Elementary Education Prototype Syllabi Compendium

Table of Contents
Acknowledgments............................................................................................................2 Content and Pedagogy in the Mother Tongue 21

List of Acronyms..............................................................................................................5 2. Pagtuturo ng Filipino sa Elementarya I - Estruktura at Gamit ng Wikang Filipino
28
Project Background..........................................................................................................6
3. Pagtuturo ng Filipino sa Elementarya II - Panitikan ng Pilipinas...........................41
Partner Institutions in the Development of the PPST-based Prototype Syllabi.................8 4. Teaching Science in the Primary Grades (Biology and Chemistry).......................49
5. Teaching Science in the Intermediate Grades (Physics, Earth and Space Science)
PPST-based Prototype Syllabi Priority Programs...........................................................10
55
PPST-based Prototype Syllabi Intended Audience.........................................................10 6. Teaching Social Studies in the Primary Grades.....................................................61
7. Teaching Social Studies in the Intermediate Grades.............................................67
Guide to the Prototype Syllabi Compendium..................................................................11
8. Teaching Mathematics in the Primary Grades.......................................................73
Guide to Reading and Understanding.............................................................................13 9. Teaching Mathematics in the Intermediate Grades................................................81
10. Edukasyong Pantahanan at Pangkabuhayan..........................................................88
The PPST-based Prototype Syllabi.................................................................................13
11. Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship.....................93
Features of the Prototype Syllabi....................................................................................16 12. Teaching Music in the Elementary Grades...........................................................98
13. Teaching Arts in the Elementary Grades.............................................................103
References......................................................................................................................17
14. Teaching P.E and Health in the Elementary Grades............................................108
The Beginning Teacher Indicators..................................................................................18 15. Teaching English in the Elementary Grades (Language Arts).............................114
16. Teaching Literacy in the Elementary Grades through Literature........................121
The PPST-based Elementary Education Specialization Courses Prototype Syllabi
17. Good Manners and Right Conduct (Edukasyon sa Pagpapakatao).....................128
..........................................................................................................................................20
18. Technology for Teaching and Learning in the Elementary Grades.....................134
19. Research in Education.........................................................................................141
1.
© 2020. Teacher Education Council and Research Center for Teacher Quality
1
ACKNOWLEDGMENTS
The Project Team
Philippine National Research Center University of New England - Teacher Education Council
Teacher Education Council
for Teacher Quality (RCTQ) SiMERR National Research Secretariat (TECS)
Center
The Research Team
John Pegg, PhD Leonor M. Briones Runvi V. Manguerra, PhD
Jennie V. Jocson, PhD Director Secretary, Department of Education Executive Director II
Deputy Director and Project Leader
Joy Hardy, PhD Allan B. De Guzman, PhD Donnabel B. Bihasa
Ma. Izella D. Lampos Deputy Director Luzon Zonal Representative Senior Education Program Specialist
Senior Research Officer
Ken Vine, PhD Rita May P. Tagalog, PhD Jayson A. Peñafiel
Mariam Jayne M. Agonos Principal Research Adviser Visayas Zonal Representative Education Program Specialist II
Research Officer
RCTQ Support Staff Evelyn G. Chavez, PhD Rosanna Marie B. Balbuena
Academic Staff Mindanao Zonal Representative Administrative Officer II
Dyna Mariel B.
Gina O. Gonong, PhD Bade Gerald P. Lourdes R. Baetiong, PhD Maricel B. Flores
Director Santos Donnadette Language Subject Representative Rex Augus M. Fernandez
S. Belza Administrative Assistants
Allan S. Reyes, PhD Part-time Research Officers Myrna B. Libutaque, PhD
Senior Program Manager Beverly E. Estocapio Mathematics Subject Representative
Executive Assistant
Philip Jay N. Alcoberes, PhD Lorina Y. Calingasan, PhD
Senior Program Manager Pamela L. Lamparas Social Studies Subject Representative
Executive Officer
PPST-based Prototype
Emille Christianne B.
Syllabi Technical Working
Group Magbanua Nikki Boie B. Pino
Sarah Joy T. Alimboyong
Rosario I. Alonzo, Administrative Assistants
PhD Allen U.
Bautista, PhD Corazon Ruby Ann G.
B. Sigua, PhD Twila Gantalao Emil Marco
G. Punsalan, PhD A. Munar
Stella Marie M. Urbiztondo, PhD Administrative Officers - Finance
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Prototype Syllabi Writers
Filipino Social Studies Ateneo de Zamboanga University Fr.
Professional Education
Southern Leyte State University Pangasinan State University Karel S. San Juan, SJ, PhD President
Lead Writer for Professional Education
Analiza M. Nares, PhD Belinda S. Velasquez, PhD Fr. Marcos Louis D. Catalan Jr., SJ
Courses
Claire B. Goda, EdD Cheryl C. Mendoza, PhD Vice President for Higher Education
Byron B. Go Silk, PhD, Western Mindanao
Norlyn L. Borong, PhD Rudjane C. Tunac
State University Evelyn G. Chavez, PhD
Leyte Normal University University of the Cordilleras Dean, School of Education
Bukidnon State University Ann
Gilbert C. Galit David Y. Camiwet, PhD
Sheila C. Del Rosario, PhD
Janet P. Espada, PhD Benguet State University
Ritchelle B. Alugar
Rowena N. Ariaso, EdD Values Education Benguet Dr. Feliciano G. Calora Jr., PhD
Rachel Joan T. Toledo, PhD
State University President
Philippine Normal University-Manila Mathematics
Celia M. Ilanan, PhD Arnulfo C. Capili, PhD Dr. Kenneth A. Laruan, PhD
Ateneo de Zamboanga State University Jingle P. Cuevas, PhD Vice President for Academic Affairs
Nancy S. Ramores, PhD
Anita R. Tagadiad, PhD Erlyn Honeylette C. Marquez
Evelyn G. Chavez, PhD Dr. Imelda G. Parcasio, EdD
Western Mindanao State University Saint Louis University - Baguio Dean, College of Teacher Education
Daisy M. Quisel
Bernardita G. Bacang, PhD Maureen Jane O. Bandoc, PhD
Marjorie S. Emmanuel, PhD
Carmelita B. Caramto, PhD Bicol University
Early Childhood Education Xavier University-Ateneo de Cagayan Geraldine S. Wakat, PhD Arnulfo M. Mascariñas, PhD
Melpe J. Cavales, PhD President
Centro Escolar University Pejie C. Santillan, PhD
Maria Rita D. Lucas, PhD Ronald M. Quileste Partner Institution Helen M. Llenaresas, EdD
Rose Aira Mae R. Tayag
Milagros L. Borabo, PhD
Administrators Vice President for Academic Affairs
Physical Education Lorna M. Miña, PhD
University of Asia and the Pacific Angeles University Foundation Angeles University Foundation Dean, College of Education
Angelito Z. Antonio, PhD Jennifer P. Santillan, PhD Joseph Emmanuel L. Angeles, PhD
Jonar T. Martin, PhD Joel President Bukidnon State University
Elementary Education Ateneo G. Tubera, PhD Oscar B. Cabaňelez, PhD
Archimedes T. David, PhD
President
de Naga University Philippine Normal University-Manila Vice President for Academic Affairs
Paolo Jose R. Silang Lordinio A. Vergara, PhD Estela C. Itaas, PhD
Elvira S. Balinas, PhD Vice President for Academic Affairs
Bicol University Salve A. Favila, PhD
Dean, College of Education
Marcia Corazon P. Rico, PhD Mercidita S. Villamayor, PhD
Sixto O. Orzales, PhD Science Dean, College of Teacher Education
Ateneo de Naga University
De La Salle University - Manila Fr. Roberto Exequiel N. Rivera, SJ
English Voltaire C. Mistades, PhD Cebu Normal University
President
Filomena T. Dayagbil, PhD
Cebu Normal University Saint Mary's University - Bayombong Alfredo C. Fabay, PhD President
Lelani C. Dapat, PhD Arlene L. Tabaquero, PhD Vice President for Higher Education
Remedios C. Bacus, PhD Gloria Vicky A. Antonio, PhD Daisy R. Palompon, PhD
Rivika C. Alda, PhD Zayda S. Asuncion, PhD Maria Luz T. Badiola, MA Vice President for Academic Affairs
University of San Jose - Recoletos Ethel L. Abao, PhD
Helmae E. Tapanan, EdD Dean, College of Teacher Education
Ionell Jay R. Terogo
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3
Centro Escolar University Ma. Philippine Normal University – Manila University of Asia and the Pacific Western Mindanao State University
Cristina D. Padolina, PhD Ma. Antoinette C. Montealegre, DA Winston Conrad B. Padojinog, DBA Milabel Enriquez-Ho, RN, EdD
President OIC- Office of the President President President
Teresa R. Perez, PhD Rosemarievic V. Diaz, PhD Amado P. Saquido, PhD
Vice President for Academic Affairs Vice President for Academic Affairs Ma. Carla A. Ochotorena, PhD
Vice President for Research, Planning and
Vice President for Academic Affairs
Maria Rita D. Lucas, PhD Quality Assurance Celerino C. Tiongco, EdD
Dean, School of Education-Liberal Arts- Rita B. Ruscoe, PhD Dean, School of Education and Human Nolan S. Iglesia, EdD
Music-Social Work Dean, College of Teacher Development Development Dean, College of Teacher Education
De La Salle University – Manila Saint Louis University – Baguio Rev. University of the Cordilleras
Br. Raymundo B. Suplido FSC, Fr. Gilbert B. Sales, CICM, PhD Ray Dean D. Salvosa, AB, MPh
President President Other Partners in Pre-service
President
Nancy M. Flores Executive
Projects
Roberto M. Arguelles, PhD
Robert C. Roleda, PhD Vice President
Vice President for Academic Affairs Adamson University
Vice Chancellor for Academics
Central Luzon State University
Felina P. Espique, PhD Rhodora A. Ngolob, PhD
Raymund C. Sison, PhD Don Mariano Marcos Memorial State University
Dean, School of Teacher Education and Former OIC- Vice President for Academic
Dean, Br. Andrew Gonzalez FSC Far Eastern University
Liberal Arts Affairs
College of Education (BAGCED) Negros Oriental State University
Palawan State University
Saint Mary’s University – Bayombong Ramir Austria, PhD
Leyte Normal University Jude Tarlac Agricultural University
Rev. Fr. Fernold G. Denna, CICM Dean, College of Teacher Education
A. Duarte, DPA President President
Evelyn B. Aguirre, DA University of San Jose – Recoletos Rev. TEC and RCTQ also acknowledge all
Moises Alexander T. Asuncion, PhD
Vice President for Academic Affairs Fr. Cristopher C. Maspara, OAR, course teachers, deans, administrators
Vice President for Academic Affairs President
Prof. Lina G. Fabian
Dr. Ma. Teresa B. Tayaban
and personnel from teacher education
Dean, College of Education Dean, School of Teacher Education and institutions, DepEd teachers,
Rev. Fr. Leo G. Alaras, OAR
Humanities Vice President for Academics principals/school heads, supervisors,
Pangasinan State University
Dexter R. Buted, DBA President superintendents and educators who took
Southern Leyte State University Jestoni P. Babia, LPT, EdD
Paulo V. Cenas, EdD Prose Ivy G. Yepes, EdD President
part in the development and validation
Former OIC-Office of the President works. We also acknowledge the Basic
Juanita M. Costillas, PhD
Manolito C. Manuel, EdD Vice President for Academic Affairs Xavier University – Ateneo de Cagayan Education Sector Transformation
Vice President for Academic Affairs Frederick C. Aniga, PhD
Fr. Roberto C. Yap, SJ (BEST) program for funding activities
President that supported the project.
Roy C. Ferrer PhD Dean, College of Teacher Education
Dean, College of Education (Bayambang) Fr. Rene Tacastacas, SJ
Vice President of Higher Education
Rosario DL. Valencerina EdD
Dean, College of Education (Lingayen) Jovelyn G Delosa, PhD
Dean, School of Education
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List of Acronyms
BTI beginning teacher indicator
CLO Course learning outcome
CMO CHED Memorandum Order
COD Center of Development
COE Center of Excellence
ILO Intended learning outcome
IM Instructional material
OBE Outcome-based Education
OECD Organisation for Economic Co-operation and Development
PPST Philippine Professional Standards for Teachers
PSG Policies, Standards and Guidelines
PST pre-service teacher
TEI teacher education institution
TLA teaching and learning activity
TOS table of specifications
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Development of PPST-based Prototype Syllabi on Priority Programs in Pre-Service Teacher Education
PROJECT BACKGROUND
Rationale
This compendium is one of ten in the series of Prototype Syllabi on Priority Programs in Pre-
service Teacher Education developed through the Philippine National Research Center for Teacher "Teacher
Quality (RCTQ), with the Teacher Education Council (TEC) as lead, in partnership with select qualifications,
Centers of Excellence and Centers of Development in Teacher Education. The Development of teacher's
PPST-based Prototype Syllabi on Priority Programs in Pre-Service Teacher Education Project aims to
further align current teacher education curricula with the Philippine Professional Standards for knowledge and
Teachers (PPST) to ensure that the future educators are geared towards educating students for a long skills, make more
term and sustainable nation building. difference for
The PPST-based prototype syllabi aim to provide a benchmark that TEIs can adopt or adapt to student learning
enhance their curricula. This promotes shared understanding and expectations of quality pre-service than any other
training throughout the country. single factor."
(Darling-Hammond, 2011)
The Philippine Professional Standards for Teachers (PPST)
The National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) (DepEd Order No. 42, S.
2017) sets clear expectations of teachers along well-defined career stages. In adopting it, DepEd integrates PPST in all its professional
development programs, learning and delivery systems, and HR systems. The DepEd adoption and integration of the PPST necessitate
that Teacher Education Institutions (TEIs) align their curricula with what the department needs. The new CHED-issued PSGs on
teacher education (2017) are based on PPST to ensure that every graduate of pre- service teacher education programs can cope with the
demands of DepEd. The development of prototype syllabi supports new pre-service teacher education curriculum based on CHED
requirements and DepEd needs.
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6
Linking Theory to Practice
The developed prototype syllabi do not only respond to the curricular requirements of the PPST and CHED's PSGs. A key feature of the
syllabi is the inclusion of activities that give opportunities for pre-service teachers to put their learnings into practice. This supports
international studies on linking theory to practice. According to Darling-Hammond (George Lucas Educational Foundation, 2001):
"It's hard to learn theoretical ideas in isolation, try to remember them for two years until you get to student
teaching, and then all of sudden be put in a situation where you're supposed to implement something you've never
seen in practice. That doesn't work. That's the old model of teacher education."
The prototype syllabi were anchored on the core principles of the Pre-service Teachers' Practice-based Training (PSTePT)
framework, developed by RCTQ, with TEC as lead, and select COEs and CODs in teacher education. In this framework, practice-
based teacher education training is described as experiential, developmental, formative, integrative and system-based. It is an attempt
to integrate practicum into the course work of pre-service teachers starting from their professional education courses, by recommending
the inclusion of experiential activities in the field like observations, interviews, and other opportunities to demonstrate their
understanding of theories to actual practice.
Partnerships Towards Quality Pre-service Teacher Education

RCTQ and TEC partnered with select teacher education institutions on the development of 10 compendiums of prototype syllabi. Two
to three TEIs collaboratively worked on one compendium/priority program. Three to four writers per institution were sent to attend a
series of writeshops, reviews and validation to finalize the outputs.
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Partner institutions in the development of the PPST-based Prototype Syllabi
CORDILLERA
ADMINISTRATIVE
REGION I
REGION
Benguet State University of the Saint Louis Pangasinan State
University Cordilleras University University
Values Education Social Studies Values

Social Studies
Education
REGION II REGION III
Saint Mary's
Angeles University
University Foundation
Science Physical Education
REGION V
Ateneo De Naga
University Bicol University
writer
8
*Priority Program in which the institution served as lead

Elementary Education Elementary Education
8
REGION VIII
Leyte Normal Southern Leyte

University State University
Filipino Filipino
REGION VII REGION IX
University of San
Cebu Normal Ateneo De Zamboanga Western Mindanao
Jose-Recoletos
University University State University
English English Mathematics Professional Education
REGION X
Bukidnon State
Xavier
University
University
Professional
Education Mathematic
s
NATIONAL
CAPITAL
REGION
Centro Escolar De La Salle Philippine Normal University of Asia
University University - Manila 9
Science
Early Childhood
University and the
Professional Education Physical Education Pacific
Early Childhood
Education
PPST-BASED PROTOTYPE SYLLABI PRIORITY PROGRAMS
The priority programs were selected based on various consultations. The prototype syllabi are on the following programs:
 Early Childhood Education  Physical Education

 Elementary Education  Science
 English  Social Studies
 Filipino  Values Education
 Mathematics
PPST-BASED PROTOTYPE SYLLABI INTENDED AUDIENCE

The developed prototype syllabi are intended to assist all TEIs in the
country. Specifically, they were developed to assist community colleges,
colleges in remote areas, and other teacher education institutions to have
further guidance in enhancing their teacher education curriculum.
Through established partnerships with COEs and CODs in teacher

education across the country and the guidance of the Teacher Education
Council, the continuity of the usability and impact of the the PPST-based
prototype syllabi is ensured.
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THE PROTOTYPE SYLLABI DEVELOPMENT PROCESS
The development followed three key phases:
Activities
 Develop the key features of the prototype syllabi
Plannin • Benchmark the syllabi template
• Select partner institutions and syllabi writers
g • Map the pre-service teacher education curriculum to the K to 12 curriculum
Activities
• Review of the Beginning Teacher Indicators of PPST
• Review the Curriculum Quality Audit (CQA) Process for curriculum
Upskilling enhancement
the • Writeshops
Writers • Review and validation of interim outputs (though the TWG, the writing
group and other specialists)
Activities
• Review of interim outputs during the 2018 Teacher Education Council
Review and Convention
Validation • Review of alignment to the PPST through CQA process
• Review and validation with various stakeholders
of Outputs - December 6, 2018 - Review of interim outputs during the Teacher Education
Council Convention with representatives from COEs and CODs
- December-February 2018 – Review of the Technical Working group
- January-February 2019 – Reviews from Partner Institutions
- January 30-February 1 – Review from Non-Partner Institutions
- February 13-16, 2019 – Curriculum Quality Audit review
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GUIDE TO THE PROTOTYPE SYLLABI COMPENDIUM
This compendium is one of 10 in the PPST-based Prototype Syllabi in Pre-service Teacher Education Compendium Series:
Compendium 1: Professional Education Courses

Compendium 2: Early Childhood Education Specialization Courses
Compendium 3: Elementary Education Specialization Courses
Compendium 4: English Specialization Courses
Compendium 5: Filipino Specialization Courses Compendium 6:
Mathematics Specialization Courses Compendium 7: Physical
Education Specialization Courses Compendium 8: Science
Specialization Courses Compendium 9: Social Studies
Specialization Courses Compendium 10: Values Education
Specialization Courses
Each compendium contains prototype syllabi that Teacher Education Institutions (TEIs) could either adapt or adopt. Parts of the prototype
syllabi template were benchmarked from local and international sources and were agreed upon by the Technical Working Group and partner
institutions.
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GUIDE TO READING AND UNDERSTANDING
THE PPST-BASED PROTOTYPE SYLLABI
Each prototype syllabi contains the common parts like:
 Institutional Logo and other information
 Vision, Mission and College Goals
 Class Information/Schedule
 Instructor's Information
 Course Information
These parts were intentionally left blank and will be up to the

teacher education institution, college of education and/or the
faculty handling the course to fill in.
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The remaining parts have been filled in by the technical working group, research team and writers. They are designed to be adopted or to serve
as a benchmark and model that may be adapted by teacher education institutions, colleges of education and/or the faculty handling the course.
Course Description
The course descriptions are enhanced versions of the course
descriptions in the Policies, Standards and Guidelines (PSGs).
Enhancements include additional inputs and/or elaboration using
the language of the PPST to clarify the intent of the course and
make the alignment to the PPST more explicit.
Course Learning Outcomes

The course outcomes use the language of the standards to make
alignment to the standards more explicit. The course outcomes
are constructively aligned with the course description, content
and assessment.
Beginning Teacher Indicator (BTI) coverage
The column for Beginning Teacher Indicators (BTIs) is a new feature in pre-service teacher education syllabi. It shows which BTIs are
addressed/covered by a course. It also shows where BTIs are covered, specifically in the description, course learning outcomes, content and
assessment. Mapping course components to BTIs promotes constructive alignment, that is the intentional alignment of course content,
assessment and feedback to achieve course learning outcomes (Biggs, 2003; Biggs & Tang, 2011). Examining alignment of outcomes, content
and assessment supports constructive alignment in outcomes-based pre-service teacher education.
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Time Allotment
The Time Allotment column indicates
the recommended duration to cover
the content.
Intended Learning Outcomes (ILOs)

The ILOs column presents outcomes
which are specific to the content
covered. It presents what pre-service
teachers should be able to know or do
after covering the topics.
The ILOs are learner-centered rather

than content-centered. They provide
guidance on the focus and intent of
the content to be covered.
Content
The Content column outlines topics to be
covered.
Suggested Teaching Learning Activities Suggested Assessment
Mapping to the CLOs (TLAs)
The Suggested Assessment column indicates
Aside from the BTI coverage, the The Suggested TLAs column indicates recommended formative or summative activities
prototype syllabi also map ILOs and the recommended activities to deliver the to measure the achievement of the ILOs and/or
Suggested Assessment to the content and help facilitate the pre- service mastery of the content covered.
corresponsing CLO/s, to ensure teachers’ achievement of the ILOs.
constructive alignment.
Example: 1.1.1 [A]
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FEATURES OF THE PROTOTYPE SYLLABI
OTHER REQUIREMENTS
Outcome-based Education
Philippine Qualifications Framework
ASEAN Qualifications Reference

Framework
PROTOTYPE SYLLABI
 Outcome-based
 PPST-aligned
 21st Century
Learning grounded
 PQF- and AQF-
compliant
COMPETENCIES
Beginning Teacher Indicators from the

Philippine Professional Standards for CONTENT
KNOWLEDGE
Teachers
Program Outcomes and Performance K to 12 Curricula

