Syllabus MA Foundations of Education 2023

Course Code MA 203 FOUNDATIONS OF EDUCATION
and Title:
Term 2nd Semester 2023 Class Schedule 12:00-3:00(Sat)
BICOL UNIVERSITY Revision Date Co-Requisite/s
Legazpi City Credit 3 units Pre-Requisite/s
Course Placement Type of course
College: Graduate School Faculty Linda B. Campopos, EdD, RGC Consultation Hours
Department: LAL-HUMSS Contact Details 0928343 8886 Lorna M. Mina, PhD
lbcampopos@bicol-u.edu.ph Dean/Director Herbert B. Rosana, PhD
Program: MA in Foundation Program Department Chair Angela Lorenzana, PhD (OIC)
A world-class university producing leaders and
Vision change agents for social transformation and Core Values Scholarship, Leadership, Character, Service
development
Give professional and technical training, and Bicol University commits to continually strive for excellence in instruction, research and
provide advanced and specialized instruction in extension by meeting the highest level of clientele satisfaction and adhering to quality
Mission literature, philosophy, the sciences, and arts Quality Policy standards and applicable statutory and regulatory requirements
besides providing for the promotion of scientific and
technological researches (RA5521, Section 3.0)
Institutional Learning Outcomes:

Every BU graduate should:
1. Demonstrate critical thinking and integrative skills to solve problems and to support lifelong learning;
2. Communicate effectively and appropriately orally and in writing for various purposes with the responsible use ICT tools;
3. Collaborate with diverse people ethically and with mastery of knowledge and skills in given disciplines; and
4. Create knowledge and innovation to promote inclusive development as well as globalization.
Program Learning Outcomes:

Graduates of the MA in Foundation Program are educational leaders who:
1. Demonstrate a comprehensive and in-depth understanding of a complex and coherent body of knowledge (e.g. theories, principles, concepts and skills)
and (e.g. problem-solving and communication skills) that are in the forefront of the foundations of education;
2. Demonstrate the ability to extend knowledge or generate new knowledge through research;
3. Have the expertise to design educational programs and systems to improve educational practice;
4. Exhibit the ability to make informed judgements on complex issues in specific fields of specialization, and of approaching and solving problems
innovative ways; and
5. Manifest social consciousness, concern for aesthetic and cultural heritage, and a deep resolve to promote sustainable development through research
policy actions and advocacy.
BU-F-VPAA-04 Revision: 2
Effectivity: July 8, 2020 Page 1 of 12
Course Description:
The course focuses on the psychological, sociological, anthropological, philosophical, historical, and legal foundations of education. The issues and trends in education are also
explored.
Course Learning Outcomes:

Course Learning Outcomes P1 P2 P3 P4
1. Relate the concepts in human growth and development and educational psychology in I
the analysis and understanding of the nature of the teaching-learning process
2. Analyze issues with in-depth understanding of the underlying principles and theories P
on the different aspects of foundations of education
3.Create innovative solutions to challenges in the analysis of educational situations and P
problems
4. Demonstrate positive attitude imbued with ethics in the awareness of issues and D
trends in the education
Legend: I - Introduced concepts/principles; P - Practice with supervision; D - Demonstrated across different settings with minimal supervision
Course Outline:
Specific Learning Outcomes Learning Content Instructional Delivery Instructional Performance Assessment Time
Resources Standard Tasks/Outputs Allotment
Demonstrate understanding of the A. ORIENTATION (writing of reflection Promotional video of Students should A two-paragraph 1.5 hrs
interrelationship among the VMGO  BUCE VMGO, Overview of the paper on VMGO and BU be able to reflection paper on how
and Quality Policy of the University course content impression on the eCopy of the Course demonstrate the VMGO may be
 Course requirements course) Guide understanding by realized through this
Relate the course learning expressing the course.
 Grading system
outcomes to the VGMO of the E-copy BUCE VMGO interrelationship
Leveling of expectation
College and University among the VMGO
and quality policy
List and take note of the course of the university
requirements and how could it
be realized
through this
course.
Learning Tasks/Activities The students Matrix to articulate the Week 1
Week1 PSYCHOLOGICAL FOUNDATION OF PowerPoint should be able to importance of
At the end of the week, the EDUCATION 1. Using current presentation explain the understanding growth,
Graduate students can: researches, students Video clips concepts learned development and
 Understanding Growth, shall analyze and write Laptop/mobile phones and relate it to the maturation in the
Differentiate growth, development, Development and Maturation their knowledge in the Handout (e-copy) nature of the teaching-learning
and maturation. matrix form the Foundations of teaching-learning process
 Theories and Principles of fundamental concepts. Education: A Work Text process
Explain the Theories of Development Criteria: Rubric focusing
Development and Principles of 2.Class discussion on the on the content and
Development theories and principles of presentation of
development. knowledge on the
Relate the concepts learned in the fundamental
analysis and understanding of the concepts/terms
nature of the teaching -learning
process Accomplished activity
task/s in the Work Text
Learning task/activities The students One-page reflective Week 2

