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    Republic of the Philippines OFFICE OF THE PRESIDENT on Highs, COMMISSION ON HIGHER EDUCATION & % § OFFICIALS © RELEASE 8 3 & SHED Convai orien GS CHED MEMORANDUM ORDER (CMO) Gy fevonns secon ‘My 3 No. _82 Series of SUBJECT =: POLICIES, STANDARDS AND GUIDELINES FOR BACHELOR OF CULTURE AND ARTS EDUCATION (BCAEd) In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the "Higher Education Act of 1994,” Republic Act (RA) No. 10086 known as the “National Heritage Act of 2009,” and in pursuance of an outcomes-based quality assurance system as advocated under CMO 46 s. 2012, and by virtue of ‘Commission en banc (CEB) Resolution No. 724-2017 dated October 3, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission. ARTICLE? INTRODUCTION Section 1 Rationale and Background Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG implements the “shift to leaming competency-based standards/outcomes-based education” in response to the 21* Century Philippine Teacher Education framework. Furthermore, this PSG is anchored on the salient features of K to 12 Enhanced Curriculum (RA 10533), the Philippine Qualifications Framework (EO 83, s. 2012), the National Competency-Based Teacher Standards (NCBTS) now the Philippine Professional Standards for Teachers (0.0. 42, s. 2017) and other relevant documents. It specifies the ‘core competencies’ expected of Bachelor of Culture and Arts Education (BCAEd) graduates “regardiess of the type of HE! they graduate from.” However, in “recognition of the spirit of outcomes-based education and of the typology of HEIs,” this PSG aiso provides “ample space for HEls to innovate in the curriculum in line with the assessment of how best to achieve leaming outcomes in their particular contexts and their respective missions.” ARTICLE Il AUTHORITY TO OPERATE Section 2 Government Recognition All private higher education institutions (PHE!s) intending to offer Bachelor of Culture and Arts Education must first secure proper authority from the Commission in accordance with these PSGs. State Higher Education Development Genter Building, GP Garcia Ave., UP Gampus, Diliman, Quezon City Philippines Web Site: wwwv.ched.gouph Tel. Nos. 444-1177, 385-4391, 441-1169, 441-1149, 441-1170, 441-1216, 392-5206, 441-1220 ‘4441-1228, 988-0002, 441-0750, 441-1254, 441-1235, 441-1255, 411-8910, 441-1171, 952-1871 Per Section 13 of RA 7722, the higher educati Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) should likewise strictly adnere to the provisions in these policies and standards. ARTICLE tt GENERAL PROVISIONS 1 institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses. Section 3 Section 4 The Articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes in Article IV Section 6, CHED designed a curriculum to attain these outcomes. This curriculum in Article V Section 9 is a sample curriculum. The number of units for this curriculum is here prescribed as the “minimum Unit requirement’ under Section 13 of RA 7722. In designing the curriculum, CHED employed a curriculum map shown in Article V Section 10 as a sample curriculum map. Using a leamer-centeredioutcomes-based approach, CHED also determined appropriate curriculum delivery methods shown in Article V Section 11. The sample course syllabi given in Annex A illustrate some of these methods. Based on the curriculum and the means of its delivery, CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. See Article VI The HEIs are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that these lead to the attainment of the required minimum set of outcomes, albeit by 2 different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specifying and deploying human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives are assured by the alternative means they propose. HEIs can use the CHED implementation Handbook for Outcomes- Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions for Avticle vil ‘These PSGs are based on the enhanced basic education system and con the new GE curriculum. They reflect the reform towards outcomes. based education and the K to 12 Reform. Page 2 of 49 ARTICLE IV PROGRAM SPECIFICATION Section 5 Program Description 5.1 Degree Name The degree program described herein shall be called Bachelor of Culture and Arts Education (BCAEd) 5.2 Nature of the Field of Study Culture and Arts Education is a field of specialization engaged (i) in clarifying the conceptual foundations of value-laden creative expressions such as visual arts, music, drama, and dance, (il) in defining its relations to other disciplines of thought and action that address the fundamental question of what it means to creatively express the condition of being human in changing life-worlds, (ii) in analyzing the conditions and possibilities for crafting and asserting creative expressions of being human in diverse contexts, and (iv) in developing programs responsive to local and global contexts of production, circulation, and consumption of creative expressions. 5.3 Program Goals ‘The BCAEd program aims to develop highly motivated, creative, and ‘reflexive teachers in basic education equipped with knowledge, skills and values in culture and arts education. 5.4 Specific Professions/Careers/Occupations for graduates After completion of all academic requirements of the program, graduates of BCAEd should be able to practice a teaching profession in K to 12 for Music & Arts a teaching profession in the Special Program for the Arts (SPA) * a teaching profession in the Arts & Design Track for Grades 11 & 12 * a teaching profession in the core subjects in Grades 11 & 12 related to Arts * as a culture and arts coordinator at the school, district, division and regional levels of the educational system © in positions relating to culture and arts such as in tourism offices in the LGUs, museum & arts galleries, and creative industries. 5.5 Allied Fields ‘The Bachelor of Culture and Arts Education (BCAEd) program is an allied discipline of Teacher Education, Music Education, Dance Education, and Arts and Graphic Design Page 3 of 49 Section 6 Program Outcomes The minimum standards for the BCAEd program are expressed in the following minimum set of learning outcomes: 6.1 Comman to all programs in all types of schools The graduates have the ability to: a. articulate well and discuss at length the latest developments in this specific field of practice. (Philippine Qualifications Framework level 6 descriptor) b, communicate effectively in spoken and written forms in both English and Filipino ©. work effectively and independently in multi-disciplinary and mutti-cuttural settings (POF level 6 descriptor) d. act in recognition of professional, social, and ethical responsibility fe. preserve and promote ‘Filipino historical and cultural heritage’ (based on RA 7722) 6.2 Common to the Teacher Education discipline ‘8. Articulate the rootedness of education in philosophical, socio- cultural, historical, psychological, and political contexts. b. Demonstrate mastery of subject matter/discipline. c. Facilitate leaming using a wide ‘ange of teaching methodologies and delivery modes appropriate to specific learners and their environments. d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners, ©. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices * £ Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes. @. Practice professional and ethical teaching standards sensitive to the changing local, national, and global realities. h. Pursue lifelong teaming for personal and professional growth through varied experiential and field-based opportunities, 6.3 Specific to Culture and Arts Education a. Disciplinal Knowledge: Apply evidence-based practices derived from the social sciences and humanities in teaching and learning, b. Pedagogical Practice: Apply multidisciplinary knowledge and skis in culture, arts and design in the teaching- learning practice anchored on the meanings and values of human creativity in @ changing life-worlds. ' Program Outcome “e” common to the Teacher Education discipline under Section 6.2. is anchored ‘on the CHED-UNESCO ICT Competency Standards for Teacher Education in Annex C Page 4 of 49 cc. Competency and Proficiency in the Creative Expressions: Demonstrate competence in the planning and development of market and non-market oriented visual arts, music, drama and dance productions in local, regional and global settings. Professional Accountability and Responsibi Practice professional and ethical standards for teachers as well as principles and guidelines governing arts production, research and publication. e. Research and Extension: Conduct applied research in culture and the arts which will benefit local communities. 