Educ 145 Syllabus Final 2020

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EDUC 145 Syllabus Final 2020
Child and Adolescent Learners and Learning Principles (Mariano Marcos State
University)
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MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BSED-EDUC 145

COLLEGE OF TEACHER EDUCATION
SYLLABUS IN EDUC. 145 – CHILD AND ADOLESCENT LEARNERS AND LEARNING Revision No. 0 Page 1 of 12
PRINCIPLES Effectivity Date August 28, 2019
VISION OF THE A premier Philippine university by 2028.

UNIVERSITY
MISSION OF THE To develop virtuous human capital and sustainable innovations in a knowledge-driven global economy.
UNIVERSITY
CORE VALUES Knowledge – Upholding knowledge as empowerment, we aim to develop intelligent individuals who can make informed decisions.
Inclusivity – We support and encourage diversity and collaboration, engaging in programs that promote growth and development for all sectors of society.
Professionalism – Reared in a merit-based environment, we commit ourselves to the highest standards of ethics and professionalism.
Spirituality and Social Responsibility – We are committed to providing holistic development that inculcates love and service to God, humanity and the
environment.
INSTITUTIONAL Anchored on the university’s Vision, Mission, and Core Values, the Mariano Marcos State University institutional learning outcomes are qualities that
OUTCOMES MMSU graduates must possess.
MMSU graduates should be able to:
1. Demonstrate adequate knowledge, skills, and attitudes to be effectively integrated into a knowledge-driven global economy;
2. Maintain a high degree of ethics, professionalism, discipline and accountability;
3. Communicate effectively and articulate ideas through various modalities and in diverse contexts;
4. Commit themselves to lifelong learning and personal development to achieve excellence;
5. Analyze problems and issues critically, and develop ideas and innovative solutions to respond to the needs of local, national and global communities;
6. Display spiritual values through respect for and service to God, humanity, and country;
7. Practice social and environmental responsibility;
8. Collaborate with and maintain harmonious relationships with others;
9. Respect multicultural diversity;
10. Engage in activities that promote growth and empowerment for all sectors of society;
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to compliance to the Documented Information Procedure established by
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11. Make informed, intelligent, fair and equitable decisions; and
12. Show appreciation for and contribute to the development and preservation of cultural heritage.
GRADUATE Anchored on the university’s Vision, Mission, and Core Values, MMSU graduates must be:
ATTRIBUTES 1. globally competent;
2. professional;
3. effective communicator;
4. lifelong learner;
5. innovative;
6. spiritual;
7. socially responsible;
8. collaborative;
9. respectful to diversity;
10. empowered;
11. critical thinker; and
12. culturally responsive.
COLLEGE GOALS 1. Provide quality professional preparation for teachers in the basic education levels.
2. Offer adequate instruction in the elementary, secondary, and collegiate levels.
3. Undertake research and extension on relevant areas to improve the quality of higher education in particular and the quality of life in general.
4. Conduct continuing education and training of teachers and allied clients through the various programs of the Center for Teaching Excellence and
Graduate Education Program.
5. Develop innovative materials for instruction and training.
PROGRAM The Bachelor of Secondary Education graduates must:

OUTCOMES
1. Demonstrate knowledge, skills, attitudes, and in-depth understanding of the diversity of learners in various learning areas for a knowledge-driven
global economy.
2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) on the different subject areas.
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
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4. Manifest excellent communication skills through various modalities, higher order thinking skills and appropriate use of technology in various
contexts to accelerate learning and teaching.
5. Demonstrate positive attitudes of a model teacher with high degree of ethical values, professionalism and accountability both as an individual
and as a professional.
6. Manifest a desire to commit themselves to lifelong learning through personal and professional development.
7. Demonstrate the ability to analyze problems and issues critically, and develop ideas and innovative solutions to respond to the need of local, national
and global communities.
8. Exhibit spiritual values through respect for and service to God, country and humanity.
9. Demonstrate social and environmental responsibility in and out of the school and community.
10. Practice collaboration and maintain harmonious relationships with others in the pursuit of academic excellence, research and community
development.
11. Create opportunities for the appreciation and preservation of cultural heritage.
COURSE OUTCOMES BSED (Math and Science majors)

The graduates have the ability to demonstrate knowledge, skills and dispositions under the following domains:
a. Provide respectful and meaningful learning experiences and collaborative opportunities for students with additional needs
and their families.
b. Respond effectively to educational as well as spiritual needs of children with additional needs.
c. Create safe, inclusive, culturally responsive learning environments for students with additional needs.
d. Use knowledge, skills and attitudes to individualize learning for students with additional needs.
e. Use evidence-based instructional strategies to maximize learning opportunities for students with additional needs through
instructional modalities in diverse contexts.
f. Use multiple methods of assessment and data-sources to make sound educational decisions for students with additional needs.
g. Demonstrate spiritual values, reflective thinking, self-direction, and global competitiveness towards excellence as a lifelong learner.
COURSE SYLLABUS
COURSE CODE EDUC. 145