Indicators from the CHED Policies,
Standards and Guidelines on Teacher
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REFERENCES
Commission on Higher Education. (2017). CMO No. 74, s. 2017: Policies, Standards, and Guidelines for Bachelor in Elementary Education (BEed).
Commission on Higher Education. (2017). CMO No. 75, s. 2017: Policies, Standards, and Guidelines for Bachelor in Secondary Education (BSEd).
Commission on Higher Education. (2017). CMO No. 76, s. 2017: Policies, Standards, and Guidelines for Bachelor in Early Childhood
Education (BECEd).
Commission on Higher Education. (2017). CMO No. 80, s. 2017: Policies, Standards, and Guidelines for Bachelor in Physical Education (BPEd).
Department of Education. (2017). Philippine Professional Standards for Teachers.
George Lucas Educational Foundation. (2001). Linda Darling-Hammond: Thoughts on Teacher Preparation.
https://www.edutopia.org/linda-darling-hammond-teacher-preparation
George Lucas Educational Foundation. (2007).What it Means to be a Skillful Teacher: Experts Share Their
Thoughts. https://www.edutopia.org/what-it-means-be-skillful-teacher
Readings on constructive alignment:
Biggs, J. (2003). Aligning Teaching and Assessment to Curriculum Objectives. Imaginative Curriculum Project, LTSN Generic Centre.
https://scholar.google.com/scholar?q=%22Aligning%20Teaching%20and%20Assessment%20to%20Curriculum%20Objectives%22
Biggs, J. and Tang, C. (2011). Teaching for quality learning at university. Maidenhead: McGraw-Hill and Open University Press.
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THE BEGINNING TEACHER INDICATORS
Domain 1: Content Knowledge Domain 2: Learning Environment Domain 3: Diversity of Learners
and Pedagogy
1.1.1 Demonstrate content knowledge and its 2.1.1 Demonstrate knowledge of policies, guidelines 3.1.1 Demonstrate knowledge and understanding of
application within and/or across curriculum and procedures that provide safe and secure differentiated teaching to suit the learners’ gender,
teaching areas. learning environments. needs, strengths, interests and experiences.
1.2.1 Demonstrate an understanding of research-based 2.2.1 Demonstrate understanding of learning 3.2.1 Implement teaching strategies that are responsive
knowledge and principles of teaching and environments that promote fairness, respect and to the learners’ linguistic, cultural, socio-economic
learning. care to encourage learning. and religious backgrounds.
1.3.1 Show skills in the positive use of ICT to facilitate 2.3.1 Demonstrate knowledge of managing classroom 3.3.1 Use strategies responsive to learners with
the teaching and learning process. structure that engages learners, individually or disabilities, giftedness and talents.
in groups, in meaningful exploration, discovery
and hands-on activities within the available
physical
learning environments
1.4.1 Demonstrate knowledge of teaching strategies 2.4.1 Demonstrate understanding of supportive learning 3.4.1 Demonstrate understanding of the special
that promote literacy and numeracy skills. environments that nurture and inspire learner educational needs of learners in difficult
participation. circumstances, including: geographic isolation;
chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child
abuse and child labor practices.
1.5.1 Apply teaching strategies that develop critical and 2.5.1 Demonstrate knowledge of learning environments 3.5.1 Demonstrate knowledge of teaching strategies
creative thinking, and/or other higher-order that motivate learners to work productively by that are inclusive of learners from indigenous
thinking skills. assuming responsibility for their own learning. groups.
1.6.1 Use Mother Tongue, Filipino and English to 2.6.1 Demonstrate knowledge of positive and non-
facilitate teaching and learning. violent discipline in the management of learner
behavior.
1.7.1 Demonstrate an understanding of the range of

verbal and non-verbal classroom communication
strategies that support learner understanding,
participation, engagement and achievement.
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Domain 4: Curriculum and Domain 5: Assessment and Domain 6: Community Linkages Domain 7: Personal Growth and
Planning Reporting and Professional Engagement Professional Development
4.1.1 Prepare developmentally 5.1.1 Demonstrate knowledge of the 6.1.1 Demonstrate an understanding of 7.1.1 Articulate a personal philosophy of
sequenced teaching and learning design, selection, organization and knowledge of learning environments teaching that is learner-centered.
processes to meet curriculum use of diagnostic, formative and that are responsive to community
requirements. summative assessment strategies contexts.
consistent with curriculum
requirements.
4.2.1 Identify learning outcomes that are 5.2.1 Demonstrate knowledge of 6.2.1 Seek advice concerning strategies 7.2.1 Demonstrate behaviors that uphold
aligned with learning competencies. monitoring and evaluation of learner that build relationships with the dignity of teaching as a
progress and achievement using parents/guardians and the wider profession by exhibiting qualities
learner attainment data. community. such as caring attitude, respect and
integrity.
4.3.1 Demonstrate knowledge in the 5.3.1 Demonstrate knowledge of 6.3.1 Demonstrate awareness of existing 7.3.1 Seek opportunities to establish
implementation of relevant providing timely, accurate and laws and regulations that apply to professional links with colleagues.
and responsive learning constructive feedback to improve the teaching profession, and
programs. learner performance. become familiar with the
responsibilities specified in the
Code of Ethics for Professional
Teachers.
4.4.1 Seek advice concerning strategies 5.4.1 Demonstrate familiarity with a range 6.4.1 Demonstrate knowledge and 7.4.1 Demonstrate an understanding of
that can enrich teaching practice. of strategies for communicating understanding of school policies how professional reflection and
learner needs, progress and and procedures to foster learning can be used to improve
achievement. harmonious relationships with the practice.
wider school community.
4.5.1 Show skills in the selection, 5.5.1 Demonstrate an understanding of 7.5.1 Demonstrate motivation to realize
development and use of a variety of the role of assessment data as professional development goals
teaching and learning resources, feedback in teaching and learning based on the Philippine
including ICT, to address learning practices and programs. Professional Standards for
goals. Teachers.
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THE PPST-BASED ELEMENTARY EDUCATION SPECIALIZATION
COURSES PROTOTYPE SYLLABI
Document Bases:
CMO No. 74, s. 2017: Policies, Standards, and Guidelines for Bachelor of Secondary Education (BSEd)
K to 12 Curriculum Guides in English, Filipino, Mathematics, Science, Araling Panlipunan, Edukasyon sa Pagpapakatao,
Physical Education [May 2016]
Philippine Professional Standards for Teachers (DO 42, s 2017)
Total Number of Available Specialization Total Number of Available Elective Course
Specialization Courses Course Outputs Elective Courses Outputs
19 19 2 0
Lead Writers:
Secondary Writers/ Reviewers:
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Content and Pedagogy in the Mother Tongue
Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission
College Goals
Program Outcomes (from CMO No. 74, s. 2017 p. 4):
6.3.a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
6.3.b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
6.3.c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
6.3.d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
6.3.e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
Class Information Instructor's Information
Section Instructor's
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
21
Course Information
Course Name Content and Pedagogy in the Mother Course Code
Tongue
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements
Grading System
Course Description BTIs covered
This course includes both the content and the pedagogy of the mother tongue as well as its underlying theoretical assumptions
and frameworks that support its being a foundation for learning of the additional languages of Filipino and English and 1.1.1
developing stronger literacy skills of learners. The subject matter content includes the structure of the mother tongue as a 1.4.1
language, literature in the mother tongue, methods and techniques of teaching the language, development of instructional 1.6.1
materials and assessment. Ultimately, the course will develop prospective teachers’ pedagogical content knowledge of the
mother tongue which is necessary for the effective implementation of the Mother Tongue-Based Multilingual Education (MTB-
MLE) Program of the Department of Education.
Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers will be able to:
A. demonstrate knowledge and understanding of the mother tongue, both as a subject and as a language of learning, 1.1.1,
including its structure as a language, literature in the mother tongue, methods and techniques of teaching the 1.2.1
language, and research-based best practices in MTB-MLE implementation,
B. demonstrate pedagogical content knowledge on effective MTB-MLE instruction through the creation of 1.1.1., 4.1.1
developmentally sequenced teaching and learning processes that meet curriculum requirements,
C. demonstrate knowledge of teaching strategies that promote literacy skills through selecting, developing and using 1.4.1, 1.6.1,
varied teaching and learning resources, including ICT, in teaching the mother tongue, 4.5.1
D. design, select, organize and use appropriate and varied assessment strategies consistent with the MTB-MLE curriculum
requirements. 5.1.1
Content and Pedagogy in the Mother Tongue 22

Time Intended Learning Outcomes BTIs Content Suggested Teaching Suggested Assessment BTIs
Allotment (ILOs) Learning Activities
Week 1 a. Define key concepts in MTB- [CLO A] Concept clarification:  Group discussion of  Synthesis of group sharings [A]
MLE 1.1.1 Mother tongue, MTB-MLE, the key concepts and focusing on how the use of 1.1.1
Language policy, official and sharing of mother tongue as medium
b. Identify the national and [A] national languages, language of instruction, and sharing
consolidated ideas
official languages in the 1.1.1 of instruction of own insights
with the class
Philippines
[A]
c. Discuss cultural rootedness as
1.1.1
one of the reasons behind the
use of mother tongue as a
medium of instruction
Week 2 a. Explain theories relevant to [A] Theories, Rationale and  Lecture  Written test on the various [A]
MTB-MLE 1.1.1 Evidence supporting MTB- theories 1.1.1
MLE Developmental
[A] learning theories: Piaget’s
1.1.1 theory, Schema theory of
learning, Social learning
theory
 Creating infographics  Answering metacognitive
b. Discuss journal articles [A]
Cognitive theories of on the articles reading questions about the
providing empirical evidence 1.1.1
bilingualism: Balance theory, selected articles
for these theories Iceberg Analogy, Threshold
theory  Sharing of insights on
the MTB-MLE theories.
Ask students to share
if they have seen these
theories applied in
teaching or how they
think these could be
applied to tecahing
Week 3 a. Trace the legal and educational [A] Legal Bases of MTB-MLE  Group analysis of legal  Short test on the legal bases [A]
arguments for MTB-MLE 1.1.1  Republic Act No. 10157 documents, class of MTB-MLE 1.1.1
program implementation in the The Kindergarten discussion
Philippines Education Act
b. Discuss the role of teachers  Republic Act No. 10553  Create a profile of a  Look for stories of teachers [A]
and the necessary [A] An Act Enhancing the teacher who has the (online) or interview 1.1.1
1.1.1 Philippine Basic Education
competencies to competencies to teachers on how they
ensure the successful  DepEd Order No 31 s. successfully implement effectively implement the
implementation of the 2013 the program. MTB-MLE program
program
Week 4 a. Examine the language policy (A) Language Policies and  Lecture, class  Group infographics on (A)
considerations for MTB-MLE 1.1.1 Language Planning discussion language policies in the 1.1.1
program implementation in the 1.2.1  Spolsky’s (2004) language Philippines to be presented
Philippines through the lens of policy in class for viewing
Spolky (2004) and other  Ricento and Hornberger‘s
scholars (1996) language planning
and policy (LPP)
Week 5 a. Identify factors affecting the [A] Factors affecting success of  Interview school  Group reports that discuss [A]
success of multilingualism 1.1.1 multilingualism, Criticisms principals, teachers, the factors affecting success 1.1.1
b. Appraise the criticisms against Against MTB-MLE and parents of K-3 of multilingualism and
MTB-MLE [A] pupils criticisms against MTB-MLE
1.1.1 using available local
 Group reporting in researches
class
Week 6 a. Examine the curriculum guide [A] MTB-MLE Curriculum and  Lecture  Reflection paper that will [A]
for MTB-MLE 1.1.1 Different Approaches to elicit students’ insights from 1.1.1
teaching MTB-MLE  Analysis of the discussion
b. Discuss the major approaches [A] sample
to teaching MTB-MLE (i.e., 1.1.1 instructional plans
Communicative Approach,
Task-Based, Content-Based
Approaches; Two-track
method: story track [focus on
meaning] and primer track
[focus on accuracy])
c. Review model instructional
plans [A]
1.1.1
Week 7 - 8 a. Examine literature in the [C] Instructional Materials  Lecture  Production and evaluation [C]
Mother Tongue 1.1.1, 1.6.1, 4.5.1 Development for MTB-MLE of instructional materials 4.5.1
b. Develop instructional materials following OBE framework  Analysis of sample
for MTB-MLE following OBE instructional materials.
framework and embedding
local literature
Week 9 a. Explain the importance of [A] Phonology and Phonemics  Watching videos on  Writing and critiquing of
phonological and phonemic 1.1.1 of MT phonological and instructional plan [A, B, C]
1.1.1, 1.2.1, 4.1.1
awareness of MT phonemic
b. Compare the sounds of MT to [A] awareness [A, B, C]
English using IPA transcription 1.1.1
1.1.1, 1.2.1, 4.1.1
c. Design an instructional plan  Listening, reading,  Micro-teaching
[B, C]
applying phonology and and speaking
1.1.1, 1.2.1, 4.1.1
phonemics in MTB-MLE exercises
 Individual/Dyadic work
on instructional plan
Week 10- a. Describe the morphological [A] Morphology and standard  Lectures  Writing and critiquing of [A, B, C]
11 features of the nominals, 1.1.1 orthography of MT instructional plan 1.1.1, 1.2.1, 4.1.1
pronominals, verbs,  Morphological
adjectives, and adverbs as analysis of MT words,
well as standard orthography reading exercises, [A, B, C]
of MT [B, C] vocabulary building 1.1.1, 1.2.1, 4.1.1
1.1.1, 1.2.1, 4.1.1
b. Design an instructional plan exercises,
using concepts of  Micro-teaching
morphological features of  Individual/Dyadic work
MT in MTB-MLE on instructional plan
Week 12 a. Explain the connotation [A,C] Semantics of MT  Lecture, class  Writing and critiquing of [A, B, C]
and denotation of words 1.1.1, 1.6.1 discussion instructional plan 1.1.1, 1.2.1, 4.1.1
b. Design an instructional plan [B, C]  Vocabulary building  Micro-teaching [A, B, C]

using concepts of semantics 1.1.1, 1.2.1, 4.1.1 exercises, reading 1.1.1, 1.2.1, 4.1.1
of MT in MTB-MLE exercises (e.g., poems,
short stories)
 Individual/Dyadic work
on instructional plan
Week 13 a. Discuss the locutionary, [A,C] Pragmatics of MT  Lecture, class  Writing and critiquing of
illocutionary, and 1.1.1, 1.6.1 discussion instructional plan [A, B, C]
perlocutionary forces of 1.1.1, 1.2.1, 4.1.1
sentences and possible  Role playing in groups  Micro-teaching
implicatures of 4-5 [A, B, C]
b. Design an instructional plan 1.1.1, 1.2.1, 4.1.1
using concepts of  Individual/Dyadic work
[B, C]
pragmatics of MT in MTB- on instructional plan
1.1.1, 1.2.1, 4.1.1
MLE
Week 14 a. Parse MT sentences using [A] 1.1.1 Syntax of MT Lecture, class discussion Writing and critiquing of
TGG model. instructional plan [A, B, C]
b. Describe the syntactic [A] 1.1.1 Board work, stylistic 1.1.1, 1.2.1, 4.1.1
features of MT. analysis Micro-teaching
c. Write a short essay in MT. [A, B, C]
[A] 1.1.1
d. Trace syntactic deviations Individual/ dyadic work on 1.1.1, 1.2.1, 4.1.1
[A] 1.1.1
in MT poems. instructional plan
e. Design an instructional [A, B, C]
plan using concepts of 1.1.1, 1.2.
syntax of
Week 15 a. Develop appropriate [C] Assessment of Mother Lecture, class discussion Writing and critiquing of [C]
assessment procedures 4.5.1 Tongue assessment plan 4.5.1
and tools/instruments for
the mother tongue
Week a. Teach a subject in K-3 using [A, B, C, D] Synthesis and Application Demonstration teaching Individual Demonstration [A, B, C, D]
16-18 the principles and concepts 1.1.1, 1.1.1, 1.6.1, of key concepts and Teaching and Critiquing 1.1.1,1.6.1, 4.5.1,
learned in the course 4.5.1, 5.1.1 principles in MTB-MLE Peer critiquing of 5.1.1
instructional plans and
materials
Suggested List of References
Alidou, H., Birgit, B., & Yaya, S. (2006). Optimizing learning and education in Africa – the Language Factor. Paris, France.
Baker, C. (2006). Foundations of bilingual education and bilingualism (4th ed). Clevedon: Multilingual Matters Ltd.
Burton, L.A. (2013). Mother tongue-based multilingual education in the Philippines: Studying top-down policy implementation from the bottom up. Doctoral Dissertation,
University of Minnesota.
Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE). Quezon City: LORIMAR Publishing.
DepEd MTB-MLE Curriculum Guide
DepED Order No. 74. (2009, July 14). Institutionalizing mother tongue-based multilingual education (MLE) . http://mlephil.wordpress.com/2009/07/18/deped-order-no-74-s-2009/.
Giron, P. R., Aguirre, R., Flojo, O. C., Gutierrez, M. R. M., & Llagas, A. T. (2016). Teaching and learning languages and multiliteracies: Responding to the MTB-MLE challenge. Quezon City:
Lorimar Publishing.
Gunigundo, M. T. (2010). The right to learn in one’s own language. In R. M. D. Nolasco, F. A. Datar, & A. M. Azurin (Eds.), Starting where the children are: A collection of essays on
Mother tongue-based multilingual education and language issues in the Philippines (pp. 78–80). Diliman, Quezon City: 170+ Talaytayan MLE.
Mahboob, A., & Cruz, P. (2013). English and mother tongue-based multilingual education: Language attitudes in the Philippines . Asian Journal of English Language Studies, (1) , 1–19.
Metila, R., Pradilla, L. A., & Williams, A. (2017). Investigating best practice in Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines, Phase 3 progress report:
Strategies of exemplar schools. Report prepared for Australian Department of Foreign Affairs and Trade and Philippine Department of Education. Melbourne and Manila:
Assessment, Curriculum and Technology Research Centre (ACTRC).
Metila, R., Pradilla, L., & Williams, A. (2016). The challenge of implementing mother tongue education in linguistically diverse contexts: The case of the Philippines. The Asia-Pacific Education Researcher. doi:
10.1007/s40299-016-0310-5
Nolasco, R. M. D., Datar, F. A., & Azurin, A. M. (Eds.). (2010). Starting where the children are: A collection of essays on Mother tongue-based multilingual education and language
issues in the Philippines. Diliman, Quezon City: 170+ Talaytayan MLE.
Pflepsen, A, Benson, C., Chabbott, C., & Van Ginkel, A.J. (2015). Planning for language use in education: Best practices and practical steps to improve learning outcome. Washington, DC:
USAID. PPST-RPMS Manual
Tupas, R. (2015). Inequalities of multilingualism: Challenges to mother tongue-based multilingual education. Language and Education, 29 (2), 112–124.
Van Ginkel, A. J. (2014). Additive language learning for multilingual settings. Washington, DC: USAID.
Williams, A., Metila, R., Pradilla, L. A., & Digo, M. (2014). Investigating Best Practice in MTB-MLE in the Philippines MTB-MLE: Phase 1 Progress Report. University of the Philippines: Assessment, Curriculum
and Technology Research Centre.
Young, C. (2011). Enablers and constraints of an effective and sustainable mother tongue-based multilingual education policy in the Philippines. (Unpublished doctoral dissertation).
University of Bangor.
Pagtuturo ng Filipino sa Elementarya I – Estruktura at Gamit ng Wikang Filipino

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
28
Course Information
Pagtuturo ng Filipino sa Elementarya I –
Course Name Course Code
Estruktura at Gamit ng Wikang Filipino
Course Requirements:
Grading System
Pangunahing kahingian sa anumang pagtuturo ng wika ang pag-aaral at pagsusuri sa estrukturang nakapaloob dito. Hindi 1.1.1, 4.1.1
maititiwalag ang kayarian ng wika upang masapol at maunawaan ang kaligiran, kalikasan at kasaysayan nito. Kung gayon, ang
kursong ito ay nakatuon sa pagsanay ng paggamit ng estruktura at gamit ng Wikang Filipino sa pagtuturo sa elementarya.
Sumasaklaw ito sa deskriptibong pag-aaral ng wikang Filipino sa antas ng ponolohiya, morpolohiya, sintaktika at semantika.
Bibigyang-diin sa kursong ito ang ibat ibang dulog at estratehiya sa pagtuturo at pagtataya ng/sa wikang Filipino ayon sa
kahingian
ng K – 12 curriculum..
Matapos ang isang semestre, ang mga mag-aaral ay inaasahang:
A. naipapamalas ang kasanayan sa pagpapaliwanag ng mga batayang kaalaman sa pagtuturo ng panitikan ng Pilipinas sa 1.1.1
elementarya,
B. naipapamalas ang kahusayan sa pagtuturo ng Filipino gamit ang wikang Filipino at mother tongue at akmang 1.6.1, 4.1.1
dulog pagtuturo at pagkatuto ng/sa panitikang Filipino ayon sa kahingian ng K-12 kurikulum,
C. nakakapili, nakakalikha at nakakagamit ng kagamitang panturong nakaugat sa lokal na kultura at 4.5.1
D. nakakapili, nakakalikha at nakakagamit ng mga akmang pagdulog sa pagtasa at pagtaya sa pagtuturo at pagkatuto 5.1.1
ng/sa wikang Filipino.
Pagtuturo ng Filipino sa Elementarya I – Estruktura at Gamit ng Wikang Filipino 29

Time Intended Learning Outcomes BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment (ILOs) Activities
Week 1 a. Nabibigyang-depinisyon ang [A] Kahulugan ng Wika  Pagbuo ng habing semantika  Maikling
wika batay kay Henry R. 1.1.1 na magpapakita ng prior pagsusulit/Pagsasanay [A]
Gleason. knowledge ng mga mag-aaral 1.1.1
b. Natatalakay ang mga [A]
elementong taglay ng isang 1.1.1
wika.
c. Naibabahagi ang halaga ng [A]
wika sa sarili at sa lipunan sa 1.1.1
kabuoan.
a. Natatalakay ang mga [A] Mga teoryang pilosopikal  Pagsusuri ng mga teorya
sumusunod: Jean Piaget 1.1.1 ng edukasyon at wika/ gamit ang mind maps
(Developmental Stages of Teorya sa kalikasan at
Learning), Leo Vygotsky pagkatuto ng wika
(Cooperative Learning),
Jerome Bruner (Discovery
Learning), Robert Gagne
(Heirarchical Learning ),
David Ausubel
(Interactive/Integrated
Learning),Cummins (Basic
Interpersonal
Communication Skills-BICS
at Cognitive Academic
Language Proficiency Skills-
CALPS) [A]
b. Naipapaliwanag ang 1.1.1
implikasyon ng mga
teoryang nabanggit sa
pagtuturo at
pagkatuto ng/sa Filipino
Week 2 a. Naipapaliwanag ang [A] Ponolohiya:  Kolaboratibong talakayan/  Exit slip na nagbubuod ng [A]
kahulugan ng ponolohiya. 1.1.1 Titik at Ponema, Ponemang Question and Answer natutuhan sa talakayan 1.1.1
b. Naikokontrast ang titik at Patinig at Ponemang Katinig
ponema gayundin ang [A]
1.1.1
ponemang patinig at katinig
sa isa’t isa.
c. Nasusuri ang mga salita [A]
batay sa bilang ng titik at 1.1.1
ponema nito.
a. Napag-uusapan ang Ponemang Segmental  Malikhaing pagsasadula  Self-/ peer assessment ng

[A]
ponemang segmental dula na nagpapakita ng
1.1.1
partikular ang diptonggo, paglalapat ng paksang
klaster, pares minimal at tinalakay
ponemang malayang
nagpapalitan.
b. Nakakapagbigyan ng mga
tiyak na halimbawa ng saklaw [A]
1.1.1
ng ponemang segmental.
c. Nagagamit ang mga ibinigay
na halimbawa sa sariling [A]
pangungusap kaugnay sa 1.1.1
mga isyung pambansa.
a. Napag-uusapan ang saklaw [A] Ponemang Suprasegmental

ng ponemang 1.1.1
suprasegmental.
b. Nagagamit ang kaalaman sa
[A]
ponemang suprasegmental 1.1.1
sa aktuwal na pakikipag-
usap.
[A]
c. Naibabahagi ang reaksiyon 1.1.1
kaugnay sa pagkakaroon ng
kaaalaman tungkol sa
ponemang suprasegmental.
Week 3 a. Nakikilala ang apat na uri ng [A] Apat na Uri ng Bigkas  Partner learning: Pakikinig at  Pagtutuldik at Malakas na [A]
bigkas at ang kaukulang 1.1.1 pagsasalita bilang ensayo sa Pagpapabasa 1.1.1
tuldik na ginagamit dito. pagbigkas at pagpapantig
b. Nagagamit ang tamang
tuldik sa isang salita batay [A]
sa kahulugang taglay nito. 1.1.1
c. Nabibigkas nang tama
ang mga salita sa tulong
ng tuldik na ginamit.
a. Naipapaliwanag ang mga [A]

Pormasyon ng Pantig at
tuntunin sa pagpapantig sa 1.1.1
Pagpapantig
wikang Filipino.
b. Napapantig nang tama
ang mga salita sa wikang [A]
Filipino. 1.1.1
c. Naibabahagi ang halaga ng
[A]
pagpapantig sa pag-aaral
1.1.1
ng wikang Filipino.
Week 4 a. Natatalunton ang (A) Ebolusyon ng Alpabetong  Paggamit ng diagram na [A]
1.1.1 Filipino nagpapakita ng punto at 1.1.1
ebolusyon ng alpabetong
Filipino sa pamamagitan ng paraan ng artikulasyon
timeline.
b. Naitatampok ang [A]
1.1.1
pinakalutang na katangian
ng bawat alpabeto sa
pinagdaanang kasaysayan
nito.
c. Napapapangatwiranan kung [A]
bakit mahalaga ang patuloy 1.1.1
na ebolusyon ng
alpabetong Filipino.
a. Nailalarawan ang punto ng [A] Punto ng Artikulasyon
1.1.1
artikulasyon.
b. Nabibigkas ang bawat [A]
1.1.1
ponemang katinig batay
sa punto ng artikulasyon.
c. Napupunuan ang [A]
talahanayan sa tamang 1.1.1
punto ng artikulasyon.
[A] Paraan ng Artikulasyon Pagsagot sa mga tanong (A)

a. Nailalarawan ang paraan ng Panonood ng video
1.1.1 tungkol sa napanood 1.1.1
artikulasyon.
b. Nabibigkas ang bawat [A]
1.1.1
ponemang katinig batay sa
paraan ng artikulasyon. [A]
c. Napupunuan ang 1.1.1
talahanayan sa tamang
paraan ng artikulasyon.
a. Naipapaliwanag ang [A]

