Republic of the Philippines

City of Lapu-Lapu
Lapu-Lapu City College
Gun-ob, Lapu-Lapu City

COURSE SYLLABUS FOR FLEXIBLE LEARNING

COURSE DETAILS
Course Number: EDUC 3 Instructor: Ms. Ma. Kristel J. Orboc
Course Title: Technology for Teaching anLearning 1
Credit Units: 3.0 Office: College of Education
Pre-Requisite(s): None Consultation Hours: MW – 7:30-9:00 AM
Term: First Semester Contact Details: [email protected]
Revised: 1st Semester of A.Y. 2020-2021 0977-087-8754

VISION STATEMENT:
Lapu-Lapu City College shall be well known globally as a model institution of excellent academic, technological, and entrepreneurial programs that prepare students for lifelong learning.
MISSION STATEMENT:
Propelled by its vision, the College commits itself to:
(1) Provide less expensive tertiary education to the poor but deserving students;
(2) Promote a culture of excellence in the delivery of higher education services; and
(3) To foster the acquisition and creation of new knowledge for the advancement of the society it serves.
CORE VALUES:
Love Leadership Courage Competence
INSTITUTIONAL OUTCOMES (IOs)
GRADUATE ATTRIBUTES PERFORMANCE INDICATORS
1. Globally Competent The ability to execute the wide range of discipline-related methods and techniques accurately and to demonstrate an in-depth understanding of the fundamental
knowledge and specialized skills
2. Lifelong Learners The ability to pursue knowledge and skills advancement consistently to improve quality of life through effective communication
3. Innovative Professionals The ability to develop new concepts and strategies and transforms lives through research-based outputs
4. Values Driven Citizens The ability to manifest upright moral virtues, work ethics, and values to promote ideal holistic life and to address and uphold the college core values

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PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST) – BEGINNING TEACHER’S INDICATORS (BTIs)
Domain 1 Domain 2 Domain 3 Domain 4 Domain 5 Domain 6 Domain 7
Content Knowledge and Pedagogy Learning Environment Diversity of Learners Curriculum and Planning Assessment and Reporting Community Linkages and Personal Growth and Professional
Professional Engagement Development
1.1.1 Demonstrate content 2.1.1 Demonstrate knowledge of 3.1.1 Demonstrate knowledge and 4.1.1 Prepare developmentally 5.1.1 Demonstrate knowledge of the 6.1.1 Demonstrate an understanding 7.1.1 Articulate a personal
knowledge and its application within policies, guidelines and procedures understanding of differentiated sequenced teaching and learning design, selection, organization and of knowledge of learning philosophy of teaching that is learner-
and/or across curriculum teaching that provide safe and secure learning teaching to suit the learners’ gender, process to meet curriculum use of diagnostic, formative and environments that are responsive to centered.
areas. environments. needs, strengths, interests and requirements. summative assessment strategies community contexts.
experiences. consistent with curriculum
requirements.
1.2.1 Demonstrate an understanding 2.2.1 Demonstrate understanding of 3.2.1 Implement teaching strategies 4.2.1 Identify learning outcomes that 5.2.1 Demonstrate knowledge of 6.2.1 Seek advice concerning 7.2.1 Demonstrate behaviors that
of research-based knowledge and learning environments that promote that are responsive to the learners’ are aligned with learning monitoring and evaluation of learner strategies that build relationships uphold the dignity of teaching as a
principles of teaching and learning. fairness, respect and care to linguistic, cultural, socio-economic competencies. progress and achievement using with parents/guardians and the wider profession by exhibiting qualities
encourage learning. and religious backgrounds. learner attainment data. community. such as caring attitude, respect and
integrity.
1.3.1 Show skills in the positive use 2.3.1 Demonstrate knowledge of 3.3.1 Use strategies responsive to 4.3.1 Demonstrate knowledge in the 5.3.1 Demonstrate knowledge of 6.3.1 Demonstrate awareness of 7.3.1 Seek opportunities to establish
of ICT to facilitate the teaching and managing classroom structure that learners with disabilities, giftedness implementation of relevant and providing timely, accurate and existing laws and regulations that professional links with colleagues.
learning process. engages learners, individually or in and talents. responsive learning programs. constructive feedback to improve apply to the teaching profession, and
groups, in meaningful exploration, learner performance. become familiar with the
discovery and hands-on activities responsibilities specified in the Code
within the available physical learning of Ethics for Professional Teachers.
environments.

