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Syllabus on Remedial Instruction

Remedial Instruction (Our Lady of the Pillar College - Cauayan)

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Our Lady of the Pillar College- San Manuel Inc.

San Manuel, Isabela
COURSE SYLLABUS IN REMEDIAL INSTRUCTION IN ENGLISH
Second Semester, S.Y. 2019-2020

I. Course Identification
1. Course Code: Cognate 1
2. Course Title: Remedial Instruction
3. Credit: 3 units, 54 hours
4. Course Description:
This course develops the student’s ability to organize, design, implement, and evaluate remedial English program in any of
the four macro skills.

II. OLPC Philosophy, Vision, Mission and Core Values

Pillarican Philosophy Of Education:

Pillarican education is a life long journey towards the total human transformation through integral Evangelization so that
everyone will become a pillar of peace, justice, love of humanity with preferential option for the poor and deep concern for the
environment.

Vision:
OLPC, a Catholic College, as an evangelizing arm of the Local Church, envisions a totally transform Christian Community.

Mission:

Thus, OLPC as a sharer in the life and mission of the local church commits to:
a. Provide equal opportunity and access to quality education integrating Gospel and Filipino cultural values, respective and relevant
to the needs of times.
b. Create in the school community an atmosphere and opportunities for individual transformation that lead to Christian Community
living.
c. Reach out to people to people enriching their faith- life experience needed in building just and humane society.

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OLPC Core Values:

P –People oriented with preferential option for the poor
I – Insistent passion for excellence
L- loyal to the school and teamwork oriented
L- life long learners
A- Accountable and Christ- oriented and
R- Responsible Filipino citizen with social and environmental consciousness

III. Philosophy, Vision, Mission of the College of Teacher Education

Philosophy
Guided by the institutional Pillarican philosophy of education, the College of Teacher Education believes that the holistic
development of any learner is the interplay of the school, the home, and the community. Thus the learner needs to be nurtures by
these three entities in order to be transformed into a Christian person who can contribute to the realization of the institutional and
national goals of education including the perpetuation of Filipino and cultural heritage.

Vision
Anchored from the vision of the institution, the College of Teacher Education envisions itself to be a catalyst in transforming
students into competent, proficient and innovative teachers imbued with pillarican core values.

IV. Graduate Attributes and Institutional Learning Outcomes Cascaded to Program Outcomes and Course Outcome

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Graduate Attributes Institutional Learning Program Outcomes Course Objectives

Outcomes
Professional Competence Demonstrate understanding and a. Show competence and Display knowledge of different
mastery of the fundamental proficiency in the chosen field of theories, interpretation and
knowledge required for effective specialization with utmost critical appreciation of literature
professional practice in the field confidence. as content for learning language.
of specialization

Innovation and Development Exercise critical and innovative b. ability to design and develop Search, collect, and process print
thinking in providing lessons with clarity and and non-print information, data
Developmental plans of action in understanding. and concepts to organize
the discipline. knowledge in a systematic
c.ability to design and implement manner.
appropriate teaching materials

Language Proficiency Apply effective communication d. Demonstrate effective Show proficiency in the use of
skills both orally and in writing communication skills and critical oral and written language.
using the English language. thinking.
Utilize lifelong learning skills in e.Strong educational philosophy Display ability to work well in
Life-Long Learning pursuit of personal development that influence in teaching diverse teams keeping in mind
and excellence in professional students how to learn in order to the insights gained from reading
practice. meet global demands as well as the various myths and folklore of
local needs. the world.

Advocacy for Environmental Apply effective means and f.Ability to integrate other Use knowledge of literature to
Concern mechanisms in safeguarding disciplines in teaching and even respond to societal and
everyone’s health and in ensuring in ordinary conversations as a environmental concerns.
environmental care. manifestation of knowledge of
contemporary issues.
Rooted in Christ and in Enliven Gospel and Filipino g. Openness to constructive Use disciplinal content to uphold
Filipino Cultural Values cultural values in words and criticisms, makes self-appraisal humanism.
actions in dealing with any from time to time and

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member of the larger community understanding of the professional Possess good sense of values and
specially the poor. and ethical responsibility. a sense of community-local and
global.

