Literacy Training Service II

DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)
LTS 2 (Literacy Training Service II)

PHILOSOPHY
The PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY is committed to the pursuit of excellence relative to student’s
professional growth and development.
VISION
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY envisions producing quality graduates fully equipped with knowledge,
attitudes, values, and skills and who are globally competitive in their chosen profession ever ready to render quality services.
MISSION STATEMENT
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY provides quality education to every student through a well-balanced
research oriented learning environment that develops critical and creative thinking for maximum development of individual’s talents
and capabilities.
INSTITUTIONAL OBJECTIVES
In pursuit of its Vision and Mission, PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY will achieve the following:
1. Provide programs and activities that will enhance the development of the students physically, intellectually, culturally,
emotionally, socially, spiritually and morally.
2. Provide college education opportunities to poor but deserving students through the PHILIPPINE COLLEGE OF SCIENCE
AND TECHNOLOGY scholarship grants.
3. Train students with globally competitive technical skills that will make them competent and capable of handling challenges in
life.
Page | 1 CONTROLLED COPY FORM NO.: BSCSIG#12LTS2 APPROVED BY: SCHOOL PRESIDENT
4. Provide manpower needs of the country with professionally qualified graduates imbued with dignity and high moral values
who are mature, productive, self-reliant, responsible and self-disciplined citizens.
SPECIAL OBJECTIVES
To provide the country with globally competitive and professionally licensed graduates as integral part of the total manpower
needed for the economic development in the national and international levels.
CORE VALUES
P Professionalism
H High Spirituality
I Integrity
L Love of Humanity
C Compassionate and Competent
S Solidarity
T Transformative
Prepared by: Reviewed by: Recommended by: Approved by:

________________________ ________________________ ________________________ ________________________
College of Computer Studies Mrs. Gwen Joy C. Tandoc, Engr. Charo G. Almonte, Engr. Raul B. Gironella,
Instructor MIT MIT, DMin DMin
BSCS Department Head College Dean VP for Academic Affairs/QAM
Issue Date: June, 2016 Revision Status: 0 Revision Date: June, 2016
COLLEGE OF COMPUTER STUDIES
MISSION STATEMENT
In line with the Philippine College of Science and Technology Vision, Mission, and Objectives, the College of Computer Studies is
strongly committed to direct and operate its program through the following objectives.
GENERAL OBJECTIVES
To produce globally competitive Computer Science and Information Technology graduates with quality professional skills and
competencies that are imbued with high moral character in the practice of the profession within national and international
standards.
SPECIFIC OBJECTIVES
The above goal will be achieved through the following specific objectives:
1. To enhance the training of the students on the theoretical skills in computer science and information technology.
2. To provide the students with adequate knowledge and technical skills in the conduct of research oriented application of
theories and principles in dealing with laboratory problems and exercises, computer system and design, program software
and projects.
3. To equip students with social awareness and concern with a high sense of responsibility in the conduct of research and
adoption of current and new technology to render quality services.
BACHELOR OF SCIENCE IN COMPUTER SCIENCE

PROGRAM EDUCATIONAL OBJECTIVE (PEO)
The BSCS program shall produce graduates who:
1. (LEADERSHIP IN THE PRACTICE OF THE PROFESSION) IT professionals involved in the design and create
algorithmically complex software and develop new and effective algorithms for solving computer problems.
2. (SOCIAL RESPONSIBILITY) Graduates will engage in activities that promote professional and community development.
3. (LIFE-LONG LEARNING) Engaged in lifelong learning for continuous professional development.
STUDENT / PROGRAM OUTCOMES

