Republic of the Philippines OFFICE OF THE PRESIDENT co Highs, COMMISSION ON HIGHER EDUCATION # %, ROFFICIALS O RELEASE 9 2, CHED Cental ottica ¢ ‘HED MEMORAMDUM ORDER {CMO} Pecones seonion % ; No. TT Yee. Series of 2017 SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR BACHELOR OF SPECIAL NEEDS EDUCATION (BSNEd) Jn accordance with the pertinent provisions of Republic Act No. 7722, otherwise known as the "Higher Education Act of 1994," 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 (PSG) are hereby adopted and promulgated by the Commission. ARTICLE| INTRODUCTION Section 1. Rationale 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 Special Needs Education (BSNEd) graduates “regardless of the type of HEI 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 HEIs: 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.” Quality pre-service teacher education is a key factor to quality Philippine education. The pre-service preparation of teachers is a very important function and responsibility of HEIs. All efforts to improve the quality of basic education in the Philippines are dependent on the service of teachers who are properly trained to undertake various roles and functions. As such, it is of utmost importance that the highest standards are set in defining the objectives, components, and processes of the pre-service teacher education curriculum. Higher Education Development Center Building yan, Quezon Giy, Philippines Wo Sao: avaucherd anu TaN. 44te1177, 985-4901, 441.1160, 447-1 140. 441-1170, 241-1290, 392-5296, 44161220 ‘441-1228, 988-0002, 441-0750, 441-1254, 441-1235, 441-1256, 411-8910, 447-1171, 352-1871Section 2. Developing teachers who have the competence to work with children and youth with additional needs* is the thrust of the field of Special Needs Education. This degree program will enable its graduates to teach subjects in general/regular education settings while addressing learning concems of students with additional needs. Graduates may also teach in special education centers and clinical settings. The Bachelor of Special Needs Education curriculum takes into consideration the various laws and intemational agreements especially the Convention on the Rights of Persons with Disabilities on quality education for persons with special educational needs, making Filipino mainstream education inclusive and accessible to all ARTICLE I AUTHORITY TO OPERATE Government Recognition All private higher education institutions (PHEIs) intending to offer Bachelor of Special Needs Education (BSNEd) must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with Bachelor of Special Education, Bachelor of Elementary Education with specialization in Special Education, Bachelor of Secondary Education major in Special Education, programs are required to shift to an outcomes-based approach based on this PSG and must secure approval for such a shift. State universities and colleges (SUCs), and local colleges and universities should likewise strictly adhere to the provisions in these policies and standards. ARTICLE tit GENERAL PROVISIONS Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirement and the specific professional courses, Section 3. 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 which are given in Article 1V Section 6. CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 9 as a sample curriculum. The number of units in 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 which is shown in Article V Section 10 as a sample curriculum map. Using a learner-centered/outcomes-based approach, CHED also determined appropriate curriculum delivery methods shown in Article "The terms “learners with additional nods”, “leamers with special educational needs”, “learners with cexceptionalities” and “learners with spectal hi sds” are used interchangeably inthis document, Page 2 of 84Section 4. Section 5. \V Section 11. The sample course syllabus given in Article V Section 12 show 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. HEls are allowed to design curricula suited to their own context and mission, provided that they can demonstrate that the same lead to the attainment of the required minimum set of outcomes, albeit by a different route. in the same vein, they have latitude’ in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program ‘educational objectives can be assured by the altemative means they propose. HEls can use the CHED Implementation Handbook for Outcomes- Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as guide in making their submissions for Article Vil ARTICLE IV PROGRAM SPECIFICATION Program Description 5.1 Degree Name The dearee program deserbed hercin shi be called Bachelor of Special Needs Education (Generalist) 3. Bachar of ‘Special Needs Education with specialization in: Early Childhood Education Teaching Leamers with Visual Impairment ‘Teaching Deaf and Hard-of Hearing Learners Elementary School Teaching 5.2 Nature of the Field of Study The Bachelor of Special Needs Education (BSNEd) is an undergraduate degree program which specializes in special needs education 5.3 Program Goals The Bachelor of Special Noods Education (BSNEd) program prepares teachers who will instruct and manage students with additional needs in inclusive and segregated educational settings. lis graduates will be equipped to teach the basic education curriculum and alternate curricula depending on the needs of the Page 3 of 84students. Those-who. will teach in. the elementary. level will be: trained across different subject areas, Those who will teach in the secondary level will provide educational support to students with additional needs in inclusive classrooms or provide educational services to students who may be enrolled in special education centers, ‘A graduate of this degree program should be able to teach in regular and special education schools as a teacher provided that he/she passes the Licensure Examination for Teachers in his/her subject area of specialization 5.4 Specific Professions/Careers/Occupations for Graduates After completion of all academic requirements of the program, Graduates of Bachelor of Special Needs Education (BSNEd) should be able to practice the teaching profession in the field of ‘Special Needs Education Graduates of the generalist BSNEd may be employed in special education centers/clinics as special education teachers, therapists, or clinicians. They can also work in regular schools that practice inclusion as learning support staff and as special education teachers. Graduates of BSNEd with specialization in Early Childhood Education (ECE) can teach in regular schools as ECE teachers, special education teachers and leaming support staff. They can also work in special education centers as special education teachers. Graduates of BSNEd with specialization in Teaching Learners with Visual Impairment or Hearing Impairment can teach in special education centers and regular inclusive schools as special ‘education teachers and as learning support staff. Those with degrees in BSNEd with specialization in Elementary School Teaching can work as regular classroom/subject teachers in regular inclusive schools. They may also opt to teach in special education centers, Graduates of these degrees may also practice in center-/home- Jcommunity-based educational settings as intervention specialists, joblbehavior coaches and tutors. 5.5 Allied Fields ‘The Bachelor of Special Needs Education (BSNEd) is an allied discipline of Teacher Education. Other fields that work closely with special needs education include psychology, counselor education, anthropology, occupational therapy, physical therapy. speech pathology, developmental pediatrics and social work Page 4 of 84Section 6. Program Outcomes The minimum standards for the Bachelor of Special Needs Education program are expressed in the following minimum set of learning outcomes: 6.1 Common to all programs in ali types of schools The graduates have the ability to a. articulate and discuss the latest developments in the specific field of practice (POF level 6 descriptor) b. effectively communicate orally and in writing using both English and Filipino, c. work effectively and independently in muttidisciplinary and multicuftural teams (POF level 6 descriptor) d. act in recognition of professional, social, and ethical responsibility. . preserve and promote “Filipino historical and cultural heritage” (based on RA 7722) 6.2 Common to the discipline (Teacher Education) a. Atticulate the rootedness of education in philosophical, socio- cultural. historical, psychological, and political contexts. b. Demonstrate mastery of subject matter/aisciptine. c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific leamers and their environments. d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners. e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.* f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting leaming processes and outoomes, g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities. 6.3 Specific to a sub-discipline and a major (Special Needs. Education) The graduates have the ability to demonstrate knowledge, skills and dispositions under the following domains a. Basic/Foundation: Provide respectful and meaningful learning experiences and collaborative opportunities for students with additional needs and their families. b. Learner Development and Individual Leaning Differences: Respond effectively to educational needs of students with additional needs c. Learning Environments: Create safe, inclusive, culturally responsive learning environments for students with additional needs. 2 Program Outcome “e” common to the Teacher Féucation discipline under Section 6.2. is anchored onthe CHED-UNESCO ICT Competeney Standards for Teacher Education in Annex H. Page 5 of 84 esid.. Curricular Content Knowledge: Use knowledge of general and specialized curricula to individualize leaming for students with additional needs. e. Instructional Planning and Strategies: Use evidence-based instructional strategies to maximize learning opportunities for students with additional needs. f Assessment: Use multiple methods of assessment and ‘muttiple data-sources to make sound educational decisions for students with additional needs. g. Professional Learning and Practice: Demonstrate reflective thinking and professional self-direction. ‘These program outcomes are aligned with preparation standards for special educators by the Council for Exceptional Children, an international professional organization of educators of students, with exceptionalities or additional needs. 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 ¢. 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” (RA 7722). All private higher education institutions (PHE!), as its optio may adopt mission-related program outcomes that are not included in the minimum set of learning outcomes. Section 7. Performance indicators Basic: Provide respectfuland 3. Make educ | meaningful learning | experiences and | collaborative opportunities | ~ manner for students with additional > needs and their families. 4. Demonstrate cultural-, disability- and gender- sensitiv yal decisions which are founded on evidence-based practice 3. Communicate in a clear, appropriate and respectful 4. Engage in collaborative and consultative partnerships with parents, families, teachers, and professionals to address concerns | 5. Maintain accurate, confidential and complete student records, and prepare reports on students and activities 6. Model compassion, patience, flexibility, Page 6 of 84| Program Outcomes Performance Indicators C resourcefulness, and respect for individuals [Leaner Development | 7. Odserve the leamer as he/she relates to others and | | and Individual Learning | the environment and determine his/her educational ] Differences: [needs in the light of histher nature and learning | aracteristics Respond effectively to |’ identify and respect learning differences among | educational needs of | students students with exceptionalties eee crest Learning |. Demonsirate an understanding of typical and atypical | Environments: | leamers by facilitating their tearning in different learning environments Create safe. inclusive, 10. Plan, organize and sinucture safe, positive and culturally responsive community-responsive learning environments that learning environments for | support individuals with additional needs | students with additional 11. Motivate students to explore learning opportunities | | needs. | and persevere with challenging tasks | | 12. Use positive behavior supports and reftain from using aversive techniques related to the application of | i _ ___discipinary _methods and behavior change procedures | | Curricular Content 113. Demonstrate knowledge of the general education | Knowledge and specialized curricula for students actoss a wide ange of performance levels, | | Use knowledge of general 74. Demonstrate proficiency in the content of the and specialized curricula | subject matter they will teach | to individualize learning for 145." Teach personal development skils such aS goal | | students with additional | setting, independence, and self-advocacy, as well as | needs functional and life skills [Instructional Planning 16 Apply a wide range of evidence-based teaching | | and Strategies: | process skills, strategies and approaches in inclusive | and segregated educational settings (including | Use evidence-based individualization, curriculum and program development | | instructional strategies to | and modification, lesson planning, materials maximize leaming | ative assessment | opportunities for students ive technology and _ information | | with additional needs, communication technology for individuals with | additional needs | 18. Employ a variety anagement approaches. __ 3. Identify and use @ variely Of appropriate forrnal and | informal assessment tools to evaluate student Use multiple methods of | performance assessment and data- 20. Interpret ani f behavior and classroom ‘Assessment utilize assessment results for sources to make sound | instructional