Vision: Truth and Goodness in Man and for Mission: Produce through a responsive curriculum

all others through Education. Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.

Department: EDUCATION

I. Course Code: Fac Learn II. Course Title: Facilitating Learner-Centered Teaching

III. Course Credit: 3 units IV. Prerequisite:

V. Course Description:

This course is designed to explore and equip pre-service teachers with the fundamental principles, processes, and practices anchored on learner-
centeredness and other educational psychologies supportive of learning environments as these apply to facilitate various teaching- learning delivery modes
to enhance learning. It also includes the demonstration of knowledge and understanding of differentiated teaching to suit the learners’ gender, needs,
strengths, interests and experiences. Further, pre-service teachers will be trained to implement teaching
strategies that are responsive to learners’ linguistic, cultural, socio-economic and religious backgrounds.

Program Outcomes:
(This course covers the following minimum standards for Teacher Education programs as stipulated in the PSGs)
6.2.a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts
6.2.b. Demonstrate mastery of subject matter/discipline
6.2.c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
6.2.d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
Program Learning Outcomes/Objectives:
A graduate of Elementary Education has the ability to:
1. Demonstrate in-depth understanding of the diversity of learners in various learning areas;
2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas;
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes;
4. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching;
5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional;
6. Manifest a desire to continuously pursue personal and professional development.
 Vision: Truth and Goodness in Man and for
all others through Education. Tomas Del Rosario College
Capitol Drive, San Jose, Balanga City
Tel No: (047) 237-3115; Tel No: (047) 791-6082
Mission: Produce through a responsive curriculum
morally upright, committed and competent
graduates capable of meeting the growing
human resources needs in the profession,
government, business, industry and home.

Student Learning Outcomes/Objectives:

At the end of the term, the pre-service teachers can:
1. demonstrate breadth of disciplinary knowledge relevant to elementary school curricula;
2. communicate effectively in conventional formal English, both orally and in writing, in appropriate situations;
3. adapt instruction to the developmental and learning needs of individuals, including exceptional children and children from diverse cultural
backgrounds;
4. Establish a classroom climate conducive to learning;
5. Choose appropriate objectives consistent with state and local curriculum guidelines, the learning needs of students, and guidelines established by
learned societies;
6. Provide effective objective‐based instruction for a variety of types of learning in all of the subject areas of the elementary school curriculum;
7. Implement appropriate technologies to facilitate learning; and
8. Establish a pattern of reflective learning and inquiry leading towards confidence, professionalism, and effectiveness in the role of teacher.
Course Learning Outcomes:
At the end of the course, the pre-service teachers can:

1. demonstrate understanding of the concepts and principles of learner-centered teaching based on educational philosophies and research and their
application in actual teaching and learning;
2. demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning;
3. 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;
4. demonstrate understanding of supportive learning environment that nurture and inspire learner participation;
5. demonstrate knowledge of learning environments that motivate learners to work productively by assuming responsibility for their own learning;
6. demonstrate knowledge of positive and non-violent discipline in the management of learner behavior;
7. demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences;
8. implement teaching strategies that are responsive to learners’ linguistic, cultural, socio-economic and religious backgrounds;
9. demonstrate understanding of the special educational needs of learners who have been displaced due to urban resettlement, calamities and armed
conflict; and
10. demonstrate knowledge of laws and policy documents that promote learner-centered teaching.

IV. Course Content

 Vision: Truth and Goodness in Man and for
all others through Education. Tomas Del Rosario College
Capitol Drive, San Jose, Balanga City
Tel No: (047) 237-3115; Tel No: (047) 791-6082
Mission: Produce through a responsive curriculum
morally upright, committed and competent
graduates capable of meeting the growing
human resources needs in the profession,
government, business, industry and home.

