SHARIFF KABUNSUAN COLLEGE, INC.

Sarmiento, Parang, Maguindanao

SEC. REG. NO. 135181

Vision To empower our graduates to lead and develop to Bangsamoro homeland and beyond.
Mission To bring about the potentialities of students and professionals, to mend the image of the region and the "Ummah".
Goal To produce strong and skillful human resources who can teach and command the good and prohibit the evils at all times.
OBE COURSE SYLLABUS
Course Name Child and Adolescent Development (Educ. 21)
Course Credits 3 units
Course Description
Contact Hours/Week 3 hours
Prerequisite None
Course Outcomes 1. Understand the philosophy, principles, conventions, strategies, and tactics of argumentation in general, and of debating
in particular;
2. Analyze, synthesize and evaluate spoken and written arguments;
3. Recognize, identify and respond to fallacious and rhetorical reasoning;
4. Demonstrate an ability to argue both sides of the issue with relevant pieces of evidence; and
5. Appreciate and apply the values of critical thinking in each academic and practical discourse.

COURSE OUTLINE AND TIME FRAME

Course Content / Subject Matter
Week 1-2 Basic Concepts and Issues on Human Development
Week 3-4 Developmental Theories
Week 5-12 Significant Periods of Human Development (Physical, Cognitive and Socio Emotional Development)
1. Prenatal Period
2. Infancy and Toddlerhood
3. Early Childhood (The Preschooler)
4. Middle childhood (The Primary)
5. Late childhood (The Intermediate Schoolers)

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 6. Adolescence (The High School Learner)
One week (or an Term Exams
equivalent of three
hours)

Alignment of Course Outcomes with Summative Assessment Tasks

Course Objectives Summative Assessment Task Details

LEARNING PLAN

Desired Learning Course Content / Textbooks / Teaching and Learning Assessment of Resource Time
Outcomes (DLO) Subject Matter References Activities (TLAs) Tasks (ATs) Materials Table

1. Understand the Philosophical and Lecture-discussions: in order Quizzes and seat Book 2 weeks
philosophy, Preliminary to fully maximize learning works on the
principles, Concepts process of students, they will be basics of Handouts
conventions, A. Philosophy and given a lecture-discussions on Argumentation and
strategies, and Foundations of the first day. This serve as a Debate
tactics of Debate strong foundation throughout
argumentation in the course.
general, and of B. Definitions of and
debating in distinctions between
particular; Terms(Argument,
Argumentation,
Debate, Proposition,
Persuasion and
Conviction)

C. Elements, nature,

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 characteristics and
modes of
argumentation

Critical Thinking
A. Individual
Decision
B. Group Discussion
C. Persuasion
D. Propaganda

Desired Learning Course Content / Textbooks / Teaching and Learning Assessment of Resource Time
Outcomes (DLO) Subject Matter References Activities (TLAs) Tasks (ATs) Materials Table

E. Coercion
F. Ethical Decision
making

Applied and
Academic Debate
A. Applied Debate
B. Academic Debate
C. Ethical Standards
for Debate

2. Analyze, Stating the Group Discussion: After a Research Team Worksheets 2 weeks
synthesize and Controversy brief lecture of the teacher, they Presentation: To
evaluate spoken A. Defining the will be group into 4 compose of discuss further their Fact sheets
and written controversy 3 members. The task is to output, students are
arguments; B. Phrasing the discuss what transpired during directed to present Lectern

3
 Debate Proposition the lecture of the teacher. This their output to
C. Presumption and also helps everyone strengthen evaluate their
Burden of Proof, further their knowledge learning. Each
D. Types of Debate imparted by the teacher. student is required
Propositions to speak and talk
about the topic.

Desired Learning Course Content / Textbooks / Teaching and Learning Assessment of Resource Time
Outcomes (DLO) Subject Matter References Activities (TLAs) Tasks (ATs) Materials Table

Analyzing the
Controversy
A. Importance of
defining terms,
B. Methods of
defining terms
C. Issues

Evidence
A. Sources of
Evidence
B. Types of
Evidence
C. Probative Value
of Evidence
D. Uses and Tests
of
Credible evidence
E. Tests of audience
acceptability Buzz sessions: Handouts 2 weeks

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3. Recognize, Class discussion on after the class
identify and Structure and Reasoning and its structure and discussion on Lectern
respond to Types of types. Reasoning and its
fallacious and Reasoning structure and types, Microphone
rhetorical A. Classical students will have
reasoning; structures buzz sessions
B. Elements of Any which each
argument students have an
C. Extending the opportunity to share
elements of or give their
Argument opinion.

