MEDINA COLLEGE

College of Teachers Education

Maningcol, Ozamiz City, Philippines

OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS

Principles of Teaching 2
AY: 2018-2019

INSTITUTIONAL VMGO:
Vision
An educational community of men and women dedicated to the formation of the whole person with professional competence and
commitment to promote local, regional, national, and global development.

Mission
As an institution of higher learning, the college commits itself to offer well-rounded program of liberal education and to provide varied
opportunities for students to grow professionally, spiritually, socially, and culturally.

Goals
In the pursuit of this mission, Medina College is guided by the following commitments:
A. As a Christian community, it welcomes faculty, staff and students with other religious beliefs and respects the religious freedom of every
member while providing opportunities for them to grow in their faith life.
B. As an academic community, it strives to offer quality and responsive education to prepare its graduate for national and global competitiveness.
C. As a Filipino community, it promotes the formation of the students’ awareness of their civic and social responsibilities and development of the
students’ pride for nation’s rich cultural heritage.
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PROGRAM VMGO:
Vision
The College of Arts and Sciences envisions itself as a provider of transformative education in humanities, natural and social sciences so as
to prepare students professionally in the service to God and country.

Mission
The College of Arts and Sciences of Medina College gives students ample opportunities to develop facilities and mastery in the use of English
and Filipino as core languages. It commits to provide students with holistic training to enhance the practice of their profession.

Program Objectives and its relationship to the Institutional Goals:

It aims to develop well-integrated individuals who:
Institutional Goals
Program Objectives
A B C
a. display oral and written proficiency;
*
b. appreciate one’s literary heritage;
*
c. exhibit excellence and service in their chosen career;
* *
d. readily and creatively respond to the social, political, economic, ecological and moral needs of contemporary Philippine
society;
* * *
e. enhance positive Filipino values, national consciousness an solidarity;
*
f. Value innovation, resourcefulness and research output.
*

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Course Code: Educ 106 B
Course Description
Course Title: Principles of Teaching 2
This course introduces prospective secondary and elementary teachers with knowledge and
Course Weight: 3 units understanding of the subject area which include: foundation disciplines, structural components, and
models of teaching and assessment strategies. These will provide the student with the theoretical
Pre-requisite(s): Principles of Teaching
underpinnings in teaching and develop concepts, skills, attitudes, values related to the subject area.
1
The course is designed to provide the education students with the basic principles and
Co-requisite(s): NONE concepts; nature, goals and contents of language teaching. It introduces the students and to the
nature and structure of language; its course description, scope and sequence. It also deals with the
designed and development of language lessons, including, topics on how to teach language subject
effectively. The course will also give information on how to teach sciences, mathematic and other
subject in Makabayan.

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Course Learning Outcomes and its Relationships to Program Educational Objectives
Program Objectives
Course Learning Outcomes
a b c d e f
Knowledge (K)

a. Explain the nature of the subject area and how it is learned and taught
* *
b. Cite different principles peculiar to the teaching and learning the subject area
* *
c. Decision-making skills related to appropriate selection of objectives, subject matter, methodologies,
and strategies
*
Skills (S)

a. Acquire in applying principles of teaching*learning associated with the subject area! implementing
teaching strategies appropriate for subject area
* *
b. Develop mastery in teaching in different subject areas by developing and internalizing attitudes and
values applicable to the area
* *
c. Implementing teaching strategies appropriate to subject area
*
Values (V)

a. Enthusiasm of mastery of subject matter

* *
b. Commitment of professionalism
* *
c. Expertise in teaching the subject area with the work ethics, diligence, and team work
* *
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Course Content
Topic Learning Teaching Learning Assessment of Allotted Time References
Outcomes Activities (OBA) learning
Outcomes

1. Outcome-Based Explain the Lecture and Quiz (50 points) 3 hours  Knowles, M. (1984). The Adult
Education meaning of discussion Learner. A Neglected Species (3rd
outcomes in OBE ed.) Houston, TX: Gulf
Publishing
State the Activity:  Corpuz, Brenda B. et.al.
relationship among Reflection Graded
“Principles of Teaching 1” (pp 1-
institutional Recitation
outcomes 10). LORIMAR Publishing.
(30 points)
 http://etcjournal.com/2011/06/
Draw the /26/project-based-vs-problem-
implications of the based-learning
OBE principles in
the teaching-
learning process

