Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITY

College of Teacher Education

COURSE SYLLABUS
PED 11 – CURRICULUM DEVELOPMENT
(Revised for the Academic Year 2014-2015)

Vision

A globally productive higher education institution with excellent

academic programs in the fields of business education, engineering and
technology, social and natural sciences, and allied medicine; spearheading
proactive research and extension programs and the sustainable stewardship of
Mt. Banahaw.

Mission

Committed to building people, providing quality education and

promoting a healthy environment.

Core Values

Go - God-Loving
S - Service Oriented
L - Leadership by Example
S - Sustained Passion for Excellence
U - Undiminished Commitment to Peace and Environmental Advocacy

College of Teacher Education

1. Produce responsive, functional, values-oriented and globally-competitive

professional educators by providing deep and principled understanding of the
teaching-learning process.
2. Develop effective and creative future educators through exposure to
meaningful experiential learning especially in promoting greener nature as
stewards of God’s creation.
3. Mould analytical and critical thinking educators through experience with
varied innovative teaching-learning approaches.

Goals and Objectives

Program Educational Objectives 1 2 3
1 The BSEd/BEED Program is structured to meet
the needs of professional teachers for
secondary and elementary schools in the
Philippines and internationally.
2 The BSEd aims to develop high school teachers
who can teach in one of the different learning
areas in high school like Mathematics, Physical
Science, Biological Sciences, English, Filipino,
among others.
3 The BEED Program aims to develop elementary
teachers who are either (a) generalist who can
teach across the different learning areas in
grade school or (b) preschool teachers.

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Curriculum June 2014 June 2014 ABAquino; REBeatriz; MAVillaverde
Development DMGalleno; MSMagpantay; AAZubieto
AAZubieto
 COURSE SYLLABUS

1. Course Code: PED 11

2. Course Title: Curriculum Development
3. Pre-requisite: PED 02 and PED 03
4. Co-requisite: FS 4
5. Credit/ Class Schedule: 3 units (54 hours)
6. Semester: First Semester, AY 2014-2015
7. Course Description:
The course is intended to introduce the education students to effective curriculum design and
assessment. The course topics include curriculum models, principles and approaches in designing, delivering and
addressing the curriculum.

8. Program Outcomes and Relationship to Program Educational Objectives:

Program
Program Outcomes Educational
Objectives
1 2 3
A Have the basic and higher level literacy, communication, numeracy, critical thinking,
learning skills needed for higher learning;
B Have deep and principled understanding of the learning processes in their students.
C Have a deep and principled understanding of how educational processes relate to larger
historical, social, cultural and political processes.
D Have a meaningful and comprehensive knowledge of the subject matter they will teach.
E Can apply a wide range of teaching process skills (including curriculum development,
lesson planning, materials development, educational assessment, and teaching
approaches).
F Have a direct experience in the field/classroom (e.g., classroom observations, teaching
assistance, practice teaching).
G Can demonstrate and practice the professional and ethical requirements of the teaching
professions.
H Can facilitate learning of diverse types of learners, in the diverse types of learning
environments, using a wide range of teaching knowledge and skills.
I Can reflect on the relationships among the 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.
J Can be creative and innovative in thinking of alternative teaching approaches, take
informed risks in trying out these innovative approaches, and evaluate the effectiveness
of such approaches in improving student learning
K Are willing and capable to continue learning in order to better fulfill their mission as
teachers.
9. Course Objectives and Relationship to Program Outcomes:

Program Outcomes
Course Objectives a b c d e f g h i j k
1 Demonstrate a deep understanding of the basic
approaches to studying learning and knowledge in
complex domains; research and theories related to the
factors affecting learning
2 Express some insights regarding how the design of
teaching methodologies and learning activities should
take into consideration the various forms of knowledge
regarding child and adolescent.
3 Observe and reflect the applicability of the theories to
students in their local context.
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Curriculum June 2014 June 2014 ABAquino; REBeatriz; MAVillaverde
Development DMGalleno; MSMagpantay; AAZubieto
AAZubieto
10. Course Coverage
No. of Topics Student Learning Assessment Evidence of
Hours Outcomes and Strategies Outcomes
Strategies
1 OVERVIEW OF THE COURSE SYLLABUS Lecture
CHAPTER 1: INTRODUCTION TO CURRICULUM DEVELOPMENT
1 Lesson 1:THE CURRICULUM: Theoretical Students can Oral recitation Scorecard for
Dimensions distinguish the oral
traditional and recitation
Curriculum: Different Points of View progressivist view on (Participation,
curriculum. Voice Content,
Depth)
Lecture/Discussion
Interview
Conduct interview score card
among education (rubrics)
students, teachers Criteria:
(Completeness,
and administrators. Organization,
Reflection,
Punctuality)
(20pts)
1 Lesson 2: Curriculum and Instruction: The student can Oral Recitation Scorecard for
Defined differentiate oral
curriculum and recitation
instruction based on (Participation,
different models. Voice Content,
Depth)
Students can give the
implications to the
teachers and students
when they follow the Reflective Journal Rubrics for
models of curriculum Cite some real life the reflective
and instruction as situations that show journal(Conte
presented. the four models of nt,
Organization,
the relationship of
Development,
Q&A curriculum and Use of
instruction. Language)
Journal Writing
1 Lesson 3:Principles of Curriculum Students can make a Rubrics for
Development graphic organizer that Oral
will explain the Reporting
principles of (Organization,
curriculum Group presentation Subject
Knowledge,
development. Visual Aids,
Mechanics, Eye
Contact)
Brainstorming: Brainstorming Rubrics for
Read and React on the Group
ten (10) axioms of Activity
curriculum (Preparation,
Group’s level of
development (Oliva, engagement,
2013) Cooperation,
Punctuality
Cretivity)
Quiz (Lesson 1-3) Scores in the
quiz
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Curriculum June 2014 June 2014 ABAquino; REBeatriz; MAVillaverde
Development DMGalleno; MSMagpantay; AAZubieto
AAZubieto

