2021-2022 - Teacher and The School Curriculum

University of Perpetual Help System GMA Campus
San Gabriel GMA, Cavite, Philippines, 4117

(02)519-4100 • (046)460-4086 •
www. gma. uphsl.edu.ph
COLLEGE OF EDUCATION
VISION
The UPHS is a premiere University that provides unique and innovative educational processes, contents, end-
results for the pursuit of excellence in academics, technology, and research through community partnership and
industry linkages.
The University takes the lead role as catalyst for human resource development, and continue to inculcate values
as way of strengthening the moral fiber of the Filipino individuals proud of their race and prepared for
exemplary global participation in the realm of arts, sciences, humanities and business.
It sees the Filipino people enjoying quality and abundant life, living in peace and building a nation that the next
generation shall be nourishing, cherishing and valuing.
MISSION
The UPHS is dedicated to the development of the Filipino as a Leader. It aims to graduate dynamic students
who are physically, intellectually, socially, spiritually committed to the achievement of the best quality of life.
As a system of services in health and education, the UPHS is dedicated to the formation of Christian services
and research oriented professional and leaders in quality education and health care.
It shall provide Perpetualites who outstandingly value the virtues of reaching out and helping others as vital
ingredients to nation building.
PROGRAM EDUCATIONAL OBJECTIVES MISSION KEY WORDS

Holistic Achievers Christian Service & Leaders on Reaching
BSE/ BEED PROGRAM Graduates of Life Formation Research Quality out &
Guided by the University Mission, the Oriented Education Helping
Professionals & Health Others
Perpetualite students are / can: Care
1. Demonstrate expertise in their own
discipline in providing meaningful and
relevant learning experiences. / / / / / /
2. Conduct basic and applied researches.
/ / / / / /
3. Participate in local, national, and
international extension program. / / / /
4. Demonstrate proficiency in organizational
communication for effective human relation. / / / / / /
5. Participate in continuing professional
advancement.
/ / / / / /
Course Title Date Effective Date Revised Prepared by Approved by Page
TED
The Teacher and the School 1st Sem July PRIMO P. DR. BETHEL Z. Page 1 of 9
Curriculum AY 2021-2022 2021 VILLANUEVA, JR. HERNANDEZ
(02)519-4100 • (046)460-4086 •
Bachelor in Secondary Education - Mathematics

COURSE SYLLABUS
1. Course Code : TED 2107

2. Course Title : The Teacher and the School Curriculum
3. Prerequisite(s) : None
4. Credit : 3.0 Units
5. Contact Hours : 31.5 hrs Synchronous and 22.5 hrs Asynchronous
6. Professor’s Name: : Mr. Primo P. Villanueva, Jr.
7. Contact Information : villanueva.primo@gma.uphsl.edu.ph, 0906-579-96-55
8. Consultation Hour : TTh 09:30 – 11:30 meet.google.com/drt-kekk-ovt
9. Course Description : This course includes the fundamental concepts and principles in
curriculum and curriculum development as a foundation to engage prospective teachers as
curricularists. The more active role of the teacher in planning, implementing and evaluating school
curriculum as well as in managing school curriculum change vis-à-vis various context of teaching-
learning and curricular reforms shall be given emphasis.
10. Institutional Program Outcomes and their Relation to Program Educational Obectives
Program
PROGRAM OUTCOMES Educational
Upon completion of the program, graduates shall possess the following knowledge and abilities: Objectives
1 2 3 4 5
a. Demonstrate higher level literacy, communication, numeracy, critical thinking,
learning skills needed for higher learning; / / /
b. Exhibit a deep and principled understanding of the learning processes and the role
of the teacher in facilitating these processes in their students; / / /
c. Exhibit a deep and principled understanding of how educational processes relate to
larger historical, social, cultural, and political processes; / / / / /
d. Demonstrate a meaningful and comprehensive knowledge of the subject matter
they will teach; / / / /
e. Can apply a wide range of teaching process skills (including curriculum
development, lesson planning, materials development, educational assessment,
and teaching approaches; / / /
f. Have direct experience in the field/classroom (e.g. classroom observation, teaching
professions); / / / / /
g. Demonstrate the professional and ethical requirements of the teaching professions; / / / / /
h. Facilitate learning diverse type of learners, in diverse types of learning
environments, using a wide range of teaching knowledge and skills; / / / / /
i. Reflect on the relationships among the teaching process skills, the learning
processing in the students, the nature of the content/subject matter, and the
broader social forces encumbering the school and educational processes in order
to constantly improve their teaching knowledge skills and practices; / / / /
j. Creative and innovative in thinking of alternative teaching approaches, take
informed risks in trying out these innovative approaches, and evaluate the
effectiveness of such approaches in improving student learning; and / / / /
k. Capable to continue learning in order to better fulfill their mission as teachers. / / / /
TED
(02)519-4100 • (046)460-4086 •
11. CMO 74/75 s 2017 and Institutional Program Outcomes