1.1.1 Morpolohiya
kahulugan ng Mga Uri ng Morpema
morpolohiya. [A]
b. Nasusuri ang mga salita 1.1.1
batay sa mga uri ng
[A]
morpema. 1.1.1
c. Nakakapagbigay ng mga
tiyak na halimbawa sa
mga uri ng morpema.
Week 5 a. Nabibigyang-kahulugan ang [A] Mga Pagbabagong Fast talk/Paspasang Usapan Pagsulat ng maikling sanaysay [A]
1.1.1 Morpoponemiko tungkol sa natutuhan 1.1.1
mga pagbabagong
morpoponeniko. [A]
b. Nakakapagbigay ng mga 1.1.1
tamang halimbawa sa mga
pagbabagong
morpoponemiko. [A]
c. Nasasabi ang halaga sa pag- 1.1.1
aaral ng mga pagbabagong
morpoponemiko
Bahaging Pangnilalaman:
a. Natatalakay ang saklaw ng [A] Round robin discussion Quiz bee: pangkatan [A]
1.1.1 Pangngalan 1.1.1
pangngalan.
b. Nakakapagbigay ng mga [A]
tamang halimbawa sa bawat 1.1.1
saklaw ng pangngalan.
c. Nagagamit sa makabuluhang [A]
pangungusap ang mga 1.1.1
ibinigay na tiyak na
halimbawa sa bawat saklaw
ng pangngalan.
Week 6 a. Natatalakay ang saklaw ng [A] Panghalip Jigsaw Discussion Quiz bee: pangkatan [A]
1.1.1 1.1.1
panghalip.
b. Nakakapagbigay ng mga
tamang halimbawa sa bawat [A]
saklaw ng panghalip. 1.1.1
c. Nagagamit sa makabuluhang
pangungusap ang mga
ibinigay na tiyak na
halimbawa sa bawat saklaw [A]
1.1.1
ng panghalip
Pandiwa
a. Naipapaliwanag ang [A] Interaktibong Lektyur Pagsulat ng journal entry o [A]
depinisyon ng pandiwa. 1.1.1 kuwento 1.1.1
b. Nababanghay ang mga salita
[A]
sa bawat aspekto at iba pang 1.1.1
kategorisasyon ng pandiwa.
c. Natatalakay ang pokus at [A]
1.1.1
kaganapan ng pandiwa gamit
ang mga tamang halimbawa.
Week 7 - 8 a. Nabibigyang-kahulugan ang [A] Pang-uri Paglalarawan Iguhit mo: Ang mga mag-aaral [A]
1.1.1 ay pagtatambalin. Magbibigay 1.1.1
pang-uri.
b. Napag-uusapan ang lahat ng ng panuto ang isa sa kanyang
[A]
saklaw ng pang-uri. 1.1.1 kapareho sa pamamagitan ng
c. Nailalarawan ang paglalarawan. Kailangan ay
kasalukuyang kalagayan ng eksakto ang iginuhit na
[A] larawan sa orihinal. Magpapalit
bansa at mundo gamit ang 1.1.1
din ng role ang bawat isa
mga tamang pang-uri.
pagkatapos.
[A] Pang-abay Larong pangwika Maikling [A]

a. Natutukoy ang pang-abay sa
1.1.1 pagsusulit/Pagsasanay
isang pangungusap o 1.1.1
pahayag. [A]
b. Nakikilala ang iba’t ibang uri 1.1.1
ng pang-abay.
c. Nagagamit ang mga pang- [A]
abay sa pagbuo ng mga 1.1.1
pangungusap tungkol sa
pagkamakabayan at
pagkamamamayan.
[A, B,
a. Naipapamalas ang kahusayan Pakitang Turo Pagkritika (Critiquing) at
[A, B] Mga epektibong dulog at C, D]
sa pagtuturo ng Filipino Paggamit ng rubrik
1.1.1, estratehiya sa pagtuturo ng 1.1.1,
gamit ang wikang Filipino at Pagsulat ng Banghay-aralin
1.6.1, 3.1.1 bahaging pangnilalaman 1.6.1,
mother tongue at akmang Paglikha ng kagamitang panturo 4.1.,
dulog sa pagtuturo at 4.5.1,
pagkatuto ng/sa wikang 5.1.1
[C] Pagbuo ng angkop na pagtataya
Filipino ayon sa kahingian ng 4.5.1
(assessment)
K-12 kurikulum
b. Nakakapili, nakakalikha at
[D]
nakakagamit ng kagamitang
5.1.1
panturong nakaugat sa lokal
na kultura at
c. Nakakapili, nakakalikha at
nakakagamit ng mga akmang
pagdulog sa pagtasa at
pagtaya sa pagtuturo at
pagkatuto ng/sa wikang
Filipino
Week 9 a. Naipapaliwanag ang halaga [A] Bahaging Pangkayarian: Malikhaing pagsusulat Kritikang pangklase [A]
1.1.1 Pang-angkop 1.1.1
ng pang-angkop sa isang
pangungusap. [A]
b. Nalalapatan ng tamang 1.1.1
pang- angkop ang bawat
pangungusap.
[A]
c. Nakikritika ang isang 1.1.1
sanaysay batay sa ginamit na
mga pang-angkop.
Maikling pagsasanay/ [A]

a. Naikokontrast ang pangatnig [A] Pangatnig Talakayan
pagsagot sa worksheets 1.1.1
para sa magkatimbang at di- 1.1.1
magkatimbang na yunit.
[A]
b. Nagagamit ang pangatnig sa 1.1.1
pagbuo ng isang malikhaing
akda.
[A]
c. Nasusuri kung bakit dapat
1.1.1
alam ang paggamit ng
tamang pangatnig.
Week a. Nabibigyang-depinisyon [A] Pantukoy Talakayan Maikling pagsasanay/ [A]
10-11 1.1.1 pagsagot sa worksheets 1.1.1
ang pantukoy.
b. Nakikilala ang mga [A]
pantukoy. 1.1.1
c. Nagagamit ang tamang
pantukoy sa pagbuo ng
[A]
makabuluhang 1.1.1
pangungusap tungkol sa
pangangalaga ng kalikasan.
a. Nakikilala ang mga pang- [A] Pang-ukol Larong Pangwika Maikling pagsasanay/ [A]
1.1.1 pagsagot sa worksheets 1.1.1
ukol sa wikang Filipino.
b. Nagagamit ang mga pang- [A]
ukol sa pagbubuo ng 1.1.1
makabuluhang
pangungusap tungkol sa [A]
halaga ng edukasyon. 1.1.1
c. Nasusuri ang papel na
ginagampanan ng pang-
ukol sa pagbuo ng mga
pangungusap sa wikang
Filipino.
a. Naipapamalas ang [A, B] Mga epektibong dulog at Pakitang Turo

kahusayan sa pagtuturo ng 1.1.1, estratehiya sa pagtuturo ng
Filipino gamit ang wikang 1.6.1, 3.1.1 bahaging pangkayarian
Filipino at mother tongue at
akmang dulog sa pagtuturo
at pagkatuto ng/sa wikang
Filipino ayon sa kahingian
ng K-12 kurikulum
[C] Pagsulat ng Banghay-aralin Pagkritika (Critiquing) at
b. Nakakapili, nakakalikha at 4.5.1 [A, B,
Paglikha ng kagamitang panturo Paggamit ng rubrik
nakakagamit ng kagamitang C, D]
panturong nakaugat sa 1.1.1,
lokal na kultura at 1.6.1,
[D] Pagbuo ng angkop na pagtataya 4.1.1,
c. Nakakapili, nakakalikha at 5.1.1 (assessment) 4.5.1,
nakakagamit ng mga
5.1.1
akmang pagdulog sa
pagtasa at pagtaya sa
pagtuturo at pagkatuto
ng/sa wikang Filipino
Week 12 a. Natatalakay ang saklaw ng [A] Sintaks Inter-aktibong talakayan Pagsulat ng talata/sanaysay [A]
1.1.1 1.1.1
sintaks.
b. Nakakabuo ng mga [A]
1.1.1
matinong pangungusap
tungkol sa karapatang [A]
pantao. 1.1.1
c. Nakikritika ang mga talata
batay sa pangungusap na
bumubuo rito.
Inter-aktibong talakayan Pagsulat ng talata/sanaysay

a. Nakikilala ang pangungusap [A] Pangungusap Batay sa [A]
batay sa gamit. 1.1.1 Gamit 1.1.1
b. Nailalatag ang halaga ng
apat na uri ng pangungusap [A]
batay sa gamit. 1.1.1
c. Nakakabuo ng isang
[A]
sanaysay na may tamang
1.1.1
paggamit ng pangungusap.
a. Natutukoy ang mga Pangungusap Batay sa Inter-aktibong talakayan Pagsasanay sa pisara

[A] Kayarian
pangungusap batay sa
1.1.1
kayarian. [A]
1.1.1
b. Nakakapagbigay ng mga
tamang halimbawa ng [A]
1.1.1
pangungusap batay sa
kayarian. [A]
c. Nasasabi ang halaga ng 1.1.1
pag-aaral sa mga kayarian
ng pangungusap sa
pagbubuo ng tamang
sulatin.
a. Nailalahad ang mga uri ng [A] Pangkatang talakayan Pagsulat ng maikling dula at [A]
pangungusap na hindi 1.1.1 Pangungusap na Hindi pagtatanghal gamit ang rubrik 1.1.1
lantad ang paksa. Lantad ang Paksa
b. Nakakabuo ng iskrip na [A]
1.1.1
ginagamitan ng mga
pangungusap na hindi
lantad ang paksa.
c. Nakakapagtanghal ng isang [A]
maikling dulang may tuon 1.1.1
sa mga pangungusap na
walang paksa.
Week 13 a. Naipapaliwanag ang [A] Semantika: Denotasyon at Talakayan Maikling Pagsusulit [A]
1.1.1 Konotasyon 1.1.1
semantika.
b. Naikokontrast ang [A]
denotasyon at konotasyon. 1.1.1
c. Nasusuri ang mga salita
[A]
kung ito ay denotasyon o
1.1.1
konotasyon.
a. Natatalakay ang paggamit [A]

1.1.1 Paggamit ng Diksiyonaryo Larong pangwika Maikling Pagsusulit
ng diksiyonaryo. [A]
b. Nakikilala ang bawat bahagi 1.1.1
[A]
ng diksiyonaryo. 1.1.1
c. Nakakabuo ng mga
[A]
pagsusulit kaugnay sa
1.1.1
pagggamit ng diksiyonaryo.
Week a. Naipapamalas ang [A, B] Sintesis at Paglalapat ng Pakitang Turo
14-18 1.1.1, mga Natutuhan sa Kurso
kahusayan sa pagtuturo ng
1.6.1, 3.1.1
Filipino gamit ang wikang
Filipino at mother tongue at
akmang dulog sa pagtuturo
at pagkatuto ng/sa wikang Pagsulat ng Banghay-aralin Pagkritika (Critiquing) at
[A, B,
Filipino ayon sa kahingian Paglikha ng kagamitang panturo Paggamit ng rubrik
C, D]
ng K-12 kurikulum
b. Nakakapili, nakakalikha at [C] 1.1.1,
4.5.1 1.6.1,
nakakagamit ng kagamitang
panturong nakaugat sa 4.1.1,
4.5.1,
lokal na kultura at
5.1.1
c. Nakakapili, nakakalikha at [D] Pagbuo ng angkop na pagtataya
5.1.1 (assessment)
nakakagamit ng mga
akmang pagdulog sa
pagtasa at pagtaya sa
pagtuturo at pagkatuto
ng/sa wikang Filipino

Almario, Virgilio S. Patnubay sa Pagsasalin. Lungsod Pasig: Anvil Publishing, Inc. 2003.
Badayos, Paquito B. Masining na Pagpapahayag, Aklat sa Filipino 3, Antas-Tersiyarya . Lungsod Valenzuela: Mega-Jesta Prints, Inc. 2010.
Badayos, Paquito B. Metodolohiya sa Pagtuturo at Pagkakatuto ng/sa Filipino, Mga Teorya, Simulain at Estratehiya. Lungsod Malabon: Mutya Publishing House, Inc.
2008. Bernales, Rolando A., et al. Masining na Pagpapahayag sa Filipino: Mga Prinsipyo at Proseso. Lungsod Valenzuela: Adelko Printing Press. 2012.
Bernales, Rolando A., et al. Akademikong Filipino para sa Kompetetibong Filipino. Lungsod Malabon: Mutya Publishing House, Inc. 2013.
Batnag, Aurora E. at Jayson D. Petras. Teksbuk sa Pagsasalin. Lungsod Quezon: C & E Publishing, Inc. 2009
Batnag, Aurora E. at Alvin Ringgo C. Reyes. Sayusay, Sining ng Mabisang Pagpapahayag. Lungsod Quezon: C & E Publishing, Inc. 2011.
Malicsi, Jonathan C. Gramar ng Filipino. Lungsod Quezon: Sentro ng Wikang Filipino. 2013.
Paz, Consuelo J., et al. Ang Pag-aaral ng Wika. Lungsod Quezon: UP Press. 2003.
PPST-RPMS Manual
Santos, Benilda S. (ed). Ang Wikang Filipino sa Loob at Labas ng Akademya’t Bansa, Unang Sourcebook ng SANGFIL 1994-2001. Lungsod Quezon: UP-SWF. 2003.
Tanawan, Dolores S., et al. Retorika: Mabisang Pagpapahayag sa Kolehiyo. Bulacan: Trinitas Publishing, Inc. 2003.
Victoria, Vasil A. Ponolohiyang Filipino. Sariling Limbag. 2018.
Villafuerte, Pat V., et al. Ang Manghahasik ng Edukasyong Pangwika. Bataan: Sons Print Corporation. 2009.
Zafra, Galileo S. Daluyan, Journal ng Wikang Filipino. Lungsod Quezon: SWF. 2002.
http://kwf.gov.ph/wp-content/uploads/Ortograpiyang-Pambansa.pdf
http://sentrofilipino.upd.edu.ph/programa_at_proyekto/download/uswagan_kartila_fil.pdf
http://kwf.gov.ph/wp-content/uploads/Pagpaplanong-Wika-at-Filipino_2.pdf
Pagtuturo ng Filipino sa Elementarya II – Panitikan ng Pilipinas

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
41
Course Information
Pagtuturo ng Filipino sa Elementarya II
– Panitikan ng Pilipinas
Grading System
Sumasaklaw ang kursong ito sa paggamit ng iba’t ibang anyo ng literatura ng Pilipinas galing sa sarili at iba’t ibang rehiyon sa 1.1.1, 1.6.1,
pagtuturo, produksiyon ng mga kagamitang panturo at pagtatayang angkop sa elementarya. Mahalaga ang kursong ito 3.2.1, 4.1.1,
sapagkat ihahanda at ipapadanas sa mismong mga mag-aaral ang landasin kung paano ituturo ang mga panitikang nakalaan sa 5.1.1
antas ng elementarya gamit ang wikang Filipino. Higit na bibigyang-tuon ang mga layuning nakatala sa Curriculum Guide mula
sa Kagawaran ng Edukasyon, ang aktuwal na mga sipi ng teksto mula sa librong ginagamit sa pampubliko at pampribadong
paaralan at paglikha ng mga kagamitang panturo. Sa huli, layunin ng kursong ito na maikintal at mapalalim sa mga mag-aaral
(pre-service teachers) ang kanilang kamalayan at pagpapahalaga sa panitikan upang sila ay maging mahusay na guro ng Filipino
sa elementarya.

Matapos ang isang semestre, ang mga mag-aaral ay inaasahang:
A. naipapamalas ang kasanayan sa mga estratehiyang pampagtuturo sa pagpapaliwanag ng mga batayang kaalaman 1.1.1, 3.2.1
sa pagtuturo ng panitikan ng Pilipinas sa elementarya,
B. naipapamalas ang kahusayan sa pagtuturo ng Filipino gamit ang wikang Filipino at mother tongue at akmang 1.6.1, 4.1.1
dulog pagtuturo at pagkatuto ng/sa panitikang Filipino ayon sa kahingian ng K-12 kurikulum,
C. nakakapili, nakakalikha at nakakagamit ng kagamitang panturong nakaugat sa lokal na kultura at 4.5.1
D. nakakapili, nakakalikha at nakakagamit ng mga akmang pagdulog sa pagtasa at pagtaya sa pagtuturo at pagkatuto ng/sa 5.1.1
wikang Filipino.
42
Pagtuturo ng Filipino sa Elementarya II – Panitikan ng Pilipinas
Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 a. Nakakabuo ng tiyak at malinaw na [A] Kahulugan ng Panitikan  Lektyur at Pangkatang  Maikling [A]
kahulugan ng panitikan. 1.1.1 paligsahan pagsusulit/Pagsasanay 1.1.1
b. Nasusuri ang kahulugan ng
panitikan sa lapit-estruktural.
c. Nasasabi ang kaugnayan ng
panitikan sa sarili at lipunan.
d. Naiisa-isa ang halaga ng panitikan
batay sa iba’t ibang kategorya o
Kahalagahan ng Panitikan
pamantayan.  Pagbabahagi ng mga  Posisyong papel kung bakit
[A]
e. Nakikritika ang kahalagahan ng sariling sanaysay o sa gitna ng makabagong
1.1.1
pantikan batay sa sariling danas. karanasan kung saan ang panahon ng social media ay
f. Nakakabuo ng posisyong papel isang akdang mahalagang matutuhan ng
kaugnay sa halaga ng pagtuturo pampanitikan ay mga mag-aaral sa
ng panitikan sa elementarya. nakapagpabago o elementarya ang iba’t-ibang
nakaimpluwensya sa uri ng panitikan
kanilang buhay
Week 2 a. Naipapaliwanag ang iba’t ibang Tula  Malikhaing pag-uulat  Maikling pagsusulit at/o [A]
kahulugan ng tula.  Pangkatang kritika pagsasanay 1.1.1
b. Napag-uusapan ang mga
elementong bumubuo sa tula.
c. Nailalapat sa piling tula ang mga
[A]
elementong tinataglay nito sa
1.1.1
tulong ng maikling pagsusuri.
d. Naibibigay ang malinaw na

Bugtong
kahulugan ng bugtong.  Bugtungan  Maikling pagsusulit at/o [A]
e. Nasusuri ang paraan ng pagsasanay kung saan 1.1.1
konstruksiyon ng bugtong at kung  Pagbabahagi ng mga magiisip ng mga
paano ito maituturo sa mga mag- kasanayang nahuhubog sa ‘makabagong bugtong’ na
aaral sa elementarya mga mag-aaral kapag sila ang mga sagot ay mga
modernong bagay gaya ng
ay nag-iisip ng mga
cellphone, internet, etc.
kasagutan sa bugtong
Week 3 a. Naipapaliwanag ang kahulugan ng Salawikain  Q and A  Pagsulat ng salawikain [A]
salawikain.  Pagsulat ng salawikain 1.1.1
[A]
b. Nabibigyang-pagpapakulugan
1.1.1
ang ilang piling salawikain.
c. Nakakalikha ng sariling
makabagong salawikain
 Pagbabahagi ng konsepto [A]
Kuwento  Inter-aktibong
d. Nabibigyang-kahulugan ang 1.1.1
talakayan ng mga uri ng isang kuwentong
kuwento. kwentong naaangkop sa pambata. (Maaari ring ituloy
e. Naipapaliwanag kung bakit at magugustuhan ng ang pagbuo sa kwentong
mahalaga ang mga kuwento sa mga kabataan ngayon pambata bilang proyekto sa
paghubog ng kamalayan ng mga katapusan ng kurso)
mag-aaral
f. Nakakalikha sariling mga
kuwentong pambata.
Week 4 a. Naipapaliwanag ang kahulugan ng Alamat  Kritikang pangnilalaman  Maikling pagsusulit at/o [A]
alamat. sa alamat pagsasanay 1.1.1
b. Nakakabasa ng ilang piling alamat.
c. Nakikritika ang nilalaman ng
alamat lalo na ang taglay na
pagpapahalaga o esensiya nito. [A]
1.1.1
d. Nailalahad ang pagiging epektibo Pabula  Pagtatanghal ng piling  Pagkikritika ng pagtatanghal
[A]
ng mga pabula sa pagbibigay ng pabula gamit ang rubrik 1.1.1
aral lalo na sa mga mag-aaral sa
elementarya.
e. Nakakabasa ng ilang piling pabula.
f. Naitatanghal ang ilang piling
pabula.
Week 5-8 a. Naipapamalas ang kahusayan sa [A, B] Mga epektibong dulog at  Paunang Pakitang Turo  Pagkritika (Critiquing) at [A, B,
pagtuturo ng Filipino gamit ang 1.1.1, estratehiya sa pagtuturo ng (formative) Paggamit ng rubrik C, D]
1.6.1, panitikan, paglikha ng 1.1.1,
wikang Filipino at mother tongue
3.2.1, 1.6.1,
at akmang dulog pagtuturo at kagamitang panturo at
4.1.1 3.2.1,
pagkatuto ng/sa panitikang pagtataya
4.1.1,
Filipino ayon sa kahingian ng K-12 4.5.1,
kurikulum, 5.1.1
b. Nakakapili, nakakalikha at [C]  Pagsulat ng Banghay-
nakakagamit ng kagamitang 4.5.1 aralin
panturong nakaugat sa lokal na  Paglikha ng kagamitang
kultura panturo
c. Nakakapili, nakakalikha at [D]
nakakagamit ng mga akmang 5.1.1
pagdulog sa pagtasa at pagtaya sa  Pagbuo ng angkop na
pagtuturo at pagkatuto ng/sa pagtataya (assessment)
wikang Filipino.
Week 9 a. Naikokontrast ang parabula sa Parabula  Pagtatanghal  Pagkikritika sa pagtatanghal [A]
pabula. 1.1.1
b. Nakakabasa ng ilang piling
parabula.
c. Naitatanghal ang ilang piling
parabula.
[A] Kuwentong-bayan
d. Naipapaliwanag ang katuturan ng  Komunikatibong  Maikling pagsusulit at/o [A]
1.1.1
kuwentong-bayan. talakayan sa kahalagahan pagsasanay 1.1.1
e. Nakakahanap sa sariling lugar ng ng mga kuwentong bayan
mga kuwentong-bayan. sa paghubog ng
f. Naisasalaysay sa klase ang kamalayan
ng mga mag-aaral
nilalaman ng nahanap na
kuwentong-bayan.  Dugtungang Pagsasalysay
Week 10 a. Naipapaliwanag ang ibig sabihin Mitolohiya  Talakayan  Maikling pagsusulit at/o [A]
ng mitolohiya. pagsasanay 1.1.1
b. Nakikirtika ang ilang piling
mitolohiya sa tulong ng mga
karakter na bida rito.
c. Naisasadula ang ilang piling
[A] [A]
kuwentong-bayan sa Filipino.
1.1.1 1.1.1
Epiko  Kantahan /Chanting  Pag-aaral sa mga piling
d. Nakikilala ang mga anda ng isang
epiko at ang mga
epiko.
mabubuting aral o reyalidad
e. Napapangalanan ang mga sikat na
sa buhay na sinasaklaw ng
epiko sa bansa.
mga akda na mahalagang
f. Nakakanta ang ilang piling epiko.
matutunan ng mga mag-
aaral.
Week 11 a. Naipapaliwanag ang kahulugan ng Sanaysay  Panayam ng Guro  Maikling pagsusulit at/o [A]
sanaysay.  Pagbasa at kritika sa pagsasanay 1.1.1
b. Nakikirtika ang pagkakabuo nito. sanaysay
c. Naikokontrast ang pormal sa di-
pormal na sanaysay.
d. Nakakahanap ng mga tiyak na
[A] Pormal at Di-Pormal na [A]
halimbawa ng pormal at di-pormal  Paggawa ng Venn Diagram  Pagpapasulat ng sanaysay
1.1.1 Sanaysay 1.1.1
na sanaysay. na nagpapakita ng
e. Nakakasulat ng pormal at di- pagkakahalintulad at
pormal na sanaysay. pagkakaiba ng pormal at
f. Nakakabasa ng napapanahong di-pormal na sanaysay
sanaysay.
g. Napag-uusapan ang nilalaman nito.
h. Nakikritika ang sanaysay batay sa
nilalaman at estilo ng pagkakasulat  Pagpapabasa ng sanaysay  Kritikang pangklase at
Pagbasa ng Sanaysay [A]
nito. pagbabahagi ng mga 1.1.1
natatanging makabagong
sanaysay na marapat na
isama sa pag-aaral ng
mga estudyante sa
elementarya
Week 12 a. Nakakasulat ng sariling sanaysay. Pagsulat ng Sanaysay  Pagpapasulat ng sanaysay  Metakritika [A]
b. Nababasa ang ginawang sariling 1.1.1
sanaysay.
c. Nakikritika ang sanaysay sa
pamamagitan ng binuong rubriks [A]
para sa klase. 1.1.1
 Madulang pagtalakay  Pagkikritika ng dula base sa [A]

d. Nabibigyang-depinisyon ang dula. Dula
 Aktuwal na panonood artistikong pagkakatanghal 1.1.1
e. Nakakapanood ng ilang piling
dula. at sa mahahalagang aral o
f. Nakikritika ang napanood na dula. konseptong ibinabahagi nito
Week 13 a. Nailalarawan ang mga uri ng dula. Mga Uri ng Dula  Talakayan  Metakritika [A]
b. Nakakakapagbigay ng mga tiyak 1.1.1
na halimbawa sa mga uri ng dula.
c. Nabibigyang-reaksiyon ang ilang
piling eksena sa dula. [A]
1.1.1
d. Nakakasulat ng isang dula para sa Pagsulat ng Dula  Pagpapasulat ng dula na  Pagkikiritika ng mga [A]
bata. sumasaklaw sa mga ibinahaging dula 1.1.1
e. Naibabahagi sa klase ang kasalukuyang isyu na
ginawang dula. kinakaharap ng mga mag-
f. Nakikitrika ang nilalaman ng dula. aaral
Week 14 a. Nakakapagsadula ang isang klase Aktuwal na Pagsasadula  Pagsasadula  Pagsulat ng repleksiyong [A]
sa tulong ng napiling piyesa. papel tungkol sa ginawang 1.1.1
[A]
b. Namamarkahan ang pagsasadula pagsasadula
1.1.1
sa tulong ng rubriks.
c. Nakikritika ang isinagawang
pagsasadula
Week a. Naipapamalas ang kahusayan sa [A, B] Mga epektibong dulog at  Huling Pakitang Turo  Pagkritika (Critiquing) at [A, B,
15-18 pagtuturo ng Filipino gamit ang 1.1.1, estratehiya sa pagtuturo ng (summative) Paggamit ng rubrik C, D]
1.6.1, panitikan, paglikha ng 1.1.1,
wikang Filipino at mother tongue
3.2.1, 1.6.1,
at akmang dulog pagtuturo at kagamitang panturo at
4.1.1 3.2.1,
pagkatuto ng/sa panitikang pagtataya
4.1.1,
Filipino ayon sa kahingian ng K-12 4.5.1,
kurikulum,  Pagsulat ng Banghay- 5.1.1
b. nakakapili, nakakalikha at [C] aralin
4.5.1
nakakagamit ng kagamitang  Paglikha ng kagamitang
panturong nakaugat sa lokal na panturo
kultura at
c. Nakakapili, nakakalikha at [D]
nakakagamit ng mga akmang 5.1.1  Pagbuo ng angkop na
pagdulog sa pagtasa at pagtaya sa pagtataya (assessment)
pagtuturo at pagkatuto ng/sa
wikang Filipino.
Casanova, Arthur P. Klasrum Drama, Mga Anyo ng Dulaan para sa Paaralan. Lungsod Mandaluyong: Anvil Publishing, Inc. 2011.
Gojo Cruz, Genaro R. “Sampung Pinakamahusay na Teknik na Ating Ginagamit sa Pagtuturo ng Panitikan.” Nasa Villafuerte, Pat V., et al. Pamfilo D. Catacataca, PhD: Ang
Manghahasik ng Edukasyong Pangwika. Lungsod Caloocan: Suatengco Publishing House. 2009.
PPST-RPMS Manual
Villafuerte, Patrocinio V. Pagpapahalaga sa Panitikan (Sining Pantanghalan) . Lungsod Malabon: Jimcyzville Publications. 2012.
Teaching Science in the Primary Grades (Biology and Chemistry)
Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
49
Course Information
Teaching Science in the Primary Grades
(Biology and Chemistry)
Grading System

This course includes understanding of spiralling/spiralling basic science concepts and application of science inquiry in Chemistry
and Biology, strategies in teaching elementary science, development of instructional materials and assessment. Content topics in 1.1.1, 4.1.1,
Chemistry include Properties and Structure of Matter and Changes that Matter Undergo. In Biology, content topics include Parts 4.5.1, 5.1.1
and Functions of Animals and Plants, Heredity: Inheritance and Variation, Biodiversity and Evolution and Ecosystems. Ultimately,
the pre-service teachers will be equipped with the pedagogical content knowledge in science as well as skills in instructional
materials development and knowledge of the design, selection, organization and use of appropriate assessment strategies for
the primary elementary grades (1-3).

