Eastern Mindoro College

BONGABONG, ORIENTAL MINDORO

Tel. No.(043)-283-5479; email_1945 @ yahoo.com
COLLEGE DEPARTMENT

OUTCOME –BASED COURSE SYLLABUS

ONLINE DISTANCE LEARNING

Instructor: MR. JAYMAR B. MAGTIBAY Department: College of Education Collegiate Year: 2020-2021 Semester: 1st
COURSE TITLE : Social Dimensions of Education
COURSE DESCRIPTION :
This course is an introduction to social sciences theories and researches related to education. It focuses on an understanding of the four pillars of education, which are
fundamental to learner’s critical and logical decision-making as active members of society and as global citizens. It also aims to enhance their critical understanding of the
transformation in education, work, and culture brought about by globalization in order to respond to the same.
COURSE CODE : SDE
CREDIT UNITS : 3
PREREQUISITE/S : None
PROGRAM GOAL:
The technical teacher education curriculum shall impart a body of knowledge, skills, attitudes, values and experiences that will provide prospective teachers with the necessary
competencies essential for effective teaching.
COMPETENCY STANDARDS:
 Have fully developed the competencies required by the Philippine Trainers Qualification Framework (PTQF)
 Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning
 Have deep and principled understanding of the learning processes and the role of the teacher I facilitating these processes in their students
 Have deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes
 Have a meaningful and comprehensive knowledge of the subject matter they will teach
 Can apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching
approaches)
 Have direct experience in the field/classroom/workshop (e.g. classroom observations, teaching assistance, practice teaching)
 Can demonstrate and practice the professional and ethical requirements of the teaching professions
 Can 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
 Can be 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 are willing and capable to continue learning in order to better fulfill their mission as teachers

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COURSE OUTLINE
Week Course Outcomes Topics Teaching / Learning Activities Assessment
 Discuss and analyze the relevant INTRODUCTION TO THE SOCIAL  Brainstorming  Performance Test
social science theories and DIMENSIONS OF EDUCATION  Interactive Discussion  Written test
researches related to education  Sociological Theories in  Oral Recitation  Analytic Rubric assessment of
 Drawn the implications of social Understanding Social
individual participation
sciences theory related to Dimensions of Education
(via google meet)
education  Consensus / Functional
(via google meet, facebook group and email)
Theory
1-3  Discussed and internalized the
 Conflict Theory
foundational principles of
 Interactionist Theory
morality
 Critical Theory
 Accepted continuing values
formation in relation with social
relationship.

4-6 Discussed and internalized the SOCIAL INSTITUTIONS  Brainstorming  Performance Test
foundational principles of morality  Family  Interactive Discussion  Written test
 Accepted continuing values  Characteristic and Functions  Oral Recitation  Analytic Rubric assessment of
formation in relation with social of Family individual participation
relationship.  Education (via google meet)
 Appreciate and apply the basic  Characteristics and Functions (via google meet, facebook group and email)
assumptions made in social of Education
science studies in order to help  Religion
learners make critical and logical  Characteristics and Function
decisions of Religion
 Develop an understanding of the  Economic
role of the teacher as active  Characteristics and Function
members of society and as of Economic
global citizens tasked with the  Government
duty of training responsible
 Characteristics ad Function of
citizens
Government
 Make appropriate adjustments to
address the needs of learners
with different cultural
backgrounds and characteristics
 Adjust to the various special and
cultural changes affecting
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 education
 Accepted continuing values
formation in relation with social
relationship.
 Appreciate and apply the basic
assumptions made in social
science studies in order to help
learners make critical and logical
decisions
 Develop an understanding of the
role of the teacher as active
members of society and as
7-9
global citizens tasked with the
duty of training responsible
citizens
 Make appropriate adjustments to
address the needs of learners
with different cultural
backgrounds and characteristics
 Adjust to the various special and
cultural changes affecting
education
10-11  Accepted continuing values INTERCULTURAL
formation in relation with social COMMUNICATION
relationship.
 Appreciate and apply the basic
assumptions made in social
science studies in order to help
learners make critical and logical
decisions
 Develop an understanding of the
role of the teacher as active
members of society and as
global citizens tasked with the
duty of training responsible
citizens
FOUR PILLARS OF  Brainstorming
EDUCATION  Interactive Discussion  Written test
 Context of the Four Pillars of  Oral Recitation  Analytic Rubric assessment of
Education individual participation
 The Four Pillars of Learning  Mid Term Examination
 Philosophy of Four Pillars of
Education
(via google meet)
 Purposes of Four Pillars of (via google meet, facebook group and email)
Education
 Theoretical Views on the Four
Pillars of Education
 Brainstorming  Performance Test
 Interactive Discussion  Written test
 The Context of Intercultural  Oral Recitation  Analytic Rubric assessment of
Communication and individual participation
Intercultural Education
 Dimensions of Intercultural (via google meet) (via google meet, facebook group and email)
Communication
 Barriers to Intercultural
Communication
 Culture
 Components and Organization
of Culture
 Culture Transmission
 Cultural Relativism
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  Make appropriate adjustments to
address the needs of learners
with different cultural
backgrounds and characteristics
 Adjust to the various special and
cultural changes affecting
education

