Republic of the Philippines

Eulogio “Amang” Rodriguez Institute of Science & Technology

COLLEGE OF EDUCATION
Bachelor of Science in Education
Nagtahan, Sampaloc, Manila

OUTCOME-BASED TEACHING AND LEARNING (OBTL) PLAN

INSTITUTE PHILOSOPHY INSTITUTE MISSION INSTITUTE VISION INSTITUTE CORE VALUES
 As a state college, Eulogio "Amang" Rodriguez Institute of Science and Technology  Turn out vocationally, technically,  EARIST is envisioned to  E – Excellence
(EARIST) believes that the education is not an area of knowledge that can be technologically, and scientifically trained be a center of excellence  A – Accountability
arrogated unto itself by one profession, nor it is a division separate and distinct graduates who will be economically in trades, business, arts,  R – Resourcefulness
from the society and the times in which it flourishes. It is a plexus of knowledge and productive, self-sufficient, effective, science and technology  I – Integrity
skills applied to the economic, social and moral development of a self-actualized and responsible, and disciplined citizen of education.  S – Service
productive citizenry. the Philippines.  T - Teamwork

COLLEGE GOALS PROGRAM INTENDED LEARNING OUTCOMES (PILO)

 Prepare teachers to teach the sciences,
mathematics, technological and entrepreneuraial
specialization in the elementary and special
education, secondary and tertiary levels.
 Prepare individuals to contribute to social ,
moral and economic development and wise
conservation of natural resources through
vocational, scientific and technological
education.
PROGRAM GOALS
 The BSEd degree program aims to develop
highly motivated and competent teachers
specializing in the content and pedagogy for
secondary education.
The BSEd degree program graduates must be
able to:
(Common to all programs in all types of schools)
1. articulate and discuss the latest developments
in the specific field of practice. (PQF level 6
descriptor)
2. effectively communicate in English and Filipino,
both orally and in writing.
3. work effectively and collaboratively with a
substantial degree of independence in multi-
disciplinary and multi-cultural teams (PQF
level 6 descriptor)
4. act in recognition of professional, social and
ethical responsibility.
5. preserve and promote “Filipino historical and
cultural heritage” (based on RA 7722)
(Common to Teacher Education)
6. articulate the relatedness of education in
philosophical, socio-cultural, historical,
psychological and political.
7. demonstrate mastery of subject
matter/discipline
8. facilitate learning using a wide range of
teaching methodologies and delivery modes
Appropriate to specific learners and their
environments
9. develop innovative curricula, instructional
plans, teaching approaches and resources
for diverse learners
10. apply skills in the development of and
utilization of ICT to promote quality,
relevant and sustainable educational
practices.
11. demonstarte a variety of thinking skills in
planning, monitoring assessing and
reporting learning processes and outcomes.
12. practice professional and ethical teaching
standards sensitive to the local, national
and global realities
13. pursue lifelong learning for personal and
professional growth through varied
experiential and field-based opportunities
(Common to graduates of a horizontal type
of institution as defined in CMO 46, 2012)
14. demonstrate service orientation in their
respective professions
15. qualified for various types of employment and
participate in development activities and
public discourses, particularly in response to
the needs of the communities they serve.
16. contribute to the generation of new
knowledge by participating in various
research and development projects.
(Common to graduates of State Universities
and Colleges as required in RA 7722
otherwise known as Higher Education Act
of 1994)
17. develop competencies to support “national,
regional and local development plans” .

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Course Code PEDTCSOL Credit Units 3 units (lec) Course Prerequisites None
Course Title The Teacher and the Community, School Contact Hours Pre-requisite To
3 hrs/week NONE
Culture and Organizational Leadership

The course focuses on society as a context upon which the schools have been established. Educational philosophies that are related to society as a foundation of
Course Description schools and schooling shall be emphasized. Further, principles and theories on school culture and organizational leadership shall be included to prepare
prospective teachers to become school leaders and managers.

