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Republic of the Philippines

City of Lapu-Lapu
Lapu-Lapu City College
Don B. Benedicto Rd., Gun-ob, Lapu-Lapu City 6015

COURSE SYLLABUS FOR FLEXIBLE LEARNING

COURSE DETAILS
Course Number: College: College of Education
Course Title: Instructor:
Credit Units: 3.0 Consultation Hours:
Prerequisite(s):
Semester: Contact Details:
Revised:

VISION STATEMENT
Lapu-Lapu City College shall be known globally by 2030 as a model institution of excellent academic, technological, and entrepreneurial programs that prepare students for
lifelong learning.
MISSION STATEMENT

Propelled by its vision, the College commits itself to: (1) provide less expensive tertiary education to the marginalized but deserving students; (2) promote a culture of
excellence in the delivery of higher educational program services which are responsive to the emerging demands of both local and global communities; and (3) foster the
acquisition and creation of new knowledge for the advancement of the society that it serves.
INSTITUTIONAL GOALS AND OBJECTIVES

Within the milieu of its vision and mission, Lapu-Lapu City College commits itself to the following directions:
1. offer relevant programs that respond to the emerging demands of both local and global communities;
2. consider various perspectives such as: economic, socio-cultural, civic, political, and spiritual aspects in designing programs;
3. produce high percentage of passers for board program and National Competency Certification in the technological and entrepreneurial programs;
4. encourage scholarly pursuits and creative activity by maximizing the utilization of information and communications technology for teaching and learning, research,
application, and management;
5. involve stakeholders in assessing programs and its contribution to community development; and
6. institutionalize quality assurance to continuously improve processes and management systems.
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CORE VALUES

Love Leadership Courage Competence

EXIT INSTITUTIONAL OUTCOMES
GRADUATE ATTRIBUTES
1. Globally Competent
2. Lifelong Learners
3. Innovative Professionals
4. Values Driven Citizens
PERFORMANCE INDICATORS
The ability to execute the wide range of discipline-related methods and techniques accurately and to demonstrate an in-depth understanding of the
fundamental knowledge and specialized skills
The ability to pursue knowledge and skills advancement consistently to improve quality of life through effective communication
The ability to develop new concepts and strategies and transforms lives through research-based outputs
The ability to manifest upright moral virtues, work ethics, and values to promote ideal holistic life and to address and uphold the college core values

COLLEGE OF EDUCATION (CoEd) GRADUATE OUTCOMES AND ATTRIBUTES

The College of Education (CoEd) in Lapu-Lapu City College (LLCC) considers setting college outcomes and attributes as part of standardizing quality of products and
operating programs with efficiency in light of the set outcomes. As well-rounded competencies, the college outcomes are predicated on the various standards expressed herein.
Therefore, the graduates of the CoEd must uphold and demonstrate these exit outcomes to support local, national, and global development goals and realities.
In light of this context, the LLCC-CoEd graduates must be:

1. Creative Thinkers and Digitally Capable Professionals. Graduates have the ability to (a) apply creative and evidence-based thinking for effective problem solving; (b)
produce innovative responses to future challenges in a digital society; (c) articulate and discuss the latest developments of educational practices (PQF Level 6
Descriptor); and (d) show skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
2. Ongoing Researchers and Culturally-Competent Community Servants. Graduates have the ability to (a) engage in communities with diverse cultural and indigenous
perspectives in glocal settings towards the principle of common good; (b) operate effectively and collaboratively in multi-disciplinary and multi-cultural teams with a
substantial degree of independence (PQF Level 6 Descriptor); (c) preserve and promote Filipino historical and cultural heritage (RA 7722); and (d) pursue lifelong
learning for personal and professional growth through varied experiential and field-based researches and opportunities.
3. Effective Educators and Ethical Communicators. Graduates have the ability to (a) communicate effectively in English, Filipino, and Mother Tongue, both orally and in
writing to a range of audiences for a variety of purposes; (b) act in recognition of professional, social, and ethical responsibility; (c) demonstrate a variety of thinking
skills in planning, monitoring, assessing, and reporting learning processes and outcomes; and (d) practice professional and ethical teaching standards sensitive to local,
national, and global realities.
4. Dedicated Learners with Technological, Pedagogical, and Content Knowledge (TPACK). Graduates have the ability to (a) demonstrate extensive knowledge and
mastery of subject matter including in multi-disciplinary or multi-professional contexts; (b) facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments; (c) innovate curricula, instructional plans, teaching approaches, and resources for diverse

