Republic of the Philippines

Don Honorio Ventura Technical State University

Porac Satellite Campus
Porac, Pampanga
ACADEMIC YEAR 2017-2018
FIRST SEMESTER

Bachelor in Elementary Education

Outcomes-Based Teaching and Learning Plan in Guidance and Counseling

VISION of DHVTSU: The lead university in producing quality individuals with MISSION of DHVTSU: DHVTSU commits itself to provide an environment conducive to
competent capacity to generate knowledge and technology and enhance professional continuous creation of knowledge and technology towards the transformation of
practices for sustainable national and global competitiveness through continuous students into globally competitive professionals through the synergy of appropriate
innovation. teaching, research, service and productivity functions.
MISSION of College of Education: the mission of the College of Education is to
provide quality and effective instruction, personal and professional training and
CORE VALUES: Excellence, Professionalism, Good Governance
advancement, research and extension services to its clientele to ensure functional
undergraduate education.

Guidance and Counseling

Course Title Course Code EDUC 313d
with Special Education
Credit Units 3 UNITs Course Pre-/Co-requisites none
Revision Date Revised June 16, 2017
The course introduces the different types of popular media both traditional and modern media. The use of print media, textbooks in
Course Description
particular, and electronic media in teaching will be discussed under the traditional media while online discussion forum, blogs, social
(Based on CMO No. 30 Series of 2006
networks, videos, visuals presentation software, podcasts and wikis will be emphasized. Creation and engagement of students in
and CMO No. 52 Series of 2007)
these different popular media will also be highlighted.
Program Intended Learning Outcomes At the end of this program, graduates will have the ability to commit to its task of producing highly competitive and
(PILO) empowered graduates who can assume the following roles:
1. a dynamic and efficient conveyor of organized and systematic knowledge giving focus in the changes confronting education.

2. an efficient promoter and facilitator of learning that will enable the learners to develop to the fullest their potentials; thus,
transforming the graduates to become holistically developed.

3. a true source of inspiration who possesses a clear understanding and appreciation of the human ideals and values that
elevate the human spirit and contribute to man’s sense of satisfaction and fulfillment.
Course Intended Learning Outcomes At the end of this course, the students should be able to identify his/her self-goal intention and motivation of becoming a
(CILO) teacher. To develop this intention, specifically, this course aims to:

1. Demonstrate the importance of Guidance and Counseling to teachers and students.

2. Present major ethical considerations in the counselor’s responsibility during counseling sessions and implementation of other
guidance services.
3. Inculcate the need for proper Guidance and Counseling to be extended to all students.
4. Train future teachers to be guidance personnel ensuring competence, leadership and direction.

I. Course Design Matrix

OUTCOMES-
BASED ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
TEXTBOOK / TEACHING OF LEARNING RESOURCE VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
REFERENCES AND OUTCOMES MATERIALS INTEGRATION TABLE
(DLO) MATTER (GAD)
LEARNING (ALO)
(OBTL)
At the end of the unit, the Vision, Mission, DHVTSU code Lecture- Oral and written PowerPoint During the discussion Awareness 1 week
students must have Core Values and Discussion test Presentation and other aspect of
internalized and Outcomes Bachelor of the instruction, the Responsibility
demonstrated the vision, Elementary Small Group Observation following will be on one’s
mission, core values of A. Mission And Education Discussion guides observed: actions
the university the college Core Values Student - use nonsexist
and program. Handbook words
B. The College Of
Education, - show respect
Mission and regardless of
Goals gender
- reduce barriers
C. The Bachelor of in developing a
Elementary personal and
Education academic
Outcomes success created
by sexism
- recognize
gender issues
arising from their
different social
positions and
gender roles.
 OUTCOMES-
BASED ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
TEXTBOOK / TEACHING OF LEARNING RESOURCE VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
REFERENCES AND OUTCOMES MATERIALS INTEGRATION TABLE
(DLO) MATTER (GAD)
LEARNING (ALO)
(OBTL)

