2016-2017 Course Syllabus 2nd Semester

Republic of the Philippines
ILOCOS SUR POLYTECHNIC STATE COLLEGE

Tagudin Campus
Tagudin, Ilocos Sur
COURSE SYLLABUS
Educ. 101 Social Dimensions in Education
Second Semester AY 2016 - 2017
BACHELOR OF SECONDARY EDUCATION

BACHELOR OF ELEMENTARY EDUCATION
V. TEACHER EDUCATION PROGRAM OUTCOMES
I. VISION
1. Discover, verify, and disseminate the frontiers of knowledge through

quality instruction, research and extension activities.
2. Equip students with strong conviction to harness the latest trends,
technologies, and issues in education
3. Develop a true humanist who possess a clear understanding and
appreciation of genuine humane ideas and Filipino values.
A vibrant and nurturing Polytechnic Service College for transforming

lives and communities.
II. MISSION
To improve the lives of people and communities through quality instruction,
innovations, productivity initiatives, environment and industry-feasible
technologies, resource mobilization and transformational outreach programs
and services.
III. GOALS
Flourish ISPSC, Deliver Quality Instruction and Services, and Launch
cultural,
Academic Excellence.
research
VI.COURSE CODE: Educ 101

COURSE TITLE: Social Dimensions in Education
NO. OF UNITS: 3
LECTURE HOURS: 3 hrs. per week / 54 hrs. per semester
VII. COURSE DESCRIPTION
This course is an introduction to social science (economic, sociopolitical, geographical, and environmental processes) theory and
as they relate to education and to understand the four pillars of
education
which are fundamental in making critical and logical decisionmaking as
IV. CORE VALUES

course aims
to the transformations
Productivity, Resiliency, Accountability, Ingenuity, Synergy, Excellence
induced
an active member of the society and as a global citizen. The

to enhance critical understanding and responding
in education, work, culture, globalization, and subjectivity that
education, economic, socio-cultural, political, geographical, and
environmental networks.
VII. COURSE OUTCOMES

General Objectives
At the end of the course, the students shall be able to:
1. discuss and analyze relevant social science theories and research as they relate to education;
2. appreciate and apply basic assumptions made in social science studies in order to help them make critical and logical decisions;
3. develop a realization that local actions of teachers result in global or geographically dispersed consequences; and
4. formulate an understanding of their relation between and among individuals, school, and society by applying the four pillars of education.
VIII. LEARNING PLAN
Desired Learning Outcomes
(DLO)
Course Content/Subject
Matter
After the course, the students

are expected to have the
following outcomes:
- Have an assessment
on the various social
science theories of
education and their
implications to human
civilization
I. Introduction
A.
The
Dimensions
Education
Social
of
B.
Social
Science
Theories of Education
Suggested
Instructional
Materials
College
Code/Syllabus
Students
Handbook/
Manual
Outcomes-based
Teaching and
Learning (OBTL)
Lecture/
Discussion
Evaluation
Measures
Recitation
Quiz
Readings and
References
Time
Frame
Vega, Violeta A. Social

Dimensions of Education
5 hrs
Bago, Adelaida. Social

Dimensions of Philippine
Education
http://ser.oxfordjournals
.org
http://www.merriamwebster.com
http://guides.wikinut.co
m/The-Consensus-AndConflictTheory/1anshulq/
Internalize
on
the
importance of the four
pillars of education
Expound
on
concept
of
cultural
communication
the
inter-
State the influence of

the various factors in
the conceptualization of
a school
Describe the school as
an agent of change
II. The Four Pillars of

Learning
A Learning to know
B Learning to do
C Learning to live
together
D Learning to be
III. Inter-cultural
Communication
A Communication
and Language
B Nature
and
Meaning of Culture
C Cultural Change
D Cultural
Dimensions
of
Learning, Teaching,
and
Educational
Process
IV. School as an Agent of
Change
A Historical,
economic,
sociocultural,
geographical,
Lecture Hand-outs
Research
Internet
Lecture Hand-outs
Reporting
Internet
Powerpoint
Presentation
Group Discussion
Lecture/
Discussion
Recitation
Quiz
Recitation
Brainstorming
Recitation
Participation
http://psychology.about.c
om/
3 hrs

Education
20 hrs

Education

Education
18 hrs
Prepare
a
socialpsychological model of
a school as an agent of
change
- Discuss the role of

gender and development
in promoting equality,
gender-sensitive
educational process
Relate globalization to
education
environmental,
political
factors
affecting
schools
conceptualization
and studies
B Socialpsychological
model of the school
as an agent of
change
V. Gender and
Development
A. Gender and
Equality
B. Gender and Power
C. Gender and
Education towards
Development
VI.
Globalization
Education
Course Requirements
Research/Individual Reports
Quizzes
Exams
Class Participation
Grading System
and
Lecture Hand-outs
Research
Internet
Powerpoint
Presentation
Research/
Reporting
Recitation
Quiz
Critiquing
Quiz
Evaluation

3 hrs

Education
5 hrs
Quizzes/Assignments
Exams
TOTAL
30%
30%
40%
100%
Prepared and Designed by:
JOEY B. BOLINAS, MSE

Instructor 1
Recommending Approval:
EDERLINA M. SUMAIL, Ph.D.

