Laoag City

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SYLLABUS EDU 130 NWU - ACA - 010

College of Teacher Education

First Semester Academic Year 2019 – 2020

Course Code : EDU130

Course Title : SPECIAL TOPICS IN EDUCATION II

Credit Units : 1 Unit

Time Allotment : 18 hours

Pre-requisite : None

I. Vision:

NORTHWESTERN UNIVERSITY envisions itself to be a premier institution of learning in Asia committed to Excellence and
Ethical Formation for Global Relevance

II. Mission:

NORTHWESTERN UNIVERSITY is dedicated to develop individuals to become Highly Competent, Socially Responsible and
Ethically Upright leaders.

III. Institutional Objectives:

Concomitant to its role as a University in which higher learning, research and community extensions are developed and nurtured,
Northwestern University adopts the following objectives where excellence as a way of life is its rallying point.

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1. To provide a strong educational foundation by offering and maintaining comprehensive basic/general education programs and
strengthening pillars of knowledge in the academe in order to produce functional graduates who will be able to meet the needs of both
local and global markets.
2. To train and develop students and employees for responsible leadership, effective citizenship and social responsibility through the
inculcation of the ideals of democracy and positive values, manifested by a great concern for their fellow men.
3. To provide a strong and comprehensive human resource development program for professional advancement and to remain
competitive in changing times.
4. To align and harmonize the research and extension programs with the local, regional, national and global thrust.
5. To explore and expand linkages with local and international agencies.

IV. Program Objectives

Specifically, the program will assist the student to:
1. be conscious of its significant role in the early realization of the social, economic, and spiritual development goals of the institution.
2. value high moral integrity and abide by ethical principles in the pursuit of both professional and personal actuations.
3. develop the culture of research among its teachers and students.
4. develop the esprit’ de corps among students.
5. increase social awareness and instills real meaning of social concern among CTE students through active involvement in the outreach
activities.
6. apply the principle of human rights as a foundation for sound citizenship.
7. appreciate the essence of sportsmanship among students through their active participation in school-related competitions.

V. Course Description :

Special Topic II give every student in teacher education an opportunity to select current issues and topics not included in the other
professional course, but are seen to be important and highly relevant to the mission and vision of the institution. The course and special
topics likewise gives the teacher education student an opportunity to explore topics and issues related to his / her field of study.

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VI. Course Outcome:

At the end of the course the student should be able to:

a. Discuss the IPVMO and Core Values of the University, VMO of the college, Program Educational Objectives and Outcomes, and
University policies.
b. Demonstrate competence in discussing identified problems and issues in education;
c. Establish of the new relevance of the new directions and trends in education to the present day needs of the learners and society;
d. Analyze the critical issues and problems in education;
e. Reflects on the philosophy of lifelong learning as sets of goals, procedures and values; and
f. Demonstrates social awareness and responsibility in analyzing the effectiveness and relevance of the different trends to the
problems in instruction.

VII. Course Outcomes and Relationship to Program Outcomes/ Student Outcomes:

Program Outcomes
After finishing the course, the student must be able to:
a b c d e f
Course Outcome 1. Recite and discuss the IPVMO and Core Values of the University, VMO of the D D
I P P P
college, Program Educational Objectives and Outcomes, and University policies.
Course Outcome 2. Demonstrate competence in discussing identified problems and issues in D D
I I P P
education
Course Outcome 3. Establish of the new relevance of the new directions and trends in education to D D
I P P P
the present day needs of the learners and society
Course Outcome 4. Analyze the critical issues and problems in education; I P P P D D
Course Outcome 5. Reflects on the philosophy of lifelong learning as sets of goals, procedures and D D
I P P P
values
Course Outcome 6. Demonstrates social awareness and responsibility in analyzing the D D
I P P P
effectiveness and values relevance of the different trends to the problems in instruction.

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Legend: I – Introduced Concepts P – Practiced with Supervision D - Demonstrated

VIII. Program Outcomes:

BEED
a. Demonstrate in-depth understanding of the diversity of learners in various learning areas.
b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
c. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching.
e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional.
f. Manifest a desire to continuously pursue personal and professional development.

IX. COURSE PLAN

Learning Outcomes Topics Teaching-Learning Activities Assessment Tools Time Frame

University and CTE
Vision
Orientation Program
The Key Words of the Week 1
At the end of the unit, the students are Vision
Flyers Recitation
expected to: University and CTE
recite and discuss the IPVMO and Core Mission
Student handbook Collage or Poster
Values of the University, VMO of the The Key Words of
college, Program Educational Objectives the Mission
Syllabi Output
and Outcomes, and University policies. ISO and
Accreditation General
Powerpoint Presentation Video Presentation
Concepts
Program Educational
Objectives

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Learning Outcomes Topics Teaching-Learning Activities Assessment Tools Time Frame
Program Outcomes
University Policies
At the end of the unit the students
should be able to: Module I. Mother Interactive discussion Participation in Week 2 - 3
1. explain the important insights and Tongue Based- class
reasons of multilingual education in Multilingual Education Create a poem using their
making education more responsive to own vernacular Rubrics
cultural diversity;
2. appreciate the value of using his/her Quiz
mother tongue in dealing with any
classroom situation: and Role playing
3. simulate different classroom situation
using their own mother tongue.

At the end of the unit the students Module II. Teaching

should be able to: Multicultural Participation in
1. give a concise personal definition Classrooms Brainstorming class
of multicultural education using a Week 4 - 5
graphic organizer Creating graphic
2. draw icons for each of the levels representation
of multicultural education by
James Banks Concept mapping
3. list at least three challenges or
concerns discussed in the lesson
that means a lot personally
4. write out response to the call of
multicultural education

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Learning Outcomes Topics Teaching-Learning Activities Assessment Tools Time Frame
At the end of this Module, the learner Module III. Catering Interactive discussion Class Week 6
should be able to: Diverse Learners participation
1. summarize the reasons for the existence through Multigrade Construction of a modified
of multi-grade classes in the educational Teaching curriculum
system; Making Lesson
2. enumerate the components of the multi- Prepare a lesson plan/ Lesson Plan
grade classroom as a learning planning
environment;
3. describe the crucial elements in a multi-
grade classroom;
4. construct a modified curriculum and
instruction for diverse learners
5. prepare lesson plans on subjects
integration using a theme;
6. establish peer collaboration to come
with a successful project; and
6. reflect and respond to presentations
given by classmates.
PRELIM EXAMINATION 7TH WEEK
At the end of the module the students Module IV. Graphic Class participation Participation in Week 8
should be able to: Organizers as Thinking class activities
1. participate in a discussion about Technology Review kind of organizers
graphic organizers; Quiz
2. complete worksheets on a variety Demonstration on effective
of graphic organizers on a chosen use of visual display Rubrics
topics;
3. review organizers with instructors
and peer and revised based on
interview

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Learning Outcomes Topics Teaching-Learning Activities Assessment Tools Time Frame
4. complete a written reflection about
graphic organizers; and
5. demonstrate effective use of visual
display of information in a graphic
organizer
Module V. Conflict Week 9
At the end of the module the students Resolution: Class discussion Participation in
should be able to: Contextualized class activities
1. define and discuss conflict Approach to Learning
resolutions; Reflection
2. participate actively in the Rubrics
discussion of other conflict
resolution approaches and Poster making
processes;
3. write reflection about an
experience implementing conflict
resolution; and
4. create a poster or guide for others
to resolve conflict

At the end of the module, the students Module 6. Authentic Class discussion Participation in Week 10
should be able to: Assessment: Let’s Do class activities
1. differentiate defining characteristics It! Differentiate
of authentic and traditional -authentic assessment and
assessment traditional assessment Rubrics
2. design an engaging task
appropriately aligned with a Designing an engaging task
learning standard; and
3.critic the criteria and levels of Develop a rubric

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Learning Outcomes Topics Teaching-Learning Activities Assessment Tools Time Frame
performance for a rubric
developed.

