COLLEGE OF EDUCATION

TOPIC TOPIC OUTLINE FOR REPORTING

OUTLINE CURRICULUM DEVELOPMENT

DIRECTIONS

1. Use any word processing software like MS Word, Google Docs, etc.
(Make sure you can convert it in PDF format)
Note: After opening the file in Google docs, kindly download the file as
docs.
2. Use the following text formatting for your Portfolio.
Font Style : Century Gothic
Font size : 12
Margin : Normal
Line Spacing :2
Line Alignment : Justify
3. Read carefully and understand the rubric and used it as your guide in doing
the Topic Outline
4. Use the template below in naming your file
(Surname_PORTFOLIO) Example: HULAR_PORTFOLIO
5. Save your TOPIC OUTLINE as PDF File and turn-in it into your google
classroom.
6. Once you have turned in your assignment, you may leave a private
message to your teacher in google classroom for confirmation.

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GUIDELINES FOR CREATIVE E- PORTFOLIO

A. PARTS OF THE TOPIC OUTLINE

I. TOPIC
A. Sub-topics
1).
2).
3).

II. OBJECTIVES
A).
B).
C).

III. MOTIVATION

IV. LESSON PROPER

V. CONCLUSION/ SUMMARY

VI. EVALUATION

B). GUIDELINES FOR TOPIC

• The topic that is/are assigned to you or you choose in the Topic Outline.
(Click the link below for the reference) of your chosen TOPIC.
https://docs.google.com/spreadsheets/d/1cBQn-x2l-
M_9XQaLaAVfq9ws877WFsRS/edit?usp=sharing&ouid=102127054952796435440&r
tpof=true&sd=true

• For the sub-topics, they are a topic that is part of a broader or more
general topic. each topic branches off into subtopics.
• For example, the topic is Historical Development of Adult Learning, the
sub-topics can be, are the different periods of adult learning

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development or the different per

C). GUIDELINES FOR CREATING AN OBJECTIVE

• Objectives should be concise, specific and should adequately define the
level of your presentation. Avoid words like understanding, learn, and know.
They are not measurable because there is no product involved.
• Learning objectives have two parts: an action verb and a content area.
Utilize the action verb to specify the desired student performance followed
by a specific description of the course-specific content target.
• Keep statements short and focused on a single outcome. This allows
instructors to determine whether or not an objective has been met without
having to distinguish between partial completion or success.
• To ensure that learning objectives are effective and measurable, avoid
using verbs that are vague or cannot be objectively assessed. Use active
verbs that describe what a student will be able to do once learning has
occurred.
• Learning objectives should be student-focused and target the expected
student outcome. To assist in maintaining a student-centered emphasis,
start learning objectives with the phrase "The learner/student will be able
to. . ."
• Learning objectives should be SMART (specific, measurable, acceptable to
the instructor, realistic to achieve, and time-bound with a deadline).
• Include complex or higher-order learning objectives when they are
appropriate. Most instructors expect students to go beyond memorization
of facts and terminology; learning objectives should reflect instructors'
expectations for student performance.
• Utilize learning objectives as a basis for course preparation. Learning

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objectives should match instructional strategies and assessment
requirements.
• When writing objective statements, ask yourself these questions:
1. Does the objective focus on student performance?
2. Is the task measurable or observable?
3. What criteria will I use to establish that the objective has been
reached?
4. Have you avoided words like understanding, learn, and know?
Note: Not all lessons result in a tangible product. Therefore, when students verbally
demonstrate their learning, the measurable action involves telling, explaining, or
discussing.

D). MOTIVATION
• For motivation, choose an activity that will introduce the activity to the
students.
• It can be a form of a quiz, video presentation, games, etc.
• Search on the internet for what activity is applicable for the lesson.
• Use the provided link to search for an activity for motivation.
• https://www.embibe.com/exams/top-25-classroom-activities-for-
school-students/
• Make sure that the motivation will be aligned with your objectives.
• After the activity makes sure to provide a guide question that will introduce
the lesson.
• If it’s a video presentation provide the URL if it’s a game or activity. Includes
the mechanics or provides instruction for the learners.
• Motivation should last for only 5 minutes only.

