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Perdev Syllabus
Perdev Syllabus
Perdev Syllabus
COLLEGE OF EDUCATION
SENIOR HIGH SCHOOL
Course Syllabus
First Semester, School Year 2019- 2020
ISUCab-CEd-Syl-014
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GOALS OF THE COLLEGE PROGRAM OUTCOMES
The Institute is tasked to develop professional educators and train future The graduates of the Bachelor of Secondary Education program must be
teachers who are competent, caring, confident and would contribute to the able to:
development of the community through education by:
1. Possess wide range of theoretical and practical skills of an effective delivery
1. Enhancing the qualification of educators for academic and professional instruction;
development equipped with advanced training and educational innovations 2. Perform the necessary competencies needed in the different learning areas
as well as research and extension capabilities; and in the secondary school;
3. Conduct research of instruction;
2. Preparing and developing highly qualified basic education teachers and 4. Undertake actual training in community development through extension
skilled technologies through quality and well-rounded pre-service training in activities;
both academic and vocational for diverse communities of learners. 5. Apply appropriate innovative and alternative teaching approaches;
6. Practice the professional and ethical requirements of the teaching profession;
and
7. Demonstrate desirable Filipino value as a foundation for social citizenship
participation.
Course Description
This course makes senior high school students aware of the developmental stage that they are in, for them to better understand themselves and the
significant people around them as they make important career decisions as adolescents. The course consists of modules, each of which addresses a key concern in
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personal development. Using the experiential learning approach, each module invites students to explore specific themes in their development. Personal reflections,
sharing, and lectures help reveal and articulate relevant concepts, theories, and tools in different areas in psychology.
Prerequisite/s: None
Course Outcome:
At the end of the course, the students must:
1.Cognitive
a. Develop and exhibit an accurate sense of self;
b. Illustrate the connections between thoughts, feelings, and behaviors in a person’s holistic development;
c. Analyze and synthesize his/her personal development as an important component of setting career and life goals;
d. Set a personal career goal based on the results of self-assessment of various personal factors; and
e. Clarify and manage the demands of the teen years (middle and late adolescence)
2.Affective
a. Identify ways to communicate and manage emotions in a healthy manner;
b. Appraise one’s present relationships and make plans for building responsible future relationships; and
c. Evaluate and improve personal strengths and weaknesses
3.Psychomotor
a. Apply learnings to real-life situations; and
b. Make a career plan based on his/her personal goal, and external factors influencing career choices
Course Plan
Program No. of
Graduate Teaching Learning Assessmen Assessment
Outcomes Intended Learning Outcomes Learning Content Hours
Attributes Activities Activities t Tasks Tools
SC, CEL PO6, PO7 State the vision and mission Vision and Mission of the Discussion Sharing of Recitation Rubrics for 1.5
of the University, quality University ideas Recitation/Gr
policy, institutional outcomes Quality Policy Brain- Quiz oup work
and goals of the College as Institutional Outcomes storming Group output
well as the Program Goals of the College work
objectives. Program Objectives output
Class rules and University
policies.
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Course requirements and grading
system.