Associate Dean, College of Teacher Education
Approved by:

OIC-Campus Executive Director
Tagudin Campus
Tagudin, Ilocos Sur
COURSE SYLLABUS
Educ. 111 The Teaching Profession
BACHELOR OF ARTS
V. ARTS AND SCIENCES PROGRAM OUTCOMES
I. VISION
II. MISSION


and services.
VI.COURSE CODE: EDUC 111

COURSE TITLE: The Teaching Profession
NO. OF UNITS: 3
III. PHILOSOPHY

This course deals with the teacher as an individual, classroom

teacher, community teacher, and global teacher. This emphasizes
professionalization to cover teachers status and levels of
professional rewards and professionalism to improve competencies.

IV. CORE VALUES

General Objectives
1. define roles of teachers as individuals and classroom managers;
2. identify the responsibilities of global teachers;
3. discuss the various aspects of teaching as a profession;
4. internalize the values of professional teacher; and
5. reflect on ones total involvement in the teaching profession.
VIII. LEARNING PLAN

(DLO)
following outcomes:
- summarize at least seven (7)
philosophies of education
and draw their implications
to teaching-learning;
formulate
their
own
philosophy of education;
- discuss and internalize the
foundational principles of
morality;
- accept continuing values
formation as an integral part
of
their
personal
and
professional life;
- clarify the value of teaching;
- explain teaching as a
vocation,
mission,
and
profession; and
- embrace teaching as a
vocation,
mission,
and
profession.
- explain the competencies,
as contained in the NCBTS;
- relate the NCBTS to the
Code of Ethics of Professional
Teachers;
- examine the responsiveness
of
the
present
teacher
education curriculum to the
needs of the teacher as she
Matter
I. The Teacher as a Person

in Society
Textbook/Reference
The Teaching
Profession
- Bilbao, Purita P.
Corpuz, Brenda B.
Llagas, Avelina T.
Salandalan, Gloria G.
Outcomes-based
Teaching and
Learning (OBTL)
Assessment of
Learning Outcomes
(ALO)
Resource
Materials
Time
Frame
Lecture/Discussion
Active Teaching
Recitation
Quiz
Learning Portfolio
The Teaching
Profession
Theory and Practice in

Student Teaching
- Lardizabal, Amparo S.
Campos, Milagros A.
The Modern
Teacher
Magazine
Internet
Guide to Student
Teaching
- San Mateo, Rosalinda
A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
II. The Teacher in the

Classroom and
Community
The Teaching
Profession
- Bilbao, Purita P.
Corpuz, Brenda B.
Llagas, Avelina T.
Student Teaching
Lecture/Discussion
Research
Recitation
Quiz
Reflection Paper
Lecture
Hand-outs
Internet
9 hrs
h
r
s
performs her role in the

classroom
and
in
the
community; and
- deepen understanding on
the various roles of the
teacher in the classroom and
in the community.
Campos, Milagros A.
Guide to Student
Teaching
A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
- describe a global teacher in

the
context
of
global
education;
- analyze and compare the
education
of
selected
countries of the world;
-describe
multicultural
diversity as an element of
global education;
- identify opportunities in
teacher exchange programs
for the development of worldclass teachers; and
- describe global application
of
technology
in
the
classroom.
III. On Becoming a Global

Teacher
The Teaching
Profession
- Bilbao, Purita P.
Corpuz, Brenda B.
Llagas, Avelina T.
Student Teaching
Campos, Milagros A.
Guide to Student
Teaching
A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
Lecture/Discussion
Demonstration
Active Teaching
Recitation
Demonstration
Reflection Paper on
Philosophies
The Teaching
Profession
The Modern
Teacher
Magazine
Internet
9 hrs
- compare PD 1006 and RA

7836,
laws
that
professionalized teaching;
explain
how
the
amendments in RA 9293
support
the
teaching
profession;
demonstrate
deep
appreciation
for
the
professionalization
of
teaching and for the teaching
profession itself; and
- relate the impact of
professionalization
of
teaching in the future life as
a full-fledged professional
teacher.
IV. The Professionalization

of Teaching
The Teaching
Profession
- Bilbao, Purita P.
Corpuz, Brenda B.
Llagas, Avelina T.
Lecture/Discussion
Demonstration
Active Teaching
Recitation
Participation on
Demonstration
Paper on My Teaching
Career Path