learners; and (d) manifest the use of tools and technology to accelerate learning and teaching.
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST) – BEGINNING TEACHER’S INDICATORS (BTIs)
Domain 1
Content Knowledge and
Pedagogy
1.1.1 Demonstrate content
knowledge and its application
within and/or across curriculum
teaching areas.
1.2.1 Demonstrate an
understanding of research-based
knowledge and principles of
teaching and learning.
1.3.1 Show skills in the positive
use of ICT to facilitate the
teaching and learning process.
1.4.1 Demonstrate knowledge of
teaching strategies that promote
literacy and numeracy skills.
1.5.1 Apply teaching strategies
that develop critical and
creative thinking, and/or other
higher-order thinking skills
1.6.1 Use Mother Tongue,
Filipino and English to facilitate
teaching and learning
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.
Domain 2
Learning Environment
2.1.1 Demonstrate knowledge of
policies, guidelines and
procedures that provide safe and
secure learning environments.
2.2.1 Demonstrate understanding
of learning environments that
promote fairness, respect and care
to encourage learning.
2.3.1 Demonstrate knowledge of
managing classroom structure that
engages learners, individually or
in groups, in meaningful
exploration, discovery and hands-
on activities within the available
physical learning environments.
2.4.1 Demonstrate understanding
of supportive learning
environments that nurture and
inspire learner participation
2.5.1 Demonstrate knowledge of
learning environments that
motivate learners to work
productively by assuming
responsibility for their own
learning.
2.6.1 Demonstrate knowledge of
positive and non-violent discipline
in the management of learner
behavior.
Domain 3
Diversity of Learners
3.1.1 Demonstrate knowledge and
understanding of differentiated
teaching to suit the learners’
gender, needs, strengths, interests
and experiences.
3.2.1 Implement teaching
strategies that are responsive to
the learners’ linguistic, cultural,
socio-economic and religious
backgrounds.
3.3.1 Use strategies responsive to
learners with disabilities,
giftedness and talents.
3.4.1 Demonstrate understanding
of the special educational needs of
learners in difficult circumstances,
including geographic isolation;
chronic illness; displacement due
to armed conflict, urban
resettlement or disasters; child
abuse and child labor practices.
3.5.1 Demonstrate knowledge of
teaching strategies that are
inclusive of learners from
indigenous groups.
Domain 4
Curriculum and Planning
4.1.1 Prepare developmentally
sequenced teaching and learning
process to meet curriculum
requirements.
4.2.1 Identify learning outcomes
that are aligned with learning
competencies.
4.3.1 Demonstrate knowledge in
the implementation of relevant
and responsive learning programs.
4.4.1 Seek advice concerning
strategies that can enrich teaching
practice.
4.5.1 Show skills in the selection,
development and use of a variety
of teaching and learning
resources, including ICT, to
address learning goals.
Domain 5
Assessment and Reporting
5.1.1 Demonstrate knowledge of
the design, selection, organization
and use of diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements.
5.2.1 Demonstrate knowledge of
monitoring and evaluation of
learner progress and achievement
using learner attainment data.
5.3.1 Demonstrate knowledge of
providing timely, accurate and
constructive feedback to improve
learner performance.
5.4.1 Demonstrate familiarity with
a range of strategies for
communicating learner needs,
progress and achievement.
5.5.1 Demonstrate an
understanding of the role of
assessment data as feedback in
teaching and learning practices
and programs.
Domain 6
Community Linkages and
Professional Engagement
6.1.1 Demonstrate an
understanding of knowledge of
learning environments that are
responsive to community
contexts.
6.2.1 Seek advice concerning
strategies that build relationships
with parents/guardians and the
wider community.
6.3.1 Demonstrate awareness of
existing laws and regulations that
apply to the teaching profession,
and become familiar with the
responsibilities specified in the
Code of Ethics for Professional
Teachers.
6.4.1 Demonstrate knowledge and
understanding of school policies
and procedures to foster
harmonious relationship with the
wider school community.
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Domain 7
Personal Growth and
Professional Development
7.1.1 Articulate a personal
philosophy of teaching that is
learner-centered.
7.2.1 Demonstrate behaviors that
uphold the dignity of teaching as a
profession by exhibiting qualities
such as caring attitude, respect
and integrity.
7.3.1 Seek opportunities to
establish professional links with
colleagues.
7.4.1 Demonstrate an
understanding of how professional
reflection and learning can be
used to improve practice.
7.5.1 Demonstrate motivation to
realize professional development
goals based on the Philippine
Professional Standards for
Teachers.
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PROGRAM OUTCOMES SPECIFIC TO BSEd-ENGLISH (CMO No. 75, s. 2017)

