EMA EMITS Undergraduate

COLLEGE PHILIPPINES
Del Pilar St., Pinamalayan, Or. Mindoro TEACHING LEARNING PLAN
Telefax No. (043) 284-3974 First Semester/A.Y. 2017-2018

I. COURSE TITLE: Social Dimension

II. COURSE CODE: EDUC 3
CREDITS: Three (3) units
NUMBER OF HOURS: 3 hours/week
CLASS SCHEDULE: MT (7:30-9:00)

III. COURSE DESCRIPTION

The course is an introduction to social science (economic, socio-cultural, political, geographical and environment process) theory and research as they
relate to education and to understanding of the four pillars of learning, which are fundamental in making critical and logical decision as an active member in
the society and as the global citizens. The course aims to enhance critical understanding and responding to the transformations in education, work, culture,
globalization and subjectivity that have induced education, economic, socio-cultural, political, geographical and environmental networks.

IV. COURSE INTENDED LEARNING OUTCOMES

At the end of this course the students should be able to:

1. Discuss and explain the relationship of the various social science theories and research as they relate to education.
2. Develop a sense of his/her role as teacher who is an active member in the society and as global citizen responsible for the outcome of his/her actions and in
developing other citizens.
3. Formulate one’s own understanding of the relation between or among the individual, the school, society guided by the four pillars of learning
V. COURSE OUTLINE AND TIMEFRAME
Timeframe Course Content/Subject Matter
Weeks 1-4  Introduction to the Social Dimensions of Education
1.1 Consensus and Conflict Theories
1.2 Structural Functionalism
1.3 Interaction Theories
Weeks 5  Four Pillars of Education
1.1 Learning to Know
1.2 Learning to Do
1.3 Learning toLive Together
1.4 Learning to Be
Weeks 6-8  Intercultural Communication
1.1 Communication and Language
1.2 Relationship Between Language and Culture
1.3 Culture
1.3.1 Components and Organization
1.3.2 How it is transmitted
1.3.3 Importance and functions of Culture
1.2 Cultural Relativism
Weeks 9-12  Peace Education: A Transformative Response to Major Societal Challenges
1.1 A Holistic Understanding of Peace
1.2 Peace Education as Transformative Education
1.2.1 Peace theme 1: Upholding Human Dignity
1.2.2 Peace theme 2: Challenging Prejudice and Building Tolerance
1.2.3 Peace theme 3: Promoting nonviolence
1.2.4 Peace theme 4: Challenging the War System
1.2.5 Peace theme 5: Sharing the Earth’s resources
1.3 Peace theme 6: Resolving and Transforming Conflicts
Weeks 13-14  Cultural Changes
1.1 Multiculturalism
1.1.1 Multicultural Education
1.2 Growth of Student Subcultures
1.1 Culturally-Responsive Teaching
Week 15-18  Globalization and Education in the New Milieu
1.1 Global Education and Globalization
 1.2 Socio-Cultural, Economic and Political Issues on Globalization
1.1 Information and Communication Technology and Education

V. COURSE CONTENT

Learning Experiences
Intended Learning Teaching and
Content Standard Time Learning Assessment Task (ATs) References
Outcome Topic(s)
Frame Activities
(TLAs)
 Demonstrate familiarity on At the end of the unit,  Introduction to the 1-4  Teacher-made test Violeta A.
the different theories of social students must have: Social Dimensions of (12 hrs)  Lecture- Vega, Ph. D.,
dimension of education. Education Discussion Nelia G.
 Differentiated the 1.4 Consensus and  Group Report Prieto, Ph.
various social science Conflict Theories  Panel- D., Myrna L.
 Demonstrate competencies on theories. 1.5 Structural Discussion Carreon, Ph.
presenting group report  Explained the D.. : Revised
Functionalism
concerning the social theories relationship of the Edition
of education. various social theories 1.6 Interaction Theories Social
(conflict, consensus, Dimension
functionalism and
interaction theories) and
educational systems
 Discussed how the
various social theories
affect the functions of
schools.
 Demonstrate familiarity about  Identified the four pillars  Four Pillars of 5  Discussion  Journal-making
the Four Pillars of Education. of education. Education s(3 hrs.)
 Created a journal or 1.4 Learning to Know
 Demonstrate competencies reflection that shows 1.5 Learning to Do  Examination
through journals and awareness of the 1.6 Learning to
importance of solidarity Live Together
 assessment examination about of mankind regardless 1.4 Learning to Be
the Four Pillars of education of race, religion, and
culture.

