Republic of the Philippines not Hloha, OFFICE OF THE PRESIDENT oe & COMMISSION ON HIGHER EDUCATION fc eycy ash © RELEAS ceo Conta CHED MEMORANDUM ORDER No. 74. Series of 2017, SUBJECT POLICIES, STANDARDS AND GUIDELINES FOR BACHELOR OF ELEMENTARY EDUCATION (BEEd) In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher Education Act of 1994,” and in pursuance of an outcomes- based quality assurance system as advocated under CMO No. 46 s. 2012, and by virtue of Commission en bane (CEB) Resolution No. 724-2017 dated October 3, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission. ARTICLE 1 INTRODUCTION Section? Rationale Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG implements the “shift to learning competency-based standards/outcomes-based education” in response to the 21" Century Philippine Teacher Education framework. Furthermore, this PSG is anchored on the salient features of K to 12 Enhanced Curriculum {RA 10533), the Philippine Qualifications Framework (EO 83, s. 2012), the National Competency-Based Teacher Standards (NCBTS) now the Philippine Professional Standards for Teachers {D.0. 42, s. 2017) and other relevant documents. It specifies the ‘core competencies’ expected of Bachelor of Elementary Education {BEEd) graduates ‘regardless of the type of HEI they graduate from.” However, in “recognition of the spirit of outcomes-based education and of the typology of HEIs,” this PSG also provides “ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions.” ARTICLE I! AUTHORITY TO OPERATE Section 2 Government Recognition All private higher education institutions (PHEIs) intending to offer BEEd program must first secure proper authority from the Commission In accordance with this PSG. All PHEls with an existing BEEd program are required to shift to an outcomes-based approach based on this PSG. State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) should likewise strictly adhere to the provisions in these policies and standards. ‘Higher Education Development Center Building, Web Site: wm. ched.gouph Tel Nos. 44-1177, 385-4391, 441-1169, 441-1149, 441-1170, 441-1216, 362-5296, 441-1220 4441-1228, 988-0002, 441.0750, 441-1254, 441-1235, 441-1255, 411-8010, 441-1171, 362-1871 “P. Garcia Ave., UP Campus, Diliman, Quezon City PhilippinesARTICLE Iii GENERAL PROVISIONS Pet Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirement and the specific professional courses Section 3 Section 5 The Articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are ‘expressed as @ minimum set of desired program outcomes which are given in Article IV Section 6. CHED designed a curriculum to attain ‘such outcomes. This curriculum is shown in Article V Section 9 as a ‘sample curriculum, The number of units of this curriculum is hereby prescribed as the “minimum unit requirement’ under Section 13 of RA 7722. In designing the curriculum, CHED employed a curriculum map which is shown in Article V Section 10 as a sample curriculum map. Using a leamer-centered/outcomes-based approach, CHED also determined appropriate curriculum delivery methods shown in Article V Section 11. The sample course syllabi given in Article V Section 12 show some of these methods. Based on the curriculum and the means of its delivery, CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. See Article VI. ‘The HEIs are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose. HEls can use the CHED Implementation Handbook for Qutcomes- Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions for Article vil ARTICLE IV PROGRAM SPECIFICATION Program Description 5.1 Degree Name The degree program described herein shall be called Bachelor of Elementary Education (BEEd)5.2 Nature of the Field of Study ‘The BEEd is an undergraduate teacher education degree program designed to prepare individuals intending to teach in the elementary level, 5.3 Degree/Program Goals The BEEd degree program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for elementary education 5.4 Specific Professions/Careers/Occupations for graduates After successful completion of all academic requirements of the degree/program, graduates of BEEd should be able to practice the teaching profession in the elementary level. 5.8 Allied Fields The BEEd degree program draws from various allied disciplines like social sciences, science, math, technology, languages, and humanities to ensure that the graduates have a mult-disciplinary preparation in content and pedagogy. Section Program Outcomes The minimum standards for the BEd degree program are expressed in the following set of learning outcomes: 6.1 Common to all programs in all types of schools The graduates have the ability to: @. articulate and discuss the latest developments in the specific field of practice. (POF level 6 descriptor) b. effectively communicate in English and Filipino, both orally and in writing c. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams. (POF level 6 descriptor) 4, act in recognition of professional, social. and ethical responsibilty e. preserve and promote ‘Filpino historical and cultural heritage" (based on RA 7722) 6.2 Common to the discipline (Teacher Education) a. Articulate the rootedness of education in philosophical, socio- cultural, historical, psychological, and political contexts b. Demonstrate mastery of subject matter/discipline . Facilitate leaning using a wide range of teaching methodologies and delivery modes appropriate to specific leamers and their environments d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse leamers, Page 3 of 44. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices’ {Demonstrate a variety of thinking skill in planning, monitoring, assessing, and reporting learning processes and outcomes. 9. Practice professional and ethical teaching standards sensitive to the local, national, and global realities h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities 6.3 Specific to the Bachelor of Elementary Education program a. Demonstrate in-depth understanding of the diversity of learners, in various learning areas b. Manifest meaningful and comprehensive pedagogical content knowledge (PC) of the different subject areas ©. Utilize appropriate assessment and evaluation tools to measure learning outcomes d. Manifest skills in communication, higher order thinking and use ‘of tools and technology to accelerate leaming and teaching e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional {. Manifest a desire to continuously pursue personal and professional development 6.4 Common to graduates of a horizontal type of institution as defined in CMO 46, 2012 a. Graduates of professional institutions demonstrate service orientation in their respective professions b. Graduates of colleges are qualified for various types of employment and participate in development activities and public discourses, particularly in response to the needs of the ‘communities they serve c. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects Moreover, graduates of State Universities and Colleges (SUCs) must have the competencies to support ‘national, regional and local development plans’ (RA7722), All private higher education institutions (PHE!), may adopt mission- related program outcomes that are not included in the minimum set of learning outcomes. Section 7 Performance Indicators — ee ae Program Outcomes Performance Indicators ‘a. Demonstrate in- Identify various types of learners and provide them depth understanding | with appropriate, culturally-relevant learning activities ' Program Outcome “e” common to the Teacher Edlvcatton discipline under Seetion 6.2. is anchored (on the CHED-UNESCO ICT Competeney Standards for Teacher Education in Annex C. Page 4 of 44Program Outcomes Performance Indicators | b. Manifest meaningful | + Explain subject matter content clearly, accurately and “e. Utiize appropriate | « “d, Manifest skills in . of the diversity of — learners in various | « learning areas and comprehensive pedagogical content knowledge (PCK) of the different subject areas, . assessment and evaluation tools to | measure learning outcomes, | ‘communication, higher order thinking and use of tools and | « technology to accelerate learning | « and teaching. e Demonstrate |e positive attributes of a model teacher, both as an individual | « and as a professional. . and experiences. Develop and utilize relevant materials that match the | leamers’ leaming styles, goals and cutture. Select instructional strategies for the development of leamers’ critical and creative thinking skils Utilize developmentally appropriate activities in teaching the different learning areas. Utilize appropriate technologies to achieve the learning outcomes Apply theories of learning in designing learning- teaching experiences, ‘comprehensively. Relate current content with past and future lessons. Integrate recent developments in education and in the specific field to enrich learning Provide examples from real life to make learning meaningful Utilize appropriate teaching-learning methods and technology for specific subject matter content Keep abreast with educational issues, trends and | practices vis-a-vis local and global context to provide relevant learning experiences Design authentic assessment, evaluation instruments and alternative assessment tools, Interpret assessment results and use these to improve learning and teaching, Keep accurate and updated records of the learners’ performance