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 Intended Learning
Week, date Topic Learning Activities /Resources Assessment Tasks
Outcome (ILOs)
Week 1-2 Demonstrate • Orientation of Students Oral Presentation Required Reading (CSU Handbook)
understanding of the on the Vision and Lecture (video) in Youtube
vision and mission Mission of CSU and the Quizzes
statements of CSU, goals and objectives of Required Reading (CSU Student’s
goals of the College of CEd programs Handbook)
Education and of the • Orientation of Students to the Course
course - EDUC 106
Explain what teaching Unit 1 – Nature of Teaching and Teacher Roles Active learning and facilitated Small group presentation of outputs.
is and describe the A. What is teaching? discussion. Respective brainstorming groups will
various roles of a B. The Roles of a Teacher post their outputs on a Gallery Wall.
teacher 1. As a Person Brainstorming sessions will serve as The outputs will describe and explain
2. As a Professional an initiating activity on “what “what teaching is, “what teaching is
3. As a Community Leader and Social teaching is” and “what teaching is not”, and the “roles of a teacher”.
Advocate not”, and on the “roles of a teacher”.
4. As a Model of Character Outputs may be processed or refined Gallery walk may then be used for
5. As an Expert by semantic mapping. constructive criticism to further
C. Challenges in Teaching (RIVERA, enhance the outputs.
MUTIA) Interview a teacher in the field.
1. Multicultural classrooms PSTs will interview teachers to learn Role playing. PSTs will portray the
2. Learner-centered teaching how they dealt with or overcame various roles of a teacher as well as
3. Multi-grade classes specific challenges in their how teachers deal with or overcome
4. ICT integration professional practice. challenges that they may encounter in
5. Brain-based education their professional practice.
6. Multiple intelligences Pyramiding/ Snowball technique.
7. Children with special needs Interview results may be processed
D. UNESCO’s 4 Pillars of Education using this technique where PSTs first
(CASANO) work alone, then in pairs, and finally
in foursomes to compare, refine, and
revise their outputs.
Week 3-4 Trace and explain the Unit 2 – Historico-Legal Foundations of Timeline. PSTs construct a timeline of
evolution and Education events, highlighting major
development of the developments in education and the
Philippine educational teaching profession in the Philippines
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 system in the historical A. Historical Foundations (DELA TORRE, Independent reading of books, articles, as influenced by global and local
and legal context. APARECE) and journals (online or print) on the movements. This shall allow the PST to
1. Global historical and legal context of education. trace and explain the evolution of the
- Ancient Period Philippine educational system and
- Middle/Medieval Period Socialized recitation on the historical and teaching as a profession.
- Renaissance Period legal context of education.
- Modern/Contemporary Period Small group presentation of outputs.
2. Local Active learning activities like jigsaw, panel Alternatively, respective groups are
- Pre-colonial Period discussion may alternatively be employed. given topics to be presented on an
- Spanish Period appropriate graphic organizer. The
- American Period graphic organizer should show and
- Post-colonial Period explain the influence of historico-legal
B. Legal Foundations (MIZAL, COLLANO, movements to education and teaching
BETONIO) in terms of educational goals,
1. What is Law? educational structure, policies and
- Definition and nature pedagogy.
- Typologies
2. Sources of Philippine Educational
Jurisprudence
- Constitution
- Statutes
- Case Law or Jurisprudence
- Regulatory Laws
- Ordinance
- Legal Opinion
- Resolutions
3. Legal Underpinnings Philippine
Education
- Educational Structure
- Educational Policies
- Curriculum and Instruction
Week 5-7 a. discuss the Unit 3 – Philosophy of Education and Personal
philosophical Philosophy of Teaching Independent reading of books, articles, Essay.
foundations of the and journals (online or print) on PSTs will write an essay discussing
philosophical foundations of education. how education evolved and was
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 present educational A. What is Philosophy of Education? shaped by various philosophies, and
system; (CASENDAC) make connections between these
b. make connections 1. Definition and nature Socialized recitation on the philosophical educational philosophies and the
between philosophy, 2. Philosophy and Education foundations of education. teaching profession.
education and the B. Philosophical Foundations of Education
teaching profession; (GELSANO, MENIANO, LIGCUBAN, Active learning activities like jigsaw, panel Small group presentation of outputs.
and BOHOLST) discussion may alternatively be employed. Alternatively, respective groups are
c. formulate and 1. Western Philosophies given topics to be presented on an
express a personal, - Idealism appropriate graphic organizer. The
learner-centered - Realism Explicit instruction on writing a personal graphic organizer should show and
philosophy of teaching. - Pragmatism/Experimentalism philosophy. For guides and rubric visit: explain the influence or connection of
2. Eastern Philosophies https://cei.umn.edu/writing-your- the philosophies to education and
- Hinduism teaching-philosophy teaching in terms of goals of education,
- Buddhism teaching approaches, teacher roles and
- Confucianism real-life examples.
- Taoism
- Zen Buddhism Writing a personal, learner-centered
- Christian Philosophy philosophy of teaching. PSTs will
- Saracen Philosophy formulate and write their learner-
3. Contemporary Philosophies centered philosophy of teaching using
- Perennialism the guide questions agreed upon in
- Essentialism class. Outputs may be presented orally
- Existentialism in class, as a blog or a vlog. The written
- Progressivism output will serve as an artifact in the
- Social Reconstructionism end of term portfolio.
4. Post-modern Philosophies
C. Principles and Philosophy of Philippine
Education (DEGAMON)
• Art. II, Sec.17 (1987 Phil. Constitution)
• Art. XIV, Sec. 1-2 (1987 Phil. Constitution)
D. Personal Philosophy of Teaching
(SALAS)
• Importance of a personal philosophy of
teaching