planning and placement of students educational decisions for "27, Develop individualized education programs, ‘students with additional individualized family service plans, behavior needs. intervention plans and individualized transition programs based on assessment results Professional Learning 22. Participate in and conduct _ professional | and Practice: development activities, such as research, conferences, earning communities -Program Outcomes Performance Indicators Jemonstrate reflective | 23. Demonstrate reflective thinking, self-evaluation, self- | thinking and professional direction and commitment to pursue excellence as a | | setf-direction. lifelong learner ARTICLE V CURRICULUM Section 8. Curriculum Description Higher education institutions offering Bachelor of Special Needs Education (BSNEd) programs may exercise flexibility in their curricular offering. However, the following courses are prescribed as minimum requirements to be implemented Section 9. Sample Curriculum 9.1, Curriculum Components ‘A. Bachelor of Special Needs Education (Generalist) couse Courses units | oie | General Education (GE) Courses | acc | {CMO 20, s 2013) | Professional Education Courses S Le jAnnex B) eee] Special Needs Education Major Courses Tag |_SNEd 2 | Leamers with Developmental Disabilities See [-SNEd 3 [Learners with Sensory and Physical Disabilities 3 SNEd4 | Learners with Emotional, Behavioral, Language oa and Communication Disabiities | [-SNEd5| "Gifted and Talented Leamers i: EEE [-SNEd 6 | Curriculum and Pedagogy in inclu 3 SNEd7 | Educational Assessment of Students with 3 Additional Needs | ‘SNEd8 | Behavior Management and Mo 3 SNEG9 | Adapted Physical Education and Recreation, 3 Music and Health. | Instructional Adaptations in Language and Literacy SNEd 10 | instruction | Instructional Adaptations in Mathematics and SNEd 11 | Science Instruction —_ Instructional Adaptations for Te SNEd 12 | Areas (Social Sciences, Humanit Development of Individualizes [Early Childhood inciusive [TSNEd15_| Transition Education Research in Special Needs and Inclusive SNEd 16 | Education | Teaching Mul. grade Classes Page 8 of 84BSNEd (Generalist) ‘Summary of Units. General Education Courses 36 Professional Education Courses | 42 ‘Special Needs Education Major Courses | 48 Mandated Courses (PE, NSTP) 14 TOTAL 140. B. Bachelor of Special Needs Education with specialization __Early Childhood Education _ Course Cale Courses ‘General Education (GE) Courses {CMO 20, s 2013) Professional Education Courses (Annex B) Special Needs Education Major Courses Learners with Developmental Disabilities {-Gmpurication Dssties 7 [te Leamers with Emotional, Behavioral, Language and | Management and Modification | ‘Adapied Physical Education and Recreation, SNEd9 | Music and Health _ jplations ia Language and Literacy Sones 10- Instruction one 11 | ‘lstuetonal Adapiaios in Mathemaics and instructional Adaptations for SNEd 12 | Teaching the Content Areas (Social Sciences, ___|_ Humanities) ICSNEEEL Developmen of indhiduanzed Educate Early Childhood Inclusive Fducatic SNEd 16 Research in Special Needs and inclusive Education | Specialization: Early Childhood Education — [Four of Early Chilahood Education | Play and Developmentally Appropriate Practices in Early Chic Creative Arts, Music, and Movements in Early ECES | Chitdhood Education EGE6 | Numeracy Development ECE 10 | Literacy Development ECE I Ciiidheod Education | coe 12 | lllzation of rsirucional Technology n Early t Childhood Education ECE 13__| Science in Early Chidhood Education‘BSNEd with specialization in Early Childhood Education 1 ‘Summary of Units General Education Courses 36 Professional Education Courses 42 Special Needs Education Major Courses a2 Specialization Courses (Early Childhood Education) 2 | Mandated Courses (PE, NSTP) : - 14 TOTAL 458 C. Bachelor of Special Needs Education with specialization in Teaching Learners with Visual impairment [Course a | Total Codes oes Units | Units | | General Education (GE) Courses 365 __ (GMO 20, s 2013) | Professional Education Courses (Annex B) 42 ‘Special Needs Education Major Courses 5 Learners with Developmental Disabilities earners with Sensory and Physical Disabilities —| Learners with Emotional, Behavioral, Language and ‘Communication Disabilties Gified and Talented Learners Curriculum and Pedagogy in Inclusive Educational Assessment of Students with Additional Needs Behavior Management and Modification 3 i ‘Adapted Physical Education and Recreation, Music and Health. Instructional Adaptations in Language and Literacy Instruction instructional Adaptations in Mathematios and Science Instruction Instructional Adaptations for Teaching the Content SNES 12 | “Areas (Social Sciences, Humanities) _ ia SNEd 13" | Development of individualized Education Plans 3 |" Early Childhood inclusive Education [37] 3 3 SNEd 10 | sNea 11 Educati [SNEd 16 [Research in Special Needs and Inclusive Education ‘Specialization: Teaching Learners with Visual impairment [SNEd 17 |" Functional Vision Assessment 3 [Orientation and Mobil 3 Braille Reading and Writing 3 3 3 3 | instructional Strategies for Learners with Visual SNEd 20 | impairment | ‘Assistive Technologies for Leamers with Visual Impairment Field Experience in Teaching Leamers with Visual Impairment | SNEd 24 SNE 22 Page 10 of 84BSNEd with specialization in Teaching Learners with Visual impairment i ‘Summary of Units HUES ne | General Education Courses 36 | Professional Education Courses 42 Special Needs Education Major Courses 45 Specialization Courses (Teaching Learners with Visual Impairment) | 48 |_Mandated Courses (PE,NSTP) 44 I ‘OTAL (158 D. Bachelor of Special Needs Education with specialization in ‘Teaching Deaf and Hard-of-Hearing Learners | Courses Units ‘General Education (GE) Courses | (CMO 20, s 2013) __|_ Professional Education Courses (Annex B)_ | Special Need: in Major Courses __SNEd2_| “Leamers with Developmental Disebilties [SNEd 3 |" Leamers with Sensory and Physical Disabilities | Leamers with Emotional, Behavioral, Language and | SNEd 4 Communication Disabilities | | Total Units Gees SNEd5 | Gitte anseauy SNEd 6] Cun Education Educational Assessment of Students with Additional | one Needs: | [TSNEd@ |" Behavior Management and Modification | ‘sNEdg | Adapted Physical Education and Recreation, SNEd 10 | instructional Adaptations in Language and Literacy 3 Instruction oe in Mathematics and SNEd 11 | [instructional Adaptations Tor SNEd 12 | Teaching the Content Areas (Social Sciences, jumanities) | Development of individualized Education Plans [SNEd 14 | Early Childhood Inclusive Education [SNEd 15 |" Transition Education Toe SNEd 16 |Research in Special Needs and inclusive Education ‘Spe jon: Teaching rd-of- Hearing Leamers Educational and Communication Philosophies in Deaf Education eae ‘SNEd INE Sign Systems | SNEd 26 Language Development and Literacy Instruction for Deaf and Hard of Hearing Leamers | sned 27 | nsmuctonel ‘Strategies for Deaf and Hard of Hearing |Courses Units peel Te peal | Field Experience in Teaching Learners who are Deaf SNEd 28 | and Hard of Heating 3 "BSNEd with Specialization in Teaching Deaf and Hard-of- Hearing Learners eee ‘Summary of Ur General Education Courses | Professional Education Courses 42 Special Needs Education Major Courses 5 | Specialization Courses (Teaching Deaf and Hard-of- Hearing Learners) 18 Mandated Courses (PE, NSTP) | 44 TOTAL 155 E, Bachelor of Special Needs Education with specialization in Elementary School Teaching Course | ‘Codes Courses ‘General Education (GE) Courses 0,8 2013) ynai Education Co Gee xB) ‘Special Needs Education Major Courses SNEg7 | Educational Assessment of Students with fe _Additional Needs eee |_SNEd 8 | Behavior Management and Modification | SNEd9 | Adapted Physical Education and Recreation, | Music and Health Instructional Adaptations in Language and Literacy |_SNEd10 | instruction | instructional Adaptations in Mathematics and | SNEd 11 Science Instruction _ SNE 12 | Instructional Adaptations for Teaching the Content ‘Areas (Social Sciences, Humanities) iEd 13_| Development of individualized Education P SNEd 14) Early Childhood Inclusive Education ‘SNEd 16 | Research in Special Needs and Inclusive Education _ —_ ‘Specialization in Elementary School Teaching ans (Wiajor courses in Elementary Education except 54 units ______Research in Education) a cd SCI | Teaching Science in the Primary Grades 7 | iology and Chemistry) | ‘SCI Teaching Science in the intermediate Grades aca (Physics, Earth and Space Science) _ SSC__| Teaching Social Studies in Primary Grades — 7 Philippine History and Government SSC | Teaching Social Studies in intermediate Grades= || Culture and Basic Geography | ae FIL | Pagtuturo ng Filipino sa Elementarya (I) — 3 Estruktura at Gamit ng Wikang Filipino a Page 12 of 84 ee, “Sioe Courses (units) ete | [FIL | Pagluturong Filpine sa Elementarya (I) Pantikxan |g [ng Pilipinas L | MATH. Teaching Math in the Primary Grades 5 [leaching Matt in the Ia i 3 ~Edukasyong Pantahanan at Pangkabunayan 3 Edukasyong Pantahanan at Pangkabuhayan with | | [entrap =-eebr site -EEEEEE Sree ceaere eee eee eeeeeeste er [TMUSIG—| Teaching Music in the Elementary Grades ARTS | Teaching Arts in the Elementary Grades ENG Teaching English in the Elementary Grades Language Arts) | [ENG [Teaching Literacy in the Elementary Grades Thru { Literature 3 ess PEH | Teaching PE and Health in the Elementary Grades 3 3 MTB-MLE | Content and Pedagogy in the tongue 3 VED | Good Manners and Right Conduct (Edukasyon 62 7 Pagpapakatao) TTL2 Technology for Teaching and Learning in the Elementary Grades a ESEHEHeeH Professional Education Courses 42 Special Needs Education Major Courses 2 ‘Specialization Courses (Elementary Schoo! Teaching) a | Mandated Courses (PE, NSTP)_ EEE 414 TOTAL 173 9.2. 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. 9.3. Sample Program of Study (Distribution of Courses) Bachelor of Special Needs Education (Generalist) (140 units) Firet Ye j 1 Semester Credit 2 Semester ] Credit | | | Units GEt 3 GE2 13 GE3 eee 7 cilitating Leamer 3 | Page 13 of 84Prof Ed: The Child and ‘3 | Centered Teaching Adolescent Learners and Prof Ed: The Teacher and the 3 Learning Principles | School Curriculum Prof Ed/SNEd 1 3 SNEd2 3 PEt 2 | SNEd3 3 PE2 2 TOTAL 47 TOTAL 20 Second Year Credit Units | __ : GE6 3 GEB GET 3 GES ‘SNEd 4 3 SNEd 6 SNEd 5 3 SNEd 7 Prof Ed: Assessment of Prof Ed: Assessment of Learning 4 3 | Leaming 2 3 Prof Ed: Technology for Prof Ed: Building and Enhancing Teaching and Leaming 1 3 Literacy Skills Across the 3 NSTP 1 3 Curriculum de LNSTP 2 3 TOTAL 2 TOTAL 24 1 Semester Credit ie Units GE 10 3 3 SNEd 8 3 3 SNEd 9 3 3 ‘SNEd 10 3 3 SNEd 14 3 3 Prof Ed: The Teaching 3 Prof Ed: The Teacher and the 3 Profession 2 | Community, Schoo! Culture and PES Organizational Leadership PE4 2 TOTAL 20 TOTAL 20 1 Semester 2°¢ Semester iam coat |_Units | GE 12 | Teaching Internship SNEd 16 3 Field Study 1 3 Field Study 2 3 Teaching Multi-grade Classes. 3 TOTAL 48 TOTAL é Page 14 of 84B, Bachelor of Special Needs-Education-with- specialization in Early Childhood Education (158 units) 7 First Year ] Credit 2° Semester Credit | Units | Ee | Units _| GEG | 3 |GES 3 GE2 3 |GE6 3 GE3 3 | Prof Ed: Facilitating Learner 3 GE4 3 | Centered Teaching Prof Ed: The Child and | 3. | sNed2 3 ‘Adolescent Leamers and SNEd 3 3 | Leeming Principles ECE 3 | 3 Prof Ed/SNEd 1 | 3 |pe2 | 2 PEt 2 | NSTP2 3 NSTP 1 3+ ete TOTAL 23 7 23 Second Year a 1* Semester | Credit 2° Semester L Units: GET | 3 |Get GEB 3 |GE1t GES | 3 |e SNEd 4 3 | SNEG6 SNEd 5 3 |ECE4 SNEd 14 | 3. | Prof Ed: Assessment of Prof Ed: Assessment of | Learning 2 Learning 1 | 3. | Prof Ea: Building and Enhancing | 3 Literacy Skills Across the I Curriculum TOTAL TOTAI [at Zz Third Year =] 1" Semester | Creait Credit Units, Units SNEdT | 3 | SNES 3 SNE 8 3 | SNEd 10 3 | ECES 3 | SNEd 13 3 ECE 10 | 3 |[ECE6 3 Prof Ed: Technology for 3 \ECE1 3 Teaching and Learning 4 ECE 12 3 ProfEd: The Teacher andthe | 3 | ECE 13 3 Schoo! Curriculum Prof Ed: The Teaching 3 | Profession | PES | 2 [ TOTAL [23 TOTAL Page 18 of 84“Fourth Year 1% Semester Credit | ‘2r4 Semester Credit Ee He Units: Units, Prof Ed: The Teacher andthe | 3 | Teaching Intemship 6 ‘Community, Schoo! Culture i and Organizational Leadership | Field Study 1 | 3 Field Study 2 3 SNEd 11 a | SNEd 12 a | | SNEd 16 (3 |PE4 2 TOTAL 20 | TOTAL, 6 jal Needs Education major in Teaching Learners with Visual Impairment (155 units) GET 3 |GES GE2 3 |GE6 3 GE3 3 | Prof Ed: Facilitating Leamer 3 Gea 3. | Centered Teaching Prof Ed: The Child and 3. | Prof Ed: The Teacher and the 3 Adolescent Leamers and | Schoo! Curriculum 3 Leaming Principles SNEd2 3 Prof Ed/SNEd 1 3 | SNEd3 2 | PEt 2 | PE2 3 NST41 3 | NSTP2 f { TOTAL [23 TOTAL 3 He Second Year 1" Semester Credit 2" Semester feed Units | GET 3 |GET 3 GES a |Get 3 GES a |Ge12 3 SNEd 4 3 | SNEd6 3 | SNEd 5 3. | SNEd7 3 Prof Ed: Assessment of 3. | Prof Ed: Assessment of 3 Learning 1 Learning 2 Prof Ed: Technology for 3. | Prof Ed: Building and Enhancing, 3 Teaching and Learning 1 Literacy Skills Across the | Curriculum TOTAL a TOTAL al Page 16 of 84_ Third Year 4+ Semester Credit | 24 Semester Credit eae Units | Units | SNEd 8 3 [SNEd 14 3 SNEd 9 3 | SNEd 12 3 | SNEd 10 3 | SNEd 13 {3 | SNEd 14 3 | SNEd 15 3 Prof Ed: The Teaching 3 _| Prof Ed: The Teacher and the 3 Profession 3 | Community, Schoo! Cutture Specialization 4: SNEd 17 3 _and Organizational Leadership ‘Specialization 2: SNEd 18 2 _| Specialization 3:SNEd 19 3 Pee See ee 2! TOTAL 2 TOTAL 20 1° Semester 2°4 Semester Credit [eee Units SNEd 16 Teaching Internship 6 Field Study 4 Field Study 2 | ‘Specialization 4: SNEd 20 | Specialization 5: SNEd 21 | & D. Bachelor of Special Needs Education with specialization in Teaching Deaf and Hard-of-Hearing Learners (156 units) 1 Semester Credit | 2° Semester Credit | See pee Units, ;Ger [GES ‘3 GE2 3 |GE6 3 GES 3 | Prof Ed: Facilitating Learner | 3 GE4 3 | Centered Teaching | Prof Ed: The Child and 3 | Prof Ed: The Teacher andthe | 3 Adolescent Learners and