Desired Learning Course Content / Textbooks / Teaching and Learning Assessment of Resource Time
Outcomes (DLO) Subject Matter References Activities (TLAs) Tasks (ATs) Materials Table

D. Degrees of This also let

Cogency students practice
their skills in debate
E. Tests of through buzz
Reasoning and their sessions.
uses

F. General types of
reasoning

G. Types and Tests

of reasoning

4. Demonstrate an Requirements of Individual Reporting: Students Research Work: Lectern 2 weeks

ability to argue the case will be given topics to present in Students are
both sides of the A. Requirements to the class. Prior to the hereby to submit Handouts

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issue with relevant present a Prima presentation, they will be asked research works
pieces of Facie Case to research further the topic and assigned by the
evidence; and B. General Case submit it on the day of teacher.
Requirements presentation.
Graded Recitation:
Building the After the reporting
Affirmative Case system, students
A. Objectives of the will be graded
Affirmative Case through oral
B. Propositions of recitation on
policy affirmative previous topics
Desired Learning Course Content / Textbooks / Teaching and Learning Assessment of Resource Time
Outcomes (DLO) Subject Matter References Activities (TLAs) Tasks (ATs) Materials Table

Cases Presented. This

C. Building for gives students to
optimum capability recall their
learnings and
D. Alternative solidify their
debate approaches knowledge.

Building the
Negative Case

A. Objectives of the
negative case

B. Propositions of
Value Negative
cases

C. Proposition of
Policy negative

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 approaches

5. Appreciate and Presenting the Class discussion: This is a Lectern 4 weeks

apply the values of case class participatory discussion Simulated debate:
critical thinking in A. Composition on how to present the case both in order to assess Laptop
each academic 1.Analysis of the in composition and delivery. students’ learnings,
and practical audience This also covers the formats of a simulated debate Projector
discourse. 2. Written and Oral Academic and Applied debate. will be administered
style by the teacher. Handouts
3. Philosophy of
style
Desired Learning Course Content / Textbooks / Teaching and Learning Assessment of Resource Time
Outcomes (DLO) Subject Matter References Activities (TLAs) Tasks (ATs) Materials Table

5. Appreciate and 4. Factors of style in Class discussion: This is a Simulated debate: Lectern
apply the values of speech composition class participatory discussion in order to assess
critical thinking in 5.Rhetorical factors on how to present the case both students’ learnings, Laptop
each academic in speech in composition and delivery. a simulated debate
and practical communication This also covers the formats of will be administered Projector
discourse. 6. Editing Academic and Applied debate. by the teacher.
Handouts
B. Delivery Exercises Quizzes
1. Methods
2. Steps to Good Re Echo: Students
Delivery will re-echo the
3. Non verbal topic explained by
communication and the teacher to
other considerations measure students
4. Tournament learning.
Debate Delivery
Research Work:
Academic Debate Students will submit
Formats and Cross an Argumentation

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 Examination Paper. The topics
will be given by the
A. Forms of Debate teacher.
B. Adapting Debate
to Communication
Media

Desired Learning Course Content / Textbooks / Teaching and Learning Assessment of Resource Time
Outcomes (DLO) Subject Matter References Activities (TLAs) Tasks (ATs) Materials Table

5. Appreciate and Applied Class discussion: This is a Simulated debate: Lectern

apply the values of Parliamentary class participatory discussion in order to assess
critical thinking in Debate on how to present the case both students’ learnings, Laptop
each academic A. Sources of in composition and delivery. a simulated debate
and practical Parliamentary This also covers the formats of will be administered Projector
discourse. Debate Rules Academic and Applied debate. by the teacher.
B. Order of Handouts
Business Exercises Quizzes
C. Presentation of
Motion Re Echo: Students
D. Procedure of will re-echo the
Motion topic explained by
E. Purposes of the teacher to
Motion measure students
learning.

Research Work:

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 Students will submit
an Argumentation
Paper. The topics
will be given by the
teacher.

Prepared by: SAIMONA M. GUYO Approved by: ZENAIDA P. SOLAIMAN

Instructress Dean of College