At the end of this module, the learners Module 7. The Art of Class discussion Participation in Week 11
should be able to: Questioning class
1. list at least six principles of good
questioning; Bloom’s Taxonomy Question
2. define the six levels of cognitive Analysis Chart
thinking according to Bloom; Analyse questions
3. write at least three questions (in
his/her own discipline) at each of the
six levels of questioning under the
Bloom’s Classification System;
4. justify the categorization of each
question develop in the specific
level;
5. create a 10-minute micro lesson
during which a minimum of five
different questions, two of which
must be above the comprehension
level, will be asked; and
6. using the 10-minute ,micro lesson,
analyze the questions used.
MIDTERM EXAMINATION (12th week)
At the end of the module, the students Module 8. Think pair Share
should be able to: Transformative Participation in Week 13
1. learn new learning skills and Education Class involvement class activities
habits;

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Learning Outcomes Topics Teaching-Learning Activities Assessment Tools Time Frame
2. cultivate 0ne-on-one relationships Reflections Reflections
between student and teacher and
among the students themselves; Role Playing
3. incorporate appropriate and
systematic strategies that develop
behavioral skills; and
4. take responsibility for their own
engagement practices.

At the end of the module, the students Module 9. Problem- Week 14

should be able to: Based Learning: Interactive discussion Participation in
1. Discuss the related concepts in The Pedagogical class activities
problem-based learning; Adventure Reflection
2. Develop a lesson using the Quiz
problem based learning strategy; Synthesis writing
and Rubrics
3. Show appreciation in the teaching
profession by developing a
synthesis paper
At the end of the unit the students Module 10. Integrative Interactive discussion Participation in Week 15 - 17
should be able to: Teaching class activities
1. Describe and distinguish the four Strategies Think pair share
modes of integrative teaching Quiz
strategies (ITS); Essay writing
2. Enumerate the objectives and Teaching demo
principles underlying the planning Lesson planning

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Learning Outcomes Topics Teaching-Learning Activities Assessment Tools Time Frame
of integrative teaching strategies
(ITS)
3. Identify the benefits and
impediments of integrative
teaching strategies (ITS);
4. Apply the steps in creating work
units using the integrative teaching
strategies (ATS) in a lesson plan;
and
5. Appreciate and share experiences
related to integrative teaching
strategies (ITS).
FINAL EXAM (18TH WEEK)

X. COURSE REQUIREMENTS
Quizzes
Recitations
Reports
Essay writing
Position Papers
Reflection Papers

XI. GRADING SYSTEM

PRELIM
Prelim Grade = (Class Standing * 60%) + (Prelim Exam * 40%)

MIDTERM

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Midterm Grade = (Class Standing * 60%) + (Midterm Exam * 40%)

ENDTERM
Endterm Grade = (Class Standing * 60%) + (Endterm Exam * 40%)

FINAL GRADE
Final Grade = Prelim Grade + Midterm Grade + Endterm Grade
3

XII. CLASSROOM MANAGEMENT RULES

1. Submission of requirements will be on or before due dates.

2. Wear prescribed uniforms on scheduled days. On free day (Wednesday) wear appropriate dress code.
3. No cellphones and other gadgets should be used during class hours and examination.
4. Honesty should be practiced at all times.
5. Complete attendance is encouraged. In case of absences, notification as to the reason should be reported before or upon return.
6. Tardiness is discouraged. More than 15 minutes of being tardy would mean being absent.
7. Should students be absent during quizzes, graded recitation and other activities, provisions can be made provided the reasons are
valid
8. No Permit, No Exam

XIII. BIBLIOGRAPHY

Parpa, Janet C., et.el.. (2012) Special Topics in Education Vol. 2, Quezon City: Lorimar Publishing
https://www.slideshare.net/lanceabalos/special-topics-syllabus-presentation
https://www.scribd.com/document/279897319/Course-Syllabus-Special-Topics

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Prepared by:

MARIECRIS D. ABELA
Faculty

Recommended by: Approved by:

DR. JURLITA U. BASUEL DR. CHITA A. GONZALES

Dean VPAA

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