OBE Gallegan Philosophy Edu MGMALAMUG

Document Control No.
ODI-F-001
Manuel V. Gallego Foundation Colleges Inc.
(044) 958-9676  (044) 958-9677  [email protected] Revision No. 00 Page 1
MEMBER: Philippine Association of Colleges and Universities
Effective Date 03/27/2024
OUTCOMES-BASED COURSE SYLLABUS
INSTITUTE OF TEACHER EDUCATION

I. PROFILE OF THE INSTRUCTOR AND THE COURSE
Name of Instructor Dr. Maricris G. Malamug Email Address [email protected]

Program BEED/BSED Mobile Number 0955-548-8960
Course Title Gallegan Philosophy
Course Code SSC112 Consultation Schedule Wednesday 2:00 PM to 5:00 PM
Venue: SAO Director’s Office
Credit Units 3 Course Schedule M/W 8:00-9:30
Placement Room Assignment Educ Room
Pre-Requisite/s None
II. INSTITUTIONAL AND PROGRAM POLICY
College Vision MVGFC is the only professional institution in the Region committed to uphold the vision of its founder to achieve a better life by providing full
opportunities where every graduate and member of the MVGFC community are transformed into competent and morally upright professionals
dedicated towards the development of a better society.
College Mission In pursuit of its vision, MVGFC shall provide full opportunities and support to ensure and sustain quality instruction, research, community
extension, student affairs and support services.
Institute Vision The Institute of Teacher Education (ITE) is committed to providing the support needed to develop teaching professional through quality
instruction, research, community engagement, student affairs, and support services.
Institute Mission The Institute of Teacher Education (ITE) is known for producing teachers and educators who are creative, technologically proficient, and
professionally competent with values of a Gallegan.
Institute Goals and Objectives
Program Outcomes (POs) A graduate of the BEEd and BSEd program is equipped with knowledge, skills and values that enable him to:
1. Demonstrate the basic and higher level literacy, communication, numeracy, critical thinking and learning skills needed for higher
learning
2. Demonstrate a wide range of teaching process skills including curriculum development, lesson planning, materials development,
evaluation and teaching technologies;
3. Practice professional and ethical values required of the teaching profession
4. Make relevant contributions in the field of education through researches and community services; and
Document Control No. ODI-F-001
5. Demonstrate a deep and principled understanding of how educational processes relate to historical, social, cultural and political
processes.
Graduate Outcomes (GOs) The successful MVGFC student engages in activities which develop and demonstrate achievement in the following areas:
1. Professionally Competent
2. Effective Communicator
3. Critical Thinker
4. Strong Interpersonal and Collaborative Skills
5. Responsible and Accountable
6. Ethical
7. Lifelong Learner
III. COURSE POLICY
Course Description This 3-unit course aims to impart to the MVGFCI students the life and philosophical ideas of Dr. Manuel V. Gallego, the Founder of the institution
to enable them to apply in their life, which may lead them to a “Better Future.” It also aims to present the history of the Manuel V. Gallego
Foundation Colleges, Inc. (MVGFCI) so that the Gallegans may be more inspired and ready to uphold and continue its good beginnings by
committing to support the Philosophy, Vision, Mission and Goals of the institution and its programs.
The learning activities of the course are designed to enable the Gallegans to have a deeper understanding of themselves, their fellowmen, and
the world around by instilling in them the desired Graduate Attributes including the competencies of the 21st century skills to enable them to think
critically, communicate effectively, act ethically, be self-directed learners and be responsive citizens and leaders like its Founder.
A special emphasis was made to introduce topics that will enable the students to acquire basic science literacy to improve their understanding of
the world, think more clearly and make better decisions in life.
Course Outcomes (COs) The following are the outcomes expected to be achieved at the end of this specific course. The course outcomes are as follows:
1. Deepened understanding of educational heritage by gaining a comprehensive understanding of the historical context, philosophy, and
legacy of the institution, enabling them to connect their educational journey to broader social and cultural processes.
2. Cultivate critical thinking and scientific literacy by developing critical thinking skills through the analysis of historical events, the
interpretation of symbolic representations, and the evaluation of scientific information. They will also gain a foundational understanding of
science literacy and scientific literacy, empowering them to make informed decisions in their personal and professional lives.
3. Enhance communication and collaboration skills through written reflections, essays, presentations, and online discussions and practice
collaboration through group work and peer feedback, preparing them for effective teamwork in the teaching profession.
4. Foster ethical and professional responsibility by exploring ethical implications of historical decisions and scientific advancements, as well
as the importance of upholding professional standards in their future careers as educators.