CHAPTER 2: FOUNDATIONS OF CURRICULUM

2 Lesson 1:Philosophical Foundations Students can create a Oral Recitation Scorecard for
 letter to the oral
proponent of the recitation
educational (Participation,
philosophies and how Voice Content,
these philosophies are Depth)
helpful to their
teaching career.

Discussion

Educational Rubrics for the letter Rubrics for

Philosophies and their to the Philosophers. the letter
curricular implications made by the
students.
(Organization/
Attractivenes,
Ideas, Writing
Mechanics,
Creativity)
Quiz
Scores in the
quiz

2 Lesson 2:Historical Foundations Students can make Construction of Rubrics on

and present a matrix Matrix / timeline checking the
or timeline that can matrix(Conte
describe the events on nt,
historical Organization)
developments of
curriculum. Scorecard for
oral
Group Activity Oral Reporting reporting
(Organization,
Subject
Knowledge,
Visual Aids,
Mechanics,
Eye Contact)

Quiz Scores in the

quiz
./
2 Lesson 3:Psychological Foundations The students can work Group Reporting Scores Group
with a partner/group Reporting
and discuss the rubrics
psychological (Organization,
foundation of Subject
curriculum Knowledge,
Visual Aids,
Mechanics,
Group Activity
Eye Contact)
Agreement/
Disagreement and Scores in
curricular implications Quiz quiz
on the psychological
foundation of
curriculum
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Development DMGalleno; MSMagpantay; AAZubieto
AAZubieto
2 Lesson 4: Social Foundations The students can Scorecard for
distinguish the oral
different sociological recitation
perspective (Participation,
(functionalist, social Oral Recitation Voice Content,
conflict and Depth)
interactionist) and
relate it to the current
trends in educational
system.
LECTURE
Essay
Analyze a certain Rubrics for
trend/issue that relates to Test the Students’ the essay
the three major (Organization,
perspectives in the comprehension Completeness,
sociology and how it is through the use of Mechanics and
being used in curriculum as essay grammar,
instrument for societal Correctness of
changes. facts, Depth
(Citing of facts)
1 Lesson 5: Theological Foundations Students can analyze Group Analysis Scores on
the VGMO of a school Group
in terms of the presentation
theological rubrics
foundations and the (Organization,
process on how to Subject
Knowledge,
attain such value. Visual Aids,
Mechanics, Eye
Contact)

Chapter 3:Elements/Components of the Curriculum

1 Lesson 1: Curriculum Aims, goals and Students can create a Rubrics on
objectives discussion web that Rubrics for checking checking the
will summarize their the graphic graphic
opinions on how to organizer organizer
attain the curriculum (Content,
aims, goals and Organization,
objectives. Creativity)

Discussion Web Scores on

Group
Attainment of the Oral Presentation presentation
VGMO of the school. rubrics
(Organization,
Subject
Knowledge,
Mechanics, Eye
Contact)
1 Lesson 2:Curriculum Content or Subject Students can research Oral Presentation Scores on
matter and report the Group
different curriculum presentation
content per subject rubrics
area. (Organization,
Subject
Knowledge, Visual
Aids, Mechanics,
Eye Contact)

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1 Curriculum June 2014 experiences
Lesson 3:Curriculum June 2014 ABAquino; REBeatriz;
Students can evaluate MAVillaverde
Group Analysis Rubrics for
Development DMGalleno; MSMagpantay;
themain features of AAZubieto the Group
AAZubieto
different instructional Analysis
(Organization,
 strategies used in K12. Completeness,
Mechanics and
grammar,
Correctness of
facts, Depth
(Citing of facts)

1 Lesson4:Curriculum Students can make a Rubrics for the Rubrics on

Assessment/Evaluation concept map that will concept map checking the
show the difference graphic
between traditional, organizer
authentic and (Content,
portfolio assessment Organization,
strategies. Creativity )

Concept Map Quiz on Chapter 3 Scores on

Traditional, Authentic quiz
and Portfolio

PRELIMINARY EXAMINATION
MIDTERM
Chapter 4: Crafting the Curriculum
4 Lesson 1:Curriculum Approaches Students can conduct Oral Recitation Scorecard for
Behavioral Approach simple research (term oral
Managerial Approach paper) on the recitation
System Approach different approach (Participation,
Academic Approach used by teachers by Voice Content,
Reconceptualist Approach curriculum Depth)
implementation.
Scorecard in
Lecture checking the
Group Interview Reporting on the group
Interview principals results of the research
on how they craft the research/ term Summary of
curriculum as well as paper. the Survey
how it is being Report(Relevan
ce of the chosen
implemented. topic/issue)
Completeness of
Information
Clarity of
Information
Accuracy of Ideas
Oral
Presentation
(Effectiveness of
the Presentation
Mastery of the
Content
Time
Management )
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of 12
Curriculum June 2014 June 2014 ABAquino; REBeatriz; MAVillaverde Performance
Development DMGalleno; MSMagpantay; AAZubieto in the Group
AAZubieto