Student Teaching
Campos, Milagros A.
The Teaching
Profession
9 hrs
The Modern
Teacher
Magazine
Internet
Guide to Student
Teaching
A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
- explain the meaning of

profession and professional;
and
describe
how
the
professional teacher conducts
him/herself in the practice of
his/her profession.
V. Becoming a
Professional Teacher
The Teaching
Profession
- Bilbao, Purita P.
Corpuz, Brenda B.
Llagas, Avelina T.
Student Teaching
Campos, Milagros A.
Guide to Student
Teaching
Lecture/Discussion
Research
Recitation
Quiz
The Teaching
Profession
The Modern
Teacher
Magazine
Internet
9 hrs

A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
- internalize the basic laws
on education and their
implementation;
- clarify on the rights, duties,
and
obligations
as
a
professional;
- understand policies on
recruitment and deployment
clarify
disciplinary
procedures
applied
to
teachers as they exercise the
special parental authority
and responsibility over the
learners.
- internalize the rights,
duties, and obligations of the
academic community; and
- identify UN programs and
projects affecting education
and see their relevance to the
teaching profession.
VI. Other Education and

Teacher-related Laws
- trace the development of the

Philippine educational system
from pre-Spanish era to the
present
along
national
development
goals
and
objectives of education;
VII. Historical Perspective

of the Philippine
Educational System
The Teaching
Profession
- Bilbao, Purita P.
Corpuz, Brenda B.
Llagas, Avelina T.
Lecture/Discussion
Demonstration
Research
Recitation
Demonstration

Student Teaching
Campos, Milagros A.
The Teaching
Profession
6 hrs
The Modern
Teacher
Magazine
Internet
Guide to Student
Teaching
A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
The Teaching
Profession
- Bilbao, Purita P.
Corpuz, Brenda B.
Llagas, Avelina T.
Lecture/Discussion
Demonstration
Active Teaching
Recitation
Participation on
Demonstration
The Teaching
Profession
The Modern
Teacher
Magazine
9 hrs
internalize
the
basic
education curricular reforms
from 1946- present; and
- underscore the teachers
roles in the national program
for the expansion to the 12year Basic Education Cycle.

Student Teaching
Campos, Milagros A.
Guide to Student
Teaching
A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
Course Requirements
Quizzes
Exams
Class Participation
Grading System
Individual Reports/Recitation
Quizzes
Assignments/Seatwork/Projects
Exams
TOTAL
30%
30%
30%
40%
100%
Internet

Instructor 1
GEMMA B. SOMERA, Ph.D.

Dean, College of Arts and Sciences
Approved by:


Tagudin Campus
Tagudin, Ilocos Sur
COURSE SYLLABUS
Educ. 111 The Teaching Profession
I. VISION
II. MISSION


and services.

COURSE TITLE: The Teaching Profession
NO. OF UNITS: 3
III. PHILOSOPHY

This course deals with the teacher as an individual, classroom

teacher, community teacher, and global teacher. This emphasizes
IV. CORE VALUES
professionalization to cover teachers status and levels of

professional rewards and professionalism to improve competencies.

General Objectives
1. define roles of teachers as individuals and classroom managers;
2. identify the responsibilities of global teachers;
3. discuss the various aspects of teaching as a profession;
4. internalize the values of professional teacher; and
5. reflect on ones total involvement in the teaching profession.
VIII. LEARNING PLAN
(DLO)
Matter
Textbook/Reference
The Teaching
Outcomes-based
Teaching and
Learning (OBTL)
Assessment of
Learning Outcomes
(ALO)
Resource
Materials
Time
Frame

following outcomes:
- summarize at least seven (7)
philosophies of education
and draw their implications
to teaching-learning;
formulate
their
own
philosophy of education;
- discuss and internalize the
foundational principles of
morality;
- accept continuing values
formation as an integral part
of
their
personal
and
professional life;
- clarify the value of teaching;
- explain teaching as a
vocation,
mission,
and
profession; and
- embrace teaching as a
vocation,
mission,
and
profession.
- explain the competencies,
as contained in the NCBTS;
- relate the NCBTS to the
Code of Ethics of Professional
Teachers;
- examine the responsiveness
of
the
present
teacher
education curriculum to the
needs of the teacher as she
performs her role in the
classroom
and
in
the
community; and
- deepen understanding on
the various roles of the
I. The Teacher as a Person

in Society
Profession
- Bilbao, Purita P.
Corpuz, Brenda B.
Llagas, Avelina T.
Lecture/Discussion
Active Teaching
Recitation
Quiz
Learning Portfolio

Student Teaching
Campos, Milagros A.
The Teaching
Profession
6 hrs
The Modern
Teacher
Magazine
Internet
Guide to Student
Teaching
A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
II. The Teacher in the

Classroom and
Community
The Teaching
Profession
- Bilbao, Purita P.
Corpuz, Brenda B.
Llagas, Avelina T.
Student Teaching
Campos, Milagros A.
Guide to Student
Teaching
Lecture/Discussion
Research
Recitation
Quiz
Reflection Paper
Lecture
Hand-outs
Internet
9 hrs
teacher in the classroom and

in the community.

