DR. AVELINA M. AQUINO (Principles of Teaching 1 COURSE DESIGN) Page 1

Republic of the Philippines
BULACAN STATE UNIVERSITY

COLLEGE OF EDUCATION
City of Malolos, Bulacan
(044) 791-5698
I.
COURSE DESIGN
2nd Semester, AY 2014-2015
V ISION:
A recognized leader for excellence in instruction, research and extension, a key player in education and formation of professionally
competent, service-oriented, and productive citizens, and a prime mover of the nations sustainable socio-economic growth and development.
II.
MISSION: The University shall primarily provide higher professional, technical, and special instruction for special purposes and promote research and
extension services, advanced studies and progressive leadership in Agriculture, Commerce, Education, Fishery, Engineering, Arts and Sciences, Law,
Medicine, Public Administration, Technical, and other fields that may be relevant (Sec 2, RA 7665).
III.
COURSE:
BSED
IV.
COURSE CODE:
Educ 223A
V.
COURSE TITLE:
Principles of Teaching 1
VI.
COURSE DESCRIPTION: This is a three-unit course designed to introduce students to the value and rudiments of research in education. In the same
way, this course is geared towards the development of research culture among students as they apply their knowledge and skills in wring a research paper in
education.
VII.
CREDIT UNITS:
VIII. PRE-REQUISITES:
IX.
FACULTY:
3 units
Child and Adolescent Development
Dr. Avelina M. Aquino ([email protected])
DR. AVELINA M. AQUINO (Principles of Teaching 1 COURSE DESIGN) Page 1
X.
LEARNING OUTCOMES: At the end of the course, students shall have:

Demonstrated:
1. In-depth knowledge and understanding of the:
Concepts of teaching and the teaching profession
Principles of teaching
Instructional decisions and practices
2. Decision-making skills related to the appropriate selection of the:
Objectives
Subject matter/content
Methodologies and strategies
Different types of instructional materials
Instructional delivery systems
3. Competencies in:
4.
Positive attitudes towards teaching particularly in:
XI.
Applying principles of teaching in contrived and if possible in actual natural setting

Identifying teaching strategies appropriate for particular teaching situations and objectives set
Teaching as a profession
Professionalism and appropriate work ethics
Commitment to tasks assigned and capability to engage in collaborative effort and teamwork
LEARNING PLANS:
COURSE CONTENT
Topics
I. Principles of Teaching
A. The Teaching Profession:
An Overview
B. Elements of Teaching and Learning
1. The Learners
2. The Teacher
3. The Learning Environment
C. Principles Underlying Instruction
No. of
hours
7
hours
Learning
Opportunities
Methodology
Competencies
Have the basic and higher
level literacy, communication,
numeracy, critical thinking,
learning skills needed for
higher learning.
Participating in
meaningful
discussions that
develop their love
for sharing thoughts
and experiences
Assessment
Tool
Exercises
Output
1. SELFASSESSMENT
CHECKLIST
2. GOAL-SETTING
3. CONTINGENCY
CONTRACT
Have a deep and principled

understanding of the learning
processes and the role of the
teacher in facilitating these
processes in their students.
4. GROUP
METAPHORS
5. PERSONAL
RESPONSE (PR)
1 and 2
II. Management of Instruction

A. Lesson Planning
1. objective derivation
(levels of specificity and generality;
sources of learning objectives)
2. objective specification
(kinds of objectives; criteria of
measurable objectives)
3. sequencing objectives
(levels of cognitive, affective, and
psychomotor domains)
4. determining appropriate contents
a. structure of subject matter
( facts, concepts, principles, theories,
12
hours
Lecture
Participating in
meaningful,
practical
experiences that
enrich learning
Promoting
engagement and
autonomy
Cooperative
Learning
Have a deep and principled

understanding of educational
processes relate to larger
historical, social, cultural, and
political processes.
Have a meaningful and
comprehensive knowledge of
the subject matter they will
teach.
Can apply a wide range of
KWL CHART
GROUP CHANTS
Exercises
GROUP POEMS
PR 3 and 4
rules, law, procedures, operation,

algorithms, skills content, thinking
skills, attitudes and values)
5. guiding principles on:
(content selection, validity,
significance, balance, selfsufficiency, interest, utility,
learnability, feasibility)
B. Determining Appropriate
Instructional Approaches and Methods
Different approaches and methods
Direct/ Expositive Instruction
Approach (expository, deductive,
demonstrative)
Guided Expository Approach
(process-orientedinductive,
inquiry, laboratory, [problemsolving, project)
Cognitive-oriented (metacognitive,
constructivism, reflective teaching)
Structure-oriented (cooperative
learning, peer-mediated, partner
learning, inductive learning)
teaching process skills

including curriculum
development, lesson planning,
materials development,
educational assessment, and
teaching approaches.
9
hours
Data-driven
Decision Making
Performance
analysis
Analyzing different
approaches to
presenting
information
Lecture
Cooperative
Learning
Have direct experience in the

field/classroom (e.g.;
classroom observations,
teaching assistance, practice
teaching).
Can demonstrate and practice
the professional and ethical
requirements of the teaching
profession.
Can facilitate learning of
diverse types of learners in the
diverse types of learning
environments, using a wide
range of teaching knowledge
and skills.
GROUP
INTERVIEW
WORD CHAINS
PR 5 and 6
C. Determining Appropriate Learning

Activities
Different types of activities
Introductory/opening/initiatory
activities
Development activities (intake,
data-gathering, organizing,
summarizing, applicative, creative,
and expressive, concluding)
D. Determining Appropriate
Instructional Materials and Tools
(realia, sound and visual resources,
microcomputers, pictures, symbolic
and graphic representations,
projectors, viewers, players,
recorders, etc.)
E. Determining Appropriate Evaluation
Instruments
(pre-assessment, concurrent,
formative, post-test, summative,
mastery test)
III. Models of Instruction
A. School-based
B. Non-school based
C. Classroom Management
(management of time, discipline,
physical environment, routine)
D. Effective Instructional Techniques
(motivation, discussion, questioning,
9
hours
Can be creative and

innovative in thinking of
alternative teaching
approaches in improving
student learning.
Can reflect on the
relationships among the
Exercises
teaching process skills, the
learning processing in the
students, the nature of the
content/subject matter, and the
broader social forces
encumbering the school and
educational processes in order
to constantly improve their
teaching knowledge, skills,
and practices.
Guided or
supervised practice
in order to monitor
student progress
20
hours
Data-driven
Decision Making
Lecture
Cooperative
Learning
Are willing and capable to

continue learning in order to
better fulfill their mission as
teachers
Completed
research
PR 7and 8
PR 9 and 10
Handling students responses)

E. Effective Classroom Management
Techniques
(management of time, instruction,
relationship, discipline, physical
environment, and routine)
XII.
GRADING SYSTEM:
1.
Quizzes/Worksheets
2.
3.
4.
5.
Recitation/Oral presentation
Publication/Compilation of Best Practices
Term Examinations
Attendance/Work Ethics
Total
PUBLICATION OF
BEST PRACTICES
30%
10%
20%
30%
10%
100%
XIII. INSTRUCTIONAL MATERIALS:

1.
2.
3.
Projector
Lesson Plans
Case Studies/Stories
XIV. COURSE REQUIREMENTS:

1.
Regular Attendance
2.
3.
4.
Contingency Contract
Compilation/Publication of Best Practices
Passing major exams
5.
XV.
Individual and Group Activities
REFERENCE/TEXT:
http://www.cmu.edu/teaching/principles/learning.html retrieved on November 4, 2012

http://www.olemiss.edu/depts/cetl/scholarship.html retrieved on November 4, 2012
http://www.peelweb.org/index.cfm?resource=pip_principles_of_teaching retrieved on November 8, 2012
http://www.tss.uoguelph.ca/id/ta/tahb/tah8g.html retrieved on November 3, 2012
Principles of Teaching 1 by Dr. Avelina M. Aquino
Prepared by:
Recommending Approval:
Approved:
Dr. Avelina M. Aquino
Dr. Ruben E. Borja

Chair, BSEd
Dr. Teody C. San Andres

Dean

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Republic of the Philippines

BULACAN STATE UNIVERSITY

DR. AVELINA M. AQUINO (Principles of Teaching 1 COURSE DESIGN) Page 1

LEARNING OUTCOMES: At the end of the course, students shall have:

Positive attitudes towards teaching particularly in:

Applying principles of teaching in contrived and if possible in actual natural setting

DR. AVELINA M. AQUINO (Principles of Teaching 1 COURSE DESIGN) Page 2

Have a deep and principled

II. Management of Instruction

Have a deep and principled

DR. AVELINA M. AQUINO (Principles of Teaching 1 COURSE DESIGN) Page 3

rules, law, procedures, operation,

teaching process skills

Have direct experience in the

DR. AVELINA M. AQUINO (Principles of Teaching 1 COURSE DESIGN) Page 4

C. Determining Appropriate Learning

Can be creative and

Are willing and capable to

DR. AVELINA M. AQUINO (Principles of Teaching 1 COURSE DESIGN) Page 5

Handling students responses)

XIII. INSTRUCTIONAL MATERIALS:

XIV. COURSE REQUIREMENTS:

DR. AVELINA M. AQUINO (Principles of Teaching 1 COURSE DESIGN) Page 6

Individual and Group Activities

http://www.cmu.edu/teaching/principles/learning.html retrieved on November 4, 2012

Dr. Avelina M. Aquino

Dr. Ruben E. Borja

Dr. Teody C. San Andres

DR. AVELINA M. AQUINO (Principles of Teaching 1 COURSE DESIGN) Page 7

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