SYLLABUS Content and Pedagogy For Mother Tongue

DON HONORIO VENTURA STATE UNIVERSITY
Porac Extension Campus ISO 9001: 2015

QMS-Certified
Porac, Pampanga
First Semester A.Y. 2020-2021
Indexing DHVSU-BC-COE-OBTLCP-001
OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Revision No. 00
TEACHING ENGLISH IN ELEMENTARY GRADES THROUGH LANGUAGE ARTS Semester 1st Semester
Academic Year 2020-2021
Bachelor of Elementary Education
Institutional Vision, Mission, and Core Values
University Vision
A lead university in producing quality individuals with competent capacities to generate knowledge and technology and enhance professional practices for sustainable national and global competitiveness
through continuous innovation
University Mission
DHVSU commits itself to provide an environment conducive to continuous creation of knowledge and technology towards the transformation of students into globally competitive professionals through
the synergy of appropriate teaching, research, service and productivity functions.
Core Values
 Professionalism
 Excellence
 Good Governance
 Gender Sensitivity and Responsiveness
 Disaster Resiliency
Course Code TEACH ELEM 213C Course Title Content and Pedagogy for Mother Tongue
This course includes both the content and the pedagogy of the mother tongue as well as its underlying theoretical assumptions and
frameworks that support its being a foundation for learning of the additional languages of Filipino and English and developing stronger
Course Description literacy skills for learners. The subject matter content includes the structure of the mother tongue as a language, literature in the mother
tongue, methods and techniques of teaching the language, development of instructional materials and assessment. Ultimately, the course
will develop prospective teachers’ pedagogical content knowledge of the mother tongue which is necessary for the implementation of the
Mother Tongue -Based Multilingual Education ( MTB-MLE) Program of the Department of Education.
Course Credits / Units 3 units No. of Hours/week 3 hours/week
Pre-requisite/s Co-requisite/s None
Course Classification Curriculum Basis CMO No. 74, s. 2017 p.4
No. of Times Revised Date of Revision October 1, 2020
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Course Structure
This course will adapt the Blended Learning Approach, which means that Face-to-Face and Distance Education/ Learning modalities will compose the course structure. Students will participate through
varied online strategies and media.
Program Outcomes
Specific to the Elementary Education
PO-001 Demonstrate in-depth understanding of the diversity of learners in various learning areas
PO-002 Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
PO-003 Utilize appropriate assessment and evaluation tools to measure learning outcomes
PO-004 Manifest skills in communication, higher order thinking skills and use of tools and technology to accelerate learning and teaching
PO-005 Demonstrate positive attributes of a model teacher, both as an individual and as a professional
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Categories of students that will be reflected in the specific contents of the Course Design Matrix, with the aim of promoting inclusivity in the teaching-learning process.
Categories of Students
Student Category 2
Learning Structure Student Category 1 Student Category 3
(Limited Capacity and/or
(No Capacity and Connectivity) Weak/Intermittent Connectivity) (With Capacity and Full Connectivity)
Identified Most Essential Learning Program Specialization Outcome 1 – Disciplinal Knowledge
Outcome/s (MELOs) Apply scientific and evidence-based practices to the educational and learning processes
If F2F is not feasible, use:  Asynchronous Learning  Synchronous Learning (e.g.
 Place-based learning  Distance/Blended Learning Webinar applications, Zoom,
 Project-based learning (PBL)  Digital and Non-Digital Platforms Google Meet,
 Modular approach (printed task  Print Media ,etc.)
Teaching and Learning Delivery Mode
sheets, learning notes, etc.)  Remote Learning thru Digital
Platforms (i.e. Learning
Management System such as
Blackboard, Canvas, Brightspace,
Moodle, Google
Classroom, Schoology, Edmodo, etc.)
Any of the following: Any of the following: Any of the following:
 Self-Assessment Checklist  Project-based Assignment  Online Examination
 Portfolio Assessment  Portfolio Assessment  Project-based Assessment
Assessment  Reflective Journals  Written Correspondence  Portfolio Assessment
 Use of Rubrics  Video Presentation of  Reflection/Reaction Paper
Individual Works  Video Presentation of
Individual Works
(Adopted from Vergara, 2020)
The Beginning Teacher Indicators (Philippine Professional Standards for Teachers [PPST])
Domain 1: Content Knowledge and Pedagogy Domain 2: Learning Environment Domain 3: Diversity of Learners
1.1.1. Demonstrate content knowledge and its application 2.1.1. Demonstrate knowledge of policies, guidelines and 3.1.1. Demonstrate knowledge and understanding of
within and/or across curriculum teaching areas. procedures that provide safe and secure learning differentiated teaching to suit the learners’ gender,
environments. needs, strengths, interests and experiences.
1.2.1. Demonstrate an understanding of research-based 2.2.1. Demonstrate understanding of learning environments 3.2.1. Implement teaching strategies that are responsive to
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knowledge and principles of teaching and learning. that promote fairness, respect and care to encourage the learners’ linguistic, cultural, socio-economic and
learning. religious backgrounds.
1.3.1 Show skills in the positive use of ICT to facilitate the 2.3.1. Demonstrate knowledge of managing classroom 3.3.1. Use strategies responsive to learners with disabilities,
teaching and learning process. structure that engages learners, individually or in giftedness and talents.
groups, in meaningful exploration, discovery and
hands-on activities within the available physical
learning environments
1.4.1 Demonstrate knowledge of teaching strategies that 2.4.1. Demonstrate understanding of supportive learning 3.4.1. Demonstrate understanding of the special educational
promote literacy and numeracy skills. environments that nurture and inspire learner needs of learners in difficult circumstances, including:
participation. geographic isolation; chronic illness; displacement due
to armed conflict, urban resettlement or disasters;
child abuse and child labor practices.
1.5.1 Apply teaching strategies that develop critical and 2.5.1. Demonstrate knowledge of learning environments 3.5.1 Demonstrate knowledge of teaching strategies that are
creative thinking, and/or other higher-order thinking that motivate learners to work productively by inclusive of learners from indigenous
skills. assuming responsibility for their own learning. groups.
1.6.1 Use Mother Tongue, Filipino and English to facilitate 2.6.1. Demonstrate knowledge of positive and non- violent
teaching and learning. discipline in the management of learner behavior.
1.7.1 Demonstrate an understanding of the range of verbal
and non-verbal classroom communication strategies
that support learner understanding, participation,
engagement and achievement.
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Domain 6: Community Linkages and Domain 7: Personal Growth and