1.4.1 Demonstrate knowledge of 2.4.1 Demonstrate understanding of 3.4.1 Demonstrate understanding of 4.4.1 Seek advice concerning 5.4.1 Demonstrate familiarity with a 6.4.1 Demonstrate knowledge and 7.4.1 Demonstrate an understanding
teaching strategies that promote supportive learning environments the special educational needs of strategies that can enrich teaching range of strategies for understanding of school policies and of how professional reflection and
literacy and numeracy skills. that nurture and inspire learner learners in difficult circumstances, practice. communicating learner needs, procedures to foster harmonious learning can be used to improve
participation including geographic isolation; progress and achievement. relationship with the wider school practice.
chronic illness; displacement due to community.
armed conflict, urban resettlement or
disasters; child abuse and child labor
practices.
1.5.1 Apply teaching strategies 2.5.1 Demonstrate knowledge of 3.5.1 Demonstrate knowledge of 4.5.1 Show skills in the selection, 5.5.1 Demonstrate an understanding 7.5.1 Demonstrate motivation to
that develop critical and learning environments that motivate teaching strategies that are inclusive development and use of a variety of of the role of assessment data as realize professional development
creative thinking, and/or other learners to work productively by of learners from indigenous groups. teaching and learning resources, feedback in teaching and learning goals based on the Philippine
higher-order thinking skills assuming responsibility for their own including ICT, to address learning practices and programs. Professional Standards for Teachers.
learning. goals.
1.6.1 Use Mother Tongue, 2.6.1 Demonstrate knowledge of
Filipino and English to facilitate positive and non-violent discipline in
teaching and learning the management of learner behavior.
1.7.1 Demonstrate an understanding
of the range of verbal and non-verbal
classroom communication strategies
that support learner understanding,
participation, engagement and
achievement.

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PROGRAM OUTCOMES (covers the following minimum standards for Teacher Education programs as stipulated in the PSGs)
A Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts
B Demonstrate mastery of subject matter/discipline
C Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
D Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
E Apply skills in the development and utilization of ICT to promote quality relevant, and sustainable educational practices
F Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes
G Practice professional and ethical teaching standards sensitive to the local, national and global realities
H Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities
COURSE DESCRIPTION: BTI’s
This is an introductory course that explores and teaches basic knowledge, skills and values in the positive use of technology (ICT) for teaching and learning. It 1.1.1, 1.3.1, 2.1.1,
shall include ICT laws, policies and regulations, safety issues, media and technology in various content areas, learning theories and principles in the use and 4.5.1, 5.5.1, 6.3.1
design of a variety of learning lessons, teaching-learning experiences, creating a safe and secure learning environment, assessment tasks that utilize appropriate
traditional and innovative technologies, and reflection on the use of ICT to improve the teaching and learning process. Social, ethical and legal responsibility in the
use of technology tools and resources shall also be addressed.
COURSE OUTCOMES (COs)
These Course Outcomes (COs) are designed to support the Program Outcomes (POs)
Program Outcomes (POs)
Upon completion of the course, the pre-service teachers (PST) must have: BTIs
(Obtained from Philippine National RCTQ Prototype
Syllabus)
A B C D E F
CO 1 Demonstrate understanding of the concepts, principles, theories of ICT systems and policies as they apply to and affect 1.1.1 P L
the teaching and learning process in various content areas;
CO 2 Show skills in the positive use of ICT to facilitate the teaching and learning process; 1.2.1 P L