Program Outcomes a b c d e f g h i j k
Under Section 7 Performance Indicators, student must
1. Demonstrate in-depth / / / / / / /
understanding of the diversity of learners in various
learning areas
2. Manifest meaningful and / / / / / / / / /
comprehensive pedagogical content knowledge (PCK)
of the different subject areas
3. Utilize appropriate assessment / / / / / / / / /
and evaluation tools to measure learning outcomes
4. Manifest skills in / / / / / / /
communication higher order thinking and use of tools
and technology to accelerate learning and teaching
5. Demonstrate positive attributes / / / / / / /
of a model teacher, both as an individual and as a
professional
6. Manifest a desire to / / / / / / / /
continuously pursue personal and professional
development
12. Course Objectives and their Relation to Program Outcomes

COURSE OBJECTIVES PROGRAM OUTCOMES
The students a b c d e f g h i j k
1. discuss and enumerate 21st century literacies / / / / / /
2. create multiple choice test item, instructional material and lecture 3- / / / / /
tuples
3. acquire the 21st century literacies through field-based explorations / / / / / / / /
4. value and relate principles and theories in current local, in Cavite / / / / / / / / /
as possible, and global issues
5. apply and integrate course principles, authentically, in real life / / / / / / / / /
situations
13. Course Coverage

WEEK TOPIC METHODS/STRATEGY EVALUATION
Students TOOLS
Orientation Discussed and shown of
Reflective
eLearning presentation on course syllabus
1 Composition
contents
e-Learning Task 1
Google meet with students
Introduction to Curriculum Discussed and shown of Informative
2 presentation on Introduction to Composition
Curriculum e-Learning Task 2
3 The University Curriculum Discussed and shown of Multiple Choice
presentation on The University Type Questions in
TED
(02)519-4100 • (046)460-4086 •
each Order Thinking
Curriculum
Skills
e-Learning Task 3
4 CMO 74, 75 and 80 Discussed and shown of Multiple Choice
presentation on CMO 74, 75 and Type Questions in
80 each Order Thinking
Google meet with students Skills
e-Learning Task 4
5 Curriculum Designs and Discussed and shown of Multiple Choice
Principles presentation on Media Literacy Type Questions in
Google meet with students each Order Thinking
Skills
e-Learning Task 5
Given of 60-itemed test to be
6 Major Examination
answered in 1.5 hours
K12 Curriculum Multiple Choice
Discussed and shown of
Type Questions in
presentation on K12 Curriculum
7 each Order Thinking
Skills
e-Learning Task 6
Specialized k12 Curriculum Discussed and shown of ppt on Informative
8 Specialized k12 Curriculum Composition
Google meet with students e-Learning Task 7
The Faculty Discussed and shown of ppt on Digital Instructional
9 Syllabus Material
(Asynchronous 1.5 hrs
The Instruction Recycled
Discussed and shown of ppt on Instructional
10 Lesson Plan Material
(Asynchronous 1.5 hrs
The Student Services Discussed and shown of Informative
presentation on Instructional Composition
11
Material e-Learning Task 10
Google meet with students (Asynchronous 1.5 hrs
12 Given of 60-itemed test to be
Major Examination answered in 1.5 hours Midterm Exam
13 The Facilities Discussed and shown of Gantt Chart

