OBE SYLLABUS

OBE SYLLABUS

I. School SY 2022 – 2023/ 1st Semester

Year/Semester
II. University Vision:    A globally-recognized green research University
committed to excellent service to the nation.
Mission: Foster excellence, holistic and inclusive education
attuned to the demands of a diverse world
towards the formation of productive and value-
laden lives.
Goal: Uphold the tradition of excellence in instruction,
research, extension and productions geared
towards a strong academe-industry interface for
societal development.
Core Values: Respect, Integrity, Social Responsibility,
Excellence, Commitment
Institutional Outcomes:
1. A Professional who is morally upright, socially
responsible and globally employable.
2. A Leader and Innovator who inspires others
and is committed to social transformation and
national development.
3. An Environmental Advocate committed to
research, extension and production initiatives
III. College/Campus College of Education/Main Campus
IV. Program/Degree Bachelor of Technical-Vocational Teacher Education (BTVTEd) major in Food
and Service Management
V. Program This program aims to produce graduates who are able to:
Outcomes A. Articulate and discuss the latest developments in the specific field D
of practice (PQF level 6 descriptor)
B. Effectively communicate orally and in writing using both English D
and Filipino
C. Work effectively and independently in multi-disciplinary and multi- D
cultural teams (PQF level 6 descriptor)
D. Act in recognition of professional, social, and ethical responsibility P
E. Preserve and promote “Filipino historical and cultural heritage” D
(based on RA 7722)
F. Participate in the generation of new knowledge or in research D
and development projects
G. Support local, regional, and national development plans along P
education, environment, socio-economic, health, gender and

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 development, science and technology
H. Articulate the rootedness of education in philosophical, socio- D
cultural, historical, psychological, and political context
I. Demonstrate mastery of subject matter/discipline D
J. Facilitate learning using a wide range of teaching methodologies D
and delivery modes appropriate to specific learners and their
environments.
K. Develop innovative curricula, instructional plans, teaching P
approaches, and resources for diverse learners
L. Apply skills in the development and utilization of ICT to promote P
quality, relevant, and sustainable educational practices
M. Demonstrate a variety of thinking skills in planning, monitoring, P
assessing, and reporting learning processes and outcomes
N. Practice professional, and ethical standards sensitive to the local, P
national and global realities
O. Pursue lifelong learning for personal and professional growth P
through varied experiential and field-based opportunities.

I – Introduced P – Practiced D – Demonstrated

VI. Course Educ. 411 Field Study 1: Observations of Teaching and Learning on Actual
Code/Title School Environment
VII. Course This is the first experiential course, which will immerse a future teacher to
Description actual classroom situation and learning environment where direct
observation of teaching learning episodes that focuses on the application of
educational theories learned in content and pedagogy courses will be made.
Observations on learner’s behavior, motivation, teacher’s strategies of
teaching, classroom management, and assessment in learning among
others shall be given emphasis. A portfolio shall be required in the course.
VIII. Course Credit 3 units (Lecture)
IX. Prerequisite All Professional Education and specialization courses
X. Contact Hours 3 contact hours per week (54 hours a semester)
XI. Course At the end of the course, the students shall be able to:
Outcomes
C
O Description A B C D E F G H I J K L M N O
s
Demonstrate
knowledge of
positive and
C non-violent
O discipline in 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1 the
management
of learner
behavior.
C Demonstrate 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
O knowledge
2 and
understandin
g of learning
environment

2
 s that
motivates
learning.
Seek advice
concerning
C strategies
O that can 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
3 enrich
teaching
practices
Demonstrate
knowledge of
C
teaching
O 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
strategies
4
used in the
classroom
Apply the
appropriate
C teaching
O strategies for 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
5 a specific
subject
matter
Demonstrate
understandin
C
g of concepts
O 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
related to
6
classroom
management
Demonstrate
knowledge
and skills in
identifying
C classroom
O management 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
7 strategies
applied by
teachers in a
given
situation
Evaluate the
use of
appropriate
C management
O strategies to 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
8 solve a
particular
problem
situation
C Demonstrate 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3
 competence
in evaluating
assessment
activities
against
principles of
O
assessment
9
through
analysis of
information
gathered
from
observations