CO 3 Demonstrate awareness of existing laws, regulations and policies that apply to the teaching and use of ICT; 1.6.1 P L

CO 4 Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT, to 1.3.1 P L
address learning goals;
CO 5 Demonstrate knowledge of ICT policies, guidelines and procedures that provide safe and secure learning environments; 5.1.1 P L
CO 6 Reflect on the use of technology in facilitating and improving the teaching and learning process; 5.3.1 P L
CO 7 Design and evaluate assessment tasks using appropriate and innovative technologies. P L

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 L – Learned P – Practiced O – Opportunity to Learn
Descriptors facilitates learning of the competencies where allow students to practice competencies where opportunity for development where
(CMO 75, s. 2017) input is provided and competency is evaluated no input is provided but competency is evaluated only an opportunity is present to practice the competencies

COURSE COMPONENTS:
Time DESIRED LEARNING BTI’s COURSE CONTENT TEACHING AND ASSESSMENT MODES RESOURCE
Table OUTCOMES LEARNING ACTIVITIES TASKS (ATs) Online Offline MATERIALS
(DLOs) (TLAs) (Async
/Sync)
WEEKS 1-9 (27 HOURS)
Week At the end of the unit, the pre- 1.1.1 [1] Unit 1 – Introduction to
1-2 service teacher (PST) can: Technology
a. define basic concepts in for Teaching and Learning
understanding ICT in education. A. Basic Concepts to be
defined: Brief Lecture: With the aid of a Use rating scale for the  OHP/
1. Technology PowerPoint presentation, concept map developed by Async Multimedia
2. Information and provide an each group. Projector
Communication overview of Technology for
3. Educational Technology Teaching and Learning 1. Computer
4. Technology, Media, and Laptop
Learning Small Group Discussion: Give Pen and Paper test on the 
5. Instructional System and graphic organizers of the basic concepts of ICT in Async Graphic
Instructional Technology different concepts to be education Organizers
6. Technology Tools defined through the use of
concept mapping
B. Roles of ICT in
Teaching and Learning Individual Research: 
Encourage pre-service teachers Async
to validate the
concept map and conceptual
definition.
Week At the end of the unit, the pre- Unit 2 – ICT Policies and
3-5 service teacher (PST) can: Safety Issues in Teaching
and Learning
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 a. enumerate the national ICT laws, 1.1.1 [1] A. National and Group Interviews: Organize  Freedom Wall
6.3.1 [4] small group to conduct Async in the
policies and regulations affecting International ICT Laws,
interviews and Classroom/Blo
classroom practices; Policies and Regulations
observations on practices that g created and
that are Applicable to
1.1.1 [1] address safety issues in ICT for administered
b. describe the implementation of Teaching and Learning
6.3.1 [4] teaching and by the teacher
ICT laws, policies and learning.
regulations in teaching-learning; B. Safety Issues in ICT:
and Individual Research:
Policies, Guidelines and
1.1.1 [1] Procedures Encourage pre-service teachers
c. identify ICT laws, policies and 6.3.1 [4] to research on the
regulations that are incorporated school ICT policies and best Accomplished
C. Uses of ICT Policies in practices. checklist
into the design and
Teaching and Learning
implementation of teaching
in Basic Education Create ICT Policies: Facilitate
learning activities to promote
learner achievement and provide the creation the Classroom ICT Powerpoint
safe and secure learning Policies agreed upon all Presentations
environments learners. The policies should
highlight, among other things,
the positive use of ICT to
promote learner achievement
and provide a
safe and secure learning
environment.