Desired Learning
Outcome-Based Teaching and Learning Assessment of Learning Outcomes
Time Outcomes (DLO) Course Content/Subject Matter
(OBTL) (ALO)
Frame (Intended Learning (Topics)
(Teacher-Learner Activities) (Assessment Methods/Tasks)
Outcomes)
Prelim Period
• Vision, Mission, Goals and Core - Discussion/Oral recitation of the
School Mission & Vision - Lecture
1ST Values vision, mission, and goals of the
Program outcomes - Teacher led-class discussion
Session • Course Overview institution
Program Core Values - Individual sharing and discussion
• Rules and Policies - Getting students’ expectations
At the end of the unit, the Unit 1 Learner-centered teaching: Summative quizzes
pre-service teacher (PST) Foundations and characteristics
can:
a) differentiate A. Learner-centered teaching Interactive instruction and facilitated Unit learning log or reflective
learner- 1. Definition discussion. A KWL chart may be used to journal.
centered 2. Description/Characteristics organize class discussion. PSTs will note:
teaching from What they Know, what they Want to
other teaching know, and what they Learned.
approaches
(e.g. teacher-
centered Think-Pair-Share activity. Pairs
Week 1-
approach) as exchange ideas on educational
2
applied in philosophies related to teacher- centered
various B. Paradigm shift: From teacher- and learner-centered teaching while the Small group presentation of
teaching areas; centered to learner-centered teacher guides the discussion through outputs. Groups choose an
teaching prompts, clarifies misconceptions and appropriate graphic organizer to
b) discuss the 1. Philosophical perspectives reinforces prior knowledge. capture the essence of learner-
need to shift Teacher-centered centered teaching.
from teacher- philosophies Library/Online research. This involves Process: discussion of learner-
centered Essentialism the systematic gathering of information in centered teaching concepts through
teaching to Perennialism order to write a paper, create a effective use of charts and/or
learner- Learner-centered presentation, or complete a project. As diagrams
centered philosophies used in this context, preservice teachers
 Vision: Truth and Goodness in Man and for
all others through Education. Tomas Del Rosario College
Capitol Drive, San Jose, Balanga City
Tel No: (047) 237-3115; Tel No: (047) 791-6082
Mission: Produce through a responsive curriculum
morally upright, committed and competent
graduates capable of meeting the growing
human resources needs in the profession,
government, business, industry and home.

teaching based Progressivism shall gather research information on a Output: appropriate graphic
on Humanism selected article (supporting learner- organizer
philosophical Constructivism centeredness) from research journals
foundations, 2. Supporting research focusing on the Problem, Theories, Panel discussion. This may be used
teaching 3. Resistance to change: Methodology, Findings and Discussion of to process PST learning. This would
principles and Managing the shift Results. be particularly useful in processing
current the outputs of the research activity
research; and Interactive instruction and facilitated where the PSTs will present to the
discussion using PowerPoint class and discuss the need to shift
c) c. discuss the presentation. from teacher-centered teaching to
varied roles of learner-centered teaching based on
the teacher in their analysis of the research
learner- article(s).
centered Process: Rubrics should be
teaching and formulated separately for the
learning. research output and the panel
discussion.
Product: Annotated bibliography of
library/ online research.

C. Dimensions of learner- Infographic. The PST, individually

centered teaching or in small groups, will discuss the
1. The function of content varied roles of the teacher in learner-
2. The role of the instructor centered teaching and learning
3. The responsibility for using text and graphic presentation
learning or infographic. The output will be
4. The purposes and processes presented in class or exhibited in a
of assessment gallery.
5. The balance of power
At the end of the unit, the Unit 2 – Learner-centered
Week 3-
pre-service teacher (PST) Psychological Principles
6
can:
Vision: Truth and Goodness in Man and for
all others through Education. Tomas Del Rosario College
Capitol Drive, San Jose, Balanga City
Tel No: (047) 237-3115; Tel No: (047) 791-6082
Mission: Produce through a responsive curriculum
morally upright, committed and competent
graduates capable of meeting the growing
human resources needs in the profession,
government, business, industry and home.

a) discuss the A. Cognitive and Metacognitive Active PST-led class discussion:

psychological
principles of
learner-
centeredness as a
basis for
differentiated
teaching to suit
learner’s gender,
needs, strengths,
interests and B. Motivational and Affective
experiences;
b) identify factors
that promote
learner-
centeredness and
motivate learners
to work C. Developmental and Social
productively and
be accountable for
their own learning;
c) reflect on how
developmental and D. Individual Differences
social factors can
influence learning
environments to
promote fairness,
respect and care;
and
Factors
1. Nature of the learning
process
2. Goals of the learning process
3. Construction of knowledge
4. Strategic thinking
5. Thinking about thinking
6. Context of learning
Factors
1. Motivational and emotional
influences
2. Intrinsic motivation to learn
3. Effects of motivation on
effort
Factors
1. Developmental influences on
learning
2. Social influences on learning
1. Individual differences in
learning
2. Learning and diversity
3. Standards and assessment
The PSTs will provide a brief overview of
learner-centered psychological principles.
Question and Answer:
The PSTs will write questions concerning
various psychological factors on
metacards. The teacher will then draw the
metacards from a ‘fishbowl’ and the PSTs
will actively participate by answering the
questions on the metacards.
Learning Centers.
The classroom walls will be filled with
classroom scenarios reflective of the
factors relevant to psychological
principles of learner-centered teaching.
The PSTs will work on the different
activities in triads and, after a set time,
the PSTs will rotate to a new activity.
Field-based Class observation:
PSTs undertake field-based observations
of learner-centered classroom practices of
teachers.
Document analysis.
PSTs will analyze the Basic Education Act
of 2013 (RA 10533) framework vis-à-vis
the principles of learner-
centeredness.
 Vision: Truth and Goodness in Man and for
all others through Education. Tomas Del Rosario College
Capitol Drive, San Jose, Balanga City
Tel No: (047) 237-3115; Tel No: (047) 791-6082
Mission: Produce through a responsive curriculum
morally upright, committed and competent
graduates capable of meeting the growing
human resources needs in the profession,
government, business, industry and home.

d) relate RA 10533 E. Legal and Policy Frameworks

and the K-to- 12 and Learner-centered
framework to the Teaching
principles of 1. RA 10533
learner- 2. 2. K-to-12 Framework
centeredness.
Prelim Exam
Midterm Period
At the end of the unit, the Unit 3 – Organization and Summative quizzes
pre-service teacher (PST) Management of Learner-Centered
can: Classrooms
a) identify various Brainstorming: Unit learning log or reflective
forms of learner A. Unit 3 – Organization and The PSTs will be guided in identifying journal.
centered classroom Management of Learner- learner-centered classroom organizations
organization based Centered Classrooms leading to their own design of a learner- Field-based reflective report on
on learners’ needs; 1. Room structuring centered classroom. teachers’ organization and
For individualized learning management of learner-centered
b) formulate For group learning Cooperative learning and participatory classrooms based on a learner-
classroom Activity-oriented classroom discussion: developed checklist reflective of the
Week 7- procedures and 2. Classroom routines and In small groups, the PSTs will design a various elements of organization and
9 routines that procedures learner-centered classroom and present management of learner-centered
promote discipline, 3. The social environment: this to the class through the use of classrooms (e.g. forms of L-C
fairness, respect Fairness, respect, care and PowerPoint or other form of technology. classroom organization, roles and
and care among encouraging learning The group will explain and justify their responsibilities of teachers and
learners and 4. Creating motivating learning design by relating its features to learners for a supportive, inspiring,
encourage environment principles of learner- centered motivating and productive learner-
learning; classrooms. centered classroom).
B. Learner-centered classroom:
c) design, organize Roles and responsibilities Case-analysis. Physical map. PSTs will design and
and explain the 1. Of teachers In small groups, the PSTs will work on a layout the physical structure/
significance of the 2. Of learners classroom-based scenario of a arrangement of an ideal classroom
layout of the disciplinary action case of learners. The based on the principles of learner-
Vision: Truth and Goodness in Man and for
all others through Education.
physical structure C. The role of discipline in
of the classroom
for active
engagement of
learners,
individually or in
groups, in
exploration,
discovery, hands-
on and self-
learning activities;
d) describe the roles
and
responsibilities of
the teacher and
the learners for a
supportive,
inspiring,
motivating and
productive learner-
centered
classroom; and
e) evaluate which
disciplinary
actions are positive
and non- violent in
the management of
learner behavior.
Mission: Produce through a responsive curriculum
Tomas Del Rosario College morally upright, committed and competent
Capitol Drive, San Jose, Balanga City graduates capable of meeting the growing
Tel No: (047) 237-3115; Tel No: (047) 791-6082 human resources needs in the profession,
government, business, industry and home.
PSTs will decide the kind of learner- centeredness for active engagement
learner- centered classrooms centered discipline to be utilized to each of learners, individually or in groups,
1. Collaborative class norms case. in exploration, discovery, hands-on
2. Logical consequences and self-learning activities. This will
3. Consistent application be supplemented by an explanation
4. Student-specific of the layout and classroom routines
5. Time for resolution and procedures that promote
6. Calm spaces discipline, fairness, respect and care
among learners and encourage
learning.
Short research-based essay on the
role of positive discipline in a
learner-centered classroom.
Small group presentation. The
group output of the Case-based
activity will be presented to the
class. The rest of the PSTs will be
given the chance to give input as to
the soundness of the choice of
positive non-violent disciplinary
action
proposed by the group.
 Vision: Truth and Goodness in Man and for
all others through Education. Tomas Del Rosario College
Capitol Drive, San Jose, Balanga City
Tel No: (047) 237-3115; Tel No: (047) 791-6082
Mission: Produce through a responsive curriculum
morally upright, committed and competent
graduates capable of meeting the growing
human resources needs in the profession,
government, business, industry and home.