12-13  Discussed and internalized the MULTI-CULTURAL  Brainstorming  Performance Test

foundational principles of EDUCATION
morality
 Accepted continuing values
formation in relation with social
relationship.
 Appreciate and apply the basic
assumptions made in social
science studies in order to help
learners make critical and logical
decisions
 Develop an understanding of the
role of the teacher as active
members of society and as
global citizens tasked with the
duty of training responsible
citizens
 Make appropriate adjustments to
address the needs of learners
with different cultural
backgrounds and characteristics
 Adjust to the various special and
cultural changes affecting
education
 Examined the responsiveness of
the present teacher education
curriculum to the needs of the
teacher as he/she performs the
role in the classroom and in the
community
 Interactive Discussion  Written test
 Dimensions of Multicultural  Oral Recitation  Analytic Rubric assessment of
Education individual participation
 Cultural Assimilation Versus (via google meet)
Cultural Pluralism (via google meet, facebook group and
 Goals of Multicultural email)
Education
 Approaches to Multicultural
Curriculum Reform
 Subcultures
 Cultural Dimensions of
Learning – Teaching and
Educational Processes
 Culturally Responsive
Teaching
 Theoretical Views on
Multiculturalism and
Multicultural Education
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  Enriched insights on global
education by analyzing and
comparing the education of
selected countries of the world
 Describe multi-cultural diversity
as an element of global
education and the role of the
teacher in addressing the
diversity among learners
14-15  Define concept of Peace in a
holistic way
 Explain the contribution or
importance of peace education in
the quest for positive social
change or transformation
 Identify and explain the key
terms of peace education
 Describe the attributes of a
peaceable classroom and teacher
 Discuss some of he most
important peaceable teaching-
learning approaches used in
peace education
PEACE EDUCATION  Brainstorming
 Kinds and level of Peace  Interactive Discussion  Written test
 Basic Assumption on Peace  Oral Recitation  Analytic Rubric assessment of
Education individual participation
 Peace Education as (via google meet)
Transformative Education (via google meet, facebook group and
 Peace Education’s Schema of email)
Knowledge, Skills and
Attitudes/ Values
 Approaches and
Methodologies in Teaching
Peace Education
 Theoretical Views on Peace
Education
 Human rights
 Upholding Human Dignity
 Challenging Prejudice and
Building Tolerance
 Promoting Non- violence
 Convention on the
Elimination of all forms of
Discrimination against
women
 Promoting Non- Violence
 Challenging the War System
Possible Causes of War
 Sharing the Earth Resources
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 Discussed and internalized the
foundational principles of
morality
 Accepted continuing values
formation in relation with social
16
relationship.
 Appreciate and apply the basic
assumptions made in social
science studies in order to help
learners make critical and logical
decisions
 Describe Gender Equality and GENDER EDUCATION
Inequality and how they affect
development
 Explain the relationship between
gender and power
 Discuss significant gains in
women’s education as a result of
global advocacy
17
18  Gained clear understanding of CHARACTERISTICS OF
what global teacher is in context EDUCATION FOR 21ST
of global education CENTURY
 Enriched insights on global
education by analyzing and
comparing the education of
selected countries of the world
 Resolving and Transforming
Conflicts
INCLUSIVE EDUCATION  Brainstorming
 Philosophy of Inclusive  Interactive Discussion  Written test
Education  Oral Recitation  Analytic Rubric assessment of
 Types and Methods of individual participation
Inclusive Education (via google meet)
 Benefits of Inclusive (via email)
Education
 Barriers to Inclusive
Education
 Theoretical Views on
Inclusive Education
 Brainstorming
 Defining Sex and Gender  Interactive Discussion  Written test
 General Concept about  Oral Recitation  Analytic Rubric assessment of
Gender individual participation
 Gender Identities and Gender (via google meet)
Roles (via email)
 Theories of Gender
Development
 Sources of Gender
Stereotyping in Society
 Gender Equality an Inequality
 Feminist Theory
 Homosexuality and
Transgenderism
 Theoretical Views on Gender
and Education
 Brainstorming  Written test
 Interactive Discussion  Analytic Rubric assessment of
 Oral Recitation individual participation
 Trends and development
 Global Education (via google meet) (via google meet and email)
 Globalization
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  Describe multi-cultural diversity
as an element of global
education and the role of the
teacher in addressing the
diversity among learners
 Identified opportunities in
teacher exchange programs for
the development of world – class
teachers
 Described global application of
technology in the classroom


Identify the characteristics of PARADIGM SHIFT OF  Brainstorming  Written test
globalization that are related to EDUCATION:  Interactive Discussion  Analytic Rubric assessment of
education  Education in the New Social  Oral Recitation individual participation
 Describe how socio-cultural, Milieu
environmental, geographical,  Information and (via google meet and email)
economic, political and equity Communication (via google meet)
issues affect globalization  Education for Sustainable  Final Term Examination
19
 Discuss and explain Development
globalization and education in  ESD as the right attitude for (via google docs)
the perspective of conflict and globalization
consensus theorists
 Discuss the impact of
globalization on the process and
progress of education
SUGGESTED LEARNING RESOURCES
BOOKS
1. Vega et al. (2009). Social Dimensions of Education. Lorimar Publishing, Inc. ISBN 971-685-699-6.
2. Tamayao, A. (2013). Social Dimensions of Education. Rex Printing Company Inc. ISBN 978-971-23-6634-5

Prepared by:

MR. JAYMAR B. MAGTIBAY

Instructor
Approved:
VIRGIE YAP DALIDA- DELA CRUZ, Ph.D., D.D.
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 Dean of College

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