V. Course Content

Student Learning Content/Topics Assessment Learning Methods and Remarks

Outcomes Activities Strategies
1.Manifest I. The Remedial Short Response Making Graphic Schema Activation
understanding of Classroom: Papers Organizers
the remedial Organization and (Comparison Grid) Class Discussion
classroom Management Discussion Forums
organization and A. Organization Small group Lecture
management 1. Curriculum Quiz Discussion
2. Instruction Group Activities
3. Assessment
B. Management
Components of
Remediation

2. Demonstrate II. Remedial Class Activity Video Watching Oral Presentation

understanding of Instruction in
the nature of READING Creating and Schema Activation
Speaking and the A. Correcting Perceptual Graded Recitation designing remedial
theoretical bases, and Decoding Deficits in instruction plans Class Discussion
principles, Word Recognition Quiz
methods and B. Definition of Terms Experiencing Lecture
strategies in C. Correcting Sight-Word Informative
teaching this Knowledge Deficit Reading Inventory Group Activities
component. D. Correcting Basic Sight
3. Apply skills and Vocabulary Deficit
strategies gained E. Correcting Knowledge on
from reading Sound-Symbol

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instruction Correspondence
principles and F. Remediation Through
techniques Phonemic Awareness
G. Remedial Vocabulary
Instruction
4. Demonstrate III. Remedial Short Response Group Discussion Schema Activation
understanding of Instruction in Essay
the nature of LISTENING Video Watching Class Discussion
listening and the A. Factors Affecting Oral Recitation
theoretical bases, Student’s Listening Lecture
principles, Comprehension Quiz
methods and B. Internal Factors Group Activities
strategies in C. External Factors
teaching this D. How to Improve Creative Activity
component. Students’ Listening
5. Apply skills and Comprehension
strategies gained
from listening
instruction
principles and
techniques
6. Demonstrate IV. Remedial Creative Activity Popcorn Discussion Schema Activation
understanding of Instruction in Class Discussion
the nature of SPEAKING Quiz Video Watching Lecture
speaking and the A. What makes speaking Oral Recitation Group Activities
theoretical bases, difficult
principles, B. Teaching
methods and Pronunciation
strategies in C. The Use of Accuracy-
teaching this based Activities
component. D. Talking to Second
7. Apply skills and Language Learners in
strategies gained the beginning Level
from speaking
instruction
principles and

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techniques
8. Demonstrate V. Remedial Class Recitation Metacognitive Schema Activation
understanding of Instruction in Reading Activity Class Discussion
the nature of WRITING Short Response
listening and the A. Areas of Difficulty for Lecture
theoretical bases, Students with Writing Essay
principles, Problems Dyadic discussions
methods and B. Qualities of Strong Creative Activity and activities
strategies in Writing Instruction
teaching this C. Adaptations for Quiz Critical Analysis of
component. Struggling Writers Texts
9. Apply skills and D. Teaching Handwriting
strategies gained E. Teaching Spelling
from listening
instruction
principles and
techniques

VI. Course Evaluation

The minimum requirement for a passing grade is 75% as reflected in the Grading System of the institution which is composed of
the following:

Quizzes 30%
Class Standing 30%
Major Examination 40%
Total 100%
The cumulative system is applied which is one-third of the previous and two-thirds of the present. Aside from academic deficiency,
other grounds for failing a course are:
Cheating during major examinations
Incurred more that 20% of the total number of contact hours in a semester
Failure to take major

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VII. Other References

Manicio, M. Papango M. (2013). English, A Reviewer for the Licensure Examination for Teachers. FCA Printhouse

VIII. Course Materials

Powerpoint Presentation
Videos
Learning Logs
Questionnaires

IX. Approval
Date of Effectivity: November 4, 2019 – March 2020

Prepared by: MS. KATE KYLE. L. MAPALO

Instructor

Recommended by: MS. MARIJOE M. PIMENTEL M.A. ED

Coordinator

Approved by: DR. SAMUEL C. GAMMAD, PH.D

Dean/Campus Director

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