Course Intended Learning Outcomes (CILO)

After completing this course, the student is expected to present the following learning outcomes in line with the Expected EARIST Graduate Elements (EDGE).
Expected EARIST Graduate Elements (EDGE) Learning Outcomes
At the end of this course, the students should be able to:
 Problem Analysis (PS)
 articulate the rootedness of education in the philosophical, socio-cultural, historical, legal and political context.
 Development of Solutions
 establish school-community partnerships to enrich the learning environment and to strengthen community’s
(DoS)
engagement in the educative process.
 Global Citizenship (GC)
 link teaching-learning to the experiences, interests and aspirations of the wider school community and other
 Collaboration &
stakeholders
Communication (CaC)
 demonstrate fulfilment of the professional obligation to uphold professional ethics, accountability and
 Professionalism and
transparency.
Ethics (PaE)
 promote professional and harmonious relationships with internal and external stakeholders.
 Lifelong Learning (LL)
 discuss leadership and management styles that establish positive school culture for effective school performance.

PROGRAM MAPPING GRID COURSE MAPPING GRID

The Intended Learning Outcomes of the BSE-SCIENCE emphasize the development of The various topics in this course emphasize the development of the expected
the expected graduate attributes according to the grid shown below: graduate attributes according to the grid shown below:
PILO PS DoS GC CaC PaE LL PILO PS DoS GC CaC PaE LL UNIT PS DoS GC CaC PaE LL
1 3 2 13 1 2 3 3 Philosophical Thoughts on Education 2 1 2 3 3 3
2 3 2 14 1 2 2 3 Historical Foundation of Education 2 2 2 3 3 3
3 2 2 15 1 2 2 3 Social Science Theories and Their 2 2 2 3 3 3
4 2 3 16 1 2 2 3 Implications to Education
5 2 17 1 2 2 3 The Strengths and Weaknesses of the 2 2 2 3 3 3
6 1 2 Filipino Character
7 3 3 Global Issues That Concern Schools and 2 2 2 3 3 3
8 3 3 Society
9 3 3 The How and Why Of School and 2 2 2 3 3 3
10 3 3 Community Partnership
11 2 3 The Teacher and the Community 2 2 2 3 3 3
12 1 2 2 Organizational Leadership and SBM 2 2 2 3 3 3
Legend: 3 = To a Large Extent; 2 = To Some Extent; 1 = To a Little Extent Legend: 3 = To a Large Extent; 2 = To Some Extent; 1 = To a Little Ext

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 TEACHING AND LEARNING PLAN
Suggested Learning and
Intended Learning Outcomes Output
Week Content Assessment Tasks (ATs) Teaching/Learning Teaching Support
(ILO) Materials
Activities (TLAs) Materials (LTSM)

1 Orientation  Be aware of VMGO, PILOs,  Orientation

Discussion of VMGO, PILOs and CILOs and subject
CILOs and Subject Requirements requirements.

Modular Learning Modular Learning: Modular Learning: Modular

Philosophical Thoughts on  Discuss philosophical  Self-paced Study *Module Learning:
2 Education thoughts on education Module Practice Exercises  Independent Module
 John Locke: The Empiricist Learning Online Learning: Exercises
based on the given six
 Herbert Spencer: Utilitarian  Concept Map *Google Classroom Output
philosophies Online Learning *Laptop
 John Dewey: Learning Through
Experience Online Learning *Wi-Fi Online
Online Quiz  Online Virtual  *Cellular Phone Learning:
 George Counts
 Discussion Google
 Theodore Brameld
 Visual Classroom
 Paulo Freire
Presentation Classwork

using Powerpoint
Modular Learning Modular Learning: Modular Learning: Modular
Historical Foundation of  Trace the history of  Self-paced Study *Module Learning:
Education education in the Module Practice Exercises  Independent Module
3–4  Education in Primitive Society Philippines Learning Online Learning: Exercises
 Key Periods in Education History  Concept Map *Google Classroom Output
 The History of the Philippine Online Learning *Laptop
Educational System Online Learning *Wi-Fi Online
Online Quiz  Online Virtual *Cellular Phone Learning:
 Discussion Google
Visual Presentation Classroom
using Powerpoint Classwork