presentation on The Faculty Monitoring
Google meet with students Dunong Sulong
(Asynchronous 6 hrs
14 – 16 Application Applies the concepts through
dunong sulong
17 - 18 Lecture Video
Utilization of dunong sulong
Presentation Lecpiece
Assessment piece
TED
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14. Topic Learning Outcomes and their Relation to Course Objectives/Program Outcomes
Week Topic Learning Outcomes Course Program Outcomes
At the end of this course, the students: Objectives
1 2 3 4 5 a b c d e f g h i J k
1 discuss and appreciate the University Vision, / / / / / / / / / / / /
Mission, and Program Objectives, grading
system and class requirements
2 Discuss introduction to curriculum
3 Evaluate University curriculum / / / / / / / / / / / / /
4 Discuss CMO 74, 75 and 80 / / / / / / / / / / / / /
5 Discuss Curriculum Designs and Principles / / / / / / / / / / / / /
7 Discuss K12 Curriculum / / / / / / / / / / / / / /
8 Discuss specialized curriculum / / / / / / /
9 Discuss the faculty / / / / / / / / / / / /
10 Discuss a recycled instructional material / / / / / / / / / / / / /
11 Discuss instruction / / / / / / / / / / / / /
13 Discuss facility / / / / / / / / / / / /
14 - 16 Applies concepts through dunong sulong
17 - 18 Utilize the outcomes through community / / / / / / / / / / / / /
service entitled ”Dunong Sulong”
15. Requirements:
Laptop, desktop or smartphone
e-learning portal
MS Word and Powerpoint
Google meet application
16. Contribution of Course in Meeting the Professional Component

Outcomes: 67%
Summative Exam: 33%
17. Course Evaluation:

Class Standing 67%
Quiz 30%
Tasks 35%
Recitation/Behavior/Project 35%
MAJOR Exam 33%
Total = 100%
Final Grade = Prelim Grade x 30% + Midterm Grade x 30% + Pre-Final Grade x 40%
18. Rubric
PRESENTATION. This is the over-all assessment of a task that is affected by the other four
components. Normally, this is equivalent to 3 points using the given Likert scale: 0 means no task, 1
means the task is slightly presentable, 2 means averagely presentable and 3 means presentable.
TED
(02)519-4100 • (046)460-4086 •
READINESS. This assesses the timely submission of the task where 0 means the task was submitted
very late, 1 means the task was submitted after the second meeting from the deadline, 2 means
submitted after the first meeting deadline and 3 means submitted on time.
INFORMATION. This assesses the completeness of the required information for a task where any
lacking information is equivalent to corresponding deductions depending on its weight and value.
MEDIUM. This assesses the materials used such as paper, pencil, pen, colors, rulers, templates and
others as required where in each absence of material, a deduction of point will be given.
ORDERLINESS. This assesses how the contents, images, pictures, tables, graphs are properly used
and placed where 0 means there is no order, 1 for slightly ordered, 2 for averagely ordered and 3 for
excellently ordered. Total of 22 points.
19. Class Rules

Be courteous always in answering and giving idea
Extend silence, respect and active participation
Answer and submit quizzes and tasks/assignment properly and on time

Wear proper uniform both in traditional face to face, if permitted or on-line face to face meet.
Attend the meetings regularly
Raise hand and be called before you speak.
Eliminate cheating practices.
20. Text Book:

