Republic of the Philippines

BASILAN STATE COLLEGE

COLLEGE OF EDUCATION
Isabela City, Basilan

Outcomes-based Education (OBE) Course Syllabus in

PED 100 – The Child and Adolescent Learners and The Learning Principles
First Semester, SY 2019-2020
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I-COLLEGE VISION-MISSION STATEMENT:

Vision: A leading institution of excellent in innovative instruction and creative research and extension programs and projects, directed towards lasting peace and total human
development.

Mission: Basilan State College shall provide quality human resources equipped with adequate knowledge, skills, and attitude in technological, vocational
and professional fields of instruction, research, extension, and production to improve the quality of life of its clientele.
Core Values: A – Accountability C – Commitment C – Cultural Sensitivity E – Excellent S – Service

II - College of Education Goal: Produce globally competitive teacher education graduates.

III - PROGRAM OUTCOMES:(CMO #74. S. 2017, ARTICLE 4, SECTION 6.2, p, 3)

A. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
B. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
C. Demonstrate understanding of the diversity of learners in various learning areas.
D. Demonstrate mastery of subject matter/discipline.
E. Demonstrate a variety of thinking skills in planning, monitoring assessing, and reporting learning processes and outcomes.

IV – COURSE NO. AND TITLE: PED 100 – THE CHILD AND ADOLESCENT LEARNERS AND THE LEARNING PRINCIPLES

V - COURSE CREDITS/UNITS: 3units

VI - COURSE DESCRIPTION: (CMO #74, s. 2017, ANNEX A, p. 15)

 This course focuses on child and adolescent development with emphasis on current research and theory on biological, linguistic, cognitive, social and emotional dimensions of
development. Furthermore, this includes factors that affect the progress of development of the learners and shall include appropriate pedagogical principles applicable for each
development level.

VII – CONTACT HOUR/WEEK: 54 hours/18 weeks

VIII – PREREQUISITE: NONE

IX - COURSE OUTCOMES:

PROGRAMOUTCOMES
COURSE OUTCOMES
A B C D E
1. Demonstrate knowledge and understanding of child and adolescent development and its learning principles. (BTI 1.1.1) /
2. Demonstrate knowledge of learning theories that motivate learners to work productively in the classroom on their own learning. (2.5.1)
3. Demonstrate knowledge and understanding of child and adolescent development to suit the learners’ gender, needs, strengths, interests, and experiences.
(3.1.1)
4. Demonstrate an understanding of research –based related on child and adolescent development, knowledge and principle of teaching and learning. (1.2.1)
5. Develop and utilize relevant materials that match the learners’ learning style, goals and culture.
6. Identify various types of learners and provide them with appropriate, culturally-relevant learning activities.
7. Apply theories of learning in designing learning-teaching experiences.

