OUR LADY OF FATIMA UNIVERSITY

CED-008-13-01

OLFU VISION

To improve man as man by developing individuals through a legacy of excellent education and compassionate value formation.

OLFU MISSION OLFU CORE VALUES

The noble dictum “improving man as man” embodies the existence of

Fatima Medical Science Foundation and Our Lady of Fatima University Through innovative learning strategies focused on stong and
as educational institutions dedicated to the holistic formation of men and updated academic foundation with enhanced industry skills
women imbued with the necessary skills, virtues and academic and experience, a graduate of OLFU is expected to be an
development. To achieve this end, the university aims to: ACHIEVER. In the community and in the workplace, an
· Commit itself to the service of society through quality OLFU graduate will be known as a person who:
education; A – Aspires To Do His Best
C – Is Credible And Compassionate
· Develop the capabilities of individuals in order to maximize H – Is Hardworking And Honorable
their potentials; I – Is An Inspiration To Others
· Nurture future professionals with the requisite academic E – Is Efficiently Entrepreneurial And Employable
foundation and conventional skills so as to mold them into highly- V – Is A Visionary
respected leaders and members of society; E – Is Ethical And Has Excellent Work Habits
· Respond effectively to the changing needs and conditions of R – Is Responsible
the times through continuing professional education and research;
· Inculcate social awareness through community outreach
program;
· Imbue a deep sense of nationalism and pride in our Filipino
heritage;
· Uphold virtues of truth, justice integrity, compassion and faith
in God.

PROGRAM MISSION
PROGRAM VISION

The College of Education commits itself in producing high performance

The College of Education envisions itself to be one of the
level of teacher graduates who can teach across different learning areas
country’s leading teacher- training institutions in developing
and shall take into account the students and the community welfare
globally competitive, committed, and accountable educators.
towards a humane, progressive and responsible citizenry for the country
and for the world.

PROGRAM EDUCATIONAL OBJECTIVES (PEO) PROGRAM OUTCOMES (ATTRIBUTES)

A graduate of BEEd/ BSEd is expected to:

1. demonstrate competence in teaching through the utilization of a 1. Manifest essential competence in teaching;
wide range of teaching strategies in their areas of specialization;

2. implement innovative and appropriate educational materials and 2. Employ creative and novel learning activities and
learning activities to ensure high quality instruction to diverse types materials suitable to the needs and interests of the
of learners from different learning environments; learners and their community;

3. engage in continuous personal and professional activities, as well 3. Participate in seminars, workshops, and research
as research, for the enhancement of his/her role as facilitators of activities for their personal and professional growth as
the learning process; teachers;

4. demonstrate and practice the professional and ethical requirements 4. Adhere to the ethical standards of the teaching
of the teaching profession for better and efficient fulfillment of their profession;
mission as teachers; and

5. engage in and lead socio- civic activities in the promotion of an 5. Take lead in valuable civic and social services in
educated society. the community through educational programs.
 COURSE SYLLABUS
PRINCIPLES OF TEACHING 2

COLLEGE EDUCATION COURSE DESCRIPTION

This course introduces prospective secondary and elementary teachers with

DEPARTMENT knowledge and understanding of the subject area which include foundation disciplines,
structural components, and models of teaching and assessment strategies. These will
provide the students with the theoretical underpinnings in teaching and develop concepts,
COURSE CODE EDUC 3113 skills, attitudes, values related to the subject area.

COURSE EXPECTED OUTCOMES (CEO)

DESCRIPTIVE Principles of
TITLE Teaching 2 After successful completion of EDUC 3113, students should:

1. employ activities, teaching methods, instructional materials and technology,

Principles of classroom management techniques appropriate for a chosen subject area;
PREREQUISITE (S)
Teaching 1
2. apply appropriate approaches to lesson planning;

CREDIT UNIT (S) 3 units 3. manifest decision- making skills related to appropriate selection of
- objectives
- subject matter content
- methodologies and strategies
- instructional materials
- modes of delivery

4. demonstrate competencies in
CONTACT HOURS - applying principles of teaching/ learning associated with the subject area
Lecture: 3 Hrs
PER SESSION: - implementing teaching strategies appropriate to subject area

5. demonstrate enthusiasm, commitment, expertise in teaching the subject area

- mastery of subject matter
- professionalism
- teamwork, diligence, work ethics

ALIGNMENT OF COURSE OUTCOMES (CO) WITH PROGRAM OUTCOMES (PO)

CO DESCRIPTION PO1 PO2 PO3 PO4 PO5
employ activities, teaching methods, instructional materials and
technology, classroom management techniques appropriate for a
1 chosen subject area; /

apply appropriate approaches to lesson planning across subject areas;

2 /
manifest decision- making skills related to appropriate selection of
- objectives
- subject matter content
3 - methodologies and strategies /
- instructional materials
- modes of delivery

demonstrate competencies in
- applying principles of teaching/ learning associated with the
4 subject area / /
- implementing teaching strategies appropriate to subject area

demonstrate enthusiasm, commitment, expertise in teaching the subject

area
- mastery of subject matter
5
- professionalism / /
- teamwork, diligence, work ethics