1 Lesson 2: Curriculum Design Students can identify Graded Recitation Scores in

Components of Design the different rubrics for
Sources of Curriculum Design components of graded
design. recitation.
(Participation,
Classroom Discussion Voice Content,
Depth)
3 Lesson 3:Principles and Dimensions of Students can analyze Oral Recitation Scores in
Curriculum Design the dimensions of the rubrics for
Scope K12 curriculum per graded
Sequence subject area in terms recitation.
Continuity of Scope, Sequence, (Participation,
Integration continuity, Voice Content,
Articulation integration, Depth)
Balance articulation and
balance. Group Analysis on Rubrics for
the dimensions of the Group
Concept Mapping curriculum (per Analysis
(Organization,
subject area. Completeness,
Distinctions among Mechanics and
grammar,
the 6 major Correctness of
dimensions of facts, Depth
curriculum design (Citing of facts)
Long Quiz for Lesson
Scores in the
1-3
quiz
4 Lesson 4:Curriculum Design Models and Students can conduct Graded Recitation Scores in
Approaches to Curriculum Design debate on which rubrics for
Subject-Centered Designs curriculum design will graded
Learner-Centered Designs works best in the recitation.
Problem-Centered Designs Philippine Educational (Participation,
Voice Content,
System. Depth)

Group Activity Rubrics for debate Scorecard for

debate
Debate “Which is the
best
Curriculum
design?”
(Organization &
Clarity, Use of
Arguments, Use of
cross-examination
& rebuttal,
Presentation
Style)

3 Lesson 5:Curriculum Development Students can explain Individual Oral Scores in

1. Technical-Scientific the features of the Recitation rubrics for
Approach curriculum graded
1.1 Models of Bobbit and development models. recitation.
Charters (Participation,
Voice Content,
1.2 Tyler’s Model Classroom Discussion Depth)
1.3 Taba’s Model
1.4 Backward Design
Model
1.5 Task-Analysis Model

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Curriculum June 2014 June 2014 ABAquino; REBeatriz; MAVillaverde
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2 2. Non-technical and Non- Classroom Discussion Individual Oral Scores in
scientific Approach Recitation rubrics for
1.1 Approach in General Quiz graded
1.2 Deliberation Model recitation.
(Participation,
Voice Content,
Depth)

Long Quiz Scores in the

(Lesson 5)
 quiz
MIDTERM EXAMINATION
FINAL TERM
Chapter 5: Implementing the Curriculum
3 Lesson 1: Curriculum Implementation Students can Oral Recitation Scores in rubrics
for graded
Models brainstorm on recitation.
different models of (Participation,
Voice Content,
curriculum Depth)
implementation.
Scores on
Group
presentation
Classroom Discussion Rubrics for Group rubrics
presentation (Organization,
Subject
Knowledge, Visual
Aids, Mechanics,
Eye Contact)

1 Lesson 2: Key Players Students can create Making of Graphic Rubrics on

checking the
an organizer to organizer and graphic organizer
summarize the roles Presentation (Content,
Organization,
of various key players Creativity )
of the curriculum
implementation. Scores on
Group
presentation
rubrics
(Organization,
Subject
Discussion Web Knowledge, Visual
Roles of the Key Aids, Mechanics,
Eye Contact)
Players of Curriculum

2 Lesson 3: Factors Affecting the Students can conduct Survey Scorecard in

checking the
Curriculum Implementations a survey on the group survey
factors affecting the Summary of the
Survey Report
curriculum (Relevance of the
implementation. chosen
topic/issue)
Completeness of
Information
Clarity of
Information
Accuracy of Ideas
Oral Presentation
(Effectiveness of
the Presentation
Mastery of the
Content
Time
Management )
c. Individual
Performance in
the Group

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Curriculum June 2014 June 2014 ABAquino; REBeatriz; MAVillaverde
Development DMGalleno; MSMagpantay; AAZubieto
AAZubieto

Chapter 6: Assessing and Evaluating the Curriculum

2 Lesson 1: Intended vs. Implemented vs. Create a Matrix of the Curriculum plan Rubrics for the
Achieved Curriculum curriculum plan (Intended, curriculum plan
(Content,
integrating Implemented and Organization,
Environmental achieved Creativity/origin
Awareness in each curriculum) ality )
subject area of
specialization
 2 Lesson 2: Linking the Curriculum, Students can analyze Analysis on the Rubrics for the
Instruction and Assessment if the objectives match curriculum plan Group Analysis
(Organization,
with the instruction Completeness,
and assessment. Mechanics and
grammar,
Group Presentation Correctness of
facts, Depth
(Citing of facts)
4 Lesson 3: Curriculum Evaluation Models Scores in rubrics
Technical-Scientific Approach Students can create a for graded
recitation.
 Provus Discrepancy matrix on each (Participation,
Model curriculum evaluation Graded Recitation Voice Content,
 CIPP models and explain Depth)
 Stakes Countenance how this can be used
Rubrics for the
Model in future research curriculum
 Scriven’s Goal Free plan. matrix
Model
Lecture (Content,
Non-technical and Non-scientific Organization,
Creativity
Approach Group Activity
 Judiciary and Adversary Scores on
Models Group
 Stakes Responsive presentation
rubrics
Model Oral Presentation of (Organization,
 Illuminative Perspective the matrix Subject
to Evaluation Knowledge,
Visual Aids,
Mechanics, Eye
Contact)