At the end of the unit, the Unit 4 –Learner-centered Pedagogy Summative quizzes
pre-service teacher (PST)
can: A. Delivery Modalities Teacher-led Discussion: Unit learning log or reflective
1. Face-to-face The teacher initiates discussion of various journal.
a) discuss the nature 2. Blended learning learner centered teaching methodologies,
of learner- 3. Technology-based, Online/ strategies and techniques.
centered teaching e- Learning
modalities, 4. Distance learning Dyads/Triads.
structures, Dyads or triads of PSTs will gather
methods and B. Structures for Facilitating research information on a previously Briefing paper. PSTs will write a
strategies that Learner-centered Teaching assigned structure or learner- centered briefing paper discussing the various
facilitate 1. Formal (Traditional) teaching strategy. The following teaching modalities, structures,
differentiated 2. Alternative Learning System information shall be prescribed: methods, and strategies that
teaching to suit (ALS) description of the structure/strategy, promote learner-centeredness and
learners’ gender, - Non-formal education procedure, advantages and differentiated teaching to suit
Week needs, strengths, (NFE) disadvantages, when to use, and possible learners’ gender, needs, strengths,
10-15 interests and - Informal education (InfEd) variations (if any). The summary output interests and experiences.
experiences; The Mobile Teacher will be presented to the class.
3. Alternative Delivery Modes Portfolio. PSTs will be required to
b) select appropriate (ADM) compile an annotated portfolio that
learner- centered - Modified In-School Off- showcases a range of different
teaching School Approach (MIMOSA) learner-centered teaching strategies
modalities, - Enhanced Instructional that are responsive to learners’
structures, Management by Parents, linguistic, cultural, soci-economic
methods and Community and Teachers (e- and/or religious backgrounds. Each
strategies based on IMPACT) strategy will be annotated. The
learners’ diverse - Open High School Program annotations will include a short
needs, learning (OHSP) description, procedure (how to
styles and implement the strategy) and an
backgrounds (i.e. C. Methods and Strategies explanation of how the strategy
linguistic, cultural, 1. Methods illustrates responsiveness to a
- Active learning activities particular contextual background.
Vision: Truth and Goodness in Man and for
all others through Education. Tomas Del Rosario College
Capitol Drive, San Jose, Balanga City
Tel No: (047) 237-3115; Tel No: (047) 791-6082
Mission: Produce through a responsive curriculum
morally upright, committed and competent
graduates capable of meeting the growing
human resources needs in the profession,
government, business, industry and home.

socio- economic - Cooperative learning Some or all of the strategies may

and religious); and activities also be accompanied by an excerpt
- Inquiry and inductive from a lesson plan that illustrates
c) draw on learning activities how the strategy can be incorporated
appropriate 2. Learner-centered in a lesson.
learner- centered Instructional Strategies
teaching modalities - Cooperative learning Simulation. PSTs formulate
and strategies to - Presentations teaching procedures using
formulate teaching - Panels/Experts appropriate learner-centered
procedures that - KWL (or KWHLAQ) teaching modalities and strategies to
address the special - Brainstorming address the learning needs of
educational needs - Learner-created media learners affected by a hypothetical
of learners in - Discussion emergency
difficult - Small group situation – calamity or armed
circumstances. - Case studies conflict. The output is a
- Jigsaw documentation of the teaching
- Learning centers procedures.
- Experiments
- Role play
- Simulation
- Laboratory
- Workshop
- Demonstration
- Index card
- Inquiry-based
- Mental models
- Project-based learning
- Problem-based learning
- Discovery learning
- Q & A session
- Social media
- Games or gamification
 Vision: Truth and Goodness in Man and for
all others through Education. Tomas Del Rosario College
Capitol Drive, San Jose, Balanga City
Tel No: (047) 237-3115; Tel No: (047) 791-6082
Mission: Produce through a responsive curriculum
morally upright, committed and competent
graduates capable of meeting the growing
human resources needs in the profession,
government, business, industry and home.

