College of Teacher Education

GED 222 – Course Outline

COURSE INFORMATION
1. Course Number : GED 222
2. Course Name : Facilitating Learning
3. Course Description : This course is designed to present and explain the different theories, concepts
and principles related to teaching, learning, motivation, students’ development
and classroom processes. These will provide prospective teachers the needed
knowledge and understanding to facilitate quality learning and teaching.
4. Pre-requisite : None
5. Co-requisite : None
6. Credit : 3.0 units
7. Class schedule : 5 hours per week
8. Program Educational Objectives (PEO) of BEED/BSED:
Three to five years after graduation, the BEED/BSED graduates are expected to:
A. Demonstrate updated and deep knowledge of the subject matter they teach;
B. Apply a wide range of teaching process skills particularly on lesson planning, materials development,
teaching approaches, and ethical considerations;
C. Demonstrate ethical responsibility in teaching profession; and
D. Engage in continuing professional education and trainings.

9. Student Outcomes (SO) of BEED/BSED and their links to PEO

PEO
Upon graduation, the BEED/BSED students are expected to:
A B C D
 SO a Articulate the relation of education to larger historical, social, cultural and political

processes.
 SO b* Facilitate learning using a wide range of teaching methodologies in various types of

environment.
 SO c* Develop alternative teaching approaches for diverse learners. 
 SO d* Apply skills in curriculum development, lesson planning, materials development,

instructional delivery and educational assessment.
 SO e* Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.  
 SO f Practice professional and ethical teaching standards to respond to the demands of the
 
community.
 SO g Pursue life-long learning for personal and professional growth. 
 SO h* Demonstrate in-depth understanding of the development of elementary/secondary

learners.
 SO i Exhibit comprehensive knowledge of various learning areas in the elementary/secondary

curriculum.
 SO j Create and utilize materials appropriate to the secondary level to enhance teaching and

learning.
 SO k Design and implement assessment tools and procedures to measure elementary/secondary

learning outcomes.
Note: * SO being addressed in this course

10. Course Outcomes (CO) of GED 222 and their links to SO

SO
Upon completion of the course, the BEED/BSED students are expected to:
a b c d e f g h i j k
 CO 1 Explain the Metacognitive and learner-centered psychological E I I E E
principles.
 CO 2 Utilize the different learners’ development theories in I I E E E
understanding the nature of learners.
 CO 3 Utilize various learning development and motivational theories
I I I E E
in facilitating quality teaching and learning, and classroom
processes.

Legend: I = Upon attainment of this CO, students will have been introduced to the SO.
E = Upon attainment of this CO, students will have enabled themselves to attain the SO.
D = Upon attainment of this CO, students will have demonstrated partly or fully the SO.

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 College of Teacher Education
GED 222 – Course Outline
National Competency-Based Teacher Standards
Program Educational Objectives (PEO) (NCBTS)

Vision: A leading institution of higher Domain 1: Social Regard for Learning

learning recognized for its quality
transformative education serving the
nation and the world
1. Demonstrate updated and deep
knowledge of the subject matter
Domain 2: Learning Environment
they teach.
UM 2. Apply a wide range of teaching Domain 3: Diversity of Learners

Mission: To provide a dynamic and Core process skills particularly on lesson

planning, materials development,
supportive academic environment Values approaches and ethical
through the highest standards of considerations.
instruction, research and extension in a 3. Demonstrate ethical
non-sectarian institution committed to responsibility in the teaching
democratizing access to education. profession.
4. Engage in continuing
professional education and
trainings.
Domain 4: Curriculum
Domain 5: Planning, Assessing and
Reporting
Domain 6: Community Linkages
Domain 7: Personal Growth and
Professional Development

Program Intended Learning Outcomes (PILO)

Course Outcomes (CO)

a. Articulate the relationship of education to larger historical, social,

cultural and political processes;
1. Explain the Metacognitive and learner-
b. Facilitate learning using a wide range of teaching methodologies in
various types of environment;
centered psychological principles.
c. Develop alternative teaching approaches for diverse learners;
d. Apply skills in curriculum development, lesson planning, materials 2. Utilize the different learners’ development
development, instructional delivery and educational assessment; theories in understanding the nature of
e. Demonstrate basic and higher levels of thinking skills in planning, learners.
assessing and reporting;
f. Practice professional and ethical teaching standards to respond to the 3. Utilize various learning development and
demands of the community;
motivational theories in facilitating quality
g. Pursue life-long learning for personal and professional growth;
h. Demonstrate in-depth understanding of the development of
teaching and learning and classroom
elementary/secondary learners; processes.
i. Exhibit comprehensive knowledge of various learning areas in the
elementary/secondary curriculum;
j. Create and utilize materials appropriate to the elementary/secondary
level to enhance teaching and learning;
k. Design and implement assessment tools and procedures to measure
elementary/secondary learning outcomes.
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 College of Teacher Education
GED 222 – Course Outline