Domain 4: Curriculum and Planning Domain 5: Assessment and Reporting
Professional Engagement Professional Development
4.1.1. Prepare developmentally sequenced 5.1.1. 5.1.1 Demonstrate knowledge of the 6.1.1. Demonstrate an understanding of 7.1.1. Articulate a personal philosophy of
teaching and learning processes to design, selection, organization and use knowledge of learning environments teaching that is learner-centered.
meet curriculum requirements. of diagnostic, formative and that are responsive to community
summative assessment strategies contexts.
consistent with curriculum
requirements.
4.2.1. Identify learning outcomes that are 5.2.1. Demonstrate knowledge of monitoring 6.2.1. Seek advice concerning strategies that 7.2.1. Demonstrate behaviors that uphold
aligned with learning competencies. and evaluation of learner progress and build relationships with parents/ the dignity of teaching as a profession
achievement using learner attainment guardians and the wider community. by exhibiting qualities such as caring
data. attitude, respect and integrity.
4.3.1. Demonstrate knowledge in the 5.3.1. Demonstrate knowledge of providing 6.3.1. Demonstrate awareness of existing 7.3.1. Seek opportunities to establish
implementation of relevant and timely, accurate and constructive laws and regulations that apply to the professional links with colleagues.
responsive learning programs. feedback to improve learner teaching profession, and become
performance. familiar with the responsibilities
specified in the Code of Ethics for
Professional Teachers.
4.4.1. Seek advice concerning strategies that 5.4.1. Demonstrate familiarity with a range 6.4.1. Demonstrate knowledge and 7.4.1. Demonstrate an understanding of how
can enrich teaching practice. of strategies for communicating understanding of school policies and professional reflection and learning
learner needs, progress and procedures to foster harmonious can be used to improve practice.
achievement. relationships with the wider school
community.
4.5.1. Show skills in the selection, 5.5.1. Demonstrate an understanding of the 7.5.1. Demonstrate motivation to realize
development and use of a variety of role of assessment data as feedback in professional development goals based
teaching and learning resources, teaching and learning practices and on the Philippine Professional
including ICT, to address learning programs. Standards for Teachers.
goals.
Differentiated Learning Modalities/Strategies