IX - COURSE DESIGN MATRIX

Outcomes Based Assessment of Learning

Desired Learning outcomes
Time Course Content/Subject Matter Teaching and Learning Outcomes Values
(DLO) Textbooks/References Resource Materials
Table (OBTL) (ALO) Integration
UNIT 0
0.1. Vision and mission of
At the end of the chapter, the Graded Oral Recitation
Basilan State College Tarpaulin or
students must have to: Students present in the
Week 1 and Vision Mission of The code and chrter of Recitation of the vision Cartolina where the
Demonstrate the vision and class the VMS through Loyalty
(8/19- the College of BaSC Student Handbook and mission if the vision and mission
mission of the college and speech choir using
23/19) Education. college and department. statement is printed
department. Rubrics.
0.2. Class Orientation
 SYLLABUS
  GRADING
SYSTEM
 POLICIES
Week 2 Facilitated Class
Week 3 Discussion:  Graded Oral
Students will be Recitation
PART I – INTRODUCTION.
assigned topic following Students will be
the 4A’s strategy to rated individual
1. Discuss human UNIT 1 – Basic Concepts and
discuss in the class. orally on  Laptop
development based or Issues on Human
meaning,  Pictures
using your own Development
Group Activity: concepts and  Projector
experiences. CHILD AND
Picture of two children approaches of
2. Compare and contrast Module 1: Human ADOLESCENT  Worksheet
will be provided and human
the two approaches to Development: Meaning, DEVELOPMENT –  Example of
students will describe development.
human development. Concepts and Approaches Looking at Learners At research
what they were before
Different Life Stages abstract matrix
birth and who they will
OBE and K to 12 Based
possibly be after birth
unto adulthood to
Appreciation
distinguish the
on the
approaches to human
existence of
development  Rubrics assessing
3. Demonstrate knowledge human life
on Debate
of the developmental
Individual Activity: Presentations
task and developmental Module 2: Stages of Human
Student will interpret
stage. Development and  Laptop
given quotations in  Rubrics assessing
Developmental Tasks  Pictures
relation to human on Undergraduate
4. Take an informed  Projector
development to discuss Research
stand/position on the CHILD AND  Worksheet
their understanding on Presentations and
issues on development. ADOLESCENT  Manila papers
human development. Output
Module 3: Issues on Human DEVELOPMENT –  Marker
5. Make simple research Development Looking at Learners At  Activity sheet
Think Group Share:  UNIT Quiz -
abstract out of research Different Life Stages
Brains Objective and
read. Module 4: Research in Child OBE and K to 12 Based
The class will be moving type of
and Adolescent Development
divided into 8 groups exam on Module 1
and each group is - 4.
assigned one stage of
the stages of
development to
describe within their
group the
characteristics of an
individual on the
specific developmental
stage and share to the
class to identify and
describe stages of
development and
developmental task.

Small Group Debate:

The class has divided
into 3 small groups and
let the group choose
topic for debate to take
an informed stand on
the issue of human
development. The
topics are: Nature vs.
Nurture, Continuity vs.
Discontinuity and
Stability vs. Change

Group Collaboration
Activities:
The class divided into
groups to surf the
internet for samples of
research
abstract/researches on
child and adolescent
development to write
problem, methodology,
findings and
conclusions to come up
 with a simple research
abstract.
Week 4 1. Understand the different UNIT 2 – Developmental Facilitated Class
Week 5 terms in each Theories and Other Relevant Discussion:
Week 6 developmental theory Theories CHILD AND Students will be
Week 7 through searching it in ADOLESCENT assigned topic following
the library or internet. DEVELOPMENT – the 4A’s strategy to
Module 5: Looking at Learners At discuss in the class.
2. Share personal life Psychosocial Theory of Different Life StagesOBE
experience using Development by Erik and K to 12 Based Vocabulary
Erikson’s stages. Erikson Assignment:
3. Demonstrate Students will be asked
 Graded Oral
understanding of Frued’s Module 6: to look for the meaning
Recitation on
views about child and Psychoanalytic Theory by of the different terms to
Theories of learning
adolescent development Sigmund Freud understand the different
through video clips. terms.  Laptop
4. Analyze a person’s level Module 7:  Pictures Appreciation
of moral reasoning based Moral Development Theory by 5-Minute Non-Stop
 Projector on the
on your responses to Lawrence Writing:
 Rubrics assessing  Worksheet essence of
moral dilemmas. Kohlberg Students will be asked
students’ essay  Manila papers Learning
5. Demonstrate knowledge to write learning insight
 Marker Theories and
of the layers of Module 8: about the different
 Unit Quiz - Objective  Activity sheet studues
Bronfenbrenner’s Bioecological Theory theories to explain and
Bioecological Model by Urie Bronfenbrenner discuss what they have and moving type of
through video clips. understood on each exam on Theories of
6. Describe Piaget’s stages Module 9: developmental theory. Learning, Module 5 -
in your own words Piaget’s Stages of Cognitive 10.
through video clips. Development Video Clips Viewing:
7. Differentiate Piaget and Teacher will view video
Vygotsky’s views on Module 10: clips to the students
cognitive development. Vygotsky’s Socio- about the different
Cultural Theory concept of the different
stages of the different
theories of learning to
identify, analyze,
CHILD AND understand, and
ADOLESCENT differentiate knowledge
 DEVELOPMENT – and understanding
Looking at Learners At among theories.
Different Life StagesOBE
and K to 12 Based

