Saint Louis College of Bulanao

Bulanao, Tabuk, Kalinga

OUTCOMES-BASED SYLLABUS IN PRINCIPLES OF TEACHING 1

(PROFED 20)

COLLEGE OF EDUCATION
AY 2020-2021

Prepared by: Checked by: Approved by:

JESS M. ARCEO, LPT JOSILLE FAITH O. ISIC, LPT, MA. ED THERESE GRAIL C. LAWAGAN, Ph.D.

Instructor COED - Department Head Dean for Academic Affairs

I. SAINT LOUIS COLLEGE OF BULANAO VISION-MISSION
We envision SAINT LOUIS COLLEGE OF BULANAO as a Christ-centered, academically-competent and culture-responsive community of educational
leaders committed to evangelizing and witnessing the Gospel towards an integral transformation.

CORE VALUES:

P - eace and justice consciousness and action

E - cological and cultural awareness and involvement

A – cademic excellence and competence

C – atholic discipleship and community leadership

E - employability

II. OBJECTIVES OF THE COLLEGE OF EDUCATION

The College of Education is envisioned as a Christ-centered, academically competent and culture-responsive community of educational
leaders committed to the formation and training of teachers who are:

P - eacemakers and peacebuilders in the classroom, in the community and in the nation;

E – cological, social and culture -responsive locally, regionally, nationally and globally;

A - cademically excellent and competent in teaching and dedicated to the profession;

C –hristian leaders and disciples who are exemplars/paragons of Christian values; and

E – ducationally and professionally responsible thus can be easily employed.

III. BEED/BSED PROGRAM OUTCOMES
After finishing the BEED/BSED Program, the students should be able to:

PROGRAM OUTCOMES (PO) PERFORMANCE INDICATORS

KNOWLEDGE
PO1- demonstrate basic and higher-level literacy, communication, numeracy, critical thinking, learning Students have in depth knowledge on the nature of
skills needed for higher learning the learner; lesson planning; OBE syllabus –
PO2 - exhibit a deep and principled understanding of the learning processes and the role of the teacher in making; teaching-learning processes; role of the
facilitating these processes in their students teacher in facilitating learning;
PO3 - show a deep and principled understanding of how educational processes relate to larger historical, They are efficient in teaching-learning processes.
social, cultural and political processes Possess the qualities of pre-service teachers.
PO4 - display a meaningful and comprehensive knowledge of the subject matter they will teach
SKILLS
PO5 - apply a wide range of teaching process skills such as in curriculum development, lesson planning, Students have high level literacy, communication,
materials development taking into consideration the use of indigenous/ recycled materials, educational numeracy, critical thinking and learning skills.
assessment and teaching approaches
PO6 - innovate an alternative teaching approaches, take risks in trying out these innovative approaches Students can facilitate diverse types of learners in
and evaluate the effectiveness of such approaches in improving student’s learning diverse types of learning environment.
PO7 - facilitate meaningful learning of diverse types of learners, in diverse types of learning
environments, using a wide range of teaching knowledge and skills
ATTITUDE
PO8 - practice the professional, responsible, ethical and inclusive requirements of the teaching
profession Students are creative and innovative in their
PO9 - reflect on the relationships among the teaching process skills, the learning processes of the teaching demonstrations.
students, the nature of the content/subject matter, and the broader social forces hindering the school and
educational processes in order to constantly improve their teaching knowledge, skills, and practices Students are well-disciplined.
PO10 - exhibit the willingness and the capability to continue learning by collaborating with colleagues
and other experts in their own fields in order to better fulfil their mission as teachers
VALUE
PO11-create a peaceful classroom and inclusive learning friendly environment that provides Students are values-oriented.
opportunities and promotes potential of all kinds of learners.
PO12 - model Christian leadership and discipleship to the school and to the community Apply the values in facilitating-learning.
 IV. COURSE OUTCOMES
After finishing the course, the students should be able to:

Course Outcomes (CO)

CO1 – exhibit the principles that are related to the instructional strategies and techniques, lesson planning, use of instructional materials, selection of
subject matter content, classroom management, and the art of questioning in teaching-learning situations through demonstrations;
CO2 – appreciate the important roles that the teachers play in nation building through efficient and effective teaching.

