Medina College Ipil Incorporated

Don Andres, Ipil, Zamboanga Sibugay Province

COLLEGE OF EDUCATION

OUTCOME-BASED EDUCATION (OBE) COURSE SYLLABUS IN TEACHING AND METHODOLOGY COURSE 1 First Semester, S.Y. 2020-2021

Vision GOAL
An educational community of men and women dedicated to the formation of the
whole person with professional commitment to promote local, regional and A. Provides quality Instruction that is responsive to education-for-all in the nation and
global development. education for sustainable global-development needs.
B. Realize the institutional thrust of instruction, research and community outreach in higher
MISSION education;
As an institution of learning; C. Hone students to the competencies and skills of a new breed of 21st century teachers, such as
of information-media literacy-communication skills, civic literacy, and global awareness of
the trends in Education.
The College commits itself to offer a well-rounded program of liberal education D. Create an environment for transformational leadership among students who will be imbued
and to provide varied opportunities for students to grow professionally, with energy, enthusiasm and passion for positive change in the teaching profession; and
spiritually, socially and culturally and in the pursuit of this mission: Medina E. Instill the value for lifelong learning among graduates who will not only desire to become
college is guided by the following commitments; full fledge professionals who blends in the natural qualities and strong desire to be the best
in the profession but also pursues professional development.
As a Christian community, it welcomes faculty, staff and students with other
religious beliefs and respects the religious freedoms of every member, while
providing opportunities for them to grow in their faith – life.

As an academic community, it offers quality and responsive education to prepare

its graduates to be skilled professionals for national and global competitiveness.

As a Filipino community, it promotes the formation of the student’s awareness

of their civil and social responsibilities and development of the student’s pride
for the nation rich in cultural heritage.
 Program Objectives and its relationship to College Goals:
GOALS
PROGRAM OBJECTIVES (PO) A B C D E
a.) Continuously enhance faculty competence and capability through continuous training and development for effective 
teaching  
 
b.) Enrich the program and curriculum keeping abreast with current trends and practices in education; and     
c.) Provide the necessary and up-to-date education facilities and teaching.     

1. Course Code : ER 1.1

2. Course Title : TEACHING AND METHOLDOLOGY COURSE 1
3. Pre-requisite : NONE
4. Credit : 2 Units
5. Course Description :
This course is designed to enhance the knowledge, skills, positive attitude and work values of the learner in accordance with the prevailing standards of
education. This encompasses faculties required for a teacher to perform the tasks in the areas of instructional delivery/facilitation, competency
assessment and maintenance of training resources/facilities.

Course Learning Outcome and its Relationships to Program Educational Objectives:

Course Learning Outcomes Program Objectives

a b c

At the end of the semester, the students would be able to:

A. acquire knowledge systematically about individual learners, varied approach to learning, knowledge and skills to instructional delivery 
 
and assessment, learners’ special needs and interests; 
B. apply the knowledge, skills, positive attitude and work values in accordance with the prevailing standards of education such as
  
instructional delivery/facilitation, competency assessment and maintenance of training resources/facilities.
C. participate as an individual in all learning activities while managing through change and uncertainties.   

Course Outline:
 Course Objectives, Topics, Time Desired Student Learning Outcomes Outcome-Based (OBA) Activities Evidence of Course Program Values
Allotment (Teaching and Learning Activities) Outcomes Objective Outcomes Integration
(Assessment of s
Learning
Outcomes)
Topic 1: MEDINA VMGO, Classroom Policies, Course Overview, Course Requirements, Grading System (3 hours)

Discuss Vision- Mission of the Medina Students can:

college Ipil Inc. Individual participation in class Rubric scores A,B,C, A, B, C Internalization
1. Identify the areas of vision- mission discussion to assess the quality of from:
1. Vision- Mission statement of Medina College Ipil Inc.; involvement using:
2. Syllabus/ Course Outline 2. Explain the aims of Medina college - Oral recitation Giving
3. Expectations/ Requirements to Inc. in training prospective teachers and - Guide Questions importance to
accomplish the course. 3. Relate Mathematics subject taught to - Rubric the ideas of
the vision- mission of Medina college - Guide sheets others
Inc.