A Possess broad knowledge of language and literature for effective learning
B Use English as a glocal language in a multilingual context as it applies to the teaching of language and literature
C Acquire extensive reading background in language, literature, and allied fields
D Demonstrate proficiency in oral and written communication
E Show competence in employing innovative language and literature teaching approaches, methodologies, and strategies
F Use technology in facilitating language learning and teaching
G Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature
H Display skills and abilities to be a reflective and research-oriented language and literature teacher

COURSE DESCRIPTION BTIs

COURSE OUTCOMES (COs)

These Course Outcomes (COs) are designed to support the Program Outcomes (POs)
Program Outcomes (POs) Specific to …
Upon completion of the course, the pre-service teachers (PST) must have: BTIs (Obtained from Philippine National RCTQ Prototype Syllabus)
A B C D E F G H
CO-A

CO-B

CO-C

L – Learned P – Practiced O – Opportunity to Learn

Descriptors facilitates learning of the competencies where allow students to practice competencies where opportunity for development where
(CMO 75, s. 2017) input is provided and competency is evaluated no input is provided but competency is evaluated only an opportunity is present to practice the competencies
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COURSE COMPONENTS:
TIME LEARNING OUTCOMES BTIs BTIs MODE/S VALUES
TEACHING AND
TABLE (LOs) CONTENT ASSESSMENT TASKS Online Offline INTEGRATION
LEARNING ACTIVITIES
(ATs) & OUTPUTS (Sync/
(TLAs) & RESOURCES
Async)
Week 1 At the end of the week, the Orientation Week 
pre-service teacher (PST) must  Introduction  Informal question and /
have:  Explanation of the LLCC- answer (Sync)
a. stated the outcomes of the VMGO  Oral participation via Google
course;  Setting of expectations Meet
b. expressed expectations  Discussion of course
from the course, the overview and contents,
instructor, and requirements, grading
classmates; system, and online
c. described and applied the learning guidelines
LLCC-VMGO through
and to local contexts.

Week 2 At the end of the week, the  

pre-service teacher (PST) must / /
have: (Async) (Digital
a. via Google and print
Classroom modular)
Week 3 At the end of the week, the  
pre-service teacher (PST) must / /
have: (Async) (Digital
via Google and print
Classroom modular)
MIDTERM MAJOR EXAMINATION
At the end of the week, the    
pre-service teacher (PST) must / /
have:: (Async) (Digital
via Google and print
Classroom modular)
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At the end of the week, the    

pre-service teacher (PST) must / /
have: (Async) (Digital
via Google and print
Classroom modular)
At the end of the week, the    
pre-service teacher (PST) must / /
have: (Async) (Digital
via Google and print
Classroom modular)
FINAL MAJOR EXAMINATION
TOTAL = 18 WEEKS (54 HOURS)