A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
- describe a global teacher in

the
context
of
global
education;
- analyze and compare the
education
of
selected
countries of the world;
-describe
multicultural
diversity as an element of
global education;
- identify opportunities in
teacher exchange programs
for the development of worldclass teachers; and
- describe global application
of
technology
in
the
classroom.
III. On Becoming a Global

Teacher
The Teaching
Profession
- Bilbao, Purita P.
Corpuz, Brenda B.
Llagas, Avelina T.
Lecture/Discussion
Demonstration
Active Teaching
Recitation
Demonstration
Reflection Paper on
Philosophies

Student Teaching
Campos, Milagros A.
The Teaching
Profession
9 hrs
The Modern
Teacher
Magazine
Internet
Guide to Student
Teaching
A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
- compare PD 1006 and RA

7836,
laws
that
professionalized teaching;
explain
how
the
amendments in RA 9293
IV. The Professionalization

of Teaching
The Teaching
Profession
- Bilbao, Purita P.
Corpuz, Brenda B.
Llagas, Avelina T.
Lecture/Discussion
Demonstration
Active Teaching
Recitation
Participation on
Demonstration
The Teaching
Profession
The Modern
Teacher
9 hrs
support
the
teaching
profession;
demonstrate
deep
appreciation
for
the
professionalization
of
teaching and for the teaching
profession itself; and
- relate the impact of
professionalization
of
teaching in the future life as
a full-fledged professional
teacher.
Career Path

Student Teaching
Campos, Milagros A.
Magazine
Internet
Guide to Student
Teaching
A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
- explain the meaning of

profession and professional;
and
describe
how
the
professional teacher conducts
him/herself in the practice of
his/her profession.
V. Becoming a
Professional Teacher
The Teaching
Profession
- Bilbao, Purita P.
Corpuz, Brenda B.
Llagas, Avelina T.
Student Teaching
Campos, Milagros A.
Guide to Student
Teaching
A.
Idos, Salvador S.
Cruz, Amilita A.
Lecture/Discussion
Research
Recitation
Quiz
The Teaching
Profession
The Modern
Teacher
Magazine
Internet
9 hrs
The Modern Teacher

Magazine
- internalize the basic laws
on education and their
implementation;
- clarify on the rights, duties,
and
obligations
as
a
professional;
- understand policies on
recruitment and deployment
clarify
disciplinary
procedures
applied
to
teachers as they exercise the
special parental authority
and responsibility over the
learners.
- internalize the rights,
duties, and obligations of the
academic community; and
- identify UN programs and
projects affecting education
and see their relevance to the
teaching profession.
VI. Other Education and

Teacher-related Laws
- trace the development of the

Philippine educational system
from pre-Spanish era to the
present
along
national
development
goals
and
objectives of education;
internalize
the
basic
education curricular reforms
from 1946- present; and
- underscore the teachers
roles in the national program
VII. Historical Perspective

of the Philippine
Educational System
The Teaching
Profession
- Bilbao, Purita P.
Corpuz, Brenda B.
Llagas, Avelina T.
Lecture/Discussion
Demonstration
Research
Recitation
Demonstration

Student Teaching
Campos, Milagros A.
The Teaching
Profession
6 hrs
The Modern
Teacher
Magazine
Internet
Guide to Student
Teaching
A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
The Teaching
Profession
- Bilbao, Purita P.
Corpuz, Brenda B.
Llagas, Avelina T.
Student Teaching
Campos, Milagros A.
Lecture/Discussion
Demonstration
Active Teaching
Recitation
Participation on
Demonstration
The Teaching
Profession
The Modern
Teacher
Magazine
Internet
9 hrs
for the expansion to the 12year Basic Education Cycle.
Guide to Student
Teaching
A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
Course Requirements
Quizzes
Exams
Class Participation
Grading System
Quizzes
Exams
TOTAL
30%
30%
30%
40%
100%

Instructor 1

Approved by:


Tagudin Campus
Tagudin, Ilocos Sur
COURSE SYLLABUS
Educ. 107 Curriculum Development
BACHELOR OF SECONDARY EDUCATION

I. VISION


II. MISSION

and services.
III. GOALS
VI.COURSE CODE: Educ 107

COURSE TITLE: Curriculum Development
NO. OF UNITS: 3
The course is designed to provide the students with the basic principles,
and concepts of effective teaching and learning. It deals with subjectmatter that explains the elements of teaching of which; the learner is the
most important aspect. The student in this course will be taught the
principles of learning with a focus on how to formulate behavioral goals
lesson on: selection and organization of what to teach (contents); how to
and objectives to help them direct learning. Likewise, it also deals with
teach (methods and strategies); and how to asses and evaluate the result
of teaching and learning (evaluation).

1. integrate appropriate learning styles, instructional approaches and teaching-learning processes in curriculum development;
2. design a model curriculum demonstrating considerations for a selected age group and setting including appropriate community linkages/stakeholders; and
3. construct instruments for monitoring curriculum implementation and assessment.
VIII. LEARNING PLAN
Desired Learning Outcomes Course Content/Subject
Textbook/Reference
Outcomes-based
Assessment of
Resource
Time
(DLO)
Matter
Teaching and
Learning Outcomes
Materials
Frame
Learning (OBTL)
(ALO)
Curriculum
are expected to have the I. Curriculum Essentials
Development
Lecture/Discussion
Recitation
Curriculum
6 hrs
following outcomes:
- Bilbao, Purita P.
Active Teaching
Quiz
Development
- enhance understanding of
Corpuz, Brenda B.
Learning Portfolio
the role of the teacher as a
Dayagbil, Filomena T
The Modern
curricularist;
Teacher
- define curriculum from
Magazine
different perspectives;
- describe the nature and
scope of curriculum;
Reflect
on
the
three
approaches interrelate with
each other;
- describe the foundations of
curriculum development
Student Teaching
Campos, Milagros A.
Internet
Guide to Student
Teaching
A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
- identify the fundamentals of

curriculum designing
- analyze the approaches in
the light of how these are
applied in the school setting;
- identify the purposes of
curriculum maps;
II. Crafting the

Curriculum
Curriculum
Development
- Bilbao, Purita P.
Corpuz, Brenda B.
Student Teaching
Campos, Milagros A.
Guide to Student
Teaching
A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
define
curriculum
III. Implementing the
Curriculum
Lecture/Discussion
Research
Recitation
Quiz
Reflection Paper
Lecture
Hand-outs
Internet
9 hrs
implementation;
- match learning outcomes
with appropriate teaching
methods;
discuss
the
role
of
technology in curriculum
application.
Curriculum
Development
- Bilbao, Purita P.
Corpuz, Brenda B.
Lecture/Discussion
Demonstration
Active Teaching
Recitation
Demonstration
Reflection Paper on
Philosophies

Student Teaching
Campos, Milagros A.
Curriculum
Development
The Modern
Teacher
Magazine
Internet
Guide to Student
Teaching
A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
- acquire clear understanding
of
what
is
curriculum
evaluation;
understand
how
a
curriculum can be evaluated
by the assessment of learning
outcomes;
- interpret the value of
assessment in terms of
grades assigned;
- explain the connections of
evaluating to planning in
curriculum development;
IV. Teacher as a
Curriculum Evaluator
Curriculum
Development
- Bilbao, Purita P.
Corpuz, Brenda B.
Student Teaching
Campos, Milagros A.
Guide to Student
Teaching
A.
Idos, Salvador S.
Lecture/Discussion
Demonstration
Active Teaching
Recitation
Participation on
Demonstration
Career Path
Curriculum
Development
The Modern
Teacher
Magazine
Internet
9 hrs
h
r
s
Cruz, Amilita A.
The Modern Teacher
Magazine
gain
comprehensive
understanding of the K-12
Curriculum;
define
outcomes-based
education;
- describe how assessment of
achieved learning relate to
OBE;
- analyze the influence of
OBE in the teacher education
curriculum;
- identify the 21st century
skills to be developed in the
curriculum;
- view and value the big
picture of the whole module
on Curriculum Development
for Teachers.
V. Curriculum
Development Reforms and
Enhancement

Student Teaching
Campos, Milagros A.
Guide to Student
Teaching
A.
Idos, Salvador S.
Cruz, Amilita A.
The Modern Teacher
Magazine
Course Requirements
Quizzes
Exams
Class Participation
Grading System
Curriculum
Development
- Bilbao, Purita P.
Corpuz, Brenda B.
30%
Lecture/Discussion
Research
Recitation
Quiz
Curriculum
Development
The Modern
Teacher
Magazine
Internet
9 hrs
Quizzes
Exams
TOTAL
30%
30%
40%
100%

Instructor 1

Approved by:


South Cluster, Tagudin Campus
Tagudin, Ilocos Sur
COURSE SYLLABUS
EDUC 103 FACILITATING LEARNING
BACHELOR OF ARTS
V. ARTS AND SCIENCES PROGRAM OUTCOMES
I. VISION
II. MISSION


and services.

COURSE TITLE: FACILITATING LEARNING
NO. OF UNITS: 3
III. PHILOSOPHY

The course is designed to introduce the basic learning theories and

principles as basis for the design, development, implementation, and
evaluation of instruction using educational technology. Students are

IV. CORE VALUES

expected to acquire skills in integrating technology in various content

areas. Courses are focused on the design and development of
instructional plans.
VIII. COURSE OUTCOMES

General Objectives
a. gain deeper insights in the different concepts on how the design of teaching methodologies and learning activities and should take into consideration
the various forms of knowledge regarding child and adolescent development;
b. apply the meta-cognitive strategies in the quest of learning;
c. articulate own views and ideas on how students learn in different domains and factors that influence this process; and
d. appreciate the use of scaffolding to facilitate learning.
IX. LEARNING PLAN
(DLO)
Matter
- be oriented of the VGMO of
Orientation and
presentation of the
Colleges VMGOs.
CHAPTER I: COGNITIVE
AND META-COGNITIVE
FACTORS OF LEARNING
Distinction
between Cognitive
and Meta-cognitive
Aspects of LearnerCentered
Psychological
Principles
Developing Metacognition
Meta-cognitive and
Knowledge Skills
CHAPTER II:
the college
compared the
difference between
cognitive and metacognitive
identified ways on how
learner-centered
psychological
principles are applied
developed cognitive,
meta-cognitive, and
knowledge skills
defined expert system
Suggested
Instructional
Materials
Outcomes-based
Teaching and
Learning (OBTL)
Assessment of
Learning
Outcomes (ALO)
Resource Materials
Time
Frame
1 hr
- summarized
copy of reports
- handouts
- lecture
- discussion
- reporting
- recitation
- giving examples
of objectives that
fall under HOTS
- quizzes
- chapter
examinations
- assignments
- worksheets
- individual
- oral and
Facilitating Learning by Maria

Rita Lucas & Brenda Corpuz
Social Dimensions of Education
5 hrs
6 hrs
and identified
principal parts of
experts
described the different
basic cognitive
concepts
identified the role of
prior knowledge in
current learning
demonstrated how to
use prior knowledge in
instruction
described the
emotional influences of
motivation in the
learning process
explained the ideal
relationship of the
different theories of
motivation
described how selfefficacy affects selfconcept and behaviors
stated the factors that
develop self-efficacy
justified the role of
motivation in the
teaching-learning
DEVELOPMENTAL
THEORIES AND
COGNITIVE PROCESS
OF EXPERT AND
SYSTEMS
Principal Parts of
Expert
Basic Cognitive
Concepts
Piagets Stages of
Cognitive
Development
Prior Knowledge
The Role of Prior
Knowledge in
Current Learning
How to Use Prior
Knowledge in
Instruction
CHAPTER III:
MOTIVATIONAL
FACTORS IN LEARNING
Definition of
Motivation
Motivational and
Emotional
Influences on
Learning
Types of Motivation
Important Points
Concerning
Motivation
Theories of
Motivation
Levels of Motivation
- video clips
- copy of the
summarized
report
- textbook
- multimedia
reporting
- brainstorming
-video
presentation
chapter
examinations
- quizzes
by Violete A. Vega et.al.
- individual
reporting
- brainstorming
- written quiz
- recitation
assignment
Principles and Methods of

Teaching by Herman C.
Gregorio
UNESCO APNIEVE Sourcebook

Teaching by Brenda Corpuz,
et.al.
5 hrs
process
described the
developmental
dimensions in learning
on how students
acquire knowledge
compared and
contrasted the
characteristic of how
children, adolescents,
and adults learn and
think
differentiated learners
varied learning
characteristic and
needs
discussed how culture
affects the learning
process of an
individual
stated and explained
the theories of situated
learning
determined the
different theories of
intelligence
assessed the factors
Self-Efficacy and
Self-Concept
Effects of SelfEfficacy
CHAPTER IV:
DEVELOPMENTAL
DIMENSIONS IN
LEARNING
How Children
Thing and Learn
Stages of Learning
Development
How Adolescents
Learn
Adult Learning
Motivation
CHAPTER V: SOCIOCULTURAL DIMENSIONS