using technology tools where feasible and appropriate. Provide timely feedback of assessment results to parents and other stakeholders. Demonstrate skills in creative and eritical thinking, logical reasoning, problem solving, and decision} ‘making in various classroom situations Create learning experiences that develop the learners’ higher order thinking skills Provide opportunities that develop the leamers’ ‘communication skills Use tools and technology to enhance learning and teaching ‘Act according to the norms of the teaching profession in deating with students, parents, colleagues and other stakeholders Manifest positive personal and professionel qualities, of a teacher (Observe integrity and professionalism in handling Page 6 of a4 (Be AyProgram Outcomes Performance indicators “| issues, conflicts, and controversies related to student welfare as well as parents’ and community concerns Manifest a desire to | Pursue personal growth and professional continuously pursue | development through attendance in seminar- personal and workshops, participation in demo-fests, conducting | professional action research, and other education-related actives | development + Participate actively in the school's community | outreach activities ARTICLE V CURRICULUM Section 8 Curriculum Description ‘The BEEd program is composed of New General Education Courses, Professional Education Courses, Specialization/Major Courses, Elective/Cognate Courses, Special Topics, and Mandated Courses (PE and NSTP). Section Sample Curriculum Higher Education Institutions offering the BEEd program may exercise flexibility in their curricular offering. However, the following courses are prescribed as minimum requirements to be implemented 9.4 Curriculum Components ee c Units | Total A. General Educat series of 2013) 36 units |B. Professional Education Courses 42 units | ___ Foundation/Theories and Concepts ‘The Child and Adolescent Leamers and Learning 3 Principles i The Teaching Profession 3 ‘The Teacher and the Community, School Culture 3 and Organizational Leadership Foundation of Special and Inclusive Education 3 Pedagogical Content Knowledge i Facilitating Learner-Centered Teaching The Teacher and the School Curriculum Assessment in Learning 1 | Assessment in Learning 2 Technology for Teaching and Learning 1° Building and Enhancing New Liter Curriculum ses Acroas the | — “Experiential Learning Field Study 4 Page 6 of 44Content and Pedagogy for the Mother-Tongue Good Manners and Right Conduct (Edukasyon sa | | Units | Total Field Study 2 3 Teaching Internship Ie C. MajoriSpecialization Courses _ a 57 units SCI Teaching Science in the Elementary 3 ____| Grades Biology and : # Sci Teaching Science in __| Physics, E: 7 ‘SSC | Teaching Social Studies in the Elementary Grades | 3 i (Philippine History and Government) ‘SSC | Teaching Social Studies in Elementary Grades 3 a (Culture and Geography) FIL Pagtuturo and Filipino sa Elementarya (I) — 3 Estruktura at Gamit ng Wikang Filipino oe) [FIL Paglututo and Filipino sa Elementarya (ll) je | Panitikan ng Pilipinas a [MATH | Teaching Math in the Primary Grades 3 MATH | Teaching Math in the Intermediate Grades 3 TLE Edukasyong Pantahanan at Pangkabuhayan ASHE. TLE | Edukasyong Pantahanan at Pangkabuhayan with | 3 |__| Entrepemeurship Soi MUSIC | Teaching Music in the Elementary Grades 3 iz TARTS — | Teaching Arts in the Elementary Grades 3 [PEH | Teaching PE and Health in the Elementary Grades [3 iH ENG ‘Teaching English in the Elementary Grades 3 +H _| (Languages Arts) _ Teaching English in the Elementary Grades 3 Through Literature Pagpapakatao) - Research in Education 3 (Tn + Technology for Teaching and Elementary Grades 3 E Electives (3 units) S ‘Teaching Mult-grade Classes 3 | Any subject maybe be chosen from any major 3 subjects of other major courses. E. Mandated Courses Physical Education 1-4 8 NSTP 1&2 C8 SUMMAE General Education Courses Professional Education Courses Major Courses Elective 7 | Mandated Courses (PE and NSTP) Page 7 of 449.2 Guidelines for Preparing a Program of Study 1. Offer the courses based on the availability of faculty and resources. 2. Not all General Education courses need to be completed in First Year or Second Year. 3. Ensure that sequential subjects are scheduled accordingly e.g Teaching English in the Elementary Grades 1 must come before Teaching English in the Elementary Grades 2, 9.3 Sample Program of Study (Distribution of Courses) Bachelor of Elementary Education [ ae FIRST YEAR | E 4 Semester Units | 2" Semester [Units | General Education 1 [3 | General Education 7 General Education 2 General Education 8 General Education 3 [General Education 9 ‘General Education 4 General Education 10 3 3 3 General Education 5 [37 [General Education 1 3 3 General Education 6 General Education 12 The Child and Adolescent Building ang Enhancing New Leamers and Learning Principles | Literacies Across the Curriculum 2 | PE2 7 3 [NSTP2 TOTAL 26 ‘SECOND YEAR [Eee Semester Technology for Teaching and} 3 | The Teaching Profession 3 Leamingt it [Facilitating ~~ Leamer-Centered | 3 | Foundations of Special and| 3 | [Teaching iz | Inclusive Education cee | | Teaching Science in ntary| 3 | Teaching Science in Elementary | 3 | Grades (Biology and Chemistry) Grades (Physics, Earth and b Space Science) [Teaching Math in the Primary|~ 3 [Teaching Math inthe | 3 Grades Intermediate Grades Teaching Sociel_ Studies in| 3 | Content and Pedagogy for the| 3 Elementary Grades (Culture and Mother Tongue Geography) Bete Pagtuturo and Filipino sal 3 | Teaching Social Studies in| 3 Elementarya (I) — Estruktura at Elementary Grades (Philippine Gamit ng Wikang Filipino History and Government) = Good Manners and Right! 3 | Edukasyong —Pantahan at | 3 Conduct (Edukasyon sa Pangkabuhayan ) 2 (PES 2 23 TOTAL 23 Page 8 of 44THIRD YEAR | = ‘4 Semester Units 2Semester___—_| Units Teaching English in the|3_— | Elective: Teaching Multi-Grade|3 | Elementary Grades (Language Classes Arts) : AEHEH Teacher and the School| 3 | The Teacher and the Community, | 3 Curriculum School Culture and Organizational Leadership _ ‘Assessment of Leaming 2 TTL2Technology for Teaching and Learning in the Elementary Grades + ‘Assessment of Learning 1 3 | Teaching PE and Health in the _| Elementary Grades ‘Teaching Music in -‘the|3 | Pagtuturo and Filipino sa} 3 Elementary Grades Elementarya (i) Panitikan ng Serre Pilipinas i ‘Teaching English in the English |3 | Research in Education 3 in the Elementary Grades Through Literature Teaching Arts in the Elementary | 3 Edukasyong Pantahanan at [3 Grades | Pangkabuhayan with Entrep | TOTAL a TOTAL a FOURTH YEAR [Units | Field Study 1 |_3__Teaching internship [Field Study 2 3] TOTAL Ls Section 10 Sample Curriculum Map Legend: I~ Introduced Concepts/Principle P- Practiced with Supervision D- Demonstrated across different clinical setting with minimal supervision Alternative Legend: L - Facilitates learning of the competencies (input is provided and competency is evaluated) P- Allows student to practice competencies (no input but competency is evaluated) 0 - Opportunity for development (no input or evaluation, but there is opportunity to practice the competencies) Page 9 of 44“Bachelor of Elementary Education f Program Outcomes L COURSES ajlbf[elalelf Foundation/Theories and Concepts ‘The Child and Adolescent Learners and Leaming Principles The Teaching Profession. 7 The Teacher and the Community, School | Organizational Leadership jitating Leamer-Centered Teaching and Learning ‘Assessment in Learning 1 | Assessment in Learning 2 “Technology for Teaching and Learning 1 The Teacher and the School Curriculum Building and Enhancing New Literacies Across the | Curriculum EH | Experiential Learning (Field Studies and Teaching internship. | Major Courses —|-}0)0}-0/0 Teaching Science in the Elementary Grades (Biology | D | and Chemistry) : Teaching Science in the Elementary Grades (Physics | D | 5 and Space Science) “Teaching Social Studies in Primary Grades (Philippine History and Government) | Teaching Social Studies in Intermediate Grades ' | (Cuiture and Geography) a | Pagtuturo and Filipino sa Elementarya (I) - Estruktura | | Lat Gamit ng Wikang Filipino Ea | | Pagtuturo and Filipino sa Elementarya (Il) Panitikan a “Teaching Ma in the Panay Grades Teaching Math in the Intermediate Grades Edukasyong Pantahan at Pangkabuhayan (1) | Edukasyong Pantahan at Pangkabuhayan (2) Teaching Music _in the Elementary Grades Teaching Arts_in the Elementary Grades [Teaching PE and Health in the Elementary Grades Teaching English in the Elementary Grades | (Language Arts) | Teaching English in the Elementary Grade Through | Literature Content and Pedagogy for the Mother-Tongue Good Manners and Right Conduct (Edukasyon sa Pagpapakatao) | Technology for Teaching and Learning 2 ima Research in Education es SeeEeA eel Elective atu : | Teaching Multi-grade Classes or any subjectin the | D major courses oo o fol vox e fol v x a 7 lolol ojo] 0} dlojoejojoe) of g of 9 of vol o olojojojocjon) o oO} of vv} v\v}v 00D 9) Dolo) 7 0] v9] v9] ° ° Page 10 of 44Section 11 Section 12 Section 13 Section 14 ‘Sample Means of Curriculum Delivery evomsuns Lecture Discussion Exercises/Demonstration Interactive Learning Collaborative Learning Reporting Multimedia Presentation Reading and Writing Library Work 10. Field Work 41. Interview Sample Syllabi for Selected Core Courses. (Please see the attached Annexes) ARTICLE VI REQUIRED RESOURCES Administration DeaniDepartment Head ‘The Dean/Department Head of the college offering the degree shall be employed fulltime and must possess the following qualifications: 1. Filipino Citizen 2. Holder of Doctorate degree in Education or related field 3. Holder of valid certificate of registration and Board Licensure Examination for Professional Teachers (BLEPT) 4. With a total of at least three (3) years of very satisfactory teaching experience in basic education and/or tertiary level 5. Preferably with at least two (2) years of managerialiadministrative experience Faculty A B. General Requirements 1, As a general rule, master's degree in education or in an allied discipline is requited for teaching in the tertiary level 2. Faculty teaching general education and major subjects should have an appropriate master’s degree in the field they are assigned to teach. Qualifications of the Professional Education Faculty Faculty teaching Professional Education courses should have the following qualifications: 1. Holder of valid certificate of registration and Board Licensure Examination for Professional Teachers (BLEPT) as provided for in Section 11 of RA 8981. 2. Holder of Master's degree in Education or in allied fields. Page 11 of 44Section 15 Section 16 Full-time faculty members of the college The institution shall maintain 25% of the faculty members teaching in the teacher education program as full-time. D. Faculty Development The College of Education must have a system fo support faculty development anchored on their institution's faculty development program. It should require the faculty members to: 1. complete doctoral degrees in education and other allied fields; 2. attend continuing education seminars, workshops, conferences, and others: 3. undertake research activities related to the teacher education program and to publish their research outputs in refereed publications; and 4. give lectures and present papers in national/international conferences, symposia and seminars. Library Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the BEEd program, Laboratory and Physical Facilities In addition to the required laboratories and facilities for general education, the following shall be provided 1. ICT Laboratory* 2. Speech Laboratory, if necessary" “This can be shared with other departments within the callege/university. A. Educational Technology Laboratory The TEI should have access to an educational technology laboratory with appropriate equipment and software as indicated in the course specifications. The same laboratory shall serve to allow preparation, presentation and viewing of audio-visual materials to support instruction, B, Laboratory School or Cooperating Schools ‘The TE! should maintain a facility within which the students can undertake their field study. This facility may be a laboratory school administered by the TEI. In cases when TEI has no laboratory school, the TE! must have a long-term memorandum of agreement, Page 12 of 44Section 17 with a Department of Education cooperating school or with a cluster of cooperating schools within which student can undertake their field study and practicum courses. Admission and Retention Policy The basic requirement for eligibility for admission of a student to the Teacher Education program shall be graduates from Senior High School level recognized by the Department of Education. TEls must have in place @ selective admission policy for Teacher Education programs. This policy shall include passing an admission examination. For this purpose, TEls may use either of the following admission examinations: 1, an admission examination developed and validated by the TE! 2. an admission examination developed and validated by another TEI and used by TE! under a consortium agreement; 3. an admission examination developed and validated by private testing centers and used by TE! for a fee 4. some other standardized tests for teaching aptitude; or 5. some other national qualifications examinations which may be developed in the future. ARTICLE Vil COMPLIANCE OF HEIs Using the CHED Implementation Handbook for OBE and ISA as reference, a HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program: Section 18 Section 19 Section 20 Section 21 Section 22 Section 23 ‘The complete set of program outcomes, including additional program outcomes. proposed Its proposed curriculum and its justification including a curriculum map. Proposed performance indicators for each outcome. Proposed ‘measurement system for the level of attainment of each indicator. Proposed outcomes-based syllabus for each course. Proposed system of program assessment and evaluation Proposed system of program Continuous Quality Improvement (cai), For existing programs, CHED shall conduct regular monitoring and evaluation on the compliance of HEIs to this Policies, Standards and Guidelines using an outcomes- based assessment instrument. Page 13 of 44ARTICLE Vilt ‘TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS, Section 24 Section 25 Section 26 Section 27 Attachmonts: Transitory Provision All private HEls, State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) with existing authorization to operate the Bachelor of Elementary Education program are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019. Sanctions For violation of this Order, the Commission may impose such administrative sanction as it may deem appropriate pursuant to the pertinent provisions of Republic Act No, 7722, in relation to Section 69 of BP 232 otherwise known as the Higher Education Act of 1982, and the Manual of Regulations for Private Higher Education (MORPHE) per CMO No. 40, series of 2008 and other related laws. Repealing Clause Any provision of this Order, which may thereafter be held invalid, shail not affect the remaining provisions. All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed. Effectivity Clause ‘This Order shall take effect after its publication in the Official Gazette ‘or Newspaper of General Circulation. Quezon City, Philippines, fovenber 2 Ae LO Bx 6 Je PATRICIA B. LICUANAN, Ph.D. (Chairperson ‘Annex A ~ Description of Professional Education Courses Annex B — Descripiion of Specialization/Major Courses: ‘Annex C ~ ICT Competency Standards for Teachers" ‘Annex D ~ Sample OBE Course Syllabus for Technology for Teaching and Learning Courses" Page 14 of 44ANNEX A. DESCRIPTION OF CORE PROFESSIONAL EDUCATION COURSES {Course Title | The Child and Adolescent Leamers and Leaming Principles ‘This course focuses on child and adolescent development with ‘emphasis on current research and theory on biological. linguistic, Course cognitive, social and emotional dimensions of development. Description | Further, this includes factors that affect the progress of | development of the leamers and shall include appropriate __| pedagogical principles applicable for each developmental evel. | Course Credits | 3 units Contact Hours _| 3 hours/Week Pre-requisite ‘Course Titie | Facilitating Learner Centered Teaching _ This course explores the fundamental principles, processes and | Course practices anchored on learner-centeredness and other educational | Description —_| psychologies as these apply {o facilitate various teaching-leaming delivery modes to enhance learning, Course Credits | 3 units Contact Hours | 3 hours/Week Pre-requisite This course deals with the teacher as a person and as a professional within the context cf national and global teachers’ Course standards and educational philosophies. it will include Description professional ethics, core values, awareness of professional rights, | privileges and responsibilities as well as the teachers’ roles in the I | society as a transformative agent of change. Course Credits | 3 units [Contact Hours | 3 hours/Week Pre-requisite | ‘Course Title | Technology for Teaching and Learning 1 This is an introductory course that explores basic knowledge, skills and values in the use of technology for teaching and learning, It includes ICT policies and safety issues, media and technology in various content areas, leaming theories and principles in the use and design of leaming lessons, teaching- leaming experiences and assessment tasks that utilize appropriate traditional and innovative technologies with social, ethical and legal responsibility in the use of technology tools and resources, \ | Course Credits | 3 units Course Description Contact Hours | 3 hours/Wesk Pre-requisite eee = ™ as .Course Title [Assessment in Learning 7 This is @ course that focuses on the principles, development and | utilization of conventional assessment tools to improve the teaching-learning process. It emphasizes on the use of Course assessment of, as, and for, in measuring knowiedge, Description _| comprehension and other thinking skills in the cognitive, psychomotor or affective domains. It allows students to go through | the standard steps in test construction and development and the ___| application in grading systems Course Credits | 3 units Contact Hours | 3 hours/Week Pre-requisi Course Title | Assessment in Leaming 2 This is a course that focuses on the principles, development and utiization of alterative forms of assessment in measuting authentic learning. it emphasizes on how to assess process- and product-oriented learning outcomes as well as affective learning, Students will experience how to develop rubrics and other assessment tools for performance-based