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COURSE TITLE Child and Adolescent Learner and Learning Principles

CREDIT UNITS 3
COURSE PREREQUISITE none
COURSE DESCRIPTION This course focuses on child and adolescent development with emphasis on current research and theory on biological, linguistic, cognitive,
social and emotional dimensions of development. Further, this includes factors that affect the progress of development of learners and shall
include appropriate pedagogical principles applicable for each developmental level.
CONTENT OUTLINE AND TIMEFRAME
TIME FRAME COURSE CONTENT /SUBJECT MATTER
UNIT 1 – CONCEPTS AND ISSUES ON HUMAN DEVELOPMENT

A. Human Development, Meaning, Concepts and Approaches
1. Definition of Human Development
2. Approaches to Human Development
12 hours 3. Principles of Human Development
B. Stages of Human Development and Developmental Tasks
C. Issues on Human Development
D. The Situation of Filipino Children and Young Person
a. Research in Child and Adolescent Development
12 hours UNIT II – DIMENSIONS OF CHILD AND ADOLESCENT DEVELOPMENT
A. Prenatal
B. Physical Dimension
1. Infancy and Toddlerhood
2. Early Childhood
3. Middle Childhood
4. Late Childhood
5. Adolescence
C. Cognitive Dimension

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2. Early Childhood
3. Middle Childhood
4. Late Childhood
5. Adolescence
D. Social and Emotional Dimension
1. Infancy and toddlerhood
2. Early Childhood
3. Late Childhood
4. Middle Childhood
5. Adolescence
E. Exceptional Development
UNIT III – THEORIES ON HUMAN DEVELOPMENT

A. Cognitive Theories
1. Piaget’s Theory of Cognitive Development
2. Freud’s Psychoanalysis
3. Vygotsky’s Theory of Development
4. Miller’s Information Processing Theory
5. Gardner’s Multiple Intelligences Theory
B. Language and Literacy Development
1. Watson’s Behaviorist Theory
12 hours 2. Chomsky’s Nativist Theory
3. Cooley and Mead’s Interactionism Theory
4. Bronfenbrenner’s Ecological Systems
5. Holdaway’s Literacy Development Theory
6. Vygotsky’s Social Interactionist Theory
C. Socio-emotional and Moral Development Theories
1. Erikson’s Psycho-Social Development
2. Bandura’s Social Cognitive Theory
3. Kohlberg’s Stages of Moral Development
a. Gilligan’s Theory on the Ethics of Care
MIDTERM EXAMINATIONS
6 hours IV. FACTORS AFFECTING DEVELOPMENT
1. Nutrition
a. Maternal

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b. Child
2. Early Sensory Stimulation
3. Age-related changes
a. Universal-related changes
b. Group-specific
c. Individual Changes
4. Influences and Interactions
a. Family
b. Peers
Media
V. PRINCIPLES AND THEORIES OF LEARNING
A. Nature of Learning
B. Laws of Learning
C. Theories of Learning
1. Behavioral
Theories of
Learning
2. Skinner’s Operant
12 hours Conditioning
3. Social Learning
Theory
F. Individual Differences
1. Triarchic Theory of Intelligence
2. Gender Schema
3. Gardner’s Theory of Multiple Intelligences
4. Achievement Motivation and Intellectual Performance
A. Learner-Centered Psychological Principles (LCP)
FINAL EXAMINATIONS
LEARNING PLAN:
Desired Learning Outcomes Resource Values

Teaching and Learning Assessment Task Time
(DLO) Course Content/Subject Matter Materials Infused/
Activities (TLA’s) (AT’s) Table
Competencies
At the end of the unit, the students must have: UNIT 1 – CONCEPTS Socialized recitation Recitation PPT 12 Develop
AND ISSUES (giving meaning of Presentations hours creative self-
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experience
1. Explained the concepts and issues on ON HUMAN
human development based on their DEVELOPMENT Book Readings
own understanding A. Human Development, Meaning,
Concepts and Approaches
concepts and issues)
1. Definition of Human
Development
Direct Teaching
2. Compared and contrasted the different 2. Approaches to Human Group Teamwork
stages of human development and Development Presentation Projector Respect for
developmental tasks 3. Principles of Human Laptop others
Development Written Output
B. Stages of Human Development
3. Evaluated issues learned by presenting and Developmental Tasks Self-realization
Graphic Organizers
own reflections regarding chosen C. Issues on Human Development
topic/issue D. The Situation of Filipino Paper and Pencil Personal
Children and Young Person Test Discipline
4. Presented in class research- based Research in Child and Adolescent
position on issues of human Development Summary of Teamwork
development discussion
At the end of the unit, the students must have: UNIT II – DIMENSIONS OF CHILD AND Small-group discussio PPT 12 Inquisitiveness
ADOLESCENT DEVELOPMENT presentation/ hours
A. Prenatal Presentation
1. described the development of the B. Physical Dimension Group Presentations report
Child and Adolescent in the various 1. Infancy and
dimensions Toddlerhood
2. created a personal profile based on the 2. Early Childhood
various dimensions of child 3. Middle Childhood Presentations of research
development 4. Late Childhood abstracts relating to child
3. discussed how gender identity is 5. Adolescence and adolescent
developed in the Child and Adolescent C. Cognitive Dimension development
2. Early Childhood
3. Middle Childhood
4. Late Childhood
5. Adolescence

