Republic of the Philippines

HYRONS COLLEGE PHILIPPINES INC.

Sto. Nino, Tukuran, Zamboanga del Sur

Outcome- Based Education Syllabus in Principles of Teaching 2

EDUC 22: PRINCIPLES OF TEACHING 2

Course Syllabus

Revised Second Semester, S.Y. 2019-2020

VISION:
The Hyrons College Philippines, Inc. is for the new generation of the students who are prepared to actualize each role as
believer of God on earth and to contribute fully to the development of their family, society and global communication.
MISSION STATEMENTS:
Hyrons College PHILIPPINES, Inc. is committed to:
Promotes awareness and empowerment among its learner’s constituents in contributing to the solutions of local,
national, global problems through academic, research and extensions and;
Foster peace and development through inter cultural solidarity and precepts
Course Name: EDUC 22: PRINCIPLES OF TEACHING 2
Course Credits: 3 units
Course Description: This course is aligned with the National Competency-Based Teacher Standards (NCBTS), the standards of good
teaching in the Philippines. The NCBTS consist of seven (7) integrated domains, twenty-one (21) strands and eighty
(80) performance indicators of good teaching. The NCBTSs are focused on the development of the 21st century
teacher who can respond to the demands of the K to 12 Basic Education Curriculum which the Department of
 Education began implementing in SY 2012-2013. This course is dotted with activities and exercises which are in
keeping with the standards and principles that served as guideposts in the crafting of the K to 12 Curriculum. These
learning activities are also aligned to current trends in education such as constructivist, integrative, interactive,

collaborative, inquiry-based, brain-based, research-based and reflective teaching.

Prerequisite: PRINCIPLES OF TEACHING 1

LEARNING OUTCOMES CONTENTS LEARNING ACTIVITIES ASSESSMENT TECHNIQUES

At the end of the chapter, the Chapter 1-Outcomes-Based Education
 Meaning of OBE
students are expected to:  Learning Principles of OBE  Think-Pair and Share
a. Explain the meaning of outcomes in  Meaning of Outcomes  Multiple Intelligence Test  K-W-L
OBE;  Outcomes in Different Levels Human Chain  Unit Quiz
b. State the relationship among  Traditional/Transitional and  Class Observation  Reflection
institutional outcomes, program Transformational OBE  Entry Pass  Unit Portfolio
outcomes, course outcomes and  OBE in Classroom  Interview
learning outcomes;  Debate
c. Draw the implications of the OBE  Film Showing (To Sir with Love)
principles in the teaching-learning
process
At the end of the chapter, the students are Chapter 2- Teaching Approaches and  Concept Maps
expected to: Methods  Journal Entry
a. Distinguish among approach, method  Meaning of Approach, methods and  Role playing
and technique; Techniques
b. Describe the teaching approaches of  The Teaching Approaches of the
the K-12 Curriculum; and subjects in the K to 12 Curriculum
 Different Methods of Teaching
 c. Compare direct and indirect
instruction with deductive and
inductive methods of teaching.
At the end of the chapter, the students are
expected to show how constructivist teaching
is done by the use of interactive, and inquiry-
based activities
At the end of the chapter, the students are
expected to:
a. Describe how problem-based learning
and project-based learning are used as
teaching-learning method;
b. Formulate at least one sample
problem and one sample project for
problems-based and project-based
learning, respectively, based on the K
to 12 Curriculum Guide;
c. Research and critique on the
implemented problem-based and
project-based learning using elements
of problem-based and project-based
learning.
At the end of the chapter, the students are
expected to present the nine categories or
research-based and effective instructional
strategies by means of a graphic organizer and
a skeleton prose
Chapter 3- Constructivist Teaching:
Interactive, Collaborative, Integrative, and
Inquiry-Based
 Features of Constructivist Teaching
 Interactive Teaching
 Teacher’s Tasks in Collaborative
Learning
 Integrative Teaching and Learning
 Teacher’s Tasks in Integrative
Teaching
 Inquiry-based Teaching
Chapter 4- Problem-Based Learning and
Project-Based Learning
 Problem-Based Learning (PBL)
 Project-Based Learning (PrBL)
 Comparison of Problem-Based and
Project-Based Learning  Jigsaw activity  Unit Portfolio
 PrBL/PjBL: At the service of the K to  Pictograph making  Recitation
12 Curriculum  Group discussion  Reflection
 Research  Group Presentation as formative
 Discussion assessment
 Blended Learning
Chapter 5- Research-Based Teaching and
Learning in the 21st Century
 The nine categories of instructional
strategies
 Creating the environment for learning
 Non-linguistic representations
research-based teaching and learning