OF LEARNING
Social and Cultural
Influence of
Learning
Social
Constructivism
Theories of
Situated Learning
Elements of
Situated Learning
CHAPTER VI:
INDIVIDUAL
DIFFERENCES
Theories of
- multimedia
- handouts
- charts
- library research
- group reporting
- sharing
experiences
- facilitating
assigned topics
- group
presentation of
outputs
- Socratic
method
- chapter quiz
- flowchart
making

- internet
- handouts
- published
books
- video
presentation
- individual
reporting
- Socratic method
- brainstorming
- discussion
- illustrating a
school that is
supportive of
learning
- recitation
- quiz
- assignment
Foundations of Education by
Angel S. Recto
- copy of the
summarized
report
- video
- group discussion
- individual
reporting
- lecture
- written/oral
examination
Experiential Learning Module
6 hrs
Experiential Learning Courses

Handbook
Foundations of Education by
Angel S. Recto
7 hrs
Facilitating Learning by Gloria

Salandalan
Teaching Strategies and

Approaches by VictorinoAcero
7 hrs
that bring about

student diversity
identified the different
specific learning
disability
explained the
importance of
classroom
management
identified and
explained various
approaches to
classroom
management
Intelligence
Factors that Bring
about Student
Diversity
Theories of Styles
Learning Styles
Preferences
Students with
Special Learning
Needs
Characteristics of
Specific Learning
Disability
Causes of Learning
Disability
Gifted Children
CHAPTER VII:
CLASSROOM
MANAGEMENT
Course Requirements
1. regular class attendance
2. active class participation
3. passing the 3 term examinations
Grading System
1. Class Standing (CS)
- 60%
presentation
-discussion
- handouts
buzz session
lecture
discussion
demonstration

- recitation
- quiz
-chapter
examination
Teaching Strategies and

Approaches by VictorinoAcero
Teaching by Brenda Corpuz,
et.al.
7 hrs
Quizzes Recitation/Report
Assignments/Seat works/Projects
Attendance
30%
30%
30%
10%
2. Term Exams
- 40%
Prelim20%
Midterm30%
Final..50%

Instructor
GEMMA B. SOMERA, Ph.D.

Dean, College of Arts and Sciences
Approved by:

Campus Director

Tagudin Campus
Tagudin, Ilocos Sur
COURSE SYLLABUS
Educ. 110 ASSESSMENT OF STUDENT LEARNING 2
I. VISION
II. MISSION


and services.

COURSE TITLE: Assessment of Student Learning 2
NO. OF UNITS: 3
III. PHILOSOPHY


IV. CORE VALUES
General Objectives
1.
2.
3.
4.
5.
VIII. LEARNING PLAN
(DLO)
Matter
Textbook/Reference
I. A Close Look at Student

Learning Outcomes (SLO)
Authentic Assessment
of Student Learning
Outcomes
Assessment of Learning
2
- Navarro, Rosita L.
- Santos, Rosita G.
Outcomes-based
Teaching and
Learning (OBTL)
Assessment of
Learning Outcomes
(ALO)
Resource
Materials
Lecture/Discussion
Active Teaching
Recitation
Quiz
Learning Portfolio
Authentic
Assessment
of Student
Learning
Outcomes
Time
Frame
6 hrs
Assessment
of Learning 2
- Mueller, Jon
The Modern
Teacher
Magazine
Authentic Assessment:
A Handbook for
Educators
- Hart, Diane
Internet
Outcomes Assessment
in Higher Education
- Hernon, Peter
- Dugan, Robert
II. Authentic Assessment:
Meaning, Characteristics,
and Principles
of Student Learning
Outcomes
Lecture/Discussion
Research
Recitation
Quiz
Lecture
Hand-outs
9 hrs
2
- Santos, Rosita G.
Reflection Paper
Internet
- Mueller, Jon
A Handbook for
Educators
- Hart, Diane
Outcomes Assessment
in Higher Education
- Hernon, Peter
- Dugan, Robert
III. Authentic Assessment
Tools
of Student Learning
Outcomes
2
- Santos, Rosita G.
- Mueller, Jon
A Handbook for
Educators
- Hart, Diane
Outcomes Assessment
in Higher Education
Lecture/Discussion
Demonstration
Active Teaching
Recitation
Demonstration
Reflection Paper on
Philosophies
The Teaching
Profession
The Modern
Teacher
Magazine
Internet
9 hrs
- Hernon, Peter
- Dugan, Robert
IV. Process-Oriented
Performance-Based
Assessment
of Student Learning
Outcomes
2
- Santos, Rosita G.
Lecture/Discussion
Demonstration
Active Teaching
Recitation
Participation on
Demonstration
Career Path
The Teaching
Profession
9 hrs
The Modern
Teacher
Magazine
Internet
- Mueller, Jon
A Handbook for
Educators
- Hart, Diane
Outcomes Assessment
in Higher Education
- Hernon, Peter
- Dugan, Robert
V. Product-Oriented
Performance-Based
Assessment
of Student Learning
Outcomes
2
- Santos, Rosita G.
- Mueller, Jon
Lecture/Discussion
Research
Recitation
Quiz
The Teaching
Profession
The Modern
Teacher
Magazine
Internet
9 hrs
A Handbook for
Educators
- Hart, Diane
Outcomes Assessment
in Higher Education
- Hernon, Peter
- Dugan, Robert
VI. Assessment in the
Affective Domain
of Student Learning
Outcomes
2
- Santos, Rosita G.
Lecture/Discussion
Demonstration
Research
Recitation
Demonstration
The Teaching
Profession
6 hrs
The Modern
Teacher
Magazine
Internet
- Mueller, Jon
A Handbook for
Educators
- Hart, Diane
Outcomes Assessment
in Higher Education
- Hernon, Peter
- Dugan, Robert
VII. Portfolio Assessment
Methods
of Student Learning
Outcomes
2
Lecture/Discussion
Demonstration
Active Teaching
Recitation
Participation on
Demonstration
The Teaching
Profession
The Modern
Teacher
Magazine
9 hrs
- Santos, Rosita G.
- Mueller, Jon
A Handbook for
Educators
- Hart, Diane
Outcomes Assessment
in Higher Education
- Hernon, Peter
- Dugan, Robert
VIII. Grading and
Reporting
of Student Learning
Outcomes
2
- Santos, Rosita G.
- Mueller, Jon
A Handbook for
Educators
- Hart, Diane
Outcomes Assessment
in Higher Education
- Hernon, Peter
- Dugan, Robert
Internet
IX. The Use of Statistics