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D. Social and Emotional

Dimension Intellectual
1. Infancy and Toddlerhood understanding
2. Early Childhood
3. Late Childhood
4. Middle Adulthood
5. Adolescence
E. Exceptional Development
At the end of the unit, the students must have: UNIT III – THEORIES ON HUMAN Oral Presentation of Research 12 Open
DEVELOPMENT Output on issues learned abstracts hours mindedness
A. Cognitive Theories
1. Synthesized the various theories on 1. Piaget’s Theory of Position paper Appreciation
human development Cognitive Development of value of
2. Freud’s Psychoanalysis Presentation of a Rubrics for humans and
3. Vygotsky’s Theory of research-based position grading outputs their behavior
Development on issues related to
4. Miller’s Information human
Processing development Reflection paper
5. Gardner’s Multiple
Intelligences Theory
A. Language and Literacy
Development
1. Watson’s Behaviorist
Theory
2. Chomsky’s Nativist
Theory Reflection on the
3. Cooley and Mead’s different issues tackled
Interactionism Theory Inquisitiveness
4. Bronfenbrenner’s
Ecological Systems
5. Holdaway’s Literacy
Development Theory
6. Vygotsky’s Social
Interactionist Theory

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D. Socio-emotional and Moral

Development Theories
1. Erikson’s Psycho-Social
Development
2. Bandura’s Social
Cognitive Theory
3. Kohlberg’s Stages of
Moral Development
4. Gilligan’s Theory on the
Ethics of Care
MIDTERM EXAMINATIONS
At the end of the unit, the students must have: IV. FACTORS AFFECTING Video presentation of Presentation in 6 Respecting
DEVELOPMENT students on their class hours own opinion
A. Nutrition development PPt presentation and ideas
1. Summarized the factors that affect 1. Maternal
human development 2. Child Parent-interview on child Submission of
2. Conducted a survey on child- Early Sensory Stimulation rearing Video
rearing practices among Filipino B. Age-related changes
families 1. Universal-related changes Survey results for
2. Group-specific presentation
3. Individual Changes
C. Influences and Interactions Group discussion and
1. Family reporting
2. Peers
3. Media
Sharing of experiences on
individual stages of
development
At the end of the unit, the students must have: V. PRINCIPLES AND THEORIES Direct instruction Powerpoint 12 Internalizing
OF LEARNING presentation hours theories
A. Nature of Learning learned
1. discussed the different principles and B. Laws of Learning Evaluation of theories
theories of learning assigned to the C. Theories of Learning applied in real Report
group 1. Behavioral experiences of children presentation inquisitiveness

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Theories of
Learning
2. Prepared a matrix that shows 2. Skinner’s Operant Panel discussion
comparison of the different theories of Conditioning Submitted
learning discussed 3. Social Learning output
Theory Preparation and
D. Individual Differences presentation of matrix
1. Triarchic Theory of
Intelligence
2. Gender Schema Video
3. Gardner’s Theory of presentation
Multiple Intelligences
4. Achievement Motivation
and Intellectual Observed a
Performance child/adolescent and
5. Learner-Centered correlated the behavior
Psychological Principles with a learning theory
(LCP)
FINAL EXAMINATIONS
TEXTBOOK AND REFERENCES
Acero, V. et.al. (2008). Child and Adolescent Psychology. Manila, Phils. Rex Bookstore.
Beltran, J. (1991). Developmental Psychology. Quezon City, Phils. Katha Pub. Inc.
Cobb, N. (1991). The Child. Mountain View, CA. Mayfield Publishing Co.
Choate, J.(1990). Speech and language: detecting and correcting special needs. Needham Heights, MA: Allyn and Bacon.
Cole, M. & S. Cole. (1989). The development of children. USA.: Scientific American Books.
Corpuz, B, etal. (2018). The child and adolescent learners and learning principles. Manila, Phils.: Lorimar Pub.
Corpuz, B, etal. (2010). The child and adolescent learners and learning principles. Manila, Phils.: Lorimar Pub.
Charlesworth, R. (2008). NY, USA.: Thomson Del Mar Learning.
Dostal, J. & S. Hanley. (20110) Learning about literacy.
Javier, E. Child and adolescent development. Manila, Phils: Rex Bookstore.
McLeodd, S.A. (2018). Jean piaget’s theory of cognitive development. Ret. Fro: http://www.simplypsychology.org/piaget.html
Patron, J. et.al.(1997). Exceptional children in focus. Toronto, London: Merill Pub. Co.
Piper, T. (1991). Language and learning the home and school years. New Jersey: an Imprint of Prentice Hall.
Sevilla, C. (1988). Psychology with Values Education. Manila, Phils: Rex Bookstore.