6.4 Common to a horizontal type as defined in CMO 46, s.2012 a. Graduates of professional institutions demonstrate service orientation in their respective professions b. Graduates of colleges are qualified for various types of employment and participate in development activities and public discourses, particularly in response to the needs of the communities they serve c. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects Moreover, graduates of State Universities and Colleges (SUCs) must have the competencies to support “national, regional and local development plans’ (RA7722). All private higher education institutions (PHEI), may adopt mis related program outcomes that are not included in the minimum set of learning outcomes, Section 7 Performance Indicators Performance indicators Courses Relate arts production and consumption to © Foundations Culture and Arts. Knowledge: Apply evidence-based | socialsciences and| Education practices derived philosophy + Culture and _ Arts from the social 2 Analyze arts as social] Education in Plural sciences and and cultural | Societies humanities in expressions in various |» Perspectives in teaching and | contexts Philippine Cultural teaming 3. Arliculate principles and | Heritage | practices of creative |. Concepts, Principles expressions and Practice of | | Creative Expressions | IH, IV: | Music -12 units | ___ Visual Arts- 12u Page 5 of 49 Dance. 12 units Drama -12 units Electives Ait Apprenticeship Technology for Teaching and Learning in Culture and Aris Education Pedagogical Practice: Apply mutidisciplinary «GE Courses 1. Demonstrate effective!» All Professional teaching strategies for Education Courses: creative expressions | « Technology for knowledge and skils | 2. Integrate various | Teaching and Learning incutture, arts and technologies in the| in Culture and Arts design in the teaching of Arts Education teaching-learning * Concepts, Principles | practice anchored on and Practice of | the meanings and | Creative Expressions values of human j kuomay: creativity in a © Music -12 units changing life-worids. © Visual Arts- 12units © Dance- 12 units © Drama-12 units j + Technology for | Teaching and Learning in Culture and Arts Ee Education ©. Competency and [7 Plan music, arts, |» Concepts, Principles Proficiency in the theatre, and dance} and Practice of Creative productions. Creative Expressions Expressions: 2. Perform and/or Mount! 1,1, lil, IV: Demonstrate music, arts, theatre, and | Music -12 units competence in the dance productions, Visual Arts- 12units planning and 3. Evaluate creative | Dance- 12 units development of outputs Drama- 12 units market and non- market oriented | visual arts, music, drama and dance productions in local, regional and global settings, Professional Accountability and Responsibility: Practice professional and ethical standards | forteachers as well | arts production and Demonstrate te understanding and appreciation of ethical principles and guidelines governing Att Apprenticeship Creative Industries as Culture and Arts Practice Research | ~ Arts and Culture Research Research 20 — Culminating Project Technology for Teaching and Leaming in Culture and Arts Education | Concepts, Principles | and Practice of | Creative Expressions (A, IV: Music -12 units Visual Arts- 12units Page 6 of 49 ‘a5 principles and research (eg. Dance 72 units guidelines governing Copyright Laws, | Drama- 12 units arts production, Indigenous cultural) «Research | ~ Arts and research and ownership) Culture Research publication 2. Observe ethics in ars} Research 2 - practice Culminating Project * Art Apprenticeship © Creative Industries as Culture and Arts Practice * Technology for Teaching and Learning |, Sutere el Ass | Education : + GE Courses | e. Research and 1. Apply: appropriate |» Research | — Arts and | Extension: Conduct | theories and methods | Culture Research applied research in in research related to) Research 2 ~| culture and the arts arts and culture Cuiminating Project | which will benefit. | 2. Utilize research output | local communities for the culminating | | course project (e.9, artistic "production, | learning modules, | instructional materials) | which will benefit local | cultures and munities | =| ARTICLE V CURRICULUM Section 8 Curriculum Description The BCAEd program comprises of general education courses, core courses of teacher education and major courses in cultural education. Higher Education Institutions offering the BCAEd program may exercise flexibility in their curricular offerings. However, the following courses are prescribed as minimum requirements to be implemented, Section 9 Sample Curriculum The following courses are prescribed as minimum requirements for the offering of BCAEd program. 9.1 Curriculum Components (Curriculum Outline) [_No. of [Equivalent | Total | Courses Subjects | Units por | Number | ae Subject _| of Units | Courses (CMONo. 20, 12 3 in Courses Page 7 of 49 Courses No. of | Equivalent | Total Subjects Units per Number ‘Subject _| of Units Foundation Courses/Theories and Concepts __ 4 ("Fhe Chitd and Adolescent Learner and Learning [The Teacher and the | and Organizational Leadership indation of Spe ‘Pedagogical Content Knowledge (PCK) | Facilitating Learner-Centered Teaching [Assessment in Learning 1 [Assessment in Learning 2 Technology for Teaching and Learning 4 The Teacher and the Schoo! Curriculum Building and Enhancing New Literacies Across | the Curriculum cperiential Li Field Study Field Stud ‘Teaching Intemship ©. Specia Core Major Courses (9 units) _ Foundations of Cul we and Arts Education ‘Cult jucation in Plural Societies _ [Perspectives in Philippine Cultural Hertage Principles and Practices in Creative Expressions (48 units) Principles and Practices in Creative Expressions: Overview | 4, Music 2. Visual Arts 3. Dance |_4. Drama leo we Overview it 1. Music. 2. Visual Arts 3. Dance 4. Drama Principles and Practices in Creative Expressions: wow Principles and Practices in Creative Expressions: Overview til 1. Music 2. Visual Arts 3. Dance 4. Drama Principles and Practices in Creative Expressions! Overview IV 1. Music 2. Visual Arts 3. Dance 4, Drama Page 8 of 49 No. of "| Equivalent | Total] Courses Subjects | Units per | Number Subject_| of Units Research |- Methods in Arts and Culture 7 3 [Research [Research fi-Cuiminating Project i 3 ICT integration Technology for Teaching and Learning in (eat 3 [D. Elective a 3 | Creative industries i 3 [E. Apprenticeship & ‘Ari Appret 1 3 Art Ap shi 1 3 F, Mandated Courses aa PE aa 4 a2: NSTP 2 3 _ no j |__ ©. Specialization/Major Courses 6 D. 3 "EArt Apprenticeship 6 F. Mandated Courses (PE and NSTP) 14 TOTAL 167 Units 9.1 Guidelines for Preparing a Program of Study 1. Offer the courses based on the availability of faculty and resources. 2. Not all General Education courses need to be completed in First Year or Second Year. 3. Ensure that sequential subjects are scheduled accordingly e.9. Teaching English in the Elementary Grades 1 must come before Teaching English in the Elementary Grades 2 9.2 Sample Program of Study (Distribution of Courses) Bachelor of Culture and Arts Education 2 Semester General Education 7 General Educati General Educatio ‘General Education 10 General Education 11 FIRST YEAR Peery | General Educatio [General Education 4 [The Child and Adolescent Leamer Page 9 of 49 [and Leaming Principles PE 4 PEQ 2 NSTP i NSTP2 3 L = L TOTAL | 26 | SECOND YEAR [as Semester PaSemester s ‘The Teacher and the Community, |3 | Facilitating Leamer-Centered 3 ‘Schoo! Culture and Organizational Teaching Leadership z Foundation of Special and 3 | Assessment in Learning 4 3 Lnclusive____ Education | Foundations of Culture and Arts | | Assessment in Learning 2 3 | Education é | Perspectives in Philippine Cultural | 3 | Culture and Arts Education in 7 | | Heritage Plural Soci | nncepts, Principles and Practice Concepts, Principles and Practice | 12 of Creative Expressions: Overview | of Creative Expressions: Overview | I " Music -3 units | Music -3 units | Visual Arts- 3units | Visual Arts- units | Dance- 3 units Dance- 3 units Drama- 3 units _ é Drama- 3 units PE a TPE TOTAL | 26 _ SUMMER =: Art Apprenticeship | — 3 units THIRI [Semester ‘Technology for Teaching and 3 | Learning 4 Research ane The Teacher and the Schooi|3 | Suilding and Enhancing New|3 | Curriculum i Literacies Across the Curriculum Technology for Teaching and |3~ | Creative industries as Culture and | 3 Learning in Culture and Arts Atts Practice Education 7 i Concepts, Principles and Practice [12 | Concepts, Principles and Practice | 12 of Creative Expressions: Overview | of Creative Expressions: Overview | ut Vv | Music -3 units Music -3 units | Visual Arts- 3units Visual Arts- 3units | Dance- 3 units Dance- 3 units | |_Drama- 3 units Drama- 3 units | S ‘Sunni ‘ant Apprenticeship 3 units Page 10 of 49 4* Semester [Research II-Culminating Project | tu | Field Study 2 elola| TOTAL TOTAL 6 Section 10 Sample Curriculum Map Courses "A. General Education Courses (CMO No. 20, series of 2013) B. Core Professional Education Courses Foundation Courses/Theories and Concepts |"The Child and Adolescent Learning Principles The Teaching Profession The Teacher and the Community, Schoo! Culture Organizational Leadership f Special and inclusive Education Pedagogical Content Knowledge (PCK) Facilitating Leamer-Centered Teaching end [beaming Assessment of Learning [Assessment of Learning 2 [Technology for Teaching and Learning 7 ‘The Teacher and the School Curriculum Building and Enhancing New Literacies Across the Curriculum Experiential Learning Field Studies TT ‘Teaching internship DD tb ["C. Specialization Courses Core Major Courses (9 units) | Foundations of Cultural Education 1 | uP Principles and Practices in Creative Expressions (48 units) | ce | Principies and Practices in Creative Expressions: Overview I Music Visual Arts ea Dance Drama __ Principles and Practices in Creative Expressions: Overview II Music up | up Visual Arts | Dance | Page 11 of 49 Courses Drama Principles and Practices in Creative Expressions: i Overview Ill | Music | Veil Ae vp | up| D | uP | Dance i Drama He | Principles and Practices in Creative Expressions: i | Overview IV \ Music i Wane Ate ve | we} >| we Dance Drama Ee earch [Research | — Arts and Culture Research | i | we |e ‘Culminating Project Dio}. ___ICT Integration Technology for Teaching and Learning in Culture ana Arts education ve | we | P| we} OD | Elective Ee | Creative Industries as Culture and Aris Practice, T T E. Apprenticeship { | in 1 [wei | Pio | PID Legend: __I- Introduced (the student gets introduced fo concepY’principles) P-Practiced (the student practices the competencies with supervision) D-Demonstrated (the student practices the competencies across different settings with minimal supervision) Section 11 Sample Means of Curriculum Delivery Lecture Discussion Exercises/Demonstration Interactive Learning Collaborative Learning Reporting Multimedia Presentation Reading and Writing Library Work Field Work Interview (See Annexes) Page 12 of 49, ARTICLE VI REQUIRED RESOURCES: Section 13 Administration Dean/Department Head ‘The Dean/Department Head of the college offering the degree shall be ‘employed full-time and must possess the following qualifications: 4, Filipino Citizen 2. Holder of Doctorate degree in Education or related field 3. Holder of valid certificate of registration and Board Licensure Examination for Professional Teachers (BLEPT) 4. With a total of at least three (3) years of very satisfactory teaching experience in basic education and/or tertiary level 5. Preferably with at least two (2) years of managerialadministrative experience Section 14 Faculty A. General Requirements 4. As a general rule, master's degree in education or in allied discipline is required for teaching in the tertiary level, 2. Faculty teaching general education and major subjects should have an appropriate master’s degree in the field they are assigned to teach. B, Qualifications of the Professional Education Faculty Faculty teaching Professional Education courses should have the following qualifications: 1. Holder of valid certificate of registration and Board of Licensure Examination for Professional Teacher (BLEPT) as provided for in Section 11 of RA 8981 2, Holder of Master's degree in Education or in any allied fields. C. Full-time faculty members of the college ‘The institution shail maintain 25% of the faculty members teaching in the teacher education program as full-time D. Faculty Development The College of Education must have a system to support faculty development anchored on their institution's faculty development program. It should require the facutty members to: 1. complete doctoral degrees in education and other allied fields; 2 attend continuing education seminars, workshops, ‘conferences, and others; Page 13 of 49 Section 15 Section 16 Section 17 3. undertake research activities related to the teacher education program and to publish their research outputs in refereed publications; and 4. give lectures and present papers in national/international conferences, symposia and seminars. Library Library personnel, facilities end holdings should conform to the existing CHED requirement for fibraries which are embodied in separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the BCAEd program, Laboratory and Physical Facilities In addition to the required laboratories and facilities for general education, the following shail be provided: 4. Science Laboratory" 2. ICT Laboratory* 3. Speech Laboratory, if necessary* “This can be shared with other departments within the college/university ‘A. Educational Technology Laboratory The TEI should have access to an educational technology lab with appropriate equipment and software as indicated in the course specifications. The same faboratory shall serve to allow preparation, presentation and viewing of audio-visual materials to support instruction B. Laboratory Schoo! or Cooperating Schools The TE! should maintain a facility within which the students can undertake their field study. This factity may be a laboratory schoo! administered by the TEI. In cases when TEI has no laboratory school, the TE! must have a long-term memorandum of agreement with @ Department of Education cooperating school or with a cluster of cooperating schools within which student can undertake their field study and practicum courses. Admission end Retention Policy The basic requirement for eligibility for admission of a student to the Teacher Education program shall be graduates from Senior High ‘Schoo! level recognized by the Department of Education. Page 14 of 49, Els must have in place a selective admission policy for Teacher Education programs. This policy shall include passing an admission examination, For this purpose, TEls may use either of the following admission examinations: 1. an admission examination developed and validated by the TE! 2. an admission examination developed and validated by another TEI end used by TEI under 6 consortium agreement; 3. an admission examination developed and vatidated by private testing centers and used by TE! for a fee; 4. some other standardized tests for teaching aptitude; or 5. some other national qualifications examinations ARTICLE Vil COMPLIANCE OF HEIs Using the CHED Implementation Handbook for OBE and ISA as reference, an HEI shall develop the following items which will be submitted to CHED when they apply for @ permit for a new program: Section 18 Section 19 Section 20 Section 21 Section 22 Section 23 The complete set of program outcomes, including its proposed additional program outcomes. Its proposed curriculum, and its justification including @ curriculum map. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator. Proposed outcomes-based syllabus for each course. Proposed system of program assessment and evaluation Proposed system of program Continuous Quality improvement (CQ). For existing programs, CHED shall conduct regular monitoring and evaluation on the compliance of HEIs to this Policies, Standards and Guidelines using an outcomes- based assessment instrument. ARTICLE Vill TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS Section 24 Transitory Provision All private HEIs, State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) with existing authorization to operate Bachelor of Secondary Education major in MAPEH program are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. Pago 15 of 48 Section 25 Section 26 Section 27 Attachments, However, the prescribed minimum curricular requirements in shall be impiemented starting Academic Year 2018-2019, is CMO Sanctions For violation of this Order, the Commission may impose such administrative sanction as it may deem appropriate pursuant to the pertinent provisions of Republic Act No. 7722, in relation to Section 69 of BP 232 otherwise known as the Higher Education Act of 1982, and the Manual of Regulations for Private Higher Education (MORPHE) per CMO No. 40, series of 2008, and other related laws. Repealing Clause Any provision of this Order, which may thereafter be held invalic not affect the remaining provisions. shall All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed. Effectivity Clause This Order shall take effect after its publication in the Official Gazette or Newspaper of General Circulation, Quezon City, Philippines, November 2 2017. oo 2 Ghia &, EL a PATRICIA B. LICUANAN, Ph.D. Chairperson ‘Annex A — Description of Professional Education Courses Annex B — Description of Major Courses Annex C — ICT Competency Standards for Teachers Annex D — Sample OBE Course Syllabus for TTL1 Page 16 of 49 ANNEX A DESCRIPTION OF CORE PROFESSIONAL EDUCATION COURSES Course Description | Course Credits [Contact Hours | dolescent development with emphasis on current research and theory on biological, linguistic, | cognitive, social and emotional dimensions of development. Further, this Includes factors that affect the progress of | development of the learners and shall include appropriate | _|_ pedagogical principles applicable for each developmental level. | 3 units 3 hours/Week [Course Credits [Contact Hours Course [Course Title 1g Learner Centered Teaching This course explores the fundamental principles, processes and | Course practices anchored on learner-centeredness and other educational | Description _| psychologies as these apply to facilitate various teaching-tearing | _| delivery modes to enhance learning. units ‘The Teaching Profession This course deals with the teacher as a person and as a professional within the context of national and global teachers’ standards and educational philosophies. it will include professional ethics, core values, awareness of professional rights, | | privileges and responsibilties as well as the teachers’ roles in the | society as a transformative agent of change. 3 units Course Description (Course Credits | [Contact Hours This 18 an introductory course that explores basic knowledge, skills and values in the use of technology for teaching and learning, It includes ICT policies and safety issues, media and technology in various content areas, learning theories and principles in the use and design of learning lessons, teaching- leaming experiences and assessment tasks that utilize appropriate traditional and innovative technologies with social, ethical and legal responsibility in the use of technology tools and | resources, | Pago 17 of 49 {Course Title “| Assessment in Learning 4 e Course Description | Course Cred This is a course that focuses on the principies, development and utilization of conventional assessment tools to improve the | teaching-learning process. it emphasizes on the use of assessment of, as, and for, in measuring knowledge, comprehension and ather thinking skills in the cognitive, | psychomotor or affective domains. It allows students to go through | | the standard steps in test construction and development and the application in grading systems. 3 units 4 Course Description Course Credits | [Contact Hours [Pre-requisite | [Course Credits [3 units | Contact Hou Prerequisite, a [Course Title [Assessmentin Learning? = This 1s a course that focuses on the principles, development and Utlizatin of alternative forms of assessment in measuring Course i authentic learning. It emphasizes on how to assess process- and Description product-oriented leaming outcomes as well as affective learning. Students will experience how to develop rubrics and other | assessment tools for performance-based and product-based | h and the School Curriculum | This course includes the fundamental concepts and principles in | curriculum and curriculum development as a foundation to | engage prospective teachers as curricularists. The more active | role of the teacher in planning, implementing and evaluating schoolcurriculum as well as in managing school curriculum | change vis-é-vis various context of teaching-leaming and curricular reforms shall be given emphasis. | 3 hoursiWeek Course Description [Course Credits | 3 units | Contact Hours | 3 hoursiWeek [Pre-requisite The Teacher and the Community, School Culture = Organizational Leadership This course focuses on sociely as a context upon which the schools have been established, Educational philosophies that are related to the society as @ foundation of schools and schooling shall be emphasized. Further, principles and theories on school culture, and organizational leadership shall be included to prepare prospective teachers to become school leaders and managers. Page 18 of 49 eS {Course Title | Foundation of Special and inclusive Education This course shalt deal with philosophies, legal | bases of special needs and inclusive education, typical and atypical development of _ children, learning characteristics of students with special educational needs eine | (gifted and talented, leamers with difficulty seeing, Seeetption | ‘eames. with difficulty hearing, learners with aificuty communicating. learners with difficulty walking/moving, | learners with difficulty remembering and focusing, learners | with difficulty with self-care) and strategies in teaching and | managing these learners in the regular class. (Course Credits | 3 units Sree | [Contact Hours | 3 hours/Week Course Description Course Title ies “Reross ie | Building and Enhancing New Literaci | Curriculum This course introduces the concepts of new literacies in the 21° | century as an evolving social phenomena and shared cultural | practices across learning areas. The 21* century literacies shall include (a) globalization and multi-cultural literacy, (b) social | literacy, (c) media literacy, (d) financial literacy, (e) cyber | literacy/digital literacy, (f) eco-literacy and (g) arts and creativity literacy, Field based- interdisciplinary explorations and other | teaching strategies shall be used in this course. | | Course Credits | Contact Hours [Pre-requisite Course Description ‘Experiential Learning (Field Studies and Teaching This course is a year-long engagement that supports authentic experiential learning from field study and actual classroom immersion of the prospective teachers. it begins with field study experiences through (2.) observation and (b) participation and will progress to (c) teaching assistantship and (d) guided mentored classroom teaching. ‘The NCBTS domains shall be used as guideposts in developing | the content, pedagogy and implementation scheme of this ‘course. Course Credits Contact Hours | 42 units (FS 1-3 units, FS 2-3 unit, Practice Teaching 6 units) [FS 1 & 2 (6 hrs per week for one semester taken with 2 or 3 academic subjects) Practice Teaching ~ 6 units ( Fulltime 30-40 hrs per week) for one semester Prerequisite ‘All required academic subjects for the degree should be taken efore Practice Teachin Page 19 of 49 ‘Course Title oo Learning in Actual Schoo! Environment Course Description Field Study 1- Observations of Teaching- This is the first experiential course, which immerse a future teacher to actual classroom situation and learning environment where direct ‘observation of teaching learning episodes that focuses on the application of educational theories leamed in content and pedagogy courses will be made. Observations on jearers’ behavior, motivation, teacher's strategies of teaching, classroom management, assessment in learning among others shall be given emphasis. A portfolio shall be required in the course. units Course | Description subjects 3 hoursMWeek All professional and major/specialization aaa sates | Assistantship_ = i This course is continuation of Field Study 1. itis ‘school based and allows @ pre-service student to participate and assist in a limited actual teaching- learning activities that relate to assessment of learning, preparation of instructional materials, preparation of the bulletin boards, and other routines | | in the classroom. A portialio which will contain sample lesson or learning plans and demonstration | teaching of at least one subject content area will be | required. An action research shall be encouraged to | start in this course and conclude during the Internship. Course Credit [Contact Hours Pre-requisite Course Titie Course Description Course Credit_| | Contact Hours [Pre-requisite | "fall professional subjects afd riajor subject 3 units zy 3 hoursiWeek [ Teaching intemship } | This course is a one semester full hi internship in basic education schools using a clinical | approach under the mentorship of a cooperating teacher Teaching internship shall be done both in the in-campus or off campus if possible. No academic courses shall be taken together with ‘Teaching internship. A teaching portfolio shall be 40 hours per week full time (no academic units | allowed) [Field Study 1&2 Page 20 of 48, es Ree! | Course Title Course Description Course Outcomes. | Contact Hours | ANNEX B. DESCRIPTION OF MAJOR COURSES (music) Principles and Practice (Music Overview !)-The Philosophical | 8 Historical Foundations of Creative Expressions in Sound —1 ‘Music Overview 1 introduces BCAE second year students to | study and explore the physicality of sound and its role in human expressions in the different multicultural worldviews giving weight to explorations and performances that are based on the socio- politicaheconomie and religious contexts @s performance | standards. | “Ensemble Performance Presentation of expressions in sound based on socio-poliical-economic religious and cultural contexts jerformance standard | instruments (kulintang, gamelan, gangsa) [or whatever is available | Eero! #8 and Practice (Music Overview I)-The Philosophical Instrumental Study level 1 (keyboard, violin, flute, trumpet) | Rondalia instruments(guitar, ukulele, laud, banduria), bamboo | instruments (angklung, flute, bungkaka, sulibao, sludoy). Gong in the schoo's context) ssseastasesasiisaninenaael| Course Title torical Foundations of Creative Expressions in Sound —__ i The second semester is a continuation of the sound continuum as | manifested in the varied context of cultural expressions. Choral | course arrangement as well as ensemble performances in Sound Description | explorations at this level complement advance theories discussed | in the sound continuum and will serve as the performance standard of all presentation assessments, 3 units 4.5hours Ensemble Performance Presentation of expressions in sound based on socio-political-economic religious and cuttural contexts as performance standard, A choral performance of an arranged choral music Prerequisite ‘The Philosophical & Historical Foundations of Creative Expressions in Sound I Instrumental Study(piano, guitar, violin, cello, flute) levet Rondalla instruments(guitar, ukulele, laud, banduria), bamboo instruments Page 21 of 49 Course Title | Principles and Practice-Music Pedagogy | (Teachings _ ‘Methods in Music for K-6) Course Description Course Outcomes: (Course Credits [3 ur |Contact Hours | 1.5 hours Music Pedagogy | for Kindergarten, primary to intermediate Music prepares third year BCAE students to three teaching demonstrations in music and movement, instrumental ensemble and choral performances demonstrating local, westem & indigenous methodologies highlighting a learner-centered, collaborative, inquiry based and reflective pedagogical processes as performance standards. units. ‘Three teaching demonstrations: © 1 Kindergarten (music concepts taught through music & movement) + 1—Primary(music concepts taught through movement 8 | insteurnental activities) ‘+ 1=Intermediate (rondalla & or choral performances) All teaching demonstrations manifest the principles and philosophy of the method used, highlighting pedagogical ‘approaches that are leamer-centered, collaborative, and inquiry based and reflective as spectfied in R.A 10533 Rule Il Sec 10.2.(e)_ Prerequisite Course Title Course Description Expressions in Sound | & I ¢ _ instrumental study level 1 for accompaniment les and Practice-Teac! Junior & Senior High school as ‘Teaching methods in Music for Senior High is an enhanced | demonstration skill in music teaching through applied choral | arrangement and conducting as wel as instrumental ensemble performances. Two performances applying principles in choral conducting and instrumental accompaniment serve as _| performance standards for assessment. ; | 3 units 19S Methods in Music for ‘©The Philosophical & Historical Foundations of Creative VS hours © 1 performance in choral conducting Course © 1 —performance in instrumental ensemble | Outcomes Note: all performances demonstrate the principles of choral conducting and instrumental accompaniment Prerequisite |° Teeching Methods in Music for Primary ~ Middle Schoo! 7 e Instrumental Study for Accompaniment 4 Principles and Practice-Teachinge Methods in Music for Course Title : ior Sighecieal g Methods in Music for Senior High is an enhanced ‘eau demonstration skill in music teaching through applied choral Description | &”ngement and conducting as well as instrumental ensemble performances. Two performances applying principles in choral conducting and instrumental accompaniment serve 2s Page 22 of 49, [performance standards for assessment. units cond rs * 1~performance in choral conducting ‘+ 1~ performance in instrumental ensemble Note: all performances demonstrate the principfes of choral ing and instrumental accompaniment ‘Teaching Methods in Music for Primary — Middle School «Instrumental Study for Accompaniment _ Course Title Course Description 2c 1.5 hours (ARTS) Visual Arts in Traditional Societies — | Form, meaning and process in the visual arts of traditional ieties oS Hoe Visual arts in traditional societies is an introduction to the forms and methods of the visual arts and their functions in traditional societies. The course aims to provide students the requisite knowledge to ably discuss various facets of art forms shaped by critical understanding of art production and circulation in traditional contexts. 3 units ‘An understanding of the visual arts through the framework of form, | language and context A survey of traditional settings wherein artis produced and consumed. Learning Outcomes Term end project: A well informed description of two- and three- dimensional art forms with a thorough discussion oftheir contexts. | Learners are able to provide a wide range of examples from traditional societies in the Philippines and are able to point to L as [Prerequisite [Gouee ting | Contemporary Artin Various Contexts E | |Sourse Title | Design and method in contemporary visual arts i Contemporary art in vanous contexts is discussion of the central | role of design in contemporary visual arts specifically in coaies ‘multidimensional forms |Description | the course aims to provide students an overview of contemporary | arlstic practices with emphasis on multidimensionality to explore | ___| the role of the visual arts in contemporary if Course Credits | 3 units it [Contact Hours | 3 hours Leaming Familiarily with contemporary art ulllzing the language of the Outcomes __| visual arts. Pago 23 of 48 | Ability to cite situations wherein art discursively and practically | engages social issues. | Term end project: A survey or cultural map of contemporary artists and spaces in the students’ immediate communities to be presented in a poster exhibition. in Traditio irse Title [Analysis | Course | Description | Course | Contact Hours cits | ‘An introduction to att criticism and critical judgment of works of art med judgment and evaluation of works of art ‘expressed in writing and oral presentations. ‘Skilful use of the language of the visual arts and the framework of form, meaning, and context in reflexive engagement ofthe arts Learning Outcomes —_| broad and deep understanding of the role of the visual arts in | contemporary societies Term end project. A series of art critical papers of varying | { complexity. ai ot | Prerequisite | ° he Visual Arts in Traditional Socie | i * Contemporary Artin Various Contexts Course Tile | Teaching the Visual Arts Course | Development of course modules in the visual aris with emphasis | | Description __| on the leaming skills of looking, making, and responding to art. [Course Credits {3 units a contact Hours | 3 hours cr Creative and skiful development of various course modules on the enraina| visual arts for different grade levels. Outcomes: Term end project. Modules on visual art forms of varying complexity to be taught at different grade levels. ‘Teaching methods