ALIGNMENT OF COURSE EXPECTED OUTCOMES (CEO) WITH UNIT EXPECTED OUTCOMES (UEO)
UEO DESCRIPTION CEO1 CEO2 CEO3 CEO4 CEO5

1 discuss the elements that constitute the concept of effective teaching / /

of Mathematics, Natural Science, Social Science, and the Language
Arts
demonstrate teaching competencies Mathematics, Natural Science, / /
2 Social Science, and the Language Arts
develop instructional materials according to students’ learning needs /
3

compare and contrast various assessment methods across subject / /

4 areas according to their relative advantages
 COURSE COVERAGE

TEACHING-LEARNING
ASSESSMENT TASKS (AT)
UNIT EXPECTED COURSE ACTIVITIES (TLA) RESOURCE
WEEK
OUTCOMES (UEO) CONTENT ASSESSME S
TEACHING LEARNING TOOL
NT
COURSE
ORIENTATION:
o OLFU o De o Fac o Es o R o St
- summarize the VM ductive ilitated say ubric udent
overview and
1
introduction for the
o COE Discussion Handboo
PEO, CEO k
course including
pertinent university o Course o Co
information Outline urse
Syllabus
- discuss the elements Nature and o Ind  Facilitate o Di o R o Co
that constitute the Principles of uctive d scussion ubric urse
concept of effective Teaching and Discussio post Syllabus
teaching of Learning in the n
Mathematics, Natural Subject Areas
o Inq
uiry o Es o Re
Science, Social  Group
2- 5 teaching say ference
Science, and the dynamics
Language Arts material

6 PRELIMINARY EXAMINATION

- demonstrate teaching Methods and o Dis o Sim o D o R o Co

competencies Strategies in covery ulation emonstra ubric urse
Mathematics, Natural Teaching the teaching tion Syllabus
Science, Social Subject Areas
Science, and the
Language Arts
o Refl o Per o Pr o Re
ective form acticum ference
7- 11 teaching activities material

12 MIDTERM EXAMINATION

- develop instructional Instructional o Ind o Pro o D o R o Re

materials according to Materials uctive ject work esign ubric ference
students’ learning Selection and material
needs Preparation o Pro o Co o Es
13- 15 Across Subject blem ncept say
Areas solving paper

- compare and contrast Assessments in o Did o Fac o M o An o Re

various assessment the Subject Areas actic ilitated CQ swer key ference
methods across discussion material
subject areas
16-17
according to their
o Inq
relative advantages uiry o Gro o R o R
teaching up eport ubric
dynamics

18 FINAL EXAMINATION

TEXTBOOKS

NONE
REFERENCES (BOOKS/ONLINE WEBSITES/JOURNALS)
 Books

Corpuz, Brenda B. (2015 ) Principles of Teaching 2: with TLE. Quezon City: Lorimar. F 371.102 C81 2015,c14
Lim-Borabo, Milagros (2015) Interactive and Innovative Teaching Strategies 3: A Resource Book for 21 st Century Teachers.
Quezon City: Lorimar Publication. F371.102 B64 2015, bk.2,4
Gutierrez, Joselito, et. Al. ( 2015) Principles of Teaching 2: A Work text. Malabon City: Jimczyville Publications. F 371.102. S6
2015,, C10
Borabo, Milagaros Lim ( 2015) Interactive and Innovative Teaching Strategies 1: A Resource Book for 21 st Century Teachers.
Quezon City: Lorimar Publication. F 371.102 B64 2015, bk.1,c9
Ashmore, Lyn, Ed. (2015) Learning Teaching and Development: Strategies for Action. Los Angeles, Sage. 378.17 L47 2015,c2
Serapio, Maria Perpetua Arcilla (2015) Principles of Teaching 1. Quezon City: Maxicor Publication. F 371.102 S6 2015, c2
Mukael,Joseph (2014) Approaches to English Language Teaching. New Delhi: Discovery Publication. 428.007 M89 2014c,1
Del Rosario, Fides Antonio (2013) Teaching Values: Using Creative Strategies. Quezon City: Great Books Publication. 428.0071
M89 2014,c1

ALIGNMENT OF TEACHING LEARNING ACTIVITIES (TLA) WITH COURSE EXPECTED OUTCOMES (CEO)
CEO
NO TEACHING CEO1 CEO3 CEO4 CEO5
2
1 DIDACTIC - Educator tells the facts, concepts, principles and generalizations /
INDUCTIVE - Educator facilitates; Learner arrives at the facts, principle, truth or
2 /
generalization
DISCOVERY - Educator facilitates; Learners are tasked to synthesize thoughts to
3 /
perceive something not known before
REFLECTIVE - educator facilitates; learners continually learn from their own
experiences by considering alternative interpretations of situations, generating
4 /
and evaluating goals, and examining experiences