in Outcomes Assessment
of Student Learning
Outcomes
2
- Santos, Rosita G.
- Mueller, Jon
A Handbook for
Educators
- Hart, Diane
Outcomes Assessment
in Higher Education
- Hernon, Peter
- Dugan, Robert
Course Requirements
Quizzes
Exams
Class Participation
Grading System
Quizzes
Exams
30%
30%
30%
40%
TOTAL
100%

Instructor 1

Approved by:


2016-2017 Course Syllabus 2nd Semester

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Republic of the Philippines

ILOCOS SUR POLYTECHNIC STATE COLLEGE

BACHELOR OF SECONDARY EDUCATION

V. TEACHER EDUCATION PROGRAM OUTCOMES

1. Discover, verify, and disseminate the frontiers of knowledge through

A vibrant and nurturing Polytechnic Service College for transforming

VI.COURSE CODE: Educ 101

IV. CORE VALUES

an active member of the society and as a global citizen. The

VII. COURSE OUTCOMES

After the course, the students

Vega, Violeta A. Social

Bago, Adelaida. Social

State the influence of

II. The Four Pillars of

Bago, Adelaida. Social

Bago, Adelaida. Social

Vega, Violeta A. Social

- Discuss the role of

Vega, Violeta A. Social

Bago, Adelaida. Social

Prepared and Designed by:

JOEY B. BOLINAS, MSE

EDERLINA M. SUMAIL, Ph.D.

EDERLINA M. SUMAIL, Ph.D.

V. ARTS AND SCIENCES PROGRAM OUTCOMES

1. Discover, verify, and disseminate the frontiers of knowledge through

To improve the lives of people and communities through quality instruction,

VI.COURSE CODE: EDUC 111

VII. COURSE DESCRIPTION

Flourish ISPSC, Deliver Quality Instruction and Services, and Launch

This course deals with the teacher as an individual, classroom

A vibrant and nurturing Polytechnic Service College for transforming

IV. CORE VALUES

VIII. LEARNING PLAN

I. The Teacher as a Person

Theory and Practice in

II. The Teacher in the

performs her role in the

- describe a global teacher in

III. On Becoming a Global

- compare PD 1006 and RA

IV. The Professionalization

Theory and Practice in

- explain the meaning of

- San Mateo, Rosalinda

VI. Other Education and

- trace the development of the

VII. Historical Perspective

Theory and Practice in

Theory and Practice in

Prepared and Designed by:

JOEY B. BOLINAS, MSE

GEMMA B. SOMERA, Ph.D.

EDERLINA M. SUMAIL, Ph.D.

Republic of the Philippines

BACHELOR OF ELEMENTARY EDUCATION

V. TEACHER EDUCATION PROGRAM OUTCOMES

1. Discover, verify, and disseminate the frontiers of knowledge through

quality instruction, research and extension activities.

To improve the lives of people and communities through quality instruction,

VI.COURSE CODE: EDUC 111

VII. COURSE DESCRIPTION

A vibrant and nurturing Polytechnic Service College for transforming