5. Adopt a lifelong learning mindset by engaging with diverse sources of information, reflecting on their learning experiences, and developing
strategies for continuous self-improvement.
Mapping of Program and Course Outcomes

Program Outcomes
Course Outcomes
PO 1 PO 2 PO 3 PO 4 PO 5
CO 1 Deepened understanding of educational heritage by gaining a comprehensive
understanding of the historical context, philosophy, and legacy of the
institution, enabling them to connect their educational journey to broader
social and cultural processes. I
CO 2 Cultivate critical thinking and scientific literacy by developing critical thinking
skills through the analysis of historical events, the interpretation of symbolic
representations, and the evaluation of scientific information. They will also
gain a foundational understanding of science literacy and scientific literacy,
empowering them to make informed decisions in their personal and
professional lives. I I
CO 3 Enhance communication and collaboration skills through written reflections,
essays, presentations, and online discussions and practice collaboration
through group work and peer feedback, preparing them for effective teamwork
in the teaching profession. P I
CO 4 Foster ethical and professional responsibility by exploring ethical implications
of historical decisions and scientific advancements, as well as the importance
of upholding professional standards in their future careers as educators. I I
CO 5 Adopt a lifelong learning mindset by engaging with diverse sources of
information, reflecting on their learning experiences, and developing strategies
for continuous self-improvement. P P I
Legend: I – Introduced concepts/principles; P – Practiced with supervision; D – Demonstrated across different clinical settings with minimal supervision.
IV. COURSE TEACHING-LEARNING PLAN [Note: For online classes, please specify the TLAs and ATs for both synchronous and asynchronous sessions]
Week Mode of Graduate Course Intended Learning Topic Teaching and Assessment Task Reference
Delivery Outcome Outcome Outcome Learning Activity
1 Face-to- Effective CO 1,3 Describe the chronological Introduction, Meet Introductions, Orientation on the Participation in School Website,
Face Communicator, events of the school's and Greet, course plan, Write-up about introductions, Reflection The Gallegan
Strong establishment and its impact. Historical Overview one’s self through a narrative paper on decision to and Lamp
Interpersonal essay. enroll at MVGFC, first (Handout)
and Discussion of the school's history impressions, and

