Documente Academic
Documente Profesional
Documente Cultură
1. Apply appropriate various sociocultural and historical materials in explaining current issues;
3. Determine leadership skills that will help in teaching or training students who will empower their communities;
Course Outcomes /Program
4. Participate local and global perspectives in teaching the principle of the common good;
Outcomes
5. Employ the principle of sustainable development in teaching and learning;
7. Exhibit the qualities of an innovative teacher who has mastery of the subject matter.
B. OBJECTIVES
Course Objectives / Performance Indicators CMO No. 75, s. 2017 Summative Assessment Task Details
1. a. Relate current events with available historical data to help students develop
critical perspectives towards social studies; In the over-all assessment task student will submit the accumulated This course relate, draw, design, organized, conduct, train, establish, access, distinguish,
b. Draw the connections between and among people, events and places to individual task through activity and assignment using the IGNATIAN initiate, organize, participate, integrate, explore and reproduce fundamental principles,
analyze local and global social issues; PEDAGOGY. It should be inserted in the Portfolio kit and content them. The processes and practices anchored on learner-centeredness and other educational psychologist
rubrics tool shall be design to measure the effectiveness and efficiency advocacy as these apply to facilitate various teaching-learning delivery modes to enhance
2. a. Design community – based activities to help learners achieve an integrated
(accuracy) of the student work/activity. critical and reflective teaching- learning.
view of social development;
b. organized student clubs/activities for community outreach project; and
Thus, the following criteria must be measured in the rubric: While this OBTLP (Outcomes-Based Teaching Learning Plan) recognizes the individual
c. Conduct public assemblies to increase social awareness.
1. Content differences, it should cater the peculiarity of the individual so as to afford in helping the
2. Experience “weak” or the “slow” who is vulnerable of putting them behind. Thus, to “engaged” the
3. a. Train students to be involved in community-related learner that NO ONE LEFT BEHIND after evaluating and assessing the most effective
3. Reflection
activities; educational psychologist advocacy that would help the learner to be in the CENTER ON
4. Application/action THE EDUCATIVE PROCESSES/CREATION.
b. Established linkages with government and non-government organizations to 5. Evaluation
promote public welfare.
Allowing the student to read the assigned activity in the ww.com/ http / Url / html /
4. a. Access information from local and foreign media about social issues to Major activity in the classroom encompasses on the Sigmund Freud (3 pdf / fb / twitter / emails / and other relative platform in the multimedia infrastructure that
enhance teaching; component of Personality & 5 Psychosexual stage of dev); Erik Erikson (8 would help in facilitating the speedy services of learning. Thus, the student may be able to
b. distinguishes truthful from false presentation of information from stages of Psychosocial dev.) Jean Piaget (4 stages of Cognitive Dev); explore and discover that the human being is the ‘crown and the center of creation.’
social media. Lawrence Kohlberg (3 stages & 6 substances on Moral Development); Lev
5. a. Initiate advocacy campaigns towards the attainment of sustainable Vygotsky (Language & Zone Proximal Dev); Urie Brofenbrenner (Bio- The student may be able to discover that there are psychologists, philosophers,
development goals; ecological system). sociologist and other allied orientation and discipline in the field of education that treat the
b. Organize initiatives for stewardship of natural resources; “child” like a flower in the garden that need to nurture/culture and cultivated in order for
c. Participate in activities that promote environmental consciousness; and Midterm and Final Exam them to “bears flowers.”
d. integrate the environmental principles in learning and teaching.