A. demonstrate content knowledge of science for elementary grades including its nature, content, conceptual framework, 1.1.1, 1.2.1
domains of learning, pedagogical approaches, and research-based knowledge and principles of teaching and learning the
subject,
B. demonstrate pedagogical content knowledge that promotes scientific, technological and environmental literacies, 1.1.1
C. select, develop and use varied teaching and learning resources, including ICT, in teaching science and 4.5.1
D. design, select, organize and use appropriate and varied learning processes and assessment strategies consistent with 4.1.1, 5.1.1
the curriculum requirements.
Teaching Science in the Primary Grades (Biology and Chemistry) 50

Week 1 a. Inquire into the nature of science - [A] The Nature of Science  Lecture, class discussion  Making a concept map on [A]
-- the scientific enterprise, 1.1.1 the nature of science and 1.1.1
1.2.1 1.2.1
products, applications and the goals of science
attitudes --- and what this looks education
like in the primary classroom
[A] Goals of Elementary Science

b. Explain the goals appropriate for
1.1.1 Education
the quality elementary science
program
Week 2 a. Discuss the current state of [A] Current Developments in  Plenary discussion where  Writing an insight paper on [A]
primary science --- the status and 1.1.1, Primary Science the subject matter 1.1.1,
students synthesize their
1.2.1 1.2.1
provision of science education in findings based on their
elementary schools individual readings
b. Identify what recent and relevant [A]
research in science education has 1.1.1,
to say about primary science (what 1.2.1
works and what challenges to

consider)
Week 3-4 a. Elucidate on the basic processes [A] The Processes of Science  Interactive activities on the  Accomplishing worksheets [A]
1.1.1, d. Basic Processes processes of science and practical exercises 1.1.1,
that form the foundation for
1.2.1 1.2.1
scientific investigation and the o Observing (written or performance-
integrated processes that form the o Classifying based) on the processes of
method of actual scientific inquiry o Communicating science
o Measuring
o Predicting
o Inferring
e. Integrated Processes
o Identifying and
controlling variables
o Formulating and testing
hypotheses
o Interpreting data
o Defining operationally
o Experimenting
o Constructing models
Week 5 a. Examine the constructivist view of [A] Constructivism  Classroom observation  Preparing observation notes [A]
learning 1.1.1, where students identify and/or journal writing 1.1.1,
1.2.1 1.2.1
b. Trace indications/manifestations practices consistent with
of spiral progression approach as constructivism
seen in the science curriculum
guide
Week 6 a. Discuss and apply the process- [A, B] Inquiry: Learning how to do  Modelling the process-  Writing lesson plan that [A, B]
1.1.1, science rather than learning oriented guided-inquiry applies the process-oriented 1.1.1,
oriented guided-inquiry
1.2.1, about science 1.2.1
methodology of science teaching methodology of science guided-inquiry
teaching methodology of science
teaching
Week 7-8 a. Synthesize information about [A] Basic Concepts and  Student-led discussion:  Micro-teaching on a given [A, B,
scientific principles 1.1.1 Principles for the Elementary Individually or in groups, topic in Chemistry D]
Science Education Program: 1.1.1,
students will be assigned a
[A] Chemistry includes Properties 1.2.1,
b. Examine the scope and sequence 1.1.1 specific topic to discuss  “Microteaching is a scaled- 4.1.1
of science in the primary grades and Structure of Matter and with corresponding down, simulated teaching
Changes that Matter instructional material to be encounter designed for the
c. Develop sound lesson plans to [A, B, Undergo. used training of both pre-service
D]
guide children in their or in-service teachers… Its
1.1.1,
investigations with corresponding 1.2.1, purpose is to provide
instructional materials and 4.1.1 teachers with the
assessment tools opportunity for the safe
practice of an enlarged
cluster of teaching skills
while learning how to
develop simple, single-
concept lessons in any
teaching subject.”
(https://www.encyclopedia.c
om/education/encyclopedia
s-almanacs-transcripts-and-
maps/microteaching)
 A sample configuration of
which is as follows: Teachers
would teach an initial five to
ten minute, single element
lesson that was critiqued by
a supervisor. The teacher
would have a brief time to
revise the lesson and then
reteach the same lesson to a
different group.
Week 9-10 a. Synthesize information about [A] Basic Concepts and  Lecture, class discussion  Micro-teaching on a given [A]
scientific principles 1.1.1 Principles for the Elementary topic in Biology 1.1.1
b. Develop sound lesson plans to Science Education Program:
[A, B] Biology includes Parts and [A, B]
guide children in their 1.1.1, 1.1.1,
Functions of Animals and
investigations with corresponding 1.2.1 1.2.1
Plants, Heredity: Inheritance
instructional materials and
and Variation, Biodiversity
assessment tools
and Evolution and
Ecosystems.
Week 11 a. Describe the current technologies [C] Instructional Materials  Answering Educational  Creating and evaluating [C]
that may be used in teaching 4.5.1 Development for Elementary instructional materials (both 4.5.1
Technology Quotient (ETQ)
science Science Education and Inventory traditional and technology-
b. Infuse technologies into scientific Technology in Elementary based) using a teacher-
investigations Science Education made rubric
Week a. Identify practical suggestions [A, B, Strategies for Successful  Teacher modelling some  Micro-teaching on a given [A, B,
12-13 pertaining to implementing a D] Science Activities strategies of science topic D]
1.1.1, a. Process-oriented, 1.1.1,
constructivist, process-oriented, teaching
1.2.1, 1.2.1,
inquiry science program in the Problem-based,
4.1.1 4.1.1
elementary classroom 1.1.1 Inquiry-based  Brainstorming 1.1.1
b. Animals and Plants in
the Classroom
c. Outdoor classrooms
d. Others based on
students’ reasearch
Week 14 a. Devise ways in which process- [D] Assessment  Lecture, discussion and  Self, peer and teacher [D]
oriented inquiry science teachers 5.1.1 a) Assessment of process writeshop on developing critiquing of assessment 5.1.1
can assess the learning of their skills assessment tools/instruments using the
students b) Assessment of inquiry tools/instruments teacher-made rubric
c) Assessment of attitude
d) Assessment of content
Authentic Assessment
Techniques
a) Interviewing
b) Journals
c) Portfolios
Week 15 a. Explain what concept maps are, [B, C] Concept Mapping in  Class discussion and board  Constructing concept map [B, C]
how the technique can be taught 4.1.1, Elementary Science for work on any particular science 4.1.1,
4.5.1 Lesson Planning, Instruction 4.5.1
and how they can be used to topic and grade level (1-3)
enhance science learning and Assessment
Week a. Teach a topic using the principles [A, B, Synthesis and Application of  Final (individual)  Demonstration teaching [A, B,
16-18 and concepts learned in the C, D] Key concepts and principles demonstration teaching, with critiquing/ C, D]
1.1.1,
course through demonstration peer critiquing of mentoring
1.1.1, 1.2.1,
teaching ng/sa wikang Filipino. 1.2.1, instructional plans, 4.1.1,
4.1.1, materials and assessment 4.5.1,
4.5.1, tools 5.1.1
5.1.1
Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE) . Quezon City: LORIMAR Publishing.
Martin, D. J. (2003.). Elementary science methods: A constructivist approach. Wadsworth
McCrory, A. & Worthington, K. (2018). Mastering primary science. London, UK: Bloomsbury Publishing.
National Research Council of the National Academies (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National
Academies Press.
PPST-RPMS Manual
Teaching Science in the Intermediate Grades (Physics, Earth and Space Science)

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
55
Course Information
Teaching Science in the Intermediate
Course Name Grades (Physics, Earth and Space Course Code
Science)
Grading System

This course includes understanding of spiraling basic science concepts and application of science inquiry in Physics and Earth
and Space, strategies in teaching elementary science, development of instructional materials and assessment. Content topics in 1.1.1, 4.1.1,
Physics include Force and Motion, and Energy while Earth and Space Science include Geology, Meteorology, and Astronomy. 4.5.1, 5.1.1
Ultimately, the pre-service teachers will be equipped with the pedagogical content knowledge in science as well as skills in
instructional materials development and knowledge of the design, selection, organization and use of appropriate assessment
strategies for the intermediate elementary grades (4-6).

A. demonstrate content knowledge of science for elementary grades including its nature, content, conceptual framework, 1.1.1, 1.2.1
domains of learning, pedagogical approaches, and research-based knowledge and principles of teaching and learning the
subject,
B. demonstrate pedagogical content knowledge that promotes scientific, technological and environmental literacies, 1.1.1
C. select, develop and use varied teaching and learning resources, including ICT, in teaching science and 4.5.1
D. design, select, organize and use appropriate and varied learning processes and assessment strategies consistent with 4.1.1, 5.1.1
the curriculum requirements.
Teaching Science in the Intermediate Grades (Physics, Earth and Space Science) 56
Week 1 a. Elaborate the nature, goals and [A] Review of the Nature, Goals,  Cooperative learning  Making an infographic that [A]
processes of science 1.1.1 and Processes of Science summarizes the topic for the 1.1.1
groups discussing the
1.2.1 1.2.1
assigned topic week
Week 2 a. Discuss the domains of learning [A] Domains of learning Science  Plenary discussion where  Writing an insight paper on [A]
1.1.1 the subject matter 1.1.1
science: (1) understanding and students synthesize their
applying scientific knowledge in findings based on their
local setting as well as global individual readings
context whenever possible, (2)
performing scientific processes
and skills and (3) developing and
demonstrating scientific attitudes
and values
Week 3-4 a. Synthesize information about Basic Concepts and  Lecture, class discussion  Lesson plan writing on a [A]
scientific principles [A] Principles for the Elementary given topic in Physics 1.1.1
1.1.1 Science Education Program:
b. Examine the scope and sequence
of science in the primary grades Physics includes Force and
[A, B]
c. Develop sound lesson plans to [A, B] Motion, and Energy. 1.1.1,
guide children in their 1.1.1, 1.2.1
investigations with corresponding 1.2.1
instructional materials and
assessment tools
Week 5-6 a. Synthesize information about [[A] Basic Concepts and  Lecture, class discussion  Lesson plan writing on a [A, B],
scientific principles 1.1.1 Principles for the Elementary given topic in Earth and D
Science Education Program: 1.1.1,
b. Develop sound lesson plans to Space Science
1.2.1,
guide children in their Earth and Space Science
[A, B, 4.1.1
investigations with corresponding D] includes Geology,
instructional materials and 1.1.1, Meteorology, and Astronomy .
assessment tools 1.2.1,
4.1.1
Week 7-9 a. Analyze the appropriateness, [A, B, Approaches to teaching  Student-led discussion  Accomplished exit slip on [A, B,
benefits and drawbacks of the D] science with the teacher acting as the topic D]
following approaches: 1.1.1, 1.1.1,
“devil’s advocate”
a. Multi/ interdisciplinary 1.2.1, 1.2.1,
4.1.1  Micro-teaching on a given 4.1.1
b. Science-technology- topic in Physics or Earth and
society approach Space Science
c. Contextual learning
b. Demonstrate understanding of
 “Microteaching is a scaled-
the approaches through micro-
down, simulated teaching
teaching
 encounter designed for the
training of both pre-service
or in-service teachers… Its
purpose is to provide
teachers with the
opportunity for the safe
practice of an enlarged
cluster of teaching skills
while learning how to
develop simple, single
concept lessons in any
teaching subject.”
 (https://www.encyclopedia.c
om/education/encyclopedia
salmanacs-transcripts-and-
maps/microteaching)
 A sample configuration of
which is as
 follows: Teachers would
teach an initial five to ten
minute, single element
lesson that was critiqued by
a supervisor. The teacher
would have a brief time to
revise the lesson and then
reteach the same lesson to a
different group.
Week a. Analyze the appropriateness, [A, B, Approaches to teaching  Student-led discussion  Accomplished exit slip on [A, B,
10-12 benefits and drawbacks of the D] science with the teacher acting as the topic D]
1.1.1, 1.1.1,
following approaches: “devil’s advocate”
1.2.1, 1.2.1,
a. Problem/issue-based 4.1.1  Micro-teaching on a given 4.1.1
learning topic in Physics or Earth and
b. Inquiry-based Space Science
b. Demonstrate understanding of the
approaches through micro-
teaching
Week 13 a. Describe the current technologies Instructional Materials  Answering Educational  Creating instructional
that may be used in teaching [C] Development for Technology Quotient (ETQ) materials (traditional and [C]
science 4.5.1 Elementary Science Inventory technology-based) 4.5.1
b. Infuse technologies into scientific Education and Technology in
investigations Elementary Science
Education
Week 14 a. Identify practical suggestions [A, B, Strategies for Successful  Teacher modelling some  Reflection paper that [A, B,
pertaining to implementing a D] Science Activities strategies of science discusses student’s D]
1.1.1,  Process-oriented, 1.1.1,
constructivist, process-oriented, teaching personal appropriation of
1.2.1, 1.2.1,
inquiry science program in the Problem-based, the topic
4.1.1 4.1.1
elementary classroom Inquiry-based  Brainstorming
 Animals and Plants in
the Classroom
 Outdoor classrooms
 Others based on
students’ research
Week 15 a. Devise ways in which process- Assessment  Lecture and writeshop on  eveloped assessment [D]
oriented inquiry science teachers [D] e) Assessment of process developing assessment tools/instruments 5.1.1
can assess the learning of their 5.1.1 skills tools/instruments
students f) Assessment of inquiry
g) Assessment of attitude
h) Assessment of content
Authentic Assessment
Techniques
d) Interviewing
e) Journals
f) Portfolios
g) Others
Week a. Teach a topic using the principles [A, B, Synthesis and Application of  Final (individual)  Demonstration teaching [A, B,
16-18 and concepts learned in the C, D] Key concepts and principles demonstration teaching, with critiquing/ C, D]
1.1.1,
course through demonstration peer critiquing of mentoring
1.1.1, 1.2.1,
teaching 1.2.1, instructional plans, 4.1.1,
4.1.1, materials and assessment 4.5.1,
4.5.1, tools 5.1.1
5.1.1

Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE) . Quezon City: LORIMAR Publishing.
Martin, D. J. (2003.). Elementary science methods: A constructivist approach. Wadsworth
McCrory, A. & Worthington, K. (2018). Mastering primary science. London, UK: Bloomsbury Publishing.
National Research Council of the National Academies (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National
Academies Press.
PPST-RPMS Manual
Teaching Social Studies in the Primary Grades
Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
61
Course Information
Teaching Social Studies in the Primary
Grades
Pre-requisite Subject Course Credit 3 units, 3 hrs/wk. (18 weeks, 54 hrs total)
Grading System
This course shall equip the students in the BEED Program with the technological, pedagogical and content knowledge (TPCK) 1.1.1, 1.2.1,
necessary for them to effectively teach Social Studies to diverse learners in the primary grades. In this course, local history and 3.2.1, 4.1.1,
culture which form part of the curriculum content of Araling Panlipunan, and the appropriate teaching strategies and assessment 4.2.1, 4.5.1,
methods, will be given emphasis. Profiling available cultural resources in the community, preparing contextualized instructional 5.1.1
materials, facilitating discussion, finding and utilizing appropriate social studies resources, planning and teaching a lesson to an
entire class in the primary shall form part of the authentic and experiential activities of the course.
A. Demonstrate content knowledge and research-based knowledge and its application within/or across curriculum teaching 1.1.1, 1.2.1
areas
B. Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious 3.2.1
backgrounds
C. Prepare developmentally-sequenced teaching and learning processes using a variety of resources, including ICT, to 4.1.1, 4.5.1
address learning goals aligned with curriculum requirements
D. Identify learning outcomes that are aligned with learning competencies in the primary grades 4.2.1
E. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum requirements 5.1.1
Teaching Social Studies in the Primary Grades 62

Week 1 a. Clarify and Explain the meaning 1.1.1 Social Sciences Defined  Library and Internet Search  Students retrieval of 1.1.1
and importance of Social Sciences 1.2.1 information from 1.2.1
[A] Social Studies (Araling
and Social Studies through  Brainstorming internet/books on the topics
graphic organizers and visual Panlipunan) Defined
illustrations  Students will prepare and  Participation in Group
Importance/relevance of present graphic Sharing/Discussion/Work
Teaching Social Studies organizers/visual
(Araling Panlipunan) illustrations focusing on  Rubric score cards of
the definition of Social graphic organizers/visual
Sciences/Social Studies illustrations and group
and the Importance of presentation
Studying/Teaching Social
Studies (Araling
Panlipunan)
 Group Presentation
 Class Discussion
Week 2-3 a. Describe the K to 12 Araling 1.1.1 The Social Studies Program  Library/Internet Search  Students retrieval of 4.1.1,
Panlipunan in Grades 1-3 [A] in the K to 12 Curriculum information from the CGs 4.2.1
(Grades 1-3); The  Buzz Session; for AP in the Primary
b. Prepare creative expressions 4.1.1,
Intended Outcomes  Think-Square-Share Grades/internet/books on
through visual illustrations/graphic 4.5.1 Key Stage Standards the topics
organizers to describe the K to 12 [C] Grade Level Standards  Lecture-Discussion
AP Curriculum (Grades 1-3)  Assess through observation 1.1.1
Scope and Sequence (Saklaw  Oral presentation of student responses in the
4.1.1 at Daloy ng Kurikulum sa
c. Prepare a curriculum map for the Q and A
[C]
K-12 AP for Grades 1-3 Araling Panlipunan Baitang K-  Curriculum Mapping
3)  Community Mapping
d. Show the alignment of the 4.1.1, (Resources, Local History  Participation in Group 1.1.1
intended outcomes, grade level 4.2.1 Profiling of Available Sharing/Discussion/ Work 4.5.1
and Culture)
[C,D] Community Resources
standards and scope of Araling
Panlipunan in the Primary Grades  Rubric Score Card to assess 1.1.1
the Curriculum Map and the 1.2.1
e. Profile the available community Community Profile that will
resources that will form part of the 1.1.1 be submitted
local history and culture for ,
contextualization 1.2.1
[A]
Week 4 a. Cite concrete applications of the 1.1.1 Guiding Principles in  Group Sharing and  Assess through observation 1.1.1
Guiding Principles of Araling 1.2.1 Teaching Araling Panlipunan Discussion the participation in Group 1.2.1
[A]
Panlipunan sharing/discussion
 Role Playing
b. Present a Role Play applying the 4.1.1  Assess the role playing with 4.1.1
different principles in teaching [C] the help of the Role
Araling Panlipunan Playing Rubric
Week 5-6 a. Differentiate an approach, a 1.1.1 Definition of Approach,  Class Discussion  Participation in Discussion 1.1.1
strategy or method and a [A] Strategy and Technique
technique  Assess through observation
1.1.1
Approaches and Methods in  Preparing/Writing Session of student responses in the
b. Prepare session plans and Teaching AP in the Primary Plans, IMs and hand-outs Q and A
4.1.1,
instructional aids as they facilitate 4.2.1 Grades
the discussion and demonstration [C,D]  Oral presentation/  Oral presentation of 1.1.1
of and explain the features of the Demonstration of assigned assigned topics
different approaches and methods topics on approaches and
in teaching Social Studies methods of teaching  Rubric score cards for Oral 4.1.1
Araling Panlipunan presentation/Demonstration 4.2.1
c. Observe a Demonstration Lesson 1.1.1 and Session Plan with hand- 4.5.1
to be conducted by the Course 4.1.1  Observing a outs
Facilitator or a Basic Education 4.2.1 Demonstration Lesson
4.5.1 1.1.1
Teacher handling AP for Grades 1-  Rubric score cards on the 4.1.1
[A,C,
3 D] Observation Report 4.2.1
4.5.1
Week 7-8 a. Describe the different assessment 1.1.1 Evaluating Pupils’  Library and Internet Search  Students retrieval of 1.1.1
techniques/tools used in Araling 1.2.1 Achievement in Social  Brainstorming information from 1.2.1
[A] Studies
Panlipunan internet/books on the topics
 Students will prepare and
present graphic
b. Critique sample tests in AP for 1.1.1 Authentic/Creative organizers/visual  Participation in Group 1.1.1
Grades 1-3 5.1.1 Assessment in AP illustrations Sharing/Discussion/Work
[A, E]
a. Traditional
c. Prepare sample formative and b. Portfolio  Group Presentation  Rubric score cards of 1.1.1
summative assessment tools in AP 5.1.1 c. Performance Tasks graphic organizers/visual 5.1.1
for Grades 1-3 [E]
d. Scoring Rubrics  Lecture- Discussion illustrations, group
presentation and sample
 Critique of tests in tests developed
Araling Panlipunan
Grades 1-3
 Preparing sample
formative and summative
assessment tools in AP
Grades 1-3

Week a. Define what a lesson plan is 1.1.1 Planning for Effective  Lecture Discussion  Students retrieval of 1.1.1
9-10 [A] Teaching information from
1.1.1
b. Identify the different components The Lesson Plan-Kinds,  Mini Workshops on Lesson internet/books on the topics
[A]
of a lesson plan Format, Components of the Planning
Lesson Plan  Participation in Group
1.1.1
c. Differentiate the different kinds 1.1.1  Preparing/Writing lesson Sharing/Discussion/Work
of lesson plan [A] plans in Social
Writing detailed lesson plans
Studies(Araling Panlipunan  Rubric Score Cards for the
in Social Studies(Araling 4.1.1
d. Prepare lesson plans in AP from 1-3) Lesson Plan
4.1.1 Panlipunan 1-3) 4.2.1
Grades 1-3 4.2.1
[C,D]
Week a. Carry out a prepared lesson plan 4.1.1 Teaching Araling Panlipunan  Teaching Demonstration at  Actual Teaching 4.1.1
11-16 in Social Studies in a chosen year 4.2.1 in the Primary Grades the DepEd Cooperating Demonstration 4.2.1
[C,D] 1.1.1
level Schools
Actual Teaching  Rubric Score Cards for the 3.2.1
1.1.1
b. Demonstrate a meaningful and 1.2.1 Demonstration  Pre and Post Conference Teaching Demonstration
comprehensive knowledge of the [A]
subject matter they will teach. Evaluation of the Teaching
3.2.1 Demonstration
[B]
c. Apply a wide range of
teaching/presentation skills. That
are responsive to learners’
linguistic, cultural, socio-economic
and cultural backgrounds
d. Facilitate learning of diverse types 4.1.1

of learners in diverse type of 3.2.1
learning environments, using a [B,C]
wide range of teaching knowledge
and skills.
Week a. Prepare a portfolio showcasing 4.1.1 Preparation of Portfolio  Preparation of Portfolio  Rubric score card 4.1.1
17-18 their significant experiences of 4.2.1 which highlights learnings 4.2.1
4.5.1 4.5.1
their first teaching demonstration on how to prepare
3.2.1 3.2.1
highlighting lesson preparation [B,C, developmentally
and implementing teaching D] sequenced teaching and
strategies learning processes to meet
curriculum requirements,
selection and development
of a variety teaching and
learning resources, and
implementing teaching
strategies responsive to
different learner
backgrounds
Bilbao, Purita, et. Al. (2008). Curriculum Development. Quezon City: Sorimar Publication, Inc.
Duka, Cecilio D. Curriculum Development. Quezon City: Rex Book Store
Longstreet, W.S. and Shane, H.G. (1993) Curriculum for a New Millennium. Boston: Allyn and Bacon
Oliva, P. (1997) The Curriculum: Theoretical Dimension. New York: Longman
What is Curriculum Development? www.technology.com/edleadership/curriculum development (accessed April, 2017)
Pryor, Stefan, SDE: Guide to Curriculum Development. www.sde.et.go/sde/cwp/view.asp?=2618Q=321162 (accessed April, 2017). History_of_curriculum_development.doc
Teaching Social Studies in the Intermediate Grades

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
67
Course Information
Teaching Social Studies in the
Intermediate Grades
Pre-requisite Subject Course Credit 3 units, 3 hrs/wk (18 weeks, 54 hrs total)
Course Requirements
Grading System
This course shall equip the pre service teachers with the technological, pedagogical and content knowledge (TPCK) necessary for 1.1.1, 1.2.1,
them to effectively teach Social Studies to diverse learners in the intermediate grades. In this course, the curriculum content of 3.2.1, 4.1.1,
Araling Panlipunan in Grades IV to VI (Philippine Geography, History and Government, the appropriate teaching strategies and 4.2.1, 4.5.1,
assessment methods will be given emphasis to prepare students to become elementary grades teachers. Facilitating discussion, 5.1.1
reflecting, finding and utilizing appropriate social studies resources, planning and teaching a lesson to an entire class in the
intermediate grades shall form part of the authentic and experiential activities of the course.