Quiz on Chapter 6 Scores in the

quiz
Chapter 7: TRENDS AND ISSUES IN CURRICULUM DEVELOPMENT
Lesson 1: Local Trends and Issues Production of Mini Score card/
3 SEC 2010 and the K-12 Students can create a Commercial Rubrics for
2 Inclusive Education simple commercial promoting the the TV
4 Alternative Learning System explaining/promoting trends and issues. Commercial
the different current (Speaks
4 Lesson 2: International Trends and Trends and Issues in Clearly , Props
Issues Philippine Education & Costumes ,
Preparedness ,
ASEAN 2015
Use of Time,
EFA Individual Journal
Creativity,
Sustainable Development and Students can explain Writing Advertising
Environmental Education the different local technique)
Peace Education (Anti-Bullying trends and issues in
Campaign) Philippine education.
Multiculturalism and Gender
Equity
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Curriculum June 2014 June 2014 ABAquino; REBeatriz; MAVillaverde
Development DMGalleno; MSMagpantay; AAZubieto
AAZubieto

11. Course Outcomes and Relationship to Course Objectives/ Program Outcomes:

Course Outcomes Program Outcomes

A student completing this course should at 1 2 3 a b c d e f g H i J K
the minimum be able to:
distinguish the traditional and
1 progressivist view on curriculum

differentiate curriculum and

2 instruction based on different
 models.

give the implications to the

3 teachers and students when
they follow the models of
curriculum and instruction as
presented.

explain the principles of

4 curriculum development.

5 relate educational philosophies

to real life application in their
teaching career.

6 describe/trace the events on

historical developments of
curriculum.

7 discuss the psychological

foundation of curriculum

8 distinguish the different

sociological perspective
(functionalist, social conflict and
interactionist) and relate it to
the current trends in
educational system.

9 analyze the VGMO of a school

in terms of the theological
foundations and the process on
how to attain such value.

10 create a discussion web that will

summarize their opinions on
how to attain the curriculum
aims, goals and objectives.

11 can research and report the

different curriculum content per
subject area.

12 evaluate the main features of

different instructional strategies
used in K12.

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Course Outcomes 1 2 3 a b c d e f g H i J K
13 make a concept map that will
show the difference between
traditional, authentic and
portfolio assessment strategies.
14 conduct simple research (term
paper) on the different
approach used by teachers by
curriculum implementation
 15 identify the different
components of design.
16 analyze the dimensions of the
K12 curriculum per subject area
in terms of Scope, Sequence,
continuity, integration,
articulation and balance.
17 argue on which curriculum
design will works best in the
Philippine Educational System.
explain the features of the
curriculum development
models.
19 discuss the different models of
curriculum implementation.
20 summarize the roles of various
key players of the curriculum
implementation.
21 conduct a survey on the factors
affecting the curriculum
implementation.
22 integrate Environmental
Awareness in each subject area
of specialization
23 analyze if the objectives match
with the instruction and
assessment.
24 discuss and explain how the
curriculum evaluation models
this can be used in future
research plan.
25 create a simple commercial
explaining/promoting
the different current Trends and
Issues in Philippine Education
26 explain and reflect on the
different local trends and issues
in Philippine education.

12. Contribution of the Course to Meeting the Professional Component:

Professional Education: 100%

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Curriculum June 2014 June 2014 ABAquino; REBeatriz; MAVillaverde
Development DMGalleno; MSMagpantay; AAZubieto
AAZubieto
13. Course Evaluation:
The minimum requirement for a passing grade is 60% of the total scores from the following:
Major Examinations (Paper and Pencil and 40%
Performance-Based)
Quizzes (Paper and Pencil and Performance Based) 30%
Projects, Seatworks, Assignments, Activities (Products) 20%
Recitation 10%
Attendance 5%
TOTAL 100%
Aside from academic deficiency, other grounds for a falling grade are:

 Grave misconduct and/or cheating during examinations

 Unexcused absences of more than 20% of required number of meetings per term
 A faIling academic standing and failure to take the final exam

14. References:

Andres, Tomas Quintin D., Curriculum Development in the Philippine Setting, National Bookstore, Mandaluyong
City, 2010.

Bilbao, Purita P. et al., Curriculum Development, Lorimar Publishing House, Cubao, Quezon City, 2008.

Oliva, Peter F., Gordon II, William R., Developing the Curriculum, Pearson Education, INC. USA, 2013.

Ornstein, Allan C., Hunkins, Francis P., Curriculum: Foundations, Principles and Issues Pearson Education INC.
2013.
Vision
15. Course Materials Made Available:

a. Samples of homeworkAsets globally productive higher education institution with excellent

from students
academic
b. Samples of seatwork programs
sets from studentsin the fields of business education, engineering and
technology,
c. Sample of quizzes and majorsocial and natural
examinations sciences, and allied medicine; spearheading
from students
d. End-of-courseproactive
assessment report by the students and the faculty and the sustainable stewardship of
research and extension programs
e. Rubrics for assessing the performance based assessment
Mt. Banahaw.
Submitted by:
Mission

Committed to building people, providing quality education and

Prof. ANITA B. AQUINO Prof. DAISY M. GALLENO Mrs. MARIFE S. MAGPANTAY
promoting a healthy environment.