COURSE REFERENCES

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COURSE REQUIREMENTS
Based on the Course Outcomes (COs), the following are the terminal course requirements the pre-service teachers must have completed:
1. E-Portfolio
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COURSE GRADE EQUIVALENT

For purposes of transmutation, the course will use the following grade equivalent (at 70% passing):
Raw Score Grade Equivalent Raw Score Grade Equivalent Raw Score Grade Equivalent Raw Score Grade Equivalent
100 1.0 83–84 2.1 65–68 3.1 30–32 4.1
98–99 1.1 82 2.2 62–64 3.2 27–29 4.2
97 1.2 80–81 2.3 58–61 3.3 23–26 4.3
95–96 1.3 79 2.4 54–57 3.4 20–22 4.4
94 1.4 77–78 2.5 51–53 3.5 16–19 4.5
92–93 1.5 76 2.6 47–50 3.6 13–15 4.6
91 1.6 74–75 2.7 44–46 3.7 9–12 4.7
89–90 1.7 73 2.8 40–43 3.8 6–8 4.8
88 1.8 71–72 2.9 37–39 3.9 2–5 4.9
86–87 1.9 69–70 3.0 33–36 4.0 0–1 5.0
85 2.0

COURSE GRADING SYSTEM:

Students must have obtained 70% passing score or higher to pass the course. Course work will be weighted as follows:
 Performance Outputs – 50 %
 Major Examination – 30 %
 Quizzes – 20 %
TOTAL 100%

COURSE GUIDELINES AND POLICIES

A. FACE TO FACE CLASS
1. Attendance is a must. A student may incur only seven (7) absences for MW and TTH classes and three (3) absences for 3- hour-once-a-week classes (20% of the
prescribed days of classes); otherwise, he/she will be automatically dropped from the class list and/or receive a failing grade of 5.0.
2. A student who will incur three (3) consecutive absences will be asked by the instructor to write a letter of explanation addressed to the Student Affairs Officer who,
after imposing disciplinary action, will refer the student to go to the Guidance Office to secure a readmission slip duly signed by the Guidance Counselor and College
Dean, so as to be allowed to rejoin the class.
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3. Tardiness is discouraged. It is a source of irritation and class disruption when students arrive late. Students who arrive 15 minutes after the start of class are
considered tardy. Please note that three (3) tardiness is equivalent to one (1) absence.
4. A permanent seat plan will be made at the start of the semester. Students are advised to keep to their assigned seating arrangement; otherwise, they will be marked
absent for that day. Classes should always start and end with a short prayer. The instructor can opt to lead the prayer or assign students to do this alternately.
5. Students should assist in maintaining the orderliness and cleanliness of the classrooms. Graffiti writing is strictly prohibited. Any student found violating this rule will
be punished with the appropriate sanction. Before leaving the classroom, the instructor with the help of the students, should ensure that no litter/garbage is left behind
and that chairs are in their proper order. Should the class be the last schedule for the day, the instructor should arrange that the lights and air conditioning units are
switched off.
6. Going out of the classroom at any time is strictly discouraged. Students should make it a habit to go to the restroom during their vacant period or before the start of
their classes. If they must visit the restroom, permission should be sought from the instructor.
7. Use of mobile phones inside the classroom is strictly prohibited. They should be switched off or placed in silent mode before entering classes. The instructor has the
right to confiscate mobile phones that ring and/or are used during class hours. The confiscated unit can only be claimed from the Dean’s Office at the end of the
semester.
8. The teacher reserves the right to ask the student to leave the room if his behavior is disruptive in class.
9. It is the responsibility of the students to schedule properly their classes so that meals and snacks will be taken at the proper time.
10. Students are encouraged to see the instructor during consultation hours for any concerns, questions and assistance about the course.