 Demonstrate familiarity on  Intercultural 6-8  Direct-  Quiz Bee

the topic Intercultural  Showed the relationship Communication (9 hrs.) Instruction
Communication between language and 1.4 Communication and  Group Activity
culture. Language  Heads (Presentation of films or
 Demonstrate competencies on  Enumerated the 1.5 Relationship Together Photographs)
the topic Intercultural characteristics of Between Language
Communication through a culture. and Culture  Round
participative group activity  Identified the 1.6 Culture Table
about the topic’s relationship communication, 1.6.1 Components
on social culture. behavioural, cognitive and
and material Organization
components of culture. 1.6.2 How it is
 Explained cultural transmitted
relativism. 1.6.3 Importance
and functions
of Culture
1.6.4 Cultural
Relativism
 Demonstrate familiarity on  Defined the concept of  Peace Education: A 9-12
the topic Peace education and peace in holistic way. Transformative (12 hrs.)  Word Wall  On-the-spot-
its transformative response to  Explained the Response to Major  Web performance
major societal challenges. contribution or Societal Challenges Charting
importance of peace 1.4 A Holistic  Effective
 Demonstrate competencies education in the quest for Understanding of questioning  Simulation
through an on the spot positive social change. Peace  Role Play
simulation and role play  Identified and explain 1.5 Peace Education as
about the 6 themes of Peace the key themes of peace Transformative
Education. education. Education
 Discussed some of the 1.5.1 Peace theme
most important 1: Upholding  Examination
 peaceable teaching- Human
learning approaches used Dignity
in peace education. 1.5.2 Peace theme
 Described the attributes 2:
of a peaceable classroom Challenging
and teacher. Prejudice and
Building
Tolerance
1.5.3 Peace theme
3: Promoting
nonviolence
1.5.4 Peace theme
4:
Challenging
the War
System
1.5.5 Peace theme
5: Sharing
the Earth’s
resources
1.5.6 Peace theme
6: Resolving
and
Transforming
Conflicts
 Demonstrate familiarity on  Discussed the concepts  Cultural Changes 13-14
different cultural changes that of multiculturalism and 1.3 Multiculturalism (6 hrs.)  Lecture-  Show and Tell
affects the well-being of the multi-cultural education. 1.3.1 Multicultural Discussion  Twinning Project
learners and its impact on  Identified and explain Education  Go-Round
responsible teaching. the four approaches to 1.4 Growth of Student
multicultural education. Subcultures
 Demonstrate competencies on  Described student 1.5 Culturally-
different cultural changes subcultures. Responsive
through showing and telling Teaching
their own idealistic concepts
 about its effects on the
cultural-social process.

 Demonstrate familiarity about  Identified the  Globalization and 15-18

Globalization and its effect on characteristics of Education in the New (12 hrs.)
the modern educational and globalization that are Milieu  Lecture-  Journal Writing
academic process. related to education. 1.3 Global Education Discussion
 Described how socio- and Globalization
 Demonstrate competencies cultural, economic and 1.4 Socio-Cultural,
through writing a journal political issues affect Economic and  Power-  Examination
about the different factors that globalization Political Issues on point
consequently contributes  Discussed the impact Globalization presentatio
between globalization and and importance of  Information and n
education. information and Communication
communication Technology and
technology on education. Education

VI. COURSE REQUIREMENTS

1. Compilation of all activities (journals/ reflections/projects)

2. Oral and written reports / Quizzes
3. Major Exams

VIII. GRADING SYSTEM

Major Exam 40%

Class Standing 30%
Project 20%
Attendance 5%
Behavior 5%
Total 100%
IX. CLASSROOM POLICIES
1. Attendance is checked regularly. Late comers will not be admitted after 15 minutes. Three consecutive absences will lead to failure of the course.
2. Students wearing incomplete/improper uniform will not be admitted. Unnecessary jewelries must be removed.
3. Requirements for the course must be submitted on time. Late projects will be accepted but there must be deductions on final ratings.

X. Prepared by: JACK KENNETH A. HERNANDEZ

Instructor

XI. Submitted to: RYAN G. FLORENCONDIA, LPT, MAEd-Bio.Sci.

Director for Instruction

XII. Approved by: JUNREY P. PETERE, LPT, Ed.D.

Dean of Academic Affairs