A. Demonstrate content knowledge and research-based knowledge and its application within/or across curriculum teaching 1.1.1, 1.2.1
areas
B. Implement teaching strategies that are responsive to learners’ backgrounds and special educational needs 3.2.1, 3.4.1
C. Prepare developmentally-sequenced teaching and learning processes using a variety of resources, including ICT, to 4.1.1, 4.5.1
address learning goals aligned with curriculum requirements
D. Identify learning outcomes that are aligned with learning competencies in the intermediate grades 4.2.1
E. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum requirements 5.1.1
Teaching Social Studies in the Intermediate Grades 68

Week 1 a. Clarify and Explain the meaning Course Orientation  Students retrieval of  Students retrieval of 1.1.1
and importance of Social Sciences 1.1.1 information from information from 1.2.1
1.2.1
and Social Studies visual Review: What is Social Studies internet/books on the internet/books on the topics
[A]
illustrations and panel discussions (Araling Panlipunan) and the topics
Importance of Teaching and  Participation in Group
Studying  Participation in Group Sharing/Discussion/Work
Social Studies (Araling Sharing/Discussion/Work
Panlipunan)  Rubric score cards of
 Rubric score cards of visual graphic organizers/visual
Goals and Emphasis of illustrations and group illustrations and group
Teaching Araling Panlipunan presentation presentation
Week 2-3 a. Describe the K to 12 Araling 1.1.1 The Social Studies Program in  Library/Internet Search  Students retrieval of 4.1.1,
Panlipunan in Grades 4-6 [A] the K to 12 Curriculum (Grades information from the CGs 4.2.1
4-6); The  Buzz Session for AP in the Intermediate
b. Prepare creative expressions 4.1.1,
Intended Outcomes Grades/internet/books on
through visual 4.5.1 Key Stage Standards  Lecture-Discussion the topics
illustrations/graphic organizers to [C] Grade Level Standards
describe the K to 12 AP Balangkas Konseptwal  Oral presentation  Assess through observation 1.1.1
Curriculum (Grades 4-6) Tunguhin, Tema ng AP of student responses in the
4.1.1
 Q and A
[C]
c. Prepare a curriculum map for the Scope and Sequence (Saklaw  Mini workshop: Curriculum
K-12 AP for Grades 4-6 at Daloy ng Kurikulum sa Mapping
4.1.1, Araling Panlipunan Baitang 4-  Participation in Group 1.1.1
d. Show the alignment of the 4.2.1 6) Sharing/Discussion/ 4.5.1
[C,D] Work
intended outcomes, grade level 
standards and scope of Araling 1.1.1
Panlipunan in the Intermediate  Rubric Score Card to assess 1.2.1
Grades the Curriculum Map
Week 4 a. Cite concrete applications of the 1.1.1 Guiding Principles in Teaching  Group Sharing and  Assess through observation 1.1.1
Guiding Principles of Araling 1.2.1 Araling Panlipunan Discussion the participation in Group 1.2.1
[A]
Panlipunan sharing/discussion
b. Present a graphic organizer (chart) 4.1.1  Preparing graphic  Microteaching to 1.1.1

showing authentic applications of 3.2.1 organizers demonstrate select guiding 3.2.1
the different principles in 3.4.1 principles of Araling 3.4.1
[B,C]
classroom situations Panlipunan
Week 5-6 a. Differentiate an approach, a 1.1.1 Definition of Approach,  Class Discussion  Participation in Discussion 11.1.1
strategy or method and a [A] Strategy and Technique
technique  Preparing/Writing Session  Assess through observation 1.1.1
Approaches and Methods in Plans, IMs and hand-outs of student responses in the
b. Facilitate the discussion and 4.1.1, Teaching AP in the Q and A
demonstration of features of the 4.2.1 Intermediate Grades  Oral
different approaches and methods [C,D] presentation/Demonstratio  Oral presentation of 1.1.1
in teaching Social Studies n (Microteaching) of assigned topics
assigned topics on
c. Observe a Demonstration Lesson 1.1.1 approaches and methods  Rubric score cards for Oral 4.1.1
to be conducted by the Course 4.1.1 of teaching Araling presentation/Demonstration 4.2.1
Facilitator or a Basic Education 4.2.1 Panlipunan /Microteaching and Session 4.5.1
Teacher handling AP for Grades 4- 4.5.1 Plan with hand-outs
[A,C,
6  Observing a
D]
Demonstration Lesson  Rubric score cards on the 1.1.1
Observation Report 4.1.1
4.2.1
4.5.1
Week 7-8 a. Describe the different assessment 1.1.1 Evaluating Pupils’  Library and Internet Search  Students retrieval of 1.1.1
techniques/tools used in Araling 1.2.1 Achievement in Social  Brainstorming information from 1.2.1
[A]
Panlipunan Studies internet/books on the topics
 Students will prepare and
b. Critique sample tests in AP 1.1.1, present graphic  Participation in Group 1.1.1
for Grades 4-6 5.1.1 Authentic/Creative organizers/visual Sharing/Discussion/Work
[A, E] Assessment in AP illustrations
c. Prepare sample formative and 5.1.1 e. Traditional  Group Presentation  Rubric score cards of 1.1.1
summative assessment tools in AP [E] f. Portfolio graphic organizers/visual 5.1.1
for Grades 4-6 g. Performance Tasks  Lecture- Discussion illustrations, group
Scoring Rubrics presentation and sample
 Critique of tests in tests developed
Araling Panlipunan
Grades 4-6
 Preparing sample
formative and summative
assessment tools in AP
Grades 4-6
Week a. Prepare lesson plans in AP from 1.1.1 Planning for Effective  Review Lesson on the  Students retrieval of 1.1.1
9-10 1.2.1 Teaching Lesson Plan, Kinds and information from 1.2.1
Grades 4-6
3.2.1
3.4.1 Components internet/books on the topics
4.1.1
4.2.1 Review on The Lesson  Mini Workshops on Lesson  Participation in Group 1.1.1
5.1.1 Plan-Kinds, Format, Planning Sharing/Discussion/Work
[A,B, Components of the Lesson
C,D,E Plan  Rubric Score Cards for the 1.1.1
 Preparing/Writing lesson
] 3.2.1
plans in Social Lesson Plan 3.4.1
Writing detailed lesson Studies(Araling Panlipunan 4.1.1
plans in Social 4-6) 4.2.1
5.1.1
Studies(Araling Panlipunan
4-6)  Critiquing
Week a. Carry out a prepared lesson plan 4.1.1 Teaching Araling Panlipunan in  Teaching Demonstration at  Actual Teaching 1.1.1
11-16 in Social Studies in a chosen year 4.2.1 the Intermediate Grades the DepEd Cooperating Demonstration 4.1.1
5.1.1 4.2.1
level Schools
[C,D, 4.5.1
E] Actual Teaching 3.2.1
Demonstration 3.4.1
1.1.1 5.1.1
b. Demonstrate a meaningful and 1.2.1 Evaluation of the Teaching  Pre and Post Conference  Rubric Score Cards for the
[A]
comprehensive knowledge of the Demonstration Teaching Demonstration
subject matter they will teach.
c. Apply a wide range of 3.2.1
4.5.1
teaching/presentation skills.
[B,C]
d. Facilitate learning of diverse types 3.2.1

of learners with different linguistic, 3.4.1
cultural, socio-economic and [B]
religious backgrounds and coming
learners in difficult circumstances
including: geographic isolation;
chronic illness; displacement due
to armed conflict, urban
resettlement or disasters; child
abuse and child labor practices.
Week a. Prepare a portfolio showcasing 4.1.1 Preparation of Portfolio  Preparation of Portfolio  Rubric score card 4.1.1
17-18 their significant experiences of 4.2.1 with focus on sharing how 4.2.1
4.5.1 4.5.1
their teaching demonstration 3.2.1 the teaching of social 3.2.1
3.4.1 studies should be 3.4.1
[B,C, comprehensive and at the
D] same time inclusive of
learners with different
backgrounds and from
difficult circumstances.

Bilbao, Purita, et. Al. (2008). Curriculum Development. Quezon City: Sorimar Publication, Inc.
Department of Education (2013)K to 12 Curriculum Guide
Duka, Cecilio D. Curriculum Development. Quezon City: Rex Book Store
Longstreet, W.S. and Shane, H.G. (1993) Curriculum for a New Millennium. Boston: Allyn and Bacon
Oliva, P. (1997) The Curriculum: Theoretical Dimension: New York: Longman
What is Curriculum Development? www.technology.com/edleadership/curriculum development (accessed April, 2017)
Pryor, Stefan, SDE: Guide to Curriculum Development. www.sde.et.go/sde/cwp/view.asp?=2618Q=321162 (accessed April, 2017)
History_of_curriculum_development.doc
Teaching Mathematics in the Primary Grades

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
73
Course Information
Course Name Teaching Mathematics in the Course Code
Primary Grades
Pre-requisite Subject Course Credit
Course Requirements
Grading System

The course aims to equip the prospective teachers in the primary grades with the necessary pedagogical content knowledge
for the teaching of basic contents in mathematics. Understanding of key concepts and skills involving number and number sense 1.1.1
( whole numbers up to 10 000 and the four fundamental operations including money, ordinal numbers up to 100 th , basic 1.2.1
concepts of fractions); , measurements ( time, length, mass, capacity, area of square and rectangle); geometry (2-dimensional 1.4.1
and3- dimensional objects, lines, symmetry and tessellation); patterns and algebra (continuous and repeating patterns and 1.5.1
number sentences); statistics and probability (data collection and representation in tables, pictographs and bar graphs and 4.1.1
outcomes) as applied using technology in critical thinking, problem solving, reasoning, communicating making connections 4.5.1
representations and decisions in real life. Various principles and appropriate teaching approaches, methods and techniques
specially through problem solving as well as differentiated-instruction and inquiry-based learning with the use of different
mathematical tools associated with Mathematics Instruction will be emphasized.

A. Demonstrate content knowledge and skills in teaching the K-12 BEC Mathematics for the primary grades to 1.1.1, 1.4.1
promote literacy and numeracy skills.
B. Demonstrate research-based pedagogical content knowledge and skills in teaching the K-12 BEC Mathematics curriculum 1.2.1, 2.4.1
for the primary grades through learning environments that nurture and inspire learner participation.
C. Apply appropriate teaching strategies that develop critical and creative thinking and/or other higher- level thinking skills. 1.5.1
D. Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT, to 4.1.1, 4.5.1
address learning goals aligned to meet curriculum requirements.
E. Show knowledge and skills in designing, selecting and using assessment tools aligned with the curriculum requirement 5.1.1
in teaching mathematics in the primary level.
Teaching Mathematics in the Primary Grades 74

Week 1 a. Explain and discuss the goals and 1.1.1 Twin Goals of critical  Lecture-discussion on the  Oral Recitation 1.1.1
objectives of the Key Stage 1 of 1.2.1 thinking and problem K-12 Curriculum Guide for 1.2.1
4.1.1 solving 4.1.1
the K to 12 Basic Education Mathematics  Reflection Paper on the
[A,B,D]
Program Elementary Mathematics goals and objectives of
Curriculum Conceptual Framework and Math in the primary grades
Theoretical Bases based on the curriculum
guide. Possible guide
Learning Area Standard and questions: How
Key Stage Standards similar/different is the
current curriculum
compared to how you
were taught? How are the
contents of the current
curriculum addressing the
kinds of 21st century
learners that we have?
Rubric:
Quality of Ideas - 60%
Presented/Substance
Coherence of Ideas - 20%
Clarity of Expression - 20%
100%
Week 2 a. Identify and discuss the 1.1.1 Mathematics in the K-12  Walkthrough about the  Choose a certain grade level 1.1.1
content/scope and sequence of 1.2.1 basic education curriculum content/scope and and map the alignment 1.2.1
4.1.1 for the primary grades 4.1.1
Mathematics in the K-12 basic sequence of Mathematics within the content
[A,B,D]
education curriculum (BEC) for the Curriculum for Primary standards, performance
primary grades. Level in the K-12 BEP standards and learning
competencies
b. Explain the importance of the  Lecture-discussion
alignment between the content
standards performance standards
and learning competencies
Week 3-5 a. Demonstrate in-depth 1.1.1 Number and number sense  Whole class discussion  Quiz 1.1.1
understanding of key concepts 1.2.1 (whole numbers up to 10 000 technique 1.2.1
4.1.1 4.1.1
and skills of the Curriculum and the four fundamental
[A,B,D]
content in Mathematics Education operations including money,
for primary level in the K-12 BEC. ordinal numbers up to 100th ,
basic concepts of fractions); ,
measurements ( time, length,
mass, capacity, area of square
and rectangle);
Geometry (2 dimensional
and 3 dimensional objects,
lines, symmetry and
tessellation);
Patterns and algebra

(continuous and repeating
patterns and number
sentences);
Statistics and probability

(data collection and
representation in tables,
pictographs and bar graphs
and outcomes)
Week 6 a. Explain and design activities that 1.1.1 Informal Activities  Lecture- discussion with  Worksheets and Activity 1.1.1
would help develop and improve 1.2.1 Workshop Sheets which allow the pre- 4.1.1
1.4.1 4.5.1
childrens’ mathematical skills and Cooperative Learning service teachers to critique
[A,B]
competence. lesson plan objectives, 2.4.1
Teacher-directed Activities selected materials and
b. Demonstrate how goals become 4.1.1  Class critiquing of lesson session flow
objectives and objectives are used 4.5.1 plan exemplars
[D]
to select materials and activities
1.2.1
2.4.1
[B]
c. Discuss some of the options
teachers have for helping learners
learn mathematics
Week 7 a. Describe the 6 levels of cognitive 1.1.1 Developing Teacher  Lecture-discussion  Paper and pencil Test 1.1.1
domain [A] Competencies 4.1.1
b. Formulate objectives in the 6 4.1.1
levels of the cognitive domain [D]
c. Enumerate and explain the
1.1.1
characteristics of good question [A]
d. Identify and explain the principles 1.1.1
of classroom management [A]
Week 8 a. Identify and discuss the underlying 1.1.1 Experiential and Situated  Lecture-discussion to show  Paper and pencil Test/ 1.1.1
principles and theories and its 1.2.1 Learning different principles and worksheets
[A,B]
implications to learning theories (could be through
mathematics in the K-12 Basic Reflective Learning videos, described
Education Program classroom scenarios,
Cooperative Learning shared math learning
experiences, etc.)
b. Plan a lesson using different Discovery and Inquiry based  Sharing of which  Lesson planning by group-
1.4.1 1.4.1
principles and theories in teaching 4.1.1 Learning principle/theory the pre- Each group will be assigned
4.1.1
Mathematics to promote literacy [A,D] service teachers think is a topic and they will come
and numeracy skills Constructivism most appropriate/effective up with a lesson plan that
for different kinds of will be most supportive in
learners and classroom nurturing and
environment inspiring learner
participation
Week 9 a. Identify classroom practices on the 1.4.1 Teaching and Assessment in Lecture-discussion  Reaction Paper 1.4.1
teaching and learning of the skills 1.2.1 Share/Group discussion  Paper and Pencil Test 4.5.1
primary Grade Mathematics
[A,B]
and processes to be developed in
the mathematics education for
primary level in the K-12 BEP:
knowing and understanding;
estimating; computing and
solving; visualizing and modeling;
representing and communicating;
conjecturing, reasoning, proving
and decision-making; and applying
and connecting
b. Use appropriate tools necessary in 4.5.1

teaching mathematics based on [A,D]
recent research evidence:
manipulative objects, measuring
devices, calculators, smart phones
and tablet, PCs and the internet
c. Contrast between assessment of 1.1.1

learning, assessment for learning [A]
and assessment as learning in
Mathematics of the K-12 Basic
Education Program
Observation of primary  Scenario-based practical 5.1.1
d. Evaluate learners’ daily work using 5.1.1 mathematics classes and examination where pre-
different processes of assessing 1.1.1 interview primary mathematics service teachers evaluate a
and evaluating learner’s progress [A,E] teachers learner’s daily work,
in elementary school mathematics problem-solving activities,
and portfolios; self-
evaluations and tests.
Week 10 a. Explain the classroom assessment 1.1.1 Classroom Assessment Free-Wheeling Discussion  Design authentic 4.1.1
framework of the K to 12 BEP as 1.2.1 assessment tools aligned 4.5.1
Framework of the K to 12
[A,B] 5.1.1
contained in DO 8, s. 2015 BEC with learning outcomes
b. Create authentic assessment tool 4.1.1 Sharing of primary grade

for measuring learning outcomes 4.5.1 Mathematics authentic
for Mathematics in the primary 5.1.1 assessment tool ideas (videos,
grades. [D,E]
etc)
Week a. Develop and prepare varied 1.5.1 Critical and Creative Thinking Workshop/Project Making  Prepare a lesson which 1.5.1
11-12 teaching and learning resources 4.5.1 develops learners’ critical 4.5.1
in Mathematics for the
[C,D]
that develop critical and creative Primary Grades and creative thinking skills.
thinking skills in the primary Present the
grades developed/designed
learning resources to the
class.
Week 13 a. Design a developmentally 4.1.1 Lesson Planning Lecture-discussion Lesson plan on the observed 4.1.1
sequenced teaching and learning [D] Classroom observation demo-lesson
process to meet the curriculum Writeshop
requirements in teaching Output presentation and
Mathematics in the primary critiquing
grades.
b. Set learning outcomes that are

4.1.1
aligned with learning [D]
competencies.
Week 14- a. Perform a demonstration lesson in 1.1.1 Demo- teaching Demonstration Lesson Evaluating the Demo-lesson 1.1.1
18 Mathematics (primary level) by 2.4.1 Rubric: 2.4.1
[A,B] 1.5.1
group. Mastery of Content - 30%
4.5.1
Delivery - 30% 5.1.1
b. Implement strategies that develop 1.5.1 Attainment of the - 20%
critical and creative thinking skills [C] Objectives
Teaching Strategy -
c. Use technology appropriately in 4.5.1 Used 20%
teaching the lesson. [D] 100%
d. Use assessment tools aligned with 5.1.1

the curriculum requirement and [E]
lesson outcomes
Agno, Lydia N. (2010) Principles of Teaching 2. As Modular Approach: C&E Publishing Inc. Quezon City
Corpuz ,Brenda B. and Salandanan , Gloria G. Principles of Teaching ( with TLE ),Quezon City,Lorimar Publishing, 2015.
DepEd Order #8, s. 2015
Kennedy, L.M. & Tipps, S. (1997). Guiding Children’s Learning of Mathematics. Belmont: California: Wadsworth Publishing Company.
(Chapter 3 & 4)
K-12 Curriculum Guide for
Mathematics K-12 Textbooks for
Mathematics
Lardizabal, Amparo S. et.al, Principles and Methods of Teaching. Rex Publishing
Teacher Induction Program Curriculum and Instructions
Module 6.3 Mathematics
https://lrmds.deped.gov.ph/
http://innovativelearning.com/teaching/teaching_methods.html
https://en.wikipedia.org/wiki/Constructivism_(philosophy_of_mathematics)
Teaching Mathematics in the Intermediate Grades

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
81
Course Information
Course Name Teaching Mathematics in the Course Code
Intermediate Grades
Course Requirements
Grading System

The course aims to equip the prospective teachers with the necessary pedagogical content knowledge for the teaching of
basic contents in mathematics in the intermediate grades. Understanding and appreciation of key concepts and skills involving 1.1.1
numbers and number (whole numbers, number theory, fractions, decimals, ratio and proportion, percent and integers); 1.2.1
measurement (time, speed, perimeter, circumference and area of plane figures, volume and surface area of solid/ space figures, 1.5.1
temperature and meter reading); geometry (parallel and perpendicular lines, angles, triangles, quadrilaterals, polygons, circles 2.5.1
and solid figures); patterns and algebra (continuous and repeating patterns, number sentences, sequences and simple 4.1.1
equations); statistics and probability (bar graphs, line graphs and pie graphs, simple experiment and experimental probability) as 4.5.1
applied using appropriate technology in critical thinking, problem solving, reasoning, communicating, making connections,
representations and decisions in real life. Various principles and appropriate teaching approaches, methods and techniques
associated with Mathematics Instruction
towards assuming responsibility for independent learning will be emphasized.
A. Demonstrate content knowledge and skills in teaching the K-12 BEC Mathematics curriculum for the intermediate 1.1.1, 1.5.1
grades to promote critical and creative thinking skills.
B. Demonstrate research-based pedagogical content knowledge and skills in teaching the K-12 BEC Mathematics curriculum 1.2.1, 2.4.1
for the primary grades through learning environments that nurture and inspire learner participation.
C. Demonstrate knowledge of learning environments that motivate learners to work productively by assuming 2.5.1
responsibility for their own learning.
4.5.1
D. Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT, to
address learning goals aligned to meet curriculum requirements.
E. Show knowledge and skills in designing, selecting and using assessment tools aligned with the curriculum requirement
5.1.1
in teaching mathematics in the intermediate level.
Teaching Mathematics in the Intermediate Grades 82

Week 1 a. Identify and discuss the nature of [A] Foundations of Mathematics Lecture-discussion Recitation 1.1.1
mathematics and its implication to 1.1.1 Teaching and Learning 1.2.1
1.2.1
Mathematics Instruction.
Lecture-discussion Reflection Paper
b. Explain the need for a 1.1.1
modern Mathematics 1.2.1
Program.
Week a. Explain and discuss the goals and 1.1.1 Goals and Objectives of The K-12 Curriculum Guide for Group reporting and insight- 1.1.1
2-3 objectives of the Key Stage 2 of 1.2.1 Mathematics in the K-12 BEC Mathematics Education sharing 1.2.1
the K-12 Basic Education Program [A,B] for the intermediate grades
Elementary Mathematics
Education. Walkthrough about the
content/scope and sequence
b. Identify and discuss content/scope 1.1.1 of Mathematics for the
and sequence of Mathematics in 1.2.1 Intermediate Level in the K-12
the K-12 BEC for the intermediate [A,B] BEP
grades.
Week a. Demonstrate in-depth 1.1.1 Numbers and Number Sense Lecture-discussion Quiz 1.1.1
4-6 understanding of key concepts 1.2.1 (whole numbers, number Workshop
[A,B]
and skills of the Curriculum theory, fractions, decimals,
content of Mathematics Education ratio and proportion, percent
for the intermediate level in the K- and integers)
12 BEC
1.5.1 Measurement ( time, speed, Whole class discussion Worksheets and Activity Sheets 1.5.1
b. Design activities that would help [A] 2.5.1
perimeter, circumference technique
develop and improve children’s and area of plane figures,
mathematical skills and volume and surface area of
competencies. solid/ space figures,
2.5.1 temperature and meter
c. Develop activities that motivates [C] reading)
learners to work productively and
assume responsibility for their own
learning
Geometry (parallel and
perpendicular lines, angles,
triangles, quadrilaterals,
polygons, circles and solid
figures)
Patterns and Algebra

(continuous and repeating
patterns, number sentences,
sequences and simple
equations)
Statistics and Probability (bar

graphs, line graphs and pie
graphs, simple experiment
and experimental probability)
Week 7 a. Discuss the learning episodes of 1.1.1 Naturalistic Whole class discussion Reflection paper on case ctudies 1.1.1
Mathematics for children. 2.5.1 Informal technique on theories in Mathematics 1.2.1
[A,C] 2.4.1
Structured teaching and approaches
b. Discuss the theories of 1.2.1 Behaviorism
Mathematics 2.4.1 Constructivism
[B]
1.2.1 1.1.1
c. Cite Mathematics learning Case analysis of different
2.4.1 2.5.1
situations where each theory is learning theories
2.5.1
applicable [A,B,C]
Week 8-9 a. Discuss the learning theories 1.1.1 Jerome Bruner and Discovery Lecture-presentation Reaction Paper 1.1.1
advocated by prominent 1.2.1 Learning Paper and Pencil Test 1.2.1
contemporary psychologists. [B] Lecture-discussion
Robert Gagne and Learning Share/Group discussion
b. Relate the different learning 2.4.1 Hierarchy Case analysis of different 2.4.1
theories in intermediate grades 2.5.1 learning theories 2.5.1
[B,C]
mathematics class situation Jean Piaget and Cognitive
Learning
c. Prepare a lesson plan following 1.1.1 By group, prepare one lesson 1.1.1
different learning theories 1.2.1 plan for each learning theory 1.2.1
2.4.1 2.4.1
2.5.1 2.5.1
[A,B,C
]
Week a. Use different approaches, 1.1.1 Approaches, Methods and Lecture-Demonstration Return-Demo (Peer Teaching) 1.1.1
10-11 methods and techniques in 1.2.1 Techniques in Teaching Demonstration Technique 1.2.1
teaching Mathematics in the [A,B] Mathematics: 2.4.1
intermediate grades. - Discovery Approach 4.5.1
- Inquiry Approach
b. Develop a variety of teaching and - Process Approach
4.5.1
learning resources, including ICT, - Cooperative Learning
[D]
to address learning goals - Project-based Learning
- Problem Solving
c. Deliver a lesson demonstrating 2.4.1 Techniques
learning environments that [B] - The 5-E Learning Cycle
nurture and inspire learner - Activity Approach
participation - Using Patterns
- The Investigative
Approach
Week 12 a. Use different approaches, 1.1.1 Other Teaching Strategies Lecture-group presentation Recitation 1.1.1
methods and techniques in 1.2.1 and Supplementary Methods: Paper and Pencil Test 1.2.1
teaching Mathematics in the [A,B] Oral Presentation of assigned Reaction Paper 2.5.1
intermediate grades.  Research-based Strategy topic Rubric: 4.1.1
 Interactive Direct Quality of Ideas - 60% 4.5.1
b. Develop a variety of teaching and 4.1.1 Instruction Output presentation by group Presented/Substance
4.5.1
learning resources, including ICT,  Use of Instructional Aids Coherence of Ideas - 20%
[D]
to address learning goals  Modules Clarity of Expression - 20%
 Instructional Games 100%
c. Deliver a lesson that motivates 2.5.1  Computer Aided
learners to work productively by [B] Instruction
assuming responsibility for their  Collaborative Learning
own learning Strategy
 Peer Practice Strategy
Week 13 a. Explain and discuss the factors in 1.1.1 Learning by Doing Classroom discussion Participation 1.1.1
choosing a method or strategy. 2.4.1 Reinforcement in 2.4.1
2.5.1 2.5.1
Mathematics Free-wheeling discussion Test
b. Explain other pedagogical [A,B,C]
considerations in teaching
mathematics in the elementary.
Week 14 a. Develop and prepare varied 1.1.1 Critical and Creative Thinking Workshop/Project Making Prepare a lesson which develops 1.1.1
teaching and learning resources 1.5.1 learners’ critical and creative 1.5.1
Skills in Intermediate
4.1.1 4.1.1
that are suited, useful and effective Mathematics thinking skills.
4.5.1 4.5.1
in teaching critical and creative [A,D] Present the developed/designed
thinking skills appropriate to learning resources to the class.
intermediate grades.
Week 15 a. Identify and discuss some ways of 1.1.1 Assessing Learning Lecture-discussion TOS and Test question 1.1.1
appraising and assessing 5.1.1 Outcomes in Intermediate Workshop/Project Making preparation (Developing 5.1.1
[A,E]
Mathematics learning outcomes Mathematics assessment tools for
Mathematics in the intermediate
b. Create authentic assessment tool 5.1.1 grades)
for measuring learning outcomes [E]
for Mathematics in the
intermediate grades.
Week 16 a. Design a developmentally 1.1.1 Lesson Planning Lecture-discussion Lesson plan on the 1.1.1
sequenced teaching and learning 4.1.1 Classroom observation observed demo-lesson 4.1.1
process to meet the curriculum [A,D] Writeshop 5.1.1
requirements in teaching Output presentation and
Mathematics in the intermediate critiquing
grades.
b. Set learning outcomes that are