At the end of the chapter, the students are
expected to:
a. Compare traditional and standards-
based frameworks for planning
instruction;
b. Identify the elements of a
lesson/learning/an instructional plan;
c. Critique a lesson plans; and
d. Apply basic guidelines in developing
a lesson plan.
At the end of the chapter, the students are
expected to
a. Explain the frameworks of Mother
Tongue-Based Multilingual
Education, Filipino and English
Teaching in the K to 12 Curriculum
b. Explain the meaning of
communicative competence;
 The teaching of the language subjects
 Meaning of mother tongue-based
multilingual education (MTB-MLE)
 Ultimate goals of MTB-MLE based
on DepEd framework of MTB-MLE
 Learning area standard of MTB-MLE
 Guiding principles in teaching and
learning MTB-MLE
 The bridging process
 The teaching of Filipino Language
 The teaching of English Language in
the K to 12 Curriculum
 Communicative competence: The
goal of language teaching
 The principles of language learning
 Approaches, methods and activities in
language teaching
Chapter 6: The teaching of Araling  Discussion
Panlipunan  Workshop on how to write lesson  K-W-L
 The goals and scope of the teaching objectives  Unit Quiz
and learning of Araling Panlipunan  Writing lesson objectives  Reflection
(AP) (Social Studies)  Group presentation  Unit Portfolio
 Guiding principles in the teaching of  Demo teaching
AP  Recitation
 Methods and techniques in teaching  Reflection
Araling Panlipunan
Chapter 7: The Teaching of Edukasyon sa
Pagpapakatao
 The goals and scope of the teaching
and learning of Edukasyon sa
Pagpapakatao
 The themes in Edukasyon sa
Pagpapakatao
 Guiding Principles in the teaching of
Edukasyon sa Pagpapakatao
 c. Demonstrate understanding of the  Methods and techniques in Teaching
principles of language learning; Edukasyon sa Pagpapakatao
d. Cite an application and a violation of
each principle in language teaching;
e. Trace the methodical history of
language teaching; and
f. Develop an eclectic method language
teaching.

At the end of the chapter, the

students are expected to;
a. Examine the alignment of
the intended outcomes,
the Grade level standards
and scope of the teaching
of Araling Panlipunan;
b. Discuss the conceptual
framework of the
teaching of Araling
Panlipunan;
c. Cite concrete application
of the guiding principles
in the teaching of Araling
Panlipunan; and
d. Identify the appropriate
methods and
techniques/activities in
teaching AP.
At the end of the chapter, the
students are expected to:
 a. Show the alignment of the
intended outcomes, the
Grade level standards and
scope of the teaching of
Edukasyon sa
pagpapakatao;
b. Discuss the guiding
principles in the teaching
of Edukasyon sa
Pagpapakatao;
c. Explain six approaches in
teaching Edukasyon sa
Pagpapakatao; and
identify the appropriate
methods and
techniques/activities in
teaching Edukasyon sa
Pagpapakatao.
Grading System:
A. Class Standing
(Learning outputs, participation,
Recitation,assignment) - 50%
B. Term Exam - 30%
C. Requirements/Projects - 20%
100%
Requirements:
A. Attendance
B. Blended Learning Worksheets
C. Journal Entry

Prepared by:
YVONNE GRACE B. HAYNO
Instructor

Noted by:
VIRGINIA M. SARCOS, MAED
Dean, College of Elem. Educ.