Priming Activities:
Erikson’s Stages
Theory of
Development
Questionaire
This contains selected
items from Rhona
Ochse and Cornelis
Plug’s self-report
questionnaire assessing
the personality
dimensions associated
with Erikson’s 5 stages
of psychosocial
development to identify
the stages relevant to
the students.

Moral Dilemma:
Students will read a
dilemma or scenario
and answer the given
questions after reading
to identify the stages of
moral development

Group Activity:
Looking back
The class will be
grouped in a small
group. They will recall
 their childhood by
answering the given
questions and write it
on the graphic
organizer to identify and
understand the 5 stages
of Bronfenbrenner’s
Ecological Theory.
Week 8 AT THE END OF THE
EXAMINATION, THE
REFERENCES FROM CONDUCT OF PENCIL AND
STUDENTS MUST HAVE TOPICS FROM MODULE 1 TO
MODULE 1 TO MODULE MIDTERM TEST PAPERS PAPER MIDTERM
ANSWERED CORRECTLY MODULE 10
10 EXAMINATION EXAMINATION
75% OF THE MIDTERM
TEST ITEMS.
Week 9 1. Become more PART II – DEVELOPMENT OF Facilitated Class
appreciative of the gift of THE LEARNERS AT VARIOUS Discussion:
life manifested in an anti- STAGES Students will be
abortion stand. assigned topic following
2. Explain the most UNIT 1 – CHILD AND the 4A’s strategy to  Rating Scale on
common hazard to Pre-natal Period ADOLESCENT discuss in the class. Seminar
prenatal development. DEVELOPMENT –
Module 11: Looking at Learners At Group Project:  Rubrics on Essay  Laptop
Pre-natal Development Different Life Stages Students will be assessing students’  Pictures
OBE and K to 12 Based grouped and asked to essay on hazard to  Projector
give one day semi- prenatal Appreciation
 Worksheet
formal seminar for the development. on the Gift of
mothers and fathers of  Manila papers Life
children in school  Marker
 Unit Quiz - Objective
adapt. and moving type of  Activity sheet
exam on Module 11.