Week 2  Stages of development 1.Class discussion on the PowerPoint should be able to essay to apply the
At the end of the week, the different stages of presentation identify the concept of the three
Graduate students can: development and the Laptop/mobile phones different stages of elements of the
Identify the different stages of concepts of the three Module human teaching-learning
human development  The teacher, the elements of the teaching- Handout (e-copy) development and process with emphasis
learner, and the learning process. Foundations of discuss the three on the K-12 curriculum.
Explain the concepts of the three learning process Education: A Work Text elements of the
(3) elements of the teaching- teaching-learning
learning process process Criteria: Rubric with
focus on making
connections and
analysis
Accomplished activity
Week 3  Types of Learning The students SWOT analysis to Week 3
At the end of the week, the  Theories of Learning task/activities: Handout (e-copy) should be able to demonstrate critical
Graduate students can: Learning 1. Online research on the PowerPoint explain the reflection on the
 Definition of types of learning, theories presentation concepts of the strengths, weaknesses,
Discuss the different types of Motivation of motivation, and the videoclip types of learning, opportunities, and
learning and theories of learning  Types of motivation types of motivation. Module theories of threats of the different
 Theories of 2.SWOT analysis of the Foundations of learning, types of theories of learning in
Explain Motivation and the different different learning Education: A Work Text motivation and order to realize those
motivation
types of motivation and its theories. theories of that are worth to use as
importance in the teaching-learning motivation a guide in the teaching-
process learning process
Criteria: Rubric Focus on

Clarity and depth of
analysis
Week 4  Individual differences and Handout (e-copy) The students Reflection Paper to Week 4
At the end of the week, the diversity of learners Learning task/activities: PowerPoint should be able to demonstrate
Graduate students can: presentation discuss diversities understanding of the role
1.Power point Video clips of the learners and of the teachers in the
presentation focusing on Module the role of the process of learning
diversities of the learners Foundations of teachers in considering learners’
2. Think pair share Education: A Work Text guiding them individual differences or
focusing on experiences towards their an experience of
on handling learners with learning process handling a learner with
exceptionalities exceptionality/ies.
Criteria: Rubric with