Checklist on practices that  Class

address safety Issues cross Async observation
referenced to national and guide on the
international ICT laws, utilization of
policies, regulations and ICT policies in
procedures the classroom
Pre-service teachers’ written
description and opinions on
their newly crafted ICT
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 classroom policies,
highlighting their knowledge
on how the
policies uphold the positive
use of ICT to promote learner
achievement and provide a
safe and secure learning
environment.
Week At the end of the unit, the pre- Unit 3 – Theories and
6-9 service teacher (PST) can: Principles in the Use and
Design of Technology
a. identify the learning principles 1.1.1 [1] Driven Learning Lessons
and theories that are applied in
A. Learning Theories and Active Learning with  Online Class
the use and design of learning
Principles in: Teacher-Led Discussion on Async Blog or Site/
lessons with technology; and
1. Dale’s Cone of Dale’s Cones of Classroom
Experience and how its made twitter
Experience (with equal
b. show skills in using, designing, 1.3.1 [2] principles and Wall
attention given to both
developing and delivering a 4.5.1 [3] theories are utilized in
the Conventional
technology-driven lesson that technology
Technology and the
incorporates the positive use of driven teaching and learning.
Innovative and
ICT. Emerging Technology
for Teaching)

Image Analysis: Pre-service Video Clip

2. TPACK (Technology, teachers analyze and explain
Pedagogy and Content the image on TPACK (See Multimedia
Knowledge) PSGs for image/diagram Projector
in the Course Syllabus
Template for Technology for Computer
Teaching and Learning
1). The teacher synthesizes the
pre-service teachers’ analyses
and explanations.
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 Think-Pair and Share: In
3. ASSURE Model pairs, pre-service teachers will
(Analyze Learners, State discuss about the ASSURE
Methods, Media, & Model and create their own
Materials, Utilize Media ASSURE lesson
& Materials, Require
Learner Participation, Reflection on active learning 
Evaluate and Revise) with teacher-led discussion Async
on Dale’s Cones of
Experience posted on the
online blog/’Classroom-made
twitter Wall’

Week 10 = 3 hours
MIDTERM EXAMINATION
WEEKS 11-17 (21 HOURS)
Week At the end of the unit, the pre- Unit 4 – ICT in Various
11-12 service teacher (PST) can: Content Areas

a. show skills in the positive use of 1.3.1 [2] A. 21st Century Literacy Brief Lecture: Explain 21st Oral examination on the 21st  Multimedia
4.5.1 [3] Skills Century literacy skills with Century-Digital Literacy Sync Projector
media and technology in various
1. Digital Literacy Skills emphasis on digital skills
content areas;
- Media literacy skills. Laptop
4.5.1 [3] - Information Research on Instructional Lesson exemplar analysis 
b. introduce sample technology - ICT literacy Design models and output Async Teacher made/
enhanced lessons to support collaborative work on Teacher
learning; B. Instructional Design designing an infographic or a After analyzing a lesson prepared
4.5.1 [3] Models visual image of the assigned exemplar, the pre-service samples of
c. select ICT and conventional 1. Gagne’s Nine Events Instructional Design model to teachers will demonstrate a infographic
learning materials designed to 2. Bloom’s Revised be presented in class. sample technology-enhanced
enhance teaching-learning; Taxonomy lesson showing skills in the
1.1.1 [1] 3. ADDIE positive use of technology in
1.3.1 [2] 4. Merill’s Principles of teaching and learning resources
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 d. describe flexible learning Instruction to achieve learning goals.
Inquiry-Based Approach: Demonstration guide will be A lesson plan
environments that enhance
C. Technology Enhanced Introduce a technology- used. exemplar
collaboration with the positive
Teaching Lesson enhanced teaching lesson
use of technology tools; 7.4.1 [6]
Exemplars exemplar Presentation of selected 
instructional media Async Teacher made
e. reflect on the use of technology in Analysis of a teaching plan appropriate for teaching and class site
facilitating and improving the exemplar—identifying the learning context. (google site;
teaching and learning process, elements in designing a lesson weebly etc.)
and on its relevance and and discussing the possibilities KWL CHART
appropriateness of technology integration in • What I Know Skype
accordance with ICT laws, • What I Want to Know
policies, regulations and • What I Learned KWL chart
procedures to promote the template
positive use of ICT
Checklist
Paper and Pencil Test on the Checlist
D. ICT and Conventional types and use of technology focusing on
Learning Materials to tools in a collaborative how
Enhance Teaching classroom environment. technology is
and Learning integrated in
1. Digital Learning Demonstration: Demonstrate  the lesson
Resources a sample technology-enhanced Sync
- Google docs lesson in accordance with ICT
- Survey Monkey laws, policies, regulations and Multimedia
- Others procedures to promote the equipment
2. Conventional Learning positive use of ICT
Resources
- Flip cards Group research and
- Realia presentation of
- Others the digital learning materials
identified as appropriate and
feasible in a given teaching-
learning context.
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 E. Distance Learning
1. Types of Online Distance Forum-Discussion: Conduct a Reflective narrative or
Learning forum on distance learning Entries in the ‘Classroom
- Synchronous Twitter Wall’ in the
- Asynchronous Demonstration and hands-on classroom/Blog Created
exploration on synchronous and Administered by the
and asynchronous online teacher. Google docs
F. Technology Tools in a
distance learning using the
Collaborative Classroom
class Site
Environment
Self-Or Peer-Evaluation of
Brief Lecture on types and use their Assessment
of technology tools in a
collaborative
classroom environment