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 Suggested Learning and
Intended Learning Outcomes Assessment Tasks
Week Content Teaching/Learning Teaching Support Output Materials
(ILO) (ATs)
Activities (TLAs) Materials (LTSM)
Social Science Theories and Modular Learning Modular Learning: Modular Learning: Modular
their Implications to  Explain the three social  Self-paced Study *Module Learning:
Education science theories and Module Practice  Independent Learning Module Exercises
 Three Social Theories: their implications to Exercises  Concept Map Online Learning: Output
5–6 A. Structural-functional *Google Classroom
education.
Theory Online Learning *Laptop Online Learning:
 Online Learning  Online Virtual *Wi-Fi Google Classroom
B. Conflict Theory
C. The Symbolic Interactionist Discussion *Cellular Phone Classwork
Theory Online Quiz Visual Presentation using
 Implications to Teaching  Powerpoint
and Weakness of Symbolic
Interaction Theory

Modular Learning Modular Learning: Modular Learning: Modular

The Strengths and  Discuss the strengths  Self-paced Study *Module Learning:
Weaknesses of the Filipino and weaknesses of the Module Practice  Independent Learning Module Exercises
Character: A Socio-Cultural Filipino character. Exercises  Concept Map Online Learning: Output
*Google Classroom
Issue
Cite ways by which schools Online Learning *Laptop Online Learning:
 Weaknesses of the Filipino
Online Learning  Online Virtual *Wi-Fi Google Classroom
Character cited in a Report can counteract these
Discussion *Cellular Phone Classwork
weaknesses
Online Quiz Visual Presentation using
Value Education in Schools
Powerpoint

Modular Learning Modular Learning: Modular Learning: Modular

Global Issues that Concern  Discuss or explain  Self-paced Study *Module Learning:
Schools and Society global issues that Module Practice  Independent Learning Module Exercises
 Top Ten Global Issues and How concern schools and Exercises  Concept Map Online Learning: Output
Can They be Addressed *Google Classroom
society today.
7-8  The 17 Sustainable Online Learning *Laptop Online Learning:
Development Goals Online Learning  Online Virtual *Wi-Fi Google Classroom
 Global Issues, SDGs 2015-2030 Discussion *Cellular Phone Classwork
and Education Online Quiz Visual Presentation using
 Powerpoint

9 Midterm Examination Summative Examination

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 Suggested Learning and
Intended Learning Outcomes Assessment Tasks
Week Content Teaching/Learning Teaching Support Output Materials
(ILO) (ATs)
Activities (TLAs) Materials (LTSM)
Modular Learning Modular Learning: Modular Learning: Modular
The Why and How of school  Explain what school and  Self-paced Study *Module Learning:
and Community Partnership community partnership Module Practice  Independent Learning Module Exercises
 Opportunities for School- means and its legal Exercises  Concept Map Online Learning: Output
10 – 13 Community Partnership *Google Classroom
basis.
 What Schools Can Do for Online Learning *Laptop Online Learning:
 Cite examples of school- Online Learning  Online Virtual *Wi-Fi Google Classroom
Communities in Return
community Discussion *Cellular Phone Classwork
 Learning from the Experiences
of Schools and Community partnerships. Online Quiz Visual Presentation using
Partners  Powerpoint
 Sociological Basis of School-
Community Partnership
 Legal Basis for Parents and
Community Involvement

Modular Learning Modular Learning: Modular Learning: Modular

The Teacher and the  Self-paced Study *Module Learning:
Community: Teacher’s Ethical  Elaborate on community Module Practice  Independent Learning Module Exercises
and Professional Behavior expectations from Exercises  Concept Map Online Learning: Output
teachers and vice versa. *Google Classroom
 Teacher as Facilitator of Online Learning *Laptop Online Learning:
Describe teachers’ ethical Online Learning  Online Virtual *Wi-Fi Google Classroom
Learning
Discussion *Cellular Phone Classwork
 Teacher Leadership and and professional behaviour
Online Quiz Visual Presentation using
Initiative for Community in the community by giving
examples. Powerpoint
Participation
 Professional Teacher with
Honor and Dignity, Attitude
Towards Local Customs and
Traditions

The Professional Teacher and

Information Update, PTA, School
Governing Council, Government
Officials and Other Professionals

