Republic of the Philippines

APAYAO STATE COLLEGE

San Isidro Sur, Luna, Apayao, Philippines 3813

COURSE SYLLABUS
IN
PROFED 11: THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

APAYAO STATE COLLEGE VISION, MISSION, GOALS AND OBJECTIVES

Vision
“Empowering lives and communities through stewardship for cultural sensitivity and biodiversity”

Mission
Apayao State College is committed to provide empowering and holistic development of citizens by providing quality and innovat ive
instruction, strong research, responsive community engagement and entrepreneurship in order to prime the development of Apayao
Province, the Cordillera Administrative Region.

ASC GOALS ASC OBJECTIVES

• Transformative and empowering education
• Increase capacity and performance in research
and innovation.
• Create a significant and highly visible development
impact in the region.
• Generate additional resources for strategic
investment programs and initiatives
• Transparent, responsive, unifying and empowering
governance.
• To elevate quality access and relevance for instruction
• To strengthen research and development and extension
capability, outcomes and impact
• Strengthen partnership and institutional linkages to
increase the regional impact of ASC extension program.
• Increase productivity and income of ASC
• Enhance governance and organization and
management system, processes and environment.
 COLLEGE OF TEACHER EDUCATION

Three to five years after graduation, the graduates are expected to be:
Effective and competent teacher.
Skilled writer and speaker.
Effective leader and model citizen.
Agent of peace.
Honest and person of integrity.
Extensionist
Researcher
Responsible and God-fearing citizen.

BACHELOR OF PHYSICAL EDUCATION

PROGRAM EDUCATIONAL OUTCOMES:

1. Articulate the rootedness of education in philosophical, socio-cultural, historical and political contexts
2. Demonstrate mastery of subject matter/discipline
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and
their environments
4. Develop innovative curricula, instructional plans, teaching, approaches, and resources for diverse learners
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
6. Demonstrate a variety of thinking skills, planning, monitoring, assessing, and reporting learning processes and outcomes
7. Practice Professional and ethical teaching standards sensitive to the local, national and global realities
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities
Course Code: Prof. Ed. 11 Semester: First
Course Title: THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES Prerequisite: None
Credit: 3.0 units No. of Hours: 3 hours/week

I. COURSE DESCRIPTION:

This course explores the fundamental principles, processes and practices anchored on learner-centeredness and other
educational psychologies as these apply to facilitate various teaching-learning delivery modes to enhance learning.

II. COURSE LEARNING OUTCOMES IN RELATION TO PROGRAM OUTCOMES

PROGRAM OUTCOMES
Articulate the Demonstrate Facilitate Develop Apply skills in Demonstrate a Practice Pursue
rootedness of mastery of learning using innovative the variety of Professional lifelong
education in subject a wide range curricula, development thinking skills, and ethical learning for
philosophical, matter/discipli of teaching instructional and utilization planning, teaching personal and
socio-cultural, ne methodologies plans, of ICT to monitoring, standards professional
COURSE historical and and delivery teaching, promote assessing, sensitive to growth
LEARNING political modes approaches, quality, and reporting the local, through varied
OUTCOMES contexts appropriate to and resources relevant, and learning national and experiential
specific for diverse sustainable processes and global realities and field-
learners and learners educational outcomes based
their practices opportunities
environments
1.demonstrate
content
knowledge and
its application
I D D I
within and /or
across
curriculum
teaching areas;
2. demonstrate
an understanding
of the different
research-based
theories related
to the broad
dimensions of
child and I D
adolescent
development and
their application
to each particular
developmental
level of the
learners;
3. demonstrate
understanding of
pedagogical
principles suited
to diverse
D I P
learners’ needs
and experiences
at different
developmental
levels;
4. demonstrate
knowledge of
laws, policies,
guidelines and
procedures that D I D P
provide safe and
secure learning
environments;
and
 5. demonstrate
knowledge of
positive and non-
violent discipline I D P
in the
management of
learner behavior.

I-introductory P- Practiced D-Demonstrate

 Course
Teaching and Assesment
Week Learning Topics Intended Learing Outcomes Resources
Learning Activities Task
Outcomes
Unit 1 – Basic Concepts
A. Definitions of Child and Adolescent
Learners
1. Definitions from UNESCO, UNICEF and
WHO

B. Growth and Development: Nature or

Nurture? Summative
a. explain the basic concepts related quizzes
C. Periods of Development to child and adolescent development; Facilitated
and discussion using Unit learning
CLO 1
D. Developmental Tasks and Education comparative study. log or reflective
(Havighurst) b. explain how current research and journal.
1-2 CLO 2
theories on child and adolescent Advanced
E. Domains of Development development contribute to teaching reading/research. Infographic.
Handouts
1. Biological and learning within and across
2. Cognitive different areas. Explicit Instruction. Debate.
3. Socio-emotional
Library/Online
F. Context and Development research.