Small Group Discussion: Led Based on the lesson

by Pre-service teachers demonstrated, the class will
determine, analyze and
G. Relevance and evaluate the appropriateness
Appropriateness and use of technology.
in the Use of Technology in (Variation: Based on the
Teaching and Learning Lesson plan exemplar)
1. Principles in Selecting
Instructional Materials based Class presentation of their
on their: evaluation of instructional
- Appropriateness and materials used in the
Feasibility. Lesson
- Appropriateness (Target
Learners and Instruction)
- Authenticity (Dependable)
- Interest
- Cost (Economy)
- Organization and Balance

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 And other considerations:
Environmental factors,
dynamic variables (e.g size of
class, attitudes, etc.)
Week At the end of the unit, the pre- Unit 5 – Innovative
13-14 service teacher (PST) can: Technologies for
Teaching-Learning and
a. formulate teaching-learning 1.3.1 [2] Assessment Task
experiences and assessment tasks 4.5.1 [3] a. ICT and Assessment in Pre-service teachers lead Reporting and feed backing  Assessment
using appropriate and innovative 5.1.1 [7] discussions of Innovative of their research Async/ Tools
Learning
technologies; and Technologies for Teaching- outputs/findings on examples Sync
- Assessment Tools
Learning and Assessment of technology-assisted tools
b. evaluate the appropriateness of 5.1.1 [7] Tasks in assessment in learning
assessment tools using ICT b. Tools in evaluating
resources to address learning appropriate assessment Pre-service teachers research Workshop Output: Tools
goals. tools (ex. Checklist, on examples of technology- used to evaluate assessment
rating scale) assisted tools in assessment in tools. PSTs will design,
learning. develop, select and
demonstrate positive use of
c. Technology-Enhanced Workshop on the formulation ICT resources and
Lesson using the of tools to evaluate assessment assessment tools to address
ASSURE as Technology- tools learning goals.
Integration Model
Week At the end of the unit, the pre- Responsibilities in the Use
15-17 service teacher (PST) can: of Technology Tools and
Resources
a. show, give examples, observe 1.1.1 [1] A. Digital Citizenship Lecture-discussion on the nine Written exam on the Computer
and demonstrate social, ethical 1.3.1 [2] 1. Nine Elements of Digital elements of digital citizenship elements of digital Laptop
and legal responsibility in the use Citizenship citizenship
of technology tools and Multimedia
resources; B. Social, Ethical and Legal Group research on the social, Projector
Responsibilities in the Use ethical and legal
b. identify examples of compliance of Technology Tools and responsibilities in the Worksheets for
of Intellectual Property Rights 1.1.1 [1] Resources by Teachers positive use of technology Talk it Out