School Cutriculum Leaming Principles SNEd2 Prof Ed/SNEd 1 3 | SNEd3 PES 2 |PE2 PROT AL ae rie 20 1 TOTAL eS Page 17 of 84a Second Year ee a 1° Semester | Credit 2" Semester Credit IH EE Units | _Units. GE7 3 GE 10 3 | GE8 3 |GEN } 3 [GES | 3 |GE12 3 | SNEd 4 3 SNEd 6 3 SNEd 5 3 SNEd7 3 Prof Ed: Assessment of 3 Prof Ed: Assessment of 3 Learning 1 Learning 2 Prof Ed: Technology for 3 | Prof Ed: Building and Teaching and Learning 1 Enhancing Literacy Skills 3 NSTP 1 3 | Across the Curriculum NSTP 2 3 TOTAL, Lm TOTAL 24 1 Semester SNEd 9 SNEd 10 | SNEd 14 Prof Ed: The Teaching Profession Specialization 4: SNEd 23 Specialization 2: SNEd 24 PES SNEGS | | 2" Semester Credit 7 ote Units SNEd tt 3 SNEd 12, 3 SNEd 13, { 3 SNEd 15 3 Prof Ed: The Teacher andthe | 3 Community, School Culture and Organizational Leadership ‘Specialization 3: SNEd 25 PEA OTAL TOTAL | 4% Semester T 24 Semester | Credit i | Units. SNEd 16 3 | Teaching intemship € Field Study 1 3 Field Study 2 3 Specialization 4: SNEd 26 3 | Specialization 5: SNEd 27 3 | Specialization 6: SNEd 28 3 I TOTAL 18 | TOTAL é Page 18 of 84E, Bachelor of Special Needs Education with specialization. in Elementary Schoo! Teaching (173 units) FIRST YEAR 4 Semester | Credit / 2" Semesier Summer | Credit Units Units | Get 7 3 /GES 3 |GES 3 GE2 | 3 |GE6 3 GE3 3 \GE7 3 GE4 3. | GE8 \ 3 Prof Ed: The Child | 3 | Prof Ed: 3 and Adolescent Facilitating Leamers and Learner Learning | Centered Principles Teaching Prof EdISNEd 1 3 |Profed the =| 3 | PEt 2 | Teacher end the | NSTP1 3 Schooi Curriculum | PE2 2 { _[nste 2 3 _ TOTAL 23 TOTAL 3 SECOND YEAR TSemester | Credit | 2" Semester | Credit | Summer — | Credit Units Units Units Prof Ed 3 |GE10 | 3) [Elem &d 3 ‘Assessment of GE tt 3. | ENG1 Leaming 1 | Ge 12 3 | Elem Ed: 3 Prof Ed 3. | SNEd7 3 [ENG2 Technology for SNEd 8 3 | Elem Ed: 3 Teaching and SNEd 11 3 |musc Learning 1 Prof Ed. Elem Ed: SCI 4 3 | Assessment of Elem Ed: SCI2 3 | Leaming 2 3 Elem Ed: MATH1 | 3 ElemEd: MATH2 | 3 Elem Ed: MTB- 3 MLE i TOTAL 24 TOTAL | 21 | ‘TOTAL 9 Page 19 of 84¥' Semester Summer | Credit i Units Units | SNEd 14 3 3 Prof E¢: The | 3 | SNEd 10 i 3 Teaching SNEd 13, \ 3 | _ Profession ProfEd Building | 3 | Prof Ed: The 3 | and Enhancing Teacher and the Literacy Skits Community, Acrossthe | ‘School Culture & | Curriculum | | Organizational Elem Ed: TLE 2 3 Leadership Elem Ed: SSC1 3 Elem Ed: FIL 4 3 | Elem Ed: PEH 3 Elem Ed: FIL 2 3 | PEA | 2 Elem Ed: TLE 4 3 | Elem Ed: ARTS 3 PES Le | TOTAL 23 /TOTAL | 23 | TOTAL a] "FOURTH YEAR 4* Semester | Credit | 2 Semester So Units Sess SNEd 12 3 | Teaching SNEd 16 3 | Internship | Field Study 4 3 | Field Study 2 3 | Elem Ea: S802 3 Elem Ed: VED 3 |Elem ed: TrL2 | 3 7 [TOTAL (ar Trorac. 6 Page 20 of 84Section 10. Sample Curriculum Map _ | | courses | | OUTCOMES PERFORMANCE INDICATORS ee o2reer es | ig PEGG ss 22 Z22222 22 | (5 555545 5% Provide respectful | 1. Demonstrate cultural, disabilly- end gender- ryt P}P/P/P old D]D and meaningful sensitivity : iat |_| pti ty leaming experiences | 2. Make educational decisions which are founded on [I] 1 piPiP/P of o|olD and collaborative | evidence-based practice _ |_| | | opportunities for | 3. Communicate in a clear, appropriate and respectful) [| 7 PTPTP/P)D| Dolo students with manner | | additional needs and | 4. Engage in collaborative and consultative PI Pi P/P/P/D/ D/D/D their families partnerships with parents, families, teachers, and 1] | professionals to address concerns aoe |r| EEE A 5, Maintain accurate, confidential and compiete Tt{ tpt prt e [Pe Pipl b |D{o student records, and prepare reports on student and et | | activities 4 ani eae ee Pee Heed 6. Model compassion, patience, flexibility, I|/D/D/D}D]/D D/D/Dl/o/pD]/D iD) D/o}D He __|resourcefuiness. and respect for individuals 4 | ot Respond effectively _| 7. Observe the leamer as heishe relates to others and| T/T [T/T [i |? /P/P P| P|P|P ol b[DID to educational needs | the environment and determine his/her educational of students with needs in the light of his/her nature and learning | exceptionalities characteristics . _ 8. Identify and respect learning differences among) 1/1 [1|1][i |i P|P|P|P|P/P DPD] O|D snes _| students | | 9. Demonstrate an understanding of typical and i TTT}i [Pele Pp b/ oo Create safe, atypical leamers by faciltating their learning in | inclusive, culturally _| different learning environments i |COURSES | | outcomes PERFORMANCE INDICATORS. Sud fotd (sb ost ot Ove ad esas ee ByeEysEeT Sz ae Bs | 2222222 224228 | $4655 5G G4 45 3G responsive learning | 10. Plan, organize and structure safe, positive and | ; yt PLP D/DID environments for | community responsive learning environments that students with support individuals with additional needs aa {Seana Jerre additional needs) 11. Motivate students to explore learning opportunities Pri hr [Pye le Pb oo and_persevere with challenging tasks | | 12. Use positive behavior supports and refrain from | j rift P DIS using aversive techniques related to the application of | | oe ___| aisciptinary methods and behavior change procedures Ee -ce Fet | L Use knowledge of | 13. Demonstrate knowledge of the general education my P/P/P PD general and and specialized curricula for individuals across a wide | specialized curricula | range of performance levels, | i to individualize 14. Demonstrate proficiency in the content of the T T/P/P]P/P] D /D/D learning for students | subject matter they will teach { ft _ with additional 15. Teach personal development skilis such as goal 1 Trlr pple D/o/o needs setting, independence, and selFadvocacy; as well as He functional and life skiis Use evidence-based | 16. Apply a wide range of evidence-based teaching i TTP TP] D instructional process skills, strategies and approaches in inclusive | {| strategies to and segregated educational settings (including \ maximize learning | individualization, curriculum and program | } opportunities for _| development and modification, lesson planning, | | students with materials development, formative assessment) _| additionalneeds —_‘[17. Use assistive technology and information TPT erie lye lel ele Pol communication technotogy for individuals with || ‘COURSES | | OUTCOMES | PERFORMANCE INDICATORS cwowwonaaktesgdsee | supss so asp po oo Ol | See ee ee eee ae ee / BERBER EEE ESE 5 GS GS additional needs an ie { 7 18. Employ a variety of classroom and behavior Tati yP ye yey] b poyD _ management approaches ee | Use miitiple 49. Identify and use a variely of appropriate formal Ty TTT yr] Pye le] yoo methods of and informal assessment tools to evaluate student | | assessment and | performance _ Ht | | Hi data-sources to 20. interpret and uilfize assessment resulls for | Thipty ry tyr yelo [D6 make sound instructional planning and placement of students | i educational 21. Develop individualized education programs, Tt TT TIT TT yt] el decisions for individualized family service plans, behavior \ \ students with intervention plans and individualized transition additional needs. _| programs based on assessment results Demonstrate ‘22. Participate in and conduct professional Tyr yt ryTye PyP/D/D/D)D reflective thinking _| development activities, such as research, | | and professional _| conferences, learning communities 7 | self-direction 23. Demonstrate refleciive thinking, self-evaluation, | 1} 1/ t/t {1|T/P/P/P)P/P)P]D[ D [D/O self-direction and commitment to pursue excellence as | Lo a lifelong learner senineay Lt td Legend: Introduced (The student gets introduced to concepts/princioles ) P-Practiced (The student practices the competencies with supervision) D-Demonstrated (The student practices the competencies across different settings with minimal supervision) Page 23 of 84Section 11. Section 12. Section 13. ‘Sample Means of Curriculum Delivery 4. Lecture / discussion 2. Use of cooperative / active learning strategies such as games, role play, project-based leaming, problem-based learning, dialogue, journal writing, buzz sessions, brainstorming, concept mapping, think-pair-share 3. Scenario-thinking 4. Community immersion 5. Self-assessment 6. Self-refiection 7. 8. 9. 1 Case analysis, 4.Creation of individual learning portfolio Community mapping exercise Critique or reflection (0. Service learning Sample Syllabus for Selected Core Courses (See Annexes) ARTICLE VI REQUIRED RESOURCES Administration Dean/Department Head ‘The Dean/Department Head of the college offering the degree shall be employed fulltime and must possess the following qualifications: 4. Filipino citizen 2. Holder of doctorate degree in Education or related field 3. Holder of valid cerificate of registration and professional teacher's license (LET). 4, 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 managerial/administrative experience. Faculty A. General Requirements 1, Asa general rule, master's degree in education or in an 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 fieli 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 Page 24 of 84Section 15. Section 16. Examination for Professional Teachers (BLEPT) as provided for in Section 11 of RA 8981 2. Holder of Master's degree in Education or in any allied fields. ©. Fulltime faculty members of the college The institution shall maintain 25% of the faculty members teaching in the teacher education program as fulltime. 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 faculty members to: 4. complete doctoral degrees in education and other allied fields; 2. attend — continuing education seminars, workshops, conferences, and others; 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/nternational conferences, symposia and seminars, Library Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a 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 BSNEd program. Laboratory and Physical Facilities In addition to the required laboratories and facilities for general education, there should be adequate and appropriate laboratory facilities and equipment for the specialization courses in Science, ‘Technology, and Languages, such as: 1. 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 TE! should have access to an educational technology fab with appropriate equipment and software as indicated in the course specifications. The same laboratory shall serve to allow preparation, presentation and viewing of audio-visual materials to support instruction Page 25 of 84Section 17. B. Laboratory School or Cooperating School The TE! should maintain a facilty within which the students can undertake their field study. This facility may be a laboratory schoo! administered by the TEI. In cases when the TEI has no laboratory school, the TEI must have a long-term memorandum of agreement with cooperating schoo! or with a cluster of cooperating schools, within which student can undertake their field study and practicum courses. TEls offering the BSNEd program should ensure that the laboratory and cooperating schools where they send their sludents, provide experience in special needs education Admission and 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, TEls 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 TE! and used by TEI under a consortium agreement; 3, an admission examination developed and validated by private testing centers and used by TE! for a fee 4, some other standardized tests for teaching aptitude; or 5. some ather national qualifications examinations ARTICLE Vil COMPLIANCE OF HEIs Using the CHED Implementation Handbook for OBE and ISA as reference, a HE! shall develop the following items which will be submitted to CHED when they apply for a 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 a 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 (CQN) Page 26 of 84 Ce i eSFor existing programs, CHED shall conduct regular monitoring and evaluation on the compliance of HEIs to this Policies, Standards and Guidelines using an oufcomes- 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 the Bachelor of Special Education, Bachelor of Elementary Education with specialization in Special Education, Bachelor of Secondary Education major in Special Education, programs are hereby given a period of three (3) years from the effectivity thereof to fully comply with ail the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shail be implemented starting Academic Year 2016-2019. Section 25 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, Section 26 Repealing Clause Any provisions of this Order, which may thereafter be held invalid, shail not affect the remaining provisions. All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed. Section 27 _Effectivity Clause This Order shail take effect fiteen (15) days afer its publication in the Official Gazette or in a Newspaper of General Circulation. Quezon City, Philippines, __Nowewber_2 , 2017. LE Oo Baiwity & fom PATRICIA B, LIGUANAN, Ph.D. Chairperson Attachments. ‘Annex A~ Sample OBE Course Syllabus ‘Annex B — Description of Professional Education Courses ‘Annex C — Description of SNEd Major Courses ‘Annex B ~ Description of SNEd Specialization Courses (Teaching Learners with Visual Impairment) ‘Annox & ~ Daseription of SNEd Specializtion Courses (Teaching Deaf and Hard-of-Hearing Leamers) Annex F ~ Description of SNEd Specialization Courses (Early Chilahiood Education) ‘Annex G~ Desenpiion of SNEd Specialization Courses (Elementary School Teaching) ‘Annex H~ ICT Competency Standards for Teachers ‘Annex !