Course Objectives, Topics, Time Desired Student Learning Outcomes Outcome-Based (OBA) Activities Evidence of Course Program Values
Allotment (Teaching and Learning Activities) Outcomes Objective Outcomes Integration
(Assessment of s
Learning
Outcomes)

Topic 2: (12 hours) –PRELIM

Discuss Teaching and Methodology Students can: Individual and group participation in Presentation of A,B,C,D A, B, C Internalization
Course 1 1. Determine learner’s training class discussion to assess the quality of Creative Output:
A. Study patterns requirements; involvement using: (flexible learning
delivery) Rubric scores Showing the
2. Prepare session plan;
 Plan Training Session -Online quiz/exams from: importance of
3. Prepare basic instructional each other’s idea
materials; -Offline(modular quizzes/exams)
4. Prepare assessment instruments; -Creative Critical thinking
5. Organize learning and teaching -Gamification presentation
resources. -Interactive animations/Tutorials -
Group/Individual
-Essays outputs

-Case Studies -Oral

participation
-eFlash Cards
-Quiz
-Audio/Video Conferencing/Virtual labs
-
-Presentation blogs or Vlogs Assessment/Onli
ne/Video
-Collaborative work and discussion demonstration.
forum

-Online Interviews

Course Objectives, Topics, Time Desired Student Learning Outcomes Outcome-Based (OBA) Activities Evidence of Course Program Values
Allotment (Teaching and Learning Activities) Outcomes Objective Outcomes Integration
(Assessment of s
Learning
Outcomes)

Topic 3: (15 hours) – MIDTERM

Teaching and Methodology Course 1 Students can: Individual and group participation and Rubric scores A,B,C, A,B,C Internalization
interaction during and after the class from:
 Supervise Work-based learning 1. Establish training requirement; discussion with quality involvement
using: (flexible learning delivery) Showing the
2. Monitor work-based training; -Online quiz/exams -Creative importance of
presentation each other’s idea
3. Review and evaluate work-based -Offline(modular quizzes/exams)
learning effectiveness; - Critical thinking
-Gamification Group/Individual
outputs
-Interactive animations/Tutorials
-Oral
-Essays participation

-Case Studies -Quiz

-eFlash Cards -
Assessment/Onli
-Audio/Video Conferencing/Virtual labs ne/Video
demonstration.
-Presentation blogs or Vlogs

-Collaborative work and discussion

forum

-Online Interviews

Course Objectives, Topics, Time Desired Student Learning Outcomes Outcome-Based (OBA) Activities Evidence of Course Program Values
Objective
Allotment (Teaching and Learning Activities) Outcomes Outcomes Integration
s
(Assessment of
Learning
Outcomes)

TOPIC 4: (12 hours)- FINAL

Teaching and Methodology Course 1 Students can: Individual and group participation in Graded Internalization
1. Plan maintenance activities; class discussion to assess the quality of presentation of A,B,C, A, B, C
 Maintain Training Facilities involvement using: : (flexible learning Creative Output Cooperation and
2. Implement housekeeping activities; delivery) collaboration
-Online quiz/exams -Class recitation
3. Maintain training equipment and Showing the
tools; -Offline(modular quizzes/exams) Rubric scores importance of
from: each other’s idea
4. Document maintenance inspection -Gamification
Critical thinking
-Interactive animations/Tutorials -Creative
presentation
-Essays
-
-Case Studies Group/Individual
outputs
-eFlash Cards
-Oral
-Audio/Video Conferencing/Virtual labs participation

-Presentation blogs or Vlogs -Quiz

-Collaborative work and discussion -

forum Assessment/Onli
ne/Video
-Online Interviews demonstration.

Schedule of Examination:
Preliminary Exam - October 19-21, 2020
Midterm - December 7-9, 2020
Final - February 8-10, 2020
End of Classes - April 19, 2020
GRADING SYSTEM:
Attendance and Online/Remote Class Activity Participation 10%
Major Examinations 45%
Prelims 30%
Midterms 30%
Finals 40%
Task Performance (T/L Activities) 25%
Problem – Based Learning/ Project – Based Tasks 20%

TOTAL 100%
COURSE REQUIREMENTS:
In order to pass this course, a student must be able to obtain a rating of at least ________ derived from the following fulfilled requirements:
1. Attendance and Online/Remote Class Activity Participation
2. Major Examinations
3. Task Performance
4. Problem – Based Learning/ Project – Based Tasks