- Competitions
- Debate

D. Flexible Learning and

Teaching

E. Differentiated Teaching

F. Education in Emergencies
1. Foundational standards
2. The teaching and learning
domain
- Curricula
- Training, professional
development and support
- Instruction and learning
processes
- Assessment of learning
outcomes
Midterm Exam
Final Period
At the end of the unit, the Unit 5 – Learner-centered Lesson Summative quizzes
pre-service teacher (PST) Plans
can: Unit learning log or reflective
Teacher-led Discussion journal.
a) identify the A. The Learner-centered Lesson The teacher facilitates the review of a
Week
different parts, Plan lesson plan identifying various elements Comparison matrix. PSTs, in small
16-18
functions and 1. Detailed lesson vs. daily of learner-centeredness. groups will summarize their outputs
characteristics of a lesson log The learners will be guided in determining from the Gallery Walk in a matrix
learner-centered 2. Parts of the learner- centered if the lesson plan, in general, adheres to and then present their summary to
lesson plan; lesson plan the principles of learner-centeredness. the whole class and facilitate
discussion.
Vision: Truth and Goodness in Man and for
all others through Education. Tomas Del Rosario College
Capitol Drive, San Jose, Balanga City
Tel No: (047) 237-3115; Tel No: (047) 791-6082
Mission: Produce through a responsive curriculum
morally upright, committed and competent
graduates capable of meeting the growing
human resources needs in the profession,
government, business, industry and home.

b) compare and B. Instructional Learning Independent learning through Gallery

contrast an Processes Walk. Lesson plan chunk. The PSTs will
exemplar learner- 1. Learning objectives The PSTs will have a walkthrough a be required to design a chunk of a
centered lesson 2. Teaching content gallery of lesson plans. They will then lesson plan focusing on the strategy
plan with teacher- 3. Lesson planning evaluate the components of the lesson that will be used in teaching the
or content- - Pre-planning plans vis-à-vis principles and lesson chunk.
centered lesson - Lesson planning characteristics of learner centeredness,
plans; - Implementation noting similarities and differences. A Microteaching. PSTs will implement
- Evaluation rubric or evaluation guide will greatly the lesson plan chunk through
c) craft a lesson plan facilitate the activity. demonstration teaching to a small
chunk C. Lesson chunking and group of peers. The focus of
emphasizing the Microteaching Basics Explicit instruction on lesson chunking assessment is on the
use of a selected and microteaching, where the “You Do” appropriateness of the strategy and
strategy; and phase will serve as the assessment. delivery in addressing learners’
For more information on chunking and diverse needs, learning styles and
d) implement the microteaching visit the following websites: backgrounds.
designed lesson • https://www.facinghistory.org/res Visit this site for sample rubric on
plan chunk and ource-library/teaching- microteaching:
the appropriately strategies/chunking https://www.andrews.edu/~bshep/
chosen/selected • https://dataworks- Micro%20Teaching%20Rubric%20for
strategy in ed.com/blog/2015/11/how-to- %20Final%20-
response to learn-better-part-1-chunking/ %20NCATE%20Version.pdf
learners’ diverse • https://content.wisestep.com/micr
needs, learning o-teaching-principles- procedures-
styles and benefits-limitations/
backgrounds (i.e. • https://www.thoughtco.com/micr
linguistic, cultural, oteaching-4580453
socio-economic
and religious).
Final Exam
 Vision: Truth and Goodness in Man and for
all others through Education. Tomas Del Rosario College
Capitol Drive, San Jose, Balanga City
Tel No: (047) 237-3115; Tel No: (047) 791-6082
Mission: Produce through a responsive curriculum
morally upright, committed and competent
graduates capable of meeting the growing
human resources needs in the profession,
government, business, industry and home.