4.1.1
aligned with learning
[D]
competencies.
c. Use effective teaching approaches, 4.1.1

strategies and assessment 5.1.1
[D,E]
materials in preparing the lesson
plan.
Week a. Perform a demonstration lesson in 1.1.1 Demo- teaching Demonstration Lesson Evaluating the Demo-lesson 1.1.1
17-18 Mathematics (intermediate level) 4.1.1 Rubric: 1.5.1
[A,D] 2.4.1
by group. Mastery of Content - 30% 2.5.1
Delivery - 30% 4.1.1
b. Implement strategies that inspire 2.4.1 Attainment of the - 20% 4.5.1
learner participation and motivate 2.5.1 Objectives 5.1.1
learners to work productively by [B,C] Teaching Strategy - 20%
assuming responsibility for their Used 100%
own learning.
c. Maximize use of appropriate 4.5.1

technology in teaching the lesson 1.5.1
in order to promote critical and [A,D]
creative thinking skills.
d. Use assessment tools aligned with

5.1.1
the curriculum requirement and [E]
lesson outcomes

Agno, Lydia N. (2010) Principles of Teaching 2. As Modular Approach: C&E Publishing Inc. Quezon City
Corpuz ,Brenda B. and Salandanan , Gloria G. Principles of Teaching ( with TLE ),Quezon City,Lorimar Publishing, 2015.
Lardizabal, Amparo S. et.al, Principles and Methods of Teaching. Rex Publishing
Teacher Induction Program Curriculum and Instructions
Module 6.3 Mathematics
K-12 Curriculum Guide for Mathematics
K-12 Textbooks for Mathematics
https://lrmds.deped.gov.ph/
http://innovativelearning.com/teaching/teaching_methods.html
https://en.wikipedia.org/wiki/Constructivism_(philosophy_of_mathematics)
Edukasyong Pantahanan at Pangkabuhayan

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
88
Course Information
Course Name Edukasyong Pantahanan at Course Code
Pangkabuhayan
(Suggested) Course Requirements
1. Project/Output
2. Midterm and Final Examination
3. Instructional Materials
4. Demonstration Teaching
Grading System
Experiential in its approach, this course shall include pedagogical content and technological knowledge and skills in technology 1.1.1, 2.3.1
and livelihood education necessary in teaching and learning in the elementary level. Selected topics in home economics, 4.3.1, 4.5.1,
industrial arts, agriculture, technology and livelihood education shall form parts of the course. Appropriate teaching and 5.1.1
assessment strategies, preparation of instructional materials and resources shall be the focus of this course.
A. Demonstrate content knowledge and its application within and across technology and livelihood education through 1.1.1, 1.2.1
research-based principles of teaching and learning
B. Use Mother Tongue, Filipino and English to facilitate teaching and learning; 1.6.1
C. Demonstrate knowledge of managing classroom structure that engages learners within the available physical learning 2.3.1
environments;
D. Identify learning outcomes that are aligned with learning competencies in the selected topics; 4.3.1
E. Select, develop and use varied teaching and learning resources in TLE; and 4.5.1
F. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum requirements. 5.1.1
Edukasyong Pantahanan at Pangkabuhayan 89

Week 1 a. The students can demonstrate and Key standards of EPP  Lecture-discussion  Recitation 1.1.1
explain the basic knowledge and 1.1.1 a. ICT
[A]
skills in ICT, Agriculture, Home b. Agriculture  Reflection Paper
Economics, and Industrial Arts c. Home Economics
toward the improvement of life d. Industrial Arts
skills, family, and community.
Week 2 a. The students can explain the 1.1.1 Contemporary Learning  Lecture-discussion  Video Clip Analysis 1.1.1
significance of the learning 1.2.1 Theories/Psychologists:
[A] 1.1.1
theories of Bruner and Gagne in Their Impact to EPP Teaching  Share/Group discussion  Paper and Pencil Test
the teaching-learning process of a. Jerome Bruner and
the different skill in the EPP Discovery Learning
subject. b. Robert Gagne and Leaning
Hierarchy
Week 3 a. The students can appreciate the 1.1.1 The Need of Teaching EPP in  Lecture-discussion  Reaction Paper 1.1.1
1.6.1 the Intermediate Grades Using  Viewing of exemplar
importance of using a language
[B]
best understood by the pupils, a combination of Mother lessons in the EPP subject
particularly in the EPP subject Tongue, Filipino and English as
Medium of Instruction
Week 4 a. The students can explain the 1.1.1 Latest studies and trends in  Lecture-discussion  Reflection Paper 1.1.1
importance of developing the [A] teaching EPP with emphasis on  Small Group Discussion
different skills needed to improve the following:  Group Sharing
their quality of life a. Consumerism  Research
b. Hospitality Management
c. Valuable Intrapersonal Skills
d. Personality Development
e. Decision Making
Week 5-8 a. The students can identify and use 1.1.1 Approaches, Methods and  Walkthrough of the  Cooking Demonstration 2.3.1
2.3.1 Techniques in Teaching EPP different Methods and Buying Basic Commodities
appropriate method/approach 
[A,C]
/technique in teaching specific a. Demonstration Method Techniques in Teaching
knowledge and skill in teaching b. Hands on Learning EPP  Making a chair/dust pan 2.3.1
c. Cooperative Learning
ICT, Agriculture, Home Economics, d. Project method  Lecture-discussion  Modules in EPP 1.1.1
and Industrial Arts. e. Instructional modules  Share/Group Discussion Paper/Article
1.1.1
f. Utilization of resource  Reflection Paper
persons and community  Inviting a resource person
materials  Field trip/Home visits/
g. Field trip/Home visits/  Community Work
Community Work
Week a. The student can differentiate the 5.1.1 Authentic Assessment  Lecture-discussion  Paper and Pencil Test 5.1.1
9-10 [F] Traditional Assessment   Development of TOS and
two kinds of assessment used in
EPP and conduct each of them. Tests for Quarterly
Assessment
Week 11 a. The student can construct lesson 1.1.1. Lesson Planning in EPP  Workshop on Lesson  Sample Detailed Lesson for 1.1.1.
4.3.1 4.3.1
plan appropriate to the skill to be Planning and Output EPP
4.5.1 4.5.1
developed 5.1.1 Presentation 5.1.1
[A,D, [A,D,
E,F] E,F]
Week 12 a. The student can prepare/create 4.5.1 Preparation of  Presentation of  Instructional Materials 4.5.1
instructional materials suited to [E] Instructional Materials Instructional Output
the lesson to developed
Week a. The student can execute the steps 1.1.1 Implement the Lesson Plan  Demonstration Lesson  Evaluating the Demo-Lesson 1.1.1
13-16 in the lesson plan properly. 1.6.1 1.6.1
2.3.1 2.3.1
4.5.1 4.5.1
[A,B, [A,B,
C,E] C,E]
Basbas, L. (2017) - Learning and Living in the 21st Century. Manila, Philippines, Rex Book Store Inc.
Enriqie et al. (1995) – Teaching the Elementary School Subjects. Manila, Philippines, Rex Book Store Inc.
Miller, Boyd (1970) – Teaching Elementary Industrial Arts Goodheart-Willcox Co., Inc.
Varnum (2018) – Industrial Arts Design: A Textbook of Practical Methods for Students, Teachers, and Craftsmen. Forgotten Books
Dagoon et al. (1990) Home Economics and Livelihood Education 6. Manila, Philippines, Rex Book Store Inc.
Shekara et al. (2016) Farmers Handbook on Basic Agriculture. Desai Fruits & Vegetables Pvt. Ltd. Navsari, Gujarat India
Livestock Production and Management. http://www.agrimoon.com/wp-content/uploads/Livestock-Production-and-Management.pdf
Roxas, C. (2017) Enhancing Skill in HELE. Manila, Philippines, Brighthouse Publishing
k-12 Curriculum Guide
https://www.mindtools.com/pages/article/gagne.htm
Edukasyong Pantahanan at Pangkabuhayan with Entrpreneurship

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
93
Course Information
Course Name Edukasyong Pantahanan at Course Code
Pangkabuhayan with Entrepreneurship
Pre-requisite Subject Course Credit 3 Units
1. Project/Output
3. Instructional Materials
Grading System

This course shall include pedagogical content, knowledge and skills in technology and livelihood education necessary in teaching 1.1.1, 4.1.1,
and learning in the elementary level. Selected topics in agriculture, industrial arts, fisheries, and livelihood education and 4.5.1, 5.1.1
entrepreneurship shall form a major part of the course. The students will learn appropriate teaching and assessment strategies
and
techniques including preparation of fruitful and usable projects that can be utilized in teaching TLE in the elementary grades.
This course will utilize project based and experiential learning approaches.
A. Demonstrate content knowledge and an understanding of research-based knowledge and principles of teaching 1.1.1, 1.2.1
and learning on technology and livelihood education; 3.1.1, 3.4.1
B. Demonstrate pedagogical content knowledge fundamental in teaching technology and livelihood responsive to learners’
individual needs, interests, experiences and diverse background; 4.1.1
C. Select, develop and use varied teaching and learning processes to meet curricular requirements of the course; and 4.5.1
D. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum requirements.
Edukasyong Pantahanan at Pangkabuhayan with Entrpreneurship 94

Week a. The student can explain the 1.1.1 Importance of Edukasyon Lecture-discussion Recitation 1.1.1
1-2 importance of EPP in the 3.1.1 Pantahanan at Pangkabuhayan with Content -40% 3.1.1
3.4.1 3.4.1
holistic development of the Entrepreneurship in the K-12 Presentation – 30
[A,B]
learner for the improvement Curriculum Voice – 20
of their quality of life, their Attitude - 10
family and their community. Components of EPP in the K-12 Walkthrough of the different
Curriculum components of EPP
1. Industrial Arts Lecture-discussion Reflection Paper
a. carpentry d. metal works Content-40
b. plumbing e. electrical Demonstration Organization-20
c. electronics f. orthographic Film Showing Mechanics-20
drawing/CAD Cooperative Learning Visual appeal-20
Lecture-discussion
2. Home Economics Video clip of project making
a. food, health and nutrition Demonstration Content- 50
b. personal finance and Film Showing Clarity-25
family resources Lecture-discussion Creativity-25
c. textile and clothing
d. consumer science Demonstration Quiz
e. household management Film Showing
f. human development Group work Video Clip Analysis
Lecture-discussion
3. Agriculture Quiz
a. livestock production
b. agricultural economics Project making
c. crop production Content-40
d. modern agriculture Creativity-30
Presentation-30
4. Theories of Entrepreneurship
a. Economic b. Sociological Film Showing Lecture- Picture of project making
c. Psychological discussion Content- 50
d. crop production Personal observation of Clarity-25
e. Opportunity– Based business success/failures Creativity-25
f. Resource-Based
Quiz
Mini business proposal
Content-40
Creativity-30
Organization-30
Reflection paper
Week a. The students can explain and 1.1.1 Learning Theories and their Impact to Film Showing Quiz 1.1.1
3-4 be guided by the different 1.2.1 EPP Teaching Lecture-discussion
[A]
learning theories needed in a. Behaviourism d. Cognitivism Reporting Reflection paper
teaching EPP. b. Constructivist e. Experientialism
c. Social Learning
Week a. The students can identify 1.1.1 Approaches, Methods and Walkthrough of the different Cooking Demonstration 1.1.1
5-7 [A] Techniques Methods and Techniques in Mastery-40 3.1.1
and use appropriate
method/approach in Teaching EPP Teaching EPP Presentation-30
/technique in teaching a. Demonstration Method Lecture-discussion Creativity-30
specific knowledge and skill b. Cooperative Learning Share/Group Discussion
in ICT, Agriculture, Home c. Instructional modules Buying Basic Commodities 1.1.1
d. Utilization of resource persons Inviting a resource person Field Planning-20 3.1.1
Economics, and Industrial
e. and community materials trip/Home visits/Community Marketing-40
Arts.
f. Field trip/Home visits/ Work Resourcefulness-40
b. The students can use 3.1.1
[B] Community Work
differentiated teaching to
g. Hands on Learning Reflection Paper 1.1.1
suit learners’ needs,
h. Project method 3.1.1
strengths, interests and
experiences.
Week a. The student can construct 4.1.1 Lesson Planning in EPP Workshop on Lesson Planning Sample Detailed Lesson for EPP 4.1.1
8-9 lesson plan appropriate to [C] a. Lesson Plan aligned with and Output Presentation Organization-40 3.4.1
the skill to be developed. curriculum requirements Content-40
b. The student can 3.4.1 b. Lesson plan that responds to Neatness-
demonstrate understanding [B] special educational needs of 20
of the special educational learners in difficult circumstances
needs of learners in difficult including:
circumstances.  geographic isolation
 chronic illness
 displacement due to armed
conflict
 urban resettlement or
disasters
 child abuse and child labor
practices
Week a. The student can 4.1.1 Preparation of Presentation of Instructional Cooking Demonstration 4.1.1
10-11 4.5.1 Instructional Materials Output Instructional Materials 4.5.1
prepare/create instructional
[C,D]
materials suited to the Content- 40
lesson to developed Creativity-30
Usability- 30
Week a. The student can execute the 1.1.1 Implement the Lesson Plan Demonstration Lesson Evaluating the Demo-Lesson 1.1.
12-13 steps in the lesson plan 3.1.1 Strategy-25 1
properly. 3.4.1 Attitude-25 3.1.
4.1.1 Content- 25 1
4.5.1 Assessment- 3.4.
25 1
4.1.
1
4.5.
1
Basbas, L. (2017) - Learning and Living in the 21st Century. Manila, Philippines, Rex Book Store Inc.
Enriqie et al. (1995) – Teaching the Elementary School Subjects. Manila, Philippines, Rex Book Store Inc.
Miller, Boyd (1970) – Teaching Elementary Industrial Arts Goodheart-Willcox Co., Inc.
Varnum (2018) – Industrial Arts Design: A Textbook of Practical Methods for Students, Teachers, and Craftsmen. Forgotten Books
Dagoon et al. (1990) Home Economics and Livelihood Education 6. Manila, Philippines, Rex Book Store Inc.
Shekara et al. (2016) Farmers Handbook on Basic Agriculture. Desai Fruits & Vegetables Pvt. Ltd. Navsari, Gujarat India
Livestock Production and Management. http://www.agrimoon.com/wp-content/uploads/Livestock-Production-and-Management.pdf
Roxas, C. (2017) Enhancing Skill in HELE. Manila, Philippines, Brighthouse Publishing
http://kwhs.wharton.upenn.edu/nbea-standard/entrepreneurship/
https://www.coursera.org/specializations/wharton-entrepreneurship
Teaching Music in the Elementary Grades

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
98
Course Information
Course Name Teaching Music in the Elementary Course Code
Grades
Course Requirements
Grading System

This course shall equip the pre-service teachers with technological, pedagogical and content knowledge to have an adequate
musicianship necessary to teach music effectively to diverse learners. In this course, elements in music which form part of the 1.1.1, 3.1.1
curriculum content of Music Education, the appropriate teaching strategies and assessment methods will be given emphasis. 4.1.1, 4.5.1,
Carrying out a music education program, organizing performing group, skill and artistry in teaching, finding and utilizing 5.1.1
appropriate musical resources, planning and teaching a lesson to an entire class shall form part of the authentic and experiential
activities of the course.
Course Outcomes BTIs covered

A. Demonstrate content knowledge on the philosophies and values of music education. 1.1.1
B. Demonstrate pedagogical content knowledge fundamental in music education responsive to learner’s diverse 3.1.1, 3.3.1
strengths, interests, experiences and abilities.
C. Select teaching methods, learning activities and instructional materials or resources appropriate to the learners 4.1.1, 4.5.1
and aligned to the objectives of the lesson.
D. Design, select, organize and use appropriate and varied assessment strategies consistent with the 5.1.1
curriculum requirements.
E. Demonstrate a lesson applying all the necessary considerations in teaching music in the elementary level. 4.1.1
Teaching Music in the Elementary Grades 99

Week 1 a. Identify the guiding principles and 1.1.1 Philosophy and Values in Lecture-discussion Oral Presentation
values in music education [A] Music Education 1.1.1
Content- 60%
b. Reflect on the importance of 1.1.1 Think-pair share Delivery-20%
music to education and teaching. [A] Organization and correct usage-
20%
Class impact-10%
Participation in the discussion
Reflection Paper
Week 2 a. Evaluate and discuss the scope and 1.1.1 Scope and Sequence of Music  Lecture-presentation  Oral Presentation 1.1.1
sequence of musical concepts for [C] for Grades 1-6
first to sixth grades  Problem-based learning Criteria for Oral discussion:
Content- 60%
 Walk through the K to 12 Delivery-20%
Music Curriculum Organization and correct
usage-20%
Class impact-10%
Week 3 a. Identify the competencies of a 1.1.1 The Music Teacher  Lecture-group Discussion  Recitation 1.1.1
music teacher in the elementary [A] 3.1.1
3.4.1
grades.  Interview to Music  Presentation of the
-Leadership Qualities teachers in the field interviews done
-Musicianship
-Pedagogical skill  Individual and Group Output
b. Cite the importance of having 1.1.1

these qualities and competencies 3.1.1
3.3.1
especially when dealing with
[A,B]
learners with diverse strengths,
interests, experiences and abilities
(disabilities, giftedness and
talents).
Week a. Discuss the considerations in 1.1.1 Five Facets of Music Teaching  Lecture-discussion  Recitation 1.1.1
4-8 developing the facets of music to 3.1.1 a. Singing 3.1.1
[A]
the learners. b. Listening  Quizzes
c. Creative Work
b. Demonstrate knowledge and 1.1.1 d. Instrumental Work  Individual and Group
understanding of differentiated 3.1.1 e. Movement Performance  Practical Tests
teaching in performing the 5 [A,B]
facets of Music Teaching
c. Determine how these five facets be 1.1.1

done and experienced by the 3.1.1
learners. [A,B]
Week a. Identify and discuss the features of 1.1.1 Strategies in Music Teaching  Actual Performance of the  Recitation/ Performance 1.1.1
9-11 the different strategies in music [A] different methods in Music
teaching. Teaching  Sharing
b. Select the best strategies for a 1.1.1  Think-Pair -Share on the  Practical Test 1.1.1
certain topic and explain the 4.1.1 Importance of the different 4.1.1
reason for choosing such. [A,C] Strategies
Week a. Select appropriate assessment 5.1.1 Assessment in Music  Lecture-Discussion  Rubrics-Making 5.1.1
12-13 technique to assess the extent of
learners’ mastery  Development of Rubrics of  Narrative Report/ Reflection
Authentic and Traditional
b. Develop rubrics in rating authentic Assessment in Music
assessment.
 Classroom Observation
Week a. Demonstrate music lesson using 1.1.1 Demonstration Teaching  Actual Demonstration  Graded lesson presentation 1.1.1
14-18 content-based and pedagogical 4.1.1 - The students deliver a 4.1.1
knowledge effectively [A,E] a. Micro teaching lesson in front of jurors 3.1.1
b. Team teaching who will evaluate their 3.4.1
b. Apply well-selected teaching 3.1.1 c. Individual teaching performance through 4.1.1
strategies and resources that are 3.4.1 the following criteria: 4.5.1
responsive to diverse learners’ 4.5.1 5.1.1
strengths, interests, experiences [B,C] Content: 30 %
and abilities through an actual Delivery and use of
teaching presentation strategy- 30%
5.1.1
 Post-conference ( demo- Mastery of the lesson-
[D]
c. Use appropriate and varied teacher and observer) 20%
assessment strategies consistent Instructional materials-
with the curriculum requirements 10%
Classroom
management_10%
Assessment strategy
10%
Agapay, N. (2005) – Music, Arts & PE, Made Simple for Young Learners. Manila, Philippines. Lighthouse Publication Inc.
Bautista, M. et al (2000). An Introduction to Music. Manila, Philippines. National Book Store Inc.
Baxter and Baxter. The Right Way to Read Music. Kingswood, Tadworth, Surrey, KT206TD, U.K. Cox & Wyman Ltd.
Ewen, D. & Slonimsky, N. (1982). Fun with Musical Games and Quizzes. New York. Prentice-Hall, Inc.
K to 12 Curriculum Guide for MAPE (2014). Kagawaran ng Edukasyon
K to 12 Music Gurriculum Guide 2016.
Kabayao, Gilopez. (1988). Listening Program of Fine Music for Filipino Youth. Manila, Philippines. Rex Book Store, Inc.
Leonhard, Charles & House, R.(1959). Foundations and Principles of Music Education. U.S.A. McGraw-Hill Book Company, Inc.
Lugue, V.(2009). Enjoy Life with Music and Arts. Maria Clara Street, Quezon City, Philippines.SD Publication Inc.
Teaching Arts in the Elementary Grades

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
103
Course Information
Course Name Teaching Arts in the Elementary Course Code
Grades
(Suggested) Course Requirements:
1. Art Activities/ Output
3. Research on Selected Topics
Grading System

This course shall equip the pre-service teachers with technological, pedagogical and content knowledge to have an adequate
skill necessary to teach art effectively to diverse learners. In this course, elements in arts which form part of the curriculum 1.1.1, 3.1.1
content of Art Education, the appropriate teaching strategies and assessment methods will be given emphasis. Carrying out art 4.1.1, 4.5.1,
education activities and experiences, skill and artistry in teaching, finding and utilizing appropriate art resources, planning and 5.1.1
teaching a lesson to an entire class shall form part of the authentic and experiential activities of the course.

A. Demonstrate content knowledge on the philosophies and values of art education. 1.1.1
B. Demonstrate pedagogical content knowledge fundamental in art education in managing classroom structure 2.3.1, 3.1.1,
responsive to learner’s diverse strengths, interests, experiences and abilities. 3.3.1
C. Select teaching methods, learning activities and instructional materials or resources appropriate to the learners 4.1.1, 4.5.1
and aligned to the objectives of the lesson.
D. Design, select, organize and use appropriate and varied assessment strategies consistent with the 5.1.1, 5.5.1
curriculum requirements and use the assessment data as feedback in teaching and learning practices.
E. Demonstrate a lesson applying all the necessary considerations in teaching music in the elementary level. 4.1.1
Teaching Arts in the Elementary Grades 104

Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Suggested Assessment BTIs
Allotment Learning Activities
Week 1-2 a. Identify the guiding philosophies 1.1.1 Philosophy and Objectives of  Lecture-discussion  Recitation
and objectives of art education [A] Art Education 1.1.1
Criteria for Oral Presentation
b. Reflect on the importance of art to 1.1.1 Content- 60%
 Think-pair share
education and teaching [A] Delivery-20%
Organization and correct
usage-20%
Class impact-10%
 Participation in the
discussion
 Reflection Paper
Week 3 a. Discuss clearly the values of art 1.1.1 Values of Art Education  Group Discussion  Recitation 1.1.1
[A]
Criteria for Oral
b. Cite examples significant to the 1.1.1 Presentation/ Reporting
realization of these values [A] Content- 60%
Delivery-20%
usage-20%
 Class impact-10%
Week a. Discuss the different methods of 1.1.1 Methods of Teaching Art  Actual Performance of the  Recitation/ Performance 1.1.1
4-6 teaching art to diverse elementary [A] Education different methods in Art
pupils. Teaching  Sharing
b. Provide an example for each  Think-Pair -Share on the  Practical Test 1.1.1
1.1.1
method which addresses the 3.1.1
3.1.1 Importance of the different
3.3.1
diverse strengths, interests, 3.3.1 Strategies
experiences and abilities [A]
(disabilities, giftedness and talents)
of learners.
Week 7 a. Identify the competencies of an 1.1.1 Competencies of an art  Group Discussion  Reflection Paper 1.1.1
art teacher in the elementary [A] Teacher  Self Evaluation
grades  Interview an Art Teacher
1.1.1  Recitation
b. Cite the importance of having 3.1.1
these qualities and competencies 3.3.1  Presentation of the
[A]
especially when dealing with interviews done
learners with diverse strengths,
interests, experiences and abilities
talents).
Week 8 a. Evaluate and discuss the scope and 1.1.1 Scope and Sequence of Arts  Lecture-presentation Oral discussion 1.1.1
sequence of art elements from [A] for Grades 1-6
first to sixth grades  Problem-based learning Criteria for Oral discussion:
Content- 60%
 Walk Through theK-12 Delivery-20%
Arts Curriculum Organization and correct usage-
20%
Class impact-10%
Week a. Identify the appropriate teaching 4.1.1 Suggested Art Activities for  Discussion of Art Activities  Art Activities 4.1.1
9-11 strategies, activities and learning 4.5.1 Different Grade Levels and 4.5.1
resources for different grade level [C] Quarters
 Try-out of Art Activities  Individual and group Output
b. Make a sample of art activities for 4.1.1
4.5.1
the different grade levels
[C]
Week a. Design, select, organize and use 5.1.1 Assessment in Art  Lecture-Discussion  Rubrics-Making 5.1.1
12-13 appropriate assessment technique [D] 5.5.1
to assess the extent of learners’  Development of Rubrics of  Narrative Report/ Reflection
mastery Authentic and Traditional
Assessment in Arts
b. Develop rubrics in rating authentic 5.5.1
assessment that will provide data [D]
as feedback in teaching and  Classroom Observation
learning practices
Week a. Demonstrate art lesson using 1.1.1 Demonstration Teaching  Graded lesson presentation 1.1.1
14-18 content-based and pedagogical 4.1.1  Actual Demonstration - The students deliver a 2.3.1
knowledge effectively [A,E] a. Micro teaching lesson in front of jurors 3.1.1
b. Team teaching who will evaluate their 3.4.1
b. Apply well-selected teaching and 3.1.1 c. Individual teaching performance through 4.1.1
assessment strategies that are 3.4.1 the following criteria: 4.5.1
4.5.1 5.1.1
responsive to diverse learners’
strengths, interests, experiences 5.1.1 Content: 30 %
and abilities through an actual [B,C] Delivery and use of
teaching presentation strategy- 30%
Mastery of the lesson-
c. Apply principles in managing 20%
2.3.1
classroom structures that engages Instructional materials-
[B]
learners, individually or in groups 10%
in meaningful exploration, Classroom
discovery and hands-on activities  Post-conference ( demo- management_10%
within the available physical teacher and observer) Assessment strategy
learning environment 10%
Britanico, E. et al (2009). Shine with MAPE. Manila, Philippines. JO-ES Publishing House Inc.
Favila, S. et al (2011). Active MAPE. Sampaloc, Manila, Philippines. Magallanes Publishing House.
K to 12 Arts Curriculum Guide. May 2016.
Lugue, V.(2009). Enjoy Life with Music and Arts. Maria Clara Street, Quezon City, Philippines.SD Publication Inc.
Ortiz, M. et al (2000), Art: Perception and Appreciation. Quezon City, Philippines. University of the East Publishing
Morales, G. et al (2011). Active MAPE. Sampaloc, Manila. Magallanes Publishing House.
Sporre, Debbis J. (1990). The Creative Impulse-An Introduction to the Arts. Englewood Cliffs, N.J. Prentice-Hall, Inc
Teaching P.E and Health in the Elementary Grades
Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
108
Course Information
Course Name Teaching P.E and Health in the Course Code
Elementary Grades
1. Practical Tests
3. Research on Selected Topics
4. Demonstration Teaching/ Culminating Activity
Grading System