and product-based assessment. (Course Credits | 3 units Contact Hours | 3 hoursiWeek Course Description ‘Course Title | The Teacher and the School Curriculum Z | This course includes the fundamental concepts and principles in | curriculum and curriculum development as a foundation to suse engage prospective teachers as curricularists. The more active |Description | 1€ of the teacher in planning, implementing and evaluating | | school-curriculum as well as in managing school curriculum change vis-a-vis various context of teaching-leaming and | Curricular reforms shall be given emphasis. (Course Credits | 3 units [Contact Hours | 3 hoursWeek Pre-requisite [ , |The Teacher and the Community, School Culture and Course Title Organizational Leadership Z T This course focuses on sociely as pon which the j |_ schools have been established. Educational philosophies that are | | elated to the society as a foundation of schools and schooling |_ shall be emphasized. Further, principles and theories on school | culture, and organizational leadership shall be included to | | prepare prospective teachers to became school leaders and managers. Course DescriptionCourse Title Course Description Course Credi Contact Hours | Foundation of Special and inclusive Education This course shall deal with philosophies, theories and legal | bases of special needs and inclusive education, typical and | atypical development of children, learning characteristics of | students with special educational needs (gifted and talented, learners with difficulty seeing, leamers with difficulty hearing, learners with difficulty communicating, leamers with difficulty walking/moving, learners with difficulty remembering and focusing, learners with difficulty with self-care) and strategies in teaching and managing these learners in the regular class. Pre-requisite Course Description Course Credits Contact Hours | This course introduces the concepts of new literacies in the 21 century as an evolving social phenomena and shared cultural | practices across learning areas. The 21% century literacies shall include (a) globalization and multi-cultural literacy, (b) social literacy, (c) media literacy, (d) financial literacy, (e) cyber literacy/digital literacy, (f) eco-tteracy and (g) arts and creativity literacy. Field based- interdiscipiinary explorations and other teaching strategies shall be used in this course Pre-requisite Experiential Learning (Field Studies and ‘Teaching Internship) | Course Description This course is @ year-long engagement that supports authentic | experiential learning from field study and actual classroom | immersion of the prospective teachers, It begins with field study | experiences through (a.) observation and (b) participation and will progress to (c) teaching assistantship and (d) guided/ mentored classroom teaching. | The NCBTS domains shall be used as guideposts in developing the content, pedagogy and implementation scheme of this course Credits —_/12 units (FS 1-3 unis, FS 2. 3 unit, Pradiice Teaching 6 units | [FS 1 &2 (6 hrs per week for one semester taken with 2 or 3 | academic subjects) | Gontact Hours Practice Teaching ~ 6 units (Fullime 30-40 hrs per week) for | a one semester | Prerequisite | Allfequired academic subjects forthe degree should be taken before Practice Teaching. Page 17 of 44[Course Title | Field Study 4- Observations of Teaching. | Leaning in Actual Schoo! Environment Course This is the first experiential course, which will Description | immerse a future teacher to actual classroom situation and leaming environment where direct observation of teaching leaming episodes that focuses on the application of educational theories | learned in content and pedagogy courses will be made. Observations on learners’ behavior, motivation, teacher's strategies of teaching, Classroom management, assessment in learning ‘among others shall be given emphasis. A portfolio shall be required in the course. [Course Credit | 3 units Contact Hours | 3 hoursiWeek Pre-requisite | All professional and majorispecialization L __| Subjects [Course Title | Fields Study 2- Participation and Teaching ___| Assistantship - ‘Course This course is a continuali idy 1. Itis Description | schoo! based and allows a pre-service studentto Participate and assist in a limited actual teaching- | learning activities that relate to assessment of leaming, preparation of instructional materials, i preparation of the bulletin boards, and other routines. | in the classroom. A portfolio which will contain sample lesson or learning plans and demonstration teaching of at least one subject content area will be required. An action research shall be encouraged to startin this course and conclude during the Internship, Course Credit | 3 units Contact Hours | 3 hours/Week E Pre-requisite | All professional subjects and major subjects Teaching Internship. eee aed Tt teaching | Description | internship in basic education schools using a clinical approach under the mentorship of a cooperating ! teacher. Teaching internship shall be done both in the in-campus or off campus if possible. No academic courses shall be taken together with Teaching Internship. A teaching portfolio shall be required and the completion of the Action Research. 6 units a 40 hours per week full time (no academi allowed) fe_| Field Study 1&2 Sere] Page 18 of 44ANNEX B DESCRIPTION OF BEEd SPECIALIZATIONIMAJOR COURSES Course Name | Content and Pedagogy in the Mother-tongue | This course includes both the content and the pedagogy of the eas mother tongue. The subject matter content includes the structure Description | 2 the mother tongue as a language, fterature in the mother tongue, methods and techniques of teaching the language, ____| development of instructional materials and assessment. Course Credits | 3 units _ | ‘Contact Hours Prerequisite [Course Name | Pastituro fg Filipino sa Elementarya Lestruktura at Gamitng EE Wikang Filipino | Pagsanay ng paggamit ng estruktura at gamit ng Wikang Filipino Course sa pagtuturo sa elementarya. Sumasaklaw sa dekriptibong pag- Description | aaral_ng_wikang Filipino sa lebel ng polohiya, morpolohiya, is semantikas at sintaks. Course Credits | Contact Hours [Course Name | Pagtuturo ng Filipino sa Elementarya il-Panitikan ng Pilipinas. Paggamit ng mga ibatt ibang anyo ng literatura ng Pilipinas galing sa saril at iba't ibang rehiyon sa pagtuturo, produksyon at (assessment) na angkop sa elementarya (Course Credit | 3 units [Contact Hours | cou Description Ess [Teaching Science in the Primary Grades (Biology and | Course Name | Chemist The course includes understanding of spiraling basic science | concepts and application of science inquiry in Chemistry and | | Biology and the use of teaching strategies in elementary science, Course development of instructional materials and assessment, Content Description _ topics in Chemistry include Properties and Structure of Matter and Changes that Matter Undergo. in Biology content topics includes Parts and Functions of Animais and Plants, Heredity: Inheritance asain and Variation, Biodiversity and Evolution and Ecosystems. Course Credit 3 units Contact Hours eS Page 19 of 44‘Teaching Science in the intermediate Grades (Physics, Earth Course Namé Course Name | snaspa ee = This cour ludes und aling basic science concepts and application of science inquiry in Physics and Earth eae and Space, strategies in teaching elementary science, Beceription | development of instructional materials and assessment. Content topics in Physics include Force and Motion, and Energy while Earth and Space Science include Geology, Meteorology, and Course Credit Contact Hours Prerequisite _ Teaching Social Studies in Primary Grades - Philippine History and Government | Course Description. Course Credit _| 3 units This course emphasizes the contents of Philippine History and | Government that are necessary in teaching af the elementary level. Further, appropriate teaching strategies and assessment methods shall be included to prepare students to become elementary grades teachers. ‘Contact Hours Pr | Course Description { H a [Teaching Social Studies in intermediate Grades - (Culture and | Basic Geography) |The course aims to equip the students in the BEED program a strong background in local history and culture. This background serves as an avenue for further inquiry of the available resources, | in the community for the localization and contextualization of teaching of elementary subjects. Areas to be studied include natural heritage of the locality, tangible and intangible cutture that are of great significance to the socio-economic and political activities of the people in the place. In the end they are expected to come up with the profiling of available cultural resources in the _ community, __| Course Credit _| 3 units Contact Hours 7 Prerequisite Course Name | Teaching Math in the Primary Grades This course equips prospective teachers with pedagogical content knowledge for the teaching of basic contents in mathematics in the primary level. Understanding of key concepts and skills of whole pete! numbers up to 10,000, fractions, measurement, simple geomettic Bescription | faUFes, pre-algebra concepts and data representation and analysis are applied using appropriate technology. Teaching | | strategies include problem solving, critical thinking, differentiated | instruction, inquiry-based learning with the use of