CO and Assessment task alignment

Assessment Task
CO Theory-based Practice-based Assessment Coverage
Schedule
1. Explain the Metacognitive and learner- Multiple Choice Short essay First Exam Part 1: Module 1-2
centered psychological principles. Questions

2. Utilize the different learners’ Multiple Choice Brief lesson plan Second Exam Part 2: Module 3-6
development theories in understanding the Questions making
nature of learners.

3. Utilize various learning development and Multiple Choice Classroom Third Exam Part 3: Module 7-18
motivational theories in facilitating quality Questions Situation Part 4: Module 19-25
teaching and learning, and classroom Analysis
processes.

*Final assessment will be a comprehensive examination (from first topic to the last) in a Multiple Choice Questions

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 College of Teacher Education
GED 222 – Course Outline

Assessment Task Details (Theory-based)

Assessment Coverage Assessment Task Details

Schedule
First Exam Part 1: Module 1-2 Multiple Choice You are expected to demonstrate deep knowledge on the nature and definition of
Questions metacognition in the learning and teaching processes. This includes the research
(70% of the exam) articles required for you to read and theories related to metacognition
(Constructivism, Socio-cultural, Socio-linguistic and cognitive development) found
in part 3 of the book and the principles of teaching that you have learned in GED
213 and 223. You are also expected to critically analyze the contribution of various
learner-centered psychological principles in the realization of quality learning and
teaching.
Second Part 2: Module 3-6 Multiple Choice You are expected to demonstrate deep knowledge on the theories of learner’s
Exam Questions development. This includes topics in part 1 (individual differences) and part 4 of
(70% of the exam) the book (student’s diversity) and the research articles required for you to read
and the principles of teaching that you have learned in GED 212. This task is also
designed for you to critically analyze the need to consider students’ individual
differences, learning styles, exceptionalities and intelligences in better
understanding students’ needs and interests.
Third Exam Part 3: Module 7- Multiple Choice You are expected to demonstrate deep knowledge of the learning and motivation
18 Questions theories. This includes topics in part 1 (cognitive, Metacognitive, motivational and
Part 4: Module 19- (70% of the exam) social factors), and the principles of teaching that you have learned in GED 213,
25 223 and key concepts in GED 212. This task is also designed for you to critically
think of the crucial role of these theories in the pedagogical decisions of the
teacher leading to the achievement of quality learning and learning environment.
Final Exam Part 1-4 Multiple Choice This assessment task is designed for you to demonstrate a comprehensive
Questions understanding of the principles, theories and key concepts on how teachers
facilitate learning.

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 College of Teacher Education
GED 222 – Course Outline

Assessment Task Details (Practice/Performance-based)

Assessment Coverage Assessment Task Details

Schedule
First Exam Part 1: Module 1-2 Short essay  In this task, you are required to write a short essay explaining how metacognition and
(30% of the exam) learner-centered psychological principles help both the teacher and students achieve
quality teaching and learning.
 You will presume the role of a teacher trying to convince the school’s principal to take into
consideration the aforesaid principles in the regular training of teachers.
 You are expected to integrate arguments in the required reading research articles in your
essay.
 The short essay will be on-the-spot and should only be written in the front page of the
examination booklet or bond paper.
 You will be graded according to the following criteria (see rubric attached):
1. Depth of analysis (30 points)
2. Coherence of arguments (30 points)
3. Link to research articles (30 points)
4. Academic literacy (10 points)
Second Exam Part 2: Module 3-6 Brief lesson plan  The purpose of this task is for you to apply your knowledge of learners’ development
making theories and diversity.
(30% of the exam)  You are required to make a brief lesson plan in a group of 8 integrating your knowledge on
3 development theories of your choice and students’ individual differences. The lesson plan
will be designed to cater to the heterogeneous class you are handling.
 You can present your brief lesson plan through the use of LCD or Manila paper or cartolina.
 You will be given 2 days to complete the task and present your work in front of the class.
 You are required to provide a copy of your brief lesson plan to the teacher during the
presentation.
 Each group will only be given 10 minutes to present and answer questions from the teacher
and the class.
 You will be graded according to the following criteria (see rubric attached):
1. Understanding of development theories and individual differences (40 points)
2. Organization of the brief lesson plan (40 points)
3. Academic literacy (20 points)