~ OBE Course Syllabus of Technology for Teaching and Leaming 1 Page 27 of 84| Foundations of Special and inclusive Education ANNEX A SAMPLE OBE COURSE SYLLABUS a Ei | Course Description | | seeing, learners with difficulty hearing, learners with difficulty communicating, leamners with difficulty walking/moving, | learners with cifficutty rememberingifocusing, learners with difficulty with self-care) and strategies in teaching and Phiosophies, theories and legal bases of inclusive and special needs education, typical and atypical development of children, learning characteristics of students with special educational needs (gifted and talented, learners with difficulty _managing these learners in the regular inclusive class, Course Credit ‘(| Sunits z e a BEE EEE Eee eee = at Contact Hours/week | 3 hours = a et iz Prerequisite [None SEH. ee a z= HEH Course Outcomes! Learning Outcomes (Course Outline: We At the end of the semester, the students could: 1. discuss the legal, philosophical and theoretical foundations of special and inclusive education; 2. explain the role of special needs education in inclusive education 3. describe the nature and learning cheracteristics of students with additional needs; and 4, demonstrate general instructional and classtoom management strategies tha! work best in inclusive classes. Topic 13 1. Understanding Diversity ‘A. Loden’s Diversity Wheel B. Ability (and Disability) as @ Dimension of Diversity Il. Addressing Diversity through the Years: Special and Inclusive Education ‘A. Historical and Sociocultural Foundations B. Philosophical Foundations C. Legal Foundations Page 28 of 84Ill. Making schools inclusive ‘A, Creating inclusive cultures B, Producing inclusive policies C. Evolving inclusive practices i 2 IV. Components of Special and inclusive Education A. Childfind 7-9| B. Assessment C. Placement D. Accommodations and Curricular Modification E.Parent Involvement _ V. Typical and Atypical Development among Children | | A Infancy (Birth to 2 years) | B Early Childhood (3 to 8 years) C. Middle Childhood (9 tot years) D. Adolescence (12 to 18 years) _ Vi. Leamers with Special Educational Needs ‘A. Leamers who are Gifted and Talented 4. Definition 2. Identification 3, Learning characteristics 4, General educational adaptations 46 13-48 B. Leamers with Difficulty Seeing” C. Leamers with Difficulty Hearing* D. Leamers with Difficulty Communicating’ E, Learners with Difficulty Walking/Moving* F. Leamers with Difficulty Remembering and Focusing* G. Learners with Difficulty with Self-care* _ __|_* 1-4 to be discussed per category ee a Required Readings (textbook) No text book ia ii _ «Booth, T. and Ainscow, M. (2013), Index for Inclusion: developing learning and participation in schools. Suggested Rea ‘Page 29 of 84and References — Department of Education - Special Education Division. Handbook of Special Education. Department of Education - Special Education Division. Policies and Guidelines for Special Education. DepEd Orders Gargiulo, Richard and Jennifer Kilgo. (2011). An Introduction to Young Children with Special Needs: Birth through Age 8, 3rd ed. USA: Wadsworth Cengage Learning, © Hallahan, D, Kauffman, J. and Pullen, P. 2015, Exceptional learners: an introduction to special education, 13th edition. Boston: Pearson ‘© Johnson, Allan. (2008). Privilege, Power and Difference, 2nd edition Mitchell, David (2008). What Really Works in Special and Inclusive Education: Using evidence-based strategies, OX: Routledge. ‘+ Republic Acts 7277; 9442; 10533, + Santrock, John. 2015, Essentials of life-span development. McGraw-Hill Education * UN Convention on the Rights of Persons with Disabilities © UNESCO, 1994. Salamanca Report © Winzer, M. (2012). History of special education: from isolation to integration. Washington, D.C. : Gallaudet University Press HEHE © Unit Reflection Papers © Midterm Examination i © Final Examination Course Requirement | | Demonstration of instructional classroom strategy © Community map Case analysis HH Midterm Finals Quizzes 25% 25% | Grading System ou mt fo | Participation 20% 10% TOTAL 00% 100%Learning Course Contents Methodology! Resources ‘Assessment Task | Time Table ‘Outcomes (DLO) Subject Matter: ‘Teaching and Textbooks! | Resource (ATs) Learning Activities | References | Materials ee __ (Tuas) : iE Dafines diversity and | 1. Understanding Diversity | Lecture discussion | Johnson Allan Reference books individual students hours analyzes howissuesof | A Loden's Divarsily Wheel | (2008), Privilege, | tasksioection work; diversity and equity are |B. Abiity (and Disabity) as | Cooperative learning | Power and Diference, ‘ubries wil be prepared addressed inschools | a task 22 edition by the professor in order and sociely Dimension of Diversity toassess CCrque and reflection | Booth, T. and | student learning | Ainscow, M. (2013) Demonstrates gender | Indes for incusion Quiz at Week 3 coutural- and disabilty- developing fearing sensitivity | and particpation in | schools, Winzer, M. (2012) History of special education fom isolation to integration. | Discusees the legal, Washington, 0. | | philosophical and Gallaudet University theoretical foundations of Press special needs and Il, Addressing Diversity indlusive education through the Years: Special Child and Youth ‘nd Inclusive Weare Code, PD. Education No, 603, . 1974 A. Historical ard | Socioestural Foundations Republic Acts 7277: _ Page 31 of 84Desired Leaming | Course Content? Methodology! ‘Assessment Task | Time Table Outcomes (DLO) | Subject Matter Teaching and Textbooks! (ats) Learning Activities | References ee tH | (TLAs) ce : Be B, Philosophical ‘HA, 10535 Foundations ©. Leget Foundations UN Convention on the Rights of Persons wth Disetiliies 1994 Salamanca Describes characteristics | ii Making schosisincusive | Observation Booth, T and ‘Schools being | ndvidual reports ofthe | Sours ofincusive schools and | A. Creating ncusive Ainscow, Mi (2013). | observed: | observation wil be communities cultures Filmshowing Index for nclusion’ | Reference books; | submitted: rubries for B. Producing inclusive veloping fearing | observation sheets! | assessment ofthe Demonstrates incisive | potcies Unitrefection paper | and participation in| checkists observation wil be values C. EvoWing inclusive schools. crafted by the teacher. pragtices Quiz al Week 6 | Unit reflection paper, rubrics to be ctefled by teacher Identifies the TV, Components of Special | Community mapping | Special Education | Reference books; | Authentic assessment | Fours components of special | Needs Education exercise Division. (2008) community resource | rutrics to be crafted by needs education and | A. Childfing Policies and persons the teacher explains processes B, Assessment Unit reflection paper | Guidelines in Special involved within and ©. Placement Education inthe Unit reflection paper | across these D. Accommodations ard | Philippines rubric tobe crafted by Page 32 of 84Desired Learning Course Content! Methodology! __Resources ‘Assessment Task Time Table Outcomes (DLO) Subject Matter Teaching and Textbooks! Resource (ats) Learning Activities | References Materials. (TLAs) aoe ee se a ‘components ‘Curricular Modification ‘teacher E. Parent involvement DepEd Orders. Midterm examination at i Week 9 ‘Observes and describes | V. Typical and Atypical Observation ‘Santrock, John. 2615. | Persons being Individual reports of the | 9 hours typical and aypical | Development among Essent of ite-span | observed: servation wil be development among Children Unit reflection paper | development. Reference books; | submitted; rubrics for leamers ‘A Infancy (Birth to 2 yeers} McGraw-Hill observation sheets! | assessment of the B. Early Chikthood (3 to & Education checklists: observation will be years) crafted by the teacher. C. Middle Childhood (9 to: Early Childhood Care 11 years) and Development Quiz at Week 12 D. Adolescence (12 to 18 ‘Checklist. DSWD. years) owe. Unit reflection paper; rubrios to be crafied by teacher Describes the nature and | VI. Learners with Additional | Observation ‘Washington Group - | Reference books; Presentation of case 18 hours learning characteristics | Needs Set of Short Questions | Observation sheets | analysis of students with ‘A. Learners who are Gifted | Case analysis and ‘on Disability and checklists; additional needs. and Talented presentation Resource persons | Demonstration of 1. Definition Gargiulo, Richard and instruction strategies; Demonstrates generat 2. Identification Demonstration of Jennifer Kilgo. (2011), Tubrics to be crafted by insistional and 3 Leaming characteristics | instruction strategies | Anlinreduction ‘o | Niche, David —_| the teacher classroom management | 4. General educational Young Children with (2008) strategies that work best | adaptations Unit reflection paper ‘Special Needs: Birth | What Really Works | Unit reflection paper, ininclsive classes. B. Leamers with Dificuty through Age 8, 3rd ed, | in Special and ___| rubrios to be crafted by ue, Page 83 of 84 SES. Ves?Desired Learning | Course Content! Methodology! Resources ‘Assessment Task | Time Table Outcomes (2LO) | Subject Matter Teaching and Textbooks! Resource (ats) Learning Activities | References Materials Seeing? USA: Wadsworth inclusive Education: | teacher C. Learners with Diffcuty Cengage Leaming, | Using evidenoe- Hearing’ based strategies. | Quizzes on Weeks 14 D. Learners with Difeuty Hallanan, D, Ox: Routledge, | and 16 Communicating? Kauffman, J, and E. Leemers vith Difcully Pullen, P. 2045, Final Examination - WakingiMtoving’ Exceptional leamers Week 18 F. Leamers with Difficulty an introduction to | Remembering and special education | Focusing” 43" edition G. Leamers with Difictty Boston: Pearson with Sett-care" 4-4 included per | Category Be, ad Page 34 of 84ANNEX B DESCRIPTION OF PROFESSIONAL EDUCATION COURSES [The Child and Adolescent Learners and Learning Principles | This course focuses on child and adolescent development with emphasis on current research and theory on biological, linguistic, | Course coghitive, social and emotional dimensions of development Description Further, this includes factors that affect the progress of | development of the learners and shall include appropriate _____| pedagogical principles applicable for each developmental level. “Course Credits | 3 units aH [Contact Hours [3 hours | [Pre-requisite 7 Hot 5 [Course Facilitating Lear [Course This course explores the fundamental principles, processes and Course practices anchored on leamer-centeredness and other educational Description _| psychologies as these apply to facilitate various teaching-learning delivery modes to enhance learning. [Course Credits [Contact hours [Pre-req i This course deals with the teacher as @ person and as a professional within the context of national and global teachers’ Course standards and educational philosophies. It will_ include | Description —_| professional ethios, core values, awareness of professional rights, privileges and responsibilities as well as the teachers’ roles in the transformative agent of change. | Course Credit Eee [Contact Hours | 3 units a 7 x Gourse Tillé | Technology for Teaching and Leaming 4 “This iS an introductory course that explores basic knowledge, 1 | skills and values in the use of technology for teaching and learning. It includes ICT policies and safety issues, media and ects technology in various content areas, learning theories and Besetintion __rinciples in the use and design of learning lessons, teaching- | teaming experiences and assessment tasks that utilize appropriate traditional and innovative technologies with social, | | ethical and legal responsibility in the use of technology tools and te | resources, Course Credits 3 units — Page 35 of 84[Course Tite | | Course | Description ‘Assessment in Learning 1 LE iS @ Course that focuses on the principles, development and utilization of conventional assessment tools to improve the teaching-learning process. It emphasizes on the use of assessment of, 2s. and for, in measuring knowledge, comprehension and other 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. [Course Title | Course | Description | | Assessment in Learning 2 ] This is @ course that focuses on the principles, development and utilization of alternative forms of assessment in measuring | authentic leaming. It emphasizes on how to assess process- and | productoriented learning outcomes as well as affective learning, | Students will experience how to develop rubrics and other assessment tool's for performance-based and product-based [eourse Creare | This course includes the fundamental concepts and principles in | curriculum end curriculum development as a foundation to | engage prospective teachers as curricularists. The more active as role of the teacher in planning, implementing and evaluating } school-curriculum as well as in managing schoo! curriculum change vis-é-vis various context of teaching-leamning and ____| curricular reforms shall be given emphasis. (Course Credits Contact hour | Course Title | Course | Description | Organizational Leadership H This course focuses on society as a upon which the schools have been established. Educational philosophies that are related to the society as a 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 36 of 84Course Tile | Foundation of Special and inclusive Education This course shall deal with philosophies, theories and legal bases of special needs and inclusive education, typical and atypical | development of children, learning characteristics of students with | | Special educational needs (gifted and talented, leamers with difficulty seeing, learners with difficulty hearing. learners with difficulty communicating, learners with difficulty watkingimoving, leamers with difficuty remembering and focusing, leamers with difficulty with self-care) and strategies in teaching and managing __| these learners in the reguiar class. si 3 units ee | Course | Description a and Enhancing New Literacies Across the ‘Curriculum a 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 shalt Course inclide (2) globalization and mutti-cuttural literacy, (b) social Description | literacy, (c) media literacy, (d) financial literacy, (e) cyber literacyldigital literacy, (f) eco-lteracy and (g) arts and creativity | literacy. Field based- interdisciplinary explorations and other | |__| teaching strategies shall be used in this course. [Course Credits [3 units [Contact Hours [3 units | Experiential Learning (Field Studies and Teaching internship) | 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 | Course a rogress to (c} teaching assistantship and (d) guided/ mentored | [Description | OiSroom teeching. oe | ‘The NCBTS domains shall be used as guideposts in