Publishable Paper are also measured according to the following criteria:
1. Introduction;
6. a. Participate in research to improve the teaching and learning of social studies; 2. Methods;
and 3. Results and Discussion;
b. Join seminars, trainings, workshops and related activities to improve the 4. Conclusions and Recommendations; and
teaching and learning of the social studies. 5. References
7. a. design innovative strategies that heighten student’s engagement in the social
studies classroom; and
b. Produce assessment materials to measure student’s performance
week 8 Models (one preferred model by the team/group for presentation – Learner – centered Teaching)
lll Learner – Centered Models
week 9 Presentation of the model (Learner-Centered Teaching)
week 10 Steps, processes and practices (the team should come-up the most preferred steps,process & practices which is more convenient & easy to learn by the students)
week 11 Review of the Related Literature and Studies (RRLS) about the learner-centered teaching
lV Research Paper
Preparation on the Publishable Paper
Weeks
1. Introduction, 2. Methods 3.results and discussion 4. References
12-17
D. LEARNING PLAN
Desired Learning Course Content/ Textbooks/ Teaching and Learning Activities (TLAs) Assessment Task Resource Time
Outcomes (DLO) Subject Matter References (ATs) Materials Table
Describe and point-out the Introducing facilitating Learner- Chalk Talk Activity. Computer Aided Instruction. Let the teacher facilitate within Computer/printer Week 1
attributes and characteristics of a learner- centered teaching through their https://www.deped.gov. 10 minutes. Allow the student to revisit the RRLS in the multimedia infrastructure Submit Output /internet
centered teaching learning using the personal vision & mission ph/wp-content/ being the netizen of the world and point-out attributes and characteristics that will connection/
different views of the educational uploads/2017/08/DO help student to understand about being learner-centered teaching curriculum, student hard copy
psychologist and philosophers (ancient, _s2017_042-1.pdf and teacher by relating their personal vision and mission. Let the student discover and tell
medieval & contemporary). CHED Memorandum the class what is learner-centered for him/her. Let them ponder. Who is the learner – Midterm and Final Exams
Order No. 52, s. 2007 centered? Is it the teacher? Or the Student? Whom do you think is the learner-
and DepED Order No. 32, s. centered? the subject? the curriculum? the student or the teacher? What elements of the
2009 learning environment constituted “essential” and “greatest” in the making of the
“learner-centered” critical and reflective teaching – learning environment? Tell, the
https://www.norwoodschool. individual student to make their own personal vision and mission & relate them being
org/child-centered-education “learner-centered.” Do this by writing (cursive) in a short size bond paper.
Explore the fundamental Teaching Learning facilities Collaborative and cooperative activity. Computer Aided Instruction. Let the Let the student observe and process Computer/printer Week 2
principle, processes and practices about https://www.education. teacher facilitate within 10 minutes. Allow the student to conduct researches regarding their observation by allowing them to /internet
the teaching learning delivery modes ie/en/Publications/.../Action- Plan- the essential elements of teaching and learning and let the team of seven (7) member submit a “think piece” paper according connection/
by revisiting the physical facilities and for-Education-2017.pdf discover that teaching and learning are supported by experience and are authentic to the IGNATIAN PEDAGOGY hard copy
other support services. learning. Let them share/ discuss what delivery modes the team may prefer and why?. paradigm.
Write this in a cursive “form” in a short size bond paper by using the IGNATIAN
PEDAGOGY in a CERAE “think piece.” Midterm and Final Exams
Familiarizing and be oriented on Mandates/legal bases https://www.sun.ac.za/.../ Buzzing activity. Computer Aided Instruction. Let the teacher facilitate within 10 Let the team share/exchange of ideas Computer/printer Week 3
the legal bases learning-teaching/.../A%20 minutes. Let the team familiarize the provisions and other relative legal bases using the and opinion and process their critical /internet
Handbook%20for%20 SCRA, Phil Rep, Official Gazette, CMOs, RA, PD, EO, GO, LOI, etc…on having a analyses by allowing them to submit a connection/
Teaching%20... learner-centered teaching… and allow them to process their team output using the “think piece” paper according to the hard copy
CHED Memorandum Order No. 52, s. IGNATIAN PEDAGOGY. Can this be of great help? Why? How this being implemented IGNATIAN PEDAGOGY
2007 and DepED Order No. 32, s. 2009 and truly be the act of social and economic legislation? paradigm in a short size bond paper.