This course shall equip the pre-service teachers with technological, pedagogical and content knowledge to have an adequate skill
necessary to teach Physical Education and Health effectively to diverse learners. In this course, physical education, movement and 1.1.1
health form part of the curriculum content of Physical and Health Education, the appropriate teaching strategies and assessment 3.1.1
methods will be given emphasis. Carrying out P. E. and Health Education activities and experiences, skill and artistry in teaching, 4.1.1
finding and utilizing appropriate art resources, planning and teaching a lesson to an entire class shall form part of the authentic and 5.1.1
experiential activities of
the course.
A. Demonstrate content knowledge of physical and health education and concepts that are necessary in teaching K-12 Curriculum 1.1.1
in the different grade level.
B. Apply teaching strategies in teaching physical education and health education that develop physical fitness and wellness 3.1.1, 3.3.1
responsive to the needs of diverse learners.
C. Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning environments in 2.1.1
facilitating physical and wellness activities.
D. Select teaching methods, learning activities and instructional materials or resources appropriate to the learners and aligned 4.1.1, 4.5.1
to the objectives of the lesson.
E. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum requirements and 5.1.1, 5.5.1
use the assessment data as feedback in teaching and learning practices.
Teaching P.E and Health in the Elementary Grades 109

Teaching P.E and Health in the Elementary Grades 110
Week 1-2 a. Identify the objectives of physical 1.1.1 Objectives of Physical and  Lecture-discussion  Recitation
and health education [A] Health Education 1.1.1
Criteria for Oral Presentation
b. Reflect on the how these  Think-pair share Content- 60%
objectives can be attained 1.1.1 Delivery-20%
[A]
usage-20%
Class impact-10%
 Participation in the
discussion
 Reflection Paper
Week 3-4 a. Discuss and explain the scope and 1.1.1 Scope and Sequence of PE and  Lecture-presentation  Oral discussion 1.1.1
sequence of topics from first to [A] Health for Grades 1-6
sixth grades  Problem-based learning Criteria for Oral
discussion:
 Walk Through the K-12 PE Content- 60%
and Health Curriculum Delivery-20%
Organization and
correct usage-20%
Class impact-10%
Week 5 a. Identify the competencies of a P.E. 1.1.1 Competencies of a P.E. and  Group Discussion  Reflection Paper 1.2.1
and Health teacher in the [A] Health Teacher
elementary grades  Interview/ Observe a P.E.  Self-Evaluation
and Health Teacher
b. Cite the importance of having  Recitation
1.1.1
these qualities and competencies
3.1.1
especially when dealing with 3.3.1  Presentation of the
learners with diverse strengths, [A,B] interviews and observation
interests, experiences and abilities done
talents).
Week a. Discuss the different methods of 1.1.1 Methods of Teaching P.E. and  Actual Performance of the  Recitation/ Performance 1.1.1
6-8 teaching P.E. and Health to [A] Health Education different methods in P.E.
elementary pupils and Health Teaching  Sharing
b. Provide an example for each  Think-Pair -Share on the  Practical Test

method which addresses the 1.1.1 Importance of the different 1.1.1
3.1.1 3.1.1
diverse strengths, interests, methods
3.3.1 3.3.1
experiences and abilities
[A,B]
(disabilities, giftedness and talents)
of learners.
Week a. Identify the appropriate activity 1.1.1 Suggested Games and  Discussion of different  Performance of Individual 1.1.1
9-11 and learning resources for 4.1.1 Activities for Different Grade activities and group Activities 4.1.1
different grade levels 4.5.1 Levels and Quarters
[A,C]  Trying -out of the activities
2.3.1
b. Demonstrate knowledge of 2.3.1
[C]
policies, guidelines and
procedures that provide safe and
secure learning environments in
facilitating games for the
elementary pupils
Week a. Design, select, organize and use 5.1.1 Assessment in Physical  Lecture-Discussion  Rubrics-Making 5.1.1
12-13 appropriate assessment technique [E] Education and Health 5.5.1
to assess the extent of learners’  Development of Rubrics of  Narrative Report/
mastery Authentic and Traditional Reflection
Assessment in Music
b. Develop rubrics in rating authentic 5.5.1
assessment that will provide data [E]  Classroom Observation
as feedback in teaching and
learning practices
Week a. Demonstrate content-based and 1.1.1 Demonstration Teaching  Actual Demonstration  Graded lesson presentation 1.1.1
14-18 pedagogical content knowledge in 4.1.1 - The students deliver a 2.3.1
a P.E. and Health lesson aligned [A] d. Micro teaching lesson in front of jurors who 3.1.1
with curriculum requirements e. Team teaching will evaluate their 3.3.1
f. Individual teaching 4.1.1
b. Apply well-selected, safe and performance through the 4.5.1
secure teaching and assessment 3.1.1 following criteria: 5.1.1
strategies and resources that are 3.3.1
responsive to diverse learners’ 2.3.1 Content: 30 %
strengths, interests, experiences 4.5.1 Delivery and use of strategy-
and abilities through an actual 5.1.1  Post-conference ( demo- 30%
[B,C,
teaching presentation D,E] teacher and observer) Mastery of the lesson-20%
Instructional materials-10%
Classroom
management_10%
Assessment strategy 10%
A Collection of Philippine Folk Dances. (2015). Philippine Folk Dance Society. Series VIII. Pasay City, Philippines. Nazarene Printing
Andin, Carmen (2001). Teaching Physical Education in the Philippine Schools. Manila, Philippines. Rex Bookstore Publishing
Britanico, E. et al (2009). Shine with MAPE. Manila, Philippines. JO-ES Publishing House Inc.
Darilag, A.C. et al (2009). Enjoy Life with P.E. and Health. Maria Clara St. Quezon City. Philippines. SD Publications, Inc.
Domingo, JP et al (2010). Physical Education II, Beginner’s Dance Book. Potrero, Malabon City. Mutya Publishing House Inc.
Favila, S. et al (2011). Active MAPE. Sampaloc, Manila, Philippines. Magallanes Publishing House.
Jimena, Edgar C., (2006) Dance Your Way To Fitness. Manila, Philippines. Rex Book Store, Inc.
K to 12 PE and Health Curriculum Guide 2016.

Morales, G. et al (2011). Active MAPE. Sampaloc, Manila. Magallanes Publishing House.
Tabije, C. & Legaspi, P. (2004). Dance Education in the School Curriculum. Sta Mesa Heights, Quezon City, Philippines. Rex Printing Company Inc.
Tulio, Doris et al (2005). Individual, Dual Sports. General Puyat Avenue, Makati City, Philippines. Katha Publishing Co., Inc.
Teaching English in the Elementary Grades (Language Arts)

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
114
Course Information
Course Name Teaching English in the Elementary Course Code
Grades (Language Arts)
Course Requirements
Grading System

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, and literacy skills, through listening ,speaking, reading, writing 1.1.1
and viewing. It consists of content-based lessons that will enhance the students skills along application of various teaching 1.4.1
strategies in teaching English, the use of ICT to facilitate the teaching learning process and selecting, designing and organization 4.1.1
of approriate assessment strategies. Demonstrating knowledge and skills on content and pedagogy through lesson 5.1.1
presentations is an important highlight of this course.

A. Demonstrate content knowledge on the structure of English language that refers to grammar in both oral and written 1.1.1
form. 1.2.1
B. Demonstrate understanding of research-based knowledge and principles of teaching and learning fundamental in
language arts education. 3.2.1, 4.1.1
C. Prepare developmentally sequenced teaching and learning processes to meet curriculum requirements and respond to the
learners’ linguistic backgrounds. 1.4.1, 4.5.1
D. Select, develop and use varied teaching and learning resources in Language Arts to promote literacy and English language
fluency. 5.1.1, 5.5.1
E. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum
requirements and communicate learner progress and achievement.
Teaching English in the Elementary Grades (Language Arts) 115

Week 1 a. Identify teaching principles in 1.1.1 General Principles in  Lecture-discussion  Oral Discussion 1.1.1
language Arts teaching and 1.2.1 Language Arts Teaching  Discuss concepts and 1.2.1
[A,B]
explain how these principles are principles of language Criteria for Oral discussion:
used in teaching. Arts teaching. Content- 60%
Delivery-20%
 Brainstorming using the Organization and correct
talking circle strategy usage-20%
Class impact-10%
 Participation in the talking

circle
Week 2 a. Describe and discuss the salient 1.1.1 The structure of the K to 12  Lecture-presentation  Oral discussion 1.1.1
features of the K to 12 Language Language arts Curriculum
Curriculum  Problem-based learning Criteria for Oral discussion:
Content- 60%
 A walk through about the Delivery-20%
structure of the K to 12 Organization and correct usage-
Curriculum 20%
Class impact-10%
 4As Approach (activate,
acquire, apply and assess)
Week a. Discuss the five macro skill and 1.1.1 Five Macro Skills in  Lecture-group  Creative presentation of 1.1.1
3-4 their importance within the English 1.2.1 language presentation outputs by group with the 1.2.1
1.4.1 a. Listening 1.4.1
teaching area and in promoting use of rubric
[A,B,D]
literacy skills. b. Speaking  Talking circles
c. Reading
b. Demonstrate examples of teaching 1.1.1 d. Writing  5Es Learning models
strategies that promote the five 1.2.1 e. Viewing
1.4.1
macro skills.
[A,B,D]
Week 5 a. Differentiate approaches, 1.1.1 Background on  Lecture-discussion  An objective type of test CLO 2
strategies, methods and [A] Approaches, Strategies, and 3
techniques from each other Methods and Techniques  Discuss the tenets of the
different models in 1.2.1
b. Give examples of Approaches, 1.1.1 teaching language arts
strategies, methodologies and [A] along approaches,  An essay type of test
techniques that can be used in strategies , methods and
Language Arts techniques
 Reality Pedagogy
Week a. Provide background information 1.1.1 The Approaches for  Lecture-presentation with  Narrative reports on the 1.1.1
6-7 about the different teaching 1.2.1 Language Arts Teaching peer discussion classroom observation 1.2.1
[A,B] a. Communicative 1.4.1
approaches used for teaching made
English b. Language  Classroom observation
Scaffolding  The narrative
b. Select approaches that support 1.1.1 c. Cooperative Learning
learner understanding , 1.2.1 d. Situational
1.4.1 e. Functional-notional
participation , engagement and
[A,B,D]
achievement towards promoting f. Multi-skill
literacy skills and English language g. Content-based
fluency.. h. Task-based
i. Participatory
Week a. Explain the process of different 1.1.1 The Methods of Teaching  Video- lecture  Participation to Talking 1.1.1
8-9 methodologies used in teaching [A] Language Arts presentation Circles 3.2.1
English for the elementary a. The Grammar-
b. Determine how these methods 1.1.1 translation Criteria for participation in
address learner’s diversity in an 3.2.1 b. The Direct method  Talking circle and class talking circles
English class [C] c. The Audiolingual sharing
method Content – 40%
c. Assess the methods used in an 1.1.1 d. Total Physical Delivery- 20%
actual teaching through classroom 3.2.1 response  Classroom observation Organization- 20%
observation [C] e. Community language Response to questions- 20%
learning
f. The Silent way  Making Graphic Organizer
g. Language experience that shows diff. methods in
method
h. Desuggestopedia teaching English language
arts
Week a. Identify and discuss learning 1.1.1 Learning Strategies and  Lecture- discussion  Refection paper about the 1.1.1
10-11 strategies for an English lesson [A] Assessment technique as classroom observation 5.1.1
5.5.1
applied to teaching language  Process Oriented Guided made.
b. Select appropriate assessment 5.1.1 Inquiry Lessons( POGIL)
technique to assess the extent of [E] Strategies: -Content  Graded simulation
learners’ mastery language integrated learning  Classroom observation
CALL Computer assisted
c. Articulate constructive feedback to language learning  TOS and Test Question
5.5.1
improve learners’ performance [E] preparation for English
subjects
 Think-pair-share
 Critiquing of sample
assessment tools
 Post-conference ( demo-
teacher and observer)
Week 12 a. Select and/or create appropriate 4.5.1 Instructional material  Lecture-presentation aided  Grading of the students’ 4.5.1
instructional materials for teaching [D] selection, design and by ppt outputs (completed
English in the elementary development instructional materials on
 Project-based learning( display)
making MIs)
 Exhibit of Instructional
materials made by
students for teaching
English
Week 13 a. Prepare developmentally 4.1.1 Development of learning  Lecture-discussion  Individual writing of sample 4.1.1
sequenced teaching and learning [C] plans for English language lesson plans/ session plans 5.1.1
process to meet the curriculum arts subject using different techniques in
requirements of English arts  Lesson plan writing the different parts of the
teaching lesson.
b. Apply teaching principles, 4.1.1
strategies and assessment 5.1.1
technique knowledge in lesson [C,E]  Pair work-peer critiquing of
plan preparation sample lesson/session plans
c. Write a lesson design for a given
subject-matter in English language
Arts
Week a. Demonstrate an English language 1.1.1 Lesson Presentation  Demo-teaching  Graded lesson presentation 1.1.1
14-18 arts lesson using content-based 1.2.1  The students deliver a lesson 1.2.1
[A,B] 1.4.1
and pedagogical knowledge a. Micro teaching  Post-conference ( demo- in front of jurors who will
3.2.1
effectively b. Team teaching teacher and observer) evaluate their performance 4.1.1
c. Individual teaching through the following 5.1.1
b. Apply developmentally- criteria: 5.5.1
sequenced teaching strategies 4.1.1
1.4.1
that promote literacy kills through Content: 30 %
[C,D]
an actual teaching presentation Delivery and use of strategy-
30%
c. Use varied learning resources Mastery of the lesson-20%
responsive to learners with 4.5.1 Instructional materials-10%
different linguistic backgrounds 3.2.1 Classroom
[C,D] management_10%
d. Use appropriate and varied Assessment strategy 10%
assessment strategies consistent 5.1.1
with the curriculum requirements 5.5.1
and communicate learner progress [E]
and achievement
English Guide, K to 12 Curriculum . Department of Education
Corpuz ,Brenda B. and Salandanan , Gloria G. Principles of Teaching ( with TLE ). Quezon City,Lorimar Publishing,
2015. Nunan,D(2004). Task-based LanguageTeaching. (Cambridge Language Teaching Library). Cambridge
University Press. https://www.teachingenglish/org.uk/article/content-language-integrated-learning
https://www.fluentu.com/blog/educator/language-teaching-approaches/
http://esl.fis.edu/teachers/support/method.htm
htts://prinzessinnadia.wordpress.com/2013/02/01/ict-english-language-teaching-and-learning/
https://www.education.vic.gov.au/school/teachers/teachingcourses/discipline/english/literacy/Page
s http://www.onestopenglish.com/methodology/teaching-articles/teaching-approaches/
https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/home/strategies
Teaching Literacy in the Elementary Grades through Literature

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
121
Course Information
Course Name Teaching Literacy in the Elementary Course Code
Grades through Literature
Course Requirements
Grading System

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 ,speaking, reading, writing and viewing. Proficiency in these macro-skills 1.1.1
shall enable the pre-service teachers to demonstrate ease and confidence in the use of the English language , thus, making them good 4.5.1
communicators of knowledge and adept in principles of language arts teaching , assessment and responsive learning programs for diverse 5.1.1
learners . It consists of content-based lessons that will enhance the students’ skills along application of various teaching strategies in
teaching English, the use of ICT to facilitate the teaching learning process and selecting, designing and organization of approriate
assessment strategies. Demonstrating knowledge and skills on content and pedagogy through lesson presentations is an important
highlight of this course.
A. Demonstrate content and pedagogical content knowledge on teaching literary through literature in the elementary level. 1.1.1
B. Demonstrate understanding of learning environments that promote love for reading, fairness, respect and care to 2.2.1
encourage learning.
C. Implement teaching strategies that are responsive to the learner’s linguistic, cultural, socio-economic and religious backgrounds
3.2.1
through contextualization.
D. Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT to address learn`ing 4.5.1
goals in the study of literary skills.
E. Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative, summative assessment, project-based 5.1.1
assessment and performance -based assessment strategies appropriate for the teaching of literature.
Teaching Literacy in the Elementary Grades through Literature 122

Week 1 a. Identify the underpinning 1.1.1 General principles in teaching  Lecture-Discussion  Participation in the Talking 1.1.1
principles in teaching literacy 2.2.1 literacy in the elementary Circles 2.2.1
among young learners [A,B] level  Brainstorming (Sharing of
b. Discuss the principles in teaching one’s Experiences/  Group Work- Group
literacy Observations) Presentation of Selected
Topics
 Talking Circles
 Participation in Talking
Circle
Content (40%)
Delivery (20%)
Organization & Correct
Usage (20%)
Response to Questions
(20%)
Week 2 a. Point out the significance of 1.1.1 Significance of literature in  Lecture-Presentation  Oral discussion 1.1.1
literacy among young learners [A] teaching children
Criteria for Oral Discussion:
 4As Approach Content (60%)
Delivery (20%)
Organization & Correct
 Panel discussion Usage (20%)
Class Impact (10%)
Week a. Describe the different literary 1.1.1 Types of literature for  Lecture-Group Presentations  Participation in Talking 1.1.1
3-4 genre for children [A] Children Circle
b. Give examples of selections, a. Poetry  Talking Circles Content (40%)
stories, riddles and poems suitable b. Riddles Delivery (20%)
for literacy development among c. Stories  5Es Learning Model Organization & Correct
young learners d. Drama Usage (20%)
Response to Questions
c. Compile well-selected literary
(20%)
pieces that can be used for
instruction
Week a. Discuss the importance of 3.2.1 Contextualizing literacy  Lecture-Group Presentations  Participation in the Oral 3.2.1
5-6 contextualization in teaching [C] lessons for Filipino learners discussion
b. Choose a wide array of classical  Peer Learning
and contemporary literary pieces
written in the local setting  Mini-seminar on Localization
/Contextualization: an expert
appropriate for a specific grade
on local literature may be
level
invited
Week a. Identify and explain the various 2.2.1 Enhancing the literary skills  Lecture-demonstration  Oral discussion
7-8 3.2.1 of learners through the
approaches in teaching literature
[B,C]
b. Identify lessons in literature vis a various approaches effective  Group presentations Criteria for Oral
2.2.1
vis the intended literary approach in teaching literature like: Discussion: 3.2.1
to be used Content (60%)
a. Shared Reading Delivery (20%)
b. Silent Reading Organization & Correct
c. Cooperative learning Usage (20%)
d. Differentiated Class Impact (10%)
learning ( MI
grouping )
 Portfolio assessment
e. Listening to
Literature
Week a. Describe and discuss 2.2.1 The strategies in  Lecture- demonstration  Oral Discussion
9-10 3.2.1 teaching literacy through
different methods used in
[B,C]
teaching literature for literature  Group presentation  Class Task/Group Work -
2.2.1
children Word Collocation on 3.2.1
b. Develop a simple classroom a. KWL Teaching (including
b. Think-Pair-Share approaches, strategies,
activity using literary methods
c. Think-Square-Share method and techniques),
d. The Drama and Literature
Method
e. Image Analysis
f. Graphic Story
- The role of  Performance-based
teachers in the assessment with the use of
drama method rubric
g. Using Graphic
Organizers
Week 11 a. Identify reading strategies 2.2.1 Strategies and techniques  Video viewing  Assessment of completed CLO 2
3.2.1 that foster the reading - task or outputs and 3
b. Describe how these reading
[B,C]
strategies are done writing connection  Lecture-presentation
2.2.1
c. Write original samples of reading 3.2.1
strategies a. Writing diary entries
b. Writing journals  Talking circles
c. Writing reflections
d. Poetry writing
e. Writing sequel to
stories read
f. Writing book reports
g. Journalistic Writing
Week 12 a. Identify and describe the different 5.1.1 Assessment Techniques as  Lecture-presentation on  Paper /pencil CLO 5
types of assessment [E] applied for teaching types of assessment
5.1.1
b. Develop an assessment tool for literature
teaching literature  Assessment of completed
a. Traditional  Group task outputs
b. Performance-based ( TOS and test question
c. Project-based preparation to be used as an
d. Portfolio assessment tool in
evaluating the level of
pupil’s literary skills )
 Rubric making
 Portfolio preparation
Week a. Apply appropriate methodologies 1.1.1 Designing instructional plans  Lecture-demonstration on  Graded display of 1.1.1
13-14 [A] and materials for teaching how Instructional materials instructional materials 2.2.1
and strategies in the preparation
3.2.1
of learning plan literacy through literature in teaching literature are
4.5.1
b. Exhibit creativity in making 2.2.1 prepared and lesson  Individual Work- 5.1.1
instructional materials for a 3.2.1 planning Preparation of Lesson
4.5.1 Plans/Session Plans Using
literature class
[B,C,D]  Putting up an exhibit Different Approaches and
featuring the creative Strategies
c. Prepare a lesson plan with 5.1.1
outputs of students
assessment strategies appropriate [E]
 Pair Work – Peer Critiquing
for the teaching of literature  Instructional plan writing of Sample Lesson Plans or
Session Plans
-guided
-independent
Week a. Teach a literary lesson to an 1.1.1 Lesson Presentation  Lesson presentation  Final Teaching 1.1.1
15-18 2.2.1 Demonstration 2.2.1
elementary class in a lab school or
3.2.1 3.2.1
cooperating DepEd School d. Micro teaching  Peer Critiquing
4.5.1 4.5.1
effectively (applying competencies 5.1.1 e. Team teaching Criteria for Oral Discussion: 5.1.1
learned from the previous lessons) f. Individual teaching Content (60%)
[A,B,C, Delivery (20%)
or conduct peer teaching.
D,E] Organization & Correct Usage
(20%)
Class Impact (10%)
- Critiquing Peer’s Teaching

Demonstration
Criteria for Peer Critiquing

Quality of Questions (40%)
Delivery (25%)
Organization & Correct Usage
(25%)
English Curriculum Guide , K to 12 Curriculum. Department of Education.
Introduction to Literature: Forms, Divisions and Sub-
divisions.https://www.academia.edu/27992041/INTRODUCTION_TO_LITERATURE_FORMS_DIVISIONS_AND_SUBDIVISIONS
Kreber, Carolin (2006) Developing the Scholarship of Teaching Through Transformative Learning . Journal of Scholarship of Teaching and Learning, Vol. 6(1), 88 – 109.
Lesley University (n.d.) Empowering Students: The 5E Model Explained. https://lesley.edu/article/empowering-students-the-5e-model-explained
Literary Devices. https://literarydevices.net/
Literary Devices. https://literary-devices.com/ Bercasio. R (2016) PER3C Learning Model. Unpublished Report on Innovative Modules in Selected Courses in Teacher
Education, BU, Legazpi City
Bonces, Rodriguez (2012) Content and Language Integrated Learning (CLIL): Considerations in the Colombian Context. Gist Education and Learning Research Journal 6, 177-
189. https://files.eric.ed.gov/fulltext/EJ1062605.pdf
Carter, Ronald A. & Michael N. Long (1991) Teaching literature. Harlow: Longman Pub. Northern College learning Excellence & Innovation Department (n.d.) Writing a
lesson Plan. http://northernc.on.ca/leid/docs/lessonplanning.pdf
Phenomenon-based learning. http://www.phenomenaleducation.info/phenomenon-based-learning.html
Good Manners and Right Conduct (Edukasyon sa Pagpapakatao)

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
128
Course Information
Course Name Good Manners and Right Conduct Course Code
(Edukasyon sa Pagpapakatao)
Course Requirements
Grading System

Anchored on the essential component of personhood that deals with intra/interpersonal relationships which allow harmony with
oneself, with others and the environment, this course will highlight the fundamental rules of good manners and appropriate 1.1.1, 4.5.1,
conduct or behavior of each learner which are necessary of the formation of character that embraces the core values of maka- 5.1.1
Dios, Maka-Tao, Maka- Bansa, and Maka-kalikasan. Moreover, the course intends to equip the pre-service teachers with
pedagogical content knowledge on Edukasyon sa Pagpapakatao as well as skills in instructional materials development and
assessment for the elementary grades.

