FM-AA-CIA-13 Rev.

01 06-Sep-2022

PANGASINAN STATE UNIVERSITY

Lingayen, Pangasinan
BACHELOR OF SECONDARY EDUCATION

J
COURSE SYLLABUS
Frist Semester, A.Y. 2024-2025

COURSE INFORMATION
COURSE CODE Prof Ed. 102
COURSE TITLE The Child and Adolescent Learners and Learning Principles
COURSE TYPE □ Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT 3 Units
CLASS HOURS 54 Hours
COURSE PREREQUISITE/
CO-REQUISITE
COURSE SCHEDULE MWF 9:00-10:00; 10:00-11:00
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION To be a leading industry-driven State University in the ASEAN region by 2030.
The Pangasinan State University shall provide a human-centric, resilient and sustainable academic environment to produce dynamic,
UNIVERSITY MISSION
responsive and future-ready individuals capable of meeting the requirements of the local and global communities and industries.
QUALITY POLICY The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory
service delivery through instruction, research, extension and production.
We commit our expertise and resources to produce professionals who meet the expectations of the industry and other interested parties in the
national and international community.
We shall continuously improve our operations in response to changing environment and in support of the institution’s strategic direction.
INSTITUTIONAL The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes
OUTCOMES are anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to
Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and Spirituality – (ACCESS).
Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity,
participatory decision making, and accountability;

COURSE SYLLABUS IN PROF ED 102 – The Child and Adolescent Learners and Learning Principles
1
 FM-AA-CIA-13 Rev.01 06-Sep-2022

2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions
that build personal and professional credibility and integrity.
3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality
outputs leading to inclusive growth;
4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production initiatives and capability in meeting the industry requirements of local, ASEAN and
international human capital market through relevant and comprehensive programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university
constituents and elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.

GRADUATE ATTRIBUTES PROGRAM OUTCOMES PERFORMANCE INDICATORS

1. People’s Champion A. Apply and live up to the expectations of a competent -Act as a role model and advocate for upholding the dignity of
and innovative teacher. teaching as a profession to build a positive teaching and learning
culture within and beyond the school.
B. Express eloquently/confidently both in spoken and in
written the latest trends in the field of education by -Display proficiency in Mother Tongue, Filipino and English to
employing effective strategies in teaching. facilitate the teaching and learning process, as well as exhibit the
needed skills in the use of communication strategies, teaching
C. Set priorities and work with strong determinations to strategies and technologies to promote high-quality learning
accomplish quality outputs. outcomes.

D. Demonstrate in-depth knowledge and understanding in -Interact with the national and local curriculum requirements.
education: Teaching Learning Cycle, The Teacher -Apply their professional knowledge to plan and design
Preparation process, Issues in Education, Ethics and individually or in collaboration with colleagues, well-structured and
Professionalism, Rewards and Challenges, Self-growth sequenced lessons that are contextually relevant, responsive to
and Self-responsibility. learners’ needs and incorporate a range of teaching and learning
resources.
E. Demonstrate 21st Century skills (Communication,
Creativity, Critical Thinking and Collaboration) required in -Communicate learning goals to support learner participation,
the national and international market. understanding and achievement.

F. Demonstrate a strong sense of spirituality and morality -Recognize the importance of mastery of content knowledge and
to preserve a dignified public image. its interconnectedness within and across curriculum areas,
coupled with a sound and critical understanding of the application
of theories and principles of teaching and learning.

-Facilitate and inspire student learning and creativity so that all

students achieve in the global society.

COURSE SYLLABUS IN PROF ED 102 – The Child and Adolescent Learners and Learning Principles
2
 FM-AA-CIA-13 Rev.01 06-Sep-2022

2. Continuous Innovative Learner G. Manifest innovativeness, competitiveness and -Value personal and professional reflection and learning to
competencies to grow personally and professionally. improve their practice.

H. Pursue life-long learning for personal and professional -Assume responsibility for personal growth and professional
growth. development for lifelong learning.