Enumerate, classify, and identify Educational psychologist eLibrary and Computer Aided Instruction activity . Let the teacher Computer/printer Week5
educational psychologists advocacy of learner-centered teaching https://www.very wellmind.com facilitate within 10 minutes. Allow the team to read and review on Let the team be inform regarding the /internet
according to their genre and theme. and its contribution /freuds-stages-of-psychosexual- educational psychologist, philosophers and experts on the field RRLS by writing and rubric and how they were utilize/use as a connection/
development-2795962 listing down their theme and chronological perspective according to curriculum – tool for evaluation. hard copy
Select only one educational teacher – student centered teaching learning pedagogy. Let the team be aware that And, the following criteria to be
psychologist which you think and https://www.simply the “citation” on the barrowed statement be always on the priority (e.g. Gomez, rubricated are:
believed that his/her teaching advocacy psychology.org/pavlov.html Frederick W. (2019). 1. No. of RRLS;
is relevant to time, space and circumstances ABC on the Methods of Research. https://www.scribd.com/.../Dr- Alphabetically arranged
to the learner, teacher and school. https://info.psu.edu.sa/.../ Erikson's%20Theory Frederick-W-Gomez-the-ABC-on-the-Methods-of- according to year of
%20 of%20Psychosocial% 20Developme Educ./accessed/8/12/2019. publication (SY2015 up);
The team are expected to write RRLS on the curriculum, teacher and student 2. Arranged them according to
https://www.researchgate. using the IGNATIAN PEDAGOGY. theme:
net/./265916960_the_piaget 2.1. Curriculum
_theory_of_cogniti. 2.2. Teacher
2.3. Students
https://www.iep.utm.edu/dewey/ It is expected that the team chosen their repertoire (spoke person) in every
presented “think piece” for the “dialogue.”
Make / construct a delivery Various teaching- learning https://www.simplypsychology.org Computer/printer Week 7
mode on various teaching- learning /learning-kolb.html /internet
model that will help delivery modes connection/
learner not “left behind.” hard copy
Adopt a feasible and viable model Teaching-learning Models https://www.simplypsychology.org/lea Collaborative and cooperative activity. Computer Aided Instruction. Submit output in an IMs Week 8
on various teaching learning delivery rning-kolb.html Let the teacher facilitate within 10 minutes. After the team of seven (7) member IGNATIAN PEDAGOGY using Power Point LED/
modes explore, collect and gather available RRLS they were able to conceptual the CERAE “think piece” It LCD
mapping the most preferred and applicable model for the child-centered should be done in a short size Computer/Internet
teaching presentation. Allow the team to select the best model chosen for bondpaper. Connection
their presentation. Format their “report” into the
IGNATIAN PEDAGOGY using the CERAE “think piece.” Mindterm and Final Exams
Presentation of the model https://www.newfoundations.com IMs Week 9
/gallery/quintilian.html Mindterm and Final Exams Power Point LED/
(learner- centered) LCD
https://www.deped.gov. Dialectic. Computer Aided Instruction. Let the teacher facilitate within Submit output in the form of the IMs Week
Steps, processes and practices ph/wp-content/ 10 minutes. Let the team process the advocate and advocacies into practice IGNATIAN PEDAGOGY using the Power Point LED/ 10
uploads/2017/08/DO regarding the RRLS on the previous “topics” and allow them to come-up their CERAE “think piece.” It should be LCD
_s2017_042-1.pdf own generalization. What best practices the team can recommend? Why this done in a short size bondpaper.
https://www.norwoodschool. practice “must” be done? And, how we are going to implement?
org/child-centered-education Mindterm and Final Exams
Review of the related Educational Psychology Research Exploration. Let the teacher facilitate within 10 Computer/printer/ Week
literature and studies (RRLS) Teaching of the Great Philosopher minutes. Let the team do the surfing and utilize the intellectual Submit output Internet Connection 11
about the learner- centered migration using the multimedia infrastructure. And, allow them to IMs
surf relevant RRLS that has significant bearing on the Power Point LED/
“Child/Leaarner-centered teaching.” Let them take note “potential Mindterm and Final Exams LCD
researchable title and RRLS” for future study to be made by the
team. The team is required to submit five (5) potential title in a
short size bondpaper.