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 College of Teacher Education
GED 222 – Course Outline

Assessment Task Details (Practice/Performance-based)

Assessment Coverage Assessment Task Details

Schedule
Third Exam Part 3: Module 7- Classroom  The purpose of this task is for you to demonstrate your understanding of the
18 Situation Analysis different learning and motivation theories, and concepts.
Part 4: Module 19- (30% of the exam)  You are going to portray the role of a resource speaker in the training of teachers.
25  In a group of 8, your task is to explain situations in the classroom where learning
and motivational theories (8 theories) and concepts can be observed and applied to
facilitate quality teaching and learning.
 All members of the group are required to present their outputs and answer
questions
 You will be given 2 days to complete this task and present in front of the class.
 Each group will only be given 10 minutes to present and answer the questions from
the teacher and the class.
 You will be graded according to the following criteria (see rubric attached):
1. Understanding of learning theories (40 points)
2. Organization of presentation (40 points)
3. Academic literacy (20 points)

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 College of Teacher Education
GED 222 – Course Outline

11. COURSE OUTLINE AND TIME FRAME

TIME
TOPICS FOR FIRST EXAMINATION TLA Required Readings
FRAME
Week 1  Classroom orientation (University  Lecture 1. Efklides, A. (2014). How does
metacognition contribute to the
to Policies; PEOs, SOs, Cos; Core values;  Oral presentation regulation of learning? an
Week 3 and G-Factor)  Writeshop on essay integrative
 Module 1: Metacognition writing approach. Psychological
 Module 2: Learner-centered Topics, 23(1), 1-30.
 Research article 2. Wilson, N. S., & Bai, H. (2010).
psychological principles reading/discourse The relationships and impact of
1. Cognitive and Metacognitive  Oral recitation teachers' metacognitive
factors knowledge and pedagogical
2. Motivational and Affective understandings of
metacognition. Metacognition and
factors
Learning, 5(3), 269-288.
3. Developmental and Social 3. Joseph, N. (2010). Metacognition
factors needed: Teaching middle and high
4. Individual Differences Factors school students to develop
strategic learning skills.
Preventing School Failure, 54(2),
99-103.
TOPICS FOR SECOND EXAMINATION
Week 4 Focus on the learner  Group dynamics 1. Annan, J., Bowler, J., Mentis, M., &
Somerville, M. P. (2011). Between
to  Module 3: Review of theories related to  Concept mapping theory and practice falls the shadow:
Week 5 the learners’ development  Oral presentation The learning theories profile. Journal
 Module 4: Individual Differences of Cognitive Education and
 Writeshop on Psychology, 10(3), 238-252.
 Module 5: Learning/thinking styles and
lesson plan making 2. Wang, V. C. X. (2012).
multiple intelligences
 Research article Understanding and promoting
 Module 6: Learners with exceptionalities learning theories. International
reading/discourse
Forum of Teaching and Studies, 8(2),
 Oral recitation 5-11.
3. Botty, H. M. R. H., & Shahrill, M.
(2014). The impact of gagné,
vygotsky and skinner theories in
pedagogical practices of mathematics
teachers in brunei arussalam. Review
of European Studies, 6(4), 100-109.
TOPICS FOR THIRD EXAMINATION
Week 6 Focus on learning  Group dynamics 1. Chiang, M. (2010). How does
preservice teachers' learning about
 Module 7: Behaviorism  Concept mapping learning theories influence their
To  Module 8: Neo-behaviorism  Oral presentation beliefs about learning?
 Module 9: Gestalt psychology
 Classroom
Week 7  Module 10: Information processing 2. Karagiorgi, Y., & Symeou, L.
simulation analysis (2005). Translating constructivism
 Module 11: Gagne’s conditions of
 Research article into instructional design: Potential
learning and limitations. Journal of
reading/discourse
 Module 12: Ausubel’s subsumption Educational Technology &
 Oral recitation Society, 8(1).
theory
 Module 13: Bruner’s constructivist
3. Ivie, S. D. (1998). Ausubel's
theory learning theory: An approach to
 Module 14: Constructivism teaching higher order thinking
 Module 15: Transfer of learning skills. The High School Journal,82(1),
35.
 Module 16: Bloom’s taxonomy
 Module 17: Sternberg’s successful
intelligence