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 • How to write a personal philosophy of
teaching?
Week 8 manifest a caring Unit 4 – Teacher as a Person in Society Facilitated discussion of concepts Role playing. PSTs, in groups, will
attitude, respect, supplemented by active learning activities. portray situations showing how
integrity and dignity in A. Morality and the Foundational Moral teachers would manifest a caring
teaching. Principle (GANOT) Create Scenarios / Simulations. attitude, respect, integrity and dignity
B. Teachers as Persons of Good Moral The teacher presents cases, problems, in teaching.
Character (GOLEZ) scenarios, moral dilemmas, etc. in which
C. Value Formation (LAURE, AVENIDO, the PSTs must role play. A critical situation
SUBANG) is discussed and analyzed and decisions are
1. Cognitive, affective and psychomotor made about how to resolve the situation.
dimensions KWHL chart may be used to organize class
2. Training the Intellect and Will discussion. PSTs will note: What they
3. Max Scheler’s Hierarchy of Values Know, what they Want to know, How will
Values Hierarchy Teaching as they know and what they Learned.
Vocation, Mission and Profession
4. Universal Declaration

Week 9 Midterm Examination

Week 10-12 discuss on the various Unit 5 – The Teacher as a Professional
laws governing teacher A. The Professionalization of Teaching
rights, privileges, (ONITA, ABAWAN, NADAL) Socialized recitation on laws pertaining to Situational paper and pencil test on
welfare and 1. Decree Professionalizing Teaching (PD teachers and the teaching profession. laws pertaining to teachers and the
responsibilities and 1006) teaching profession.
reflect on how they 2. The Philippine Teachers’
apply in real life. Professionalization Act (RA 7836) Sharing of personal experiences, Case analysis of classroom or school
3. Amendments to certain Sections of observations or insights on the practices related to the laws directly
R.A. 7836 (RA 9293) implementation of laws pertaining to the affecting the teacher as a professional.
B. Professional Ethics (BAYRON, professionalization of teachers. A critical situation or case is discussed
RIZALADO and analyzed, focusing on how laws
1. Code of Conduct for Professional were applied in arriving at a resolution
Teachers Inviting a resource person/expert. to the case. Results of analysis will be
2. Code of Conduct for Public Officials A master teacher, school head or other presented in appropriate graphic
and Employees (RA 6713) expert may be invited to discuss on organizers