V. Course Requirement/Course Assessment (Grading System)

1. Quizzes
2 . Recitation
3. Assignments
4. Chapter Test / Long Exams computed as follows:

A. PRELIMS AVERAGE: C. FINAL AVERAGE

CSx2+Examination Rating CSx2+Examination Rating
3 3

B. MID-TERM AVERAGE D. FINAL GRADE

CSx2+Examination Rating PA+MA+FA
3 3

VI. References

Lucas, M.R.D. and Corpuz, B.B. (2014) Facilitating Learning: A metacognitive process, 4th ed. Lorimar Publishing, Inc., Quezon City, Philippines.
Casinto, C. (2009). Handbook on Principles of teaching 1. Philippines. Rex Book Store, Inc.
Serrano, E. & Paez, A. (2015). Principles of Teaching 1. Adriana Publishing Co. Inc., Quezon City, Philippines.
Glowa, L., & Goodell, J. (2016). Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning. International
Association for K-12 Online Learning. Mykrä, T. (2015). Learner-centered Teaching Methods – A Toolkit for Secondary Education Teachers. Indiana
University Bloomington
Weimer, M. (2013). Learner-centered teaching: Five key changes to practice (Second ed.). San Francisco, CA: Jossey-Bass, A Wiley Imprint.
Cornelius-White, J., Harbaugh, A. (2010) Learner-Centered Instruction Building Relationships for Student Success. SAGE Publications, Inc. Los
Angeles

Kallick, B., & Zmuda, A. (2017). Students at the center. Personalized Learning with Habits of mind. ASCD.
 Vision: Truth and Goodness in Man and for
all others through Education. Tomas Del Rosario College
Capitol Drive, San Jose, Balanga City
Tel No: (047) 237-3115; Tel No: (047) 791-6082
Mission: Produce through a responsive curriculum
morally upright, committed and competent
graduates capable of meeting the growing
human resources needs in the profession,
government, business, industry and home.

Blumberg, P. (2009) Learner-centered Teaching: A practical guide for faculty. Available online at
https://books.google.com.ph/books?hl=en&lr=&id=oyvFCkwjJWoC&oi=fnd&pg=PR13&dq=facilitating+learner+centered+teaching&ots=qe6zdKN6
Wb&sig=Pv0FMWAfSyGdHepiG dNx1t2hEBc&redir_esc=y#v=onepage&q=facilitating%20learner%20centered%20teaching&f=false
Doyle, T. (2011). Learner-Centered Teaching. Putting the research on learning into practice. Stylus Publishing, LLC. Virginia. Barkley, E. (2010).
Student engagement techniques. A handbook for College Faculty. John Wiley and Sons. California

Harris, M., & Cullen, R. (2008). Observing the learner-centered class. Florida Journal of Educational Administration & Policy, 1(2), 57-66.
Barkley, E., Major, C., Cross, P. (2016) Collaborative Learning techniques: Writing perfect learning outcomes. Christian Brothers University.
Available online: https://www.cbu.edu/assets/2091/writing_perfect_learning_outcomes.pdf
INEE (2010) Minimum Standards for Education: Preparedness, Response, Recovery (2nd ed.). INEE Coordinator for Minimum Standards and
Network Tools, UNICEF - Education Section, New York, NY.
Department Order No. 54, series of 2012 – Policy Guidelines on the Implementation of Alternative Delivery Modes (ADM). Available online:
http://www.deped.gov.ph/wp- content/uploads/2012/06/DO_s2012_54.pdf
Department Order No. 58, series of 2010 – Implementing Guidelines on Alternative Learning System (ALS) Programs. Available online:
http://www.deped.gov.ph/2010/05/17/do-58-s-2010- implementing-guideline-for-alternative-learning-system-als-programs/
Department Order No. 42, series of 2016 – Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. Available
online: http://www.deped.gov.ph/2010/05/17/do- 58-s-2010-implementing-guideline-for-alternative-learning-system-als-programs/
Department Order No. 13, series of 2019 – Policy Guidelines on the Implementation of the Enhanced Alternative Learning System (ALS) 2.0.
Available online: http://www.deped.gov.ph/wp- content/uploads/2019/06/DO_s2019_013.pdf
Republic Act No. 10533 – The Enhanced Basic Education Act of 2013. Available online at:
https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
Vision: Truth and Goodness in Man and for
all others through Education. Tomas Del Rosario College
Capitol Drive, San Jose, Balanga City
Tel No: (047) 237-3115; Tel No: (047) 791-6082
Mission: Produce through a responsive curriculum
morally upright, committed and competent
graduates capable of meeting the growing
human resources needs in the profession,
government, business, industry and home.

Prepared by: Reviewed by

DR. LUISA M. ISIDRO DR. LUISA M. ISIDRO

Instructor Department Chair

Approved:

MERCEDES G. SANCHEZ, Ed. D.

Vice President for Academics, Student Affairs and Extension Services