Legend:

L – Learned Outcomes (knowledge, skills, values) achieved in the subject

P - Practiced the learned outcomes (knowledge, skills, values)

O – Opportunity to learn and practice knowledge, skills and values but not taught formally

V. COURSE CODE: PROFED 20

VI. DESCRIPTIVE TITLE: PRINCIPLES OF TEACHING 1
VII. COURSE DESCRIPTION
This course introduces prospective teachers to the complex nature of the teaching-learning process. It deals with principles associated with the different
approaches, methods, strategies and selection of instructional materials, selection of subject matter content, lesson planning, assessment of learning, classroom
management, and the art of questioning.
In addition, it demonstrates competence in applying the principles of effective teaching and learning in respective areas of specialization or major.

VIII. COURSE CONTENT:

Intended Learning Contents Time Strategies/Learning Activities Resources Assessment
Outcome/s(ILO) Frame
 Draw conclusions on the UNIT 1 - ELEMENTS OF  Discussion on the Corpus, B & Gloria  Conclude that “No two
Nature of the Learners TEACHING nature/differences and the Salandanan (2007) 2- individuals are exactly the
 Portray the different multiple CHAPTER 1 - THE LEARNER fundamental faculties of the 11 same.”
intelligences  The Nature of the Learner learners  Performance assessment
 Identify their own learning  The fundamental Equipment  Role play, song, rap, pantomime portraying the different MIs
of the Learner 6hours portraying the different MIs  Identify their own learning
  Gardner’s Multiple  Psychometric test on the styles using the
Intelligence Theory learning styles psychometric test
 Learning Styles
 Define/describe a CHAPTER 2 - THE TEACHER  Song/jingle/rap/ Corpus, B.& Gloria  Differentiated assessment
professional teacher by  The Professional and personal  Verses Salandanan, (2007). describing the professional
means of songs, jingles, Attributes of a teacher.  Debate 11-17 qualities of the teacher
verses: 2hours  Pantomime  Pantomime the
 Enumerate the professional  Reflection unprofessional qualities of
and personal attributes if a  Film viewing the teacher
teacher;  Debate on whether the
 Reflect on the personal personal quality is more
attribute of a teacher. important than the
professional quality
 Describe a conducive CHAPTER 3- THE LEARNING  Essay Corpus, B.& Gloria  Draw a conducive learning
learning environment by ENVIRONMENT  Illustrations Salandanan, environment
means of essay or  Arrangement of furniture (2007).17-18  Conduct an essay/rap/jingle
illustrations  Physical condition of the that describes a conducive
classroom 2hours learning environment
 Classroom proceedings
 Interactions
 A non-threatening atmosphere
 Explain the nine principles of UNIT II- PRINCIPLES OF  Metaphors Corpus, B.& Gloria  Explain the nine principles
learning LEARNING 2hours Salandanan, of learning by metaphorical
(2007).17-18 thinking