-Value personal growth and professional development and exhibit

high personal regard for the profession by maintaining qualities
that uphold the dignity of teaching such as caring attitude, respect
and integrity.
3. Community Developer I. Address the challenges and felt needs in the local and -Encourage the celebration of diversity in the classroom and the
global society. need for teaching practices that are differentiated to encourage all
learners to be successful citizens in a changing local and global
J. Practice socio-civic responsibilities and environmental environment.
awareness to promote the welfare of various sectors of the
community. -Establish school-community partnerships aimed at enriching the
learning environment, as well as the community’s engagement in
the educative process.
COURSE DESCRIPTION

This course focuses on child and adolescent development with emphasis on current research and theories on biological, linguistic, cognitive, socialand emotional dimensions of development.
Further, this includes factors that affect the progress of development of the learners and appropriate pedagogical principles applicable for each developmental level of the learners. The
course also addresses laws, policies, guidelines and procedures that provide safe and secure learning environments, and the use of positive and non-violent discipline in the management of
learner behavior.

COURSE OUTCOMES

COURSE OUTCOMES (C0) PROGRAM OUTCOMES CODE (PO)

At the end of the course, the student should be able to: a b c d e f g h i j
CO1 demonstrate content knowledge and its application within and /or across curriculum teaching I P I I I
areas;
C02 demonstrate an understanding of the different research-based theories related to the broad I I I I
dimensions of child and adolescent developmentand their application to each particular
developmental level of the learners;
CO3 demonstrate understanding of pedagogical principles suited to diverse learners’ needs and P P P P P P
experiences at different developmental levels;
CO4 demonstrate knowledge of laws, policies, guidelines and procedures that provide safe and secure D P P
learning environments; and

COURSE SYLLABUS IN PROF ED 102 – The Child and Adolescent Learners and Learning Principles
3
 FM-AA-CIA-13 Rev.01 06-Sep-2022

CO5 demonstrate knowledge of positive and non-violent discipline in the management of learner D D D D
behavior

I. (Introduced) P. (Practiced) D. (Demonstrate)

COURSE LEARNING PLAN

Learning Activities
Course (Synchronous, Learning Materials and
Learning Outcomes Topics Hours Assessment
Outcome/s Asynchronous and Platform
In-person)

CO1 a. Explain the basic concepts Unit 1 – Basic Concepts 8 Facilitated discussion using Powerpoint Presentation Quiz
related to child and adolescent comparative study.
CO2 development; and Lecture Notes
A comparative discussion of
A. Definitions of Child and
CO3 the definition and
B. Elaborate current research Adolescent Learners
characteristics of child and
CO4 and theories on child and 1. Definitions from UNESCO,
adolescent learners coming
adolescent development UNICEF and WHO
CO5 contribute to teaching and from various sources or
learning within and across authorities.
different areas.
Advanced
B. Growth and Development: reading/research.
Nature or Nurture?
Topics on growth and
development may be given
C. Periods of Development
in advance to PSTs in small
groups toprepare them for
D. Developmental Tasks and
debate and further
Education (Havighurst)
discussions.

E. Domains of Development
1. Biological Explicit Instruction.
2. Cognitive This shall involve modelling,
guided learnerpractice and
3. Socio-emotional
independent learner practice.
Current research shall beused to
F. Context and Development highlight key concepts, with
emphasis on the integration of
G. Development and Pedagogy: theory into practice. Online
Theory and Research

COURSE SYLLABUS IN PROF ED 102 – The Child and Adolescent Learners and Learning Principles
4
 FM-AA-CIA-13 Rev.01 06-Sep-2022

1. Theories and hypotheses journal search strategies will also

2. Methodology be introduced to promote PSTs’
Integrating theory andpractice academic literacy.

a. Discuss the concepts Interactive instruction and

CO1 Unit 2 – Biological Development 7 Powerpoint Presentation Quiz
and theories relatedto the facilitated discussion. A
CO2 biological/physical historicaloverview on
Lecture Notes
development of A. Biological Beginnings biological development of
CO3
children and children and adolescents
CO4 adolescents; and B. Physical and Motor may introduced.
Development Timelines focusing on
CO5 b. Make connections, using
major
knowledge on current C. Neuroscience and Brain contributors/contribution
research literature, development
s to thefield of biological
between biological
psychology willbe useful
development theories and D. Factors Affecting Biological/
in the discussion of the
developmentally Physical Development
concepts and theories.
appropriate teaching Video clips and
E. Theories
approaches suited to
1. Developmental Milestones multimedia
learners’ gender, needs,
(Gesell) presentations may be
strengths,interests and
2. Ecological Systems Theory used tosupplement
experiences.
(Bronfenbrenner) the discussion of
concepts on biological
F. Current Research and Pedagogical development.
Applications