5-Minute Non-Stop
Writing:
Students will pretend as
Junior, 4 months in
womb and their mother
is concentration on
 doing abortion.
Students will write letter
convincing their mother
that they are human
being developing
contrary to what they
are thinking.
Facilitated Class
1. Trace the physical UNIT 2 – INFANCY AND CHILD AND Discussion:
development that you TODDLERHOOD ADOLESCENT Students will be
have gone through as DEVELOPMENT – assigned topic following
infants and toddlers. Module 12: Looking at Learners At the 4A’s strategy to
2. Draw implications of Physical Development of Infants Different Life Stages discuss in the class.
these principles and and Toddlers OBE and K to 12 Based  Reflection:
processes to parenting Group Activity: Students will be  Laptop
and caregiving. Students will be given assessed on their essay  Pictures
graphic organizer to using rubrics.
 Projector
analyze and trace the
 Worksheet
physical development of  Quiz - Objective and
human.  Manila papers
moving type of exam
on Physical  Marker
Group Activity: Development of  Activity sheet
Students will be Infants and Toddlers.
grouped and come up
with a graphic
presentation of the
milestones of the
various aspect of
physical development.
Week 10 1. Trace your own cognitive Module 13: CHILD AND Facilitated Class
development as infants Cognitive Development of ADOLESCENT Discussion:
and toddlers. Infants and Toddlers DEVELOPMENT – Students will be  Reflection:
2. Draw implications of Looking at Learners At assigned topic following Students will write
cognitive development Different Life Stages the 4A’s strategy to their reflections on
concepts to parenting. OBE and K to 12 Based discuss in the class. what struck them
most in the cognitive  Laptop
Group Activity: development of  Pictures
Students will be divided infants and toddlers.  Projector
into 3 groups and will  Worksheet
be assigned a task to  Rubrics on Essay  Manila papers
do assessing students’  Marker
essay on Cognitive  Activity sheet
G1 – Story Reading Development of
(Story of Laurant, Infants and Toddlers.
Lucienne & Jacqueline)
G2 – Share answers to
the given questions.
G3 – Share answers to
the given questions.
1. Describe the socio- Module 14: CHILD AND Facilitated Class  Reflection:
emotional development Socio-emotional Development ADOLESCENT Discussion: Students will write
process that you went of Infants and Toddlers DEVELOPMENT – Students will be their reflections
through as an infant and Looking at Learners At assigned topic following based on stories they
toddler. Different Life Stages the 4A’s strategy to heard from their  Laptop
2. State the implications of OBE and K to 12 Based discuss in the class. parents and  Pictures
research findings on grandparents about
 Projector
infants’ and toddlers’ Activity: Reading their first three years
socio-emotional  Worksheet
Poem in the world, they will
development to parenting Students read the poem reflect the kind of  Manila papers
and child care. presented and answer home environment  Marker
the following questions they have had as an  Activity sheet
given. infant and as a child.

Observation:  Rubrics on Essay

Students observe assessing students’
interaction of an adult essay on Socio-
 caregiver (parent, emotional
grandparent, day care Development of
and worker) with: Infants and Toddlers.
a. an infant
b. a toddler  Unit Quiz - Objective
and moving type of
exam on
Module 12 - 14.
Week 11 1. Describe the preschool UNIT 3 – EARLY CHILDHOOD  5-Minute Non-Stop
children’s physical (THE PRESCHOOLER) Activity: Picture Writing:
growth. CHILD AND Analysis Students will write  Laptop
2. Identify the different Module 15 ADOLESCENT Students will examine learning insight about  Pictures
gross and fine motor Preschoolers’ Physical DEVELOPMENT – the picture given. They the physical
 Projector
skills. Development Looking at Learners At will think about the development of
3. Draw implications of Different Life Stages  Worksheet
physical characteristics preschoolers and
these concepts on OBE and K to 12 Based of preschoolers, put a they will explain why.  Manila papers
physical development on caption for the pictures  Marker
teaching preschoolers. and answer the  Rubrics on Essay  Activity sheet
following questions. assessing students’
essay on physical
Development of
preschoolers.
1. Describe the cognitive CHILD AND  5-Minute Non-Stop
development that takes Module 16: ADOLESCENT Writing:
place among Cognitive Development of the DEVELOPMENT – Students will write
Vocabulary  Laptop
preschoolers Preschoolers Looking at Learners At learning insight about
Assignment:  Pictures
2. Apply concepts on Different Life Stages the cognitive
Students will be asked
preschoolers’ cognitive OBE and K to 12 Based development of  Projector
to look for the meaning
development in preschoolers and  Worksheet
of the different words to
preschool teaching and they will explain why.  Manila papers
understand the different
in child care.  Marker
terms.
3. Take an informed  Rubrics on Essay  Activity sheet
stand/position on current assessing students’
preschool teaching essay on Cognitive
practices. Development of
preschoolers.
Week 12 1. Explain the development  5-Minute Non-Stop
of the preschoolers’ Writing:
sense of self and self- Students will write
esteem. learning insight about
2. Discuss how children the socio-emotional
develop gender identity. development of
3. Describe how significant Group Activity: Case  Laptop
preschoolers and
CHILD AND Study
relationships with they will explain why.  Pictures
parents, siblings and ADOLESCENT Students will observe
Module 17:  Projector
peers affect the DEVELOPMENT – preschoolers playing in
Socio-emotional Development  Rubrics on Essay  Worksheet
preschooler. Looking at Learners At the playground or in the
of the Preschoolers assessing students’  Manila papers
Different Life Stages classroom. They will
essay on Socio-  Marker
OBE and K to 12 Based take a video or shoot
emotional  Activity sheet
pictures and answer the
Development of
given question.
preschoolers.

