City of Tacurong
IV. PROGRAM OUTCOMES: BASED ON CMO 74, S. 2017 & CMO 75, S. 2017
a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for various learners
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
g. 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
B. Grading System
Midterm Final Term Final Grade
Class work: Percentage Percentage
Class Recitation, Attendance 10 10
Assignment 20 20
Quizzes, Lesson Plans 30 60% 30 60%
Long Examination
Pre-Mid and Midterm Examination 40
Pre-Final and Final Examination _________ 40 /2 100%
100 10
C. Community Extension : Storytelling
Venues: Brgy. Poblacion Day Care Centers
OUTCOMES-BASED VALUES/
TIME DESIRED LEARNING OUTCOMES COURSE CONTENT ASSESSMENT RESOURCE SOCIAL ISSUES
TEACHING AND
FRAME (DLO) OF LEARNING MATERIAL INTEGRATION
LEARNING (OBTL)
OUTCOMES
(ALO)
Discuss the subject course outline, D. Class Rules and Regulations Class discussion
class rules and regulations, and E. Course Outline Group activity
grading system. F. Grading System
Day 2 Define learning II. Understanding Learning and Interactive Quiz LED TV/PC Social Issue:
Knowledge Acquisition discussion Recitation Projector Learning will not occur
Explain the different metaphors of A. Different Metaphors and Buzz session Assignment Laptop if the
learning. Theories of Learning Processing of s Marker individual is forced to
group sharing learn
PowerPoint
Presentation
Interactive
discussion
Week Identify the types and qualities of B. Types and Qualities of Group reporting Internet Research output Encouragement
2 learning. Knowledge Deepening research Printed copy of Perceptive
PowerPoint output instructional ness
C. Learning Objectives in the Presentation Quiz objectives Social Issue:
Explains the importance of the Classroom Open forum Board marker Teachers teaching in
learning objectives in Interactive discussion the classroom even
designing/planning activities for the 1. Cognitive Domain without a lesson plan
learners. 2. Affective Domain
Discuss the learning objectives 3. Psychomotor Domain
according to their level in the
different domains.
Week Compare and contrast cognitive and III. Cognitive and Dyads Written LED TV/PC Clarity
3 metacognitive processes. Metacognitive Research work reaction Projector Fortitude
Enumerate the findings about Factors in Group paper
people who are very competent in Learning
various areas of knowledge like interaction Quiz Board marker Social Issue:
mathematics or science. A. Cognitive Processes of Experts and sharing of group Recitation People who were very
Explain how cognitive process is and Expert Systems output good at what they do
influenced by heredity, Power point just had better
maturation and environment. Presentation memory
Week Determine the analogical processes C. Analogical Processes and Lecture-discussion Quiz LED TV/PC Correct thinking
4 and transfer of learning. Transfer of Learning PowerPoint Group Projector Cleverness
Presentation written Board marker
output
- a
Compare and contrast the ways to 1. Ways To Promote Transfer Socialt Issue:
of Learning i method is still
promote transfer of learning. Brainstorming Lecture
Explain the different theories of o method in
Question and the best
n
analogy. Answer teaching
D. Learning Strategies and
Explain metacognition. Metacognitive Processes
Discuss the different strategies
used in developing
metacognition.
Week Explain the importance of the E. Cognitive Processes in Interactive Oral Projector Correct thinking
5 cognitive strategies in dealing with Learning discussion recitation Meta cards Clarity of thought
the environment and in interpreting 1. Cognitive Strategies Buzz session Assignment Board
different information. Processing of group Quiz marker
sharing
Discuss the main goal of instruction. 2. Strategic Demands on
Differentiate the strategic Cognitive Processing
demands on cognitive processing.
Pre-Midterm Examination
Week Write a detailed lesson plan F. Lesson Plan Writing Lecture Written Lesson Plan Neatness
6 Design learning activities that Lesson plan writing lesson plan Proper planning
considers the cognitive and 1.
metacognitive processes of learning.
Week Identify the motivational problems IV. Motivational Factors Group reporting Research LED TV/PC Independence
7 in learning. in Learning Open forum output Projector Preparedness
Compare and contrast intrinsic A. Types of Motivation Quiz Board marker
Deepening Social Issue:
1. Intrinsic
motivation from extrinsic PowerPoint Whatever the cause of
motivation. 2. Extrinsic
Presentation students' motivation
Discuss the importance of Interactive – problems, they usually
performing the first step in discussion manifest themselves
enhancing student motivation in in their behavior
achievement contexts.
Week Gain a deeper understanding of D. Theories of Motivation Interactive – Oral LED TV/PC Determination
8 human motivation as presented by 1. Biological Perspective discussion recitation Projector Firmness
different theories. 2. Psychological Perspective Round robin Assignment Cartolina Social Issue:
Discuss the different theories of 3. Humanistic Perspective PowerPoint Quiz Boardmarker Teachers usually
motivation under each perspective. Presentation assume that students
Evaluate the impact that motivation Processing of who do well in school
brings to academic performance. answers do not have
Apply the goal theories of learning motivation problems.
to succeed. E. Goal Theories
Week Write a detailed lesson plan F. Lesson Plan Writing Lesson plan writing Written Lesson Plan Neatness
9 considering the motivational factors lesson plan Proper planning
in learning.
Design learning
activities.
Midterm Examination
Week V. Developmental Dimensions of Group and individual Oral LED TV/PC Willing to learn
10 Learning reporting recitation Projector Positive outlook in life
Compare and contrast how a child A. Child vs. Think-Pair-Share Assignment Textbook Social Issue:
learns from adolescents and from Adolescent vs. PowerPoint Quiz Board marker Environment affects
adults. Adult Learning intellectual growth.
Presentation
Explain preparedness and Pavlovian Brainstorming
conditioning. Interactive Lecture
Week Trace the development of learning C. Learning Think-Pair-Share Research LED TV/PC Valuing education
11 strategies. Strategies and Brainstorming output Projector
Cite the interrelatedness of learning Metacognitive PowerPoint Quiz Textbook
strategies and Processes Presentation Board marker
metacognitive processes. Lecture
Week Discuss how social and cultural C. Social and Cultural Power-point Written Loose handouts Conformity
13 influences Influences on presentation group
occur which may affect research
the Cognitive and Motivational
Board marker Cooperation
learning. Processes output
Lecture – discussion Social Issue:
Share ideas on why culture appears Result of Obedience is a form of
to play a role in willingness to interview social
conform to a group. D. Theories of Situated Learning Quiz influence that derives
from an authority
Describe the different theories of figure
situated learning.
Explain the argument of Lave and
Wenger on learning.
Pre-Final Examination
Week Write a detailed lesson plan E. Lesson Plan Writing Lesson plan writing Written Lesson Plan Neatness
14 considering the socio-cultural lesson plan Proper planning
influences of learners.
Design learning activities
Identify the numerous theories that B. Theories of Styles Venn diagram Quiz Uniqueness
have emerged to define, explain and Presentation and Venn LED TV/Projector Recognition
predict human learning styles. critiquing of outputs diagram Board marker Belonging
Power point Social Issue:
Enumerate Kolb’s experiential Presentation No two persons are
learning theory (learning style) 1. Kolb’s Experiential Lecture-discussion the same
theory. Learning (Learning of the lesson
Style)
Theory
Show the relationships between 2. Honey and Mumford's
Kolb and other Variation on the Kolb
behavioural/personality theories. System
Week Cite ways to motivate students with C. Students with Special Needs Library research Quiz Research output Respect
17 special needs to learn. work Research Observation output Uniqueness
Work with students with special D. Diversity in Learning Engaging with output Board marker
needs. students with
Show consideration of the plight of special needs
students with special needs. Sharing of
Design a program to be able to meet researched ideas
the needs of students with special Program designing
needs.
Week Write a detailed lesson plan E. Lesson Plan Writing Lesson plan writing Written Copy of Neatness
18 considering students with special lesson plan instructional Proper planning
needs. objectives
Design learning activities. Lesson Plan
Final Examination
X. OTHER REFERENCES
Aquino, A. (2015) Facilitating Human Learning, Rex Bookstore., Quezon City, Metro Manila.
Lucas, M.R. & Corpuz, B. (2014) Facilitating Learning: A Metacognitive Process. Lorimar Publishing, Inc., Quezon City.
NDTC Student Handbook 2018 ed.
Blackburn, B. & Witzel, B. (eds.) (2014). Rigor for students with special needs. Routledge, 2 Park Square, Milton Park, Abingdon, Oxon OX14
4RN;711 Third Avenue, New York, NY, 10017, USA.
Fleetham, M. (2014). Pocket Pal: Multiple intelligences. Bloomsbury Publishing PLC, 1385 Broadway, New York, NY 10018, USA.
Friend, M. & Bursuck, W. (2011). Including students with special needs:A practical guide for classroom teachers. Pearson Education, Inc., Upper
Saddle River,New Jersey 07458.
Himmele, P. & Himmele, W.(2011) Total participation techniques: Making every student an active learner. ASCD, 1703 N. Beauregard St., Alexandria,
VA 22311-1714 USA.
Milana, M., Webb, S., Holford, J., Waller, R. & Jarvis, P. (eds.) (2018). The palgrave international handbook on adult and lifelong education and learning.
Macmillan Publishers Ltd., 4 Crinan Street, London, N1 9XW, United Kingdom.
Van den Bossche, P., Gijselaers, W.H. & Milter, R.(2013). Facilitating learning in the 21st century: Leading through technology, diversity and authenticity.
Springer Science+Business Media Dordrecht.
http://www.google.com.ph/#hl=fil&tbo=d&sclient=psy-ab&q=theories+of+intelligence+power
http://www.ndt-ed.org/TeachingResources/ClassroomTips/Diversity.htm
http://www.ehow.com/way_5461091_metacognitive-learning-strategy.html