Collaborative and highlights expectations.
Skills
2 Face-to- Critical CO 1,2,5 Relate past events to the 1. History of the Interactive discussion on the Presentation of KWL School Website,
Face Thinker, present status of the school. School (cont.) school's history through KWL outputs The Gallegan
Lifelong chart - relevance to students' Reflection paper on the and Lamp
Learner professional and personal Founder's legacy and its (Handout)
development. influence on students'
personal VMG.
3 Face-to- Critical CO 1,2,5 Analyze the symbolism of the The MVGFC Seal Lecture on the seal's design Research paper on the MVGFCI
Face Thinker, MVGFC seal. and Five Pillars inspirations (UNESCO, Four seal's inspirations and a Website, The
Lifelong Freedoms speech), Group personal reflection on its Gallegan and
Learner discussion on symbolism. meaning. Lamp
(Handout),
Wikipedia on
UNESCO and
Four Freedoms
4 Face-to- Effective 1,3 Articulate the significance of The MVGFC Seal Student presentations of 150-word essay on the MVGFCI
Face Communicator the logo and pillars. and Five Pillars research findings, Peer feedback personal impact of the Website, The
(cont.) and discussion. logo and pillars. Gallegan and
Lamp
(Handout),
Wikipedia on
UNESCO and
Four Freedoms
5 Face-to- Effective 1,3,5 Summarize the Founder's life The Founder, His Lecture on the Founder's Essay on the most Handouts:
Face Communicator, and achievements. Life and Legacy biography and contributions to impactful aspect of the Speech of Dr.
Lifelong the school and society, Review Founder's life and a Joseph L.
Learner of the President's speech to reflection on his legacy. Gallego,
alumni. Philatelic Stamp
write-up, Article
on Manuel V.
Gallego in
"Who's Who in
the Philippines"
6 Face-to- Effective 1,3 Reflect on the Founder's The Founder, His Online discussion of personal Participation in online Handouts:
Face Communicator legacy and its personal Life and Legacy reflections on the Founder's discussion, sharing Speech of Dr.
relevance. (cont.) legacy. personal reflections. Joseph L.
Gallego,
Philatelic Stamp
write-up, Article
on Manuel V.
Gallego in
"Who's Who in
the Philippines"
7 Face-to- Critical 1,5 Articulate the school's MVGFCI: Lecture on the school's guiding Participation in MVGFCI
Face Thinker, philosophy, vision, mission, Philosophy, Vision, principles, Group discussion on discussion, Verbatim Website,
Lifelong and goals. Mission, and Goals the relevance of these principles recitation of Vision and Handout on
Learner to student success. Mission statements. Vision, Mission,
and Goals
8 Face-to- Critical Thinker 1,2,5 Analyze the Vision and MVGFCI: Discussion of progress towards 300-word essay on the MVGFCI
Face Mission statements. Philosophy, Vision, the vision and mission, personal meaning of the Website,
Mission, and Goals Brainstorming on how students Vision and Mission and Handout on
(cont.) can contribute to achieving these strategies for contributing Vision, Mission,
goals. to their attainment. and Goals
9 Face-to- Professionally 1,3 Identify the seven graduate Graduate Attributes Lecture introducing the seven Participation in group MVGFCI
Face Competent, attributes and their Part 1 graduate attributes, Group work work, Presentation of Website,
Effective indicators. analyzing the indicators for each group findings. Handout on
Communicator attribute. Graduate
Attributes
10 Face-to- Responsible 3,4 Apply the first three graduate Graduate Attributes Case study analysis of situations Participation in case MVGFCI
Face and attributes to real-world Part 1 (cont.) demonstrating (or lacking) the study analysis and Website,
Accountable, scenarios. first three attributes, Class discussion. Handout on
Ethical discussion on ethical decision- Graduate
making. Attributes
11 Face-to- Strong 3,4 Apply the next three Graduate Attributes Role-playing activities simulating Participation in role- MVGFCI
Face Interpersonal graduate attributes to Part 1 (cont.) workplace collaboration and playing activities, Website,
and personal and professional conflict resolution, Individual Reflection paper on Handout on
Collaborative contexts. reflection on personal personal accountability. Graduate

Skills, accountability. Attributes
Responsible
and
Accountable
12 Face-to- Lifelong 1,2,5 Demonstrate understanding Graduate Attributes Lecture on the importance of Presentation of research Handout on 21st
Face Learner, of 21st-century skills Part 1 (cont.) 21st-century skills, Group findings, Group Century Skills
Critical Thinker (literacy, learning, life). research on examples of these discussion on strategies and Global
skills in action. to develop these skills. Education
Roadmaps,
Articles on 21st-
century skills
13 Face-to- All Graduate 1,2,3,4,5 Integrate and reflect on all Midterm Written narrative essay Submission of essay, MVGFCI
Face Outcomes seven graduate attributes. Examination demonstrating understanding of Feedback from instructor. Website,
all seven attributes and a Handout on
personal commitment to their Graduate
development. Attributes
14-16 Face-to- Lifelong 2,5 Differentiate between Science Literacy Lecture on the concepts of Participation in Articles on
Face Learner, science literacy and scientific vs. Scientific science literacy and scientific discussion, Completion of Science Literacy
Critical literacy. Literacy literacy, Discussion of assigned assigned readings. and Scientific
Thinker, readings and articles. Literacy
Scientifically
Literate
17 Face-to- All Graduate 2,4,5 Analyze and apply scientific Science Literacy Video analysis of scientific topics Submission of analytical Assigned videos
Face Outcomes literacy concepts to real- vs. Scientific (e.g., evolution, climate change, papers on assigned and websites,
world issues. Literacy (cont.) vaccinations), Guest lecture by videos, Q&A session with Q&A with the
the President on the importance the President, Reflection President
of scientific literacy. paper on insights from the
session.
18 Face-to- All Graduate 1,2,3,4,5 Final Examination Culminating Written reflection paper Submission of reflection Neil deGrasse
Face Outcomes Reflection synthesizing key learnings from paper. Tyson's article,
the course, addressing Neil Course
deGrasse Tyson's article, and materials
outlining a personal strategy for
continued growth in scientific