At the end of the lesson, GUIDANCE Elenita Decal- Recitation Quizzes PowerPoint In the course of Self- expression 3
the students must be PROGRAM: Mendoza. Presentation discussion, treatment weeks
able to: NATURE, SCOPE (2006). Class Written for sex preference Appreciation
AND MEANING Guidance and Expectations Examinations Handouts are equal and with
1. discuss the meaning Counseling due respect. Critical thinking
of Guidance and its A. Meaning and Today. Rex Reporting Recitation
scope need for Printing Equality and genuine Understanding
Guidance Company, Inc., Class Reflection understanding must development of
2. explain the basic Sta. Mesa, Discussion be considered clerical skills
principles of B. Functions and Quezon City Case study
Guidance, its Scope of Lecture
development, Guidance
establishment and Actual/ visit
maintenance based C. Basic Principles interview with
on certain principles. of Guidance Guidance
Personnel
3. give the students an D. Guidance and
overview on how Positive
Guidance Program is discipline
in the hands of
qualified personnel. E. Role of the
classroom
4. discuss the need of teacher
Guidance Services in F. The counselor’s
the family situation, role in discipline
complexity of living
and its relationship to G. Historical
other sciences. development of
Guidance in the
Philippines
 OUTCOMES-
BASED ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
TEXTBOOK / TEACHING OF LEARNING RESOURCE VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
REFERENCES AND OUTCOMES MATERIALS INTEGRATION TABLE
(DLO) MATTER (GAD)
LEARNING (ALO)
(OBTL)

At the end of the lesson, THE PERSONNEL R.A 9258 The Lecture- Recitation PowerPoint In the course of Patience with 2
the students must be Guidance and Discussion using Presentation discussion, treatment people weeks
able to distinguish the A. The Guidance Counseling Act (DLP) Projector Assignment for sex preference
tasks/roles of the Personnel its of 2004 Handouts are equal and with Motivation
different Guidance qualifications, Quizzes due respect.
Personnel roles, specific Guidance and Equality and genuine Awareness
task, skills and Counseling Learners Insight understanding must
- director competences. Today (2003), be considered Critical Thinking
Mendoza
- counselor B. The Guidance Elenita Decal
Organization
- psychometrician
C. The Guidance
- researcher Director/
Coordinator
- secretary
D. The Guidance
- other personnel Counselor

E. The Guidance
Secretary

F. The classroom
teacher

G. Health Personnel
 OUTCOMES-
BASED ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
TEXTBOOK / TEACHING OF LEARNING RESOURCE VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
REFERENCES AND OUTCOMES MATERIALS INTEGRATION TABLE
(DLO) MATTER (GAD)
LEARNING (ALO)
(OBTL)
At the end of the lesson, THE GUIDANCE UNESCO, Project on Quizzes PowerPoint Drawing out strength Dedication 2
the students must be PROGRAM Guidance Evaluation of Presentation and respecting the weeks
able to: Counseling School System. Major weakness of either Love for work
A. Basic Program examination Handouts gender in the course
1. discuss the activities organizational Development School visit of discussion Deal with
involved in the principle Module 8 Case study people
planning B. Factors in the University visit Brainstorming with
implementation and development of a Linda Ambida- Written expert facilitation Understand
evaluation of the guidance Cinco. (2008) Implementation Evaluation during group Human Growth
entire Guidance program Guidance and proposed presentation must be
Program or any of its Counseling in Actual Interview guidance observed by the Understand
Services and C. The Schools. with the program teacher to avoid importance of
activities. comprehensive National Book Guidance disrespect on psycho-
guidance Store, Personnel individual differences educational
2. gather factual data program model Mandaluyong and sex process
about institution, to City of 1500 Make an discrimination.
D. Steps for
evaluate it and evaluation of Leadership
program
developed a Fundamentals Guidance development
development
structural guidance of Guidance Services
program. E. Need and Counseling Responsibility
assessment (1974) Rocio
3. explain the inventory Reyes Kapunan
processing of
helping relationship F. Implementation
that can be most of
effective skills to comprehensive
work with the guidance
parents and their program
concerns
G. Guidance in the
Elementary
School: Nature
and Growth
Pattern,
Functions of
Guidance, Role
of Teachers
 OUTCOMES-
BASED ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
TEXTBOOK / TEACHING OF LEARNING RESOURCE VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
REFERENCES AND OUTCOMES MATERIALS INTEGRATION TABLE
(DLO) MATTER (GAD)
LEARNING (ALO)
(OBTL)
H. Guidance in the
Secondary
School:
Behavioral
Pattern of
adolescent,
Functions of
Guidance, Role
of Teachers,
Peer influences

At the end of the lesson, THE GUIDANCE Guidance and School visit Quizzes PowerPoint Careful and expert Patience with 2
the students must be SERVICES Counseling Presentation facilitation during people weeks
able to: Today (2003), Actual interview Recitation group presentation
A. Orientation Mendoza with guidance and discussion must Motivation
1. discuss the nature Services Elenita Decal personnel from Major be observed by the
and purpose of each other school examination teacher to avoid Awareness
Guidance Services B. Individual Linda Ambida- disrespect on
Inventory Cinco. (2008) Reporting Group output individual differences Critical Thinking
2. systematically Guidance and and sex preference
understanding the C. Testing Services Counseling in Lecture- Group sharing and/or orientation. Self- worth
role of the counselor and Schools. Discussion using
and other Guidance Interpretation National Book (DLP) Projector Love
Personnel for each Store,
Guidance Services. D. Counseling Mandaluyong Development of
Services City of 1500 aptitude skills,
3. consider the personality
significant E. Remedial and Fundamentals
information, data Enrichment of Guidance Establishment
and gathering tools Services and Counseling of supports
of each services. (1974) Rocio
F. Placement Reyes Kapunan Understanding
4. provide each student human needs
with personal social G. Follow-up
information that will Services Orderliness
 OUTCOMES-
BASED ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
TEXTBOOK / TEACHING OF LEARNING RESOURCE VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
REFERENCES AND OUTCOMES MATERIALS INTEGRATION TABLE
(DLO) MATTER (GAD)
LEARNING (ALO)
(OBTL)
help them developed H. Vocation and Confidence
their personality and Career Services
social life with Objectivity
educational I. Research and
academic Extension
information that Services
would help them
select proper the J. Referral
academic setting
and program. K. Consultation

5. discuss the nature L. Program

are purpose of each Development
Guidance service, its
preventive goals, M. Public Relations
enhancement goals,
exploratory goals, N. Prevention and
reinforcement goals, Wellness
in academic,
educational and
personal.

6. explain the basic

assumptions,
stages, steps and
limitations or ethical
consideration of the
different Guidance
services.
 OUTCOMES-
BASED ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
TEXTBOOK / TEACHING OF LEARNING RESOURCE VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
REFERENCES AND OUTCOMES MATERIALS INTEGRATION TABLE
(DLO) MATTER (GAD)
LEARNING (ALO)
(OBTL)

At the end of the lesson, Guidance Doris D. Tulio Classroom Recitation PowerPoint Equal treatment Self- valuing 2
the students must be Curriculum (2008) Discussion Presentation among LGBT in weeks
able to design and Breakthrough in Active relation to the various Appreciation of
provide an opportunity for A. Three Major the School Group Process participation aspects of guidance life
each student to Component of Guidance and performance curriculum
participate in the Guidance Counseling. assessment Career
development and Curriculum National Book Awareness
deliberation of a Store, Assignment
Guidance Curriculum. B. Three Broad Mandaluyong
Factors in City 1500 Quiz
Choosing a
Vocation Linda Ambida- Leaner’s Insight
Cinco. (2008)
C. Personal and Guidance and
Social Counseling in
Development Schools.
National Book
Store,
Mandaluyong
City of 1500

Fundamentals
of Guidance
and Counseling
(1974) Rocio
Reyes Kapunan
 OUTCOMES-
BASED ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
TEXTBOOK / TEACHING OF LEARNING RESOURCE VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
REFERENCES AND OUTCOMES MATERIALS INTEGRATION TABLE
(DLO) MATTER (GAD)
LEARNING (ALO)
(OBTL)