Library/Online research.
This involves the systematic
gathering of information in
order to write a paper,
create a presentation, or
complete a project. As used
in thiscontext, preservice
teachers shall gather
research information on
identified topics from
journals. Thepreservice

COURSE SYLLABUS IN PROF ED 102 – The Child and Adolescent Learners and Learning Principles
5
 FM-AA-CIA-13 Rev.01 06-Sep-2022

teachers shall focus on the

research Problem, Theories,
Methodology, Findings and
Discussion of Results, as
well as,applications and
implications of biological
development theories to
teaching child and
adolescent learners.

CO1 a) Discuss the concepts Unit 3 – Cognitive Development 7 Interactive instruction Powerpoint Presentation Quiz
and theoriesrelated to and facilitated discussion.
CO2
the cognitive A historicaloverview on Lecture Notes
development of A. Cognitive Development cognitive development of
CO3
children and Theories children and adolescents
CO4 adolescents; and 1. Piaget may introduced.
2. Vygotsky Timelines focusing on
CO5 b) Make connections, using major
knowledge on current B. Intelligence and Individual contributors/contribution
research literature, Differences s to thefield of cognitive
between cognitive 1. Concept of Intelligence psychology willbe useful
(Binet) in the discussion of the
development theories and
2. General Intelligence concepts and theories.
developmentally
(Spearman) Video clips and
appropriate teaching
3. Primary Mental Abilities multimedia
approaches suited to
(Thurstone) presentations may be
learners' gender, needs,
4. Multiple Intelligences used tosupplement
strengths,interests and
(Gardner) the discussion of
experiences.
5. Triarchic Theory of concepts on cognitive
Intelligence (Sternberg) development.
6. Cognitive Information
Processing Theory
(Atkinson and Shiffrin)
Library/Online research.
C. Factors Affecting Cognitive This involves the
Development

COURSE SYLLABUS IN PROF ED 102 – The Child and Adolescent Learners and Learning Principles
6
 FM-AA-CIA-13 Rev.01 06-Sep-2022

systematic gathering of
D.Language Development information in order to
write a paper, create a
E. Factors Affecting Cognitive and presentation, or complete
Language Development a project. As used in this
context, preservice
F. Current Research and Pedagogical
teachers shall gather
Applications
research information on
identified topics from
journals. Thepreservice
teachers shall focus on the
research Problem,
Theories, Methodology,
Findings and Discussion of
Results, as well as,
applications and
implications of cognitive
development theories to
teaching child and
adolescent learners.

MIDTERM EXAMINATION 1
Total no. of Hours 23

a) Discuss the concepts and Unit 4 – Social and Emotional 8

CO1 theoriesrelated to the Development Interactive instruction Powerpoint Presentation Quiz
and facilitated discussion.
socio-emotional
CO2
A. Socio-emotional Development A historicaloverview on Lecture Notes
development of children
B. Development of Self and Social socio-emotional
CO3 and adolescents;
Understandings development of children
CO4 b) Make connections, using 1. Psychoanalytic Theory and adolescents may
knowledge on current (Freud) introduced.
CO5
research literature, between 2. Psychosocial Theory Timelines focusing on
socio- emotional development (Erikson) major contributors/
3. Social Learning Theory contributions to thefield
theories and developmentally
(Bandura) of social psychology will