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Porac, Pampanga
This revitalized learning structure provides a constructive alignment of the most essential learning outcomes (MELOs) on the basis of differentiated categories of students that will be
reflected in the specific contents of the Course Design Matrix, with the aim of promoting inclusivity in the teaching-learning process.
Categories of Students
Student Category 2
Learning Structure Student Category 1 Student Category 3
(Limited Capacity and/or
(No Capacity and Connectivity) (With Capacity and Full Connectivity)
Weak/Intermittent Connectivity)
Identified Most Essential Learning Program Specialization Outcome 1 – Disciplinal Knowledge
Outcome/s (MELOs) Apply scientific and evidence-based practices to the educational and learning processes
If F2F is not feasible, use:  Asynchronous Learning  Synchronous Learning (e.g.
 Place-based learning  Distance/Blended Learning Webinar applications, Zoom,
 Project-based learning (PBL)  Digital and Non-Digital Platforms Google Meet, Webix, etc.)
 Modular approach (printed task  Print Media  Remote Learning thru Digital
Teaching and Learning Delivery Mode
sheets, learning notes, etc.) Platforms (i.e. Learning
Management System such as
Blackboard, Canvas, Brightspace,
Moodle, Google
Classroom, Schoology, Edmodo, etc.)
Any of the following: Any of the following: Any of the following:
 Self-Assessment Checklist  Project-based Assignment  Online Examination
 Portfolio Assessment  Portfolio Assessment  Project-based Assessment
Assessment  Reflective Journals  Written Correspondence  Portfolio Assessment
 Use of Rubrics  Video Presentation of  Reflection/Reaction Paper
Individual Works  Video Presentation of
Individual Works
(Adopted from Vergara, 2020)
Course Learning Outcomes Vis-à-vis Beginning Teacher Indicators (BTIs) and Program Outcomes (POs)
Course Learning Outcomes BTIs POs

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Porac, Pampanga
Upon completion of the course, the students should be able to:

CLO-001 Demonstrate knowledge and understanding both as a subject and as a language of learning including its structure as a 3.1.1, 3.5.1 PO-002
language, literature in the mother tongue, methods and techniques of teaching the language and research-based best
practices in MTB-MLE implementation
Demonstrate pedagogical content knowledge on effective MTB-MLE instruction through the creation of 1.4.1 PO-002
CLO-002
developmentally sequenced teaching and learning processes that meet curriculum requirements
Demonstrate knowledge of teaching strategies that promote literacy skills through selecting, developing and using 1.3.1 PO-003
CLO-003
varied teaching and learning resources including ICT, in teaching the mother tongue
Design, select organize and use appropriate and varied assessment strategies consistent with the MTB-MLE curriculum 2.3.1 PO-005
CLO-004
Develop an authentic learning experiences to better appreciate their cultural roots 7.2.1 PO-001, PO-004,
CLO-005 PO-005
Course Design Matrix