Core Values
Prof. RECIE E. BEATRIZ Prof. AURELIO A. ZUBIETO
Go - God-Loving
S - Service Oriented Submitted to:
L - Leadership by Example
S - Sustained Passion for Excellence
U - Undiminished Commitment to Peace and Environmental Advocacy
Prof. MARIETTA A. VILLAVERDE Prof. AURELIO A. ZUBIETO
Chair, BSED Program Chair, BEED Program
College of Teacher Education
Approved by:
1. Produce responsive, functional, values-oriented and globally-competitive
professional educators by providing deep and principled understanding of the
TERESITA V. DE LA CRUZ, Ed. D.
teaching-learning process.
Dean, Collegefuture
2. Develop effective and creative of Teacher Education
educators through exposure to meaningful
Course Title Date Effective: Date Revised: Prepared by: Approved by: Page 12 of 12
experiential learning especially in promoting greener nature as stewards of God’s
Curriculum June 2014 June 2014 ABAquino; REBeatriz; MAVillaverde
Development creation. DMGalleno; MSMagpantay; AAZubieto
3. Mould analytical and critical thinkingAAZubieto
educators through experience with varied
innovative teaching-learning approaches.
Republic of the Philippines
SOUTHERN LUZON STATE UNIVERSITY Goals and Objectives
Program Educational Objectives 1
College of Teacher Education 2 3
1 The BSEd/BEED Program is structured to meet
the needs of professional teachers for
secondary and elementary COURSE schools in SYLLABUS
the
Philippines and PED 21 – Practice Teaching (In/Off Campus)
internationally.
2 The BSEd aims to(Revised
develop high
for school teachers Year 2014-2015)
the Academic
who can teach in one of the different learning
areas in high school like Mathematics, Physical
Science, Biological Sciences, English, Filipino,
among others.
3 The BEED Program aims to develop elementary
teachers who are either (a) generalist who can
teach across the different learning areas in
grade school or (b) preschool teachers.
 Course Title Date Effective: Date Revised: Prepared by: Approved by: Page 1 of6
Practice June 2014 June 2014 ABAquino; MAVillaverde
Teaching MSMagpantay;AVElarco; AAZubieto
MLEFetalino
COURSE SYLLABUS

1. Course Code: PED 21

2. Course Title: Practice Teaching (In/Off Campus)
3. Pre-requisite: Field Study 1 up to 6
4. Co-requisite: none
5. Credit/ Class Schedule: 6 units (280 hours)
6. Semester: First Semester, AY 2014-2015
7. Course Description:

Practice Teaching is a 6-unit course offered to those who have completed all Field Study Course. It is a
part of the Experiential Learning Courses of the New Teacher education Curriculum which gives the Prospective
Teachers the chance to experiences embedded in this course will enable them to meet the challenges of the real
learning environment. The varied requirement will help them cope up with the demand of the profession.
8. Program Outcomes and Relationship to Program Educational Objectives:
Program Educational
Program Outcomes Objectives
1 2 3
A Have the basic and higher level literacy, communication, numeracy, critical thinking,
learning skills needed for higher learning;
B Have deep and principled understanding of the learning processes in their students.
C Have a deep and principled understanding of how educational processes relate to larger
historical, social, cultural and political processes.
D Have a meaningful and comprehensive knowledge of the subject matter they will teach.
E Can apply a wide range of teaching process skills ( including curriculum development,
lesson planning, materials development, educational assessment, and teaching
approaches).
F Have a direct experience in the field/classroom (e.g., classroom observations, teaching
assistance, practice teaching).
G Can demonstrate and practice the professional and ethical requirements of the teaching
professions.
H Can facilitate learning of diverse types of learners, in the diverse types of learning
environments, using a wide range of teaching knowledge and skills.
I Can reflect on the relationships among the 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.
J Can be creative and innovative in thinking of alternative teaching approaches, take
informed risks in trying out these innovative approaches, and evaluate the effectiveness
of such approaches in improving student learning
K Are willing and capable to continue learning in order to better fulfill their mission as
teachers.
9. Course Objectives and Relationship to Program Outcomes:

Program Outcomes
Course Objectives a b c d e f g h i j k
1 Demonstrate a deep understanding of the basic
approaches to studying learning and knowledge in
complex domains; research and theories related to the
factors affecting learning
2 Express some insights regarding how the design of
teaching methodologies and learning activities should
take into consideration the various forms of knowledge
regarding child and adolescent.
3 Observe and reflect the applicability of the theories to
students in their local context.

Course Title Date Effective: Date Revised: Prepared by: Approved by: Page 2 of6
Practice June 2014 June 2014 ABAquino; MAVillaverde
Teaching MSMagpantay;AVElarco; AAZubieto
MLEFetalino

10. Course Coverage

TARGET TOPICS Student Learning Assessment Strategies Evidence of

DATE Outcomes (SLO) AND Outcomes
NO. OF STRATEGIES
HOURS

PRELIMINARY TERM

OVERVIEW OF THE Lecture

COURSE SYLLABUS
I. Gradual Students can formulate Rubrics for Scores on the
Induction and distinguish their own Reflective Journal (e.g. rubrics for
a. General philosophies of teaching, Credo, prayer, statement of reflective journal
 Orientation credo, prayer etc. philosophy of what teaching (Content,
is) Organization,
Development, Use
Individual Activity of Language)

b. Getting Students can be Accomplish the following:

acquainted acquainted with the o List of possible (Oral Recitation)
mission, vision, mentors Scores in rubrics for
organization set-up of o Mission, Vision, graded recitation.
the cooperating schools. admission policies, (Participation, Voice
organization setup Content, Depth)
of teachers, in the
Students can laboratory
accomplish various o Accomplishing, Accomplished
kinds of DEPEd forms Form 2, Form 18A, forms with
Week 1 (eg. Form 2, Form 18 Form 18B, Form sample of
to etc.) 137, Form 138 students’ grades.
Week 6 100 points
Individual Activity