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 Suggested Learning and
Intended Learning Outcomes Assessment Tasks
Week Content Teaching/Learning Teaching Support Output Materials
(ILO) (ATs)
Activities (TLAs) Materials (LTSM)
Modular Learning Modular Learning: Modular Learning: Modular
Organizational Leadership  Distinguish between  Self-paced Study *Module Learning:
 Organizational Leadership and leadership and Module Practice  Independent Learning Module Exercises
14 - 15 Leadership Versus Management management. Exercises  Concept Map Online Learning: Output
 Types of Skills Demanded of *Google Classroom
 Discuss the different
Leaders Online Learning *Laptop Online Learning:
management styles and Online Learning  Online Virtual *Wi-Fi Google Classroom
 Sustaining Change
its impact to teachers Discussion *Cellular Phone Classwork
and learners. Online Quiz Visual Presentation using
 Powerpoint

Modular Learning Modular Learning: Modular Learning: Modular

The School Head in School-  Discuss the advantages,  Self-paced Study *Module Learning:
Based Management (SBM) disadvantages and Module Practice  Independent Learning Module Exercises
16  Meaning of SBM and demands of SBM. Exercises  Concept Map Online Learning: Output
*Google Classroom
Principle of Subsidiarity
Explain the roles, functions Online Learning *Laptop Online Learning:
 Advantages and Legal Basis Online Learning  Online Virtual *Wi-Fi Google Classroom
of SBM and competencies of school
Discussion *Cellular Phone Classwork
heads in SBM.
Online Quiz Visual Presentation using
Factors of School Effectiveness Powerpoint
and Accreditation System for
Basic Education
Modular Learning Modular Learning: Modular Learning: Modular
17 Creating a Positive School  Discuss how school  Self-paced Study *Module Learning:
Culture culture affects learning Module Practice  Independent Learning Module Exercises
 School Culture, Climate and and cite ways by which Exercises  Concept Map Online Learning: Output
*Google Classroom
Elements of a Positive learners can contribute
Online Learning *Laptop Online Learning:
Culture to the building of Online Learning *Wi-Fi Google Classroom
 Online Virtual
 Shared Norms: Teacher and positive culture. Discussion *Cellular Phone Classwork
Student Norms Online Quiz Visual Presentation using
 Powerpoint

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 Intended Learning Suggested Learning and
Assessment Tasks
Week Content Outcomes (ILO) Teaching/Learning Teaching Support Output Materials
(ATs)
Activities (TLAs) Materials (LTSM)
Modular Learning Modular Learning: Modular Learning: Modular
School Policies and Their  Explain the importance  Self-paced Study *Module Learning:
Functions of school policies in Module Practice  Independent Learning Module Exercises
 Policy on Collections of Exercises  Concept Map Online Learning: Output
school operation.
*Google Classroom
Contributions
Online Learning *Laptop Online Learning:
 Importance of Policies Online Learning *Wi-Fi Google Classroom
 Online Virtual
 Effective Policy Formation Discussion *Cellular Phone Classwork
and Implementation in a Online Quiz Visual Presentation using
School Community Powerpoint
Partnership

Modular Learning Modular Learning: Modular Learning: Modular

Roles and Competencies of  Discuss the  Self-paced Study *Module Learning:
School Heads competencies expected Module Practice  Independent Learning Module Exercises
 The National Competency- Exercises  Concept Map Online Learning: Output
of school heads as
*Google Classroom
Based Standards for School contained in the
Online Learning *Laptop Online Learning:
Heads competency Online Learning *Wi-Fi Google Classroom
 Online Virtual
 Domains and Competencies frameworks for the Discussion *Cellular Phone Classwork
for School Heads in Philippines and Online Quiz Visual Presentation using
Southeast Asia Southeast Asia. Powerpoint

18 Final Examination Summative Examination

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Basic Readings /
 Prieto, Nelia G., et al; The Teacher and the Community, School Culture and Organizational Leadership, Lorimar Publishing Inc., 2019
Textbooks