Rubrics for the following requirements will be made available/will be sent thru individual E-Mails.
COURSE EXPECTATIONS:
Students of this course are expected to:
1. Observe the rules and regulations of the institutions regarding the proper decorum, attendance and the general requirements for a/an _______
student as per stipulated in the Students Handbook;
2. Equip oneself with relevant, updated and current news and information;
3. Conduct self-paced learning for the basic accounting and financial terminologies and concepts prior to attending this class;
4. Possess extensive knowledge on Word Processing and Spreadsheets as a means to process tasks and activities;
5. Participate actively in all of the discussions and exchange of ideas to earn points for this course using English language as a means of
communication;
6. Assert one’s own point of view during the discussion or may initiate discussion/topics relevant to the course without prejudice, bigotry, biases and
discrimination and consider individual differences;
7. Monitor their E-Mail/SMS inboxes for announcements, assignments and comments. Hence, all students are required to register in group;
8. Observe proper citations when utilizing published or unpublished works to avoid violations of Intellectual Property Rights;
9. Share insights to improve Rubrics for each Requirement;
10. Submit required tasks in a neat and presentable manner; and,
11. Prepare, accomplish, submit, present and perform all assigned tasks and course works required in order to pass this course.
** The Professor in-charged of this course is also expected to exhibit the same above-mentioned expectations.
ONLINE/REMOTE CLASSROOM POLICIES (Adopted)
1. Late submissions are not accepted. Unless there is a very valid excuse for such late submission. The following are considered valid: hospitalized
(with medical certificate), death of an immediate family member (God forbid), and flu (but not hospitalized; with an excuse letter from parents,
 guardian, or dorm manager).
2. Plagiarism is to be avoided at all costs. First offense, the student will receive a grade of 0 for the work/activity/seatwork/essay. Second offense, the
student will receive a final grade of 0.0 for the subject.
3. No one is allowed to use his or her phone for texting or calling, unless it is for emergency purposes.
4. For attendance, the policies of the school are applied.

FORMAT OF PAPERS (This is followed in any requirement that will be submitted in class)

1. PAPER: A4 bond paper

2. ORIENTATION: Portrait (It would only be in landscape if specified in the instructions)
3. MARGIN: 1” margin – top, bottom, left, right
4. FONT: Arial #11
5. SPACING: Double space, but no extra space between paragraphs
6. TOP OF THE FIRST PAGE: On the top of the first page should always be:
FAMILY NAME, FIRST NAME, DATE
SUBJECT AND SECTION
(if there are two or more names, always arrange them alphabetically)
7. PAGE NUMBERS: Always have page numbers, unless the assigned paper has only one page.
8. CITATION: Use APA format for citations.
9. REFERENCE: The “Reference” will always be on a separate paper or papers.
10. SUBMISSION: Papers having 2-15 pages to be submitted should be fastened together; papers having more than 16 pages should be soft
bounded.

REFERENCES:
https://tesda.gov.ph/Uploads/File/TVET%20Glossary%20of%20Terms/2017%20TVET%20Glossary%20of%20Terms.pdf
http://www.trainersmethodologyhub.com/2018/10/competency-based-learning-materials.html
http://cmlauron.weebly.com/tm.html

Prepared by: Noted by: Approved by:

MARLOU CHESTER O. BENDAÑO NESTOR C. UNITO Ed D ANGEDINA M. DAYANAN, RN, MAN

Instructor Dean of College Education School Administrator
 --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
STUDENT’S ACKNOWLEDGMENT

I, __________________________________, a student of the BEED Program hereby acknowledge receipt of the herewith attached Course Syllabus of ER 1.1 –
TEACHING AND METHODOLOGY COURSE 2 First Semester of SY 2020-2021.

_________________________________ Date:______________________ Time: ______________

Student’s Signature over Printed Name
RUBRICS
 Activity-Based Learning (ABL) Worksheet
Subject Area: _____________________
1st Semester
Name of Student: Score: ____________
Section: __________________________ Date: ____________

I. Lesson Title:
II. Objectives/Learning Intent
Learning Competency:

III. Reference/s:

A. Collaborative Activity (Report)
Instruction: Students will be group and are tasked to do a report about the topic.
Skills Exemplary 4 Accomplished 3 Developing 2 Beginning 1 SCORE
Organization The student The student The audience has The audience
presents presents difficulty cannot understand
information in information in following presentation
logical, interesting logical sequence presentation because there is no
sequence which which audience because student sequence of
audience can can follow. jumps around information.
follow. with the
information
Mastery of Student Student is at ease Student is Student does not
Topic or demonstrates full with expected uncomfortable have grasp of
Content knowledge by answers to all with information information;
answering all class questions but fails and is able to student cannot
questions with to elaborate. answer only answer questions
explanations and rudimentary about subject.
elaboration. questions.
Eye Contact Student maintains Student maintains Student Student only reads
eye contact with eye contact most occasionally uses the report with no
audience, seldom of the time but eye contact, but eye contact.
 returning to notes. frequently returns still reads most of
to notes. report.
Elocution Student uses a clear Student's voice is Student's voice is Student mumbles,
voice and correct, clear. Student low. Student incorrectly
precise pronounces most incorrectly pronounces terms,
pronunciation of words correctly. pronounces terms. and speaks too
terms so that all Most audience Audience quietly for students
audience members members can hear members have in the back of class
can hear presentation. difficulty hearing to hear.
presentation. presentation.
TOAL SCORE:
B. Processing Questions:
1. How did you find the activity?
2. What part of the activity was hardest to do?
3. What were the new insights you have gathered?

