Republic of the Philippines

Institute: TECHNICAL EDUCATION Department: Professional Education

MARIKINA POLYTECHNIC COLLEGE
Shoe Ave. cor. Chanyungco St., Sta. Elena, Marikina City
www.mpc.edu.ph Document Code: OBTL-BTVTEd-01 Classification/Field: Required/Non-Technical

Revision No.: 22-1 Effective Date: August 2022

By 2040, MPC is a future-ready higher education institution that trademarks in excellence in technology towards global citizenship, advancement of shoe and
VISION
leathercraft, and community-based industries.
The Marikina Polytechnic College is committed to provide cutting edge SMART and Green application system to produce technology educators, experts, through its
MISSION
administration, research, relevant curricula, and extension program with national and international linkage.

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

OUTCOMES BASED TEACHING AND LEARNING

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 Course Title The Andragogy of Learning Including the Principles of TM1* Course Code EDUC 5

Credit Units 3 Course Pre-/Co-requisites None

This module presents the characteristics of the adult learner, principles of adult training and effective techniques for leading and managing the
Course Description adult classroom. Upon completion of this module, the learners should have: 1. Conducted needs analysis and have embedded the identified needs
(Based on CMO No. ___ Series in the design and organization of learning activities. 2. Organized training activities and have chosen the appropriate training techniques for their
of ____) implementation. 3. Created an engaging and interactive learning environment in the classroom. 4. Chosen and have used the necessary
educational materials and equipment. 5. Applied assessment techniques emphasizing the learning outcomes 6. Applied principles of group
dynamics and crisis management.

By the time of graduation, the students of BTVTEd shall have the ability to:

Program Intended Learning

Outcomes (PILO) a. demonstrate the competencies required of the Philippine TVET Trainers-Assessors Qualification Framework (PTTQF);
b. demonstrate broad and coherent, meaningful knowledge and skills in any of the specific fields in technical and vocational education;
c. apply with minimal supervision specialized knowledge and skills in any of the specific fields in technical and vocational education;
d. demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;

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 e. manifest a deep and principled understanding of the learning process and the role of the teacher in facilitating these processes in their
students;
f. show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political
processes;
g. apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational
assessment, and teaching approaches);
h. reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject
matter, and other factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practices;
i. demonstrate a service orientation in one’s profession;
j. participate in various types of employment, development activities, and public discourses, particularly in response to the needs of the
communities one serves; and
k. participate in the generation of new knowledge or in research and development projects in technical education.

Course Intended Learning At the end of this course, the students should be able to:
Outcomes (CILO)

1. Explain the concept of andragogy and its importance as applied in daily living activities.
2. Differentiate adult learning theories and principles.
3. Familiarize themselves in the adult learning environment where communication and principles of adult learning can be applied.

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 4. Prepare session plan prior to conducting adult training.
5. Interpret work-based arrangements, guidelines, and policies.
6. Perform tasks and assessment in a safe and functional work environment

COURSE INTENDED LEARNING OUTCOMES IN RELATION TO PROGRAM INTENDED LEARNING OUTCOMES

PROGRAM INTENDED LEARNING OUTCOMES (PILO)
COURSE INTENDED LEARNING OUTCOMES (CILO)
a b c d e f g h i J k

CILO 1. Practice to explain the concept of andragogy and its importance as applied in
I E I I E E I E E D D
daily living activities.

CILO 2. Practice to differentiate adult learning theories and principles. I I E E E I I E D E D

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CILO 3. Practice to familiarize themselves in the adult learning environment where
E E D D E E I E D E D
communication and principles of adult learning can be applied.

CILO 4. Practice to prepare session plan prior to conducting adult training. E D I E E I I E D E D

CILO 5. Practice to interpret work-based arrangements, guidelines, and policies. I I E E E I I E D E D

CILO 6. Practice to perform tasks and assessment in a safe and functional work
E D E E E E I E D E D
environment

Legend: I – Introductory E – Enabling D – Demonstrating

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 PRELIMINARY Essential Learning

Intended Learning Outcomes Suggested Teaching/Learning Assessment Tasks

(ILO) Activities (TLAs) (ATs)

Week Content Standards Declarative Knowledge Functional Knowledge

Orientation, Recite the meaning of By the end of the lesson, the Collaborative discussion, Quiz, paper and
discussion of course andragogy in the context learners should be able to: brainstorming pen / Google
goals and expected Define what is of technical and teacher 1. Define andragogy Form
outcomes, policies andragogy and know education 2. Identify the characteristics assessments
1 and grading system the important of adult learners
characteristics of 3. Apply knowledge and skills
adult learners in dealing with adult learners

2-3 Theories and Apply the theories in By the end of the lesson, the Discussant presentation, Q & A Written
principles on adult learning into practice learners should be able to: assessment -
learning Identify and 1. State the principles and essay
differentiate adult theories of andragogy
learning theories and 2. Connect the relationship of
principles the learning principles and
theories of andragogy to
adults’ learning