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Seefeldt C. & N. Barbour. (1990). Early childhood education an introduction.Colombus, OH.: Merrill Pub. Co.
Schirrmacher, R(1998). USA: Delmar Pub.
Sousa, D. (2001). How the special need brain learns. Thousand oaks, CA: Corwin Press Inc.
Zulueta, F.M. & E.M. Malaya. (2012) Historical anthropological, philosophical, legal, psychological, sociological foundations of education. Mandaluyong: National Bookstore.
http://www.yourights.or.uk
http://www.Mamashealth.com
http://www.edmodo.com
http://www.lincoln.dubuque.K12.ia.us/school-wide/literacy/emergentliteracy.html.
webMD.n.d. Aphasia and dyslexia ( www.webnd.com)
COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT

CRITERIA)
Graphic Organizers
Reflective Essays Class Standing 25%
Oral Presentations Major Outputs/Projects 30%
Position Paper Midterm Examination 20 %
Group Presentations Final Examination 25%
Presentation of Research Abstracts 100%
Video Presentations
Personal Profile
Observation Notes
Synthesis Paper
Write up
Survey Results
Analysis of Recorded Demonstration
Accomplished Matrix
Major Examinations
COURSE POLICIES Students enrolled in this course are expected to observe the following rules:
1. Official enrolment form (Form 5) of students should be validated.

2. Students should come to class on time
3. Course requirements and assignments should be submitted on time.
4. Actively participate in classroom discussions and group work.
5. Quizzes maybe unannounced but long exams are announced.
6. Make-up examinations (this is only for long exams/midterm/final exam) could be arranged with the instructor under valid
reasons and students should report to the instructor on time when having a special examination.
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7. Students are encouraged to collaborate in making projects and assignments but quizzes and long exams should be done
independently.
8. To show courtesy to others, please set mobile phones and other electronic gadgets to “silent mode” during class. Please
step outside the classroom when accepting urgent calls or text messages.
CONSULTATION PERIOD 3:00 – 4:30 MW FEMC Building
FACULTY-IN-CHARGE CAROLYN G. PAGUYO
Academic Rank: Associate Professor IV
PRC #: 0350455 (Valid up to 5/8/2022)
Email Address: cgp58@yahoo.com
PREPARED BY: RECOMMEND APPROVAL: APPROVED:
CAROLYN G. PAGUYO ROSABEL L. ACOSTA ELIZA T. SAMSON PRIMA FE R. FRANCO

& CTE EDUC 145 GROUP Chairperson, SED Department Dean VP for Academic Affair

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EDUC 145 Syllabus Final 2020

StuDocu is not sponsored or endorsed by any college or university

MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BSED-EDUC 145

VISION OF THE A premier Philippine university by 2028.

MMSU graduates should be able to:

2. Maintain a high degree of ethics, professionalism, discipline and accountability;

4. Commit themselves to lifelong learning and personal development to achieve excellence;

7. Practice social and environmental responsibility;

8. Collaborate with and maintain harmonious relationships with others;

9. Respect multicultural diversity;

Disclaimer: Reproduction of this document is allowed subject

Downloaded by Ymer Tiburcio (tiburcioymer@gmail.com)

MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BSED-EDUC 145

11. Make informed, intelligent, fair and equitable decisions; and

PROGRAM The Bachelor of Secondary Education graduates must:

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MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BSED-EDUC 145

COURSE OUTCOMES BSED (Math and Science majors)

and their families.

COURSE CODE EDUC. 145

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MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BSED-EDUC 145

COURSE TITLE Child and Adolescent Learner and Learning Principles

CONTENT OUTLINE AND TIMEFRAME

TIME FRAME COURSE CONTENT /SUBJECT MATTER

UNIT 1 – CONCEPTS AND ISSUES ON HUMAN DEVELOPMENT

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1. Infancy and Toddlerhood

UNIT III – THEORIES ON HUMAN DEVELOPMENT

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MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BSED-EDUC 145

Desired Learning Outcomes Resource Values

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D. Social and Emotional

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D. Socio-emotional and Moral

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COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT

1. Official enrolment form (Form 5) of students should be validated.

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MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BSED-EDUC 145

PREPARED BY: RECOMMEND APPROVAL: APPROVED: