Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

OFFICE OF THE VICE PRESIDENT FOR BRANCHES AND SATELLITE CAMPUSES
SANTA ROSA CAMPUS

BACHELOR OF SCIENCE IN EDUCATION

COURSE SYLLABUS

COLLEGE: PUP SANTA ROSA CAMPUS

COURSE CODE: EDUC 30013
COURSE TITLE: The Child – Adolescent Learners Learning Principles
COURSE DESCRIPTION: This course is designed to give students an introduction and with a strong foundation to the field of education, with
particular emphasis on the nature of the child – adolescent learners learnings’ theories, principle,, concepts and all
other factors that make up the teaching-learning processes.
Lecture Hours: 3 Lab. Hours: -------- Number of Units: 3

Pre-requisites, co-requisites: None

LEARNING OUTCOMES: (LO):

Institutional Learning Outcomes Program Outcomes Course Objectives

1. Creative and Critical Thinking The minimum standards for the BEEd degree program are expressed in the • Demonstrate adequate understanding
2. Effective Communication following set of learning outcomes: on the nature of child adolescent
3. Strong Service Orientation 1. Demonstrate in-depth understanding of the diversity of learners in various learners learning theories, principles
4. Passion to Life-long Learning
areas. and concepts as use in teaching
2. Manifest meaningful and comprehensive pedagogical content knowledge processes.
5. Sense of Nationalism and Global (PCK) of the different subject areas.
Responsiveness
• Acquire and explain the basic concepts
3. Utilize appropriate assessment and evaluation to measure learning theories, and principles of teaching and
6. Community Engagement
outcomes. how they relate to principles
7. Adaptness in the Responsible Use of 4. Manifest skills in communication, higher order thinking and use of tools underlying the learning-processes.
Technology and technology to accelerate learning and teaching. • Apply knowledge of different theories
8. High Level of Leadership and Organizational
Skills
5. Demonstrate positive attributes of model teacher both as an individual and of learning through appropriate
9. Sense of Personal and Professional Ethics as a professional. selection of materials and the
6. Manifest a desire to continuously pursue personal and professional perceptive use of instructional
development. methods.
• Explain how different theories such as

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 Thorndike’s connectivism had
widespread classroom application.
• Use developmental knowledge to
establish positive relationship with
learners.
• Identify and apply strategies that help
learners develop reasoning skills,
concepts and problem-solving
processes.
• Be able to answer the questions about
motive, learners/ students and the
classroom. Ex. (What causes
motivation? What affects learner’s
motives? Concentrate on anxiety,
curiosity, attitudes that influence
learners’ behaviors) What are the
educational implications of motivation?
(We will investigate relationship of
motivation to both teaching and
learning).
• Acquire basic concepts theories,
frameworks, paradigms, and models in
the preparation of assessment tools.

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LEARNING PLAN:

WEEK NO. TOPIC LEARNING OUTCOME METHODOLOGY RESOURCES ASSESSMENT

1-2 • Course Orientation and requirements • Describe the basic ideas • Interactive • Laptop/Desktop • Pre-Test and
about the field of teaching. Discussion via • Internet Post-Test
• Effective Teaching • Define learning and describe online • Any Books or PDFs • Essay type of
1. Historical background of teaching and 5 approaches on studying it.
• PowerPoint about The Child – quiz
the discussion on • Show appreciation of the Adolescent Learners • Oral Q&A
Presentation
2. The perspectives of Teaching in art and importance of the Learning Principles • Assignment
science understanding the nature of • Learning Modules in
• Modular
professional knowledge and skills Child-Adolescents Learning Abnormal Psychology
3. The importance of research in the field Principles, concepts, theories • Headset w/ mic
of education. • Mini Case Study
in the Teaching Learning
Principles.
• Identify the attitudes and
skills of an effective teacher.
• Discuss why research is
important to effective
teaching and how teachers
can conduct and evaluate
research.