COURSE SYLLABUS IN PROF ED 102 – The Child and Adolescent Learners and Learning Principles
7
 FM-AA-CIA-13 Rev.01 06-Sep-2022

appropriate teaching be useful in the discussion

approaches suited to learners’ C. Development of Motivation of the concepts and
gender, needs, strengths, and Self-Regulation theories.
interests and experiences. 1. Content Theories
- Hierarchy of Needs (Maslow) Video clips and multimedia
ERG Theory (Alderfer) presentations may be used
- Theory of Needs tosupplement the
(McClelland) discussion ofconcepts on
- Two Factors Theory socio-emotional
(Herzberg) development.
2. Process Theories
- Reinforcement Theory
(Skinner)
- Expectancy Theory (Vroom)
- Goal Setting Theory (Locke) Library/Online research.
- Self-determination Theory This involves the
(Deci & Ryan) systematic gathering of
information in order to
D. Moral Development Theories write a paper, create a
1. Piaget presentation, or complete
2. Kohlberg a project. As used in this
3. Turiel context, preservice
4. Gilligan teachers shall gather
research information on
E. Current Research and Pedagogical identified topics from
Applications journals. Thepreservice
teachers shall focus on the
research Problem,
Theories, Methodology,
Findings and Discussion of
Results, as well as,
applications and
implications of socio-
emotional development
theories to teaching child
and adolescent learners.

COURSE SYLLABUS IN PROF ED 102 – The Child and Adolescent Learners and Learning Principles
8
 FM-AA-CIA-13 Rev.01 06-Sep-2022

CO1 a) Compare and contrast Unit 5 – Behavioral Learning 8 Think-Pair-Share activity. Powerpoint Presentation Quiz
various approaches to Theories and Approaches to Pairsexchange ideas and
CO2 learning and describe Learning insights on “what learning Lecture Notes
how they are manifested is” and “what learning is
CO3
in the classroom; A. What is Learning? not”. KWHL chart maybe
CO4 b) Apply behavior analysis used to organize class
in teaching child and B. Approaches to Learning discussion. PSTs will note:
CO5 adolescent learners 1. Behavioral What they Know, what
across curriculum areas; 2. Social cognitive they Want to know, How
c) Make connections, using 3. Information processing will they know and what
knowledge on current 4. Cognitive constructivist they Learned.
researchliterature, between 5. Social constructivist
behavioral learning theories Interactive instruction and
C. Connectionism facilitated discussion.
and developmentally
D. Conditioning Timelines focusing on major
appropriate teaching
1. Classical contributors andtheir
approaches suited to learners’
2. Contiguous contributions to the field of
gender, needs, strengths,
3. Operant behavioral psychology will
interests and experiences.
be useful in the discussion
E. Behavior Analysis in Education of the concepts and
theories. Video clips and
F. Gestalt-Insight Learning multimedia presentations
will greatly supplement the
G. Experiential Learning Theory discussion of concepts on
behaviorism and other
learning theories.
H. Current Research and
Pedagogical Applications Library/Online research. This
involves the systematic gathering
of information in order to write a
paper, create a presentation, or
complete a project. As used in
this context, preservice teachers
shall gather research information
on identified topics from
journals. Thepreservice teachers
shall focus on the research the
Problem, Theories,Methodology,
Findings and Discussion of
Results, as well as, applications

COURSE SYLLABUS IN PROF ED 102 – The Child and Adolescent Learners and Learning Principles
9
 FM-AA-CIA-13 Rev.01 06-Sep-2022

and implications of behavioral

learning theories to teaching
child and adolescent learners.

CO1 a) Discuss the laws, policies, Unit 6 – Safety and Security in 6 Advanced Powerpoint Presentation Quiz
guidelines and procedures the Learning Environment reading/research.
CO2 Lecture Notes
that protect children’s Topics on laws, policies, and
rights and assure their A. UN Convention on the Rightsof procedures that protect
CO3
safety and security in the Child and PD 603 children’s rights and assure their
CO4 school; and safety and security in school may
B. Anti-Bullying Act of 2013 be given ahead to PSTs in small
CO5 (Republic Act 10627) groups to prepare them for panel
discussion.
C. Child Protection Policy
b) Draw implications of policies Seminar/Colloquium with a
and procedures on child D. Positive Discipline resource person from the
protection, and positive/non- field. Abasic education master
violent discipline in the teacher, a school head or a
management of behavior. colleague may beinvited to
discuss on laws, policies, and
procedures that protect
children’s rights and assure their
safety and security in school, as
well as, policies and procedures
onchild protection, and
positive/non-violent discipline in
the management of behavior.

FINAL EXAMINATION 1
Total no. of Hours 23

COURSE REFERENCES AND SUPPLEMENTAL READINGS

A. Books C. Electronic Sources

Cohen, L., Manion, L., Morrison, K. & Wyse, D. (2010) A Guide to Teaching Practice, 5e. Routeledge, 270 Madison UN-OHCHR (n.d.) 1989 Convention on the Rights of the Child. UN
Office of the High Commissioner for Human Rights.
Ave., New York, NY. Santrock, J.W. (2011) Educational Psychology, 5e. McGraw-Hill Companies, Inc. New York, NY. Retrieved from

COURSE SYLLABUS IN PROF ED 102 – The Child and Adolescent Learners and Learning Principles
10
 FM-AA-CIA-13 Rev.01 06-Sep-2022

Schunk, Dale H. (2012) Learning Theories: An educational perspective, 6e. Pearson Education, Inc. Boston, MA https://www.ohchr.org/Documents/ProfessionalInterest/cr
c.pdf
Higher Education Commission (2012) Child Development: Faculty Resource. Higher Education Commission, Presidential Decree No. 603 (1974) The Child and Youth Welfare Code of the
Philippines. Retrieved from https://www.pcw.gov.ph/law/presidential-decree-
Pakistan. no-603

B. Textbook Republic Act No. 7610 (1992) Special Protection of

Children Against Abuse, Exploitation and
Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2018) The Child and Adolescent Learners
Discrimination Act. Available online:
and Learning Principles. Lorimar Publishing, Inc, Quezon City, Philippines. Corpuz, B.B., Lucas, https://www.pcw.gov.ph/sites/default/files/docu
ments/laws/republic_act_7610.pdf
M.R.D., Borabo, H.G.L., & Lucido, P.I. (2015) Child and Adolescent Development. Lorimar
Department Order No. 40, series of 2012 – Child Protection Policy.
Publishing, Inc, Quezon City, Philippines. Available online: http://www.deped.gov.ph/wp-
content/uploads/2012/05/ DO_s2012_40.pdf
Lucas, Ma. Rita D. & Corpuz, Brenda B. (2014) Facilitating Learning: A metacognitive process. Lorimar Publishing, Inc, Quezon
City, Philippines. Department of Education (2015) – Positive discipline in everyday teaching: A
primer for Filipino teachers. Available online: https://bulacandeped.com/wp-
content/uploads/2016/08/POSITIVE-DISCIPLINE-IN-EVERYDAY-TEACHING-A-
Primer-for-Filipino-Teachers.pdf

UNHCR (2001) Child and Adolescent Development. UNHCR –

Action for the Rights of Children Programme. Retrieved
from
https://www.unhcr.org/protection/children/3bb81bad4/a
ction- rights-children-arc-foundations-child-adolescent-
development.html
David L (2019), "Summaries of Learning Theories and Models," in Learning
Theories. Retrieved from, https://www.learning-theories.com/Verywell Mind
(2019) Theories of Psychology. Retrieved from
https://www.verywellmind.com/theories-of-psychology-4157184

COURSE REQUIREMENTS

COURSE SYLLABUS IN PROF ED 102 – The Child and Adolescent Learners and Learning Principles
11
 FM-AA-CIA-13 Rev.01 06-Sep-2022

RUBRICS

RUBRIC FOR ORAL PRESENTATION/DISCUSSION

Indicators Points (Descriptive Equivalent)

Excellent Good Fair Poor

Delivery 20-18 17-15 14-12 11-0

Good volume and energy; Adequate volume and energy; More volume/energy needed Low volume or energy; pace
proper pace and diction; generally good pace and at times; pace too slow or fast; too slow or fast;
avoidance of distracting diction; few or no distracting some distracting gestures or poor diction;
gestures; professional gestures; posture; adequate appearance distracting gestures or
appearance professional appearance posture;
Content unprofessional appearance

20-18 17-15 14-12 11-0

ideas well developed; facts have few needed details are omitted; important information omitted key details are omitted or
adequate background; major ideas adequately or not fully developed; undeveloped; presentation is
presentation is within specified developed; presentation is presentation is too short or too too short or too
length; presentation within specified length; major long; presentation contains long; presentation
contains accurate facts are accurate and some fact errors or omissions contains multiple fact errors
information with no fact errors generally complete