Preparation on the https://www.scribd.com/ Computer/printer/ Weeks
Publishable Paper document/347586950/Teachers- Research. Let the teacher facilitate within 10 minutes. Allow the Internet Connection 12-17
1. Introduction and-Principals-Clinical- team member to be cooperative and collaborative within their own Submit output IMs
Instruction-Supervision-in-the- team and the teacher is open to consulation, coaching, mentoring Power Point LED/
2. Methods
Classroom and allied technique or strategy that the teacher can help the team. LCD
3. Results and Final Exam
discussion
The team are expected to submit their ouput on a ring bounded
4. References reseach paper, one (1) week before the final exam (5 – 15 or up to
25 pages approved for ring bounding).
E. Suggested Readings and References
3C Institute. (2015). Serious games. Retrieved from https://www.3cisd.com/what-we-do/serious-games.
Black, P. (2013). Formative and summative aspects of assessment: Theoretical and research foundations in the context of pedagogy. In McMillan, J.H. (Ed.), Sage handbook of research on classroom assessment, p. 167‒178. Los Angeles,
CA: Sage.
Black Girls Code: Imagine, Build, Create. (2013). Programs/events. Retrieved from http://www.blackgirlscode. com/program sevents.html.
Campos-Castillo, C., & Ewoodzie, K. (2014). Relational trustworthiness: How status affects intra-organizational inequality in job autonomy. Social Science Research, 44, 60-74.
Carver, John. (2015). 2020 Howard-Winn Admin Update. Retrieved from http://2020hwinnadminupdates. blogspot.com/2015/10/jcc-october-16-2015.html?_ sm_au_= iVVZSvStrsDP4TqR.
Ching, D., Santo, R., Hoadley, C., & Peppler, K. (2015). On-ramps, lane changes, detours and destinations: Building connected learning pathways in Hive NYC through brokering future learning opportunities. New
York, NY: Hive Research Lab.
Consortium for School Networking. CoSN’s 2015 annual E-rate and infrastructure survey. (2015). Retrieved from http://cosn.org/sites/default/files/pdf/CoSN_3rd_Annual_Survey_Oct15_FINALV2.pdf.
Culatta, R. (2015). Using Technology to Close Equity Gaps. YouTube. Retrieved September 21, 2015, from http://www.youtube. com/watch? v=6m-eMFz0iZI. The term “blended learning” has the meaning given
the term in Section 4102(1) of the ESEA, as amended by ESSA
Darling-Hammond, L., Wilhoit, G., & Pittenger, L. (2014). Accountability for college and career readiness: Developing a new paradigm. Education Policy Analysis Archives, 22(86), 1 Dahlberg, N. (2016).
Black Girls Code relaunching Saturday with gaming workshop. Retrieved from http://www.miamiherald.com/news/local/community/miami-dade/article85500752.html.
Erickson, L. (2013). Concept-based curriculum and instruction: Engaging the child’s mind. [Presentation at the ninth Annual Education Conference at the International School of Geneva, 2014.] Garcia, Antero,
ed., 2014. Teaching in the Connected Learning Classroom. Irvine, CA: Digital Media and Learning Research Hub.
Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic learning environments. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology
(pp. 401–412). New York, NY: Springer
Hirsh-Pasek, K., Zosh, J.M., Golinkoff, R.M., Gray, J.H., Robb, M.B., and Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest,
16, 3-34.
IAEB―International Education Advisory Board. (2013). Learning in the 21st century: Teaching today’s students on their terms.
<www.certiport.com/Portal/Common/DocumentLibrary/IEAB_Whitepaper040808.pdf>
Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K.…Watkins, C. S. (2013). Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub.
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC horizon report: 2014 K-12 edition. Austin, TX: The New Media Consortium.
Kellman, P. J., & Massey, C. M. (2013) Perceptual learning, cognition, and expertise. In B. H. Ross (Ed.), The psychology of learning and motivation (Vol. 58, pp. 117-165). Amsterdam: Elsevier Inc. Meyer, A., Rose, D.
H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA: CAST Professional Publishing.
Mindset Works. (2012). The Experiences. Retrieved from https://www.mindsetworks.com/webnav/experiences. aspx.
Molnar, M., Culatta, Richard (2014). Five Ways Technology Can Close Equity Gaps. Education Week. Retrieved September 21, 2015, from
http://blogs.edweek.org/edweek/marketplacek12/2014/11/richard_culatta_five_ways_ technology_can_ close_equity_ gaps.html
Office of Educational Technology. (2015). Ed tech developer’s guide. Washington, DC: U.S. Department of Education. Retrieved from https://tech.ed.gov/developers-guide/.