INTENDED LEARNING COURSE CONTENT/ SUBJECT MATTER BTIs REF/S INSTRUCTIONAL DELIVERY DESIGN ASSESSMENT GENDER VALUES
OUTCOMES (ILO) CLOs Face-to-Face Distance Education/ OF SENSITIVENESS INTEGRATION TIME
Learning LEARNING (GAD) TABLE
OUTCOMES
(ALO)
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At the end of the session, the Vision, Mission, Core Values and Outcomes [1] Discussion of the Syllabus Discussion of the During the Rapport Week 1
students can:  The University Vision, Mission and Core [2] Syllabus discussion and
Values; Teacher-facilitated other aspects of the Self Confidence
Formulate ways to contribute  The College of Education Mission discussion of the course Teacher-facilitated instruction, the
to the attainment of the and Goals; content. discussion of the following will be
University V-M-CV and  The Bachelor of Elementary course content. observed:
Program Outcomes Education Outcomes Students will cite their  use non-
ways to contribute their sexist words
Recognize the course Contents of the Syllabus share in the attainment of  show respect
objectives, outcomes, the University’s Students will cite regardless of
requirements, and class Class Rules aspirations. their ways to gender
policies contribute their share  reduce barriers
in the attainment of in developing
Clarify the assessment tasks the University’s a personal and
and grading criteria aspirations. academic
success created
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Porac, Pampanga
[CL Group discussion of key Group Presentation Essay During the Camaraderie 1 week
At the end of the lesson, the O concepts and sharing of Reflection discussion and
A]
students must: Concept clarification: Mother tongue, consolidated ides with other aspects of Cooperation
1.1.1
MTB-MLe, Language Policy, official and the class. the instructions,
1. Define key concepts national languages ,language of the following will
[A]
in MTB-MLE instruction be observed:
1.1.1
2. Identify the national - show
and official respect
[A]
languages in the regardless
1.1.1
Philippines of gender
Discuss the cultural
rootedness as one of the
reasons behind the use of
mother tongue as a medium
of instruction
1. explain the theories Theories, Rationale and Evidence [A] Lecture-discussion Discussion Written tests During the Appropriateness 2 weeks
relevant to MTB- supporting MTB-MLE Developmental 1.1.1 (Socratic method) Reporting discussion and
MLE Learning Theories Reflection other aspects of
[A] Cooperative learning Demonstration the instructions,
1.1.1 the following will
Virtual presentation be observed:
- inculcate
Sharing of insights practice
on studies
which
explain
men and
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women
can
change for
the better
1. trace the legal and Legal bases of MTB-MLE [A] Group analysis Discussion Long Quiz During the Proper Planning 2 weeks
educational 1.1.1 Legal documentation Reporting Writing a discussion and
arguments for MTB- Class discussion Lesson Plan other aspects of Appropriateness
MLE program the instructions,
implementation in the following will
[A]
the Philippines 1.1.1 be observed:
2. use the following - use of
activities in their non-sexist
future teaching words
career
Language Policies and Language (A)