literacy.
V. MAJOR COURSE OUTPUTS
Preliminary Period : Research paper

Midterm Period : Case Study Analysis
Semi Final Period : Analytical Paper
Final Period : Final Examination
VI. GENERAL CLASS RULES
1. Treat everyone in the class with respect, including the faculty and staff, students, and other stakeholders. Listen attentively when others are speaking and avoid interrupting.
2. Arrive on time for class and be prepared to start and finish at the designated times. If you are late, enter quietly without disrupting the class.
3. Attend all classes regularly. If you have to miss a class, inform the faculty in advance and catch up on missed work promptly.
4. Actively participate in class discussions, activities, and assignments. This includes raising your hand, sharing your thoughts, and collaborating with classmates.
5. Take responsibility for your own learning. Complete assignments on time, ask for help when needed, and make an effort to understand the material.
6. Turn off or silence electronic devices, unless their use is explicitly allowed for educational purposes. Avoid distractions that may disrupt your learning or the learning of others.
7. Complete and submit homework assignments on time. If you are having trouble with the homework, seek help from the faculty or classmates.
8. Be mindful of personal space and property. Avoid touching others' belongings without permission and keep your area clean and organized.
9. Pay attention to and follow the instructions of the faculty. If you are unsure about something, ask for clarification.
10. Do your own work and give proper credit to others for their ideas. Cheating and plagiarism are serious offenses that can lead to academic consequences.
11. Adhere to the dress code policies established by the Institute.
12. Use appropriate language and tone in the classroom. Avoid offensive or disrespectful language.
13. Follow safety guidelines and rules to ensure a secure learning environment.
VII. GRADING SYSTEM
Grading Period Weights:
 1st Prelim Period: 15%

 Midterm Period: 15%
 Semi-Finals Period: 30%
 Finals Period: 40%
Components and Weights Within Each Grading Period:
Criteria Weight Distribution of Grade Weight per Term Passing Rate

Written Works 30%
Practical /
Performance 25%
Tasks 1st Prelim 15% 2nd Prelim 15% Midterm 30% Finals 40% 50%
Attendance 5%
Term Exams 40%
Total 100%
VIII. OTHER SUGGESTED READING MATERIALS