Brooks-Young, S. (2007). Digital-Age Literacy for Teachers: Applying Technology Standards in
Everyday Practice. International Society for Technology in Education
21. Electronic References

https://cte.tamu.edu/getattachment/Faculty-Teaching-Resource/Program-ReDesign/Orientation-and-
Team-Formation/Book-Summary-Learner-Centered-Teaching-by-Maryellen-Weimer.pdf.aspx
https://files.eric.ed.gov/fulltext/EJ1069427.pdf
https://www.teachthought.com/pedagogy/15-examples-student-centered-teaching/
https://cetl.kennesaw.edu/pedagogy-learning-centered-teaching
https://files.eric.ed.gov/fulltext/ED581111.pdf
https://www.wcu.edu/WebFiles/PDFs/The_Case_and_Context_for_Learner-Centered_Pedagogy_-
_Joe_Cuseo.pdf
https://www.asec.purdue.edu/lct/SoTL/Learner-Centering%20Methods.pdf
http://faculty.rwu.edu/lbyrne/papers/Byrne_2016_chapter_1.pdf
http://www.dartmouth.edu/~physteach/ArticleArchive/Weimer_excerpt.pdf
https://ccnmtl.columbia.edu/projects/pl3p/Self-Directed%20Learning.pdf
https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/practice/
pedagogicalmodel.pdf
https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/teachers-and-pedagogy/
effective-and-appropriate-pedagogy
Studies
https://www.academia.edu/35234887/
The_Effectiveness_of_Learner_Centred_Approach_in_Teaching_and_Learning_Geography_in_Secon
dary_Schools
TED
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22. Course Material Made Available

e-Learning portal
Powerpoint Presentations
Lecture Videos
23. ON LINE LESSON QUALITY CHECKLIST

Criteria Notes
A. Overview and Orientation (Syllabus) REMARKS
Is the lesson aligned to standard? Refer to item 11 CMO 74/75 s 2017 and
Institutional Program Outcomes
Is the lesson’s objectives stated and observable? Refer to items 12 Course Objectives and their
Relation to Program Outcomes and 14 Topic
Learning Outcomes and their Relation to Course
Objectives/Program Outcomes
Does this lesson activate prior knowledge?
Life experience Refer to item 13 Course Coverage column 3
Evaluation Tools
Previous learning Will be done in online conferencing using google
meet
Is this lesson culturally responsive in terms of
Does the lesson connect to student’s life The design of the material uses real-time events
experiences? How? and during online meet I am reminded to give
authentic examples.
Does this lesson contain diverse character or The materials are available in English and mother
different languages? tongue modes. I will use either.
Does it explore characters from various Since the target is an authentic learning, I will use
economic backgrounds? live personalities and factual information
How does it connect to my student’s Authenticity on the content also include self,
community? family, community, country and even global events
Does this lesson enrich vocabulary? The course is focused on attitude, skills and
knowledge in IMs, somehow it may.
Is this lesson engaging? Again, authenticity will make the connection
between the lesson and the learner.
Does this lesson use conceptual development?
Does this lesson include checks for Tasks, quizzes and final output will.
understanding?
Does this lesson offer independent practice? Authenticity offers independent practice
Does this lesson offer closure? Generalization and agreement part offers closure
24.Committee Members:
Dr. Don Leobert Laforteza
Prof. Racela Alora
Mr. Primo P. Villanueva, Jr, MBACM, LPT

Education Coordinator
TED
(02)519-4100 • (046)460-4086 •
25. ON LINE QUALITY CHECKLIST