C. Individual Practice (Reaction Paper)

Instruction: Essay writing.
CRITERIA Exemplary 4 Accomplished 3 Developing 2 Beginning 1 SCORE
Depth of Demonstrate a Demonstrate a Demonstrate a Demonstrate
reflection conscious and thoughtful basic a limited
thorough understanding of understanding of understanding
understanding of the writing prompt the writing of the writing
the writing and the subject prompt and the prompt and
prompt and the matter. subject matter. the subject
subject matter. matter.
Use of textual Use specific and Use relevant Use examples Use
evidence and convincing examples from the from the text to incomplete or
historical context examples from texts studied to support most vaguely
the texts studies support claims in claims in your developed
to support claims the paper, making writing with examples to
 in the paper, applicable some partially
making connections connections support
insightful and between texts. made between claims with
applicable texts. little
connections connections
between texts. made
between
texts.
Language used in Use stylistically Use language that Use basic but Use language
the paper sophisticated is fluent and the appropriate that is vague
language that is ability to vary language and or imprecise
precise and sentence structure. some attempt to and has
engaging and vary sentence limited
varied sentence structure. awareness of
structure. how to vary
sentence
structure.
Virtually free of Contains only Contains several Contains
punctuation, occasional (mostly many and
spelling, punctuation, common) serious errors
Mechanics and capitalization spelling, and punctuation, of
Presentation errors. The essay capitalization spelling, and punctuation,
followed the errors. The essay capitalization spelling, and
appropriate had few formatting errors. The essay capitalization
format and errors did not follow and it
presentation for the format. interfere with
assignment. the meaning
of the essay.
TOTAL SCORE:
 Activity-Based Learning (ABL) Worksheet
Subject Area: ____________________
1st Semester
Name of Student: Score: ____________
Section: __________________________ Date: ____________

I. Lesson Title:
II. Objectives/Learning Intent
Learning Competency:

III. Reference/s:

A. Collaborative Activity (Report)
Instruction: Reporting
Skills Exemplary 4 Accomplished 3 Developing 2 Beginning 1 SCORE
Organization The student The student The audience has The audience
presents presents difficulty cannot understand
information in information in following presentation
logical, interesting logical sequence presentation because there is no
sequence which which audience because student sequence of
audience can can follow. jumps around information.
follow. with the
information
Mastery of Student Student is at ease Student is Student does not
Topic or demonstrates full with expected uncomfortable have grasp of
Content knowledge by answers to all with information information;
answering all class questions but fails and is able to student cannot
questions with to elaborate. answer only answer questions
explanations and rudimentary about subject.
elaboration. questions.
Eye Contact Student maintains Student maintains Student Student only reads
eye contact with eye contact most occasionally uses the report with no
audience, seldom of the time but eye contact, but eye contact.
 returning to notes. frequently returns still reads most of
to notes. report.
Elocution Student uses a clear Student's voice is Student's voice is Student mumbles,
voice and correct, clear. Student low. Student incorrectly
precise pronounces most incorrectly pronounces terms,
pronunciation of words correctly. pronounces terms. and speaks too
terms so that all Most audience Audience quietly for students
audience members members can hear members have in the back of class
can hear presentation. difficulty hearing to hear.
presentation. presentation.
TOAL SCORE:

B. Processing Questions:
1. How did you find the activity?
2. What part of the activity was hardest to do?
3. What were the new insights you have gathered?

Activity-Based Learning (ABL) Worksheet

Subject Area: ___________________
1st Semester
Name of Student: Score: ____________
Section: __________________________ Date: ____________

I. Lesson Title:
II. Objectives/Learning Intent
Learning Competency:

III. Reference/s:

A. Collaborative Activity (Role play)
Instructions:
1. The class would be divided into groups
CRITERIA Exemplary 4 Accomplished 3 Developing 2 SCORE
Preparedness Students are Students are familiar Students are somewhat
extremely familiar with their role and uses familiar with their role
with their role and some evidence to but provides little
uses specific evidence support their arguments evidence to support
to support their their argument.
 arguments.
Participation Students actively Students participated in Students participated in
participated in the the simulated situation, the simulated situation,
simulated situation, speaking more than speaking more than
speaking multiple once, adding new once but he or she
times and adding new information or evidence repeats the information
information or each time each time.
evidence each time.
Active Listening or Student demonstrates Student demonstrates Student demonstrates
Response active listening skills active listening skills active listening skills by
by providing by providing thoughtful listening attentively
thoughtful responses responses to other while other students
addressing specific students’ statements, speak, but provides
aspects of other but asks few or no little or no response to
students’ statements, questions any statements
including asking
questions.