3-4 • Cognitive and Language Development • Providing needed • Lecture forum via • Laptop/Desktop • Pre-Test and
1. Development and the main processes, opportunities for the online • Internet Post-Test
periods, and issues in development cognitive and language. • Any Books or PDFs • Essay type of
links between development and education • Apply knowledge of cognitive • PowerPoint about The Child – quiz
2. The development of the brain and the development to the Presentation Adolescent Learners • Oral Q&A
cognitive developmental theories of Jean classroom through Learning Principles • Role Playing
Piaget and Lev Vygotsky. appropriate selection of • Modular • Learning Modules in Video (with
3. The key features of language, biological materials and the perceptive Abnormal Psychology rubric)
and environmental influences on language use of instructional materials. • Role Playing • Headset w/ mic • Checking of
4. The typical growth of the child’s • Use language data for the Assignment
language. purpose of improving • Individual Reporting
learners’ entire range of
language behavior: reading, • Research
writing, speaking, listening, Discussion
and spelling.

5-6 • Socioemotional Development • Describe two contemporary • Lecture Discussion • Laptop/Desktop • Case Study
1. Bronfenbrenner’s Ecological Theory perspectives on • Internet Critiquing
• Case Study
2. Erikson’s Life-Span Development socioemotional development: • Any Books or PDFs • Pre-Test and
Theory
Bronfenbrenner’s ecological • PowerPoint about The Child – Post-Test
3. Self and Identity Presentation Adolescent Learners • Essay type of
4. Moral and Emotional Development theory and Erikson’s life-
Learning Principles quiz
3
 • Individual Variations span development theory. • Modular • Learning Modules in • Oral Q&A
1. Intelligence • Explain these aspects of Abnormal Psychology • Checking of
2. Personality and Temperament children’s socioemotional • Individual Reporting • Headset w/ mic Assignment
3. Learners with Disabilities and
development: self-esteem
Exceptionalities • Research
• Discuss what intelligence is,
Discussion
how it is measured, theories
of multiple intelligences, the
neuroscience of intelligence,
and some controversies and
issues about its use by
educators.
• Describe learning and
thinking styles and
characterize the nature of
personality and
temperament.
• Describe the various types of
disabilities and disorders and
define what gifted means
and discuss some
approaches to teaching
children who are gifted.

7-8 • Behavioral and Social Cognitive • Apply behaviour analysis to • Interactive Lecturing • Laptop/Desktop • Case Study
Perspectives and Approaches education. via Online • Internet Critiquing
1. Classical and Operant Conditioning • Distinguish between classical • Any Books or PDFs • Pre-Test and
2. Applied Behavioral Analysis and and operant conditioning and • Oral Q&A about The Child – Post-Test
Behavioral Modification other technical terms on Adolescent Learners • Essay type of
3. Social Cognitive Approaches to learning theories. • Case Study Learning Principles quiz
Learning • Apply the principles of social • Learning Modules in • Oral Q&A
cognitive and other theories • Modular Abnormal Psychology • Checking of
(such as imitation and • Headset w/ mic Assignment
modeling) to instructional • Individual Reporting • Oral Examination
techniques
• Research
Discussion

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 9 MID-TERM EXAMINATION
WEEK NO. TOPIC LEARNING OUTCOME METHODOLOGY RESOURCES ASSESSMENT
10-11 • Cognitive Perspectives and • Describe the different Gestalt • PowerPoint • Laptop/Desktop • Case Study
Approaches Principles and list ways of Presentaion • Internet Critiquing
1. Gestalt Psychology applying it in the teaching- • Any Books or PDFs • Pre-Test and
• Role Playing
2. Gagne’s Conditions of Learning learning process. about The Child – Post-Test
3. Ausubel’s Meaningful Verbal Learning • Explain Gagne’s conditions • Problem Solving Adolescent Learners • Essay type of
Theory of learning and articulate the Exercise to develop Learning Principles quiz
4. Bruner’s Constructivist Theory benefits of using its students’ skills • Learning Modules in • Oral Q&A
5. Bartlett’s Schema Theory principles in teaching. Abnormal Psychology • Checking of
• Case Analysis and
• Explain Ausubel’s • Headset w/ mic Assignment
presentation
subsumption theory and
determine the uses of
graphic organizers.
• Describe the development of
the child’s ability to represent
knowledge and explain how
the spiral curriculum works.
• Explain Frederic Bartlett’s
radical temporal alternative
to traditional spatial storage
theories of memory, and the
contextualization of schema.