1 – CO has minor contribution to the PO

2 – CO has moderate contribution to the PO
3 – CO has major contribution to the PO

X11. Course Outline/Learning Plan

Desired
Course Teaching Instruc- Ti-
P C Learning
Content/ Textbooks/ and Learning Assessme tional me
O O
Subject References Activities nt Tasks Resources/ Ta-
s s Outcom
Matter (TLAs) Materials ble
es

A 1 At the end A. Expe-riential Practice Teac- Facilitated Completion Modules

B 2 of each Learning 1: hing discussion of (hard and
C 3 chapter, Understanding Hand- and socialized Experiential soft copies)
D 4 the pre- Learner’s book recitation thru Learning 1
E 5 service Behavior Abundo, R., f2f Activities Experiential
F 6 teachers Cantar, Learning 1
G 7 should be 1. Revisiting M. C., Group/Individu Reflection: Activity
H 8 able to: Philosophies Molod, al reporting, What have Template
I 9 and Theories of Q. A., & Simulation, you 7.5
J * Revisit Learning Molod, Interactive observed? hrs.
Laptop,
K the (Behaviorism, C. learning, Think- Do you think Desktop
L different Cognitivism, (2020). pair-share the learners’ Computer or
M philosophi Constructivism, Develop behavior in Mobile
N es and Perennialism, ment Tabular the new Devices
O theories of Essentialism, and Presentation of normal
learning; Progressivism. Evaluati the Different education is Handouts
Reconstructioni on of Learning different and
* Identify sm, etc.) Practice Philosophies from the PowerPoint
positive Teacher and Theories, traditional presentations
and 2. Observation s Proponents, face-to-face
negative in Actual Handbo Description/Co setting?
learner’s Learning ok. ntext and
behavior Environment College Implications What are
in the of your
classroom 3. Reflec-tions Educatio Actual expectations

4
 ; and n, Classroom on the
* Identify Documentation Catandu Observations learner’s
interventio s anes behavior in
n/s State Listing of the modality
applied by Universit student’s used today?
the y. behavior during
teacher in lesson, Identify pros
handling Lucas, M. R. D., identification of and cons in
learner’s Borabo, positive and today’s
behavior; M. L., negative learning
and Bilbao, P. behaviors environment
* Reflect P., & and how do
on own Corpuz, B. Identification of these affect
personal B. (2020). interventions learner’s
motivating Field employed by behavior?
strategies Study 1: the Resource
in Observati Teacher Scoring
handling ons of Rubric for
learner’s Teaching- Experiential
behavior Learning Learning 1
in Actual
School
Environm
ent.
Lorimar
Publishing
, Inc.
DepEd. (2017).
Philippine
Profession
al
Standards
for
Teachers.
Departme
nt of
Education.
https://ww
w.deped.g
ov.ph/wp-
content/up
loads/201
7/08/DO_s
2017_042-
1.pdf

A 1 * Revisit B. Experiential Practice Facilitated Completion Modules

B 2 the Learning 2: Teachin discussion of (hard and
C 3 different Motivating g and socialized Experiential soft copies)
D 4 motivation Learners and Handbo recitation thru Learning 2
E 5 al theories Self ok f2f Activities Experiential
F 6 and how Learning 2
G 7 could it be 1. Revisiting Abundo, R., Group/Individu Identification Activity
H 8 applied in Different Cantar, al reporting, of strategies Template
I 9 the actual Motivational M. C., Simulation, employed

5
J learning Theories in Molod, Interactive by the Laptop, 9hrs.
K scenario; Education Q. A., & learning, Think- Resource Desktop
L (Intrinsic and Molod, pair-share Teacher Computer or
M * Observe Extrinsic, Self- C. Mobile
N how a determination, (2020). Tabular Writing of Devices
O learner ARCS, Social Presentation of personal
participate Cognitive and Lucas, M. R. D., the Different philosophy Handouts
s in Expectancy Borabo, Motivational of teaching and
activities Theory) M. L., Theories in PowerPoint
given by Bilbao, Education Scoring presentations
the 2. Observation P. P., & (what the Rubric for
teacher in Actual Corpuz, theory says, Experiential
and how Learning B. B. how could I use Learning 2
this Environment (2020). this theory and
learner giving of
interacts 3. Reflections DepEd. (2017). concrete
with their and examples
peers; Documentation
s Actual
* Interview Classroom
a learner Observations
regarding
what Interview a
motivates learner: “What
them in motivates you
attending in learning
classes; amidst the
present
* Identify situation?”
strategies
applied by Creating an
the essay “Why I’m
teacher in so Motivated?
motivating Am I?”
learners
and the
effect
these
strategies
have on
the
performan
ce of
learners;

* Reflect
on own
personal
motivating
strategies
in
accomplis
hing tasks
daily; and
Write a

6
 personal
philosoph
y in life
that would
help
motivate
more.

A * Revisit C. Experiential Practice Facilitated Completion Modules

B 1 various Learning 3: Teachin discussion of (hard and
C 2 teaching Selecting g and Experiential soft copies)
D 3 and Appropriate Handbo socialized Learning 3
E 4 learning Teaching ok Activities Experiential
recitation
F 5 strategies; Strategies Learning 3
G 6 thru f2f 9hrs.
Abundo, R., Lesson Activity
H 7 * Observe 1. Revisiting Cantar, Planning (at Template
I 8 Group/Individu
how a Various M. C., least 2
J 9 al reporting,
teacher Teaching and Molod, lesson Laptop,
K Simulation,
apply a Learning Q. A., & plans) Desktop
L Interactive
certain Strategies Molod, following the Computer or
M learning, Think-
teaching Used in C. DepEd Mobile
N pair-share
strategy in Different (2020). format (DO Devices
O Discussion on
discussing Learning 42, s. 2016)
the Different
a topic; Environments Lucas, M. R. D., As a future Handouts
Teaching and
Borabo, teacher, list and
Learning
* Identify 2. Observation M. L., down the PowerPoint
Strategies
the steps in Actual Bilbao, advantages presentations
used in Learning P. P., & and
Actual disadvantag
the Environment Corpuz,
Classroom es of the
applicatio B. B.
Observations integration
n of a 3. Reflections (2020).
focusing on the of
certain and teaching technology
teaching Documentation DepEd. (2017). strategies in the
strategy. s employed by teaching
the teacher: learning
* Make a
lesson process.
 Lecture How can
plan
Method you
reflecting
 Case maximize
the
Method learning
strategy
 Discussion while
chosen;
 Active integrating
and
Learning technology?
 Cooperativ
* Write a e Learning
reflection Create an
 Technolog Essay titled
paper on y-
teaching “Assessing
Integrated Technologic
strategy. Approach al
 Distance Competency
Learning : What Can I
 Visualizatio Do on my
n Strengths
 Cooperativ and
e Learning

7
  Inquiry- Weaknesse
based s?”
instruction
 Differentiati Scoring
on Rubric for
Experiential
Contextualizati Learning 3
on

Identification
and
Classification of
Different
Learning
Resources
Available in the
School

A 1 * Revisit D. Experiential Practice Facilitated Completion Modules

B 2 the Learning 4: Teachin discussion of (hard and
C 3 different Strengthening g and Experiential soft copies)
D 4 classroom Classroom Handbo socialized Learning 4
E 5 managem Management ok Activities Experiential
recitation
F 6 ent Learning 4
G 7 practices thru f2f
1. Revisiting Abundo, R., Formulating Activity
H 8 in Different Cantar, own Template
I 9 teaching Group/Individu 12hr
Classroom M. C., classroom
J and al reporting, s.
Management Molod, managemen Laptop,
K learning. Simulation,
Practices in Q. A., & t, rules and Desktop
L Interactive
Traditional and Molod, routines Computer or
M learning, Think-
* Identify New Normal C. Mobile
N pair-share
problems Learning (2020). Reflective Devices
O related to Environment Essay: Is
classroom Classroom
Lucas, M. R. D., classroom Handouts
managem Management
2. Observation Borabo, managemen and
ent; Practices in the
in Actual M. L., t really that PowerPoint
Traditional and
Learning Bilbao, important? presentations
New Normal
* Propose Environment P. P., & Why and
Classroom:
solutions 3. Reflections Corpuz, why not?
Discussion of
to the and B. B. How are you
nature and
problems Documentation (2020). going to
Implications for
related to s consistently
practice
classroom DepEd. (2017). and
managem systematical
ent; Actual ly implement
Classroom those?
Observations When is the
* Identify
the time are you
classroom Analysis of going to
managem classroom open to
ent management changes in
strategies practices of the your set
applied by resource classroom
teachers teacher managemen
in the t routines?

8
 classroom Compare and
; and Contrast: Scoring
Classroom Rubric for
* Reflect Management in Experiential
on the Pre-Pandemic, Learning 4
importanc Pandemic and
e of Post-Pandemic
classroom Learning
managem Environments
ent in the
learning
process.

A 1 * Revisit E. Experiential Practice Facilitated Completion Modules

B 2 assessme Learning 5: Teachin discussion of (hard and
C 3 nt for, as Assessing g and Experiential soft copies)
D 4 and of Learning Handbo socialized Learning 5
E 5 learning; ok Activities Experiential
recitation
F 6 1. Revisiting Learning 5
G 7 thru f2f
* Observe Assessment Abundo, R., Scrutinize Activity
H 8 various for, as and of Cantar, the Template
I 9 Group/Individu 13.5
assessme Learning M. C., assessment
J al reporting, hrs.
nt Molod, tool used by Laptop,
K Simulation,
activities 2. Observation Q. A., & your Desktop
L Interactive
used by in Actual Molod, resource Computer or
M learning, Think-
the Learning C. teacher Mobile
N pair-share
teacher; Environment (2020). based on Devices
O the
Interactive principles of
* Analyze 3. Reflections Lucas, M. R. D., Handouts
Discussion of assessment
the and Borabo, and
Assessment and share
assessme Documentation M. L., PowerPoint
for, as, and of your
nt activity s Bilbao, presentations
Learning realizations.
provided P. P., &
by the Corpuz, With Messenger,
teacher B. B. Interview your learner-
resource Google
guided by (2020). centered, Classroom,
the teacher about outcomes-
the classroom Zoom and/or
principles DepEd. (2017). based Google Meet
of assessment education,
assessme best practices authentic
nt; in the new assessment
normal and and other
how did they assessment
* Identify
evolve principles in
the
comparing from mind, are
purpose of
the traditional the
assessme
classroom assessment
nt in a
given tools
situation; Compilation of commensur
and Assessment ate to
Tools Used by student’s
the Resource learning?
* Classify
Teacher Why or why
the
assessme not?
nt activity How should a

9
 whether teacher find out Scoring
traditional if students Rubric for
or understand the Experiential
authentic. lesson while Learning 5
teaching is in
progress? Is it
enough? If not,
what
techniques are
you going to
intend to do?

Clearly explain
“The student is
at the heart of
all types of
assessment.”

XII. Suggested Readings and
References
Why should
assessment
tasks be
aligned to the
learning
objectives of
the lesson?
Reflect on your
past
experiences on
assessment
you have been
through. How
are you going
to learn from it?
FINAL EXAMINATION 1.5
List of DepEd COVID-19 Memoranda from https://www.deped.gov.ph/wp-
content/uploads/2021/02/20210123_Summary-of-DepEd-COVID-19-
Memoranda_v19.pdf
List of DepEd Policies FY 2021 from https://www.deped.gov.ph/wp-
content/uploads/2021/08/AnnexB-FY-2021-BAR-1-Q2.pdf
List of DepEd Policies FY 2020 from https://www.deped.gov.ph/wp-
content/uploads/2020/07/FY-2020-BAR-1-Q1-Annex-B.pdf
DepEd Order No. 14 S. 2020 – Guidelines on the Required Health
Standards in Basic Education Offices and Schools from
https://www.deped.gov.ph/wp-content/uploads/2020/06/DO_s2020_014.pd
f
Policy Guidelines on the K-12 Basic Education Program from
https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pd
f
CHEd Memorandum Orders relevant to your field of specialization: CMO
No. 74 (BEEd), 75 (BSEd), 79 (BTVTEd), 80 (BPEd) and 82 (BCAEd) s.
2017
DepEd Child Protection Policy (DO No. 40 S. 2012) from
https://www.deped.gov.ph/wp-content/uploads/2012/05/DO_s2012_40.pdf
DepEd Order No. S. 2015 – Hiring Guidelines for Teacher I Positions
Effective School Year 2015-2016 from

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XIII. Course Requirements
XIV. Course Policies
XV. Grading System
(Per Board Resolution
Nos.3,4 & 5, S. 2016)
XVI. Consultation Time/Venue
Prepared by:
NENITA T. ROBLES, Ed. D.
Asso. Prof. II
Date: _______________
https://www.deped.gov.ph/2015/03/27/do-7-s-2015-hiring-guidelines-for-
teacher-i-positions-for-school-year-sy-2015-2016/
Republic Act 7836: Philippine Teachers Professionalization Act of 1994
from https://pcw.gov.ph/republic-act-7836-philippine-teachers-
professionalization-act-of-1994/
Guidelines on the Implementation of Flexible Learning (CMO No. 4 S.
2020) from https://ched.gov.ph/wp-content/uploads/CMO-No.-4-s.-2020-
Guidelines-on-the-Implementation-of-Flexible-Learning.pdf
Republic Act 10173 – Data Privacy Act of 2012 from
https://www.privacy.gov.ph/data-privacy-act/
Republic Act 10627 – Anti-Bullying Act of 2013 from
https://lawphil.net/statutes/repacts/ra2013/ra_10627_2013.html
Republic Act 4670 – Magna Carta for Public School Teachers from
https://lawphil.net/statutes/repacts/ra1966/ra_4670_1966.html
1. Written (Midterm and Finals) Examinations
2. Projects/Outputs/Performances, Quizzes, Written Reports,
Reaction/Reflection Papers
3. Attendance and Recitation/Active Participation in the class
4. Reflection Papers
5. FS Experiential Learning Activities
1. Only students with reasonable absences from the class will be
given examination and quizzes missed.
2. Projects will be due a week before the midterm and final
examination or as agreed upon. Late submission shall no longer be
given a grade higher than 2.0
3. Cheating and plagiarism are NOT allowed. Students caught
doing these acts shall be dealt with in accordance with the
provisions in the Student Handbook.
4. All sanctions for major college offenses, major academic
offenses and major personal offenses will be dealt with accordingly
as reflected in the student handbook (approved as Per Board of
Regents Resolution No. 44 series 2018).
Quizzes/Homework/Seatwork/Problem Sets 30%
Written Output/Performance (Skills-Based; 40%
Psychomotor)
Midterm Exam/Final Exam 30%
TOTAL 100%
Final Grade = (Midterm Grade) + (Tentative Final Grade) / 2
Wed. 8:30- 11:00/ 1:30- 4:00 / Portal
Reviewed by:
MARIA SHEILA R. GREGORIO, Ed. D.
Department Chairman
Date: ____________________
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Approved: Concurred:

ERIC V. EVANGELISTA, MAEd LILY P. CUSTODIO, Ph. D.

Dean VP, Academic Affairs
Date: __________________ Date:________________

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