developing the content, pedagogy and implementation scheme of this | course. PEP ae (Course Credits [12 units (F: unit, Practice Teaching 6 units) FS 1 & 2 6 hrs per week for one semester taken with 2 or 3 academic subjects) Contact Hours | Bractice Teaching — 6 units ( Fulltime 30-40 hrs per week) for one semester : T All tequired academic subjects for the degree should be taken | before Practice Teaching Prerequisite Page 37 of 84| Course Description Course Credit Contact Hours | Pre-requisite Course Titie Course Description | Course Titte | Course Description ] fit | 3 units [Pre-requisite | Ail professional ield Study 4- Observations of Teaching- _ Learning in Actual Schoo! Environment This is the first experiential course, which will immerse a future teacher to actual classtoom situation and learning environment where direct observation of teaching learning episodes that focuses on the application of educational theories learned in content and pedagogy courses will be made. Observations on leamers’ behavior motivation, teacher's strategies of teaching, classtoom management, assessment in learning among others shall be given emphasis. A portfolio rail b units 3 hours/Week All professional and major/specialization subjects sistantship school based and aliows a pre-service student to participate and assist in limited actual teaching- learning activities that relate to assessment of earning, preparation of instructional materials, preparation of the bulletin boards, and other routines in the classroom. A portfolio 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 startin this course and conclude during the | Internship. hhoursiWeek— ‘subjects and major subjects | Teaching internship Se | This course is a one semester full ime teaching internship in basic education schools using a clinical approach under the mentorship of a cooperating teacher. Teaching internship shall be done both ia the in-campus or off campus if possible. No academic | courses shall be taken together with Teaching Intemship. A teaching portfolio shail be required and the completion of the Action Research. [Couise Credit 6 units equired in the course, | 1 iS COUFSe iS. Continuation of Field Study 1. [tis { Contact Hours 440 hours per week full ime (no academic units allowed) | Pre-requisite Field Study 1 & 2_ANNEX DESCRIPTION OF SNEd MAJOR COURSES: ‘SNEd 1: Foundations of Special Needs and inclusive ] Course Title | Education (new mandated Professional Ed Course) _ Philosophies, theories and legal bases of special needs and inclusive education, typical and atypical development of children, learning characteristics of students with special educational needs Course (Gifted and talented, leamers with dificulty seeing, learners with Description | difficulty hearing, leamers with dlificutly 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 Credit 3 units {Contact Hours | 3 hours per week [Prerequisite | None nnn Course Titie ‘SNEd 2: Learners with Developmental Disabilities Definition, categories, identification, learning Course learners ‘with developmental disabilties; curricular priorities, Description _| educational placement and strategies for teaching learners with | ___| developmental disabilities | | Course Credit _|3 units Contact Hours _| 3 hours per week [Prerequisite | None Hs Course 'SNEd 3: Learners with Sensory and Physical Disabilities Definition, categ fentification, leaming characteristics of Course learners with sensory and physical disabilities; curricular priorities, Description | educational placement and strategies for teaching learners with L sensory and physical disabilities. Course Credit | 3 units [Contact Hours | 3 hours per week Prerequisite | None Course Title | Communication Disabilities Course Description Course Credit Contact Hours ‘SNEd 4: Leamers with Emotional, Behavioral, Language and Definition, categories, identification, learning characteristics of learners with emotional, behavioral, language and communication disabilities; curricular priorities, ‘educational placement and strategies for teaching leamers with emotional, behavioral, | Janguage end communication disabilties. Het units am 3 hours per week | Prerequisite None Page 39 of 84[Course Title “| SNEd 5: Gifted and Talented Learners } paee Definition, categores, identification, leaming characteristics of Description gifted and talented learners; curricular priorities, educational lacement and strategies for teaching gifted and talented leamers. units | Contact Hours 3 hours per week Prerequisite Course Title Course Description None. SNEd 6: Curriculum and Pedagogy in Incl Education Generaliregular basic education curriculum (K to 12) and general teaching end classroom management strategies to address diversity in the classroom | | | Course Title ‘SNEd 7: Educational Assessment of Students with Additional Needs. Formal and informal assessment tools and procedures for Course, | assessing’ the educational needs of lamers, uilzaion of [P | assessment resuls to inform educational programming. [Course Credit | 3 units eS [Contact Hours | 3 hours per week ‘SNEd 1 iEd 8: Behavior Mahagement and Modification — [Course Description Positive behavior support for learners with additional needs, ‘Course Credit Contact Hours | Prerequisite | Course |Description 3. per ['SNEd 8 and 7 Course Title + ‘SNEd 9: Adapted Physic ind Heaith ‘Adapted physical education, movement, arts. music and health/satety education for learners with additional needs. Course Credit _| Contact Hot Prerequisite 3 it jours per wel ‘SNEd 6 and 7 Course Name | SNEd 70: instructional Adaptations in Language and Literacy : o Instruction ee Course | — 12 general/requiar basic education curriculum in language and |Description cy and adaptations for students with additional needs [Course Cre Contact Hours, requisite Page 40 of 84nae actional Adaptations in Mathematics and | ‘Science Instruction K to 12 generalegular basic education curriculum in mathematics and science and adaptations for students with iP _| additional needs Course Credit | 3 units [Contact Hours | 3 hours per week [Prerequisite NEd 6 ar | course Deception f ‘SNEd 12: Instructional Adaptations for Teaching the Content | _Gourse Title | Areas (Social Sciences, Humanities) fesaisa K to 12 generaliregular basic education curriculum in the social |Description | Sciences and humanities and adaptations for students with | additional needs. 3 units [ SNEd 13: Development of individualized Education Plans Developing individualized education programs, individualized Course | : wvior intervention plans and individualized ccription _| family service plans, behavior intervention pt nee transition programs based on assessm [Course Credit | 3 units [Contact Hours | 3 hours per week [Prerequisite t results, [Course Title | SNEd rly Ch —aaene| Hecuee ‘Addressing educational needs of special learners irom ages 0 to 9 Beseription | Ye3/S old with emphasis on early intervention and home-school Gadel Ponti t +" Nasnenedtotadesisbedsessiseteisotetsetsisahsisaiaitaisiia! | | Course Credit | 3 units Contact Hour [gorse — Course Title [| SNE 2 1 icuae | Independent living and transition planning for learners with Description | &xCeptionalties using a strengths. based approach and developing _| comprehensive transition systems and supports Course Credit | 3 units Contact Hours | @ hours perweek Prerequisite | SNEd6 and 7 Page 41 of 84Course Title Course |Description _ urse Credit Action research on learners with additional need: B units ‘ontact Hours _| 3 hours per week Prerequisite | Must have taken all major courses (Course Title] Teaching Multi grade Classes ] reatiea Pedagogical approaches, strategies and contextualized learning Dene tion environments for different grade and age levels grouped for instruction 3 units 3 hours per week Must have taken all major courses: Page 42 of 84ANNEX D DESCRIPTION OF SNEd SPECIALIZATION COURSES (Teaching Learners with Visual Impairment) ‘SIrategies for assessing the visual functioning of learners with ow Course vision, and strategies for stimulating and enhancing visual Description functioning and efficient use of vision with and without tow vision | "| SNEd 48: Orientation and Mobility <<] | Introduction to Orientation and Mobility (O&M) instruction for Jearners with visual impaitments. 3 units __ 3 hours perweek : Braille Reading and Writing a Course ‘Writing using uncontracted and contracted braille using a variety Description __| of tools and reading single-sided braille material ‘Course Credit Contact Hours Prerequisite ‘SNEd 20: instructional Strategies for Learners with Visual | impairment 8 = Curricular trends, teaching techniques, and appropriate media for teaching mathematics, social studies and science to learners with Description | visual impairment | Course Credit _| 3 units _ Contact Hours _| 3 hours per week [Prerequisite | SNEd 3. Course ee SNEd 24: Assistive Technologies for Learners with Visual | Course Title | impairment 2 : | oaaae Intreduction to technology that assists leamers with visual Description | lPaitments to access information, support leeming and activites | | Deseri _| of daily livin | Course Credit | 3 uni et .ours per week Page 43 of 84‘ield Experience in Teaching Leamers with Visual impé ent Course ‘Supervised field | Descriptior ‘Gourse Credit 3 units 7 ust have faken all Teaching Leamers with Visual impairment [Prerequisite | specialization courses : Course Page 44 of 84ANNEXE DESCRIPTION OF SNEd SPECIALIZATION COURSES: (Teaching Deaf and Hard-of-Hearing Learners) [ SNEd 23: Educational and Communication Philosophies in } Course Title | Deaf Education ieee] { Tiniraduction to the educational and communication philosophies | Course | and approaches in Deaf Education including bilingual-bicultural Description _| philosophy, total communication, auditory-verbal, auditory-aural and cued speech i “units Hae Contact Hours_| 3 hours per weel Prerequisite | SNEd 3 | Basics of Filipino Sign Language (FSL) and Deaf cufture with focus in acquisition of comprehension, production and | interactional skils using basic grammatical features. it_| 3 units _ , | 6 hours per week (Prerequisite [SNEd 3 (Course Title Course Introduction to artificial sign systems such as Signing Exact |Description __| English and Manually-coded English [Course Credit _| 3 units | Contact Hours | 3 hours per week Prerequisite | SNEd 3 ‘SNEd 26: Language Development and Literacy instruction for | Deaf and Hard of Hearing Learners _ Language acquisition, oral and sign language development, language and cognition, metacognitive skills and literacy, reading | (and writing) development and strategies in developing literacy ‘among the Deaf and Hard of Hearing feamers [Sunits [Contact Hours | 3 hours per week [Prerequisite SNEd 3 {Course tue | SNEd 27: Instractional “Strategies for Deaf and Hard of | Hearing Learners | Course | Curncular trends, teaching techniques, and appropriate media for |Description _ t22ching mathematics, social studies and science to leamers who ina | ate Deaf and Hard of Hearing __ (Course Credit | 3 units ‘ontact Hours _| 3 hours per week ‘SNEd 3 Page 48 of 84| SNEd 28: Field Experience in Teaching Leamers are ] and Hard of Hearing ee ‘Supervised field experience in basic education classes of Deal] [Description _| and Hard of Hearing leamers [Course Credit | 3 units ‘Contact Hours | 3 hours per week | ic just have taken all Teaching Deaf and Hard of Hearing Learners Prerequisite | specialization courses Page 46 of 84ANNEX F DESCRIPTION OF SPECIALIZATION COURSES: (Early Childhood Education} [ECES = | Foundations of Early Child! 3 units ‘course iS an introducti eld of early childhood | education: its fundamental concepts, historical, philosophical, | theoretical roots and legal frameworks with focus on contemporary early childhood education programs in the Philippines. It highlights the importance of early childhood 1 professionals, é | Childhood Education Course Credit: | 3 units Contact Hours: Course Description: The course focuses on the importance of play and other developmentally appropriate practices and methods that will that will address the physical, social, emotional, and cognitive needs of the young leamers. Provide a nurturing and stimulating environment. An application of the knowledge of theories will be demonstrated through designing appropriate play-based learning | activities, {Course Code: | ECE 5 = g [Course Title: | Greative Arts, Music, and Movements in Early Childhood | Education | | Course Credit: | 3 units Contact Hours: Course | Description: The course focuses on the content and strategies, methods and processes for teaching art, music and movement for K to Grade 3 leamers, based on different theoretical frameworks and current researches. 7 quisite: | z See Page 47 of 84Course [This course is designed fo develop knowledge and skills Description: | necessary to support young children learning mathematics in way that fosters mathematical understanding, application, and enjoyment. The course also equips students with the ability to design and select mathematical tasks that promote an inquiry, problem solving learning environment Prerequisite: [ECE40 Literacy Development |The course focuses on the discussion of literacy competencies Description: and skills that should be developed among beginning readers as well as the approaches and strategies for developing a | multilingual and multilterate leamer. Preparation of appropriate | lessons and instructional materials and microteachings activities | are included ‘a. Content and Pedagogy in the Mother Tongue b. Building and Enhancing Literacy Across the Curriculum Studies as well as the developmentally appropriate strategies to in | teaching these concepts young learners. Course Code: | ECE 12 Course Title: | Utilization of Instructional Technology in Early Childhood | education | 3 units [Course Credi Contact Hours: a Serres HEE ‘Course This course is an introduction to the uliization of instructional Description: | technology and the application and integration of technology- | based resources in the early childhood curriculum, Pre-requisite: | Technology for Teaching and Learning 1 1 Page 48 of 84| Contact Hours: Course The course focuses on the discussion of science concepts and Description: | experiences that are relevant to different childhood ages and | levels. Emphasis will be on the creation of science experiences, selection of appropriate materials, learning specific scientific | techniques for working with young children, and knowing how to integrate science in other subject areas. Pre-requi Hi | Page 49 of 84ANNEX G DESCRIPTION OF SPECIALIZATION/MAJOR COURSES Course Name {Elementary School Teaching) Content and Pedagogy in the Mother-tongue Course Description [Course Credits Ci {¢ LP Course Name contact Hours This course includes both the content and the pedagogy of the mother tongue, The subject matter content includes the structure of the mother tongue as a language, literature in the mother tongue, methods and techniques of teaching the language, | development of instructional materials and assessment. uni Wikang Filipino Pagsanay ng paggamit ng estruktura at gamit ng Wikang Filipino sa pagtuturo sa elementary. Sumasaklaw sa dekriptibong pag- aaral ng wikang Filipino sa lebel_ng polohiya, morpolohiya, i jementarya i pit Paggamit ng mga tba't ibang anyo ng literatura ng Pilipinas galing se sarili at iba't ibang rehiyon sa pagtuturo, produksyon at (assessment) na angkop sa elementarya. Course Description Peet semantikas at sintaks [Course Credits [3 units Contact Hours | Course Na gtuturo ng Fi Course Description Course Gredit | 3 units ‘ontact Hoi Course Name Course Description [Teaching Science in the Primary Grades (Biology and} Chemistry) ee | The course includes understanding of spiraling basic science concepts and application of science inquiry in Chemistry and Biology and the use of teaching strategies in elementary science, development of instructional materials and assessment. Content topics in Chemistry include Properties and Structure of Matter and Changes that Matter Undergo. In Biology content topics includes Parts and Functions of Animals and Plants, Heredity: Inheritance and Variation, Biodiversity and Evolution and Ecosystems. Course Credit 3 units Page 50 of 84| Course | and Space Science) This course includes understanding of spiraling basic science | concepts and application of science inguiry in Physics and Earth and Space, strategies in teaching elementary science, development of instructional materials and assessment. Content topics in Physios include Force and Motion, and Energy while Earth and Space Science include Geology, Meteorology, and Astronomy. | Feaching Science in the intermediate Grades (Physics, Earth 3 units | Course Namo “VTeachinig “Social Stadies Primary Grades - Philippine History and Government Course Description This course emphasizes the contents of Philippine History and Government that are necessary in teaching at the elementary level. Further, appropriate teaching strategies and assessment methods shall be included to prepare students to become entary grades teachers. | [Course Credit [Contact Hours _ Course | Description [Course Credit Course Name {Contact Hours Basic Geography) _ The course aims to strong background in local history and culture. This background serves as an avenue for further inquiry of the available resources, in the community for the localization and contextualization of teaching of elementary subjects. Areas to be studied include natural heritage of the locality, tangible and intangible culture that are of great significance to the socio-economic and political activities of the people in the place. In the end they are expected to come up with the profiling of available cultural resources in the community. ‘Teaching Social Studies in intermediate Grades - (Culture and ‘Teaching Math in the Primary Grades Course Description Course Credi This course equips prospective teachers with pedagogical content knowledge for the teaching of basic contents in mathematics in the primary level. Understanding of key concepts and skills of whole numbers up to 10,000, fractions, measurement, simple geometric. figures, pre-algebra concepts and data representation and analysis are applied using appropriate technology. Teaching strategies include problem solving, critical thinking, differentiated instruction, inquiry-based learning with the use of manipulatives based on cultural context will be emphasized 3units Page 81 of 84Géurse Name. | Teaching Math in the Primary Grades This course equips prospective teachers with pedagogical content knowledge for the teaching of basic contents in mathematics in the primary level. Understanding of key concepts and skills of whole humbers up to 10,000, fractions, measurement, simple geometric ‘aeeereion | figures, pre-algebra ‘concepts and dala representation and analysis are applied using appropriate technology. Teaching | | strategies include problem solving, critical thinking, differentiated | | instruction, inquiry-based learning with the use of manipulatives | based on cultural context will be emphasized | ‘Course Credit | 3 units | Prerequisite E 7 Teaching Math in the in vediate Grades cea ‘As preparation for teaching in the intermediate grades, this course | emphasizes the integration of technological pedagogical content knowiedge that inclides topics on rational numbers, measurement, geometric figures, pre-algebra_concepts, application of simple probability and data analysis. This course is | capped with microteaching that utiizes appropriate teaching strategies for the development of critical and problem solving, Feasoning, communicating, making corrections, representations sin real life situations. Prerequis [Contact Hours | [Prerequisite Gourse laine | Edukasyong F | This course shall include pedagogical content, knowledge and skils in technology, and livelihood education necessary in Course teaching and leaming in the elementary level. Selected topics in Description | home economics, technology and livelihood education shall form a | the focus of this course. major part of the course. Experiential learning approach shall be Page 62 of 84| Course Name "| Entrepreneurshi | Edukasyong Pantahanan at Pangkabuhayan witt [This course shall include pedagogical content, knowledge and | skills in technology and livelihood education necessary in teaching and learning in the elementary ievel. Selected topios in agriculture arts, fisheries arts and livelinood education and entrepreneurship shali form a major part of the course. Experiential learning ‘approach shall be the focus of the course. Course Name | Course Description | Contact Hot [Prerequisi Course Name Course Description | Course Credit Course Name | Teaching PE and Health ‘Teaching Music in the Elementary Grades This course deals with the educational foundations of Music as it apply to teaching and learning in the elementary grades. Various teaching strategies and assessment appropriate for each area | shall be given emphases in the course. 3 units ‘Teaching Arts in the Elementary Grades 1 ‘This course deals ational ions of Art as the: apply to teaching and learning in the elementary grades. Various | teaching strategies and assessment appropriate for each area | | shall be given emphases in the course. _ | 3 units fie Blowientary Grades This course deals with the educational foundations of Physical | Education as these apply to teaching and teaming in the elementary grades. Various teaching strategies and assessment appropriate for each area shall be given emphases in the course. Course | Description [Contact Hours | Prerequisite [3 units ‘eaching English in the Elementary Grades (Language Arts) This course will emphasize English as a second language with main focus on language teaching methodologies to improve | knowledge on the structure and fluency in the English language | through listening, reading, writing, speaking, and viewing. units Page 53 of 84| Course Name [Teaching Literacy ‘the Elementary Grades Through | Literature | | This course is about the nature, theories and scope of the reading | Course | and other literacy skills in the 21* century as tools for learning. Description Application of the 21* century literacy skills shall be enhanced for __|teaching inthe elementary grades. | urse Credit_| 3 units [Contact Hours | [Good Manners and Right Conduct (Edukasyon sa | Pagpapakatao) Course Name | Anchored on the essential component of personhood that deals | with intrafinterpersonal relationships which allow harmony with iecarne oneseff, with others and the environment, this course will highlight Dose tion | the fundamental rules of good manners anc appropriate conduct pt | oF behavior of each learner which are necessary of the formation | | of character that embraces the core values of Maka-Dios, Maka- Tao, Maka-Bansa and Maka-kalikasan [Contact Hours | Prerequi Course Name ined for prospective teachers to develop and | use digital and non-digital teaching- learning resources using Course Description technology tools appropriate in various subject areas in the elementary level. Further, the course will provide opportunities for students to use technology tools to develop project-based Collaborative activities and shate resources among communities of | practice. : | 3 units | Prerequisite Page 54 of 84ANNEX H. ICT COMPETENCYSTANDARDS FOR TEACHERS, COMPETENCIES PERFORMANCE INDICATORS | policies affecting ICT in educa (1.2.4 Comply with ICT policies as 4.3.4 Contextualize ICT policies to the learning environment Domain 1: Understanding ICT in Education 1.4.1 Demonstrate awareness of [1.1.1.1 Discuss national ICT policies affecting they affect teaching-leaming _—_| Domain 2: Curriculum and Assessment on_| cla 8 | 1.2.1.1 Implement ICT policies in teaching- learning 1.3.1.1 Incorporate ICT policies in the design and implementation of teaching-learning activities. 2.4.1 Demonstrate understanding of concepts, principles, and theories of ICT sysiems as they | apply to teaching-leaming 2.2.1 Evaluate digital and non- digital fearing resources in response to student's diverse needs resources to enhance teaching- | learning 2.3.1 Use ICT as a tool to develop 248 century skills: Information, ‘Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communications Skills. Domain 3: Pedagogy 3.1.1. Apply relevant technology tools for classroom activities complex problems and support student collaborative activi [3.3.1 Model collaborative knowledge construction in face-to- pments, Domain 4: Technology Tools 2.2.2 Develop digital learning 314 | 3.2.7 Use ICT knowledge to solve 2.1.1.1 Discuss ICT concepts, principles and | theones 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 digital learning resources in response to varied needs of students 12.2.2.1 Produce digital learning material designed to enhance teaching-learning | 23.1.1 Integrate IGT in teaching plans that | require learners to connect the content of the | lesson to society sign a technology | support learning 3.1.1.2 Deliver the lesson using appropriate | digital tools or applications 3.1.1.3 Assist students to rei earning using technology tools 3.2.1.1 Use varied teaching strategies ke project-based learning that integrate technology | Is to support thinking and collaboration 3.3.1.1 Initiate flexible learning through online Communications (synchronous / asynchronous modality) — 4.11 Demonstrate competence in | the technical operations of | maintenance of technology tools and systems: _| 4.1.1.4 Perform basic trouble shooting and Page 56 of 847 COMPETENCIES i PERFORMANCE INDICATORS technology tools and systems as | 4.1.1.2 Use productivity and other tools in they apply to teaching and everyday work, learning i [4.2.4 Use technology tools to 42.11 Make technology tools-based create new learning opportunities | instructional materials to improve student to support communities of learners | learning; _ Sere 4.2.1.2 Produce ICTbased t L | earning tools in collaboration with students. “4.2.2 Demonstrate proficiency in| 4.2.2.1 Propose or recommend technology the use of technology tools to and policy innovations related to promoting pport teaching and learning continuous learning among students ition and Administration 5.1.1 Manage technology-assisted | 5.1.1.1 Facilitate flexible learning environment instruction in an inclusive that enhances collaboration with the use of classroom environment, technology tools. leaching and 5.2.1 Exhibit leadership in shared 5.2.7.1 Lead group activities using technology decision-making using technology | tools. to0's | Domain 6: Teacher Professional Learning 6.1.1 Explore existing and ] emerging technology to acquire | manage, analyze, integrate and evaluate | additional content and | information that can be used to support pedagogical knowledge. [professional teaming 6.1.1.2 Evaluate technology resources. in terms of appropriateness, quality, usability, accessibility, and cost effectiveness. 7.1 Use technology tools to search for, 6.1.3 Utilize technology tools in 1.3.1 Use technology tools to collaborate creating communities of practice | and share resources among communities of [>eeeeoEert | practice z z 6 llaborate with peers, 762.1.1 identify educational sites and portals colleagues and stakeholders to ‘suitable to their subject area access information in support of | | professional learning. eee T6242 communities 6.2.1.3 Use resources from relevant mailing lists and ontine journals online expert and learning credible web resources to be shared with other students 6.2.1.5 Active leatning communities to maintain access to creative applications of technology that help enhance student learning Domain 7: Teacher Disposition 7.1.1 Demonstrate social, ethical, | 7.1.1.1 Discuss and legal responsibilty in the use_| resource materials from local_area_network- Page 56 of 84 62.1.4 Evaluate and compare useful and in. obtainingPERFORMANCE INDICATORS. 5_| based and the internet __| including the fair use of educati ".1.1.2 Comply with intellectual property laws content 7.1.4.3 Institute mechanisms to ensure child online safety and prevent cyberbullying 7.1.2 Show positive attitude towards the use of technology tools 7.1.2.1 Practice standard netiquette in sharing and utilizing shared materials among learning | communities, Lett 7.4.2.2 Provide Support to leamers’ digital | culture and behaviors 7 7.1.2.3 Utilize smart devices for building the Positive relationships between teachers and students. Page 57 of 84ANNEX 1 (OBE Course Syllabus Course Syllabus Template cirsaritia Technology for Teaching and Learning 1 Course Credits aa | Course Description | Technology for Teaching and Learing 1 (TTLT] This a Sunt ioducory course thal explores basic hnaufedge and sks and values fhe use of lchnology for teaching and leaming This couse clude ICT Polis and safely issues, modia and technology in varaus conte areas, learing theoes and princi i he ise and desir of amin lessons, teaching earning experiences and assessment tasks thal ullize appropriate tradtenalandinnovelive tachnolagies wih saci, ethical "Contact Hoursiveek a 7 i in Eee HH eee | Prerequisite - | Course Outcomes in TET poses and slay Gauss a hoy wpa on We WeacNng eararg prosass 7 2, defy fearing theories ar prncinles applied in the design and development lessons through appropriate media and technologies for teaching leasing 3 negate madia and echnotogy n varus content ares 4. Formuate teaching erring experiences and assessment tasks using appromite and innovative fechnologios _5. Demonstrate sci thical_and legal responsi inthe us of techelogy tls an esources 7 COURSE OUTLINE AND TIMEFRAME a Perici FEE eeH Perec 1 — [Course ConteniSubject Maer _— oo} Week t A, Induction to Technology for Taadhing ad Learning Week? B.ICT Poitios and Safely ‘sues in Teachng and Loar Week34 | C. Theories and Principles nthe se and Design of Technology Diven Lessons oreo in | (Week 56 DL iCTin Venous Content Areas eee m1 Week 73 E, ICT and Convertonal Leaning Natta to Ean Teaching and Leaming | F Technoiogy Tools a Calasoaive Classroom Environment and Relevance and Appopialenag ne Uae of Techicog Teaching and Leaning 4 Page 58 of 84‘Week 12 ‘G Innovative Tachnolagies for Teaching-Leaming and Assesemen! Task Week 13 “TH Tectroiog)-Enhanced Lesson using the ASSURE as Tectnolgy.integraon Model z -| Week 1416 . Soci, Ethical and Legal Resporsbities = the Use of Technology Tools and Resouites aa Wook 16-17 ‘5 Bdusatoral Stes and Por 7 a — ne woek (eran) Ales forthe Miterm andthe Find Exaris ‘equivalent of three hours) Be : _ e Alignment of Course Outcomes with Summative Assessment Tasks Course Objectives | Summative Assessment Task la TET polls an aay as oe ay impact on th teaching learng proass Idantty learning thecres and principles applied in the design and development of essons ‘through appropriate media and technclogis for {teaching and learning Integrate media and techrelogy in various content areas Formulate feaching-learring experiences and assessment tasks using appropriate and innovative technologies Domonstrate social, ethical, and logal responsibilty inthe use of technology tools and resources, ‘Portal © Blog Enis / Posts inthe Freedom Well! Tweets in ‘he Classroom Made Twter Wall Lesson Plan Integrating Technology Midtorm and Final examinations In this required output, the sludents are expected fo organize their reflections and insights sing a Reflecion Guide Model (e.g, Gibbs reflection Model Ideas, and opinions onthe topic discussed during sessions which may he posted in blogs can ‘also be included in the ePoti. A Salection Rubies by Smaldina, 8. otal. (2008) can ba sed 2s crea for grading Different outputs made nthe class, fling them all fogether can done in a portfolio orn an ectroni potato such 3s footer me. In this task, students are expected to create a lesson plan showing clearly the integration of | qproprete and innovative fechnotogies inthe teaching teaming acviies and assessment | tasks using the ASSURE Model. Tho creria inthe rubrics shal focus onthe integration of technologies and the ably to demonstrate ethical and lagal responses inthe usa of resources, Those tasks are given to evaluate the students’ nowedge and understanding of concepts ‘and principles of technology integration in instruction and appropyite atitudes and valves in becoming a teacher. These are given to valida fhe results oftheir practical aciviias and fo prepare them for the licensure examination Page 59 of 84LEARNING PLAN Dosired Learning Gutcomes (0L0) Course ContentSubject Matter Textbooks! References ‘Teaching and Learning Activities (TLAs) Assessment of Tasks (ATs) Resource | Time Materials | Table Understand ICT in Education 4.4 Define basic ‘concepts in understanding Tin Education Unit t-ntroduetion o Technology for Teaching and Learning ‘A. Basie Concepis tobe define 1. Technology 2. Information and ‘Communication 3. Education tecmolgy 4, Technology, Media and Leening 5. Instructional Sysiem and Instructional technology 6. Technology Tools [B. Robes of10Tin Teaching tor Leeming ‘Anderson, J. (2010). {CT Transforming Education A Regional Guide, UNESCO Bangkok Asia and Pacific Regional Bureau for Etdocation| Balado, R. (2012). Basic concepts in educational ecology 1. Vania, PH: Rex Bookstore ucido, P. & Corpuz, B. (2012). Educational technology 2, Quezon (iy, PH: Lorimar Publishing Co Mtpiuww eduoafionscottand apy y ‘eamingandiegchin 2 fingducaonroleatconiegming 2s B Brief Lecture: With the aid of PowerPoint presentation, provide an ‘overview ofthe subject Technology for Teaching and Learing ‘Small Group discussion: Give ‘graahic organizers ofthe diffrent ‘concepts ic be defined through ha use of concept mepping ‘Whole group discussion: Present to the whole ass group outputs. Indivdal Research: Encourage sludents to validate the concept map and conceptual defitions Use a rating scale forthe ‘concept map developed by ‘each group, en and Paper test ont Mutimedia Projector Computer! Laptop Graphic coxganizers Page 60 of 84Dosredeeing | Course Conerisubjer ater | Textola/Retences | TeachingandLennig Actives | Assensmentot | Resouce | Tine Outcomes (DLO) (TLAS) ‘Tasks (ATs) Materials | Table acmmertette | Unt2terPlie aa Setoy | iodoson J cot. ict | anmtin esse Boson ro [Posing of | resdon national ICT potcies: Issues in Teaching and Learning | Transforming Education A Regional | a resource person to talk on CT ‘comments ICT | Waitin the Seaman ile UneSe0 engi tout | nds ciwratenpsiees tse | dosen peste Pact RegonaGoeesto |apioseremtoy adoring” | Peeten hor Waits [os Cased A, ICT National or Interne and Policies That Ate Applicable fo Administered TTeeching and Leeming bythe Lane P& com 8.20% Tater Eotoatwotay 2 cox Core tomar Puig co 130cerbate | 8.Sdeylowesiict crepe: Oganzesrat |e othe | acmgshe | implementation 1CT ‘Documents: groups to conduct interviews and practices that d Checklist room wooing. Sepeatrconpeccasoa | bass say ane + thepimpprenet |smemereynmniotte [as | Teprnepeetct | ego kang Pama + DepeoFe-Yee fran Inet Communication Suma er eczaton Strategic Plan (DepED ICTAE Strategic Plan} Bessie Storey Page 61 of 84Desired Learning Course Content/Subject Matter Textbooks! References ‘Teaching and Learning Activities | Assessmentof | Resource | Time Outcomes {DLO} (TLAs) Tasks (ATs) | Materials | Table * RA 10844, Sec. 3 (An Act Geatg he Dope alr botng Fevers Fes, poping Fun rd ‘Other Purposes) + seaveo nnorece {it Repo Sts ot lerinagesonin daar Stes fs Cones tdentyr pases |. Usesotto Pls ne Ina Research: Ecurge ‘Karaeteoportes the | Tonsig end Lcaing Enon Stenson onebor ache desip andinperrtion ior ote ad Dou paces sitchen mano Class Cksonatin etsy | accompad Ohsewe how OT pes ea cba ine decom \sose se Grsenaon fect e Cetin Csscom | Leaner wren | Gus n> {Grote owed apon bya” |dccphn ona | anton of fears, Spammer |Icrpoleae renicted (inte (Gressean | essoon oe a rage 62 of (BS, éDesired Lesming | Course ContentiSubject Watter | Textbooks! References Teaching and Learning Activites | Assessmentof | Resource | Time Cuteomes (010) TUs) Tasks (ATs) | Materials | Teble 2. identity learning Unie 3, Theories and theories and principles Principles inthe Use and applied in the use ane Design of Technclogy design of earning Driven Learning Lessons lessons vith technology A Leasing Teoses and 2.1 dontiy Principles in ‘eemnng pinspes and 1.Datis Cone ctErperionco | taco. & Comuz. 8 2012). | active Leaning wih Teschered tects {vith equal atenion given to | Educational technology 12 | iession an ales Cone of othe Convertonal | eon LovimarPublshing Co. | Eapererce and how ts pines |Refecton | Onine Glas | 1.5 | that ee applied Technology and the ‘and thecries are utlized in the Posted on the | Blogor Site! | hours | intecmongy innovaive and meting THecmnologyrven teaching and online Bia’ | Classroom | stven eocing- Teetroogy fer Teac) taving ‘Css | made Tter serrng tos uy youube comer ne made Twiter | Wail ‘rece. Wall | Page 63 of 84DesiredLearning | Course ContenvSubject Mater | Textbooks/ References | Teaching and Leeming Activities | Assessmentof | Resource | Time Outcomes (OL0} (TLAs) Tasks (ATs) | Materials | Table 2IPACK (Technology, | TPRCK In Two Minutes Image Anais: Students nayzo | Resticted Essay | vdeo cip | 15 Fedanogy end Content | ftps ww youlbe.comaleN?y | and explain te imoge'tiagrom. The hours | rowedge) FauVSQZELY teacher synthesizes. | Heinich,R (2003) tnsrastonal | A brie lecture on TPACK Mutimaca | meta and technologies fr Projector leaning. (Peston) Upper | sarki, Now York Mer Prenton Hell computer Newby, Tl, 2011), Eévetinal technology for teaching end learning (6 ed) Boston: Pearson Edvean, Ie Roblyar, M.D, 2005}. Itogratng eucabonltechnloy inte teoching. (2 e) Upper Sale, New York: Meri Prentice Hal ASSURE NNodel(Anahze | SmaldineS. etal. (2005), | {Rove Leaming in aif Lecture Leamers, Sate Oujectves, | instuctonallechnlogy and | given bythe teacher) The Fishbowt Select Methods, eda, 8 | mediaforeaming,8%eo, New | Actvty Leamers are gven Metacads ‘Materials, Utiize Media & Jersey: Pearson Prentice Hali pp. ) metacards and asked to write a tors, Reqire amar | 55.55 question of clarfeaton bau! he 1 week Percipaton, Evlual and topic fe, questenscencaming the Reviss) appcaon of he topo practical Fish Bout Page 64 of 84‘questions from the bow and answers ‘ne quastons or asks the lass to answer them. (This could be done ‘during or afer the input) ‘Think-Pairand Share: In pits, students wil discuss about the ASSURE Model and create thai oun ASSURE lesson Checklist onthe Elerenis included in a lesson using the ASSURE Node ‘ane the rating scale Desired Learning Course Content/Subject Matter Textbooks/ References | Teaching and Learning Activites | Assessment of | Resource | Time ‘Outcomes (DLO) (LAs) Tasks (ATs) | Materials | Table ‘conoapts). Teacher draws these Container Page 65 of 84Desired Learning | Gourse Conten/Subject Matter Textbooks! References | Teaching and Learning Activities | Assessment of | Resource | Time Outcomes (DLO) (TLAs) Tasks (ATs) | Materials. | Table untegrate media Unit 4 ICT in Various Content and technology in ‘reas various content areas K to $2 Curiculum Guides (DepEd, | Brief Lecture: Explain 2¢%centuy | Oral examination | Nutimedia | 2 weeks 3:1 Rovew teaching | A. 214 Century Lteray Sts | 2012) Ieeracy sks with emphasis on digital Projector plans that iteracy sls, require lnamers to connect the content ofthe Digi Literacy Skils | Lucio, P, & Corse, B. (2012) Lenlop lasson to Edveatorelfecrolagy 2. Quezon society © Meda iy, PH: Lorimer Publishing Co. © Information © (CTitercy Teecher- made! B. Instructional Design Mod8!8 | Anderson, J (2010) ICT Teschor- “Transforming Education A Regione! | Research on Instructional Design srepared © Gagne's Nine | Guide. UNESCO Bangkok Asia and | Models and Collaborative Work on samples of Events Peacic Regional Bureaufor | designing an infographics oa visual infegrtics Eaueeton image of the assigned instructional © Bloom's Revised Design Mode to Be presented in Taxonomy cass © ADDE ‘ams, M (2000). Integrating technology inte teaching and Page 66 of 84| sportieaing -ersey: Pearson Prentice Hall Analysis ofa teaching plan exempt ~ identifying the elements in designing @lasson and discussing the posses of technology Desired Learning Course ContentSubject Mattar Textbooks/References | Teaching and Learning Activities | Assessment of | Resource | Time ‘Outcomes (OLO} LAs) Tasks (ATs) | Materiols | Table Jeaming: An Asia Paci © Mort's perspective, Singapore: Prentice Princes of | Halt Instruction UNESCO (2013). Training Guide con ICT Multimedia integration for “Teaching and Learning. po. $8.69 3.2 introduce ©. Tecnology Enhanced Smalcno S. et al (2008). Inquiry-Based Approach: Introduce a | Lesson exemplar | A Lesson sample Tasching Lesson Exemplars | Insiucfonel technology and | echnctogy-enhanced teaching | analysis opt | Plan technology media for'eeming, 8*ed, New | iesson exemplar exemplar enhanced lessons to Page 67 of 84Desired Learning | Course ConteniSubject Mater | Textbooks! Reforonces | Teaching and Learning Actives | Assessmentof | Resource | Time Outcomes (010) {TAs} “asks (ATs) | Materials |Table integration Demonstaion: Derensatea | Demonstration | chectst senpleochnengyenhanoad lesson | Guide fontsing on ow techreogyis integated in thelesson 33SekcicTand | 0.ICTand Conventonat ‘ho: edvcatestachnoloay | Group esearch and presentation of | Pesenathnct |rutineda | 3 weeks convertors Leaning liaenaste Enhance | om'02065 ania skls.very.| the dal learning metorals selected upmost leering maerls | Teaching Learing cen idslfed as appropriate and feasible | instuciona designed to enhance ina given teechinglearing centt | media leeching earing exproptat for the teaching and 4. Dig Leaming Restores ‘wan etochtea ioaring contox, j 2 Gogle Docs b. Survey Monkey «Others Ge Page 6B of 84Desired Learning Course ContentiSubject Matter Textbooks! References | Teaching and Learning Activities | Assessmentof | Resource | Time ‘uteomes (DLO) LAs) Tasks (ATs) | Materials | Table 2. Conventional Leatning Resources Flip chants b.Reaka 6. Others 36 ldsniy flexible | E. Distance Leeming ‘Anderson, J, 2010). 107 Forum-Discussion: Conduct aforum | KWL Chart | Teacher. learning trough Transforming Education A Regional | on Distance Learing made Class online Guida, UNESCO Bangkok Asia and What! Know | Site(og. ‘communications Pacific Regional Bureau for ‘© What | Want ta | Google site (synchronous / Education know ‘Weebly, etc.) asynchronous What I Leamed ‘modality) ‘Typescot Onine Distance Leaming | Melton, ®. (2002) Planing and Skype Developing Open and Distance | Demonstration and hands-on Checkist + synchronous Learning & Quality Assurance | exploration on the synchvoncus and HL Chart ‘Approach asynchronous online distance template + Asynchronous learning using the Class Ste Page 69 of 84Desired Learning Course Content/Subject Matter ‘Textbooks! References Teaching and Learning Activities | Assessment of | Resource | Time Outcomes (0L0) ‘TLAs) Tasks (ATs) | Materials | Table | aT Desde F.Technelegy Tools ina Smaldino Set. (2005) Brie Lecture on he eforent Colaborative Classroom Environment | Instructional technology and media. | technology tel inacolabarative fexble earring {orleaming, Bed, New Jersey. | dassroom environment ervienment et Parson Prntice Hall enhances cataborstin wth tho use of Smal Group Discusion Student Led | Paper and Penct | Google Docs techrwogy tal Test 38 Reflector the |G Relevance and Appropratonassit | SralinoS. etal. 2005) Basedan the lesson demonsteted, [Retectve | ibis use oftechnology | the Use of Technology in Teaching | Instructional technology and | the class wil analyze and determine | narrative or | Refection and onis and Learing| medi forlearring, Bad. New | the approprateness and usecf | Entiesinthe | Cycle relavance and Jersey: Pearson Prenice Hall | technology ‘Classroom | template anpropricteness “wer Wal in (ataon: Based on lesson pan | the Ontine Glass cxonpla) dassroomBlog | Blog o Site! Creaied and | ‘assroom- Administered by | made Tuiter Eayde, M. & Lockyer, M. (2013). ‘the Teacher Wall! Princes in Selecting lnstuctonal | Tools for Learing Retieved fom: | Clas resentation oftheir eveluation Materials based ont Sipe uoweduauegiviencont |ofinstuctonl materials used in the -Agproptaieness and Feashity noglarite= 141 38contexteasti | lesson pers Rubric focusing on SeliorPeer | the 2weeks © Appropftoness (Target Exauatonof | poropiten Leaners and nsuction) essotthe Page 70 of 84Desired Learning Course ContantSubject Matter Textbooks! References | Teaching and Learning Activites | Assessment of | Resource | Time ‘Outcomes (BLO) (LAs) Tasks (ATs) | Matericls | Table their assessment | material in ‘© Authentity (Dependabia) instution © intowest ‘© Cost Economy) © Organization and Balance ‘And other considerations: Environmental Factors, Dynamic Vaiabes (0g. siza of cass, atitudos, etc.) Page 71 of 84Desired Learning Course Content/Subject Matter Textbooks) References | Teaching and Learning Ac Assessment of | Resource | Time Outcomes (240) (LAs) Tasks (ATs) | Materisls | Table 4, Formulate teaching- | Unit, Innovative Technologies for | SmalcinoS. eta. (2006). ‘Students research on examples of | Reporing and | Assessment | 1 week learning experiences | Teaching-Learning and Instructional tecknciogy and media | tachnclogy-assited tools in Feedhacking | tools and assessment tasks | Assessment Task ‘orleaming, Bred. New Jersey | assessment in eaming using appropriate and Parson Pronice Hall Innovative technologies Vietora State Goverment (2013) 4.4 Identity ‘A. [CTend Assessmentin | Assessment Tools. Retrieved from: Leaming itp education vic gov aise Technology-asisted 1, Assessment Tools | noolteachersisupport Pages tools. tcols inthe aspx assessment of learning B. Tools in evaliating appropriate | htp-iNnedtechleacherorafasse | Workshop on the formulaion of | Workshop output assessirent ols (es. checks ‘ating soa) ssment UNESCO (2012). Tlning Guide (on CT Matimedta Integration for Teaching and Leaming. pp. 60-63, Angelo, 7 & Cross, KP. (1998). tools to evaluate assessment tools Page 72 of 84Desired Learning | Course ContenSubject Mattor Textbooks! References | Teaching and Learning Activties | Assessment of | Resource | Time Outcomes (0LO} (TLAs) Tasks (ATs) | Materials | Table Glessrcom Assessment Tochniques 2nd Ed. A Handbook for Cologo Teachors Demonstrate profeneyin © Tecmnolgy-Entanced | Sma S. et. (2005) Lesson planning Rubies for | ASSURE the formulation of Lesson using the ASSURE | intructonal technology and media assessing lesson | Model teaching naming as Tecnologyntegraron | forlearing, 824. New Jersey plans week ‘experioncs using Modal Pearson Prone Hall innovative tecinologies Cotquing of lessons plans Revising ot lesson plans 5, Demonstrate social, | Unit. Social, Ethical and ethical, and legal Legal Responsibilities inthe responsibilty in the use| Use of Technology Tools and of technology tools and | Resources sources A. Digi! Ctzenstip 5.1Show, 90 examples, observe soca ethical, and legal + Nine Elements of Letur discussion onthe nine Computer Page 73 of 84Desired Learning | Course ContentSubject Matter | Textbooks! References | Teaching and Learning Actives | Assessment of | Resource | Tine ‘Outcomes (OLO) {TLAs) Tasks (ATs) Materials | Table responsibilty in the use Digital Citzenship http"tiwawe.digitaletizenship nat’ | elements of cigital citizenship Witten exam | laptop. 2weeks: of techroogy tes and resoures utinedia projector Group reach on he soil, ial ane lgalrespensbiies inthe use 8. Socal Ethical and Legal aftocnelgy tele and resources by teachers Compurers Responsibilities in the Use of http thywow Rubrics ‘peiatech | Tekit ou tremClobat | sasosing ‘Technology Tools and | Digta! Ctzen Foundation} An research cutputs axtiaty on tating a stance en an 2 Wrkshest Resoures by Teachors issue and deterngit fox Tait ‘Smaldino, §. etal (2008). Out Instructional technology and media | Leémers are given a scenario farloaring, Bed, New Jersey: | Ptimatly focusing on social thical | Poacon Bente Hal nc aga eeponsbies inthe Use | of technology. Scenarios | Analysis of the different cases Involving sil erica ar gal issues on echelgy vse 52\dertfy examples | C inelectual Property Rich's cof compance of PR | Apocbl tothe Educational Sting in edveaonl stig. ‘pont gov pimages!Patents | Greup Reseach on the ntlctual | Rubies RA 8298 Copyrht and Related Rights ARRs Repubicht8292 pd Property RghtsivteEdueatonal | esossing | Document research Page 74 of 84Desired Learning ‘Course Content/Subject Matter Textbooks/ References ‘Teaching and Learning Activities | Assessmentof | Resource | Time ‘Outcomes (DLO) (TLAs) Tasks (ATs) | Materials | Table Copyright Law (Pat) Seting presentations | an act ard outpets | presering the intoectua Clas presentaton of research propery cuipul 6, peste, infographis, code and hectare) ceseblenng the inlectot Property offee, proving for is powers ant functors. an frather purposes 53 Enumerate dgtel safes Fouras Computer sale les that | pnlne safe Lantop tnsure chi online |, Digtal Safety Rules ety: You Krow the Rules solely and prevent cyberbullying ‘© Rue: Research before you {rom Global Digital Chzenship register wun edvcatonserdcom'a. | Foundation) Learners imagine that jeahtenhteghO4 shire they can drat three rules that every © Rue2 Discriminate Cighatcaen must‘olon. What WOuld they meke and thy? © Rue 3: Think before ying tinea Page 75 of 84Desired Learning | Course Conten/Suject Mater Textbooks/ References | Teaching and Learning Activites | Assessment of | Resource | Time Outcomes (0LO} {TLAs) Tasks (ATs) | Materials | Table wan colegoview comiaricles‘atic | Abstraction, Analysis & ‘Cass formulated | Projector © Rued:Requre 1D loner stents ma-datal world Guide cn Digital Applicaton Safety Rules © Rules: Trustyourgut Frum Discussion on the digital safety nies 54 Discuss safety | E. Cybertuthing | ntps:tun stopbulving over | Debate on Cyberbullying video clps sin obtaining bulyingiuhat st on resource materials cpberbajing ‘romiocal area natwork-based and Smal group Discussion theintemet Posters and digial SS Descrbethe | F, Netizens in Cyberspace Brief Lecture Posters corey of campaign leamers as netizens | Active Citizenship 4 vo shere and i iy Se Page 76 of 84Desired Learsing | Course ContontSubject Matter Textbooks! References | Teaching and Learning Activities | Assessimentof | Resource | Time ‘Outcomes (DLO) {TLAs) Tasks (ATs) | Matercls | Table vile eigtal materia. 56 Practice G Netiquette (social conventions. | Abushekaa,N. 2018). Advocacy Campaign stendard nofquette_|onino) in shoring and Netiquette Moder manners sing shared ‘males emong for arodem wotd, The Forum ‘eaming communis ulimate guide to ening etiquette, Create Space Independent Pubrshing Paton Tufley,D. (2014, Emal eiquete: Naquete forthe information age. Alora Publications Page 77 of 84Desired Learning | Course Conten/Subject Mater Textbooks! References | Teaching and Leaning Activities | Assessment of | Resource Time Outcomes (0LO} {TAs} Tasks (ATs) | Materials | Table 51 Show! Jcning social media sta Rbvics demerstrale suppor essossing to school leamers as Rubies pat oflenming behavior n sci community i thee Roleplaying on howto suppor gt cute and school eamersaspattafiearing | media sites behaviors community 58 entity H Educational Sites and Portals | Diaz, C6. and Declare, etucatona sos R.A 2013), UNESCO tahing tend portale stab guide on ICT mutimedia integration Pencil nd Papar to thal subject area fe teaching and learing Tess Retfeved form Craatve Commons. | Greup Research toidentty License edecational ses and portals urine Projector | 2wocks hitps:llobatigtalctizen.orgs0- | Presenteion and Sharing of stot ‘educatin-technology-loos-every-| Research Ouputs elcatonal Stes teacher-should-know-about | (29. Infographics, Digtal advertisement, ochure, bultin board cisplay /oninebuletin board) Page 78 of 84a gree | eee | Gee | ae | | ‘how to join experts’ leaming = Twitter Reflective Anderson, J. (2040), ICT fad pensar rma resources veo sites fodngimages music and eu, webcasts locate web resources by topic Page 79 of 84Desired Learning Course ContentSubject Matter Textbooks! References | Teaching and Learning Activites | Assessment of | Resource | Time ‘Outcomes (DLO) TLAs) Tasks (ATs) | Materials | Table + Others 5.11 Describe K. Colaboraive Projects Hina ased oraipubicationsbo Multimedia technology tools that ‘ks 1021 12/chaplars Wat Is. Poy Projector axousedin group | ie. The ProblemBased Projector | ect: Student Led-Group Discussion _| Pencil and Paper cites, Project Based Project Based Mutimecla Leaming?ic% Test 2.380% Lecture 5.12 Use technology | L. Technology Tools for Collaborative | hip-wamemergingentech.cor’20 | Lecture-Demenstration Pracical Test | interet tools to coleborate | Work 1 405120-eroelontree ons connectivity and share resources rations among commurites | eg. experiences in-the classroom of practi ‘Workshop hands-on expatience on + Googie Dive the tools + Edad + Bubbius (Onfne Chat Session + Wikispaces: + Others Page 80 of 84‘Suggested Readings ‘and References Abushakar,N. (2018), Nett: Mod manners fra redem we, The utinate guid oon ofiqute, Croee Space Independent Publishing Plato Anderson, J 2016) IGT Transforming Edenton A Reaona Gite, UNESCO Bangkok Asia and Paste Regina Bureau for Etvcton Angelo, .and Cros, KP. (988). Classrcom Assoaamont Techniques 2nd Ed & Handboa tor Collage Teechors | Ohias,D (2014) nto tote: Notquatsindomertals eles and eptinization. | | Dax 0, tbat F201) INESO gon mune agar ec aba, Reeve en te Cones nse | ntplomsluecommons riences 502) | Yo Rasa ein en) Up SNe Yo Hel Pe a mu sates coms es foc oninesh wy educatonworid.com’a:tech itech techO44 shtm! sin colegeviw comaticesartptmar tudes. dialer insu otalvina coveverauin ah it ipa asd ony publicatlonsyooksit02112ichaptersWhal (s Project Based Multimedia LearningSiCD4%A2 aspx llaboratio. inthe itp educatorstechnotngy.com/201206/3%-dita-slls-every-2sl-oentry imi Page 81 of 84ro hitpAwmw entechteacher orgassessmant | Lucio, P. & Compu. 8. (2012) Eduealforalechnolgy 2. Quezon Cty, PH: Lormar Pubshng Co. Maton, R. (2002), Planing ard Developing Open and Distnce Leaming A Qvoiy Assurance Approach Newsy, TJ. (2041). Educational tectnology fr teaching and leaming. ed.) Boston: Pearson Education, In Rober, M.D. (2003), Integrating educational technology into leaching. (3*ed ) Upper Sade, New York: Mil rence Holl SSmeldino, Stat. (2005), nstrtonal technology and medi for leamng, ed, New Jersey: Pearson Prentice Hell Strldno, Sot al. (2008). instruction tochnolagy and moda far loaring, 8" od, New Jersey: Peerson Prentice Hal “Tufiey, 0. (2014) Emil efquete: Netiquette forthe Infomation age. Atiora Pubictons “TRACK in Two Minutes hips Inu voutube comivatshPv-FagVS UNESCO (2012). Training Guide on ICT Mutimedia Integration for Teaching and Learning. pp. 66:59 \Witiams, M. (2000). integrating technology ino teaching and leazning: An Asia Paci perspective, Singapore: Prentice Hell 2 ooh gor phimages Patents RRs Rep bicAct69%0 pot Page 82 of 84| Documents: ‘© The Phiippines ICT Roadinap + DepED Five-Year roman ani Commorcaton Tetnloy for Edson StaecPan DepED ICTEE Srey Px) Evecuve Sueary | | seaveo mvoTecH 010) he Resor one Slats fC hisatoninEdustnis Sout! sa | i © Kto 12 Cumiculum Guides DepEd, 2012) | © Serior High Schoot Curicutum Guides retiaved from htpsiv goon com\feid 0D8y8BBYUcDVOtdNsQOXAVMFVDS2CVedit Course Requirements, ‘lesson plan exemplar ith an appropiate integration of technology \Weiten tong exam (Mdterm and Finals} Porto. ‘© Acomplete posted reflection nates inthe Class Blog ox Wikispace /Teachermade Classroom Tuite Wal ‘las Active Pattipaion (grup wok, min-cupul in asks, areng ofhers) Page 83 of 84Grading System Classroom Policies ‘Suggested ‘Midterm 40% Wren ong exam term) 30% A compel posted ratecton notes inthe Css Blog «o iispace | Teachersmad Casscom Tite Wall 51% ~ Class Active Paripaton group work, rinoutputs in tasks, among others) Finals 25% ~ A lesson plan exemplar wih an appropriate integration of technology 30% ~ Summative Exem (Finals) 20% -ePotflio. 25% ~ Class Active Petepation (group work, min-autpus in tasks, among others) Page 84 of 84