12-13 • The Information-Processing • Describe the information- • Lecture • Laptop/Desktop • Case Study
Perspectives and Approaches processing approach. • Internet Critiquing
• PowerPoint
1. Nature of Information-Processing • Characterize attention and • Any Books or PDFs • Pre-Test and
Presentation
Perspectives and Approaches summarize how it changes about The Child – Post-Test
2. Attention during development. • Individual Problem Adolescent Learners • Essay type of
3. Memory • Discuss memory in terms of Solving Learning Principles quiz
4. Metacognition encoding, storage, and • Learning Modules in • Oral Q&A
retrieval. Abnormal Psychology • Checking of
• Complex Cognitive Processes • Explain the concept of • Headset w/ mic Assignment
1. Nature of Conceptual Understanding metacognition and identify
2. Thinking some ways to improve
3. Problem-Solving children’s metacognition.
4. Transfer • Discuss the conceptual
understanding and strategies
for teaching concepts.

5
 • Describe several types of
thinking and ways that
teachers can foster them.
• To be able to obtain
systematic approach to
problem solving.
• Define transfer and explain
how to enhance it as a
teacher.

14-15 • Motivation, Teaching, and Learning • Define motivation and • Interactive Lecturing • Laptop/Desktop • Case Study
1. Motivation compare the behavioral, • Internet Critiquing
• Mini Case with
2. Achievement Processes humanistic, cognitive, and • Any Books or PDFs • Pre-Test and
presentation by
3. The Motivation in Relationships and social perspectives about The Child – Post-Test
group
Sociocultural Contexts on motivation. Adolescent Learners • Essay type of
4. Achievement Difficulties • Discuss the important Learning Principles quiz
• Activity sheet
processes in motivation to • Learning Modules in • Oral Q&A
• The Design and Management of the achieve. Abnormal Psychology • Checking of
Classroom Instruction • Explain how relationships • Headset w/ mic Assignment
1. Design and Management of the and sociocultural contexts
Classroom Instruction can support or undercut.
2. Classroom Management • Recommend how to help
3. Teacher Being a Good Communicator students with achievement
difficulties.
• Explain what is involved in
classroom planning.
• Identify important forms and
concepts in teacher-centered
and learner-centered
instructions.
• Explain why classroom
management is both
challenging and necessary.
• Describe the positive design
of the classroom’s physical
environment and discuss
how to create a positive
classroom environment.
• Identify some good
approaches to
communication for both
students and teachers and
formulate some effective
approaches that teachers
can use to deal with

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 behavioral problems.

16-17 • Classroom Assessment and Grading • Discuss the classroom as an • Classroom • Laptop/Desktop • Case Study
1. Classroom as an Assessment Context assessment context. Discussion with • Internet Critiquing
2. Traditional Tests • Provide some guidelines for illustrations • Any Books or PDFs • Pre-Test and
3. Teacher-Made Assessment Strategies constructing traditional tests.
• Oral Q&A about The Child – Post-Test
4. Alternative Assessments • Describe some types of Adolescent Learners • Essay type of
5. Grading and Reporting Performance alternative assessments. Learning Principles quiz
• Construct a sound approach • Learning Modules in • Oral Q&A
• Standardized Tests and Teaching to grading. Abnormal Psychology • Checking of
1. Nature of Standardized Tests • Discuss the nature and • Headset w/ mic Assignment
2. Aptitude and Achievement Tests purpose of standardized • Oral Examination
3. Teacher’s Roles on Standardized tests as well as the criteria
Teaching for evaluating them.
4. Issues in Standardized Tests • Compare aptitude and
achievements tests and
describe different types of
achievement tests as well as
some issues involved in
these tests.
• Identify the teacher’s roles in
standardized testing.
• Evaluate some key issues in
standardized testing.