Organization/ 10-9 8-6 5-3 2-0

Clarity
Ideas are presented in logical Most ideas are in logical order Some ideas not presented in Ideas are not presented in
order with effective transitions with adequate transitions proper order; transitions are proper order; transition are
between major ideas; between most major ideas; needed between some ideas; lacking between major ideas;
presentation is clear and presentation is generally clear some parts of presentation several parts of presentation
concise and understandable may be wordy or unclear are wordy or unclear

Creativity 10-9 8-6 5-3 2-0

Very original presentation of Some originality apparent; Little or no variation; Repetitive with little or no
instructional materials/media; good variety and blending of instructional materials/media variety; insufficient use of
captures the audience’s instructional materials/media. presented with little originality instructional
attention. or interpretation. materials/media.

COURSE SYLLABUS IN PROF ED 102 – The Child and Adolescent Learners and Learning Principles
12
 FM-AA-CIA-13 Rev.01 06-Sep-2022

Language

10-9 8-6 5-3 2-0

Presentation contains no Presentation has no serious Presentation may contain Presentation contains
grammar errors; sentences grammar errors; sentences are some grammar or sentence several major
are free of jargon, complete mostly jargon-free, complete errors; sentences may contain grammar/usage errors;
and easy to understand and understandable jargon or are too long or hard sentences are long,
to follow incomplete or contain
excessive jargon

COURSE POLICIES AND EXPECTATIONS

Lecture Class Policies (Online Class)

1. Wear a decent casual dress during web conference.
2. No foul words during online discussions.
3. Observe punctuality and courtesy.
4. Private conversations during web conferencing are not allowed.
5. Respect shall be observed for the teacher and students.
6. Cheating and plagiarism are not tolerated.
7. On-time submission of requirements as agreed during class orientation.

Additional Information:
1. A Messenger Group Chat will be created for the subject specifically which will be used for immediately answering queries.
2. A closed Facebook group will be created for posting of announcements, syllabus, assignments, rubrics, directions, laboratory manuals, videos or links of
instructional materials.
3. All assignments shall be submitted to the teacher’s email: [email protected] or unless otherwise indicated by the instructor. When you contact me,
identify yourself as a member of Microeconomics class. Please indicate in the subject of the email your name and the activity (e.g. Prof. Ed. 110: Building and Enhancing
New Literacies
Across the Curriculum Activity 1)
4. All documents and/or photos shall be renamed bearing your name and the activity (e.g. Prof. Ed. 110: Building and Enhancing New Literacies Across the
Curriculum Activity for purposes of monitoring of submission and on-time passing.

REVISION HISTORY
REVISION NUMBER DATE OF REVISION DATE OF IMPLEMENTATION HIGHLIGHTS OF REVISION

COURSE SYLLABUS IN PROF ED 102 – The Child and Adolescent Learners and Learning Principles
13
 FM-AA-CIA-13 Rev.01 06-Sep-2022

PREPARATION AND REVIEW NAME SIGNATURE DATE SIGNED

Prepared by the:
Focal Person (Common Program)
Faculty (Stand-alone Program)
Reviewed by the Committee for Common
Programs ALEXIES CLAIRE R. RAOET, MAEd
GRACE G. DE VERA, EdD

Endorsed by the Council of Deans and Department Chairs on : _______________________

FACULTY CONTACT INFORMATION

NAME CRISTIE MARIE C. DALISAY
DESIGNATION Director, ETEEAP
E-MAIL ADDRESS [email protected]
CONSULTATION SCHEDULE WF 3-5
OFFICE LOCATION ETEEAP/OUS Office

Prepared by: Checked by: Recommended by: Approved:

CRISTIE MARIE C. DALISAY, PhD ALEXIES CLAIRE R. RAOET, MAEd GRACE G. DE VERA, EdD RENATO E. SALCEDO, PhD
Faculty Department Chairperson College Dean Campus Executive Director

Certified for Campus/University Utilization for A.Y.________

WEENALEI T. FAJARDO, PhD MANOLITO C. MANUEL, EdD

Director for Curriculum and Instruction

Vice President for Academic and Student Affairs

COURSE SYLLABUS IN PROF ED 102 – The Child and Adolescent Learners and Learning Principles
14