 Unit Quiz - Objective

and moving type of
exam on
Module 15 - 17.
1. Describe the different UNIT 4 THE PRIMARY CHILD AND Group Activity:  5-Minute Non-Stop
physical characteristics SCHOOLERS ADOLESCENT Students will be given Writing:
of early school-aged DEVELOPMENT – task ahead to observe Students will write
children. Module 18: Looking at Learners At (3) primary school learning insight about
2. Enumerate ideas on how Physical Development of Different Life Stages children (Grades 1 – 3). the socio-emotional  Laptop
you can apply the Primary Pupil OBE and K to 12 Based They will describe the development of  Pictures
concepts in the teaching- physical characteristics primary pupil and  Projector
learning process. of the children. They will they will explain why.  Worksheet
write it on a paper  Manila papers
following the given table  Rubrics on Essay  Marker
and answer the assessing students’  Activity sheet
following questions essay on Socio-
given. emotional
Development of
Group Activity: primary pupils.
Students will be given
 graphic organizer. They
will complete it and
share the output in the
class.
Week 13 1. Describe the Activity: Semantic
characteristics of children Module 19: CHILD AND Map
 5-Minute Non-Stop
in the concrete Cognitive Development of the ADOLESCENT Students will write down
Writing:
operational stage. Primary Schoolers DEVELOPMENT – words which come on
Students will write
2. Explain the importance of Looking at Learners At their mind when the  Laptop
learning insight about
information-processing Different Life Stages words cognitive  Pictures
the cognitive
skills and how they affect OBE and K to 12 Based development is
development of  Projector
the child’s cognitive mentioned and answer
primary pupils and  Worksheet
development. the following questions
they will explain why.  Manila papers
3. State the different given.
cognitive milestones in  Marker
 Rubrics on Essay  Activity sheet
primary-schoolers. Activity: Diagram
assessing students’
Students will write
essay cognitive
insight on how they can
Development of
apply the Information
primary pupils.
Processing Theory in
primary-schoolers.
1. Identify the different Module 20: Activity: Case Study  5-Minute Non-Stop
characteristics of primary Socio-Emotional Development Students will observe Writing:
school-aged children in of the Primary Schoolers primary-schoolers Students will write
this stage of CHILD AND during their play time learning insight about
development. ADOLESCENT (recess or lunch break) the socio-emotional  Laptop
2. Discuss the different DEVELOPMENT – and answer the development of  Pictures
factors that affect the Looking at Learners At following questions primary pupils and  Projector
socio-emotional growth Different Life Stages given. they will explain why.  Worksheet
of the primary-schoolers OBE and K to 12 Based  Manila papers
Activity: Case Study  Rubrics on Essay  Marker
Students will be given assessing students’  Activity sheet
two situations. They will essay on Socio-
write their opinion or emotional
insight how to help Development of
leaners to cope up primary pupils.
socio-emotional
 difficulties.  Unit Quiz - Objective
and moving type of
exam on
Module 18 - 20.
Week 14 1. Identify the different UNIT 5 – LATE CHILDHOOD CHILD AND Activity : Photo
physical characteristics (The Intermediate Schoolers) ADOLESCENT Collage  5-Minute Non-Stop
of intermediate DEVELOPMENT – Students will make a Writing:
schoolers. Module 21: Looking at Learners At picture collage in their Students will write
2. Discuss ways and Physical Development of the Different Life Stages late childhood. They will learning insight about
practices which will aid Intermediate Pupil OBE and K to 12 Based write their observations the socio-emotional  Laptop
children in successfully and answer the development of  Pictures
developing physically. following questions intermediate pupils  Projector
3. Design simple exercise given. and they will explain  Worksheet
program appropriate for why.  Manila papers
intermediate school Activity: Exercise  Marker
children. Program  Rubrics on Essay  Activity sheet
Students will design a assessing students’
simple exercise essay on physical
program appropriate for Development of
children 9 – 12. intermediate pupils.

1. Examine cognitive Module 22: CHILD AND Activity:

 5-Minute Non-Stop
characteristics of cognitive Development of the ADOLESCENT Students will write their
Writing:
intermediate school Intermediate Schoolers DEVELOPMENT – own understanding on
Students will write
children. Looking at Learners At the different statements  Laptop
learning insight about
2. Discuss important factors Different Life Stages of Intelligence of H.  Pictures
the cognitive
that affect the cognitive OBE and K to 12 Based Gardner and answer
development of  Projector
development of the following questions
intermediate pupils  Worksheet
intermediate school given.
and they will explain  Manila papers
children.
why.  Marker
3. Enumerate ways on how Activity:
teachers can promote Students will make a  Activity sheet
 Rubrics on Essay
creativity in the learning graphic organizer as to
assessing students’
environment, learning how a teacher help
essay on cognitive
activities and encourage creativity in
Development of
instructional materials. children considering the
 areas in the teaching- intermediate pupils.
learning process.
Week 15 1. Identify the socio- Module 23: CHILD AND Individual Activity:
emotional characteristics Socio-Emotional Development ADOLESCENT Students will gather
of children in their late of the Intermediate Schoolers DEVELOPMENT – their pictures when they
 5-Minute Non-Stop
childhood age. Looking at Learners At were in Grade 4, 5 or 6.
Writing:
2. Determine the qualities Different Life Stages They will recall a
Students will write
of family life that affect OBE and K to 12 Based significant event that
learning insight about
older children’s happened to them.
the socio-emotional
development including Write a very brief story
development of
changes in family of what happened and
intermediate pupils  Laptop
interaction. answer the following
and they will explain
3. Interview a parent questions given.  Pictures
why.
regarding their child’s  Projector
socio-emotional Group Activity: Case  Worksheet
 Rubrics on Essay
development. Study  Manila papers
assessing students’
Students will be  Marker
essay on Socio-
grouped into four. They  Activity sheet
emotional
will task to interview
Development of
parents of intermediate
intermediate pupils.
schoolers and write the
factors which greatly
affect socio-emotional  Unit Quiz - Objective
development of children and moving type of
in their late childhood exam on
stage and write tha data Module 21 - 23.
on a given graphic
organizer.
Week 16 1. Define adolescence in UNIT 6 ADOLESCENCE (The CHILD AND Activity: Group Share  Reflection:  Laptop
your own words. High School Learners) ADOLESCENT real life experience. Students will reflect  Pictures
2. Describe the physical DEVELOPMENT – Students will be on how as a future
 Projector
and sexual changes Module 24: Looking at Learners At grouped into four and teacher they can
 Worksheet
accompanying puberty. Physical Development of the Different Life Stages each will share in the foster the
3. Identify psychological High School Learners OBE and K to 12 Based group their experience  Manila papers
development of
consequences of early in the different aspects adolescent high  Marker
and late maturation in the given and answer the school learners in the  Activity sheet
period of adolescence. following questions different journal entry
 given. Each group will given.
choose leader to
present in the class  Rubrics on Essay
their experiences. assessing students’
essay on Physical
Development of High
School Learners.
1. Describe the theories of Module 25: CHILD AND  Reflection:
cognitive thinking and Cognitive Development of the ADOLESCENT Students will reflect
Activity: Group Share
relate these to the High School Learners DEVELOPMENT – on the practices of
real life experience.
phases of teaching- Looking at Learners At their past teachers.
Students will be
learning. Different Life Stages They will write which
grouped into four and
2. Identify the avenues for OBE and K to 12 Based one encouraged their
each will share in the
the adolescent learner’s cognitive
group their experience
acquiring metacognition, development as an
in the different aspects
elevating his thinking adolescent and which
given and answer the
ability base. one did not. They will
following questions  Laptop
3. Explain the outcomes of also write what
given. Each group will  Pictures
the adolescent’s new lessons they have
choose leader to
thinking skills, inclusive learned from their  Projector
present in the class
of egocentrism, idealism, past teachers  Worksheet
their experiences.
and increased regarding ways of  Manila papers
argumentativeness. enhancing  Marker
Group Activity:
adolescents’  Activity sheet
Students will be
cognitive
grouped into (5). Each
development.
group will give
important concept that
 Rubrics on assessing
they learned and then
students’
each give its application
essay/reflection on
in the teaching learning-
cognitive
process. Present it in
development of high
the lass.
school learners.