II. Endorsement of Students will be Practice Teaching Scores in the

Student Teachers in familiarized and Supervisors’ checklists. Practice
the Laboratory introduced to different Teaching
Schools (Elementary cooperating teachers, as Supervisors’
and High Schools) well as the rules and observation
regulations of the checklist)
cooperating schools

III. Observation and Students can Rubrics Scores in the

Participation accomplish the different Reflection journal Rating Sheets to
A. Assisting tasks given to them by Accomplishment report evaluate student
1. Checking of Papers the cooperating teachers’
2. Recording of teachers. performance
Grades given by the
3. Computing of cooperating
Grades Mentor: models, teachers.
4. Structuring the motivates
Bulletin Boards
5. Preparing Mentee: observes,
Instructional Materials participates
6. Assisting the
Children Creates mutual respect
7. Remedial Teaching and trust
or Tutoring

Course Title Date Effective: Date Revised: Prepared by: Approved by: Page 3 of6
Practice June 2014 June 2014 ABAquino; MAVillaverde
Teaching MSMagpantay;AVElarco; AAZubieto
MLEFetalino

MIDTERM

A. Wide Students actively Scores in the

Observation organize and participate Post conference Rating Sheets
1. Observation of in various activities of Reflective Journals given by the
the mentor’s the cooperating schools. Accomplished school forms Cooperating
demo Schools.
2. Attending
conferences
with the
mentors. Mentee’s participation to
3. Involvement in the different school and
Week 7 school activities. community related
To 4. Preparation of activities under the
Week school forms Mentor’s tutelage
 12 5. Assessment of
student learning
outcomes
6. Working with
school
community
7. Participates in
emergency drills

B. Full Teaching Student can prepare Actual Teaching Checklist Prepared Lesson
lesson plans, plans, IMs and
instructional materials assessment tools
and assessment tools for their daily
for their final teaching.
demonstration teaching.

Student can facilitate the Scores in Rating

teaching-learning Sheets and
process inside the Observation
classroom. checklist of the
cooperating
Pre-planning conference teachers.
Post conference

FINALS

c. Final Student can prepare Actual Teaching Checklist Scores in the

Demonstratio lesson plans, Rating Sheets
n Teaching instructional materials and Observation
Week 13 and assessment tools checklist of the
to for their final cooperating
Week 18 demonstration teaching. teachers.

Student can facilitate the

teaching-learning
process inside the
classroom.

Pre-planning conference
Post conference
II. Compilation Student Teaching Portfolio Scores in the
A. Organization Rubrics for
of Portfolio Summative Conference accomplishing
B. Portfolio –Student Teaching the students’
Assessment Portfolio portfolio

Course Title Date Effective: Date Revised: Prepared by: Approved by: Page 4 of6
Practice June 2014 June 2014 ABAquino; MAVillaverde
Teaching MSMagpantay;AVElarco; AAZubieto
MLEFetalino

11. Course Outcomes and Relationship to Course Objectives/ Program Outcomes:

Course Outcomes Program Outcomes

A student completing this course 1 2 3 a b c d e f g H i j K
should at the minimum be able to:
Demonstrates deep and principled
1 understanding of the learning
processes and the role of the
teacher in facilitating these
processes in their students in
various teaching-learning
environments worldwide.
Manifest a meaningful and
 2 comprehensive knowledge of the
subject matter they will teach.
Applies a wide range of teaching
process skills (including curriculum
development, lesson planning, use
3 of appropriate technology, materials
development, educational
assessment, and teaching
approaches) and enable them to
adapt with the increasing diversity of
learners.
4 Acquires direct experience in the
field/classroom (e.g. classroom
observations and teaching
assistance, practice teaching).
5 Practices the professional and
ethical requirements of the teaching
profession, radiates the concept of
professionalism not only in the local
settings but also worldwide.
6 Facilitates learning of diverse types
of learners, in diverse types of
learning environments, using a wide
range of teaching knowledge and
skills.
7 Reflects on the relationship among
teachers process skills, the learning
process in encumbering the school
and educational processes in order
to constantly improve their teaching
knowledge, skills and practices.
8 Creates and innovates alternative
teaching approaches, takes
informed risks in trying out these
innovative approaches, and
evaluates the effectiveness of such
approaches that will suit to a wide
variety of students’ abilities, thus,
improving student learning.
9 Continues to learn in order to
teach to learn better fulfill their
mission as teachers.

12. Contribution of the Course to Meeting the Professional Component:

Professional Education: 100%

Course Title Date Effective: Date Revised: Prepared by: Approved by: Page 5 of6
Practice June 2014 June 2014 ABAquino; MAVillaverde
Teaching MSMagpantay;AVElarco; AAZubieto
MLEFetalino

13. Course Evaluation:

The minimum requirement for a passing grade is 60% of the total scores from the following:

Journal/Portfolio 40%
Grade in Actual Teaching 50%
Attendance 10%
TOTAL 100%
Aside from academic deficiency, other grounds for a falling grade are:

 Grave misconduct and/or cheating during examinations

 Unexcused absences of more than 20% of required number of meetings per term
 A faIling academic standing and failure to take complete the total number of hours required for
the observation in the respective cooperating schools (17 hours)

14. References:

A project of the Teacher Education Council (TEC) Department of Education (DepEd) Commission on
Higher Education (CHED) 2007 Experiential Learning Courses Handbook.