The graduates of the Bachelor of Science in Computer Science (BSCS) program at PhilCST should have developed the ability to:
a. Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor);
b. Effectively communicate orally and in writing;
c. Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor);
d. Act in recognition of professional, social, and ethical responsibilities;
e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722);
f. Apply knowledge of computing fundamentals, knowledge of computing specialization, and mathematics, science, and
domain knowledge appropriate for the computing specialization to the abstraction and conceptualization of computing
models from defined problems and requirements;
g. Identify, analyze, formulate research literature and solve complex computing problems and requirements reaching
substantiated conclusions using fundamental principle of mathematics, computing sciences, and relevant domain discipline;
h. An ability to apply mathematical foundations, algorithmic principles and computer science theory in the modeling and design
of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in the design choices;
i. Knowledge and understanding of information security issues in relation to the design, development and use of information
systems;
j. Design and evaluate solutions for complex computing problems and design and evaluate systems, components, or
processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and
environmental considerations;
k. Create, select, adapt and apply appropriate techniques, resources and modern computing tools to complex computing
activities, with an understanding of the limitations to accomplish a common goal;
l. Function effectively as an individual and as a member or leader in diverse team and in multidisciplinary settings;
m. Communicate effectively with the computing community and with society at large about complex computing activities by
being able to comprehend and write effective reports, design documentation, make effective presentations and give and
understand clear instructions;
n. An ability to recognize the legal, social, ethical, and professional issues involved in the utilization of computer technology and
be guided by the adoption of appropriate professional, ethical and legal practices; and
o. Recognize the need, and have the ability, to engage in independent learning for continual development as a computing
professional.
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY – Nalsian, Calasiao, Pangasinan

DETAILED TEACHING SYLLABUS(DTS) AND INSTRUCTOR’S GUIDE (IG’S) Academic Year 2016-2017
Form No.:BSCSIGLTS2/#12
Units 1.5 Program [X] BSCS [] BSIT
Issue Date: 06/2015
Course Lecture
LTS 2 3 Curriculum [X] 1st year [] 2nd year [] 3rd year [] 4th year
Code Hours
Course Literacy Training Laboratory
0 Term [] 1st Semester [X] 2nd Semester [] Summer
Name Service II Hours
Pre- Co-
Literacy Training Service I None
Requisite Requisite
COURSE DESCRIPTION:
Literacy Training Service 2 is the second part of Literacy Training Service (LTS) as a program component of the National Service
Training Program. It is a one semester with 1.5 units course which immerse students in actual teaching of literacy and numeracy
skills to children, to the out-of-school youth (OSY), and other segment of the society needing such kind of service.
COURSE OUTCOMES AND RELATIONSHIP TO PROGRAM OUTCOMES:
Course Outcomes Program Outcomes
After completion of the course, the student should
a b c d e f g h i j k l m n o p q r
be able to:
CO – 1: Identify the problems and issues of the
community;
CO – 2: Discuss the principle of learning and
importance of using conditions in teaching proper;
CO – 3: Manifest interest through participation in
community development;
CO – 4: Demonstrate the application of certain
application methods, techniques, and strategies
of teaching; and
CO – 5: Conduct literacy and numeracy training in
the community.
Key: I – Introductory E – Enabling D – Demonstrated
INTENDED TEACHING / REFERENCES /