Determine whether
or not given
practices are in
accordance with
OBE principles
2. Teaching Distinguish Lecture and Quiz (50 points) 3 hours  http://www.ucs.mun.ca/~emurp
Approaches and approach from discussion hy/stemnet/cle3.html
Graded Activity
Methods method and  Corpuz, Brenda B. et.al.
(30 points)
technique “Principles of Teaching 1” (pp 11-
26). LORIMAR Publishing.
Describe the
teaching  Kolb, D. and R. Fry 1975.
Activity: Graded
approaches of the K Towards an applied theory of
recitation
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 to 12 Curriculum Reflection (20 points) experiential learning. In Theories
of group processes, ed. C.L.
Compare direct and
Copper, pp 33-58. London: John
indirect instruction
Wiley.
with deductive and
inductive methods
of teaching
3. Construct Discuss the role of Small Group Project 3 hours  Corpuz, Brenda B. et.al.
Teaching: Science and Group Presentation “Principles of Teaching 1” (pp 27-
Interactive, Technology in the Activity 42). LORIMAR Publishing.
Collaborative, Philippine nation  http://www.google.com.ph/searc
Integrative, and building h?q=descriptive+organizer&client
Inquiry-based Lecture and =firefox
Evaluate Quiz (50 points)
Discussion  Lave, Jean; Wenger, Etienne
government policies
pertaining to (1991). Situated Learning:
science and Legitimate Peripheral
technology in terms Participation, Cambridge:
of their Cambridge University Press.
contributions to  Louis ARNAUD, (1969) Meaning
nation building in the Arts. London, Allen…

Identify actual
science and
technology policies
of the government
and appraise their
impact on the
development of the
Filipino nation
4. Problem-Based Describe how Reflection, Quiz (50 points) 3 hours  Kuklthan, C. C.; Maniotes, L. K.,
Learning and problem-based Discussion and Caspairi, A. K. (2007).
Project-Based learning and Guided inquiry: Learning in the
project-based 21st centur. Santa Barbara, CA:
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 Learning learning are used as Brainstorming Libraries Unlimited.
teaching-learning  Corpuz, Brenda B. et.al.
method “Principles of Teaching 1” (pp 43-
54). LORIMAR Publishing.
Formulate at least
 Alexander, P. A. (1984). Training
one sample problem
analogical reasoning skills in the
and one sample
gifted. Roeper Review, 6(4), 191–
project for problem-
193.
based and project-
based learning,  Adams, G., & Cohen, A. (1974).
respectively, based Children's physical and
on the K to 12 interpersonal characteristics that
Curriculum Guide affect student–teacher
interactions. Journal of
Research and Experimental Education, 43, 1–
critique on an 5.
implemented
problem-based
learning and
project-based
learning using
elements of
problem-based and
project-based
learning
5. Research-Based By means of a Lecture and Quiz (30 points) 3 hours  Alleman, J., & Brophy, J. (1998).
Teaching and graphic organizer Discussion Strategic learning opportunities
Learning in the and a skeleton during after-school hours. Social
21st Century prose (ordinary Studies and the Young Learner,
outline), present the Reflection Paper 62(3), 10–13.
nine categories of  Corpuz, Brenda B. et.al.
research-based, “Principles of Teaching 1” (pp 55-
effective 78). LORIMAR Publishing.
instructional  Alvermann, D. E., & Boothby, P.
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 strategies R. (1986). Children's transfer of
graphic organizer instruction.
Identify
Reading Psychology, 7(2), 87–
competencies/conte
100.
nt and performance
standards in the K
to 12 Curriculum
that can be attained
with the use of
selected relevant
instructional
strategies
6. Instructional Compare traditional Lecture and Method Quiz (30 points) 3 hours  Ames, C. (1984). Competitive,
Planning and and standards- cooperative, and individualistic
Development based frameworks goal structures: A cognitive-
for planning Group Discussion Research Work motivational analysis. In R. Ames
instruction & C. Ames (Eds.), Research on
motivation in education: Vol. 1.
Identify the
Student motivation (pp. 177–
elements of a
207). New York: Academic Press.
lesson/learning/an
 Anderman, E. M., & Wolters, C.
instructional plan
A. (2006). Goals, values, and
Critique a lesson affect: Influences on student
plan motivation. In P.
 Corpuz, Brenda B. et.al.
Apply basic
“Principles of Teaching 1” (pp 79-
guidelines in
96). LORIMAR Publishing.
developing a lesson
plan
7. The Teaching of Explain the Reflection and Quiz (50 points) 6 hours  Corpuz, Brenda B. et.al.
the Language frameworks of Discussion “Principles of Teaching 1” (pp 97-
Subjects Mother Tongue- 135). LORIMAR Publishing.
a. Mother- Based Multilingual  Anderson, J. R. (1982).
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 Tongue-Based Education, Filipino Acquisition of cognitive skills.
Multilingual and English Psychological Review, 89, 369–
Education teaching in the K to 406.
Reflection, and
b. The Teaching of 12 Curriculum Small Group for  Anderson, J. R. (1983). The
Research Work
Filipino Activity architecture of cognition.
Examine how the
Language Cambridge, MA: Harvard
learning area
c. The Teaching of University Press.
standards, key
English in the  Anderson, J. R. (1995). Learning
stage standards and
K to 12 and memory: An integrated
the grade level
Curriculum approach. New York: Wiley.
standards align to
d. Communicative  Anderson, J. R., Greeno, J. G.,
the goals of MTB-
Competence: Reder, L. M., & Simon, H. A.
MLE
The Goal of (2000). Perspectives on learning,
Language Explain the thinking, and activity.
Teaching conceptual Educational Researcher, 29(4),
(Mother framework 11–13.
Tongue, (konseptuwal na
Filipino, balangkas) for the
English) teaching of Filipino
e. The Principles
Explain the
of Language
conceptual
Learning
framework for the
f. Approaches,
teaching of English
Methods and
Activities in Determine one’s levl
Language of communicative
Teaching competence by the
use of a scoring
rubric developed by
the class
8. The Teaching of Examine the Lecture and Quiz (50 points) 6 hours  Balli, S. J. (1998). When mom
Araling alignment of the Discussion and dad help: Student reflections
Panlipunan intended outcomes, on parent involvement with
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 a. The Goals and the Grade level Field Interview Action and homework. Journal of Research
Scope of the standards and Research Works and Development in Education,
Teaching and scope of the 31(3), 142–148.
Learning of teaching of Araling  Corpuz, Brenda B. et.al.
Araling Panlipunan “Principles of Teaching 1” (pp
Panlipunan 149-172). LORIMAR Publishing.
Discuss the
(Social Studies)  Balli, S. J., Demo, D. H., &
conceptual
b. Guiding Wedman, J. F. (1998). Family
framework of the
Principles in involvement with children's
teaching of Araling
the Teaching of homework: An intervention in
Panlipunan
Akraling the middle grades. Family
Panlipunan Show the alignment Relations: Interdisciplinary
(Social Studies) of the intended Journal of Applied Family
c. Methods and outcomes, the Studies, 47(2), 149–157.
Techniques in Grade level
Teaching standards and
Araling scope of the
Panlipunan teaching of Araling
Panlipunan
Cite concrete
application of the
guiding principles
in the teaching of
Araling Panlipunan