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 comprehension and
understanding
3. Apply the principles and
theories of andragogy in the
execution of the lesson
or training practices.
Demonstrate good By the end of the lesson, the
communication skills learners should be able to:
Familiarize the according to the principle 1. Identify the different kinds
methods and and methods in teaching and types of methods and
techniques and techniques in training adult
communication in learners Written
Methodology in 2. Classify which among the Discussant presentation, Q & A
4-7 adult education for assessment -
andragogy methods and techniques would facilitation
training essay
be appropriate for application
to a particular learning
experience or situation
3. Appreciate the value of
good communication for
effective transfer of learning
By the end of the lesson, the
learners should be able to:
1. Identify the learner’s
Identify learner’s training Presentation of
Demonstrate how to training requirements Workshop on preparing
8-9 Session planning requirements and prepare written session
prepare a session plan 2. Explain the importance of session plan
session plan plan
preparing the session plan
3. Prepare a sample session
plan

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 MIDTERMS

By the end of the lesson, the

learners should be able to:
1. Identify the necessary
materials/facilities/tools
needed in the training
Demonstrate skills in
Prepare appropriate 2. Explain the functions and
Training facilities preparing the training Presentation of
training facilities / appropriate utilization of Workshop on preparing
10-12 preparation materials/equipment/tools oral and written
resources based on the training training facilities and resources
procedures for the conduct of the outputs
session requirement materials/tools/equipment
training
3. Demonstration how to
prepare the
equipment/tools/materials
needed in the training

By the end of the lesson, the

learners should be able to:
1. Describe the implementing
policies and guidelines in a
Access relevant policies
workplace Presentation of
Workplace policies and guidelines to guide Implementing policies and Discussant presentation, Q &
13-15 2. Analyze the policies and oral and written
and guidelines the development of work- guidelines in the workplace A facilitation
guidelines implemented in the outputs
based arrangement
training program
3. Apply principles on work
ethics through a role play of a
particular scenario

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 By the end of the lesson, the
learners should be able to:
1. Identify the steps in
facilitating an assessment
Assessment tools used Assess the activities in Evaluating the process and Presentation of
2. Explain the procedures Workshop on workplace
16-17 in evaluating the workplace or training tools used in the oral and written
necessary in assessing the assessment
training center assessment outputs
performed skills
3. Evaluate a particular
assessment tool

By the end of the lesson, the

learners should be able to:
1. Explain the importance of a
safe and secured training
Perform task and environment
Safety and security activities to keep the 2. Analyze the tasks Presentation of
Safety and security of the Discussant presentation, Q &
18-19 protocols in the training environment in performed in a particular oral and written
training environment A facilitation
training environment safe and functional training as to its safety and outputs
condition security
3. Perform a particular task by
applying the principles in
safety and security of the
training environment

FINALS

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 Course References
Knowles, M. et.al. (2020). The Adult Learner. Routledge Taylor & Francis Group. Abingdon, Oxon, OX14 4RN

Suggested References Ali, Syed Amjad. (2019) Importance of Instructional Design in Adult Learning Theory retrieved on July 29, 2020 from
https://elearning.adobe.com/2019/11/importance-instructional-designadult learning-theory/

Balakas, I. (2006). "Educational Resources and Place". Train the Trainers Program, Volume III, Athens: EKEPIS.

Bramley, P. (2003). Evaluating Training, from Personal Insight to Organisational Performance. London: CIPD. Capital Educ. About Course
Design, retrieved from https://www.capital.edu/academics/academic-offices/center-for-excellence-inlearning-and-teaching/about-course-
design/ on July 29, 2020. CFA

Courau, S. (2000). Basic instruments of the adult educator. Athens: Metaichmio. European Association for the Education of Adults,
http://www.eaea.org

Giannakopoulos, E. (2006). "Design of Training Modules". Train the Trainers Program, Volume III, Athens: EKEPIS.

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 Jarvis, P. (2010). Adult Education and Lifelong Learning. Theory and Practice. 4th edition, Routledge.

Staff.( 2017) How to Design Education for Adults Posted In: Academics, Workforce Research Feb. 21, 2017 from https:// college for
america.org/designing education-for-adults/

Course Policies The students are expected to observe the academic policies and code of conduct based on the student handbook.

Course Requirements Quizzes – 20%, Midterm/Final Exam – 30%, Culminating activity/Term paper/Case study– 30%

Curriculum Committee

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 Consultation Schedule As specified on the scheduled

Prepared by Checked by Recommended by Approved by

MR. ALLAN G. BARTOLOME

Instructor, BTVTED PROF. REYNALDO C. RIVERA, JR
Program Chair, Institute of Technical Teacher EDWARD A. ALONZO, Ed.D. RENE M. COLOCAR, LPT, Ph.D.
Education Dean, Technology and Instruction College President

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ATTACHMENT: Notes for Recommendation, Feedback and Other Comments for Continuous Improvement of this Course Syllabus:

Topic/s need Suggested Improvement and Effective Date for

Date Name Suggested Reference Action Taken
improvement Comments Revision

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