INQUIRY TEACHING – the learners are lead to query or investigation by asking

5 the 3 levels of questioning and from there, formulate their own thoughts or /
reflection.
CONSTRUCTIVISM - the learners are guided to construct thoughts from out
6 /
of what they have previously taught, experience, or read
PROBLEM SOLVING- the learners are exposed to situations, shown video clips,
or tasked to read speeches and they are given questions to answer that
7
would explain what and how situation may affect or be affected by other
aspects.
DEMONSTRATION - the educator shows how something occurs or is done
8
and the learners imitate the same thing using their own style.
PROJECT METHOD - the facilitator allows the learners to get into a newly
9
crafted work to express thoughts, feelings, or ideas
DEDUCTIVE – the facilitator starts off with the general ideas, concepts,
10 theories and explains these by giving a lot of examples, illustrations, and
explanations to make sure learners understand.
CEO
NO LEARNING CEO1 CEO3 CEO4 CEO5
2
1 LECTURE - Communicating information to audience /

DISCUSSION - encouraging application of learning materials and soliciting

2 /
feedback
CASE STUDY - Evaluating a situation and incident through analysis beyond
3 /
interpretation of facts

4 MODELING - encouraging learners’ performance that would enhance their /

communication skills and creativity.

PERFORM ACTIVITIES- (collage presentation) – The learners get to do tasks

5 /
which shall reveal their learning and own talents. This activity would allow
individual differences and success at the same time.
SITUATIONAL ANALYSIS –is similar to Inquiry Teaching for the learners are
exposed to situations, shown video clips, or tasked to read speeches and
6 /
they are given questions to answer that would explain what and how
situation may affect or be affected by other aspects
GUIDED STUDY – is similar Reflective since educator facilitates; learners
continually learn from their own experiences by considering alternative
7
interpretations of situations, generating and evaluating goals, and examining
experiences. An example of this is a Concept paper.
GROUP DYNAMICS- learners learn the value of teamwork, trust, and
8
sharing as they are tasked to work on something as a group.
CONCEPT MAP- learners outline important points or vital elements taken
9
from stories read or speeches heard.

ASSESSMENT TASK (AT) AND TOOLS WITH COURSE EXPECTED OUTCOMES (CEO)
CEO
NO ASSESSMENT TASK (AT) CEO1 CEO3 CEO4 CEO5
2
1 SELECTED RESPONSE (MCQ) /

2 PERFORMANCE-BASED / /

3 ROLE-PLAY
CEO
NO TOOL CEO1 CEO3 CEO4 CEO5
2
1 ANSWER KEY /
 2 RUBRIC / / / /

ASSESSMENT WEIGHTING: HOMEWORK, WRITTEN REPORTS AND PAPERS

Homework and Assignment

(Number for the entire semester, submission mode and weight)
Particulars:

Students are required to submit a written report by the end of the prelim period and midterm
Written Reports, Concept Paper, Video
period. And by the end of the final period, a video presentation is an academic requirement
presentation, Collage making
which is equivalent to 50% of his final period grade.

GRADING SYSTEM
The final grade of the student is interpreted as shown on the table below:

ABOV 74.00
95.00 – 80.00 - 76.00- 75.
AVERAGE E 92.00-94.00 89.00 – 91.00 86.00-88.00 83.00 –85.00 and
97.00 82.00 79.00 00
98.00 below
3.0
FINAL GRADE 1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 5.0
0

FDA (Failure due to Absences) UW (Unauthorized Withdrawal) INC (Incomplete)

AW (authorized withdrawal NFE (No Final Examination

Lecture Prelims (20%) Midterms (25%) Finals (25%) Quizzes (20%) Research (5%) Attendance (5%)

OTHER IMPORTANT INFORMATION

OTHER COURSE POLICIES

All exercises and requirements for the course are to be complied by the students as part
STUDENTS COURSE PORTFOLIO of their portfolio and must be made available for inspection by the instructor before the
end of the semester
LANGUAGE OF INSTRUCTION ENGLISH

Per Section 1551 of CHED’s Manual of Regulation for Private Educational Institution, a
student who has incurred absences more than twenty percent (20%) of the total number
ATTENDANCE
of school days shall not be given credit to the course regardless of class standing. For
further provisions of the said policy, please refer to the OLFU Student Handbook.

COURSE CONSULTATION SCHEDULE

COURSE REVIEW AND ENHANCEMENT Chair: Dr. Rommel Maglaya,
MEMBERS Members : Mrs. Clarita dJ Tanghal, Dr.Magdalena S. Daria

PREPARED: ENDORSED: APPROVED:

MRS. CLARITA DJ TANGHAL MRS. CLARITA DJ TANGHAL DR. ROMMEL MAGLAYA

Faculty Program Coordinator Dean, College Of Education
DATE: __________________ DATE: ________________ DATE: _______________