9. The Teaching of Show the alignment Presentation and Quiz (50 points) 6 hours  Corpuz, Brenda B. et.al.
Edukasyon sa of the intended Discussion “Principles of Teaching 1” (pp
Pagpapakatao outcomes, the key 173-190). LORIMAR Publishing.
a. The Goals and stage standards,  Bloom, B. S. (1984). The search
Scope of the Grade level for methods of group instruction
Reflection and
Teaching of standards and as effective as one-to-one
Research Work
Edukasyon sa scope of the tutoring. Educational
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 Pagpapakatao teaching of Leadership, 41(8), 4–18.
b. Guiding Edukasyon sa  Boud, D. (1987). Problem-based
Principles in Pagpapakatao learning in perspective. In D.
the Teaching of Boud (Ed.), Problem-based
Discuss the guiding
Edukasyon sa learning in education for the
principles in the
Pagkakatao professions (pp. 13–18). Sydney:
teaching of
c. Approaches, Higher Education Research and
Edukasyon sa
Methods and Development Society of
Pagpapakatao
Techniques in Australia.
Edukasyon sa Explain six
Pagpapakatao approaches in
teaching
Edukasyon sa
Pagpapakatao
Identify the
appropriate method
and
techniques/activitie
s for an Edukasyon
sa Pagpapakatao
competencies
selected from the
Curriculum Guide
10. The Teaching of Discuss the Presentation and Quiz (50 points) 3 hours  Anderson, J. R., Reder, L. M., &
Mathematics intended outcomes, Discussion Simon, H. A. (1995). Applications
scope, guiding and misapplications of cognitive
a. The Nature of Math
principles, Reflection, and psychology to mathematics
and Goals of Math
approaches and Group Work Research Work education. Unpublished paper,
Teaching
methods in teaching Reporting Carnegie Mellon University,
b. Guiding Mathematics Department of Psychology,
Principles/Theories Pittsburgh. Available from
Explain the goals of
and Teaching http://act.psy.cmu.edu/persona
the teaching in
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Approaches and Math l/ja/misapplied.html.
Methods in the  Corpuz, Brenda B. et.al.
Give examples on
Teaching of Math “Principles of Teaching 1” (pp
how values inherent
191-198). LORIMAR Publishing.
in Math can be
 Anderson, V., & Hidi, S.
integrated in the
(1988/1989). Teaching students
teaching of Math
to summarize. Educational
Discuss the Leadership, 46, 26–28.
educational theories
on which the
teaching of Math is
anchored
Illustrate spiral
progression
approach in
teaching Math with
an example
11. The Teaching of Explain the Presentation and Quiz (50 points) 3 hours  Bowen, C. W. (2000). A
Science conceptual Discussion quantitative review of cooperative
framework of the learning effects on high school
a. The Nature of
teaching of Science Reflection paper and college chemistry
Science and Goals of
which include achievement. Journal of
Science Teaching
goals, standards, Chemical Education, 77(1), 116–
b. Theories, teaching 119.
Approaches, Guiding approaches and  Corpuz, Brenda B. et.al.
Principles and methods “Principles of Teaching 1” (pp
Methods of Teaching 207-226). LORIMAR Publishing.
Examine the
of Science  Bransford, J. D., & Johnson, M.
alignment of
Standards-Grade K. (1973). Considerations of
level, key stage, some problems of
learning area-to the comprehension. In W. G. Chase
goals of teaching (Ed.), Visual information
Page 12 of 15
 science processing (pp. 383–438). New
York: Academic Press.
Draw examples of
 Brekelmans, M., Wubbels, T., &
competencies that
Creton, H. A. (1990). A study of
can be taught with
student perceptions of physics
the science process
teacher behavior. Journal of
skills
Research in Science Teaching,
27, 335, 350.
12. The Teaching of State the legal basis Presentation and Quiz (30 points) 3 hours  http://psychology.about.com/od
Music and Art of the teaching of Discussion /educationalpyschology/a/experi
Music and Arts mental-learning.htm,
Reflection paper  Vygotsky, L.S. (1978) Mind in
Discuss the
society: The development of
intended outcomes, Research Work
higher psychological processes.
the scope, guiding
Cambribge, MA: Harvard
principles,
University Press
approaches and
methods of teaching  Corpuz, Brenda B. et.al.
Music and Arts “Principles of Teaching 1” (pp
227-238). LORIMAR Publishing.
Examine the  Brooks, J. G., & Brooks, M. G.
alignment of goals, (1999). In search of
standards and understanding: The case for the
content in the constructivist classroom.
teaching of Music Alexandria, VA: Association for
and Arts Supervision and Curriculum
Development.

13. The Teaching of State the legal basis Presentation and Quiz (30 points) 3 hours  Corpuz, Brenda B. et.al.
Physical Education and of the teaching of Discussion “Principles of Teaching 1” (pp
Health Physical Education 239-250). LORIMAR Publishing.
and Health Reflection paper  Spady, W. (1994). Outcomes-
a. Teaching Physical
Based Education: Critical Issues
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Education Discuss the and Answers. Arlington, VA:
intended outcomes, American Association
b. Teaching Health Action and
scope, guiding  Siliman, Elaine R. (2002)
Research Work
principles, Group Discussion Speaking, reading, and writing in
approaches and children with Language learning
methods for the disabilities
teaching of Physical
Education and
Health
Examine the
alignment of goals,
standards and
content in the
teaching of Physical
Education and
Health

14. The Teaching of State the legal Presentation and Individual 6 hours  Corpuz, Brenda B. et.al.
Edukasyon Pantahanan basis of the Discussion Demonstration “Principles of Teaching 1” (pp
at Pangkabuhayan (EPP) teaching of EPP and 259-271). LORIMAR Publishing.
Final
and Technology and TLE  Wiggins, Grant & JayMcTighe
Examination
Livelihood Education (2005). Understanding by
Discuss the
(TLE) Design. VA 2nd ed.: ASCD
intended outcomes,
the scope,
guidelines and
guiding principles,
approaches and
methods in teaching
EPP and TLE
Examine the
alignment of goals,
Page 14 of 15
 standards and
content in the
teaching of EPP and
TLE

Course Evaluation
Course Requirements:
1. Attendance Grading System: Schedule of Examination:
2. Face-to-Face Class Participation
1. Attendance 20% 1. Prelim
3. Virtual Learning Environment
2. Oral/Written Report 20% 2. Midterm
(VLE)
3. Seatwork/Quizzes 20% 3. Semi-Final
4. Activity Report
4. Periodic Test 40% 4. Final

Prepared by: Noted by: Approved by:

DREXEL P. DALAYGON, LPT DANILO S. YOLIM, Ed.D LIB INGRID G. RACOMA, Ph D, CESO V
Faculty Dean, College of Teacher Education Vice President for Academic Affairs

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