ASSESSMENT
COMPETENC LEARNING LEARNING EQUIPMENT / TIME
KUP / TOPICS (METHOD/TASK)
E OUTCOMES ACTIVITIES MATERIALS TABLE
(AT’s)
(ILO’s) (TLA’s) USED
 State the  Orientation;  Prelim  Literacy
objectives, discussion of Recitation #1A Training
activities, and course goals which will Service I
requirements and expected cover topics Detailed
of the course. outcomes; discussed in Teaching 1 Hour
discussion of the orientation. Syllabus and
course policies, Instructional
grading system Guide; Student
Handbook
CO – 1 I. Principles of  Define  Discussion  Preliminary  Quilang, 2 Hours
CO – 2 Learning Learning and about the Recitation #1B Alexander,
CO – 3 1. Learning explain the definition, The principles et.al.
CO – 4 Defined concept of it characteristics of learning Workbook in
CO – 5 2. Characteristics  Discuss the of learning and  Preliminary NSTP 2.
of Learning Principles of the principles Assignment #1 JIMYCZYVILL
Learning of learning. Theories of E Publications.
 Group Learning 2012
dynamics on  Lee, Sergio J.
the different NSTP II /
principles of CWTS II / LTS
learning. II: Resource
 Role playing Logbook. C &
regarding the E Publishing,
different Inc. 2006
principles of  Delos Santos,
learning. Andres, et. al.
NSTP-CWTS-
LTS.
JIMCZYVILLE
Publications.
2014
 Delos Santos,
Andres, et. al.
NSTP:
National
Service
Training
Program.
JIMCZYVILLE
Publications.
2014
 Quilang,
Alexander,
et.al. NSTP-
CWTS-LTS.
JIMYCZYVILL
E Publications.
2014
 Board marker,
eraser, and
LCD projector
CO – 1 I. Principles of  Discuss the  Discussion on  Prelim Quiz #1  Quilang, 6 Hours
CO – 2 Learning differences in the different Learning, its Alexander,
CO – 3 3. Fundamental Learning theories on Principles and et.al.
CO – 4 Laws / Theories, the learning Theories Workbook in
CO – 5 Theories of assumptions  Video  Prelim NSTP 2.
Learning underlying presentation on Recitation #1C JIMYCZYVILL
4. Conditions their the different Conditions E Publications.
which facilitate differences, theories on which facilitate 2012
learning and the ways learning. learning  Lee, Sergio J.
5. Psychology of these  Group  Prelim Quiz #2 NSTP II /
Learners assumptions dynamics that Psychology of CWTS II / LTS
shape will interpret Learners II: Resource
instructional the different  Check – Up Logbook. C &
planning. conditions of Examinations E Publishing,
 Explain the learning based will cover Inc. 2006
significance of on their topics from the  Delos Santos,
Learning observations. Principles of Andres, et. al.
Theories when  Role playing on Learning until NSTP-CWTS-
applied to the different Psychology of LTS.
instruction theories of Learners JIMCZYVILLE
 Describe the learning. Publications.
different 2014
psychology of  Delos Santos,
learners Andres, et. al.
NSTP:
National
Service
Training
Program.
JIMCZYVILLE
Publications.
2014
 Quilang,
Alexander,
et.al. NSTP-
CWTS-LTS.
JIMYCZYVILL
E Publications.
2014
 Board marker,
eraser, and
LCD projector
CO – 1 I. Principle of  Discuss the  Discussion on  Prelim  Quilang, 3 Hours
CO – 2 Learning process of the process of Assignment #2 Alexander,
CO – 3 6. Teaching teaching and teaching and Process of et.al.
CO – 4 Process explain the explain why Teaching Workbook in
CO – 5 7. Teaching perspective teaching is (steps) NSTP 2.
Strategies / which both an art and  Prelim Quiz #3 JIMYCZYVILL
Method considers a science. Teaching E Publications.
8. Inductive teaching both  Demonstration Strategies and 2012
Method as an art and of the different Methods  Lee, Sergio J.
9. Deductive science strategies and  Prelim NSTP II /
Method  Enumerate methods of Recitation #1D CWTS II / LTS
10. Teaching the different teaching Different II: Resource
Techniques strategies /  Discussion on Teaching Logbook. C &
Dramatization method of the different Techniques E Publishing,
teaching teaching Inc. 2006
 Differentiate strategy and  Delos Santos,
the Inductive the differences Andres, et. al.
Method from between NSTP-CWTS-