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E). GUIDELINES IN CREATING THE LESSON PROPER
• This part of the topic outline, includes the PowerPoint presentation slide, the
explanation for each slide.
• Make a detailed outline for the presentation slides and the explanation on
each slide based on the topic outline.
• Read and follow the guidelines in doing the PowerPoint presentation:
https://www.mcgill.ca/skillsets/files/skillsets/powerpointguidelines.pdf

F. GUIDELINE IN DOING THE CONCLUSION AND SUMMARY

• This part is included in the PowerPoint as well.
• Topic sentence. Fresh rephrasing of the thesis statement.
• Supporting sentences. Summarize or wrap up the main points in the body
of the essay. Explain how ideas fit together.
• Closing sentence. Final words. Connects back to the introduction. Provides
a sense of closure.
• It should be in bullet form.
• Create a statement that will summarize the lesson using 1 – 2 sentences.

G. EVALUATION
• Create a 10 questions quiz about the topic.
• The type of quiz can be multiple choice or True or False.
• Include the quiz in the topic outline, once approved it will be put into
google form and it will be served as a quiz on the said topic. If you are the
reporter then you are exempted from the said quiz.
• If the topic consists of 2 to 3 reporters, talk to your group mates and talk
about what item should be included in the quiz since 1 topic is equivalent
to 1 quiz.

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NAME: WEEK:
EXPECTED DATE OF REPORT:

I. TOPIC: HISTORICAL DEVELOPMENT OF ADULT LEARNING

A: Sub-topics:
1). Etymology of the word Andragogy
2). Rosenstock’s’ and Andragogy
3). Edward Lindeman
4). Malcolm Knowles
5). Criticism of Adult Learning
6). Heutagogy

II. OBJECTIVES
After the discussion the students are able to:
A). Discuss the meaning of Andragogy based on its
etymology
B). Explain the historical development of Adult Learning
C). Differentiate the concept of Edward Lindeman and
Malcolm Knowles in relation to adult learners.

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III. MOTIVATION
VIDEO PRESENTATION:
Title: History of Andragogy
Source: YouTube
URL: https://www.youtube.com/watch?v=FoCldKZvmcs
Guide Questions:
1). What is the video all about?
2). What insights that you can get from the video?
3). If there’s one thing in the video

IV. Lesson proper

Slide 1 (Title Page)
Historical Development of Adult Learning

Exp. (Give a short introduction about the topic) 2 to 3 sentences will do.
Include also your name, yr. and sec.

Slide 2 (Topic and the sub-topics)

I. TOPIC: HISTORICAL DEVELOPMENT OF ADULT LEARNING
A: Sub-topics:
1). Etymology of the word Andragogy
2). Rosenstock’s’ and Andragogy
3). Edward Lindeman
4). Malcolm Knowles
5). Criticism of Adult Learning
6). Heutagogy

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Slide 3 (Motivation)
Slide 4 (Lesson Proper)
Note: The bullet words are
The etymology of the word Andragogy only words that should be
• Alexander Kapp in 1833 in the slides. On the other
• Plato’s education theory hand, explanation should
• Andra (man) be mentioned during the
discussion.
• Agogos (leading
• (Leading Man)
Explanation:
The term andragogy was originally formulated by a German teacher,
Alexander Kapp, in 1833 (Nottingham Andragogy Group 1983: v). He used
it to describe elements of Plato's education theory. Andragogy (and-
meaning 'man') contrasted with pedagogy (paid- meaning 'child' and
agogos meaning 'leading') therefore, andragogy means, (Leading Man).

V. CONCLUSION

Slide 47
Summary
• Rogers (1951) suggested that learning is natural ‘like breathing’ and
that it is an internal process controlled by the learner.
• People know how to learn, they did it from birth until they went to
school. It’s a question of helping them remember how to do it.
• We need to help people have confidence in their perceptions and
how to question their interpretation of reality, within a framework of
competence.

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Explanation:
You can just read the conclusion posted on the slides, but is there anything
you want to explain then so be it.

VI. EVALUATION
DIRECTIONS: Read each item carefully and choose the correct answer.
1. Transformational learning refers to:
a. learning skills/knowledge in the context in which they will be used
b. learning that is very active or hands-on
c. learning that involves a degree of personal maturation or growth
d. all of the above
e. none of the above

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