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Week 13-15 discuss the details and Unit 6 – Other Laws Relevant to the Teaching
provisions of laws Profession (JABAY, AMADEO, ESPINA,
significant to the BONGHANOY, CUAGO)
teaching profession and
how they apply to the
teaching profession.
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C. Teacher Welfare and Privileges - The teachers’ rights, privileges, welfare and
Magna Carta for Public School Teachers responsibilities.
(RA 4670) (LAMOSTE)
D. Teachers’ Rights, Duties and
Responsibilities – The Education Act of
1982 (BP 232) (NADELA)
E. Teachers as Persons in Authority (CA
578) (CELLON)
Facilitated discussion and socialized Annotated summary. PSTs, in small
recitation on laws relevant to teachers and groups, will make annotated
A. R.A. 6728 - Government Assistance to the teaching profession. summaries of pre-assigned laws. The
Students and Teachers in Private annotations and discussions shall focus
Education Act Group reporting or panel discussion of the on the significance, applications and
B. R.A. 8545 - Expanded Government laws relevant to teachers and the teaching implications of the provisions of laws
Assistance to Students and Teachers in profession. to the teaching profession.
Private Education Act Process: Group presentation and
C. RA 7877 – Anti Sexual Harassment Act of Invite a resource person/expert. discussion of outputs to the whole
1995 A resource person from the Gender and class.
D. R.A. 8190 – Granting Priority to Residents Development office may be invited to Output: Annotated summary
of the Barangay, Municipality or City discuss on specific laws like RA 7877, RA
where the School is Located, in the 9262 and RA 9710. Reflection paper. The PSTs will write a
Appointment or Assignment of Classroom reflection paper on the laws discussed
Public School teachers by the resource person with emphasis
E. RA 9262 – Anti Violence Against Women on the applications and implications of
and their Children Act of 2004 the laws to the teaching profession.
F. RA 9710 – The Magna Carta of Women
G. RA 8491 – Flag and Heraldic Code of the
Philippines
H. RA 10157 – The Kindergarten Education
Act
I. R.A. 10533 – Enhanced Basic Education
Act of 2013
J. R.A. 10931 – Universal Access to Quality
Tertiary Education Act
 Week 16-17 describe the evolution Unit 7 – Professionalism and Transformative
of competencies and Education Online group research on the 21st century Small group presentation of outputs.
standards in response A. The 21st Century Teacher (BESIRE, teacher characteristics and transformative Groups choose an appropriate graphic
to changing societal CHATO) education. organizer to describe the evolution of
demands on the • Ways of thinking competencies and standards based on
teaching profession; • Ways of working Facilitated discussion and socialized the changing societal demands on the
and • Tools for working recitation. teaching profession
set plans for personal • Skills for living in the world
growth and B. Transformative Education (ARELLANO) Active learning and facilitated discussion Authentic writing/planning. PSTs
professional C. Qualifications Frameworks (RACASA, on qualifications frameworks using describe their reasons and motivations
development based on JORDAN) presentations and conference reports. in taking a career in teaching. They
the Philippine • ASEAN Qualifications Framework then describe their real-life plans to
Professional Standards (AQRF) Document analysis. Facilitated analysis of finish the pre-service program and
for Teachers (PPST). • Philippine Qualifications Framework the NCBTS and D.O. 42, s. 2017-National continue their professional
(PQF) Adoption and Implementation of the development through in-service based
D. The National Competency-Based Teacher Philippine Professional Standards for on the AQRF, PQF, and the standards
Standards (NCBTS) (LUIB) Teachers. stipulated in the PPST. They further
E. The Philippine Professional Standards for chronicle their action plan to achieve
Teachers (PPST) (LELIS, ROSALES) Video presentation. their goals.
• Development and characteristics The explainer video on PPST may be For more details on authentic writing
• Salient features and components downloaded from visit:
- Career Stages https://www.youtube.com/watch?v=aA5c http://talkswithteachers.com/authentic
- Domains D474aIU&t=37s and presented to the class. writing/
- Strands
- Indicators
Week 18 Final Examination
Note: This schedule is subject to change as needed during the semester.
References:
Ref (1) Bauzon, Prisciliano T. (2012). Handbook in Legal Bases of Education 2e. National Book Store, Inc., Mandaluyong City, Philippines.
Ref (2) Bilbao, P.P. Corpuz, B.B., Llagas, A.T., & Salandanan, G.G. (2018). The Teaching Profession. Lorimar Publishing Inc., Quezon City, Philippines.
Ref (3) De Belen, Rustico T. (2011). Education Laws and Jurisprudence: A Developmental Perspective. C & E Publishing.
Ref (4) Duka, Cecilio D. (2009) The Law and the Teaching Profession in the Philippines. C & E Publishing Inc.
Ref (5) Pila, R.A., Quendangan, M.M., Doctolero, P.L. (2013). The Teaching Profession in the Philippines. Anvil Publishing
Ref (6) Nolledo, Jose N. (1995). The 1982 Education Act of the Philippines: Annotated. National Book Store, Inc. Mandaluyong City, Philippines.
Ref (7) Republic Act No. 6713 – Code of Conduct for Public Officials and Employees
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 Ref (8) CMO No. 52, s. 2007 – Addendum to CMO 30, s. 2004 (NCBTS)
Ref (9) DepEd Order No. 42, s. 2017 – National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST)
Ref (10) Teacher Education Council (2017). Philippine Professional Standards for Teachers. Teacher Education Council, Department of Education.
Ref (11) De Leon, Hector S. & De Leon, Hector Jr. M. (2014) Textbook on the Philippine Constitution, 17e. Rex Bookstore, Inc., Quezon City Philippines
Ref (12) Ornstein, Allan C. (2016). Foundation of education 13th ed, Cengage Learning
Ref(13) Ozmon, Howard. (2012). Philosophical Foundations of Education. Pearson.
Required Materials or Equipment
laptop or smart phones with Wi-Fi connection