the Deductive Inductive and LTS.
Method Deductive JIMCZYVILLE
 Explain the Method Publications.
different  Demonstration 2014
techniques of the different  Delos Santos,
used in teaching Andres, et. al.
teaching technique NSTP:
National
Service
Training
Program.
JIMCZYVILLE
Publications.
2014
 Quilang,
Alexander,
et.al. NSTP-
CWTS-LTS.
JIMYCZYVILL
E Publications.
2014
 Board marker,
eraser, and
LCD projector
CO – 1 II. Planning  Discuss the  Discussion on  Prelim Quiz #4  Quilang, 6 Hours
CO – 2 Lessons process of lesson A short quiz on Alexander,
CO – 3 1. The Lesson teaching and planning. the parts of a et.al.
CO – 4 Plan explain the  Demonstration lesson plan Workbook in
CO – 5 2. Importance of perspective on how to and kinds of NSTP 2.
a Lesson Plan which make a lesson lesson plan JIMYCZYVILL
3. Parts of a considers plan including  Prelim Quiz #5 E Publications.
Lesson Plan teaching both its essential Each group will 2012
4. Kinds of as an art and parts make their own  Lee, Sergio J.
Lesson Plan science  The students lesson plan NSTP II /
 Enumerate will construct (computer CWTS II / LTS
the different their own encoded) II: Resource
strategies / lesson plan  Preliminary Logbook. C &
method of Examination E Publishing,
teaching will cover Inc. 2006
 Differentiate topics from  Delos Santos,
the Inductive Teaching Andres, et. al.
Method from Process up to NSTP-CWTS-
the Deductive Kinds of LTS.
Method Lesson Plan JIMCZYVILLE
 Explain the Publications.
different 2014
techniques  Delos Santos,
used in Andres, et. al.
teaching NSTP:
National
Service
Training
Program.
JIMCZYVILLE
Publications.
2014
 Quilang,
Alexander,
et.al. NSTP-
CWTS-LTS.
JIMYCZYVILL
E Publications.
2014
 Board marker,
eraser, and
LCD projector
CO – 1 III. Importance of  State the kinds  Discussion  Midterm  Quilang, 9 Hours
CO – 2 Instructional of instructional about the Recitation #1 Alexander,
CO – 3 Materials materials / aids significance of Significance of et.al.
CO – 4 1. Classify the  Explain the instructional Instructional Workbook in
CO – 5 kinds of values and materials Materials NSTP 2.
instructional uses of  Each students  Midterm JIMYCZYVILL
materials instructional will describe Assignment #1 E Publications.
2. Illustrate the materials in the different Observed other 2012
use of different classroom instructional teachers and  Lee, Sergio J.
teaching aids teaching materials that list down things NSTP II /
 Prepare and they usually that these CWTS II / LTS
demonstrate observe teachers use II: Resource
the use of  Each students during Logbook. C &
various will illustrate discussion. E Publishing,
instructional their own  Midterm Quiz Inc. 2006
materials in the teaching aids #1 A short quiz  Delos Santos,
teaching of a on the kinds of Andres, et. al.
particular instructional NSTP-CWTS-
subject area materials LTS.
 Midterm JIMCZYVILLE
Assignment #2: Publications.
Submission of 2014
a typical  Delos Santos,
example of a Andres, et. al.
teaching aids. NSTP:
 Midterm Quiz National
#2 A short quiz Service
on the use of Training
different Program.
teaching aids JIMCZYVILLE
Publications.
2014
 Quilang,
Alexander,
et.al. NSTP-
CWTS-LTS.
JIMYCZYVILL
E Publications.
2014
 Board marker,
eraser, and
LCD projector
CO – 1 IV.Preparation of  Explain the  Discussion on  Midterm  Quilang, 9 Hours
CO – 2 Plan for process of Group how to prepare Assignment #3: Alexander,
Planning for the
CO – 3 Literacy Project Proposal a project Submission of et.al.
CO – 4 Training proposal for a sample Workbook in
CO – 5 Program the Literacy Project NSTP 2.
1. Teaching Training Proposal for JIMYCZYVILL
Demonstration Program the Literacy E Publications.
 The students Program of the 2012
will form a Out-of-School  Lee, Sergio J.
group and Youth (OSY) NSTP II /
make their own  Midterm Quiz CWTS II / LTS
Project #3 Project II: Resource
Proposal Proposal for Logbook. C &
 Each group of the Literacy E Publishing,