Prerequisite | » The Visual Arts in Traditional Societies # Contemporary Art in Various Contexts Course Title | Course | Description simple scenes and plays from Philippine and World dramatic (DRAMA) Principles and Practice: The Philosophical & Educational | Foundations of CreativeDrama it grounds the student on the history and philosophy of drama, with introduction to Drama Creation, utilizing improvisational techniques to create character, dialogue, scene and story, complemented with dramatic analysis and staging of Page 24 of 49 ie Ss literature. ‘Course Cred its | 3 units Contact Hours | 3 hours Short performances based on selected Philippine and non- Philippine plays Learning Outcomes! Creation of an original drama based on elements of drama Term end project: Mounting of a major performance | Prerequi = None, Course Title | Course Description tat ‘Course Credits ‘introduction to the Basic Elements of Drama and Theater | Production | Foundational course on drama focusing on basic principles of mounting a theater production with theories and exercises in ‘Acting, Directing, Playwriting, Scenography, and Management neater production = Creating and devising laboratory plays as practicum. * Principles and Practice. The Philosophical & Educational Course Description Prerequisite Foundations of Creative Drama ounke Find | Prneinies and Practice: Dramaturgy and Aesthetics in| | Philippine and Non-Philippine Theater Classics This course will expose and train students to the various forms of | theater focused on the analysis and mounting of excerpts and plays from Philippine and non-Philippine dramatic literature, understanding their historical, socio-political and cultural contexts. ‘and world views, towards developing substantive contemporary interpretations. Course Credits | 3 units Course Description Contact Hours [3 hours ~Comparative anaiysis of Philippine and Non-Philippine Theater Learning Classics Ones: -iMounting of theater productions such as komedya, senakulo, | linambay, sarswela, kambayoka theater form and other forms to ee | more contemporary theater practices, Principles and Practice: The Philosophical & Educational Prerequisite Foundations of Creative Drama « Introduction to the Basic Elements of Drama and Theater Production | Prineipies and Practice of Teaching Drama ‘This course will teach students the principles, strategies and approaches in teaching theater in the context of K-12. The students will be taught various forms of classroom theater ‘exercises and the application to local setting. The course will teach students on various methodologies on the use of drama in education. Course Credits | 3 units Page 25 of 49 Contact Hours |S hours - [Learning ~Created teaching madules for drama_ | Outcomes. : zt = * Principles and Practice: The Philosophical & Educational | Foundations of Creative Drama Prerequisite | * Inttoduction to the Basic Elements of Orama and Theater Course Description | Course Credits Production + Principles and Practice: Dramaturgy and Aesthetics in Philippine ippine Theater Classics (DANCE) Explores the phiosophical and historical basis of dance and | movernent irom various perspectives and contexts. This includes the study of the aesthetics, origins, and development of dance. S units, Learning Outcomes Prerequisite | Course Description Learning Outcomes: “Contact Hours ‘Demonsirate skillful performance in @ variety of physical activities. -Communicate effectively with PE practitioners, other professionals and stakeholders -Use oral, written, and technology formats deftly. None [ Philippine Traditior Applies practical skils and understanding the rudiments of folk dancing from the raw materials of published and unpublished | dances. Analysis of dance instructions and _ technical interpretations from the wilen materials are underscored. | Emphasis 1s given to valuing the context of dance as basis for | interpreting dance movements with underpinning of preserving the _[tegacy of the Filipino heritage. | 3units hours Soeeeeeeee “Demonstraie skillful performance in a variely of physical activities, -Communicate effectively with PE practitioners, other professionals and stakeholders. | “Use oral, written, and technology formats deftly. Foundations of Dance | course Description [Contact Hours Focuses on dance skill and techniques of other dances of the regions such as Asian and Western- originated dances from Europe and America. Other dance forms shall be introduced like | ballet. jazz and social dances of South American culture, Leaming -Communicate effectively with PE practitioners, other Outcomes —_ professionals and stakeholders. -Use oral, written, and technology formats deftly. Prerequisite | Foundations of Dance Page 26 of 19 ‘Course Title [Teaching Dance oe Course | Focuses on strategies in teaching dance and movement in the Description _| context of the K-12 curriculum. -Demonstrate skilful performance in a variety of physical activities. -Communicate effectively with PE practitioners, other | professionals and stakeholders, | -Use oral, written, and technology formats deftly, Leaming Outcomes Foundations of Dance Prerequisite | international Dance and other Forms iz Philippine Traditional Dances Course Title | Foundations of Culture and Aris Educai This course focuses on the wide range of concer and methods informing cultural and artistic practices in traditional __| and contemporary societie 3 units Course Description Course Title | Culture and Aris Education in Plural Societies | This course discusses issues and debates in culture and arts education in relation to locel, regional and global social processes, | Lp including their implications for policy and practice. Course Credits | 3 units Course Description Course Title | Perspectives in Philippin ral Heritage ‘This course discusses the socio-cultural, economic, legal and environmental dimensions of heritage preservation, conservation ‘and safeguarding in relation to culture and arts education. | Course Credits | 3 units Course | Description I Course Title Research i — Arts and Culture Research | Course This course examines concepts, theories, methods and ethics in| | Description __| arts and culture research, Course Credits | 3 uni [Course Tile | Research fi — Cuiminating Project J Course This course constitutes the actual implementation in a community i setting of a research project conceptualized in Research |. 3units: | Research | ~ Arts and Culture Research Page 27 of 49 Course Title Course Description Education | Technology for Teaching and Learning in Culture and Arts "This course designs. produces, and evaluates educational technologies in teaching and learning of music, visual arts, drama, and dance. Guided by the principles of Outcomes-Based Teaching and Learning (OBTL) the culminating output is production and | assessment of a project-based multimedia production 3 units 7. Manage, organize and produce learning resources in music, dance, drama and visual arts using educational technologies, 2. Develop project-iproblem-finguiry-based collaborative Course Title Course Description Course Credits Eenienae plans and activities using educational technologies | 3. Evaluate the relevance and appropriateness of educational | technologies and resources. 4. Use educational technologies to collaborate and share fesources among communities of practice. Prerequl Technology for Teaching and Learning 1, Assessment of Leaming 1 and 2 | Art Apprenticeship | and i a 1 This course is enhances the student's knowledge and skills in two | (2) fields of culture and arts practice by undergoing pre-arranged apprenticeship program with specialists in the chosen fields. 6 units [Contact Hours | Elective ~ Creative Industries as Culture and Art Practice | Course Description This course discusses the historical and ideological forces that shape culture and arts expressions as produced, circulated and consumed through the creative industries. Course Credits units [Course Title] Elective Course from Allied Fields. Course This course may be taken from allied fields such as fine arts, [Description __| music, art studies, theater and communication, and dance. Credits ur Page 28 of 49 ANNEX.C ICT COMPETENCYSTANDARDS FOR TEACHERS, COMPETENCIES | Domain 1: Understanding ICT in Education 1.1.1 Demonstrate awareness of | 1.1.1.1 Discuss national ICT policies affecting | policies affecting ICT in education | classroom practices _ PERFORMANCE INDICATORS [1.2.1 Comply with ICT policies as 7 t! y affect teach | 1.3.1 Contextualize ICT policies to the learning environment Domain ‘Curriculum and Assessment 1.2.1.1 Implement ICT policies in teaching- 1.3.1.1 Incorporate ICT policies in the des and impiementation of teaching-tearning 2.1.1 Demonstrate understanding of concepts, principles, and theories of ICT systems as they apply to teaching-tearning digital learning resources in response to student's diverse needs | 2.2.2 Develop digital resources to enhance teaching develop 21* century skills Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communications Domain 3: Pedagos 2.2.1 Evaluate digital and non- ‘arming 2.1.1.1 Discuss ICT concepts, principles and theories in various teaching-learning processes. 