Department of Teacher Education

EDUC 106 – Course Syllabus

COURSE INFORMATION
1. Course Number : EDUC 106
2. Course Name : The Teacher and the School Curriculum
3. Course Description :The course is intended to introduce education students to effective curriculum
design and assessment. The course topics include curriculum models, principles
and approaches in designing, delivering and addressing the curriculum.
4. Pre-requisite : None
5. Co-requisite : None
6. Credit : 3.0 units
7. Class schedule : 6 hours per week
8. Program Educational Objectives (PEO) of Teacher Education:
Three to five years, Teacher Education graduates are expected to:
A. Demonstrate updated and deep knowledge of the subject matter they teach;
B. Apply a wide range of teaching process skills particularly on lesson planning, materials
development, teaching approaches, and holistic considerations;
C. Demonstrate ethical responsibility in teaching profession; and
D. Engage in continuing professional education and trainings.

9. Student Outcomes (SO) of Teacher Education and their links to PEO

PEO
Upon graduation, the Teacher Education students are expected to:
A B C D
SO a* Articulate the rootedness of education in philosophical, socio-cultural, historical,
psychological and political contexts.
✔ ✔ ✔ ✔
SO b* Demonstrate mastery of subject matter/ discipline ✔ ✔ ✔ ✔
SO c* Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
✔ ✔ ✔ ✔
SO d Develop innovative curricula, instructional plans, teaching approaches and resources
for diverse learners.
SO e Apply skills in the development and utilization of ICT to promote quality, relevant and
sustainable educational practices.
SO f Demonstrate a variety of thinking skills in planning, monitoring, assessing and
reporting learning processes outcomes
SO g* Practice professional and ethical teaching standards sensitive to the changing local,
national and global realities.
✔ ✔ ✔ ✔
SO h* Pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities.
✔ ✔ ✔ ✔
Note: * SO being addressed in this course
10. Course Outcomes (CO) of EDUC 106 and their links to SO
Upon completion of the course, the Teacher Education SO
students are expected to: a b c d e f g h
● CO 1 Analyze the changing concepts of the curriculum
E
including various foundations and how are these I
reflected in Philippine education
● CO 2 Discuss the components of curriculum design and its
I
organization that imparts essential concepts, attitude,
and skills to the learning experiences of the students.
● CO 3 Apply the various education principles, evaluation
E E E
processes, and strategies through crafting a
curriculum.

Legend: I = Upon attainment of this CO, students will have been introduced to the SO.
E = Upon attainment of this CO, students will have enabled themselves to attain the SO.

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 Department of Teacher Education
EDUC 106 – Course Syllabus

D = Upon attainment of this CO, students will have demonstrated partly or fully the SO.

PROGRAM EDUCATIONAL
OBJECTIVES (PEO)
Vision: The University of Mindanao envisions to
be a leading globally engaged university creating Demonstrate updated and deep
sustainable impact in society. knowledge of the subject matter
they teach.
Mission: The University of Mindanao aspires to Apply a wide range of teaching
provide a dynamic learning environment through
process skills particularly on
the highest standard of instruction, research, and
extension. lesson planning, materials
development, approaches and
Values: holistic considerations.
Excellence Demonstrate ethical
Honesty and Integrity
Innovation
responsibility in the teaching
Teamwork profession.
Engage in continuing
Core Competency: professional education and
Quality Affordable Open Education
trainings.

STUDENT OUTCOMES (SO)/ PROGRAM OUTCOMES (PO) COURSE OUTCOMES OF EDUC 106

1. Analyze the changing concepts of

● SO a Articulate the rootedness of education in
curriculum including various foundations
philosophical, socio-cultural, historical,
psychological and political contexts. and how are these reflected in Philippine
● SO b Demonstrate mastery of subject matter/ education
discipline
● SO c Facilitate learning using a wide range of 2. Discuss the components of curriculum
teaching methodologies and delivery design and its organization that imparts
modes appropriate to specific learners essential concepts, attitude and skills to
and their environments.
the learning experiences of the students.
● SO d Develop innovative curricula,
instructional plans, teaching approaches
and resources for diverse learners. 3. Apply the various education principles,
● SO e Apply skills in the development and evaluation processes, and strategies
utilization of ICT to promote quality, through crafting a curriculum.
relevant and sustainable educational
practices.
● SO f Demonstrate a variety of thinking skills in
planning, monitoring, assessing and
reporting learning processes outcomes
● SO g Practice professional and ethical teaching
standards sensitive to the changing local,
national and global realities.
● SO h Pursue lifelong learning for personal and
professional growth through varied
experiential and field-based
opportunities.
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 Department of Teacher Education
EDUC 106 – Course Syllabus

CO and Assessment Task Alignment

Assessment Task
CO Theory-based Practice-based Assessment Coverage
Schedule
1. Analyze the changing concepts of the Multiple Choice First Exam Week 1-3 Topics
curriculum including various Questions
foundations and how are these
reflected in Philippine education
Multiple Choice Second Exam Week 4-5 Topics
2. Discuss the components of Questions
curriculum design and its organization
that imparts essential concepts,
attitude, and skills to the learning
experiences of the students.

3. Apply the various education Curriculum Planning Third Exam Week 6-7 Topics
principles, evaluation processes, and
strategies through crafting a
curriculum.

*Final assessment will be a comprehensive examination (from the first topic to the last) in Multiple-Choice Questions

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 Department of Teacher Education
EDUC 106 – Course Syllabus

Assessment Task Details (Theory-based)

Assessmen Coverage Assessment Task Details
t Schedule
First Exam Week 1-3 Topics Multiple Choice You are expected to come up with a concrete concept of a curriculum and differentiate the
Questions types of curriculums. On this section also, you are going to distinguish between the term
“curriculum” and other associated terminologies such as “syllabus”“scheme of work
”“course of study” and “lesson note”. Lastly, you need to explain the nature and importance
of curriculum in schools.

Second Week 4-5 Topics Multiple Choice In this section, you are expected to discuss the components of curriculum design and its
Exam Questions organization that impart essential concepts, attitude, and skills to the learning experiences
of the students. It also covers the curriculum development and planning and lastly the
curriculum implementation. This is to identify what influences people’s perception on
education’s purposes and define how the educational philosophy of school is being
developed. In addition, to enumerate the major sources of educational aims and explain the
significance of considering aims, goals and objectives to the processes of curriculum design
and organization. Lastly, to discuss the three domains of educational objectives and give an
example of each type and analyze the main criteria to consider when selecting curriculum
content or subject matter and learning experiences.

Final Exam Week 1-9 Topics Multiple Choice This assessment task is designed for you to demonstrate a comprehensive understanding of
Questions the three sections that was being discussed.

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 Department of Teacher Education
EDUC 106 – Course Syllabus

Assessment Task Details (Practice/Performance-based)

Third Exam Week 6-7 Topics Curriculum Planning ● The purpose of this task is for you to apply what you have learned from all the topics that
are being discussed.
● You will design your own curriculum (syllabus) according to your field of specialization by
applying the different educational principles, philosophies, and foundations of curriculum
plan/design.
Your syllabus must contain the following:
1. Vision. Mission, Values
2. Educational Philosophy
3. Course Outcomes (Aligned with PEO and SO)
4. Assessment Tasks (Aligned with CO)
5. Course Outline and Time Frame
6. Teaching Learning Activities
7. References (Textbook)
● You will be given a sample/template by your subject instructor.
● You will be graded according to the attached rubric.

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 Department of Teacher Education
EDUC 106 – Course Syllabus

CRITERION COMPONENT STRENGTH OF EVIDENCE

5 4 3 2
Exemplary Appropriate Appropriate Inappropriate
and Adequate but partially
formed
Course Outcomes 1. Course outcomes are OBE-Based and aligned with PEO and SO.
2. Course-level learning outcomes are clearly articulated and use specific action verbs.
3. Learning objectives are appropriately pitched.
4. States in learner-centered, measurable terms.
5. Includes elements that express how students will acquire content knowledge, as well as
comprehend, apply, analyze, analyze, synthesize, and evaluate material (Bloom’s
Taxonomy)
Assessment Tasks 6. Course outcomes/objectives and assessments are aligned and relevant.
7. Assessment activities are clearly defined.
8. Assessments are adequately paced and scaffolded.
9. Grading information, criteria, and rubrics are provided.
Course Content/Topic 10. Lists chronologically the topics to be covered.
Outline 11. Includes the number of class meetings per session.
Classroom Environment 12. Fosters positive motivation, describes the value of courses and promotes content as a
vehicle for learning.
13. Communicates high expectations, and projects the confidence of success.
14. Syllabus is well organized, easy to navigate, and requires interaction.
Learning Activities 15. Classroom activities, assessments, and objectives are aligned.
16. Learning activities are derived from evidence-based practices.
17. Learning activities are likely to actively engage students.
18. Identifies technology initiatives.
References/Resources List 19. Textbooks and other resources are up to date.
20. Uses full bibliographical citations (in APA format) for all reading materials.

TOTAL SCORE

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 Department of Teacher Education
EDUC 106 – Course Syllabus

Comments:

Signature: _____________________________________ Date:_______________

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 Department of Teacher Education
EDUC 106 – Course Syllabus

11. Course Outline and Time Frame

TIME
TOPICS FOR FIRST EXAMINATION TLA Required Readings
FRAME
Week 1, Classroom orientation (University Orientation
Week 2 Policies; PEOs, SOs, Cos; Core values; UM students
and week and G-Factor) handbook
3
Lecture/
Overview of the OBE and framework Discussion
Changing concepts, nature, purpose
• Pawilen, G. (2019).
and type of curriculum Internet
Major Foundation of curriculum The teacher and
Research
● Philosophical foundations of the school
curriculum Oral curriculum.
● Psychological foundations Presentation development for
● Historical foundations of curriculum teachers. Quezon
● Sociological foundations of Graphic City: Rex Book
curriculum
organizer Store Inc.

Concept web

Logical
arguments

TOPICS FOR SECOND EXAMINATION

Week 4 Components of curriculum design
to ● Identification of educational ● Lecture/ Pawilen, G. (2019).
Week 5 Philosophy Discussion The teacher and the
● Generating aims, goals, and ● Presentation school curriculum.
objectives ● Debate development for
● Taxonomy of educational ● Concept - teachers. Quezon
objectives mapping City: Rex Book Store
● Content or subject matter ● Essay Writing Inc.
● Learning experiences
● Selecting educational environments

Curriculum design and organization

● Conceptual framework: horizontal
and vertical organization
● Curriculum design qualities
● Types of curriculum design

TOPICS FOR THIRD EXAMINATION

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 Department of Teacher Education
EDUC 106 – Course Syllabus

Week 6 ● Curriculum Development and Planning

● Participants in curriculum ● Lecture/
To development and planning Discussion
● Changing needs: Planning ● Oral
Week 7 Pawilen, G. (2019).
Challenges Presentation The teacher and the
● Goal-based model of curriculum ● Matrix school curriculum.
planning the Philippine experience showing development for
● Determine the focal point of different teachers. Quezon
planning decisions models of City: Rex Book Store
● The organizational structures curriculum Inc.
Curriculum Implementation implemen-
● Views of curriculum tation used
implementation in school
● Implementation models ● Concept
● Factors that influence curriculum mapping
implementation
● Implementing curriculum in the
classroom

TOPICS FOR FORTH EXAMINATION

Week 8 Curriculum Evaluation: Concepts, • Pawilen, G. (2019).
and 9 Views and Definitions ● Lecture/ The teacher and the
Purpose of curriculum evaluation Discussion school curriculum.
Understanding Curriculum Change and development for
● Internet
Innovation teachers. Quezon
● Strategies for curriculum change Research
City: Rex Book Store
and innovation ● Reflective Inc.
● Planning and implementing change Writing
and innovation ● Research
Paper

`12. Textbook
• Pawilen, G. (2019). The teacher and the school curriculum. development for teachers. Quezon
City: Rex Book Store Inc.

13. Other References:

● Villena, D., Reyes, E. &Dizon, E. (2015) Curriculum development. Q. C.: Adriana Publishing Co., Inc.
● Desha, C.&Hargroves, K. (2014). Higher Education and Sustainable Development: A Model for
Curriculum Renewal. London:
● Corpuz, B. (2014). Curriculum Development for Teachers. Quezon City: Lorimar Publishing Inc.

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 Department of Teacher Education
EDUC 106 – Course Syllabus

14. Course Evaluation

Assessment Methods
Weights
EXAMINATIONS

A. Exam 1 – 3 30%

B. Final Exam
- MCQ and Performance-based 30%

CLASS PARTICIPATIONS

C. Quizzes 10%

D. Research 15%

E. Oral recitation 10%

F. Assignments 5%

Total 100%

15. Policies and Guidelines

a. Attendance is counted from the first regular class meeting.
b. A validated student identification card must always be worn by all students while attending
classes. SPR must be presented by students at the beginning of term to verify the identity
of the students.
c. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with accordingly.
Honesty is called for at all times.
d. Valid examination permits are necessary in taking the examinations as scheduled.
CELLULAR PHONES any ELECTRONIC GADGETS and PRESCRIBED PRC CALCULATIONS are
NOT allowed during EXAMINATIONS.
e. Base-15 grading policy should be observed. Students who obtained failing scores in major
exams are recommended to attend the tutorial class.

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 Department of Teacher Education
EDUC 106 – Course Syllabus

Prepared by: References reviewed by:

(SGD) AL JUSTINE L. LESMIS (SGD) JENNIFFER L. RAMOS, RL, MLIS

Faculty Chief Librarian

Reviewed by: Recommending approval:

(SGD) ANA MAE M. MONTEZA, MAED (SGD) EDUARD L. PULVERA, MSIS

Program Head, BSEd Dean of College

Approved by:

(SGD) PEDRITO M. CASTILLO II, Ed.D

VP, Academic Planning and Services

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