focus on reflective
thinking, analysis, and
making process.
Week 5 Handout (e-copy) The students Essay on the influence Week 5
At the end of the week, the SOCIOLOGICAL FOUNDATION OF Learning Tasks/Activities: PowerPoint should be able to of sociological theories
Graduate students can: EDUCATION 1.Web quest research on presentation demonstrate on his/her work as a
the different sociological Video clips understanding of teacher
Discuss comprehensively the  Education and society theories Module the different
concepts of sociological theories  Sociological Theories related 2.Classroom opinion polls Foundations of viewpoints on
related to education to education to indicate student’s Education: A Work Text sociological
agreement or theories
disagreement with Criteria: Rubric with
statement on the different focus on analysis and
viewpoints on clarity of experience,
sociological theories and situational example
related to education
Week 6-7  Peace education The students Concrete illustrations/ Week 6-7
At the end of the week, the  Gender and development Learning task/activities: Handout (e-copy) should be able to applications of how the
Graduate students can:  Pillars of Education 1.Small group discussion PowerPoint demonstrate four pillars of education
using messenger or chat presentation understanding on contribute to lifelong
Expound the value of peace room on how teachers Video clips the value of learning
equip the students with Module peace, gender
Describe gender equality and learning opportunities Foundations of equality and Essay on the
inequality and how they affect guided by the four pillars Education: A Work Text inequality and its relationship between
development of education effect on gender and power
2. Think and Share. development, and
Attributes of a peace create learning Essay: Select an
Illustrate situations in which the four educator which are opportunities attribute of a peace
pillars of education can be applied important in dealing with guided by the four educator which is
students pillars of education considered very
important but which is
not yet your attribute.
Draw a plan that will
enable you to develop
this attitude
Criteria: Rubric with

focus on depth of
analysis and clarity on
the concept being
imposed
Week 8  Inclusive Education The students Week 8
At the end of the week, the  Globalization, education for Learning task/activities: Handout (e-copy) should be able to Write a group research
Graduate students can: sustainable development 1.Web quest on the PowerPoint explain the or a creative
 Education in the new social different concepts related presentation different concepts presentation on the
Discuss the impact of globalization millieu to Inclusive education, Video clips on inclusive impact of globalization
on the process of education globalization and Module education, on education
education in the new Foundations of globalization and
Summarize concepts and ideas social millieu Education: A Work Text education in the Criteria: Rubric with a
gained with focus on educational new social millieu focus on the quality of
trends and issues the research output or
clarity and content of the
presentation
Week 9-10 ANTHROPOLOGICAL FOUNDATION Learning tasks/activities: Handout (e-copy) The students Reflection paper to Week 9-10
At the end of the week, the OF EDUCATION 1. Discussion of PowerPoint should be able to articulate one’s reflection
Graduate students can:  Definition of Anthropology Anthropology, Evolution, presentation explain the on the theory of
 Evolution and the creation of Creation of man and the Video clips different concepts evolution and the
Discuss the main principles and man relation of Anthropology Module of anthropology creation of man
central concepts of socio-cultural  Relation of Anthropology to to social sciences Art works on the and its relation to
anthropology Social Sciences 2.Discussion of culture Creation of Man social sciences, Criteria: Rubric on
 Definition of culture and and multicultural (Biblical and Scientific) culture and reflective thinking and
Discuss the evolution of man and characteristics of culture education Foundations of multicultural analysis
the creation of man  Multicultural education Education: A Work Text education
Discuss the concepts of culture and The students Accomplished activity

its characteristics should be able to task/s in the Work Text
analyze the truth
Explain the role of multicultural behind the
education as an innovative evolution and the
response to change in education creation of man
system
Week 11-13 PHILOSOPHICAL FOUNDATION OF Learning tasks/activities: Handout (e-copy)