IX. EVALUATION TOOL/RUBRIC
Reflection Paper Rubric on Founder's Legacy and Influence on Students' VMG
Criteria Exemplary (4) Proficient (3) Developing (2) Needs Improvement (1)
Demonstrates a deep and insightful Displays a basic understanding of the Shows a limited understanding of the
Understanding of understanding of the Founder's values, Shows a clear understanding of the Founder's legacy but may lack depth Founder's legacy, with inaccuracies or
Founder's Legacy principles, and contributions. Founder's legacy, citing relevant examples. or specifics. omissions.
Insightfully connects the Founder's legacy to
personal VMG (Vision, Mission, Goals), Makes clear connections between the Identifies some connections between Struggles to connect the Founder's
Connection to demonstrating how it has shaped the student's Founder's legacy and personal VMG, the Founder's legacy and personal legacy to personal VMG, or the
Personal VMG aspirations and direction. explaining the impact. VMG but lacks elaboration. connection is superficial.
Offers a deep and thoughtful reflection on the Provides a reflective analysis of the Reflects on the Founder's legacy but Lacks reflection or analysis, primarily
Reflection and Founder's legacy, analyzing its significance and Founder's legacy, considering its influence the analysis may be limited or lacking summarizing the Founder's legacy
Analysis impact on a personal level. on personal development. in depth. without personal insights.
Writing is clear and organized, with minor Writing may be unclear or Writing is difficult to understand, with
Writing and Writing is clear, concise, and engaging, with a errors that do not detract from the overall disorganized in places, hindering the frequent errors and a lack of
Organization well-organized structure and logical flow. message. flow of ideas. organization.
The reflection paper demonstrates a profound The reflection paper effectively conveys the The reflection paper addresses the The reflection paper fails to adequately
understanding of the Founder's legacy and its impact of the Founder's legacy on the Founder's legacy and its connection to address the Founder's legacy or its
influence on the student's personal VMG, student's personal VMG, with clear personal VMG, but lacks depth or connection to personal VMG, with
Overall Impression showcasing insightful reflection and analysis. connections and thoughtful analysis. insight in some areas. limited reflection and analysis.
Research Paper Rubric on School Seal's Inspirations and Personal Reflection
Thoroughly researches and identifies all major Identifies most inspirations behind the Identifies some inspirations behind Shows limited research on the school
Research on Seal inspirations behind the school seal's design, school seal, citing relevant sources but may the school seal but may lack depth seal's inspirations, with missing or
Inspirations symbols, and colors, citing credible sources. miss some minor details. or accuracy in research. inaccurate information.
Personal Provides a deep and insightful personal reflection Offers a thoughtful reflection on the school Reflects on the school seal's Offers a superficial or generic reflection
Reflection on on the school seal's meaning, connecting it to seal's meaning, relating it to personal meaning but may lack depth or on the school seal's meaning, with
Seal's Meaning personal experiences, values, and aspirations. experiences and values. personal connection. limited personal insights.
Critically analyzes and interprets the school seal's Analyzes the school seal's symbols and Lacks analysis and interpretation of the
symbols and design elements, drawing meaningful design elements, explaining their Attempts to analyze the school seal school seal, merely describing its
Analysis and connections to the school's history, values, and significance in relation to the school's but may offer limited interpretations appearance without deeper
Interpretation mission. identity. or miss some key connections. understanding.
Writing is clear, concise, and engaging, with a well- Writing is clear and organized, with minor Writing may be unclear or Writing is difficult to understand, with
Writing and organized structure, logical flow, and proper errors that do not detract from the overall disorganized in places, hindering frequent errors and a lack of
Organization citations. message. the flow of ideas. organization.
The research paper demonstrates a comprehensive The research paper effectively explores the The research paper addresses the The research paper fails to adequately
understanding of the school seal's inspirations and school seal's inspirations and provides a school seal's inspirations and address the school seal's inspirations or
Overall offers a profound personal reflection on its meaning, thoughtful personal reflection, demonstrating personal meaning but lacks depth personal meaning, with limited
Impression showcasing insightful analysis and interpretation. a clear understanding of its significance. or insight in some areas. research, reflection, or analysis.
Rubric for Essay
Lacks a clear thesis statement or the
Clear, concise, and arguable thesis statement Contains a thesis statement that identifies the Thesis statement is vague, thesis statement is irrelevant to the
Thesis Statement that previews the main points of the essay. main topic, but may lack clarity or focus. unclear, or not easily identifiable. essay topic.
Thoroughly develops each main point with Main points are present but may Main points are unclear,
Content and relevant and credible evidence, examples, and Adequately develops most main points with lack sufficient development or underdeveloped, or lacking in relevant
Development details. sufficient evidence and details. supporting evidence. evidence and details.
Demonstrates insightful analysis and critical Provides some analysis and interpretation of Lacks analysis and critical thinking,
Analysis and thinking, drawing meaningful connections and the evidence, but may lack depth or Analysis and interpretation of the primarily summarizing the evidence
Critical Thinking interpretations from the evidence. originality. evidence are limited or superficial. without interpretation.
Logical organization with clear introduction, body Mostly organized with clear introduction, body Organization is somewhat unclear Lacks clear organization and structure.
Organization and paragraphs, and conclusion. Transitions smoothly paragraphs, and conclusion. Some transitions or illogical. Transitions are minimal Ideas and paragraphs are disjointed and
Structure between ideas and paragraphs. may be awkward or lacking. or ineffective. lack transitions.
Clear, concise, and engaging writing style with Clear writing style with some variety in Writing is generally clear but may
Language and varied sentence structure and precise vocabulary. sentence structure and vocabulary. Few lack variety or contain some Writing is unclear, confusing, or contains
Style Free of grammatical errors. grammatical errors. grammatical errors. frequent grammatical errors.
Rubric for Case Analysis and Presentation
Accurately identifies all key issues/problems Identifies most key issues/problems, Identifies some key issues/problems, Fails to identify key issues/problems