Extended
Readings /  Bilbao, Purita P., et al; The Teaching Profession, Lorimar Publishing Inc.; 4th Edition, 2018
References
Course  The expected learning outcomes for the course will be assessed through graded activities and ungraded activities.
Assessment  The graded activities include exams, written work (e.g., homework, problem sets) and performance tasks (e.g., quizzes, projects). The criteria for grading are as
follows:
Midterm and Final Grade Final Rating
Written Work (Homework, Problem Sets, etc.) 25% Midterm Grade 50%
Performance Tasks (Quizzes, Projects, Research Papers, etc.) 45% Final Grade 50%
Term Assessment (Midterm/Final Exam) 30% 100%
100%
 The ungraded activities will be used to monitor student’s progress. A variety of these ungraded assessment techniques may be employed, including problems to be
completed during class, direct questioning of students, answering students’ questions in class, one-minute classroom assessment techniques, and discussions during
consultation hours.
Course Policies  Language of Instruction
and Statements The language of instruction is English.
 Attendance
Students are required to attend all classes starting with the first meeting. Non-attendance in any required class or academic activity constitutes an
absence. A student who has been absent for more than 20 percent of the hours of recitation, lectures, or any other scheduled work in this course shall be
automatically dropped from the class roll and the Registrar shall be advised accordingly.
 Student Rights and Responsibilities
The Student Handbook establishes students' freedoms and protections as well as expectations of appropriate behavior and ethical academic work. The
Handbook includes items such as the Policy on Student Rights, the Policy on Student Conduct, and the Academic Integrity Policy.
 Academic Integrity
Any work that students submit should be their own work (i.e., not borrowed/copied from any other source, including their classmates). When using other
people’s ideas to substantiate their ideas, students are expected to properly cite the original source. Proper citation procedures shall be discussed in class.
Any act of cheating or plagiarism shall be treated in accordance with the Institute’s Policy on Academic Integrity. Depending upon the individual violation,
students could face penalties ranging from failing the assignment to failing the class.

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Course Policies  Grading System
and Statements The students’ academic performance shall be graded in accordance with the following numerical system:
(continued) Grades Percentage Equivalent Descriptive Rating
1.00 - 97-100 - Highly Excellent
1.25 - 94-96 - Excellent
1.50 - 91-93 - Very Superior
1.75 - 88-90 - Superior
2.00 - 85-87 - Very Good
2.25 - 82-84 - Good
2.50 - 79-81 - Satisfactory
2.75 - 76-78 - Fair
3.00 - 75 - Passed
5.00 - Below 75 - Failed

 Learners with Disabilities

The Institute strives to make all learning experiences as accessible as possible. If a student anticipates or experiences barriers based on their
disability (including mental health, chronic or temporary medical conditions), the students need to inform their instructor immediately so that
they can discuss options privately. To establish reasonable accommodations, the students need to register in the “List of Learners with
Disabilities” at the Office of Student Affairs and Services (OSAS).

 Syllabus Flexibility
The instructor reserves the right to amend or change this syllabus as needed. For example, the instructor may modify content, and/or
substitute assignments in response to institutional, weather, or class situations. Any modification, however, must be communicated by the
instructor to the VPAA via the Department Chairperson and the Dean and cannot be implemented without the approval of the VPAA. Approved
changes shall be discussed by the instructor in class. It is however the responsibility of the student to check information from the instructor to
stay current.
Cluster Leader : Prof. BENJAMIN G. HABOC
Committee
Members : Mrs. FELISA M. VILLANOY
Members
PROF. DAISY MAE R. BONGTIWON
Faculty Member : PROF. DAISY MAE R. BONGTIWON
Consultation Email-address : ________________________________________________________________
Schedule Consultation Hours : ________________________________________________________________
Time and Venue : ________________________________________________________________

Number of Pages Prepared by: Reviewed by: Recommending Approval: Approved:

9

AY/Term of Effectivity PROF. DAISY MAE R. BONGTIWON Prof. ELSA R. CAGATAN Dr. ELEONOR T. SALVADOR Dr. FREDERICK C. PENA
2020-2021 / Sem 1 Science Faculty Chairperson College Dean Vice President for Academic Affairs

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