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 (IPR) in the educational setting; 6.3.1 [4] tools and resources by teachers Scenarios
Talk it Out (from Global Digital
c. enumerate digital safety policies, Citizen Foundation) An
guidelines and procedures that Activity on taking a stance on
ensure child online safety and 1.1.1 [1] an issue and defending it
prevent cyberbullying; 2.1.1 [5] Pre-service teachers are given
a scenario primarily focusing
d. discuss safety rules in obtaining on social, ethical and legal
resource materials from local area responsibilities in the use of
network-based and the internet; technology. Analysis of the
1.1.1 [1] different cases involving
e. describe the community of 1.3.1 [2] social, ethical and legal issues
learners as netizens who share C. Intellectual Property on technology use.
and utilize digital materials; and Rights (IPR) Applicable to
the Educational Setting: Group research on the Rubrics assessing research
f. practice standard netiquette to 1.1.1 [1] Copyright and related Intellectual property Rights in outputs on social, ethical and
share and utilize digital materials Rights Copyright Law Educational Setting legal responsibilities in the
as a positive use of technology use of technology
Class presentation of research
outputs (e.g. poster,
1.3.1 [2] infographic, HootBoard,
D. Digital Safety Rules etc.)
1. Rule 1: Research before
you register 4As (Abstraction, Analysis and
2. Rule 2: Discriminate Application) Activity: You
3. Rule 3: Think before know the Rules (from Global
typing Digital Citizenship
4. Rule 4: Require ID Foundation) Learners imagine
5. Rule 5: Trust your gut that they can draft three rules
that every digital citizen must
follow. What would they be
and why?
E. Cyber bullying

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 Forum Discussion on the Class formulated Guide on
F. Netizens in Cyberspace: digital safety rules Digital Safety Rules
Active
Citizenship Debates on Cyber bullying Making of Posters and
digital
G. Netiquette (social Brief Lecture campaign materials
conventions online)
Forum: The class will have a Role playing on how to
forum on Netiquette Joining support school learners as
H. Educational Sites and social media sites part of a learning community
Portals
Group Research to identify Rubrics assessing behavior
educational sites and portals in
social media sites
I. Online Communities of
Learning e.g. Pencil and paper Test
1. Facebook Presentation and sharing of
2. Twitter Research Outputs (e.g. The pre-service teachers will
3. Instagram Infographics, Digital compile a collection of
4. Webinar advertisement, brochures, educational Sites
bulletin board display/online
bulletin board)
J. Online Resources e.g.
1. Opensource
2. Multimedia resources; Practicum on sample strategies
video sites on how to join experts’ Rating scales on the
3. Finding images learning communities practicum
4. Music and audio; accomplished
webcasts Reflection on joining expert
5. Locate web sources by learning communities
topic
6. Others

K. Collaborative projects i.e.

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 The Problem-Based projects
or Project-Based Project Group Research and
Application of the identified Checklist
relevant mailing list and
L. Technology Tools for online journals
Collaborative Work, e.g.
1. Google drive Pre-service teachers lead
2. Edmodo Group Discussions Pencil and Paper Test
3. Bubbl.us Lecture Lecture-
4. Wikispaces Demonstration Workshop/
5. Others Hands-on experience on Practical Test
the tools Online Chat Session

WEEK 18 = 3 hours
PANGHULING PAGSUSULIT/FINAL EXAMINATION
TOTAL = 54 HOURS

COURSE REFERENCES

 Bilbao,P., Dayagbil, F., & Corpuz, B. (2014). Curriculum Development for Teachers. LORIMAR Publishing Inc.
 Biggs, J. (2014). Constructive Alignment in University
 Bitter, G.G, & J.M. legacy. (2008). Using Technology in the Classroom
 Byun, J.N., Kwon, D.Y., & Lee, W.G (2014). Development of ill-structured problems for elementary learners to learn by computer-based modelling tools. International Journal
of Computer Theory and Engineering, 6(4), 292-296
 CAST (2011). University designed for learning guidelines version 2.0. Wake_eld, MA: Author
 Cindy E. H. (2004). Problem-Based learning: What and How Do students learn? Educational Psychology Review, 16, 3.
 Constructivism and CALL: Evaluating some interactive features of network-based authoring tools. ReCALL: The Journal of EUROCALL, 13(1), 32-46.
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 COURSE GRADE EQUIVALENT
For purposes of transmutation, the course will use the following grade equivalent (at 70% passing):