15. Course Materials Made Available:

a. worksheets/activity sheets for the practice teaching portfolio

b. journals for reflections

Vision
c. Actual Teaching Checklist

A globally productive higherby:education institution with excellent

Submitted
academic programs in the fields of business education, engineering and
technology, social and natural sciences, and allied medicine; spearheading
proactive research and extension programs andDR.
Prof. ANITA B. AQUINO theAILEEN
sustainable stewardship of
V. ELARCO
Mt. Banahaw.

Mission
Mrs. MARIFE S. MAGPANTAY MRS. MARIA LAVINIA E. FETALINO
Committed to building people, providing quality education and
promoting a healthy environment.
BSEd, Practice Teaching Supervisors BEEd, Practice Teaching Supervisors
Core Values

Go - God-Loving Submitted to:

S - Service Oriented
L - Leadership by Example
S
Prof.MARIETTA- A. VILLAVERDE
Sustained Passion for Excellence Prof. AURELIO A. ZUBIETO
U Program
Chair, BSED - Undiminished Commitment to Peace and Environmental Advocacy
Chair, BEED Program

College of Teacher Education

Approved by:
1. Produce responsive, functional, values-oriented and globally-competitive
professional educators by providing deep and principled understanding of the
teaching-learning process.TERESITA V. DE LA CRUZ, Ed. D.
2. Develop effective and creative
Dean, Collegefuture educators
of Teacher through exposure to meaningful
Education
experiential learning especially in promoting greener nature as stewards of God’s
creation.
Course Title 3. Date
MouldEffective: Date
analytical Revised:
and critical thinkingPrepared by: through experience
educators Approved by: with varied
Page 6 of6
Practice June 2014 June 2014 ABAquino; MAVillaverde
innovative teaching-learning approaches.
Teaching MSMagpantay;AVElarco; AAZubieto
MLEFetalino
Goals and Objectives
Republic of the Philippines
Program Educational Objectives 1 2 3
1 The BSEd/BEED SOUTHERN LUZON
Program is structured STATE UNIVERSITY
to meet
the needs of professional Collegeteachers
of Teacher for Education
secondary and elementary schools in the
Philippines and internationally.
2 The BSEd aims to develop high school teachers
COURSE SYLLABUS
who can teach in one of the different learning
FS 04 – EXPLORING
areas in high school like Mathematics, Physical THE CURRICULUM
Science, Biological(Revised
Sciences,for the Academic
English, Filipino, Year 2014-2015)
among others.
3 The BEED Program aims to develop elementary
teachers who are either (a) generalist who can
teach across the different learning areas in
grade school or (b) preschool teachers.
 Course Title Date Effective: Date Revised: Prepared by: Approved by: Page 1 of 5
FS04 June 2014 June 2014 REBeatriz;MSMagpantay;M MAVillaverde
AMopera; RVVillaverde; AAZubieto
AAZubieto
COURSE SYLLABUS

1. Course Code: FS 04
2. Course Title: Exploring the Curriculum
3. Pre-requisite: FS 03
4. Co-requisite: none
5. Credit/ Class Schedule: 1 unit (18 hours)
6. Semester: First Semester, AY 2014-2015
7. Course Description:
 This course is intended to introduce the education pre-service students to effective curriculum
design and assessment. The course topics include curriculum models, principles and approaches in
designing, delivering and addressing the curriculum.

8. Program Outcomes and Relationship to Program Educational Objectives:

Program
Program Outcomes Educational
Objectives
1 2 3
A Have the basic and higher level literacy, communication, numeracy, critical thinking,
learning skills needed for higher learning;
B Have deep and principled understanding of the learning processes in their students.
C Have a deep and principled understanding of how educational processes relate to larger
historical, social, cultural and political processes.
D Have a meaningful and comprehensive knowledge of the subject matter they will teach.
E Can apply a wide range of teaching process skills ( including curriculum development,
lesson planning, materials development, educational assessment, and teaching
approaches).
F Have a direct experience in the field/classroom (e.g., classroom observations, teaching
assistance, practice teaching).
G Can demonstrate and practice the professional and ethical requirements of the teaching
professions.
H Can facilitate learning of diverse types of learners, in the diverse types of learning
environments, using a wide range of teaching knowledge and skills.
I Can reflect on the relationships among the 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.
J Can be creative and innovative in thinking of alternative teaching approaches, take
informed risks in trying out these innovative approaches, and evaluate the effectiveness
of such approaches in improving student learning
K Are willing and capable to continue learning in order to better fulfill their mission as
teachers.
9. Course Objectives and Relationship to Program Outcomes:

Program Outcomes
Course Objectives a b c d e f g h i j k
1 Demonstrate a deep understanding of the basic
approaches to studying learning and knowledge in
complex domains; research and theories related to the
factors affecting learning
2 Express some insights regarding how the design of
teaching methodologies and learning activities should
take into consideration the various forms of knowledge
regarding child and adolescent.
3 Observe and reflect the applicability of the theories to
students in their local context.

Course Title Date Effective: Date Revised: Prepared by: Approved by: Page 2 of 5
FS04 June 2014 June 2014 REBeatriz;MSMagpantay;M MAVillaverde
AMopera; RVVillaverde; AAZubieto
AAZubieto
10. Course Coverage

No. of Hours. Topics Student Learning Outcomes Assessment Evidence of

and Strategies Strategies Outcomes
2 Episode 1 Students can conduct interviews Portfolio Rubrics/scorecard
on the school community and for checking the
Look Deeper ask views about the traditional/ Journal worksheets
into the
progressive curriculum.
concepts, Worksheets
nature and Compile the
purposes of Students can distinguish the different types
 the difference among, of Curriculum.
curriculum scope/Sequence Chart,
Teaching Guide and Sample
Lesson Plan.