18 FINAL TERM EXAMINATION

CRITERIA EXEMPLARY SATISFACTORY DEVELOPING NON-COMPLIANCE
1 2 3 4
1.00-1.75 2.00 2.25-3.00 Below 3.00
88-100% 85-87% 75% Below 75%

Grades as per The submitted work manifests qualities The submitted work manifests the The submitted work partially The submitted work does not manifest any
computation which go beyond the requirements required qualities. manifests the required qualities. of the requirements.
Certain aspects are either
incomplete or incorrect.
GRADING SYSTEM
Class Standing 70%
Quizzes 60%
Practice Set 20% Final Grade = (1st Grading Period + 2nd Grading Period)
Seatwork, Recitation, Assignments 10% 2
Attendance, right conduct, 10%
Midterm/ Final Exam 30%
Total 100%

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REFERENCES (Reading Materials)

• Acito, A. (2002). Learning Objectives – A Practical Overview. Retrieved August 29, 2020, from
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjvttjpoMPrAhUDE6YKHc9TCV0QFjABegQIDBAF&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fclt.o
du.edu%2Fofo%2Fassets%2Fpdf%2FLearning_Objectives.pdf&usg=AOvVaw1Xu5RYxsB7hqDgfLoNtALn

• Bakakeng National High School (2017). Lesson Planning for DepEd Teacher. Retrieved August 28, 2020, from https://www.slideshare.net/janisary/lesson-planning-for-deped-teachers

• Corpuz, B. B., Lucas, M. D., Borabo, H. L., & Lucido, P. I. (2015). Child and Adolescent Development: Looking at Learners at Different Life Stages. Quezon City, Metro Manila: Lorimar
Publishing Inc.

• Lucas, M. D. & Corpuz, B. B. (2014). Facilitating Learning: A Metacognitive Process 4th Edition. Quezon City, Metro Manila: Lorimar Publishing Inc.

• Santrock, J. W. (2018). Educational Psychology: Theory and Application to Fitness and Performance, Sixth Edition. New York, NY: McGraw-Hill Education.

• Santrock, J. W. (2018). Case Studies in Educational Psychology. New York, NY: McGraw-Hill Education.

• Seifert, K. & Sutton, R. (n.d.) Educational Psychology. Retrieved August 31, 2020, from https://courses.lumenlearning.com/educationalpsychology/

• What are Learning Objectives? (n.d.). Retrieved August 29, 2020, from
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwiAovKcq8PrAhWNHKYKHS24CgkQFjAAegQIARAB&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Fbatchwood.herts.sch.
uk%2Ffiles%2FLearning-Objectives.pdf&usg=AOvVaw2C20T7SCZhGKxHnjzvOmx6

CLASSROOM POLICIES:

• Students are required to attend classes regularly and punctually starting from the first day of school.
• 10 minutes grace period will be given for the student before it will be considered late. Three (3) times late is equivalent to 1 absence. The students will be
considered absent if the student does not arrive 30 minutes after the class starts.
• The maximum allowable number of absences per semester is not more than 20% of the school days except for valid reasons. A student incurring absences
beyond 20% of the number of school days is considered dropped from the subject unless otherwise decided by the Academic Head.
• Cheating is not only unethical; it is also against the Colegio’s rules and is not tolerated. Any form of cheating in programming assignments, homework problems,
quizzes, and exams will result in an action according to the School rules.

Prepared by: Approved by:

SHEINA T. CADAVOS, RPm CHARITO A. MONTEMAYOR

Instructor Campus Director