Criteria Notes
A.Overview and Orientation (Syllabus) EVIDENCES
A1. Is there an introduction that tells students how See course syllabus item 12 Course Coverage
the course will work, how to navigate the course, Week 1 Orientation that will be seen also in e-
and how to get started with the course? learning portal
A2. Is there a self-introduction by the instructor? See course syllabus item 6 to 8
A3. Is there a course syllabus (or syllabus module)
that includes the following:
A3.1 Instructor contact information and See course syllabus item 7
expectations
A3.2 Expectations for student participation in the See course syllabus item 12 Course Coverage
course that will be seen in e-learning portal
A3.3 Student-centered learning outcomes See course syllabus item 12 Course Coverage
that will be seen in e-learning portal
A3.4 A list of required materials See course syllabus item 14 Requirements
A3.5 The course grading policy See course syllabus item 15 Course Component &
16 Course Evaluation
B. Organization and Navigation EVIDENCES
B1. Is there an overall course schedule that shows See course syllabus item 12 Course Coverage
main activities and deliverables? that will be seen in e-learning portal
B2. Are there clear instructions describing what Will be placed in the learning portal
learners should do each week/module?
B3. Are content and activities organized logically See course syllabus item 12 Course Coverage
(by topic, module, week, or type)? that will be seen in e-learning portal
B4. Does each module state which course See course syllabus item 13 Topic Learning
learning outcomes it addresses? Outcomes and their Relation to Course
Objectives/Program Outcomes
B5. Are there clear instructions for every learning Will be placed in the learning portal
activity or assignment?
C. Assessment and Feedback EVIDENCES
C1. Does each module include at least one timely See course syllabus item 12 Course Coverage
and authentic formative assessment (whether under Evaluation Tools Column that will be placed
graded or ungraded) that allows students to track in e-learning portal
their own learning progress?
C2 Does the course include summative See course syllabus item 12 Course Coverage
assessments? under Week 6, 12 and 18
C3. Are rubrics provided to define assessment See course syllabus item 17 Rubrics
criteria, if applicable?
C4. Does the gradebook reflect the expectations gradesheet for update, e-learning portal can show
in the syllabus, and is the gradebook accessible to the marks given by the professor for a certain
students? assessment tool.
D. Communication and Interaction
D1. Does the course include a way to See course syllabus item 12 Course Coverage
communicate class news and answer questions? under column Methodology and Strategy
D2. Does each module have at least one See course syllabus item 12 Course Coverage
TED
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opportunity for student/instructor interaction? under column Methodology and Strategy
D3. Does each module have at least one See course syllabus item 12 Course Coverage
opportunity for student/student interaction? under column Methodology and Strategy
D4. Are social expectations for online discussions See course syllabus item 12 Course Coverage
and other forms of communication clearly stated? under item 18 Class Rules
E. Accessibility and Usability EVIDENCES
E1. Are a variety of instructional materials and See course syllabus item 12 Course Coverage
assignments used in the course, reflecting under Evaluation Tools Column that will be placed
Universal Design for Learning principles? in e-learning portal
E2. Are all video/audio files captioned? Instructional Materials are made flexible easy to
E3. Do images have tags and/or descriptions, with customize depending on the needs of PWD
the exception of decorative images? clients.
E4. Are all files (PDF, Word, PPT) ADA compliant
and accessible via screen readers? This includes
tables, graphs and math symbols.
E5. Is the content easy to comprehend (modules Considered in IMs to produce
and topics are named appropriately and
informatively, text pages follow a header structure,
etc.)?
F. Student Support Stated in the Syllabus EVIDENCES
F1. Is information about technical support c/o ITS
clearly stated?
F2. Are the institution's accessibility policies c/o ITS
clearly stated?
F3. Is an explanation of the benefits of c/o ITS
academic support services and a description of
how students can access them clearly stated?
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University of Perpetual Help System GMA Campus

San Gabriel GMA, Cavite, Philippines, 4117

PROGRAM EDUCATIONAL OBJECTIVES MISSION KEY WORDS

Course Title Date Effective Date Revised Prepared by Approved by Page

Bachelor in Secondary Education - Mathematics

1. Course Code : TED 2107

Course Title Date Effective Date Revised Prepared by Approved by Page

11. CMO 74/75 s 2017 and Institutional Program Outcomes

12. Course Objectives and their Relation to Program Outcomes

13. Course Coverage

13 The Facilities Discussed and shown of Gantt Chart

16. Contribution of Course in Meeting the Professional Component

17. Course Evaluation:

19. Class Rules

Answer and submit quizzes and tasks/assignment properly and on time

20. Text Book:

21. Electronic References

Course Title Date Effective Date Revised Prepared by Approved by Page

22. Course Material Made Available

23. ON LINE LESSON QUALITY CHECKLIST

Mr. Primo P. Villanueva, Jr, MBACM, LPT

25. ON LINE QUALITY CHECKLIST

Course Title Date Effective Date Revised Prepared by Approved by Page

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