students will Program for Inc. 2006
perform a the out-of-  Delos Santos,
teaching demo school youth Andres, et. al.
(OSY) NSTP-CWTS-
 Midterm Quiz LTS.
#4 Group JIMCZYVILLE
Activity: Publications.
Teaching 2014
Demo  Delos Santos,
 Midterm Andres, et. al.
Examination NSTP:
which will National
cover topics Service
from Training
Importance of Program.
Instructional JIMCZYVILLE
Materials up to Publications.
Group 2014
Planning  Quilang,
Alexander,
et.al. NSTP-
CWTS-LTS.
JIMYCZYVILL
E Publications.
2014
 Board marker,
eraser, and
LCD projector
CO – 1 V. Coordinate  Execution of  The students  Final Quiz #1  Quilang, 9 Hours
CO – 2 with the the actual will coordinate Initial Alexander,
CO – 3 Barangay Literacy with the evaluation on et.al.
CO – 4 Officials of the Program for Barangay their Workbook in
CO – 5 School’s the Out-of- Official for the performance NSTP 2.
Adopted School Youth schedule of the as a student – JIMYCZYVILL
Community  Participation Literacy teacher E Publications.
1. Project in the Literacy Program  Final Quiz #2 2012
Implementation Program for  The students, Evaluation on  Lee, Sergio J.
the Out-of- as a group, will their NSTP II /
School Youth actively performance CWTS II / LTS
 Evaluation of participate in as a group II: Resource
the group’s the activities  Final Logbook. C &
performance based from the Assignment #1 E Publishing,
lesson plan Documentation Inc. 2006
of the  Delos Santos,
Preliminary Andres, et. al.
Visit. NSTP-CWTS-
 Semi – Final LTS.
Exam A JIMCZYVILLE
composition Publications.
writing of their 2014
Individual  Delos Santos,
Teaching Andres, et. al.
Experience NSTP:
National
Service
Training
Program.
JIMCZYVILLE
Publications.
2014
 Quilang,
Alexander,
et.al. NSTP-
CWTS-LTS.
JIMYCZYVILL
E Publications.
2014
 Board marker,
eraser, and
LCD projector
CO – 1 VI.Post –  Produce a  Evaluation of  Final Recitation  Quilang, 9 Hours
CO – 2 Program Documentation the group’s #1 Forum on Alexander,
CO – 3 Implementation Report on the output and the issues et.al.
CO – 4 Assessment Group’s performance encountered Workbook in
CO – 5 1. Project Literacy  An open forum during the NSTP 2.
Documentation Program regarding the Literacy JIMYCZYVILL
accomplished Program E Publications.
Literacy  Final 2012
Program Assignment #2:  Lee, Sergio J.
 The students Documentation NSTP II /
will modify of the 2nd Visit CWTS II / LTS
corrections or  Final Quiz #3 II: Resource
suggestions Submit a Logbook. C &
from the finished and E Publishing,
instructor compiled Inc. 2006
 Submission of documentation  Delos Santos,
a book bind of of the group’s Andres, et. al.
compiled Literacy NSTP-CWTS-
documentation Program LTS.
of their Literacy experience JIMCZYVILLE
Program  Final Publications.
Assignment #3: 2014
Documentation  Delos Santos,
of the Final Andres, et. al.
Visit NSTP:
 Final Exam will National
cover topics Service
from the Training
Preliminary Program.
Period up to JIMCZYVILLE
the Final Publications.
Period 2014
(multiple  Quilang,
choice) Alexander,
et.al. NSTP-
CWTS-LTS.
JIMYCZYVILL
E Publications.
2014
 Board marker,
eraser, and
LCD projector
COURSE ASSESSMENT:
(Criteria for Grading)
Methods of Evaluation: Students will be evaluated according to the following:
1. Examinations (Check-Up Examination, Preliminary Examination, Mid-Term Examination, Semi-Final Examination, and
Final Examination);
2. Recitations (Preliminary Recitation; Mid-Term Recitation; and Final Recitation);
3. Quizzes, and;
4. Assignments
The final course grade will be computed according to the following formula:
1. Eighty percent (80%) attendance or better,
2. The passing standard shall be the grade of 75%. To get the percentile grade, the number of correct answers called
raw score shall be divided by the total number of test points and multiplied by 100. Percentage (%) is used in
determining and expressing a student’s raw scores in every examination, quiz, assignments and recitations. The table