Identification of Key in the case study, demonstrating a thorough but may overlook some minor details or but misses some important aspects or demonstrates a lack of
Issues/Problems understanding of the case. nuances. or misinterprets information. understanding of the case.
Provides a comprehensive and insightful
analysis of the case, demonstrating a deep Analyzes the case effectively, applying Offers a basic analysis of the case, Fails to analyze the case or
understanding of relevant concepts, relevant concepts and theories, but but may be superficial or lack a clear demonstrates a lack of understanding
Analysis and Evaluation theories, and frameworks. may lack some depth or originality. understanding of relevant concepts. of relevant concepts and theories.
Proposes a range of well-reasoned and Suggests some reasonable alternative Offers limited or impractical Fails to propose alternative solutions
feasible alternative solutions or solutions or recommendations, but may alternative solutions or or recommendations, or suggests
Alternative recommendations, considering their pros not fully consider their feasibility or recommendations, lacking in depth solutions that are unrealistic or
Solutions/Recommendations and cons and potential impact. impact. or analysis. irrelevant.
Makes a reasonable decision or
Selects the most appropriate solution or recommendation, but the justification Makes a decision or Fails to make a clear decision or
Decision Making and recommendation based on sound reasoning may be incomplete or lacking in some recommendation, but the justification recommendation, or the justification is
Justification and evidence, clearly justifying the choice. details. is weak or lacks clear reasoning. illogical or unsupported by evidence.
Rubric for Role Playing
Creates a well-defined character with Character is underdeveloped or
Character Creates a fully developed, believable character with some personality traits and Creates a character with basic traits but inconsistent, with unclear motivations or
Development a distinct personality, motivations, and background. motivations. lacks depth or consistency. actions.
Demonstrates a thorough understanding of the Shows a basic understanding of the
Knowledge and character's role, perspective, and knowledge base Demonstrates a good understanding character's role but may lack some Demonstrates a limited understanding of
Understanding within the scenario. of the character's role and perspective. knowledge or misinterpret information. the character's role and perspective.
Responds to unexpected situations and interactions Responds to most situations Responds to some situations but may Struggles to respond to unexpected
Improvisation and with creativity and flexibility, maintaining the appropriately, but may struggle with rely on scripted responses or have situations, often breaking character or
Adaptability character's integrity. unexpected twists or challenges. difficulty adapting to changes. relying on others for guidance.
Actively engages with other participants, building Interacts with other participants but may
Collaboration and on their ideas and contributing to the overall flow of Interacts with other participants and be hesitant or rely on others to initiate Avoids interaction with other participants
Interaction the role play. responds to their actions and dialogue. interactions. or disrupts the flow of the role play.
Delivers lines with clarity, confidence, and Delivers lines clearly and Delivers lines with some hesitation or Mumbles or speaks inaudibly, making it
Presentation and appropriate emotions, effectively conveying the understandably, but may lack some difficulty, lacking clarity or emotional difficult to understand the character's
Delivery character's feelings and intentions. emotional expression or vocal variety. impact. dialogue.
Creates a captivating and convincing portrayal of
the character, fully immersing themselves in the Delivers a solid performance, Participates in the role play but may lack
role play and contributing to a meaningful effectively portraying the character consistency or depth in character Demonstrates limited engagement and
Overall Impression experience. and contributing to the role play. portrayal. contributes minimally to the role play.
Rubric for Analytical Paper
Clear, concise, and arguable thesis statement that Contains a thesis statement that identifies Thesis statement is present but lacks Lacks a clear thesis statement or
presents a sophisticated interpretation or analysis the main argument, but may lack nuance clarity or focus, or simply restates the presents a thesis that is irrelevant to
Thesis Statement of the subject matter. or complexity. obvious. the analysis.
Develops a compelling and well-supported
argument, utilizing relevant evidence and Provides a well-structured argument with Presents an argument but lacks sufficient Fails to present a coherent
Argumentation demonstrating a deep understanding of the subject relevant evidence, but analysis may lack evidence or analysis, relying on argument, or relies on personal
and Analysis matter. depth or originality. generalizations or unsupported claims. opinions or unsupported assertions.
Skillfully integrates a variety of credible and
relevant sources, including scholarly articles, Utilizes relevant sources to support the Includes some sources but may be
Evidence and books, and primary sources, to support the analysis, but may rely on a limited range irrelevant, unreliable, or insufficient to Lacks sufficient evidence or relies
Research analysis. of sources or lack proper citations. support the analysis. on unreliable or irrelevant sources.
Demonstrates sophisticated critical thinking skills,
evaluating and synthesizing information from Exhibits critical thinking skills, analyzing Demonstrates some critical thinking, but Lacks critical thinking skills, merely
multiple sources, and drawing insightful and evaluating information, but may lack analysis may be superficial or rely on summarizing information without
Critical Thinking conclusions. depth or originality. summary rather than interpretation. analysis or interpretation.
Presents a well-organized and logically structured Overall organization is clear, but may Organization is somewhat unclear or Lacks clear organization and
Organization and paper with clear transitions between paragraphs have minor inconsistencies in structure or illogical, with weak transitions between structure, making it difficult to follow
Structure and sections. transitions. paragraphs or sections. the argument.
Employs clear, concise, and engaging writing with Writing is difficult to understand,
Writing Style and varied sentence structure and precise vocabulary. Writing is generally clear and concise, with Writing is somewhat unclear or contains with numerous grammatical errors
Mechanics Free of grammatical errors. few grammatical errors. frequent grammatical errors. and poor sentence structure.
X. SIGNATORIES
I certify that I personally reviewed the contents and PO-CO-ILO alignment I certify that I personally reviewed the contents and PO-CO-ILO alignment
I certify that I personally prepared this outcomes-based course syllabus:
of this outcomes-based course syllabus: of this outcomes-based course syllabus and approved its use:
DR. MARICRIS G. MALAMUG MR. NIKOL BERNARDINO DR. PAOLO LUMANLAN

Faculty-in-Charge Program Coordinator/Associate Dean Dean
____________________ ____________________ ____________________

Date signed Date signed Date signed
I certify that I personally checked the references of this course syllabus I certify that I personally reviewed the contents and PO-CO-ILO alignment
and certify that these are available in the library: of this outcomes-based course syllabus and approved its use:
LEONILA S. PAEZ, PhD, RL Dr. JOSEPH L. GALLEGO

Chief Librarian Director of Instruction
____________________ ____________________
Date signed Date signed

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Document Control No.

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS

INSTITUTE OF TEACHER EDUCATION

Name of Instructor Dr. Maricris G. Malamug Email Address [email protected]

II. INSTITUTIONAL AND PROGRAM POLICY

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS

III. COURSE POLICY

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS

as the importance of upholding professional standards in their future careers as educators.

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS

Mapping of Program and Course Outcomes

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS

and Discussion of the school's history impressions, and

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS

Collaborative contexts. reflection on personal personal accountability. Graduate

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS

continued growth in scientific

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS

V. MAJOR COURSE OUTPUTS

Preliminary Period : Research paper

VI. GENERAL CLASS RULES

VII. GRADING SYSTEM

Grading Period Weights:

 1st Prelim Period: 15%

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS

Components and Weights Within Each Grading Period:

Criteria Weight Distribution of Grade Weight per Term Passing Rate

VIII. OTHER SUGGESTED READING MATERIALS

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS

IX. EVALUATION TOOL/RUBRIC

Reflection Paper Rubric on Founder's Legacy and Influence on Students' VMG

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS

Research Paper Rubric on School Seal's Inspirations and Personal Reflection

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS

Rubric for Essay

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS

Rubric for Case Analysis and Presentation

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS

Rubric for Role Playing

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS

Rubric for Analytical Paper

Effective Date 03/27/2024

OUTCOMES-BASED COURSE SYLLABUS