At the end of the week, the EDUCATION 1.Discussions on the PowerPoint The students Matrix presentation of
Graduate students can:  Idealism different philosophies of presentation should be able to the different Week 11-13
 Realism education Video clips identify the roles philosophies of
Discuss the nature and functions of  Existentialism Module of the teacher and education, their goals,
educational philosophies in the  Pragmatism Foundations of the students in the roles of the teacher and
analysis of educational situations  Progressivism Education: A Work Text different the roles of the students.
and problems  Social Reconstructionism philosophies of
 Naturalism education Criteria: Rubric Focus on
 Essentialism Clarity and depth of
analysis
 Perennialism
LEGAL FOUNDATION OF
Week 17-18 EDUCATION Learning tasks/activities: The students Creative presentation Week 17-18
At the end of the week, the 1. Class Discussion Handout (e-copy) should be able to of the topics by students
Graduate students can:  Legal Bases of the Philippine through PowerPoint PowerPoint explain in their
Educational System presentation presentation own words and Rubric with focus on
Explain and discuss law, decrees, 2. Students to facilitate Video clips understanding the organization,
 Organization and structure of
acts, and other mandates the creative presentation Module legal bases of delivery, and PPT
the Philippine Educational
supporting educational and to discuss the topics Foundations of Philippine
System
curricular reforms, policies and Education: A Work Text Education and its Accomplished activity
programs organization and task/s in the Work Text
structure
Course Requirements:
Type of Requirements Specific Requirements Modality of Submission Due Date
Tests and Examinations Midterm Examination Onsite Week 9
Final Examination Week 18
Written Outputs Reflection Papers Onsite
Research Paper Analysis 1-Week after giving the
Timeline/Matrix assigned task
Poster/Infographics/Drawing
Written Narratives/Observation Analysis
Journal
Class Participation Attendance during the Scheduled Weekly Meeting Google class might still be used or onsite submission; On given dates as
onsite but onsite class will be followed at all times. scheduled
Responses and Active engagement in the different
class activities provided in the hand-outs and
module
(Faculty will replace or remove or add entries in the table as applicable in the course.)
Community Engagement: (If applicable)

Type of Community Engagement Activities N/A
Title/Name of CE Activities N/A
Duration N/A
Locale N/A
CE Requirement N/A
Lifelong Learning Opportunities

The learning experiences in this course will empower the students to become more self-directed and learn approaches to solve problems and issues in the teaching and learning
in a more innovative way. Research concepts in this course will generate new knowledge on the part of the students.
Course Assessment:
BU Grading System (To include performance standards)
a. BU Grading System
This is the Grading System of the university.
1.0 – 99-100% 1.3 – 96% 1.6 – 93% 1.9 – 90% 2.2 – 87% 2.6 – 82-83% 2.9 – 76-77%
1.1 – 98% 1.4 – 95% 1.7 – 92% 2.0 – 89% 2.3 – 86% 2.7 – 80-81% 3.0 – 75% INC - Incomplete
1.2 – 97% 1.5 – 94% 1.8 – 91% 2.1 – 88% 2.4 – 85% 2.8 – 78-79% 5.0 - Failed
b. System of Computing Grades:

Midterm Grade/Final Grade 30%
Report 30%
Performance Based Assessment (Work Text) 20%
Research Paper/Project 20%
100%
Final Grade = 50%(midterm grade) 50% (tentative grade)
References: (APA Format)