Partnership for 21st Century Learning. (2013). Framework for 21st century learning. Retrieved from http://www.p21.org/our-work/p21-framework.
PBS LearningMedia. (2013). Teacher technology usage. Arlington, VA: PBS LearningMedia. Retrieved from http://www.edweek.org/media/teachertechusagesurveyresults.pdf
Pritchard, Allan (2017). Ways of Learning. Learning Theories for the Classroom. London: Routledge. .. focus on the learning style and its eflects changes in government policy and is closely related to new developments in
practice.
Purcell, K., Heaps, A., Buchanan, J., & Friedrich, L. (2013). How teachers are using technology at home and in their classrooms. Washington, DC: Pew Research Center’s Internet & American Life Project.
Reardon, C. (2015). More than toys—Gamer affirmative therapy. Social Work Today, 15(3), 10. Retrieved from http://www.socialworktoday.com/archive/051815p10.shtml.
Ribble, M. & Bailey, G.D. (2015). Digital Citizenship in Schools (3rd ed.). Eugene, Or.:International Society for Technology in Education. Sheninger, E. (2014). Digital leadership: Changing paradigms for changing
times. Thousand Oaks, CA: Corwin Press.
Singh M. & Qi J. (2013). 21st century international mindedness: An exploratory study of its conceptualisation and assessment. Sydney, Australia: Centre for Educational Research School of Education, University of
Western Sydney. <ibo.org/research/programmedevelopment/ programmedevstudies/literature/documents/SinghQiIBreport27JulyFINALVERSION.pdf>
The Joan Ganz Cooney Center. (2014). Family time with apps: A guide to using apps with your kids. Retrieved from http://www. joanganzcooney center.org/publication/family-time-with-apps/.
The Center for Innovative Research in Cyber Learning. (2014). NSF cyberlearning program. Retrieved from http://circlcenter.org/projects/nsf-cyber-projects/.
UNESCO―United Nations, Educational, Scientific and Cultural Organization. (2013). UNESCO principles on education for development beyond 2015. [Adapted from UNESCO Education Sector contribution to the
Quadrennial Programme Priorities for 2014‒2017 (37 C/5) – unpublished.]
U.S. Department of Education (2016). Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments. https://www2.ed.gov/policy/elsec/leg/essa/ guidanceuseseinvestment.pdf. U.S Department of
Education, Office of Elementary and Secondary Education (2016). Non-Regulatory Guidance: Student Support and Academic Enrichment Grants. https://www2.ed.gov/
policy/elsec/leg/essa/essassaegrantguid10212016.pdf.
F. COURSE REQUIREMENTS
Publishable-Research Paper
G. GRADING SYSTEM
2
Final Grade = CS X 2 + Final Exam + Semi final Grade
3/2
100%
2
Semi Final Grade = CS X 2 + Semi final Exam + Midterm Grade
3
2
Final Grade = CS X 2 + Final Exam + Semi final Grade
3
100%
Qualitative and Descriptive Value of Grades
Grade QPI Percentage Description
A 1.0 95-100 Excellent
A+ 1.5, 1.4, 1.3, 1.2, 1.1 90-94 Very Good
A- 2.0, 1.9, 1.8, 1.7, 1.6 85-89 Good
B+ 2.5, 2.4, 2.3, 2.2, 2.1 80-84 Satisfactory
B- 3.0, 2.9, 2.8, 2.7, 2.6 75-79 Fair
C 3.5, 3.4, 3.3, 3.2, 3.1 65-74 Failed
Attendance policy:
◘ For the MWF classes allowable absences is only up to 7 absences PROFILE
◘ For the TTH classes allowable absences is only up to 3 absences
◘ Class Hours Lost by Late registration are considered as absent. Professor: Dr. RAINIEL VICTOR M. CRISOLOGO
College/Department: Education and Graduate Studies
Consultation Hours: MWF- 10-12AM TTH 1-5PM Sat: 8am – 4pm
Contact No. /Email: 09087201564/ drcrisologo.college@gmail.com