B. ONLINE LEARNING GUIDELINES (NPC PHE Bulletin No. 16)

Privacy Dos and Don’ts of Online Learning for K-12 and College Students, Parents, Guardians, Teachers and Schools
Issued by the National Privacy Commission (NPC), taking inputs from the Data Privacy (DP) Council for the education sector, guidelines cover areas, such as online
decorum, learning management systems, online productivity platforms, social media, storage of personal data, webcams and recording videos of discussion, and
proctoring. Listed are the dos and don’ts for online learning in K-12 and college classes:
A. Students
DOs DON’Ts
 Creating strong passwords when signing up on e-learning platforms. Passwords  Connecting phones, laptops, and other gadgets to free or public Wi-Fi networks.
should be at least 12 characters containing upper- and lower-case letters, (In unavoidable circumstances, ensure that the public network has a password
numbers, and, if possible, symbols. and is not accessible to everyone.)
 Staying alert during online classes, especially when sharing videos, photos, and  Sharing submissions for an unlimited time. (When the content no longer needs
files. to be shared, delete it.)
 Using customized backgrounds to avoid accidental disclosure of personal  Sending assignments, projects and other requirements to teachers via social
information. media.
 Installing and regularly updating an anti-virus program.  Taking screenshots of the video feed of teachers and classmates.
 Muting the microphone and turning off the camera by default, especially when  Spamming the chat.
not speaking or reciting.  Giving out online links and their passwords to people who should not be in the
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 Turning off the microphone and camera when leaving one’s station for, say, class.
bathroom breaks.
B. Teachers. Teachers must always consider the privacy, equity, & peculiarity among students when conducting online classes:
1. Privacy. Students might feel uncomfortable displaying their living space to their peers. Family members might not want their image or video to be captured.
Students might also take a screenshot of their classmate’s video feed, which is prone to cyberbullying and privacy issues.
2. Equity. Not all students have reliable internet access. Some might have low bandwidth, cannot afford to stream videos, or have limited access to digital devices.
3. Peculiarity. Some students might feel shy or anxious on camera, affecting their performance in class.
DOs DON’Ts
 Making webcam use optional in online classes.  Posting announcements that involve personal data, such as grades and results of
 Recording online classes as long as it has legitimate uses (e.g. review the lecture assignments. For example, exam results should be given on an individual basis
presentations and viewing by students who are unable to attend). and not released en masse.
 Considering the principles of legitimate interest and proportionality during  Allowing students to submit projects and assignments via social media
online proctoring, in which a student’s test duration is monitored using a platforms.
webcam, microphone, or accessing the student’s screen. Weigh the interests of  Storing personal data collected as part of the class in a personal account or
the students against those of the educational institutions to determine the device.
appropriate balance.  Correlating student’s use and eye contact with participation, grading and
 Obtaining the explicit consent of the student (or parent/legal guardian for attendance (e.g. giving students plus points if their cameras are on).
minors) before the conduct of online proctoring.  Removing students from the class or forcing them to turn their cameras on.
 Letting students decide whether they would turn on the cameras of their
devices. They should be permitted to use virtual backgrounds and fun filters.
 Asking questions regularly to assess students’ understanding. Allow them to
respond through audio or the videoconferencing app’s chat and features, such
as polls and nonverbal actions (e.g. thumbs up), instead of requiring them to
turn on their cameras.

PREPARED BY: SIGNATURE:

…
Course Instructor
NOTED BY: SIGNATURE:
DR. MA. NOELEEN M. BORBAJO
Dean, College of Education
APPROVAL RECOMMENDED: SIGNATURE:
DR. MA. NOELEEN M. BORBAJO
Vice President, Academics
APPROVED: SIGNATURE:
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ATTY. EUGENIO S. ESPIDIDO

OIC - College Administrator
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PROOF OF DISSEMINATION

The undersigned attests to having received the course syllabus and that the content was well disseminated to the class by the
instructor in charge of the course.

Class President Section Digital Signature Flexibility Provisions

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Class President Section Digital Signature Flexibility Provisions

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Class President Section Digital Signature Flexibility Provisions

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