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 College of Teacher Education
GED 222 – Course Outline

 Module 18: Problem solving and

creativity
Week 8  Module 19: Meaning and types of  Group dynamics 1. Ahmad, A. R., Seman, A. A.,
motivation  Oral presentation Awang, M. M., & Sulaiman, F.
to  Module 20: Theories and factors (2015). Application of multiple
 Research article intelligence theory to increase
affecting motivation reading/discourse student motivation in learning
Week 9  Module 21: Students’ diversity in  Oral recitation history. Asian Culture and
motivation
History, 7(1), 210-219.
 Module 22: Human environmental
factors affecting motivation 2. Sengodan, V., & Iksan, Z. H.
 Module 23: The classroom climate (2012). Students' learning styles
 Module 24: The physical learning and intrinsic motivation in
environment learning mathematics. Asian
 Module 25: Assessment strategies that Social Science, 8(16), 17-23.
can increase motivation
 Module 26: Integration (coherence of all
topics)

12. TEXTBOOK: Lucas, M. R. & Corpuz, B. (2014). Facilitating Learning: A Metacognitive process

References:

1. Efklides, A. (2014). How does metacognition contribute to the regulation of learning? an integrative
approach. Psychological Topics, 23(1), 1-30.
2. Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers' Metacognitive knowledge and
pedagogical understandings of metacognition. Metacognition and Learning, 5(3), 269-288.
3. Joseph, N. (2010). Metacognition needed: Teaching middle and high school students to develop strategic
learning skills. Preventing School Failure, 54(2), 99-103.
4. Annan, J., Bowler, J., Mentis, M., & Somerville, M. P. (2011). Between theory and practice falls the shadow:
The learning theories profile. Journal of Cognitive Education and Psychology, 10(3), 238-252.
5. Wang, V. C. X. (2012). Understanding and promoting learning theories. International Forum of Teaching and
Studies, 8(2), 5-11.
6. Botty, H. M. R. H., & Shahrill, M. (2014). The impact of Gagné, Vygotsky and skinner theories in pedagogical
practices of mathematics teachers in Brunei Darussalam. Review of European Studies, 6(4), 100-109.
7. Chiang, M. (2010). How does preservice teachers' learning about learning theories influence their beliefs about
learning?
8. Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: Potential and
limitations. Journal of Educational Technology & Society, 8(1).
9. Ivie, S. D. (1998). Ausubel's learning theory: An approach to teaching higher order thinking skills. The High
School Journal, 82 (1), 35.
10. Ahmad, A. R., Seman, A. A., Awang, M. M., & Sulaiman, F. (2015). Application of multiple intelligence theory
to increase student motivation in learning history. Asian Culture and History, 7(1), 210-219.
11. Sengodan, V., & Iksan, Z. H. (2012). Students' learning styles and intrinsic motivation in learning
mathematics. Asian Social Science, 8(16), 17-23.

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 College of Teacher Education
GED 222 – Course Outline

13. COURSE EVALUATION

Assessment Methods
Weights
EXAMINATIONS
A. Exam 1 – 3 30%
B. Final Exam
- MCQ and Performance-based 30%
CLASS PARTICIPATIONS
C. Quizzes 10%
D. Research 15%
E. Oral recitation 10%
F. Assignments 5%
Total 100%

14. Policies and guidelines

a. Attendance is counted from the first regular class meeting.
b. A validated student identification card must always by worn be all students while attending classes.
c. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with accordingly. Honesty is called for at
all times.
d. Valid examination permits are necessary in taking the examinations as scheduled. CELLULAR PHONES or any
ELECTRONIC GADGETS and PRESCRIBED PRC CALCULATORS are NOT allowed during EXAMINATIONS.
e. Base-20 grading policy should be observed. Students who obtained failing scores in major exams are
recommended to attend the tutorial class.

Prepared by: Reviewed by:

Pedrito M. Castillo Danilo P. Salomon

Faculty BSED, Program Head

Theresa F. Misola Theresa F. Misola

BEED, Program Head BEED, Program Head

Recommending approval: Approved by:

RUBY A. SERRANO, EdD RONNIE V. AMORADO, PhD

Dean, College of Teacher Education VP, Academic Planning and Services

References reviewed by:

VIRGINIA CAINTIC
AVP – LIC Librarian

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College of Teacher Education
GED 222 – Course Outline

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