below shows a sample of the range of percentage marks and their corresponding equivalents.
3. Percentage (%) is used in determining and expressing a student’s raw scores in every examination. The table below
shows a sample of the range of percentage marks and their corresponding equivalents.
FIVE
LETTE
PERCENTAG DESCRIPTIVE POINT
R REMARKS
E GRADE RATING GRADIN
GRADE
G
97% – 100% A+ Very Excellent 1.00 Meets minimum competence with exceptional score
94% – 96% A- Excellent 1.25 Meets minimum competence with exceptional score
91% – 93% A Very Good 1.50 Meets minimum competence with exceptional score
88% – 90% B+ Good 1.75 Meets minimum competence with over and above average score
85% - 87% B- Good 2.00 Meets minimum competence with over and above average score
82% - 84% B Very Satisfactory 2.25 Meets minimum competence with above average score
78% - 81% C+ Very Satisfactory 2.50 Meets minimum competence with above average score
76% - 77% C- Satisfactory 2.75 Meets minimum competence with average score
75% C Satisfactory 3.00 Meets minimum competence with average score
Below 75% D Failed 4.00 Does not meet the minimum competence
COURSE POLICIES:
(Requirements)
A. Attendance Procedure: Attendance will be taken at the beginning of each class. Students are expected to attend every
class. Students are responsible for all material covered during any absence and assignments must be completed by the due
date for credit. The absence of more than twenty percent (<20%) of the required number of meetings in lectures and/or labs
will result in a “DROPPED” grade (DRP). Missed exams will require proof of extenuating circumstances for any make-up
consideration.
B. Absence due to Illness: If you are sick, DO NOT ATTEND THE CLASS. Contact the instructor by e-mail, telephone, or cell
phone to discuss how you will keep up with the coursework assignments and complete the Laboratory Experiments.
C. Methods of Instruction: Methods will include round-robin discussion and demonstrations that discuss key terms, concepts
and formulae of the assigned chapter. During the discussion, a quiz about the basic concepts of each chapter will be given.
The student is expected to read one chapter and solve the assigned problems each week. This will require an average of
five hours of study outside of the classroom each week. The previously assigned problems will be collected for grading and
the solutions will be derived in class. This process is designed to help the student thoroughly understand the concepts and
applications of the material covered.
D. Academic Honesty: All students are expected to behave with academic honesty. It is not academically honest, for example,
to misrepresent another person’s words or ideas as one’s own, to take credit for someone else’s work or ideas, to copy and
paste material from another document or from the internet, to accept help on a test or to obtain advanced information or
confidential test materials, or to act in a way that might harm another student’s chance for academic success. When the
instructor believes that a student has failed to maintain academic honesty, he or she may be given an “ FAILED” grade,
either for the assignment, lab report, quiz, examination, or the course depending upon the severity of the offense.

Literacy Training Service II

Încărcat de

Informații document

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Literacy Training Service II

Încărcat de

Drepturi de autor:

Formate disponibile

DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)

LTS 2 (Literacy Training Service II)

Prepared by: Reviewed by: Recommended by: Approved by:

BACHELOR OF SCIENCE IN COMPUTER SCIENCE

3. (LIFE-LONG LEARNING) Engaged in lifelong learning for continuous professional development.

STUDENT / PROGRAM OUTCOMES

PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY – Nalsian, Calasiao, Pangasinan

INTENDED TEACHING / REFERENCES /

S-ar putea să vă placă și