2.1.1.2 Use technology tools in the assessment ‘process 2.2.1.1 Select digital and non-digital learning resources in reference to the student learning preferences 2.2.1.2 Revise digtal learning resources in response to varied needs of students i 2.2.2.1 Produce digital learning material | designed to enhance teaching-learning 2.3.1.1 Inlegrate ICT in teaching plans that require learners to connect the content of the lesson to society 3.1 4 Apply releva | toois for classroom activities 3.2.4 Use ICT knowledge to solve | ‘complex problems and support | student collaborative activities | 3.3.1 Model collaborative knowledge construction in face- fechnology Tools “4.1.1 Demonstrate competence in the technical operations of technology tools and systems as to-face and virtual environments support leat 1g SEE eee eect 3.1.1.2 Deliver the lesson using appropriate | digital tools of applications —_ 341 st students to reflect on their own [3.2.1.1 Use varied teaching strategies like project-based learning that integrate technology tools to support thinking and coll communications (synchronous / asynchronous modal | : | 4.1.1.1 Perform basic trouble shooting and maintenance of technology tools and systems; 41.1.2 Use productivity and other tools in | 3.3.1.1 initiate flexible tearing through online Page 29 of 49 | COMPETENCIES | PERFORMANCE INDICATORS ‘They apply to teaching and | everyday work |Lezming _ 4.2.1 Use technology tools to | create new leaming opportunities to support communities of | leamers 4241 Make technology tools-based instructional materials to improve student [422 Demonstrate proficiency in | 4.2.2.1 Propose or recommend technology and | the use of technology tools to. —_| policy innovations related to promoting support teaching and learning __| continuous learning among students Domain 5: Organization and Administration 6.1.1 Manage technology- 5.1.1.1 Facilitate flexible learning environment assisted instruction in an that enhances collaboration with the use of inclusive classroom environment _ technology tools. 5.2.1 Exhibit leadership in shared | 6.2.1.1 Lead group activites using technology | decision-making using technology | tools tools Domain eacher Professional Learning | 6.1.1 Explore existing and 64.1.1 Use technology tools to search for, | emerging technology to acquire manage, analyze, integrate and evaluate additional content and information that can be used to support pedagogical knowledge. | professional learning 6.1.1.2 Evaluate technology resources in terms of appropriateness, quailty, usabilty, accessibility, and cost effectiveness. 6.1.3.1 Use technology tools to collaborate and | creating communities of practice _ share resources among communities of practice 62.1 Collaborate with peers, 6.2.1.4 Identify educatonal sites and portals colleagues and stakeholders to _suitable to their subject area access information in support of ine expert and learning professional learning 6.2.1.3 Use resources from relevant mailing ats and online journals 6.21.4 Evaluate and compare useful and credible web resources to be shared with other students [6.2.1.5 Active membership to local and global | | leaming communities to maintain access to creative applications of technology that help _____lenhanee student learning ee Domain 7: Teacher |7-41 Demonstrate social, ethical, | 7.1.1.1 Discuss safety issues in obtaining and legal responsibilty in the use | resource materials from local area network- of technology tools and resources | based and t [7.1.1.2 Comply with intellectéal property taws including the fair use of educational content 7.4.1.3 Institute mechanisms to ensure child online safety and prevent cyber bullying Page 30 of 49 [ COMPETENCIES PERFORMANCE INDICATORS 7.4.2 Show positive attitude towards the use of technology tools | 7.1.2.1 Practice standard netiquette in sharing | and utlizing shared materials among learning | | communities 7.1.2.2 Provide support and behaviors, 7.1.2.3 Utilize smart devices for building the posttive relationships between teachers and students, digital culture Page 31 of 49 {Course Name ANNEX D OBE Course Syllabus "Course Syllabus Template Technology for Teaching and Learning 4 Course Credits | Course Description 3 nts | Techralegy Teaching ad Learn T (TILT). Th a uni iracucory couse fa evar base Erowodge ad tls and vos ne uve ofTacnlgy teaching and eaming. This course inlude ICT Pobcies and safety issues, media anc technology various content areas, leatning theotes an principles in he use ‘anc! dasign of earring leasons,laachinglaaing expariances and assassrent asks thal utiae appropiate tradtional and innovative technologies vith social, ethical and legal esponsbilty f - - _ Contact Hoursiweek | 3 a5 Prerequisite ‘None | Course Outeomae | 1 Exon ICT panes re afay sevas ab ev mpaelon Te Wada arang poease 2 een leernng thee and prnoples appled hte design and development lessons through aporpsale mea and echoes er tachinglearing 3 Intorte media en teohncigynvaroas cont areas 4 Formulate leochingiening epecences an asessmet task using appropriate ard imovalve technologies, : 5. Demonstiaig soa efica, an leg esponstity in he use of technology to's and resoureas. [ COURSE OUTLINE AND TRIEFRANE f : a ai Course ContentiSubjoct Matter A. infovcton to Technology for Teaching and “TBICT Poices and Safty sus Teaching ad veering Sree (C. Theories and Principles inthe Use and Design of Technology Orven Lessons: D_ICTin Various Content Areas: ICT and Conventional Learing Metenals to Enhance Teaching and Learning FF. Technology Tools in a Colaboretve Classroom Envsonment and Relevance and Appropialaness in the Use of Technology in Teaching and Learring Page 32 of 49 Wasi i2 <6 TnnovaiveTechlles or Teaching-Learing and Assesment Tas oH Wook 13 HTeovology-renced aston vs the ASSURE a Technology integration Hz Wek 145 1 Socal Ethza anc Legal esporsbshes inthe Use of Technoegy Took and Resource Wook 16-17 ‘T Esucaionai Stes and Porals ‘One week (or an ‘Allotied for the Midterm and the Final Exams equivalent of three hours) se : Z He LL ‘Alignment of Course Outcomes wth Summative Assessment Tasks Course Objectives, ‘Surimative Assessment Task Detalis : 1 2 Expiain ICT poles and salely issue as fey impact onthe teacting teaming process deny leasing theories and principles apoled in the design and development of assons through appropriate mela and technotogies for teaching and learing Integrate media and technology in various content areas Formulate teaching earring experiences and assessment task using appropriate and innovative technologies Demonstrate soca, ethical, end legal resporsttity nthe use of technology ools and resources, ePotfclo © Blog Erines / Poss inthe Freedom Wall! Tweets in the Classroom Made Tater Wal Lesson Ptan Integrating Technology \Witerm and Final examinations inthis requted ouiput the students are expected fo orgaize el eflecions and insights Using @ Reflection Guide Model (eg. Git refiection Mode!) dea, and opinions on the topic discussed during sessions which may be posted in blogs can ‘aso be included inthe ePartfoio. A Selecton Rubrics by Smakino, 8 eta. (2008) can be used as entra for grating, Different outputs made inthe class fling them a together can done ina patio or in an ‘laconic pontotie such as foliofor me. In this task, students are expected to crest alosson plan showing clear the integration of ‘appropiate and inrovaive technologies inthe teaching-learing activites ard assessment tasks using te ASSURE Mode. The ceria inthe rubrics shall acus onthe inegraton of technologies and the abiity to demonstrate ethical and legal responsibil in the use of resources, “These tasks are given to evaluate he students’ kowlaige and understanding of concepts ‘and principles of technology intagration in instrucion ano appropriate atitudes and values in becoming a teacher. These are gen to validate the results o heir practical activites and to prepare them fr the ticensure examination Page 33 of 49 LEARNING PLAN Desired Learning | Course Conten/Subject Matter Textbooks) References | Teaching end Learning Activities | Assessment of | Resour ‘Outcomes (0LO) (TAs) Tasks (ATs) | Materials | Table 41. Understand CT in| Uni 4 Introduction to Technology Education for Teaching and Learning ‘Anderson J. (2010) ICT Beef Leche: With the ad ofa | Transiorning Education & Regional | powerpoint presentation, provide an | OHP/ 1ADefnebasic —_|.A. Basic Concepts tobe dened: | Guide, UNESCO Banghck Asia anc | oveniew ofthe subject Technology Malinao ceoncepts in 1 Technology Pacic Regional Bureau fr for Teaching and Leaning Projector understanding CTin | 2 nfmation and Education Education Communication ‘Small Group discussion: Gino | Use areting 3. Etucatona!tachrlogy | Bala, R. (2012), Basic conoepts | graphic organizers ofthe diferent | scale forthe Computer! 