PART III. CLASS POLICIES AND EVALUATION DETAILS

Course Management and Class Policies Dimension Evaluation (Cognitive, Psychomotor, Affective with 6Cs Incorporated)
Academic Integrity
1) Each student in this course is expected to abide academic integrity. Any work Cognitive Domain % 6Cs
submitted by a student in this course for academic credit will be the student's Mid-term 20 Critical Thinking
own work. Chapter Tests 15 Critical Thinking
2) In discussion forums, respect one another’s ideas. Avoid using street and Quizzes 10 Character and Critical
texty(abbreviated) and bad words. Be constructive with your comments Thinking
3) In the discussion forum, think twice, post once. 15 minutes of humor is never Cognitive Learning Domain Distribution (Exams)
worth a lifetime of humiliation. Levels Midterm Finals 6Cs
4) Report, flag and talk about harassment with the instructor Remembering 60% Critical Thinking,
5) Output submitted late will be considered given that the student has a valid Understanding Communication, and
reason for the late submission. Applying 30% 50% Character
6) Examinations are conducted online; therefore, students should update Analyzing
themselves on their schedule and they should be prompt in attending the Evaluating 10% 50%
online exams.
Creating
7) Learning/Activity plan is rated by the instructor. Student may check the
Total 100% 100%
rubrics in an attachment in the Moodle.
8) Students are required to attend online meetings as called for by the instructor
Affective Domain % 6Cs
for special announcements and monitoring. Attendance to meetings is a must
Assignments/Reflection Paper 10 Character and Critical
since it is allotted with 5% of the student’s grade.
thinking
9) Any technical problem experienced by students e.g. poor internet
Attendance (based on the number of 5 Character
connectivity, sudden shutdown of computer, etc. should be reported
meetings the students attended)
immediately to the instructor so considerations will be made.

Psychomotor Domain % 6Cs

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 10) Since class activities are accessed via Moodle, IT experts and authorities of Oral Presentation 10
the University may monitor the online activities of Music E1. Students are Portfolio 30 Critical Thinking
expected to know that they have to observe proper netiquette.
11) More of the students’ proper behavior and disciplinary measures can be seen Domains %
in CSU Student Handbook. Cognitive 45%
Affective 15%
Note: If you have any doubts about what constitutes a violation of Academic Psychomotor 40%
Integrity, or any other issue related to academic integrity, please ask your Total 100%
instructor or see the CSU Code for Student Conduct. The final grade corresponding to the student’s general average is given in the table below.
Any deviation from this grading system must be approved by the Dean.
Accommodations for Students with Disabilities(SWD)
SWD students’ access in this course is important. They may submit their SWD/PWD Criteria for Grading (based on the CSU Code) Transmutation Table
certificate early in the semester so that the instructor has adequate time to arrange
their approved academic accommodations. If an SWD need immediate
1. The academic performance of students shall be Final Grade Range of MPS(c)
accommodation for equal access, he or she may send message abreno@carsu.edu.ph
evaluated and graded at the end of each term in 1.0 98-100
accordance with the prescribed grading system. 1.25 95-97
Formative and Summative Assessment 1.50 92-94
1. Quizzes are given right after each lesson they serve as knowledge-check activities. 2. The grading system shall be uniform using number 1.75 89-91
Chapter tests are conducted after accomplishing each module or chapter. Items in
grades in multiples of 0.25 from 1 to 5 where 1 is the 2.00 86-88
the chapter tests are taken from the quizzes.
highest and 3 as the lowest passing grade. No grade of 2.25 84-85
2. Learning logs are to be submitted in the Moodle. It is like a journal of a student 4 shall be given as final rating. 2.50 81-83
which keeps track of what they have learned in the whole week. Students have to 2.75 78-80
submit them on or before the due dates. Section 3. Students who receive grades of 1.75 or more 3.00 75-77
shall be included in the Dean’s list and shall receive 4.00 75 below
3. Mid-term exam is a multiple-choice type of test and given at Week 10 (may be
certificate and recognition during a convocation 5.00 ___
changed). In replacement of the Final Exam, the student will have to craft an activity program to be determined by the Office of the Vice INC
plan designed based on their takeaways from the course. It will be submitted on or President for Academic Affairs (OVPAA) and the Dropped
before January 6, 2024. University Registrar.
(c) MPS - Mean Percentage
Grading Practices and Policies Score
Section 4. The Instructor is the sole authority to
1) Quizzes and Chapter tests will be graded automatically in the Moodle. determine and give grades to his/her students based
Students will be given feedback right after taking the test. They are only on the policies on grading system.
given one attempt to take them.
2) Exams and learning logs will be graded by the instructor.