At the end of the lesson, HOMEROOM Linda Ambida- Classroom Active PowerPoint Careful and expert Appreciation of 2
the students must be GUIDANCE Cinco. (2008) discussion participation Presentation facilitation during learned weeks
able to: Guidance and performance group presentation experiences
A. Meaning and Counseling in Facilitation of assessment and discussion must
1. learn the importance Objectives Schools. Group Dynamic be observed by the Leadership
of student-teacher National Book Assignment teacher to avoid
relation that fall in B. Different Store, Reporting disrespect on Respect and
ordinary classroom Guidance Model Mandaluyong Quiz individual differences Understanding
encounter City of 1500 Sharing of and sex preference
C. Homeroom Experiences Leaner’s Insight and/or orientation. Hardwork
2. identify different Guidance
guidance model that Content Group Process
fit the learners
D. Homeroom
3. appreciate and learn Guidance Design
and various
Homeroom E. Teacher’s Role
Guidance Content
and Design F. Sample of
Homeroom
4. use their creativity Guidance
and skills they will Program
design and execute
their own homeroom G. Sample of
guidance activity Homeroom
they will design and Evaluation Sheet
execute their own
homeroom guidance
activity
 OUTCOMES-
BASED ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
TEXTBOOK / TEACHING OF LEARNING RESOURCE VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
REFERENCES AND OUTCOMES MATERIALS INTEGRATION TABLE
(DLO) MATTER (GAD)
LEARNING (ALO)
(OBTL)
At the end of the lesson, COUNSELING Doris D. Tulio AVP: Lectures Recitation PowerPoint Careful and expert More enhanced 2
the students must be (2008) Presentation facilitation during personality; weeks
able to: A. Nature and Breakthrough in Use of DLP Active class group presentation
Functions the School participation and discussion must Self-motivated
1. discuss the nature Guidance and Case be observed by the Confident
B. Counseling
and functions of Counseling. presentation Assignment teacher to avoid
Process
counseling. National Book disrespect on Respect to self
C. Purpose of Store, Classroom Quiz individual differences and others
2. explain the basic of Counseling in Mandaluyong Activity and sex preference
the counseling school City 1500 and/or orientation
process, purposes of Active listening
counseling in school, D. Types of Linda Ambida-
its type, elements Counseling Cinco. (2008)
and principles. Guidance and
E. Elements of Counseling in
3. learn and apply Counseling Schools.
basic counseling F. Principles of National Book
skill in adherence Counseling Store,
with the stages of Mandaluyong
counseling and G. Basic City of 1500
ethical standards. Counseling Skills
Fundamentals
4. show the students H. Stages of of Guidance
an overview of how Counseling and Counseling
counseling process (1974) Rocio
I. Characteristics
observes by Reyes Kapunan
of an effective
qualified personnel.
Counselor
5. discuss the J. The role of the
discouraging facts School Guidance
about counseling. Counselor
K. Discouraging
facts about
Counseling
 OUTCOMES-
BASED ASSESSMENT
DESIRED LEARNING COURSE CONTENT GENDER
TEXTBOOK / TEACHING OF LEARNING RESOURCE VALUES TIME
OUTCOMES / SUBJECT SENSITIVENESS
REFERENCES AND OUTCOMES MATERIALS INTEGRATION TABLE
(DLO) MATTER (GAD)
LEARNING (ALO)
(OBTL)

At the end of the lesson, EVALUATION OF Linda Ambida- AVP: Lectures Active class PowerPoint Careful and expert Professionalism 2
the students must be GUIDANCE Cinco. (2008) participation Presentation facilitation during weeks
able to: SERVICES Guidance and Use of DLP group presentation Concern to the
Counseling in Evaluation and discussion must community and
1. appraise the quality A. The Educational Schools. Rubrics Output be observed by the educational
of various guidance Program National Book teacher to avoid institution
services. Store, disrespect on
B. Administration of Mandaluyong individual differences
2. contribute on the Guidance City of 1500 and sex preference
enhancement of Services and/or orientation
guidance services Fundamentals
based on the C. Implementation of Guidance
current trends and of the Basic and Counseling
needs of the Guidance (1974) Rocio
student. Services Reyes Kapunan
II. Criteria for Grading

Recitation 20%
Quizzes 20%
Laboratory (Projects, Activities, etc.) 20%
Examinations (Midterm and Final) 30%
Character 10%
100%

III. Other Requirements

Oral Presentation
Recitation
Quizzes and Assignments
Projects
Journals
Case Studies
Reaction Papers
Research Papers
Attendance
Written Examinations

Revised: Approved:

JUSTIN PAUL P. SERRANO MR. DENNIS V. DIZON

Instructor Director
First Semester, A.Y. 2017-2018 Porac Campus