3 Episode 2 Students can analyze the Portfolio Rubrics/scorecard

schools’ vision, mission, goals for checking the
What’s the and aims of elementary, Journal worksheets
Curriculum
secondary or tertiary education
Made Of? Worksheets
and how they concretize in Analyze the mission,
terms of teaching methodologies vision and goals of the
and assessment strategies. school and its
Visit a school and find out how relationship on their
they attain the aims of curriculum.
elementary, secondary or
tertiary education.

2 Episode 3 Students can observe and Portfolio Rubrics/scorecard

characterize the process/ events for checking the
What’s New happening in the teaching and Journal worksheets
in Teaching
learning in cooperating schools.
and Learning Worksheets
. Principles of teaching
and Learning in
relation to curriculum.
2 Episode 4 Students can identify the Portfolio Rubrics/scorecard
curriculum design used by for checking the
Let’s Craft schools. Journal worksheets
the
Curriculum Students can reflect and write Worksheets
my insights/learnings gained Curriculum
from the activities. design

3 Episode 5 Students can examine a Portfolio Rubrics/scorecard

curriculum and identify the for checking the
What’s the dimensions of the curriculum Journal worksheets
Basics of the design.
curriculum? Worksheets
Give samples
Students can give some of curriculum
situation samples of each design.
dimensions.

2 Episode 6 Students can distinguish the Portfolio Rubrics/scorecard

roles of the various key players for checking the
Tell me your in the curriculum Journal worksheets
features implementation.
Worksheets
Features of
teaching and
Learning

Course Title Date Date Prepared by: Approved by: Page 3 of 5

FS04 Effective: Revised: REBeatriz;MSMagpantay;MAMopera MAVillaverde
June 2014 June 2014 ; RVVillaverde; AAZubieto AAZubieto
2 Episode 7 Students can identify the Portfolio Rubrics/scorecard
variousimplementors of the for checking the
The WH- of curriculum and state the role of Journal worksheets
the technology in delivering the
Curriculum curriculum.

Worksheets
The concepts,
Student can explain the different nature and
ways of assessing the purposes of
curriculum. the curriculum
and how these
 are translated
into the school
community.
2 Episode 8 Students can conduct interviews Portfolio Rubrics/scorecard
to faculty members on the for checking the
What’s New merits and demerits of these Journal worksheets
in the innovations.
Curriculum Worksheets
Students can write insights /
reflections on these innovations. Discuss the Different
Curricular Issues and
Concerns

11. Course Outcomes and Relationship to Course Objectives/ Program Outcomes:

Course Outcomes Program Outcomes

A student completing this course should at 1 2 3 a b c d e f g H i j K

the minimum be able to:

Explain the concepts, nature and

1 purposes of the curriculum and
how these are translated into
the school community
Identify the components of
2 curriculum and curricular
approaches.
Discuss the teaching and
3 learning process in curriculum.

4 Differentiate the different

curriculum design models.
5 Cite the dimensions of
curriculum design.
6 Enumerate the six (6) features
of a curriculum.
7 Identify the contribution of
students in enhancing and
assessing the curriculum.
8 Discuss different curricular
issues and concerns.

12. Contribution of the Course to Meeting the Professional Component:

Professional Education: 100%

Course Title Date Effective: Date Prepared by: Approved by: Page 4 of 5
FS04 June 2014 Revised: REBeatriz;MSMagpantay;MAMopera MAVillaverde
June 2014 ; RVVillaverde; AAZubieto AAZubieto
13. Course Evaluation:

The minimum requirement for a passing grade is 60% of the total scores from the following:

Activity Sheets/Paper works 40%

Journal/Portfolio 30%
Attendance 20%
Behavior 10%
TOTAL 100%

Aside from academic deficiency, other grounds for a falling grade are:
  Grave misconduct and/or cheating during examinations
 Unexcused absences of more than 20% of required number of meetings per term
 A faIling academic standing and failure to take complete the total number of hours required for
the observation in the respective cooperating schools (17 hours)

14. References:

Borabo, Milagros L. and Borabo, Heidi Grace L. , Field Study 4: Exploring the Curriculum, Lorimar
Publishing House, Cubao, Quezon City, 2010

15. Course Materials Made Available:

a. worksheets/activity sheets for the field study courses

b. journals for reflections
c. End-of-course assessment report by the students and the faculty

Submitted by:

Prof. RECIE E. BEATRIZ Mrs. MARIFE S. MAGPANTAY Ms. MARITES A. MOPERA

Prof. RICARDA V. VILLAVERDE Prof. AURELIO A. ZUBIETO

Submitted to:

Prof. MARIETTA A. VILLAVERDE Prof. AURELIO A. ZUBIETO

Chair, BSED Program Chair, BEED Program

Approved by:

TERESITA V. DE LA CRUZ, Ed. D.

Dean, College of Teacher Education

Course Title Date Effective: Date Prepared by: Approved by: Page 5 of 5
FS04 June 2014 Revised: REBeatriz;MSMagpantay;MAMopera MAVillaverde
June 2014 ; RVVillaverde; AAZubieto AAZubieto