manipulatives oie based on cultural context will be emphasized Course Credit [3 units Prerequisite Page 20 of 44‘Course Name | Teaching Math in the intermediate Grades ‘As preparation for teaching intermediate grades, this course emphasizes the integration of technological pedagogical content knowledge that inchides topics. on rational numbers, ‘coise measurement, geometric figures, _pre-algebra_concepts, Description | 20Plication of simple probability end date analysis. This course is capped with microteaching that utilizes appropriate teaching strategies for the development of critical and problem solving reasoning, communicating, making corrections, representations | ‘and decisions in real lfe situations. Course Credit_| 3 units contact Hours [Prerequisite [Course Name | Edukasyong Pantahanan at Pangkabuhayan (1) This course shall include pedagogical content, knowledge and skills in technology and livelinood education necessary in teaching Course and learning in the elementary level. Selected topics in home Description | economics, industrial arts, technology and livelihood education shall form a major part of the course. Experiential learning ‘approach shall be the focus of this course. Course Credit | 3 units Contact Hours: Prereqi at Pangkabut with ‘Course Name This course shall include pedagogical content, knowledge and skills in technology and livelihood education necessary in teaching Course and learning in the elementary level. Selected topics in agriculture Description arts, fisheries arts and livelihood education and intrepreneurship shall form a major part of the course. Experiential learning L | approach shall be the focus of the course. Course Credit | 3 units [Contact Hours [Prerequisite | | This course deals with the educational foundations of Music as it apply to teaching and learning in the elementary grades. Various teaching strategies and assessment appropriate for each area | Shall be given emphases in the course. _ (Course Credit | | Contact Hours Prerequisite Page 21 of a4.| Course Name Course these apply to teaching and learning in the elementary grades. Description _| Various teaching strategies and assessment appropriate for each £ area shall be given emphases in the course. Cor fit | 3 units Contact Hours Cours aching PE and Health in the Elementary Grades This course deals with the educational foundations of Physical Course Education as these apply to teaching and learning in the Description _| elementary grades. Various teaching strategies and assessment i appropriate for each area shall be given emphases in the course. Course Credit | 3 units Contact Hours [Course Name | Teaching English in the Elementary Grades (Language Arts) This course will emphasize English as a second language with Course main focus on language teaching methodologies to improve Description —_| knowledge on the structure and fluency in the English language _| through listening, reading, writing. speaking, and viewing. 3 units Course Credit Contact Hours Prerequisite | Course Name Teaching Literacy in the Elementary Grades Through Literature oS This course will focus on Children’s Literature in English to include Course | riddles, poetry, stories, drama, and other written works as an |Description | avenue to teach English language. Teaching methodologies in the | ___ use of literature shall be emphasized [Course Credit | 3 units |Contact Hours | Prerequisite ‘Good Manners and Right Conduct (Edukayon sa | Course Name Pagpapakatao) s ‘Anchored on the essential component of personhood that deals | | with intrafinterpersonal relationships which allow harmony with cous | oneself, with others and the environment, this course will highlight Deseription | the fundamental rules of good manners and appropriate conduct | | of behavior of each leamer which are necessary of the formation | | of character that embraces the core values of maka-Dios, Maka- Lao, Maka- Bansa and Maka-kalikasan Course Credit 3 units ‘Contact Hours Prerequi Page 22 of 4dTechnology for Teaching and Leaming in the Elementary Course Name | Grades eae This course is designed for prospective teachers to develop and use digital and non-digital teaching- learning resources using codes technology tools appropriate in various subject areas in the Description _| elementary level. Further, the course will provide opportunities for students to use technology tools to develop project-based | collaborative activities and share resources among communities of fH practice. e Course Credit (3 units _ EERE Ere HEHE Contact Hours | f Eee Prerequisite a ‘ourse Name ‘This is @ practicum research course that will provide prospective eouiaet elementary teachers an avenue to conduct applied or action Description _| Tesearch that wil provide empirical bases to improve teaching and learning. This course maybe taken together simultaneously with Field Study 1 and Field Study 2. [Contact Hours. [Prerequisite Course Credit _| 3 uni DESCRIPITION OF ELECTIVE COURSE/S IN BEED ‘Teaching Multi-grade Classes | Course Description This ts a course in implementation of muli-grade course that deals with the theories, principles and concepts of mutt-grade learners and classes. ‘Ii includes pedagogical approaches and | contextualized learning environments for the different grade and age levels are grouped for instructions in different schooi | situations. Course Credit _| 3 units: [Contact Hours [Prerequisite Note: Other elective subjects can be taken from other Education Degree Courses. Page 23 of 44ANNEX © ICT COMPETENCYSTANDARDS FOR TEACHERS + ee eee arte i PERFORMANCE INDICATORS COMPETENCIES Domain 4: Understanding ICT in Education 1.1.1 Demonstrate awareness of _policies affecting ICT in education | ce 7.2.1 Comply with ICT policies as | 1.2.1.1 Implement ICT policies in teaching- they affect teaching-leamning | teaming i [1.3.1.1 Incorporate ICT poiicies in the design 1.3.1 Contextualize ICT policies to | and implementation of teaching-learning | the learning environment _ activities. ‘Domain 2: Curriculum and Assessment 2.1.1 Demonstrate understanding | 2.1.1.1 Discuss ICT concepts, principies and of concepts, principles, and theories in various teaching-leaming processes theories of ICT systems as they [2.1.1.2 Use technology tools in the assessment apply to te: arning | process eee 2.2.1 Evaluate digital and non- ‘| 2.2.1.1 Select digital and non-digital learning digital learning resources in resources in reference to the student learning response to student's diverse preferences needs 2.2.1.2 Revise digital leaming resources in response to varied needs of students 2.2.2 Develop digital learning 2.2.2.1 Produce digital learning material resources to enhance teaching- | designed to enhance teaching-learning learning 7 2.3.1 Use ICT as a tool to develop | 2.3.1.1 integrate ICT in teaching plans that 21*century skills: Information, —_| require learners to connect the content of the Media and Technology Skills, lesson to society Learning and Innovation Skills, Life and Career Skills, and | Effective Domain 3: Pedagogy [3.4.7 Apply relevant technology [3.1.1.7 Design a technology-enhanced lesson to | tools for classroom activities support learning 3.1.1.2 Deliver the lesson using appropriate digital tools o applications, 3.1.1.3 Assist students to reflect on their own learning using technology tools a [3.2.1 Use ICT knowledge to solve | 3.2.1.1 Use varied teaching strategies like | complex problems and support | project-based learning that integrate technology student collaborative activities __| tools to support thinking and collaboration [3.3.1 Model collaborative 3.3.1.1 Initiate flexible learning through online | knowledge construction in face-to- | communications (synchronous / asynchronous face and virtual environments jodality) Domain 4: Technology Tools 4.1.1 Demonstrate competence in | 4.1.1.1 Perform basic trouble shooting and the technical operations of maintenance of technology tools and systems: Page 24 of aaCOMPETENCIES: PERFORMANCE INDICATORS technology tools and systems as they apply to teaching and [earning 142.1 Use technology tools to create new learning opportunities to support communities of learners 4.2.2 Demonstrate proficiency in the use of technology tools to ‘support teaching and learning Domain 5: Organization and Administration 44.1.2 Use productivity and other tools in everyday work 4211 Make technology — tools-based instructional materials to improve student learning; oH 4242 Produce iCT-based teaching and learning tools in collaboration with students 42.2.1 Propose or recommend technology and policy innovations related to promoting continuous learning among students 5.1.1 Manage technology-assisted instruction in an inclusive classroom environment 5.2.1 Exhibit leadership in shared decision-making using technology tools 6.1.1 Explore existing and ‘emerging technology to acquire additional content and pedagogical knowledge. eee Domain 6: Teacher Professional Learning 5.1.7.1 Facilitate flexible learning environment that enhances collaboration with the use of technology tools. | 5.2.1.1 Lead group activliés using technology | tools 61.4.1 Use technology tools to search for, manage, analyze, integrate and evaluate information that can be used to support professional learning : 6112 Evaluate technology resources in terms of appropriateness, quality, usability, accessibility, and cost effectiveness, (6.1.3 Utilize technology tools in | creating communities of practice L [6.2.4 Collaborate with peers, | colleagues and stakeholders to | access information in support of professional learning, Domain 7: Teacher Disposition 6.1.3.1 Use technology tools to collaborate and share resources among communities of practice | 6.21.1 identify educational sites and portals suitable to their subject area 6212 Join online expert and learning ‘communities Er PEE EH 6.2.1.3 Use resources from relevant mailing lists and online journals s 6214 Evaluate and compare useful and credible web resources to be shared with other students cee 6.2.1.5 Active membership to local and global learning communities to maintain access to creative applications of technology that help | ‘enhance, 7.1.1 Demonstrate social, ethical, and legal responsibilty in the use of technology tools and resources 7.1.1.1 Discuss safety issues in obtaining resource materials from local area network- based and the internet 7.1.4.2 Comply with intellectual property laws including t educational content 7.1.1.3 Institute mechanisms to ensure child online safety and prevent cyberbullying Page 25 of 44‘COMPETENCIES: Ec PERFORMANCE INDICATORS. = foe 7.1.2 Show positive attitude 7.4.2.1 Practice standard netiquette in sharing towards the use of technology —_| and utilizing shared materials among learning tools | communities. 7.4.2.2 Provide support to learners’ digital culture and behaviors. 3 7.1.2.3 Utilize smart devices for building the positive relationships between teachers and students. Page 26 of 44ANNEXD OBE Course Syllabus. Course Syllabus Template pours Nae ‘Technology for Teaching and Learning 1 Course CH Tange Cours Deszripion Technolgy or Tasing and aang TTL) Ths a Sun infoducan couse Wal poe Bai roodpe and as nd value nthe eo econ) | teatng ard ang. This corse nud Ct Poles and sey sues, media and conyers ore seas, ening teafes an pegs the use| ta desi fea essonseaehng earing exerences ant assesenet ass hat wie appropiate atone! and imovaeecmoages Wh sodl ecal Ba ga espns Soe ii Hae i Contac UTE pour rerequsie ae ‘Course Outcomes: 1. Explain ICT policies and safety issues as they impact on the teaching-leaming process: — 2 ent leaning theares and prncrles erred he design and development of kssons trough agpopte mesa er echnotags fr lacing leaning 3. fear mea aa onvegy nau content reas 4. Fomuit teaching learing expererces and assesses using appropiate an inorave cles 5. Domanstte sod, ec nepal esgonsibity ne us of ectnlogy tos nd restores, HEE ‘COURSE OUTLINE AND TIMEFRAME ‘Course Content/Subject Matter Ee _ oe Wook ‘ined oYechotogy Teanga Laameg Wook 7 ICT Poe ar Set iivesin Teaching and earing ‘Wook 34 © Thaoties and Principis in the Usa and Design of Technology-Driven Lessons eee Wook 56 1 in Vata Corknt Areas Week 7-9 . ICT and Conventional Leiring Materials to Enhance Teaching and Learing aie 7 athe Use of Technology in Teaching and Learning [ Week ia-i # Technelagy Tools a Colaboralve Clasioom Envfownent and Relevance and Aspro TlSess Wook 12 6 anovalve Tecnologie for Teaching-Leaming and Assessment Task Week 13 Technology Enhanced Lesson using the ASSURE as Technoecy tegration Model Wook 1615 ~~ I Sec Ethical and Lega Responses inthe Use of Teomolgy Tools and Resourses Sree : Week 16-17 “[-i. Educational Sites and Portals: Po ‘One week for an ‘Alloted for the Midterm and the Final Exams zi oH ‘equivalent of three hours) 7 Alignment of Course Outcomes with Summative Assossment Tasks ‘eamng areas technologies ‘appropriate media and technologies fer teaching and yl, 3, Integrate media and technology vious content Technology 4, Formulate teaching teaming experiences and Midterm end Final examinations assessment tasks using appropiate and innevaive ae 5. Demonstate soc eh and egal responsibilty inthe use of tecinaogy o's andresoues | | | ALosson Pian Integrating eo 1” Suma seven Task Dita 1. Bilan CT pis and ay ass Way @ Poca ~ ii vqaved apa o iat aceon a tons and ais Impact ne each press © Bog Ene /Posts inthe | using etecton Guid Model (og, Gs refecon Hace!) 2. Met earng feos ard pps opted in” Freefam al Tats me | Id, ac opens oe ope cited ding sass which nay be pasted Hogs can the det ard Jveopmetlssons trough Checsuum ae Tite | so beinced nthe ePola. A Sleion Race by Smale, St (2008) carbo sed as ceria for graing, Diferent outputs made inthe clas, fling them all together can done ina parifio orin an electronic pool such as folioforme, In ths task, students are exacted to create a lesson plan showing cisarty the integration of appropriate and inavatve technologies inthe teaching-learng actvtos and assessment tasks using the ASSURE Modo! The eteria inthe rus shal focus onthe integration of technologies ard the abity to demonstrate ethical and legal responsibities nthe use of sesouroes, “These tasks are given to evaluate the students’ knowledge and understanding of concepts ‘ard principles of technology integration in instruction and approprotae aitudes and values in becoming 2 teacher. These are given to validate the resuks of Deir practical actvilos and to prepare them for the licensure examination & Page 28 of 44LEARNING PLAN Desired Learning | Course ContontSubject Matter Outcomes (DLO) Textbooks! References Teaching and Learning Activites | ss) ‘Assossment of | Resource ‘Tasks (ATs) | Materials : i Time Table 4. Understand ICT in Education 14 Define basic concepts in understanding ICTin Education Unit 4 Introduction to Technology for Teaching and Learning A Basi 1 2 3 4 5 6 ic Concepts tobe defined Technology Information and Communication Edveational ochnology Technology, Media and Leaming Intructional System and Instructional technology “eennology Too's B_ Roles of ICT in Teaching for Learning Anderson, J. (2010). (C7. Transforming Education Regional Guida. UNESCO Bangkok Asia and Pacific Regional Bureau for Edueaton| Baldo, R. (2012), Basie concepts jn educational echnoiogy 1. Mania, PH Rex Bockstore Lucido, P. & Corpuz, B. (2012}. | Fdveatonal technology 2 Quszen | | city, PH Lorar Pushing Co hips 2isecherstafievelopmente ‘omy nroducban-o technology focteachers! item edcationscotland cov [Klgaringandteaching approaches! linoducaton olpoicinieameng 3s. 2 Brief Lecture: With the aid of powerpoint presentation. provide an ‘overview ofthe subject Technology for Teaching and Leeming, ‘Small Group discussion: Give ‘graphic organizers ofthe diferent ‘concepts 0 be defined through the use of concept mapping Whole group discussion: Preseat to the whole class croup outputs. Individual Research: Encourage students to validate the concept map ‘and conceptual definitions Use araing | QHP/ scale forthe — Mutimedia ‘concept map | Projector devooged by | 22) gap Pen and Paper Computer! te | apap | Graphic. organizers Page 29 of 44Desired Learning | Course Gontent/Subject Matter Textbooks! References | Teaching and Learning Activities | Assossmentof | Resource | Time Outcomes (OL0) | (LAs) Tasks (ATs) Materials |Table 412 Enumerae he | Unit2. OT Policies and Safety | Anderson J (2010). CT | Forum With Resoure Person: nvte | Posting ot Froedom national/CT sues in Teaching and Learning | Tesns‘orming EcucationA Regional | a esouce person otak on ICT | comments ICT | Wallin the polis acting | Girdo. UNESCO Bangkok Asia ane | national anéinirnatonal paloes | polices in classroom’ | classroom ‘A ICTNational or International | Pacific Regional Bureau for applied to teaching end leaning | Freedom | Blog Created | procicas Polcies That Are Appicabe to | Education WallBleg = and | Teaching and Leong Administered “bythe Lucid, P.& Corpuz, 8. (2012 | Teacher ———| Educational technology 2. Quezon + 13 Descibethe | B Safety Issues in ICT Cy PH Lormar Publishing Co. | Group itenvws: Organize smal | Checkston he | Accomplshe implemertaton | ups o conduct interviews and | pracbees thal Checkst- | t week IGT polis in| ‘observatons.an practeas that | adress safely teaching tearing | Documons: actress safety issues in ICT or issues + The Phippies oT ‘| teaching and leaning Powespoint Reacap | presentation P * DepED Five-Year infomation and Communication “Technology for Educaton Stakegic Plan (DepED ICTAE Stratege Pian) | Executve Summary | + RA 10844, Sec. 3 (An Act Creating the Deparment of CT Defring ts Poners and Functions, Appropriating Funds, and | Other Purposes} Page 30 of 44Desired Learning | Course ContentSubject Matter Textbooks! References | Teaching and Learing Actives | Assessment of | Resource | Time | Outcomes (DLO) (TAs) Tasks (ATs) | Materials Table + SEAVEO INNOTECH {20%0) Rept Siaus of ICT itegaten in Education in Southeast Asin Counties 14 Wentiy CT |-C, Uses of OTPoboes in tho Indiedul Research: Eronurage poles that xe | ” Teaching and Learing sudertsto research on other school | Accompkshed | ‘nearporates to | Envronment ICT Policies and best practices |obseneion | the design ard gude | crass impemertaton | | Obsaraton ofteaching- Class Observaten (Field Study _| Leamers wren | Guide onthe | leaning actives Observe how CT plies are ized | doscipton and utzaton of | inthe classiaom options on the ICT pocies | ney crafed CT. the Feciltate the Creation the Classroom | Classroom lastoom ICTPolces agreed ypan by al | plies | leamers 2, Identify learning ‘Unit 3. Theories and Principles in theories and the Use and Design of Technology principles applied in Driven Learning Lessons the use and design | of learning lessons: vith technology 21 Identity warning | A. Leaming Theories and Principles | Lucido, P.& Corpuz, B. (2012), Reflection Online Class | 1.5. picbesed | ie Educational technology 12° | Ave Leaming wih TeacherLed | Posted on the Blog or Stes | hous theories that are 1. Dale's Cone of Experience (with | edition. Lorimar Publishing Co. Discussion on Dale's Cone of ‘online Blog! ‘Classroom. ‘applied in ‘equal aitention given to both the Expenence and howits principles Classroom made Twitter technology Conventional Technology and the | https:/www.youtube.com/watch?v= and thoores are uflized in the made Twitter Walt ariven teacing- | Innovative and Emerging peSioRehk technalogy-tven teaching ard | ya leaming modes, | Tecrolagy or Teaching} ‘eomng Page 31 of 44Course ContontSubject Matter Desired Learning Textbooks! References | Teaching and Learning Activities | Assessmentof | Resource ‘Outcomes (DLO) {TLAs) Tasks (ATs) | Materials Table 2:TPACK (Technology, | TPACKn Two Minutes Image Analysis Students anayze | Restneted Essay | Video.cip 1.5 Pedagogy ard Conient | ns wwwryautube.comivatch?y_ | and explain the imegelciagrem, The hours Kowedge) FagvSQZELY teacher synthesizes. Mule Projector Hednioh, R200). fstuctonat ‘media and technologies for Abit lecture on TPACK Computer leamng,(7" edition). Upper ao = we j Hall tect edu Newby, TJ. (2091), Educational learning (4° 6d.) Boston: Pearson Education, Inc saddle, New York Mer? Prentice nology forteacting and Roblyer, MD. (2003). Integrating | ational technology inte teaching (3 od.) Upper Saddle, New York Meri Prentice Hal Page 32 of 44Desired Learning ‘Outcomes (DLO) Course ContentSubject Matter Textbooks! References ‘Teaching and Learning Activities LAs) Assessmentof | Resource | Time Tasks (ATs) Materials | Tablo ‘3,ASSURE Model (Analyze Leamers, State Objectives. Solect Methods, Media, & Matera, Utlize Media & Naterais, Requie Learner Participation, Evaluate and Revise) ‘Smaidino Seta. (2006) Instructional technology and media forleaming, Bed. New Jersey: Pearson Prentice Hal pp 5385, (Active Learing in a Brief Lecture given by the teacher) The FishBow Activity: Leammers are given rmatacards and asked to wite a question ofcietiction about the tool (12. questions conceming the ‘application ofthe top to practical croneapis). Teach draws these questions fom the bow and answers the questions or aks the class to ‘answer them. (This could be done ‘dung o° after the input} Think-Pair and Share: in pits, students wil 'scuss about the [ASSURE Model and create their ov ASSURE lesson 4 Metacards | 1 week Fish Bout [~ Checkiston te | |Elomens | Jincuded'n | [lesson using the | ASSURE Model | {and the rang sae Page 33 of 44Desired Learning | Course GontentSubject Matter Texthooks/ References | Teaching and Learning Activities | Assessment of | Resource | Time Outcomes (DLO} | (LAs) Tasks (ATs) | Materials | Table Sintograte media Unit 4 1GT in Various ‘and technology in Content Areas | various content to 12 Curcutu Guides (DepEd. | areas A, 218Gentury Literacy Sls | 2012) Bre Lecture: Exlan 21 contuy | Oralexamination Nuimedia | 2 weeks literacy skills with emphasis on Projector | 3.1 Review esching Digit LaracyStfs | Lucio, P.& Corp, 8. (2012). | cigtal ery sh. | plans that + Media Educational technology 2. Quezon | “Lato reguie earers Information | Cy PH’ LorinarPubisting Co. | toconnectthe © ICT iteracy | | centent of Teacher lesson to B Instructional Desgn Models | Anderson, J (2010), ICT | mase! seciely ‘¢Gagoe's Nine | Transforning Education A Regional | Research on Instructional Design | Teacher. Events ‘Guide, UNESCO Bangkok Asia end | Models an Cofeborale Work on prepared ‘© Bloom's Revised | Pacite agonal Bureau for desigaing an infographics or visu samples of Taxonomy | Education image ofthe assigned Instuctonal inograptics © ADDE Design Nace te presented in + Metis Principles | Witams, M. (2000) integrating | class afinstucton | technology into teaching ard Jeaming: An Asia Paci | perspective. Singapore: Prentice Hal UNESCO (2013), Training Guide ‘on CT Multimedia Integration for Teaching and Learning. pp. 56-58 Bellanca, J & Brandt, R 2010). 2st Century Skis: Rethinking How Students Lean (Leading Edge) | | | | Page 34 of 44Desirod Learning | Course ContenuSubject Matter | Textbooks/ References | Teaching and Learning Actvties | Assessment of | Resource | Time ‘Outcomes {DLO} (TAs) Tasks (ATs) Materials Table 3.2 Invoduce | Technology Enhanced | Smaldno.. et al. (2005) ‘inquiry Based Approach; Introduce a | Lesson exemplar | A Lesson somple “aching Lesson Exorpirs | Isinctoraltectnology end | tetnolgy-ennanced teaching | anayssoutpt- Pan technology ria for lean. ed. New | ossonoxemalar, sxerplar enhance lessons to | ‘ersey: Pearson Price Hal supper lemng Analysis ofa eeching pan exerlar ~ dentin he efarensn } designing lesson and dsossng the posses of techreogy integration Checkist | fecusing on Demonstaton:Demonstatoa | Demonstration how sample lecinclegy-annanes lesson | Guide techrlogy is _iragato in “the lesson L 3.3 Select ICT and conventional Fearing materials designed ta enance teaching learning D. ICT and Conventional Learning Materials to Enhance | Teaching Leaming 4. Dgtal Leeming Rescues 2, Gocgle Docs b. Suvey Monkey ©. Oee | 2. Conventional Leaming Resources 2. Flip charts b Real Others bps/lumweducstorstechnology.c 5n/201206/33-ciita-skls-every- 2Ast-centunyhim psiwanedtechteacherontate ‘Group research and presantaton of the digital eering materials ‘dented as appropriate and feasible in agiven teaching learning contort Presentation of multimedia | 3 weeks selected equipment instuctonal media appropiate for the teacring and leaning context Page 36 of 44Desired Learning Course Content/Subject Matter ‘Textbooks! References Teaching and Learning Activities | Assessment of Resource | Time ‘uteomes (010) As) Tasks (ATs) Materials | Table 36 tently fexble E, Distance Learing Anderson, J (2010). CT ForumOscvsson Conduct aforim | KIL Chat Teesher ierning tough “ansfoming Educaton AReional | on Distance Learning |e What Know made Ciess online Guide, UNESCO Bangkok Asia arc iinatiwantio Sieeg | communications Pacific Regional Bureau for know google site, | (eynchronous/ | | Education ‘© What! Leamed Weebly, etc.) | asyncvonous | mrad) Shrpe “pes cfOnine Dance Learing | Maton, 2002). Planing and | Demenstaten andhands.on | hocks. + Synchronos Developing Open and Ditence _exloraon onthe synchronous and | © Aaynehonous Leeming Quay Assurance | agyncrenous onine stance iW. hart Approach leaning using he Class Ste template unesdoc.unesco.org/imagesi0012'0 | 012881284880 ph 3.7 Describe. | F. Technology Tools in a Collaborative | Smaidino,S. et al. (2008). Brief Lecture on the different | fonbioloaring Classroom Erwronment Instuctonel ecology and media techneloy ois na colaboratve environment fat forleaing 8° ed. New ers | oaBsreom envronment enarces Pearson Prete Hal Paper and Peni google docs colaboraton wth | Smal Group Discusion Stent Led | Test i the use of i teemnlogy tools | | 2nooks ‘38Rellecton the G.Relavance and Appropriateness in| Smaldino,S. st al (2008) ‘Based on the lesson demonstrated, | Reflective ‘Gibbs Use oechnology the Use of Tecnology in Teaching | Insta! ieciotgy andthe cass wil najze ee detomine | naratve or | Rflcten aeconis and Leaming meiaforleanng. @%ed Now the appropriateness end se of Enifesinthe. | Gye reve ard ‘recy Pearson Prete Hal eehoay. Classroom template aepropiatoness (Variation Based on alesson plan |Twter Wain Onine Cass Prinoples in Selecting instructors exemplar) the Blog or Site! | Materials based on their Eayde, M. & Lockyer, M (2013). classroomvBlog | ‘Classroom. “Aopropiatness and Feasbity | Tools for Leaning Retieved fron: | Class presenaton ether valuation | Created and | made Titer nip: vowed avegiveweons | ainsructonl mates used inthe. | Adminstredby | Wal Page 36 of 44Desired Leaing | Course ContendSubject Matter | Textbooks/ References | Teaching and Learning Activities | Assessmentot | Resource | Time ‘Outcomes (DLO) TAs) Tasks (ATs) | Materials | Table ‘© Appropriateness (Target | ntcgartle=1413&contextsasdp | lesson theTeacher | Leamers and instruction) apers | Rubric + Autnenory(Cepencabe) “focusing on + interest SeforPeet the Cost Economy) Evelaton of | apgroptten Organization an Balonco thar assessment | oss a he | mata in And ter considerations: “insction Environmental Factors, namie | Varabis (0g. 82@ fas, tudes, | etc) 4. Formulate teaching- Unit 5. Innovative Technologies for | Smaldino,S. et al. (2005), ‘Students’ research on examples of | Reporting and | Assessment | 1 week learning experiences ‘ond assessment tasks using appropriate and | innovative tochnologies 41 entity Technology assisted todlsin the assessment of learning Teaching-Learning and ‘Assossmant Task ‘A. ICT and Assessment in Leaming 1. Assessment Too's Instructional technology and media forleaming BM ed. New Jersey: Pearson Prentice Hall ‘Victoria Siate Government (2013) Assessment Tools, Retrieved from: btp:vwieducation viegovauisch colteachers'supportPagestoois.a | sex technology-assisted tools in assessment in fearing Feedbacking | tools &s Page 37 of 44Desired Learning Course Content/Subject Matter ‘Textbooks! References ‘Teaching and Learning Activities | Assessment of Resource | Time Ontcones O10) | (TAs) Tasks (As) Materials | Table B. Tools in evaluating appropriate http: wwwwedtechteacher org/asses | Workshop on the formulation of Workshop output | assossrentiols (ex. checks, | sment tools io evauete assessment to's | rang sae) | UNESCO (2019) Training Gude ‘on ICT Multimedia integration for “Teaching and Learn. pp 60-53 Angelo, 7 & Cross, KP (1983). Classroom Assossment Techniques 2nd Ed. Handbook for College Teachers Demonatate proceneyin | Technology-Erhancad | Smattino.S. eta (2005). Lesson planing Rubres‘or ASSURE the frmulaten of Lesson using the ASSURE: | Instucterl technology and media assessing lesson Model | week toachinglearing 2 Techroogy-inegraton | fr leaing. 8 ed New Jersey piers | oxpasences using Ned Parson Pronize Hal Craquing of | innovative technologies lessonspans | | Rewsngof { lesson plans '. Demonstrate social, Unit 8. Social, Ethical and thical, and legal Legal Responsibilities in the responsibility in the use | Use of Technology Tools and of technology tools and | Resources resources hip ww digtalotizonship net A. DigtalCtizenship Lecture discussion on thernine | Witten exam | Computer’ | 2 eoks 51Show give elements of igi! cizensip “extn ‘exami, obsene + ne Elements of | ht tavimeduscanes combossion | Mutimedia soca ethical an Digtal Ctizenship | sSocallechy Group research onthe social, ethical projector legal andlegalresponsibiies nthe use | Rubrics responsibilty inthe use |B. Socal Ethical and Logal__| Smaldno,S. etal (2008) of technology tools and resourees by | assessing | Computers otiecnolegy oo ard | Responsbites ne Usect_|stuctonaemabgy and mesa | achrs reset cupsDesired Learning Course ContentSubject Matter Textbooke/ References | Teaching and Learning Activities | Assessment of | Resource | Time Outcomes (OL0} {TLAs) Tasks (ATs) Materials Table resources Technology Tools and forleamng, Bed, New Jrsey. | Tak Out (rom Global | AWorksheet Resources by Teachers, Pearson Prentive Hal Digital Ctizon Fourdstion) An acy for Tat Out ‘on taking a lance onan issue and ‘efonding it ‘Scenarios Learners are given a scenario rma focusing on socal, etical ‘and legal responsiitas inthe Use ‘oftechnology Analysis ofthe diferent cases Jinolvng social, ethical and legal [issues on technology use 5.2 dently exomples _C. intoloctual Property Rights | ‘of compliance of IPR | Applicable to the Educational Setting: | wwwinophil.govphiimages’Patents | Group Research on the Intellectual / Rubrics RA 8203 imducatoralseting, Copy and Related Rights IRRSRepubleRCGZE3 pat Proparty ighsinthe Educational | assessing Document | Copreght aw (Par) Seting research Anact \ presentations prescrbing | Glass presentation research | anduputs the cuipus (09. postr infographis, ifotetual bootboard, etc.) property \ bose ana _oselhing functions, | and for other purposes x Page 39 of 44Desired Learning Course Content/Subject Matter -—-‘Textbooks/ References: ‘Teaching and Learning Activities | Assossmentof | Reso Outcomes (DLO) | (TLAs) Tasks (ATs) Mate 5. 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Croate SpaceAssessment of nps:globasigiecizen ogi ‘ecucation-technology-toalsevery- teacher should know about (0.9. infograpics, Digital ‘adverisomer, brochure, bulletin ‘board dispay online bulletin board) | Desired Leaming | Course ContentSubject Matter | Textbooks! References | Teaching and Leerning Activites Resource | Time ‘Outcomes (DLO) ‘TLAs) Tooke (ATs) Materials Table learing Independent Publishing communities Prato | Tule, D. (2014) | maleate equate for the | intermatin ge. Alora | Pubicatons 57 Show Joining sci meta ste Rubrics deren suppot assessing —_| Rubrics +0 school leamers as | Role playing on how to support ‘behavior in social» part of leaming ‘school leamers as part of learning —_| media sites | coment in tet conmunty digtl utr ard behaviors 5.8 Identify H. Educational Sites and Portals. Diaz, C.G. and Deciaro, séucatoralstes RA 2012), UNESCO taining Peondl and Paper {nd portals sutete guide on (CT multimedia integration | Group Reseach to ently Tests to heirsubjectarea_| for teaching and learning ‘educational sites and portals Multimedia Reteved from Creative Commons | Projector License hitp:!/creativecommons.org/tcanse | Presentation and Sharing of Listof teceas siby-sal3.0_ Research Outputs educational Sites Page 41 of 447 Course ContentSubjct Mate Textbooks References | Teaching and Leaning Acbtes | Assessment of | Resource | Time | Qutcomes (DLO) (LAs) “asks (ATs) Waters |Table | 52Jon online | |, Online Communities of Learring [Online expest and ieaming eg Practicum on sample strategies on | Rating scale _leaming sites Facebook how to jen experts learing Gibbs Twitter communities Retecion ——Refedve | Insiogram | Oyce instagra |e communities Webinar ‘Anderson, J.(2040).1CT Transforming Education A Regional —__— | Guide, UNESCO Bangkok Asa and 5.10 Use resources J Online Resources Panic Regional Bureau for Group Research and Application of from elvant mailing eg Eaueaton tho idetfed televant mang ist and | Check ist leis andonine + Opensource online joumals joumals + mutindia resources. video sites fing mages ruse and audio; webcasts locate web resources by topic + Ohers 5.11 Describe K Collaborative Projects, hip wwewased oranublcations’bo | Matimedi 4si10212ichaptersihal Is Proj | StudentLed-Group Discussion | Penciland Paper Projector | technology tools that .e. The Problen-Based Projector Test are sedin group Projet Based Propet oc actives Baie india LearineiC2% | Lecture Azaspe { Page 42 of 44Desired Learning Course Content/Subject Matter. Textbooks! References ] ‘Teaching and Learning Activities | Assessmentof Resource | Time Outcomes (DLO) ({TLAs) ‘Tasks (ATs) Materials Table 512 Use technology | L. Technology Tools for Colaborave_ | htt /mavemercingestech.com20 | Lecture Demenstraton Practical est | interet tools to colaborate Work 405/20-excellantfree-ools-for. | | connectivity and share resources |e 9. | iterative colaboraton- Workshop / hands-on experience on ‘among commutes | + google ve experiences nthe-ciassao thetooss of practice | + edmodo + bubblus nine Chat Sesion + Waispaces + Others “Suggested | Abushakara, N. (2016). Netiquoife: Medom manners for a modem worl, The uitmate guide (0 onive efiquetie. Create Space Independent Publishing Platform oh Readings and | Anderson. J. (2010). ICT Transforming Edvcaton A Regional Guide. UNESCO Bangkok Asia end Paci Region! Bureau for Education References | Angelo, and Cross, KP. (1983) Classroom Assessment Techniques 2nd Eu. A Handook fr College Teachers Chiles, D (2014), internat etiquette: Notquete fundamentals, rues and optimization. hit ceatvecommons Heinich, R. (2003). Instructional media and fecnologies fr leaning. (7 elton) Upper salle, New York: Meri Prentice Hall www salekids.combids-rules-fo-onlne-salety uw educatonworid coma-ochitectechO44 shim! colegeview.com/atles/atica smart sludertsn-a-i | hitos: iw stonbulying govcyberbullyingivhatissit ntpsivwwased ora pubiications/books'102!12ichapters/What Is Projen-Based_ Mull 2. | hitp:iwemeranaectech.cony20"405/20 excellent ee tole fr intoractve-collaboraton-experigncos.inthe-cassroom m .com/201206/33-ciglahskils-every-2st-contu hioswodtochtoacher orisssessment how eroragale! Lucido, P & Corpuz, 8, (2012), Educational technology 2. Quezon Cty, PH: Lorimar Publishing Co, Motion, R. (2002), Planning and Developing Opon and Distance Leeming A Quaity Assurance Approach Diaz, C.G. and Declaro, R.A (2013). UNESCO training guide on ICT multimeata integration for teaching and Ieaming, Retrieved from Creative Commons License Page 43 of 44Tiewby. 73. (2011), Fducational technology for teaching and leaning. (@ ed) Boston: Paarson Roblyer, MD. (2003), integrating educational technology info teaching. (3 ed) Upper Sale, New York: Mec Prentice Hall ‘Smakdino, §. eta. 2005}, Instructional technolagy and media for lering, Bed. New Jersey: Pearson Prentice Halt ‘Smaldno, §. eta. 2008}. Instructional technology and media for leaning, ed. New Jersey: Pearson Prentice Hall Tuffley, D. (2014), Email etiquette: Netiquette forthe information age. Altiora Publications, TPACK in Two Minutes hiis:/inwyouluibe.comivatch?v=FaqVSCXZELY [UNESCO {2013}. Training Guide on ICT Multimedia integration for Teaching and Leaming pp. 86-69 \Wilams, it, (2000}. Integrating technology into teaching and leaning: An Asia Pactc porspecive, Sngapore: Prentice Hall wun pop gov phimages/Patents/RRs Repub it (OurICT ito ourc co.uk’ Ten Best Assessment Tools (Posted Apri 1, 2018) Retieved from: htp:metaurctco.uksormative-assessment ool! Documents The Philippines ICT Roadmap © DepED Five-Year Information and Communication Technology for Education StralegicPlen (DepED ICTAE Stategic Pian) Executive Surmmary ‘+ SEAMEO INNOTECH (2010) The Repot on the Status of ICT integration in Education in Southeast Asia + Kto12 Curculum Guides (DepEd, 2012) ‘Senior High School Curriculum Guides retieved from hts rive google comisiGiOD8KB88YUcZ\'C1AVIQOKAVMFYDS2Ced Course | Suggested Requirements | Alesson pen exemplar vith an apropite integraton of technology Witten lng exam (idk ae Finals) Portoic A complete posted etlecon notes in theClass Blog or Wkispace /Teachermade Ciassroom Twiter Wal! cf Class Active Pattispation (group werk, mii-outputs in tasks, among others) ee Ht = Grading | Sugesied 1 System —_| Midterm Finals 4% ~ Writer fng exam (Matern) | 25% lesson lan exemplar wih an appropriate negation of ecology 30% ~A complete posted rection rees in theClass Blog or Waspace!Teacher-} 30% ~ Summative Exam (Finals) imede Cissroom Twter Wal 20% -ePottola $3? 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