G. Development and Pedagogy: Theory

and Research
1. Theories and hypotheses
2. Methodology
3. Integrating theory and practice
Unit 2 – Biological Development
CLO 1 A. Biological Beginnings
a. discuss the concepts and theories Interactive
related to the biological/physical instruction and
3-5 CLO 2 B. Physical and Motor Development Simulation
development of children and facilitated
adolescents; and discussion.
CLO 3 C. Neuroscience and Brain development
 D. Factors Affecting Biological/ Physical
Development
E. Theories
1. Developmental Milestones (Gesell)
2. Ecological Systems Theory
(Bronfenbrenner)
F. Current Research and Pedagogical
Applications
A. Cognitive Development Theories
1. Piaget
2. Vygotsky
B. Intelligence and Individual
Differences
1. Concept of Intelligence (Binet)
2. General Intelligence (Spearman)
3. Primary Mental Abilities (Thurstone)
4. Multiple Intelligences (Gardner)
CLO 1
5. Triarchic Theory of Intelligence
(Sternberg)
CLO 2
6. Cognitive Information Processing
6-9
Theory (Atkinson and Shiffrin)
CLO 3
C. Factors Affecting Cognitive
Development
D. Language Development
b. make connections, using Library/Online Concept maps
knowledge on current research research.
literature, between biological
development theories and
developmentally appropriate Poster
teaching approaches suited to presentations
learners’ gender, needs, strengths,
interests and experiences.
Unit 3 – Cognitive Development
a. discuss the concepts and theories
Interactive
related to the cognitive development
instruction and Simulation
of children and adolescents; and
facilitated
discussion.
b. make connections, using
knowledge on current research Concept maps
literature, between cognitive Handouts
Library/Online
development theories and
developmentally appropriate research.
teaching approaches suited to Poster
learners' gender, needs, strengths,
presentations
interests and experiences.

E. Factors Affecting Cognitive and

Language Development

F. Current Research and Pedagogical

Applications
 MIDTERM EXAM
Unit 4 – Social and Emotional Development
A. Socio-emotional Development

B. Development of Self and Social a. discuss the concepts and theories

Understandings related to the socio-emotional
1. Psychoanalytic Theory (Freud) development of children and Simulation
Interactive
2. Psychosocial Theory (Erikson) adolescents;
CLO 1 instruction and
3. Social Learning Theory (Bandura)
facilitated
b. make connections, using
CLO 2 discussion. Concept maps
C. Development of Motivation and Self- knowledge on current research
10 – 13 Handouts
Regulation literature, between socio-emotional
CLO 3
1. Content Theories - Hierarchy of Needs development theories and
Library/Online
(Maslow) developmentally appropriate
research. Poster
- ERG Theory (Alderfer) teaching approaches suited to
- Theory of Needs (McClelland) learners’ gender, needs, strengths, presentations
- Two Factors Theory (Herzberg) interests and experiences.
- Reinforcement Theory (Skinner)
- Expectancy Theory (Vroom)
- Goal Setting Theory (Locke)
- Self-determination Theory (Deci & Ryan)
Unit 5 – Behavioral Learning Theories and Approaches to Learning
A. What is Learning? a. compare and contrast various
Think-Pair-Share
approaches to learning and describe
activity.
B. Approaches to Learning how they are manifested in the Comparative
CLO 1
1. Behavioral classroom; Matrix
Interactive
2. Social cognitive
CLO 2 instruction and
3. Information processing b. apply behavior analysis in
14 – 16 facilitated Interview on
4. Cognitive constructivist teaching child and adolescent
CLO 3 Handouts Field
5. Social constructivist learners across curriculum areas; discussion.
Experience of
Teachers
C. Connectionism c. make connections, using Library/Online
knowledge on current research research.
D. Conditioning literature, between behavioral
1. Classical learning theories and
 2. Contiguous developmentally appropriate
3. Operant teaching approaches suited to
learners’ gender, needs, strengths,
E. Behavior Analysis in Education interests and experiences.

F. Gestalt-Insight Learning

G. Experiential Learning Theory

H. Current Research and Pedagogical

Applications
Unit 7 – Safety and Security in the Learning Environment
a. discuss the laws, policies,
guidelines and procedures that
A. UN Convention on the Rights of the
protect children’s rights and assure Panel
Child and PD 603 Advanced
CLO 4 their safety and security in school; discussion
reading/research.
and
B. Anti-Bullying Act of 2013 (Republic
17 – 18 CLO 5
Act 10627)
b. explain and draw implications of Handouts Written
Seminar/Colloquium
policies and procedures on child narrative.
C. Child Protection Policy with a resource
protection, and positive/non-violent
person from the field.
discipline in the management of
D. Positive Discipline
behavior.

FINAL EXAM

IV. REFERENCES:
Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2018) The Child and Adolescent Learners and Learning Principles.
Lorimar Publishing, Inc, Quezon City, Philippines.
Galut, M.N., (2021). Prof Ed 11 Child and Adolescent: Learning and Learner Principles. (Unpublished Worktext)
UN-OHCHR (n.d.) 1989 Convention on the Rights of the Child. UN Office of the High Commissioner for Human Rights. Retrieved
from https://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf
Presidential Decree No. 603 (1974) The Child and Youth Welfare Code of the Philippines. Retrieved from
https://www.pcw.gov.ph/law/presidential-decree-no-603
Department of Education (2015) – Positive discipline in everyday teaching: A primer for Filipino teachers. Available online:
https://bulacandeped.com/wp-content/uploads/2016/08/POSITIVE-DISCIPLINE-IN-EVERYDAY-TEACHING-A-Primer-for-Filipino-
Teachers.pdf

V. COURSE REQUIREMENTS:
1. Midterm and Final Examination
2. Activity/Worksheets per UNIT as specified in the MODULE
3. Video Presentations
4. Reflective Journal and Portfolio

VI. EVALUATION AND GRADING SYSTEM

MIDTERMS
Requirements/ Exercises/ Activities ………. 60%
Midterm Exam ………. 40%
100%
FINALS
Requirements/ Exercises/ Activities ………. 60%
Final Exam ………. 40%
100%

FINAL GRADE = MIDTERMS + FINALS / 2

Assessment:
Students will be assessed using the following:
1. Performance-based assessments such as compiled hands-on activities.
2. Critical thinking assessment by giving case analysis, reaction and reflection papers, analysing problems, and interpretations
which call for solutions to case study.
3. Research Outputs.
4. Objective assessment such as oral questioning, answering, multiple choice and other types of test .
5. Affective assessment using behaviour, and perceptions.

VII. ACCOMMODATIONS FOR STUDENTS WITH SPECIAL NEEDS

Students with special needs may be given special attention and consideration for them to boost or established their self-esteem or
self-confidence.

VIII. RUBRICS FOR EVALUATION

Rubrics for SHORT ANSWER RESPONSE

CRITERIA 4 points 3 points 2 points 1 point
Answers the question Answers the question Answers the question Answers the question
Completeness correctly and correctly but incomplete. partially correctly and incorrect and incomplete.
completely. incomplete.
Elaboration Demonstrated a thorough Demonstrated a little Does not demonstrate
(Academic understanding of relevant understanding of relevant understanding of relevant
Vocabulary) academic vocabulary. academic vocabulary. academic vocabulary.
Relevant information from Some important information No relevant information from
Evidence the worktext is incorporated from the worktext is the worktext is incorporated
in the answer. incorporated in the answer. in the answer.
IX. COURSE POLICIES
1. Students are advised to visit our Facebook group chat and Learning Management System (LMS) at least twice a week to view
new announcements and important information related to our subject.
2. Students are encouraged to be courteous in electronic and face-to-face discussions. Unacceptable behaviors such as
disrespectful responses to other students or the instructor, unnecessary complaints about the course requirements, or the use of
inappropriate language are discouraged.
3. Students who copy activities or exercises, allow activities or exercises to be copied by other students, or cheat on tests will fail
the activities or exercises on the first and second offense, and fail the subject on the third.
4. Students are encouraged to submit their course requirements and exercises on or before the deadline, unless the teacher will
extend the deadline due to unanticipated circumstances.
5. Students must follow the instructions made by their instructor on how to submit their course requirements and exercises. Failure
to follow the instructions may result to an invalid output.

X. CONSULTATION HOURS
The consultation hour with the students is done through face-to-face and FB messenger (online platform) during the scheduled time
of the consultation hour of the instructor.

Prepared by: Reviewed and approved by:

MARFRED T. SANCHEZ REMA B. OCAMPO, PhD

Instructor Academic Dean

Department: Bachelor of Physical Education

Contact Number: 0956 411 1055
Email Address: MarfredS777@gmail.com
Messenger Account: https://m.me/marfred.sanchez