SC, CPP, PO1, PO2, Lecture/ Sharing of Recitation Rubrics for 18.5
CEL, LL The learners demonstrate an QUARTER I Discussion ideas Recitation
understanding of: UNIT 1: SELF DEVELOPMENT Group work Brain- Quiz /Group work
Interactive storming output
1.Himself/herself during learning Think-Pair- Group
middle and late adolescence 1.Kowing Oneself Share work
- explain that knowing oneself Group output
2. The various aspects of can make a person accept dynamics Conduct self-
holistic development: his/her strengths and limitations exploration Portfolio
physiological, cognitive, and dealing with others bet Dimensional and simple Output
psychological, spiritual, and question disclosure
social development approach
2.Developing the Whole Person
- discuss the relationship among
3.The skills and tasks physiological, cognitive,
appropriate for middle and psychological, spiritual, and
late adolescence, and social development to
preparatory to early understand his/her thoughts,
adulthood feelings, and behaviors
4. The developmental
changes in middle and late 3.Developmental Stages in
adolescence, and Middle and Late Adolescence
expectations of and from - classify various developmental
adolescents tasks according to developmental
stage
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SC, CPP, PO1, PO2, QUARTER II Lecture/ Sharing of Recitation Rubrics for 19.5
LL PO7 UNIT 3: BUILDING AND Discussion ideas Recitation
MAINTAINING Group work Brain- Quiz /Group work
RELATIONSHIPS Interactive storming Group output
learning Blended work
9.The dynamics of attraction, 9.Personal Relationships Learning output
love, and commitment - discuss an understanding of Group
teen-age relationships, including dynamics Portfolio
10.The concepts about social the acceptable and unacceptable Output
influence, group leadership, expressions of attractions Dimensional
and commitment question
10. Social Relationships in Middle approach
11. The impact of one’s family and Late Adolescence
on his/her personal - distinguish the various roles of
development during middle different individuals in society and
and late adolescence how they can influence people
through their leadership or
followership
IFK, CPP, PO1, PO2, QUARTER II Lecture/ Sharing of Recitation Rubrics for 19.5
LL PO5, UNIT 4: CAREER Discussion ideas Recitation/
DEVELOPMENT Group work Brain- Quiz Group work
Interactive storming Group output
12.The concepts of career 12.Persons and Careers learning Think-Pair- work
development, life goals, and - explain that through Share output
personal factors influencing understanding of the concepts of Group
career choices career and life goals can help in dynamics Portfolio
planning his/her career Output
13.The external factors
influencing career choices
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Dimensional
14.Personal development as 13.Career Pathways question
an important component of - discuss the external factors approach
setting career and life goals influencing career choices that
may help in career decision
making
Course Requirements:
Grading Scheme
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Quarterly Assessment/Periodic 25%
Examination
TOTAL 100
References:
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Journal of Adolescent Research. 6-3, 296-315.
Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela, Ferdinand O., Tuason, Vevian T. (2013). Psychology: Dimensions of the
Human Mind. Mutya Publishing House, Inc.
Wallace, H., Masters, L. (2001). Personal Development for Life and Work, 8th Ed. Southwestern Educational Publishing, Inc.
Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personality Development and Character Building. AR Skills Development and
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Sanchez, Bo. (2006). Life Dreams Success Journal: Your Powerful Tool to Achieve and Surpass Your Dreams One Step At A Time. Shepherd’s Voice
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Santamaria, Josefina O. (2006). Career Planning Workbook, 4thEd. Makati City: Career Systems. pp. 38-41
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CLASSROOM POLICIES:
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c. A minimum of 3 consecutive absences without justifiable reasons requires a promissory note from the College Guidance Coordinator.
d. Six (6) consecutive absences in the class means “drop” in the subject.
e. Failure to take the prelim exam preceded by absences means “drop” in the subject.
f. Failure to attend regular classes after taking the prelim exams means a grade of 5.0 in the subject.
3. Taking Examinations
a. Cheating and copying are strictly prohibited, “when caught cheating during the quizzes and long exams, deduction of points will be imposed”,
during midterm or finals, means a grade of 5.0 in the subject.
b. Borrowing of calculators and other exam paraphernalia is not allowed during exams.
c. During mid-term and final exams, only answer sheets, permits, calculators, pens, pencils and erasers are allowed on the desk; other things
should be deposited on a place designated by the teacher.
d. Other policies will be imposed as deemed necessary and agreed upon between the students and subject professor.
4. Other Policies
a. Cellphones should be shut-off during class hours.
b. Chairs should be arranged before leaving the classroom.
c. Vandalism is strictly prohibited and punishable.
d. No smoking within the school premises.
e. Students under the influence of liquor are not allowed inside the school compound.
f. Any form of deadly weapons should not be brought to school except cleaning/cutting tools during clean –up days and laboratory classes.
g. Unnecessary noise to the point of creating disturbances is prohibited.
h. Proper grooming should be observed (i.e. short and undyed hair for males)
i. Other policies will be strictly imposed as contained in the student handbook.
_________________________ _______________________
ADONA S. ABANA ELIZABETH H. ALONZO, Ph.D
Principal Dean, CEd
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