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 3) Students who failed to take the exam will be given a chance to take the test if
he or she can present a valid reason to the instructor. The instructor may be
reached via e-mail (abreno@carsu.edu.ph).
4) Regrading is only possible in activity plans and learning logs but not in the
chapter tests, exams, and quizzes.
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Section 5. The grade of INC is given to a student
whose class standing throughout the semester is
passing but fails to complete all academic
requirements for the course due to illness or other
valid reasons. Any deficiency must be done within the
academic year following the incurrence of said
deficiency by passing the examination or meeting the
requirements for the course, after which, the student
shall be given a final grade based on his/her overall
performance.
Petition to take a second examination to complete an
INC shall not be granted.
1. Examination for removal of INC may be taken
without any fee during:
a) the regular examination periods; provided, that
the subject/course involved is included in the
schedule of examinations; and,
b) the regular removal examination period, i.e.,
within the third week after the registration in
each semester; and provided further, that the
examination is taken at the time it is scheduled.
2. Completion of INC shall be the sole responsibility
of the student. Only the Instructor who gave the INC
could issue a completion grade; provided, that said
instructor is duly authorized by the Dean concerned.
3. Payment of a completion fee shall be required of
students completing the INC within the prescribed
grace period
 4. A student who is allowed to take the final
examination without presenting a duly accomplished
examination clearance shall be given a grade of “INC”
in all his currently enrolled subjects and such shall be
completed following the procedures for completing
“INC” but only upon presentation of a duly
accomplished Final Examination clearance.
Prepared by: Reviewed by: Approved by:
Revision Number: 3
ABZONIE B. REÑO, MSc GRACE T. FLORES, EdD LEO L. CODILLA, JR., EdD Date Revised: January 8, 2024
Instructor, Educ 106 Secondary Education Department Chair College Dean Effectivity: January 9, 2024
Date Signed: ______________ Date Signed: ______________

Attachments:
Learning Log Writing Rubric (20%)
(Critical Thinking and Character)
CATEGORY Excellent (100) Very Good (80) Good (60) Needs Improvement (40)

Organization of Ideas (10%) Ideas were expressed in a clear Ideas were expressed in a pretty Ideas were somewhat organized, The statement/paragraph seemed to
and organized fashion. It was clear manner, but the but were not very clear. It took be a collection of unrelated sentences.
easy to figure out what the organization could have been more than one reading to figure It was very difficult to figure out what
topic was about. better. out what the topic was about. the topic was about.

Source: http://rubistar.4teachers.org

Activity Plan Rubric (20%)

(Critical thinking and Character)

Needs Improvement (70 and

CATEGORY Excellent (100) Very Good (90) Good (80) below)

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 Lesson Design The lesson plan includes and The lesson plan correctly identifies The lesson plan correctly identifies The lesson plan is missing three of the
correctly identifies teacher and all but one of the following: teacher all but two of the following: teacher following: teacher and student
student objectives, and student objectives, and student objectives, objectives, implementation, and
implementation, and assessment. implementation, and assessment. implementation, and assessment. assessment.

Source: http://rubistar.4teachers.org

Attitude (5%)
(Character)

Needs Improvement
CATEGORY Excellent (100) Very Good (90) Good (80) (70 and below)
Promptness of 95 to 100 % of the time 80-94% of the time prompt 50-79% of the time prompt 49% and below of the time
prompt in the submission in the submission of in the submission of prompt in the submission of
the
of outputs and participates outputs and participates to outputs and participates to outputs and participates to
Submission of
to school-based project school-based project school-based project school-based project
Outputs
Source: http://rubistar.4teachers.org

Teaching Learning Activities (TAs) and Assessment Tasks (ATs) Catalog

TLAs Definitions
Lecture-video A recorded video of an instructor’s talk about a particular subject for the students
Quiz A 5-item formative assessment given after each lesson or topic
Oral Presentation An oral activity assigned to students to present and discuss topics relevant to the course.
Required Reading A reading activity given to a student that he or she has or must do in order to move to the next
topic or activity.
Required Viewing A viewing activity (usually videos from YouTube) that a student has to do in order to move to
the next topic or activity
Chapter Tests A test which may contain 10-15 items and is given right after a chapter or chapters of lessons.
Mid-Term Exam A 50-item multiple-choice type of test given to students usually at the middle of the semester
Final Output An activity plan which incorporates all the takeaways of the students from the course

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