1. Examine the Planning 1.1.1 Lecture-discussion Class discussion
language policy 1.2.1 Long Quiz
considerations of Writing a
MTB-MLE program Domains of literacy in the K12 Discussion Discussion Lesson Plan During the 2 weeks
implementation in curriculum Reporting Reporting discussion and Proper Planning
the Philippines Brainstorming L other aspects of
through the lens of Collaborative Learning the instructions, Appropriateness
Spolky (2004) and the following will
other scholars be observed:
- use of
2. construct Long test non-sexist
3. activities that will Lesson plan words
aid students’ Discussion Creativity and
participation Reporting During the appropriateness
4. use the following discussion and
activities in their other aspects of
future teaching the instructions,
career Curriculum Guides of MTB-MLE the following will
5. Examine the be observed:
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curriculum guides Different Approaches to Teaching MTB- reduce barriers in
6. Discuss the major MLE developing
approaches to Analysis of sample personal and
teaching MTB-MLE instructional plans academic success
( Instructional Materials Development for Lecture-discussion created by sexism
7. Review model MTB-MLE following OBE
instructional plans framework
8. Examine Literature
in the Mother
Tongue Analysis of sample
9. Develop instructional plans Lecture-discussion
instructional aided by ppt Production and
materials for MTB- evaluation of
MLE following instructional
OBE framework and materials
embedding local
literature
MIDTERM EXAMINATION
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QMS-Certified
Porac, Pampanga
1. Explain the Phonology, Morphology and Standard [A] Lecture-Discussion Discussion Long quiz During the Life has many 2 weeks
importance of Orthography of MT 1.1.1 Reporting discussion and options
phonological and Small group discussion Reflection other aspects of
phonemic awareness [A] the instructions, Choosing the
of Mt 1.1.1 Group Activities the following will best possible
2. Describe the be observed: option in
morphological [B, C] Video presentations on - inculcate decision making
features of the 1.1.1, phonological and Micro-teaching practice
nominals, 1.2.1, morphological on studies
pronominals, verbs, 4.1.1 awareness which
adjectives and explain
adverbs as well as men and
the standards women
orthography of MT can
3. write lesson plan for Lesson Planning in Mother Tongue change for
teaching mother the better
tongue Writing,
incorporate the critiquing
previous lessons lesson plan
in the
development of
lesson planning
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1. apply the principles Demonstration Teaching Lecture-Discussion Discussion Demo teaching During the Truthfulness 4 weeks
and theories discussed Reflection discussion and
from previous weeks Small group discussion Demonstration other aspects of Matching of
2. develop sense of the instructions, actions to one’s
professionalism as Group Activities the following will goals
they perform demo Critiquing be observed:
teaching - reduce
build eagerness in barriers in
teaching mother developin
tongue g personal
and
academic
success
created by
sexism
FINAL EXAMINATION
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Note: This course design is flexible and may include additional topics and activities deemed necessary by the instructor/professor.
List of References:
Printed Materials:
DepEd MTB-MLE Curriculum Guide

DepED Order No. 74. (2009, July 14). Institutionalizing mother tongue-based multilingual education (MLE).
Instructional Materials in Content and Pedagogy for Mother Tongue by Leila C. Cortez
Online References:
http://www.utesinternationallounge.com/mother-tongue-first-language-native-language-or-dominant-language/
https://www.rutufoundation.org/what-is-mother-tongue-education/
https://www.deped.gov.ph/2009/07/14/do-74-s-2009-institutionalizing-mother-tongue-based-multilingual-education-mle/#
Criteria for Grading

Class Standing Percentage
Projects/Assignments 45%
Class Standing 35%
Major Examinations 10%
Attendance 10%
TOTAL 100%
Course Policies
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 Active Participation is essential to maximum/total learning experience. In a blended learning course, a student is required to participate both on face-to-face and distance learning
modalities. This means that in order to get full credit for participation, a student should have to complete projects, discussion forums, assignments, lesson assignments and quizzes on a
timely basis. Consistent failure to participate in class will result in being dropped from the course.
 In the conduct of any self-paced place-based or online activity (be it a learning task or formative/summative assessment), you are expected to always adhere to the agreed contents of the
Academic Integrity Contract. You shall accomplish the tasks assigned to you with full honesty. You may be allowed (if the instruction permits), to use credible sources to justify your
claims/ideas but must be acknowledged through proper citations. Any form of plagiarism is strictly prohibited.
Prepared and Submitted

by:
Faculty : LEILA C. CORTEZ

Email Address : lccortez@dhvsu.edu.ph
Contact Number : +63918-511-53-00 / +63906-714-3828
Consultation Hours :
Approved by:
DENNIS V. DIZON, MAEd
Director
Porac Campus
QMS-Certified
Porac, Pampanga

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DON HONORIO VENTURA STATE UNIVERSITY

Porac Extension Campus ISO 9001: 2015

Specific to the Elementary Education

Domain 6: Community Linkages and Domain 7: Personal Growth and

Differentiated Learning Modalities/Strategies

Course Learning Outcomes BTIs POs

Upon completion of the course, the students should be able to:

Course Design Matrix

Language Policies and Language (A)

DepEd MTB-MLE Curriculum Guide

Criteria for Grading

Prepared and Submitted

Faculty : LEILA C. CORTEZ

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