Acero, Victorina O. et.al. Principles and Strategies of Teaching. Quezon City: Rex Bookstore Inc., 2007
Bilbao Purita P., et.al. The Teaching ProfessionQuezon City: Lorimar Printing 2006
DepEd updates retrieved at http://www.deped.gov.ph; http://www.associatedcontent.com; http://www.theteachersguide.com
Gines, Adelaida C. et.al. Developmental Psychology. Quezon City: Rex Printing
Llagas, Avelina T., et.al. Becoming a 21st Century Educational Leader. Quezon City: Lorimar Printing , 2016
Lucas, Maria Rita D. and Brenda B. Corpuz. Facilitating Learning. Quezon City:Lor
Pawillen, Greg T. Teaching Profession. Rex Bookstore Inc., 2016
Pile, Rowena et.al. The Teaching Profession in the Philippine Anvil Publishing Inc., 2013
Reyes, Emerita G. and Erlinda Dizon Curriculum Development. Quezon City: Adriana Pub Co. Inc, 2015
Tamayao, Antonio & Social Dimensions of Education Rex Bookstore Inc., 2013
Tulio, Doris D. Foundations of Education 1. Mandaluyong City: Echanis Press, 2012 www.gov.ph.officialgazette
Required Readings:
American beliefs:Evolution vs Bible’s Explanation of Human. news gallop.com
Characteristics of Culture. https//files.eric.edgov>fullt…
Major Philosophies of Education-Videos & Lessons/Study.
History of Philippine educational system PDF. https://files.eric.ed.gov.fullt....PDF
Suggested Websites:
www.rasmussen.edu
https://blog.prezi.com
https://www.literacyplanet.com
https://www.knowledgehut.com
www.rasmussen.edu
www.rasmussen.edu
https://education.stateuniversity.com
www.peace-ed-campaign.org
https://en.m.wikipedia.org
https://souham.wordpress.com
https://education.stateuniversity.com
www.peace-ed-campaign.org
https://en.m.wikipedia.org
https://souham.wordpress.com
https://www.civilserviceindia.com>...
https://www.yourarticlelibrary.com>...
Course Policies:
Ethical Policies: This course will follow proper ethical standards in all types of learning modalities. Students are expected to follow the different ethical policies stipulated in the Student
Handbook.
Academic Integrity Policy Follow the policies of the university on academic integrity and honesty. This course will strictly implement honesty at all times. Any form of cheating, plagiarism,
use of unauthorized sources and other academic dishonesty shall strictly and promptly be dealt with based on the BU student handbook (see copy of your Student Handbook).
Policies on Absences and Tardiness: The attendance of the students will be checked regularly based on the scheduled participation in an onsite mode of learning. Students are
expected to participate based on agreed schedules. An absence mark will be given if the students failed to follow the given schedules of participation (unless uncontrolled circumstances occurred).
Language of Instruction: The students are expected to use English as the medium of instruction on the other hand, Filipino language may also be used when necessary.
Use of the Learning Management System: The recommended LMS of the university will be used, for instance, google classroom may still be used as the need arises.
Use of Mobile Phones and Gadgets: Mobile phones, laptops, or tablets are necessary to get information and instruction as need arises.
Special/Make-Up Quiz/Examinations/Work: Special make-up quiz and other requirements should be discussed with the professor so that possible adjustments can be made but these
adjustments will be subject to further evaluation and consideration of the teacher.
Dress and Grooming Codes: Students must wear decent attire and must be properly groomed.
Accommodations: Any concerns about the course should be directed or communicated to the professor for possible discussion and consideration.
Statement on Student Wellness: Students’ wellness is the top priority of this course. Thus, for any problem concerning academic difficulty must be course through the professor for
consideration and evaluation.
Advising and Support: Regular consultation with the professor is highly encouraged from the students. A regular scheduled consultation hour is reflected in the course guide.
Caveat: Indicate that you reserve the right to make adjustments or changes throughout the semester. Remind students that they are responsible to learn about these changes if they miss
any class time.
Prepared by: Reviewed by: Approved:
LINDA B. CAMPOPOS
(Signature/s Over Printed Name/s) LORNA M. MIÑA HERBERT B. ROSANA
(Signature Over Printed Name) (Signature Over Printed Name)
FACULTY DEAN, BUCE OIC DEAN, BUGS
(Position) (Position) (Position)
Date: January 16, 2023

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Course Code MA 203 FOUNDATIONS OF EDUCATION

Institutional Learning Outcomes:

Program Learning Outcomes:

Course Learning Outcomes:

Learning task/activities The students One-page reflective Week 2

Criteria: Rubric Focus on

Criteria: Rubric with

Criteria: Rubric with

Discuss the concepts of culture and The students Accomplished activity

Week 11-13 PHILOSOPHICAL FOUNDATION OF Learning tasks/activities: Handout (e-copy)

Community Engagement: (If applicable)

Lifelong Learning Opportunities

b. System of Computing Grades:

References: (APA Format)

Prepared by: Reviewed by: Approved:

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