Republic of the Philippines

City of Taguig
TAGUIG CITY UNIVERSITY
Gen. Santos Avenue, Central Bicutan, Taguig City

College of Education
TCU PHILOSOPHY SOCIAL TRANSFORMATION FOR A CARING COMMUNITY AND AN ECOLOGICALLY BALANCED COUNTRY.
TCU VISION AN EMINENT CENTER OF EXCELLENT HIGHER EDUCATION TOWARDS SOCIETAL ADVANCEMENT.
TCU MISSION TO NURTURE A VIBRANT CULTURE OF ACADEMIC WELLNESS RESPONSIVE TO THE CHALLENGES OF TECHNOLOGY AND THE GLOBAL COMMUNITY.
In support of the University vision, CED is committed to:
 Promote a culture of academic excellence.
 Advance knowledge through critical insights, creative works and breakthrough research.
 Provide excellent and empowering learning experiences through innovative teaching.
CED MISSION  Develop community awareness through participation and observation that highlight the impact of education, arts, sciences and professional ethics
 Provide a strong elementary and secondary education based on the seamless integration of science, technology and the humanities.
 Develop globally competitive graduates who possess excellent communication skills, leadership quality, and whose profession and works will reflect
honor and integrity.

 Strengthening of scientific literacy, enhancing precision in numerical expression, logical thinking and problem solving and conveying a general
understanding of arts and science as a way of looking at the world.
 Acquisition of deeper understanding on the totality of human experience and empowering students formulate for themselves a human perspective
that integrate all branches of knowledge in a profound understanding of the individual and society.
 Offer a broad range of academic opportunities leading to a career in education. The college aims to produce highly competent educators founded on
CED OBJECTIVES technology and values.
 Creation of a strong awareness of the general social problems and issues with relevance to the Philippines and the global society.
 Developing effective communication skills both in English and Filipino and fostering critical understanding and appreciation of how people give
expression to their intellectual products and their experiences in the world.
 Promoting intellectual leadership and sustaining a humane and technologically advanced community where people of diverse orientation work and
learn together to attain unity, cooperation and excellence in a changing world.
 College of Education
Department of Secondary Education/Elementary Education
Course Title: FACILITATING HUMAN LEARNING Course Code: ED 101

Pre-requisite: NONE Course Credit: 3 UNITS

Course Description: This course engages students to a variety of contemporary theories on the cognitive, metacognitive, motivational,
developmental and socio-cultural factors affecting learning to be applied in differentiated learning experiences.

Institutional Learning Outcomes (ILOs) Program Learning Outcomes (PLOs) Course Learning Outcomes (CLOs)

A TCU graduate must be able to demonstrate
the following competencies:
Upon completion of the Bachelor of Elementary At the end of the Course the students should be
Education/Bachelor of Secondary program, the able to:
graduate must pass the Licensure Examination
for Teachers (LET) and must be able to
demonstrate:

1 Creative and critical thinking
2 Effective communication
3 Collaborative and team player
1 Supervisory, and instructional skills to
design best teaching approaches, methods
and strategies as well as evaluation and
assessment tools.
2 High order level of critical thinking, excellent 2
communication skills and ability to become
collaborative team workers.
3 A prolific and versatile educator-He/She
can apply relevant knowledge and skills for
effective practice of the profession.
1 gain deeper understanding and insights
about learning and instructions
describe critical differences and similarities
in applying the basic concept of
development and principles of human
growth and development in his personal
experiences.
3 identify, define and give examples of
learning theories of the different proponent.
4 Strong service orientation
5 Adeptness in the responsible use of
technology
6 Community engagement
7 Passion to life-long learning
8 High level of leadership and organizational
skills
9 Sense of personal and professional ethics
10 Global responsiveness and sense of
nationalism
4 An intellectual leader/builders who can
generate products or services that benefit
the students and the immediate community
surrounding the university.
5 Research-oriented traits. He/ She can apply
critical and discovery skills as well as
research skills in solving various problems
related to the teaching-learning process.
6 A socio-ethical conversant teacher who
holds ethical values and beliefs of peace-
loving, environment-conscious and
freedom-loving Filipino consistent with the
institution, industry and community desired
values.
7 Evidence of being abreast with the current,
new, and emerging trends and challenges
that affects the educational system.
8 Flexibility and ability to adapt to a new
world view, new educational landscape and
share expertise to educate people in the
new area; and
9 A culture of high quality leadership in the 9
field of educational management that meets
global standards
4 understand and critique learning and
human abilities variables affecting the
school learning environment
5 apply appropriate theories and principles of
motivation for enhance the teaching and
learning process
6 analyse and interpret the principles
involved in achieving the development of
attitudes and values and their Classroom
Implications
7 be skilful in concept development through
achieving cognitive, psychomotor, and
affective learning outcomes
8 creatively use in crafting the learners
mind through the development of learning
and human abilities
distinguish and break concepts and inputs
into high order thinking skills in human
growth and development
 Course Plan
Week Topic Learning Activities Resources Assessment
Outcomes
1. Orientation Be informed and feel Orientation TCU Student Submission of a
 TCU Philosophy, Vision and Mission proud of VMGO of the Handbook written report on
 CED Mission and Objectives institution student contribution
 CED Policies and Procedures Getting to know CED Student to realize the VMGO
 Subject/Course Learning Outcomes Internalize the expected activity Handbook of the institution.
1 outcomes in term
learning, skills Discussion
acquisition and re:Course
appreciation of the requirements
course
1. Learning and Instruction Demonstrate the Reciprocal Estrada, A.T., Objective Test
1.1 Learning and Human Abilities Variables variables affecting the Teaching Aggarao, M.
Affecting the School Learning Environment school learning L., Facilitating
2-3 environment and human Learning, PNU
abilities University
Press, 2009\

2. Concept of Development Apply the basic concept Peer Lecturing Web Teamwork
2.1 Basic Concept of Development of development and Resources (See Rubric for
Principles of Human Growth and principles of human teamwork)
4 Development growth and development
in his personal
experiences
3. Learning Theories Understand the learning The Collaborative Lucas, M.R., ICT Presentation
3.1Behavioral Learning Theories theories of the different Team Corpuz, B., (See Rubric for ICT
3.1.1 Classical Conditioning (Ivan proponent Facilitating Presentation)
5-8 Pavlov) Learning: A
3.1.2 Edward Thorndike’s Metacognitive
Process,
 Connectionism Lorimar
3.1.3 Burrhus Skinner’s Reinforcement Publishing
& Operant Conditioning 2007 Ineternet
3.2 Albert Bandura’s Social Learning Theory Media
3.2.1 Cognitive Learning Theory
3.2.2 David Ausubel’s Meaningful
Reception Learning Theory
3.2.3 Jerome Bruner’s Discovery
Learning Theory
3.2.4 Other Significant Learning
Concepts
1. Short-Term Memory
2. Long-Term Memory
3. Teaching for Transfer
4. Forgetting
5. Types of Inference
6. Specific Strategies for
Memory Enhancement
Teaching Strategies that can
Enhance Retention and
Learning
9 MIDTERM EXAMINATION Summative Test
4. Achieving Cognitive, Psychomotor, Learn how to achieve Inquiry Chart Henson, K.T., Teamwork
and Affective Learning Outcomes cognitive, psychomotor, Eller, B.F., (See Rubric for
4.1 Learning Outcomes and affective learning Educational teamwork)
outcome Psychology for
4.1.1 Definition
Effective
10-14 4.2 Cognitive Learning Teaching,
4.2.1 Components Wadsworth
(fact,concept,etc.) Publishing Co.
4.2.2 Levels of Cognitive 1999
Development (Bloom’s
 Taxonomy)
4.2.3 Forms of Learning
Outcomes (Problem
solving, Critical thinking
skills, etc.)
4.2.4 Principles involved in
Achieving Cognitive
Learning and their
Classroom Implications
4.3 Affective Learning
4.3.1 Components (belief,
attitudes, etc.)
4.3.2 Levels of Affective Domain
(Krathwol’s Taxonomy)
4.3.3 Principles Involved in
Achieving the Development
of Attitudes and Values and
their Classroom
Implications
4.4 Psychomotor Learning
4.4.1 Components (capacity,
ability, etc.)
4.4.2 Levels of Psychomotor
Learning
4.4.3 Principles Involved in
Achieving Psychomotor
Learning and their
Classroom Implications
 5. Motivation Synthesize their ABC Klausmeir, Subjective Test
5.1 Definition knowledge about Brainstorming H.J., Learning
5.2 Types of Motivation motivation theories in and Human
writing an essay Abilities:
5.2.1 Extrinsic Motivation
Educational
5.2.2 Intrinsic Motivation Psychology,4th
5.2.3 Principles of Motivation edition 1975
5.2.4 Theories in Motivation
15-17 1. Drive Theory (Clark Hull)
2. Self-Efficacy (Albert Bandura)
3. Self Determination (E. Deci)
4. Expectancies and Values
(Atkinson)
5. Attribution Theory (B. Weiner)
6. Techniques in Motivating
18 FINAL EXAMINATION Summative Test
 Course Grading System for Midterm and Finals

Attendance/Quizzes 30%

Assignment/Projects/Seatwork 20%

Participation/Recitation 20%

Exam 30%

Total 100%

Midterm Grade 50%

Final Grade 50%

PREPARED BY: CHECKED BY: APPROVED BY:

Faculty Dr. Jenifer E. Tolang Dr. Normita A. Villa

Chairperson Dean