Raw Score Grade Equivalent Raw Score Grade Equivalent Raw Score Grade Equivalent
99 100 1.0 80 2.0 63 69 3.1
97 98 1.1 79 2.1 56 62 3.2
95 96 1.2 78 2.2 49 55 3.3
93 94 1.3 77 2.3 42 48 3.4
91 92 1.4 76 2.4 35 41 3.5
89 90 1.5 75 2.5 28 34 3.6
87 88 1.6 74 2.6 21 27 3.7
85 86 1.7 73 2.7 14 20 3.8
83 84 1.8 72 2.8 7 13 3.9
81 82 1.9 71 2.9 0 6 4.0
70 3.0

COURSE GRADING SYSTEM:

Students must have obtained 70% passing score or higher to pass the score. Course work will be weighted as follows:
 Major Exams – 30 %
 Performance Outputs – 50 %
 Quizzes – 10 %
TOTAL 100%

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 SE GUIDELINES AND POLICIES
1. Attendance is a must. A student may incur only seven (7) absences for MW and TTH classes and three (3) absences for 3- hour-once-a-week classes (20% of the prescribed days of classes);
otherwise, he/she will be automatically dropped from the class list and/or receive a failing grade of 5.0.
2. A student who will incur three (3) consecutive absences will be asked by the instructor to write a letter of explanation addressed to the Student Affairs Officer who, after imposing
disciplinary action, will refer the student to go to the Guidance Office to secure a readmission slip duly signed by the Guidance Counselor and College Dean, so as to be allowed to rejoin
the class.
3. Tardiness is discouraged. It is a source of irritation and class disruption when students arrive late. Students who arrive 15 minutes after the start of class are considered tardy. Please
note that three (3) tardiness is equivalent to one (1) absence.
4. A permanent seat plan will be made at the start of the semester. Students are advised to keep to their assigned seating arrangement; otherwise, they will be marked absent for that day.
5. Classes should always start and end with a short prayer. The instructor can opt to lead the prayer or assign students to do this alternately.
6. Students should assist in maintaining the orderliness and cleanliness of the classrooms. Graffiti writing is strictly prohibited. Any student found violating this rule will be punished with
the appropriate sanction. Before leaving the classroom, the instructor with the help of the students, should ensure that no litter/garbage is left behind and that chairs are in their proper
order. Should the class be the last schedule for the day, the instructor should arrange that the lights and air conditioning units are switched off.
7. Going out of the classroom at any time is strictly discouraged. Students should make it a habit to go to the restroom during their vacant period or before the start of their classes. If they
must visit the restroom, permission should be sought from the instructor.
8. Use of mobile phones inside the classroom is strictly prohibited. They should be switched off or placed in silent mode before entering classes. The instructor has the right to confiscate
mobile phones that ring and/or are used during class hours. The confiscated unit can only be claimed from the Dean’s Office at the end of the semester.
9. The teacher reserves the right to ask the student to leave the room if his behavior is disruptive in class.
10. It is the responsibility of the students to schedule properly their classes so that meals and snacks will be taken at the proper time.
11. Students are encouraged to see the instructor during consultation hours for any concerns, questions and assistance about the course.

PREPARED BY: SIGNATURE:

MS. MA. KRISTEL J. ORBOC
Course Instructor
NOTED BY: SIGNATURE:
DR. MA. NOELEEN M. BORBAJO
Dean, College of Education
APPROVAL RECOMMENDED: SIGNATURE:
DR. MA. NOELEEN M. BORBAJO

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 Vice President, Academics
APPROVED: SIGNATURE:
DR. EDUARDO A. OMPAD
College President

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