A. demonstrate knowledge and understanding of Edukasyon sa Pagpapakatao for elementary grades including its nature, 1.1.1, 1.2.1
content, conceptual framework, pedagogical approaches, and research-based knowledge and principles of teaching and
learning the subject,
B. prepare developmentally-sequenced teaching and learning processes demonstrating pedagogical content knowledge 4.1.1
that promotes deciding and acting responsibly for the collective good (nagpapasya at kumikilos nang mapanagutan
tungo sa kabutihang panlahat) to meet curriculum requirements,
C. select, develop and use varied teaching and learning resources, including ICT, in teaching Edukasyon sa Pagpapakatao and 4.5.1
D. design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum requirements. 5.1.1
Good Manners and Right Conduct (Edukasyon sa Pagpapakatao) 129

Week a. Identify the guiding philosophies 1.1.1, Philosophy and Objectives of  Lecture-discussion  Recitation 1.1.1,
1-2 and objectives 1.2.1 Edukasyon sa Pagpapakatao/ 1.2.1
b. Reflect on the importance of [A] Values Education/ Good  Think-pair share  Reflection paper on the
values education Manners and Right Conduct importance of values
education
Week a. Discuss the framework and 1.1.1, Edukasyon sa Pagpapakatao  Group discussion using  Group question and 1.1.1,
3-4 approaches 1.2.1 Framework student-made visual aid and answer: Students will 1.2.1
b. Cite examples of [A] available literature on the answer questions raised by
practices/strategies that reflect the Approaches to values assigned approach to values the other groups with
approaches education: education regard to the assigned
a. Trait approach approach
b. Values clarification
c. Cognitive
developmental
d. Moral dilemma
e. Problem-based
f. Reflective teaching
g. Role playing
h. Evocation
i. Inculcation
j. Awareness
k. Moral reasoning
l. Analysis
m. Commitment
n. Union
Week 5 a. Evaluate and discuss the scope 1.1.1, Scope and Sequence from  Lecture-presentation of  Summary matrix of the 1.1.1,
and sequence of Edukasyon sa 1.2.1, First to Sixth grades: scope and sequence and scope and sequence 1.2.1,
4.1.1 4.1.1
Pagpapakatao from first to sixth o Baitang 1 – mga paraan ng paggalang sa core values with problem-
[A, B]
grades sarili, kapwa, bansa at Diyos bilang gabay based learning to elucidate
b. Elucidate the core values of maka- tungo sa maayos at masayang tahanan the content
diyos, makatao, makabayan at at paaralan
makakalikasan o Baitang 2 - mga kilos na nagpapahalaga  Examination of the structure

sa sarili, kapwa, bansa, Diyos at sa of the K to 12 Curriculum
Kanyang mga nilikha bilang patnubay through jigsaw activity
sa
maayos at masayang paaralan at
pamayanan
o Baitang 3 - mga gawain na nagpapakita
ng pagpapahalaga tungo sa maayos at
masayang pamumuhay na may
mapanagutang pagkilos at pagpapasiya
para sa sarili, kapwa, pamayanan, bansa
at Diyos
o Baitang 4 - mga makabuluhang gawain na
may kaakibat na pagpapahalaga tungo sa
wasto, maayos, masaya at mapayapang
pamumuhay para sa sarili, kapwa, bansa
at Diyos
o Baitang 5 - masusing pagsusuri sa
pagpapahayag, pagganap ng tungkulin na
may pananagutan at pagsasabuhay ng
mga ito tungo sa masaya, mapayapa at
maunlad na pamumuhay para sa sarili/
mag-anak, kapwa/ pamayanan, bansa/
daigdig at Diyos
o Baitang 6 - mga gawain na tumutulong
sa pag-angat ng sariling dignidad,
pagmamahal sa kapwa na may
mapanagutang pagkilos at pagpapasiya
tungo sa maayos, mapayapa at maunlad
na pamumuhay para sa kabutihang
panlahat
Week 6 a. Discuss the different methods of 1.1.1 Pedagogy of Values/  Actual demonstration of the  Critiquing of each 1.1.1
teaching values to elementary [A] Methods of Teaching Values different methods demonstration
pupils Education
 Think-Pair-Share
Week a. Explain each of the different 1.1.1, General strategies for  Plenary discussion and  Micro-teaching with 1.1.1,
7-10 strategies in teaching the subject 1.2.1, teaching values modelling of strategies critiquing/mentoring 1.2.1,
4.1.1, a. Silent sitting 4.1.1,
b. Demonstrate the strategies in class 4.5.1, b. Parables, proverbs, 4.5.1,
5.1.1 quotations and 5.1.1
[A, B, poems
C, D] c. Visual experiences
d. Role plays
e. Biographies
f. Moral dilemmas
g. Essays, articles,
classics and news
paper
h. Anecdotes
i. Group singing
j. Group activities
k. Questioning
l. Discussion
m. Value clarification
Week 11 a. Create appropriate instructional 4.5.1 Instructional materials  Workshop and Gallery Walk  Self and Peer critiquing of 4.5.1
materials in teaching the subject [C] development for Edukasyon (exhibition of outputs made instructional materials
sa Pagpapakatao by all students)
Week a. Select appropriate assessment 5.1.1 Assessment in Edukasyon sa  Lecture-Discussion  3-2-1 Exit Slip (3 things I 5.1.1
12-13 technique to assess the extent of [D] Pagpapakatao learned, 2 things I will
learners’ mastery.  Development of Rubrics apply, 1 question I have)
b. Develop rubrics in rating of Authentic and
authentic assessment. Traditional Assessment  Narrative Report/
Reflection
 Classroom Observation
Week a. Apply the principles and concepts 1.1.1, Synthesis and Application of  Individual Demonstration  Graded lesson 1.1.1,
14-18 learned in the course through 1.2.1, Key Concepts and Principles Teaching presentation: deliver a 1.2.1,
demonstration teaching 4.1.1, through Demonstration lesson in front of jurors 4.1.1,
4.5.1, Teaching who will evaluate their 4.5.1,
5.1.1 g. Micro teaching performance using a 5.1.1
h. Team teaching teacher-made rubric or
[A, B, i. Individual teaching classroom observation
C, D]
tool (COT)
 Post-conference (demo-
teacher and observer)
Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE). Quezon City: Lorimar Publishing.
Cubucku, F. (2014). Values Education through Literature in English Classes. Procedia – Social and Behavioral Sciences (116), 265- 269.DepEd K-12 Edukasyon sa
Pagpapakatao Curriculum Guide
Etherington, M. (2013).Values Education: Why the teaching of values in schools is necessary, but not sufficient. Journal of Research in Christian Education 22(2),
189-210. PPST-RPMS Manual
Talts, L., Kukk, A., Tuisk, M., & Kaljuve, M. (2012). Design for learning and teaching in the context of value education . Procedia – Social and Behavioral Sciences (45), 75-83.
Technology for Teaching and Learning in the Elementary Grades

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
134
Course Information
Course Name Technology for Teaching and Learning Course Code
in the Elementary Grades
Course Requirements
Grading System

This course is designed for prospective teachers to develop and use digital and non-digital teaching-learning resources using
technology tools appropriate in various subject areas in the elementary level. Further, the course will provide opportunities for 1.3.1, 4.5.1
students to use technology tools to develop individual and project-based collaborative activities and assessment tasks and share
resources among communities of practice. It also includes information and communication technology (ICT) policies and safety
issues, media and technology in various content areas, learning theories and principles in the use and design of learning lessons
that utilize appropriate traditional and innovative technologies with social, ethical and legal responsibility in the use of
technology tools and resources.

A. demonstrate technological pedagogical content knowledge (TPACK) and its application within and/or across 1.1.1
the curriculum teaching areas in the elementary grades,
B. prepare developmentally appropriate teaching and learning processes that meet K-12 curriculum requirements, 4.1.1
C. select, develop and use variety of contextualized teaching and learning resources, including ICT, to address learning goals, 4.5.1
D. design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum 5.1.1
requirements and
E. show skills in the positive use of ICT to facilitate the teaching and learning process. 1.3.1
Technology for Teaching and Learning in the Elementary Grades 135

Week 1-2 a. Define basic concepts in 1.1.1 Review of Technology for  PowerPoint-based game on  Concept map: Individually, 1.1.1
understanding ICT in [A] Teaching and Learning defining important terms: students must synthesize
education A. Definition of Basic Students play the the sessions by coming up
1.1.1 Concepts and PowerPoint-based game on with an original concept
b. Determine the roles of ICT in [A] the basic concepts and roles map that will demonstrate
Important Terms
Teaching for Learning of ICT in Teaching and how they see the
1.1.1 B. Roles of ICT in
Learning prepared by the connections among
c. Identify learning theories, [A] Teaching for teacher. different topics. The
principles and researches applied Learning concept map is
in the use and design of learning C. Theories and  Interactive lecture- accompanied by a one-
lessons with technology Principles in the Use discussion and image paragraph explanation.
1.1.1 and Design of analysis of the different
d. Determine the different [A]
Technology Driven models: The objective of
technology driven teaching- this activity is to enable the
Learning Lessons
learning models students to explain to their
(Dale’s Cone of fellow classmates the salient
Experience, TPACK, ideas about the different
ASSURE, SAMR; models of technology
Mayer’s [2009] integration introduced to
them in TTL 1. The teacher
Principles for the
and the entire class will
Selection of
rectify if there are
Technology for misconceptions.
Educational Use:
appropriateness,
authenticity, cost,
interest, organization
and balance)
Week a. Enumerate the national ICT 1.1.1 ICT Policies and Safety Issues  Presentation of information  Rubrics for infographic 1.1.1
3-4 policies affecting classroom [A] in Teaching and Learning gathered on the different and ICT policies
practices A. ICT national or policies and safety issues contextualized for
international policies ICT use using infographics: classroom use: These
teacher-made rubrics will
b. Describe the implementation of 1.1.1 that are applicable to Students will discuss ICT be used by the teacher in
ICT policies in teaching-learning [A] teaching and policies and safety issues assessing these outputs.
learning using their original
c. Identify ICT policies that are 1.1.1 B. Safety Issues in ICT infographics.
incorporated to the design and [A]
implementation of teaching- Uses of ICT Policies in the  Crafting ICT Classroom
learning activities Teaching and Learning Policies: Students formulate
Environment
a sound ICT classroom
policy that may be
implemented in
their classroom in the future.
Week 5-6 a. Join online communities of 1.1.1 Online Communities of  Hands-on activities for  Using a checklist: The 1.1.1
learning [A] Learning students’ online students must accomplish
b. Use resources from relevant e.g. membership: Students a checklist on how to
mailing lists and online resources 4.5.1 a. Facebook participate in a workshop evaluate online
[C] b. Twitter facilitated by the teacher communities of learning
c. Instagram with the objective of and online resources.
d. Webinar enabling them to go
through the step-by-step
Online Resources process of joining
a. Opensource communities of learning.
b. Multimedia
resources; video sites  Listing of online resources
c. Finding images and their use in the
d. Music and audio; classroom/
webcasts teaching- learning process:
e. Locate web sources Students locate and
by topic download relevant online
resources
that may be utilized in their
lessons.
Week 7-8 a. Describe technology tools that are 1.1.1 Collaborative Projects  Plenary discussion: The  Unit plan writing: A unit 1.1.1,
used in group activities [A] teacher will give a lecture on plan made by groups must 4.1.1
Technology Tools for the what and how of be made as evidence of
b. Use technology tools to Collaborative Work technology tools for learning. At the very least,
4.5.1 a. Google Suite (docs, collaborative work. it must allow elementary
collaborate and share resources [C] drive, classroom) grade pupils to collaborate
among communities of practice
b. Edmodo with one another.
c. bubbl.us  Guided demonstration:
d. Wikispaces Students will explore and
e. Others use the suggested
technology tools for
collaborative work with the
guidance of the teacher. The
class may be asked to bring
their own gadgets or may
use the
available resource center/
laboratory of the school.
Week 9 a. Articulate digital safety rules that 1.1.1, Digital Safety Rules  Forum discussion on  Digital safety rules for 1.1.1
ensure child online safety 1.3.1 Rule 1: Research before you digital safety rules: Students their class: Done in 1.3.1
[A,E] register. conduct their individual groups, students will
Rule 2: Discriminate. research on the subject formulate a guide on
Rule 3: Think before typing. matter. The class will be digital safety rules that
Rule 4: Require ID. arranged as if it is in a forum they may consider using in
Rule 5: Trust your gut. where anyone can share their future classroom. A
their knowledge and teacher-made rubric will
understanding about the be used to assess this
topic while the teacher output.
moderates the discussion.
Week a. Select, design and create digital 4.5.1 Digital and Conventional  Student-led discussion:  Rubrics for Student-led 4.5.1
10-14 learning materials designed to [C] Learning Materials to The class will conduct Discussion 5.1.1
enhance teaching-learning and Enhance Teaching-Learning group
assessment research on conventional and Demonstration
b. Showcase the appropriate use of A. Digital Learning materials identified as Teaching: The teacher will
5.1.1 Resources appropriate and feasible in a
different learning resources use these rubrics together
[D]
through a teaching demonstration 1. Google Docs given teaching-learning with student/s who sit as
2. Youtube context. They will create a co- critic/s will give
3. Survey Monkey handout that contains the feedback (peer assessment)
4. Word clouds essential information about to the student-led
5. Audios the assigned learning discussion and
6. Videos resource. demonstration teaching
7. Slide presentations/ conducted.
narrated slideshows  Microteaching: This activity,
done either individually or
in team, highlights the use
of
8. Still images/ assigned conventional
Photographs, talking learning resources. Prior to
pictures this, students are expected
9. Comic strips to consult with the course
10. Mobile apps instructor for proper
(utility,/productivity guidance in the preparation
content presentation, of lesson plan and learning
games, resource. Students will
augmented/virtual integrate an existing
reality) learning resource and
design/ create an original
one that they will
demonstrate in class.
Week a. Select, design and create 4.5.1 Digital and Conventional  Student-led discussion:  Rubrics for Student-led 4.5.1
15-17 conventional learning materials [C] Learning Materials to The class will conduct Discussion and 5.1.1
designed to enhance teaching- Enhance Teaching-Learning group research on Demonstration Teaching:
learning conventional materials The teacher will use these
b. Showcase the appropriate use of 5.1.1 B. Conventional identified as rubrics together with
different learning resources [D] Learning Resources appropriate and feasible in a student/s who sit as co-
through a teaching demonstration 1. Manipulatives (realia given teaching-learning critic/s will give feedback
and models or mock- context. They will create a (peer assessment) to the
ups) handout that contains the student-led discussion and
2. Printed materials essential information about demonstration teaching
(handouts, study the assigned learning conducted.
guides, flashcards, resource.
big books)
3. Charts/ graphs and  Microteaching: This activity,
posters done either individually or
4. Wall display in team, highlights the use
of assigned conventional
learning resources. Prior to
this, students are expected
to consult with the course
instructor for proper
guidance in the preparation
of lesson plan and learning
resource. Students will
integrate an existing
learning resource and
design/ create an original
one that they will
demonstrate in class.
Week 18 a. Synthesize what they learned from 1.1.1 Course Synthesis and  The class may not meet  Rubric for Portfolio: A 1.1.1
the course through the portfolio 4.1.1 Finalization of Portdolio face-to-face anymore. This teacher-made rubric will 4.1.1
4.5.1 week may be devoted for be used in assessing the 4.5.1
5.1.1 consultation and polishing portfolio. 5.1.1
1.3.1 of portfolio. 1.3.1
[A,B,C,
D,E]

Bilbao, P. P., Dequilla, M. A., Rosano, D. A., & Boholano, H. B. (2019). Technology for teaching and learning I. Quezon City: LORIMAR Publishing.
Canonigo, A. M. (2018). Educational technology. Mandaluyong City: Anvil Publishing Inc.
Corpuz„ B. & Lucido, P. l. (2008). Educational Technology l. Quezon City: LORIMAR Publishing.
Corpuz, B. & Salandanan, G. (2015). Principles of teaching (with TLE). Quezon City: LORIMAR
Publishing. Corpuz, B., et.al.(2007). Principles of Teaching l, Quezon City.
DepEd K-12 Curriculum Guides
Garo, C. D. (2008). Theories and Principles of Educational Act Technology. Philippines: National Book Store.
Lucido, P. I. (2007). Educational Technology 2. Quezon City: LORIMAR Publishing.
Lucido, P. L, et.al. (2008). Educational Technology l. Quezon City: LORIMAR
Publishing. PPST-RPMS Manual
Salandanan, G. G. (2007). Principles and Strategies of Teaching. Quezon City: LORIMAR Publishing..
Research in Education

Vision Mission
College Goals
Name
Schedule Office
Designation
Time Office Hours
Venue Office
Telephone
Term E-mail Address
141
Course Information
Course Name Research in Education Course Code
Course Requirements
Grading System

This is a practicum research course that introduces the fundamentals of research and understanding of research-based
knowledge and principles of teaching and learning. It will also provide prospective elementary teachers with an avenue to 1.1.1, 1.2.1
conduct applied or action research on significant problems in their own classrooms/ schools that will provide empirical bases
and research-based knowledge to improve teaching and learning and make curricular as well as instructional decisions both
school-wide and at the classroom level.

A. demonstrate knowledge and understanding of research and how it can inform classroom decisions and practices 1.1.1
B. demonstrate understanding of research-based knowledge and principles of teaching and learning and 1.2.1
C. apply the ability to use research as part of personal professional development and reflective practice. 7.4.1
Research in Education 142

Week 1 a. Explicate the nature of research The Scientific Approach in  Group work: preparing a  Group presentation of the
as a scientific inquiry aimed at [A] Education concept/semantic map of the concept/semantic map [A]
providing basis for informed 1.1.1 nature and fundamentals of 1.1.1
classroom decisions research and how it informs
b. Review the fundamentals of [A]
classroom decisions
research 1.1.1
Week 2 a. Compare and contrast the major [A] Research Approaches:  Dyad work: reading sample  Short Quiz/ Making a Venn [A],
characteristics of quantitative 1.1.1 Qualitative vs Quantitative articles for each type of diagram for comparing 1.1.1
and qualitative research designs research approaches, and contrasting qualitative
preparing a comparative and quantitative research
matrix of the characteristics of approaches
the two based on the articles
provided, and sharing in the
class discussion their
observations.
Week a. Identify a research problem Typical Stages of a Research  Group work: identifying an  Discussion of output (i.e., [A]
3-4 b. Develop potential questions [A] Study, Selecting a Research educational problem and research problem, research 1.1.1
related to the selected research 1.1.1 Problem, Articulating the formulate a research problem, questions, significance of
topic Research Questions, and 2 potential research the study)
c. Evaluate the plausibility of the Underscoring Significance of questions, and significance of
questions Study: Focus on Action the study.
d. Articulate the significance of the Research
study
Week a. Evaluate the sources for review [A, B] Reviewing and Evaluating the  Library work, seatwork and  Writing an annotated [A, B]
5-6 b. Prepare an annotated 1.1.1, Literature, Avoiding board work on APA Style bibliography, List of 1.1.1,
bibliography 1.2.1 Plagiarism, APA Citation Style References following APA 1.2.1
c. Document sources properly format
using APA citation style
Week a. Provide a summary of the [A, B] Writing and Organizing the  Writing the related literature  Peer evaluation of the [A, B]
7-8 reviewed literature based on the 1.1.1, Review of Literature review inside the classroom writing output in terms of 1.1.1,
annotated bibliography 1.2.1 achieving its purpose, 1.2.1
b. Conduct a peer evaluation of a coherence, and adherence
classmate’s work to APA citation standards
Week 9 a. Elucidate on how theories [A] The role of theory in research  Lecture, class discussion,  Ex Theory identification [A]
explain the phenomena being 1.1.1 group discussion and justification (Short 1.1.1
explored quiz)
b. Cite a theoretical and a practical [B] [B]
question that educational 1.1.1 1.1.1
researchers ask
Tools of Research: Tests,
c. Identify appropriate tools for Measures of Personality,  Tool Identification and
[A] [A]
gathering research data Surveys, Observations Rationalization (Short quiz)
1.1.1 1.1.1
Week 10 a. Develop a survey questionnaire [A, C] Constructing the survey  Lecture, Dyadic Task on  Constructed survey [A, C]
1.1.1, instruments Instrument development, pilot questionnaire 1.1.1,
7.4.1 testing of research instrument 7.4.1
Week 11 a. Provide an example for each [A, C] Quantitative Research  Lecture, exercises, class  Accomplishing worksheets [A, C]
type of hypotheses, namely 1.1.1, Designs: Hypothesis testing, discussion on hypothesis formulation 1.1.1,
research hypothesis, null 7.4.1 validity 7.4.1
hypothesis, and alternative
hypothesis [A, C] [A, C]
1.1.1, 1.1.1,
b. Discuss a classroom example
7.4.1 7.4.1
of testing a hypothesis. Quantitative Research
Designs: Sampling  Short quiz on sampling
c. Elucidate the concept of Techniques techniques
[A] [A]
sampling and sampling error 1.1.1 1.1.1
Week 12 a. Identify the statistical test/s [A, C] Quantitative Research  Lecture, article analysis  Writing a Statistical [A, C]
appropriate for a research 1.1.1, Designs: Correlation, t-tests, Analysis Plan 1.1.1,
question 7.4.1 Chi-Square Tests of 7.4.1
Significance, Analysis of
Variance
Week 13 a. Determine the appropriateness [A, B] Qualitative Research Designs:  Lecture, article analysis  Short quiz on qualitative [A, B]
of a qualitative research design 1.1.1, Grounded Theory, research designs 1.1.1,
in relation to a research problem 1.2.1 Ethnography, Case Study 1.2.1
Week 14 b. Analyze qualitative data using [A, C] Analyzing and Reporting  Lecture, data analysis  Data analysis report in [A, C]
Creswell’s (2014) model 1.1.1 Qualitative Research exercises tabular form 1.1.1
Week a. Explain the nature and process Action Research: Its nature,  Lecture - writeshop  Writing Action Research [A]
15-18 of action research [A] process, data collection and Plan 1.1.1
1.1.1 analysis
b. Write and present research report
Writing the Final Report:
IMRD format  Writing and critiquing of the [A, B,
[A, B, C]
1. Swales’ CARS Model for written research report  Completed research report
C] 1.1.1,
Introduction in IMRD format
1.1.1, 1.2.1,
2. Generic structures of
1.2.1, 7.4.1
other sections
7.4.1

Ary, D., Jacobs, L.C., & Sorensen, C. (2010). Introduction to research in education (8th ed.). Belmont, CA: Wadsworth, Engage Learning.
Baumfield, V., Hall, E., & Wall, K. (2013). Action research in education: Learning through practitioner enquiry. SAGE Publications Ltd
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Los Angeles, CA: SAGE Publication.
Cunningham, D. (2011). Improving teaching with collaborative action research: An ASCD action tool. Alexandria, VA: Association for Supervision and Curriculum
Development.
Efron, S. E. & Ravid, R. (2013). Action research in education: A practical guide. Guilford Press.
Wilson, E. (2017). School-based research: A guide for education students. SAGE Publications
Ltd
© 2020. Teacher Education Council and Research Center for Teacher Quality
146
The documents presented in this compendium are outputs of the collaborative efforts of the selected Centers of Excellence
(COEs) and Centers of Development (CODs) in Teacher Education. The COEs/CODs are lead writers/developers in specific
programs and secondary writers/developers for the rest of the programs.
Research in Education 147

Elementary Education Prototype Syllabi Compendium

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Table of Contents

Acknowledgments............................................................................................................2 Content and Pedagogy in the Mother Tongue 21

Partnerships Towards Quality Pre-service Teacher Education

Values Education Social Studies Values

REGION II REGION III

*Priority Program in which the institution served as lead

Leyte Normal Southern Leyte

REGION VII REGION IX

 Early Childhood Education  Physical Education

PPST-BASED PROTOTYPE SYLLABI INTENDED AUDIENCE

Through established partnerships with COEs and CODs in teacher

The development followed three key phases:

Compendium 1: Professional Education Courses

 Institutional Logo and other information

 Vision, Mission and College Goals

These parts were intentionally left blank and will be up to the

Course Learning Outcomes

Beginning Teacher Indicator (BTI) coverage

Intended Learning Outcomes (ILOs)

The ILOs are learner-centered rather

Philippine Qualifications Framework

ASEAN Qualifications Reference

Beginning Teacher Indicators from the

Program Outcomes and Performance K to 12 Curricula

Department of Education. (2017). Philippine Professional Standards for Teachers.

Readings on constructive alignment:

1.7.1 Demonstrate an understanding of the range of

Secondary Writers/ Reviewers:

Institution Name of Institution Date Last Revised

Program Outcomes (from CMO No. 74, s. 2017 p. 4):

Class Information Instructor's Information

Course Description BTIs covered

Course Learning Outcomes BTIs covered

Content and Pedagogy in the Mother Tongue 22

b. Design an instructional plan [B, C]  Vocabulary building  Micro-teaching [A, B, C]

Institution Name of Institution Date Last Revised

Program Outcomes (from CMO No. 74, s. 2017 p. 4):

Class Information Instructor's Information

Course Description BTIs covered

Pagtuturo ng Filipino sa Elementarya I – Estruktura at Gamit ng Wikang Filipino 29

a. Napag-uusapan ang Ponemang Segmental  Malikhaing pagsasadula  Self-/ peer assessment ng

a. Napag-uusapan ang saklaw [A] Ponemang Suprasegmental

a. Naipapaliwanag ang mga [A]

[A] Paraan ng Artikulasyon Pagsagot sa mga tanong (A)

a. Naipapaliwanag ang [A]

[A] Pang-abay Larong pangwika Maikling [A]

Maikling pagsasanay/ [A]

a. Naipapamalas ang [A, B] Mga epektibong dulog at Pakitang Turo

Inter-aktibong talakayan Pagsulat ng talata/sanaysay

a. Natutukoy ang mga Pangungusap Batay sa Inter-aktibong talakayan Pagsasanay sa pisara

a. Natatalakay ang paggamit [A]

Suggested List of References

Institution Name of Institution Date Last Revised

Program Outcomes (from CMO No. 74, s. 2017 p. 4):

Class Information Instructor's Information

Course Description BTIs covered

Course Learning Outcomes BTIs covered

d. Naibibigay ang malinaw na

 Madulang pagtalakay  Pagkikritika ng dula base sa [A]

Program Outcomes (from CMO No. 74, s. 2017 p. 4):

Class Information Instructor's Information

Course Description BTIs covered

Course Learning Outcomes BTIs covered