44 Technology Media ard | in educational tochrlogy 1 ‘concepts tobe ceiad through the | concent map | Laptop Learsing Manila PH: Rex Bookstore use of concent mapoing developed by 5, _Instuconal System and Wale group dscussion Present | each group. Inston technology | Lucto,P.& Copuz, 8.2012). | the whale clas group outputs. 8 Technology Tools Educator tacnobgy 2 Quezon Graphic lb, Roles of]CTin Teaching for | iy, PH: Lerma: Pubtshing Co. | Individual Resear Encourage orgeizers Leaning students fo validate the concept map | Pen and Paper hip nzteacherttidevelonment | and conceptual dafintions fest ‘mlb introducten te tecmno.ay- fordeachers! ‘itpvtumedvcationscattnd.govs ‘earringandteactin eporoaches’ ineducalonclenfctneam 2 Page 34 of 49 Textbooks! References Desired Leaming | Course GontenuSubject Matar Teaching and Learning Activites | Assessment of | Resource | Time Outcomes (0LO} (TLAs) “Tasks (ATs) | Materials | Table ‘.2Enuverate the | Unit2. (CT Policies and Satety | Anderson, J. 2090) ICT | Forum with Resource Person: Invite | Posting ot | Freedom atonal CT potces | fasuas in Teaching and Leaning | Transforning Education & Region! | a resource person tak onCT | comments CT} Wallin the affecting cassroom Gu, UNESCO Bangkok Asa and | national and intsatonal pices | polices in ‘| cassroom! practices ‘A. ICT ational orintemational | Paciic Regional Bureau for applied teaching and earning | Freedom Blog Created Pofcies That Are Appcabioto | Edveation WaliBiog and Teachirg and Leating Acminstred byte Ludo, P. Compu, B. 2012) Teachor Educational technology 2. Quazon Cty, PH: Lormar Puishing Co. 13 Desxbe the |B Sately sues in ICT Group nieniews Organize smal | Checkiston the. | Accomplish | + week implementation ICT roupsto conduct itervions and | pracices bat | d Checkist poles in tesching- Documents observations on practices that | acess safety Fearing 7 flppines ‘adores satety issues n CT for | issues Tepripnmict | Se ei rom prosertaion + DepED Five-Year = Informe and Communication Technology for Educaon Satog Pan (Dop=D ICTAE Strategic Pen) Executive Summary © RA 10844, Soo. 3 (An Act ‘Croating the Department OFICT, Defring is Powers and Functions, ‘Appropviting Funds, and ‘Other Purposes) € Page 35 of 49 SS diven teaching Technoiogy for Teacring) Crarediearing | Gar Connie trie” | TeoatlRctriee | Tsngsndnaring faites | Paomanentt | fasoane | Tap Outcomes (DLO) ({TLAs) ‘Tasks (ATs) Materials | Table + See baton Sere es Lee nteteat ‘Asian Countries 1.4 Identify ICT policies C. Uses of ICT Poficies In tt Individual Research: Encourage Accomplished Pr pnpcledlsepral [enrraiat pened sossee fonice ace opel esas eprmaitsorenaen irbocovotewpacees "ga Semmens seme oi Class Observation (Field Study): ‘Leamers' written | Observation Peeters ellen te etre eres creat | eerste Facilitate the Creation the Classrcom | ICT Classroom | in the. Se aera eer | Sete ae [iteaty aang sais tet | theories and principles Principles in the Use and ianercun Dacre tats oan tae cane feo carattatas Het ets esteem eam | omc te Alsanig Tosa snd ule? keep. porn, |fataeenbatnTind /Rtedin fora 2 ety emcee Seer eanme tpt /omceste moaercoed [ects | saa co Goce coe ceetis c|ciee noes recngca | Cease ae oe semoestilll ll igemaaveanme ate seers eel le ree fe anal eae ge emsthinsoimate | | teresa teeny tare tl ara pote lpseecaveae Page 36 of 49 Course Conten/Subject Matter Teaching and Leerning Activities | Assessment of Desired Learning Textbooks! References Resource | Time Outcomes (2L0) TAs) | “Tasks (ATs) | Materials | Table teaming | models. ZAPACK (ezmalgy. | TPACKin To Minutes Image Araiycis: Studenis analyze | Restictod Essay | ico cip | 1.5 Pedagogy ani Corton! | tps iuww.youtube comiwatch?v | and enfin the mage‘agram, The our Knowledge) ag VSQUELY toceher synneszes Muttesia Projector ‘Att lecture on TPACK Computer Hoinich, R (2008). Instructional ‘media and technologias for learning. (7 edtion), Upper saddle, Naw York: Mert Prentice Hal Newby, TJ. (2011) Educational ‘technology fr teaching and leering (4 ed) Boston: Pearson Education, ine Roblyer, MD. (2003). Integrating educational technology ito teaching. (2 04.) Upper Sade, New York: Merl Pence c-. w 4 ae Page 37 of 49 Desired Learning Course ContentSubject Mater Textbooks! References | Teaching and Learning Activities | Assessment of | Resource Outcomes (DLO) (LAs) Tasks (ATs) | Materials | ASSURE Nodel (Analyze | Smaidino, St al. (2006). (Actve Loaming in a Bret Lecture Leamess, State Objectives, | Instructional technology and —_| given bythe teacher) The FishBow Metacards Seect Methods, Mediz, & | media forleemng, 8 ed, New | Actvty: Learners are given 4 week Materials, Utlize Mecia 8 | Jersey: Pearson Prenice Hal pp. | metacards and asked to wri a Fish Bow! Materials, Require Leamer | 53-65 ‘question of catfcaion about he Containar Parcpaton, Evaluate and topic (Le. questions conceming the Revise) ‘pplication ofthe topic to pracical concepts). Teacher drays these {questions from the bow and answers the questions or asks the class to ansaethem. (This could be done | Checklist onthe Curing or ater te input} Elements included na Trink-Pair and Share: In pai, lesson using the students willdscuss about the | ASSURE Made! ASSURE Mode! and create their own | andthe cating ASSURE lesson scale ‘integrate medla Unit 4107 in Various Content and technology in ‘Areas various content areas, A. 214 Century Lteracy Skits | Kto 12 Cumculum Guides (DepEd. | Brief Lecture: Expain 2-\cenfury | Oral examination | Multimedia | 2 weeks 2012) leracy sls wih emphasis on dita Projector 3.1 Review teaching Digital Lleracy Skis literacy sls plans that © Mea Lucido, P. & Corpuz, 8 (2012) Laptop require learners © Information | Educational fectnology 2. Quezon foconnect the © CTiterecy | Cty, PH: Lorimar Publishing Co. content of he Teacher lesson to B Insructional Design Modal made! society © Gagne's Nine | Anderson, J. (2010). ICT | Research on instructonal Design Teacher. Evenis Transtcrming Education A Regional | Models and Collaborative Work on prepared samples of ‘+ Bloom's Revised | Gude. UNESCO Bangkok Asi and | designing an nto graphics ora sual Page 38 of 49 Desired Learning | Course Conten’Subject Matter Textbooks! References | Teaching and Learning Activities | Assessmentof | Resource | Time ‘Outcomes (OLO} (LAs) Tasks (ATs) | Materials | Table Taxonomy Pacific Regional Burau for ‘image of the assigned Instructional info graphics © ADE Education Design Moc o be presented in © Mori's Principles class of Instuction | Wiliams, M (2000) Integrating technology into teaching and foaming: An Asia Paco perspective Singopore: Prentice Hall UNESCO (2013), Tranng Guide | ontoT Mutimosa iteration or Teaching ad Learing pp 88-59 Bolanca, J & Brant, R. (2010) 2isl Century Sls Rethinking How Students Learn (Leading Edge) 3.2 Introduce Technology Enhanced Smaino, $ etal. (2008) Inquiry Based Approach: Introduce @ | Lesson exemplar | Lesson sale Teaching Lesson Exemniers | Instuctinal technology and ‘| technclogy-enhanced teaching | analysis ouput | Plan technolagy- media forleemnng, "ed, New | iasson exempiar exemplar enhanced lessons to Jets0y: Pearson Prentice Hall suppottleaming Analysis ofa teaching plan exert ~ ienifying the elements in

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