PRELIM EXAMINATION – SUMMATIVE ASSESSMENT

 Formulate of SMART lesson UNIT III - MANAGEMENT OF  Field study observation Corpus, B.& Gloria  Reproduce the objectives the
objectives INSTRUCTION  Guided approach Salandanan, (2007). teacher observed
 Compile revise Blooms CHAPTER 1- DETERMINING AND  Formulate a SMART lesson
taxonomy of objective FORMULATING GOALS OR 5hours CHED Handbook on objective on the lesson
OBJECTIVES Typology, OBE, and given
 Guiding principles ISA, Annex 4, 83-85
 Taxonomy of objectives in the
three domains
 Dissect a lesson plan and CHAPTER 2 - SELECTION AND  Field study observation Corpus, B.& Gloria  Dissect the reproduce lesson
identify the cognitive, skills, ORGANIZATION OF CONTENT  Guide exploratory approach Salandanan, plan from the class observed
and affective component and  The structure of subject 5hours (2007).43-46 and identify the cognitive,
cite the integration of this matter affective and skill
 three.  Content-cognitive, skills, component
values
 Summarize the CHAPTER3 - SELECTION AND  Graphic organizers Corpus, B.& Gloria  Using a graphic organizer,
characteristics of an USE OF TEACHING STRATEGIES  Field study observation Salandanan, summarize the
integrated approach by  Guiding principle (2007)52-61 characteristics of an
means of graphic organizer;  Brain – based strategies 5hours integrated approach
 Determine the brain based  Graphic organizers  Observe a class in your field
and research – based of specialization then
strategies used by a teacher determine the brain-based
in a certain class; and research-based
strategies used by the
teacher
 Differentiate the CHAPTER 4 - DIFFERENT  Discussion Corpus, B.& Gloria  Using an organizer,
direct/Expositive Approach APPROACHES AND METHODS  Demonstration Salandanan, illustrate the similarities and
from Guided Exploratory  Direct/Expository Instruction  Seminar (2007)69-95 difference between
Approach; Approach 5hours Direct/Expository Approach
 Demonstrate the appropriate  Guided/Exploratory  Demonstrate the appropriate
learning activities in the Instruction Approach learning activities in the
different phases of the lesson  Appropriate Learning different phases of the
Activities in the Different lesson
phases of the lesson
 Identify the appropriate CHAPTER 5 - SELECTION AND 4hours  Project Corpus, B & Gloria  Identify the most
instructional materials that USE OF INSTRUCTIONAL Salandaan, appropriate instructional
will help in attaining the MATERIALS (2007)101-112 materials in the given
lesson objectives.  Guiding principles in the situation
selection and use of IMs
 Various form of media
o Two dimensional
o Three dimensional
o Electronic materials
 Cite the principle of the CHAPTER 6 - ASSESSMENT OF  Observation Corpus, B & Gloria  Construct essay describing
assessment that are LEARNING  Reflection Salandaan, the principles commonly
commonly violated by  Guiding principles in the 2hours (2007)114-122 violated by teachers
teacher s assessment of learning
 Assessment in the different
phases of learning

MIDTERM EXAMINATION – SUMMATIVE ASSESSMENT

 Create their own classroom UNIT IV - CLASSROOM  Reporting/sharing/demonstratio Corpus, B & Gloria  Share the created classroom
rules and routines applying MANAGEMENT n Salandaan, rules and routines to their
the Principles in Classroom CHAPTER 1- Principles in Classroom 5hours (2007)127-154 classroom.
management; Management
CHAPTER2 - Management of Time
CHAPTER3 - Discipline
CHAPTER4 -The physical
Environment
CHAPTER5 -Establishing Routine

 Give the importance of UNIT VI - EFFECTIVE  Micro teaching Corpus, B & Gloria  Compile researches done on
motivation INSTRUCTIONAL TECHNIQUES  Journal writing Salandaan, motivation and homework
 Summarize the motivational CHAPTER 1 - Motivation 10hours  Observation (2007)158-172  Performance assessment on
strategies CHAPTER 2 - Questioning and  Research effective and reacting
 Enumerate the importance of Reacting Techniques  Reporting techniques
homework CHAPTER 3 - Homework
 Research on the researches
done on homework
 Differentiate convergent and
divergent questions; high-
and low-level question
 Evaluate their own
questioning and reacting
techniques using the table
provided by SEAMEO
INNOTECH

FINAL EXAMINATION – SUMMATIVE ASSESSMENT

IX. REFERENCES
Principles of Teaching 1
Erlinda D. Serrano, [Link]., Ana Ruby M. Paez, M.S.
Principles of Teaching 1
Corpus, B. & Gloria Salandaan, (2007). Cubao, Quezon City: Lorimar Publishing, INC.
Strategies for Effective Teaching
Ornstein, A.C. 1990. New York: Harper Collins Publishers.
CHED Handbook on Typology, Outcomes –Based Education and Institutional Sustainability Assessment
Dep-Ed Order no. 70, s 2012 (GUIDELINES ON THE PREPARATION OF DAILY LESSON PLAN)
Article XIV of the 1987 Philippine Constitution

X. GRADING SYSTEM: Averaging

PG = PCS + PT MG = MCS + MT TFG = FCS + FT FG/ AVERAGE = PG + MG + TFG
2 2 2 3
LEGEND:
PCS- Prelim Class Standing MCS- Midterm Class Standing FCS- Finals Class Standing
PT- Prelim Test MT= Midterm Test FT- Final Test
PG- Prelim Grade MG- Final Grade TFG= Tentative Final Grade