Week 17 1. Identify the socio- Module 26: CHILD AND Activity: Group Share  Unit Quiz - Objective  Laptop
 emotional changes in the
adolescent.
2. Describe how self-image
develops among teens.
3. Determine the
wholesome attitudes and
values in teenage
friendship.
4. Discern the causes of
moral reasoning and
feeling, while
understanding
religiously-imposed
morality.
Week 18 AT THE END OF THE
EXAMINATION, THE
STUDENTS MUST HAVE
ANSWERED CORRECTLY
75% OF THE FINAL TEST
ITEMS.
XI – COURSE REQUIREMENT/S:
1. Case Study.
Socio-emotional Development ADOLESCENT real life experience. and moving type of  Pictures
of the High School Learners DEVELOPMENT – Students will be exam on  Projector
Looking at Learners At grouped into 5 or 6 and Module 24 - 26.  Worksheet
Different Life Stages each will share in the  Manila papers
OBE and K to 12 Based group their real life  Marker
experience in the  Activity sheet
different aspects given
and answer the
following questions
given. Each group will
choose leader to
present in the class
their experiences.
Website Activity:
Each student will surf
the internet for
programs meant to help
troubled teenagers.
Make a list of these
teen programs, their
objectives and pass this
in class.
REFERENCES FROM PENCIL AND
TOPICS FROM MODULE 11 CONDUCT OF FINAL
MODULE 11 TO TEST PAPERS PAPER FINAL
TO MODULE 26 EXAMINATION
MODULE 26 EXAMINATION
 Students must submit their group case study.

X - CRITERIA FOR GRADING (CED STUDENT HANDBOOK BOT RES. #34 S. 2013)

MIDTERM /FINAL EXAMINATION - 35%

CLASS STANDING (WITH RUBRICS) - 25%
-ASSIGNMENT
-RECITATIONS
-GROUP ACTIVITIES/LABORATORIES
-REPORTING
-PEER/MACRO/MICRO TEACHING
-ROLE PLAYING
REQUIREMENTS - 10%
-PROJECT
-CASE STUDY
-MODULES
-RESEARCH
-PORTFOLIO
QUIZZES - 25%
ATTENDANCE - 5%
TOTAL - 100%

XIII – COMPUTATION OF GRADES:

FINAL GRADE = (MIDTERM GRADE + 2 FINAL GRADE)

3
PREPARED BY: REVIEWED BY: CERTIFIED BY: ATTESTED BY:

MICHAEL V. BALAIS, MAEd DAISIDERIA O. SAN LUIS, Ed. D DAISIDERIA O. SAN LUIS, Ed. D ORLANDO L. FAJARDO, Ed. D., C. E.
Instructor PROF. ED. Chairperson Dean, College of Education Vice President for Academic Affair