TOTAL SCORE:

B. Processing Questions:
1. How did you find the activity?
2. What part of the activity was hardest to do?
3. What were the new insights you have gathered?

C. Individual Practice (Essay)

Instruction: Writing an essay
CRITERIA Exemplary 4 Accomplished 3 Developing 2 Beginning 1 SCORE
Depth of Demonstrate a Demonstrate a Demonstrate a Demonstrate
 reflection conscious and thoughtful basic a limited
thorough understanding of understanding of understanding
understanding of the writing prompt the writing of the writing
the writing and the subject prompt and the prompt and
prompt and the matter. subject matter. the subject
subject matter. matter.
Use of textual Use specific and Use relevant Use examples Use
evidence and convincing examples from the from the text to incomplete or
historical context examples from texts studied to support most vaguely
the texts studies support claims in claims in your developed
to support claims the paper, making writing with examples to
in the paper, applicable some partially
making connections connections support
insightful and between texts. made between claims with
applicable texts. little
connections connections
between texts. made
between
texts.
Language used in Use stylistically Use language that Use basic but Use language
the paper sophisticated is fluent and the appropriate that is vague
language that is ability to vary language and or imprecise
precise and sentence structure. some attempt to and has
engaging and vary sentence limited
varied sentence structure. awareness of
structure. how to vary
sentence
structure.
 Virtually free of Contains only Contains several Contains
punctuation, occasional (mostly many and
spelling, punctuation, common) serious error
Mechanics and capitalization spelling, and punctuation, of
Presentation errors. The essay capitalization spelling, and punctuation,
followed the errors. The essay capitalization spelling, and
appropriate had few formatting errors. The essay capitalization
format and errors did not follow and it
presentation for the format. interfere with
assignment. the meaning
of the essay.

Activity-Based Learning (ABL) Worksheet

Subject Area: ______________________
1st Semester
Name of Student: Score: ____________
Section: __________________________ Date: ____________

I. Lesson Title:
II. Objectives/Learning Intent
Learning Competency:

III. Reference/s:

A. Collaborative Activity (Descriptive Essay)
Instruction: Descriptive essay writing
CRITERIA Exemplary 4 Accomplished 3 Developing 2 Beginning 1 SCORE
Depth of Demonstrate a Demonstrate a Demonstrate a Demonstrate
reflection conscious and thoughtful basic a limited
thorough understanding of understanding of understanding
understanding of the writing prompt the writing of the writing
the writing and the subject prompt and the prompt and
prompt and the matter. subject matter. the subject
subject matter. matter.
Use of textual Use specific and Use relevant Use examples Use
evidence and convincing examples from the from the text to incomplete or
historical context examples from texts studied to support most vaguely
 the texts studies support claims in claims in your developed
to support claims the paper, making writing with examples to
in the paper, applicable some partially
making connections connections support
insightful and between texts. made between claims with
applicable texts. little
connections connections
between texts. made
between
texts.
Language used in Use stylistically Use language that Use basic but Use language
the paper sophisticated is fluent and the appropriate that is vague
language that is ability to vary language and or imprecise
precise and sentence structure. some attempt to and has
engaging and vary sentence limited
varied sentence structure. awareness of
structure. how to vary
sentence
structure.

Mechanics and Virtually free of Contains only Contains several Contains

Presentation punctuation, occasional (mostly many and
spelling, punctuation, common) serious error
capitalization spelling, and punctuation, of
errors. The essay capitalization spelling, and punctuation,
followed the errors. The essay capitalization spelling, and
appropriate had few formatting errors. The essay capitalization
format and errors did not follow and it
presentation for the format. interfere with
assignment. the meaning
of the essay.
TOTAL SCORE:
B. Processing Questions:
1. How did you find the activity?
2. What part of the activity was hardest to do?
3. What were the new insights you have gathered?
C. Individual Practice (SQ3R)
Instruction: Write an SQ3R about the topic.

SUMMARY:

QUESTIONS:
1.

2.

3.

RESPONSE:

REACTION:
REFLECTION: