PAMANTASAN NG LUNGSOD NG VALENZUELA COLLEGE OF EDUCATION Department of Professional Education COURSE SYLLABUS PLV Vision-Mission Institutional Outcomes College Vision, Mission, Goals, and Core Values Vision A center of excellence for teacher education Mission The College is committed to prepare outstanding educators who will inspire the lives of individuals in the complex global society through quality and relevant education empowered by significant researches and strong linkages and extension programs. Objectives 1. Provide programs based upon sound pedagogical practice 2. Undertake activities that will enhance instruction to develop students’ critical, reflective and creative thinking skills 3. Provide a variety of teaching venues incorporating the latest technologies to a range of diverse student interests and backgrounds 4. Provide avenues for the improvement of teaching and learning through research, scholarship and technology 5. Establish collaborative, professional relationships with organizations and institutions to deliver quality service 6. Make contributions on the frontiers of knowledge through distinctive research agendas 7. Involve in community partnerships, service learning and volunteerism Core Values Program Outcomes The College is committed to Integrity, Service, and Excellence. Teacher education graduates of the Professional Education program will be able to: 1. Articulate the rootedness of education in philosophical, sociocultural, historical, psychological, and political contexts 1 Course Title Course Code Credit Units Course Pre-requisite Course Description Course Outcomes 2. Demonstrate pedagogical content knowledge (PCK) in the intra/inter/multidisciplinal nature of the subject matter 3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments 4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners 5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices 6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes 7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities 8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities The Child and Adolescent Learners and Learning Principles EDUC 1 3 units of lecture None A research-based course on the biological, linguistic, cognitive, social, and emotional dimensions of development among children and adolescents with focus on the factors affecting learning and their pedagogical implications for teaching Upon successful completion of this course, the students will be able to: 1. Examine in three different perspectives namely developmental contextualism, sociocultural perspective, and evolutionary theory how children and adolescents develop across their life spans 2. Contextualize the biological, linguistic, cognitive, social, and emotional dimensions of development among children and adolescents to make learning responsive to their (children and adolescents) needs, preferences, and interests 3. Explain how the PPST-based domains on learning environment and learner diversity contribute to the amalgamation of a teacher’s content knowledge and pedagogy 4. Write and present a mixed-research (quan-qual) paper on the developmental dimensions among children and adolescents with focus on the factors affecting learning and their pedagogical implications for teaching Alignment of Course Outcomes with Summative Assessment Tasks Course Outcomes Summative Assessment Tasks Details 1. Examine in three different perspectives namely 1. Written outputs (specific to the needs of students) All written outputs, oral presentations, and midterm/final Position papers (individual) developmental contextualism, sociocultural perspective, term exams are graded requirements and are used mainly in Case reports (pair) and evolutionary theory how children and adolescents the computation of the final grades, i.e., the combined Quan-qual paper (group with 4 members midterm and final-term grades. develop across their life spans only) 2. Contextualize the biological, linguistic, cognitive, social, 2. Oral presentations (group with 4 members only) and emotional dimensions of development among 2 children and adolescents to make learning responsive to their (children and adolescents) needs, preferences, and interests 3. Explain how the PPST-based domains on learning environment and learner diversity contribute to the amalgamation of a teacher’s content knowledge and pedagogy 4. Write and present a mixed-research (quan-qual) paper on the developmental dimensions among children and adolescents with focus on the factors affecting learning and their pedagogical implications for teaching Quan-qual paper 3. Midterm/final-term exams Position papers (individual) are graded using the assessment criteria of: 1. Conciseness 2. Clarity 3. Context 4. Positionality Case reports (pair) are graded using the assessment criteria of: 1. Conciseness 2. Clarity 3. Implications for teaching and learning Proposal papers (group of 4 members for the midterm period) are graded using the assessment criteria of: 1. Significance of the problematique 2. Depth and breadth of the related literatures and studies 3. Pragmatic integration of the theoretical and conceptual frameworks 4. Appropriateness of the research design and methodology Final papers with oral presentations (group of 4 members for the final-term period) are graded using the assessment criteria of: 1. Significant RPOs 2. Scholarly RRL 3. Analytical integrated theoretical and conceptual frameworks 4. Rigorous methodology 3 5. Conformity to scholarly writing (appropriate in-text citations and reference listing) The format of the final (quan-qual) paper follows the: 1. Introduction 2. Methodology 3. Results and discussion 4. Conclusions and recommendations Midterm and final-term exams are prepared using a two-way test blueprint (table of specification) and are administered on the 9th and 18th week of the semester (subject to the changes in the academic calendar of the current school year). Weeks Hours Course Contents Essential Questions 1st 3 hrs. Over-all view of the course How does one perform a selfassessment vis-à-vis independent language learning roles and tasks? How does one examine critically the place of quality outcomes to achieve desired results in the course? Course Learning Plan Modes of Instructional Delivery Intended Learning Flexible Face-to-Face Outcomes Learning Activities Activities Perform a selfExamination of assessment vis-à-vis the course independent language syllabus learning roles and tasks as they participate willingly in the course orientation Examine critically the place of quality outcomes (discussion of the course requirements) Assessment Tasks References/TeachingLearning Support Materials Independent learning roles Independent learning tasks Quality outcomes (course requirements) 4 2nd 3 hrs. The study of developmental psychology How does one assume responsibility in educating the SELF by relating creatively one’s prior knowledge and constructed realities to his/her personal and career backgrounds? How does one study the developmental characteristics among children and adolescents within the realms of the three perspectives namely developmental contextualism, sociocultural perspective, and evolutionary theory? How are the key themes and issues in developmental psychology helpful for a teacher in understanding development in the to achieve desired results in the course Assume responsibility in educating the SELF by relating creatively one’s prior knowledge and constructed realities to his/her personal and career backgrounds Explain how the developmental characteristics of children and adolescents are contextualized within the realms of developmental contextualism, sociocultural perspective, and evolutionary theory Lecturediscussion Situational analysis Comparison grid Bjorklund, D. F. & Blasi, C. H. (2012). Child and adolescent development: an integrated approach. Belmont, CA: Wadsworth. (Read introduction to child and adolescent development, pp. 6-23.) Examine how key themes and issues in developmental psychology assist teachers in understanding development in the life spans of children and adolescents 5 3rd 4th 5th 6 hrs. 3 hrs. Establishing a continuum between the classical theories and contemporary approaches to development Model presentation on the continuum between classical theories and contemporary life spans of children and adolescents? How are classical theories and contemporary approaches to development established through a continuum to gain a principled understanding of developmental constructs in the psychology of children and adolescents? How is the continuum assistive of a teacher in the basic education curriculum in planning for, implementation of, and evaluation of learning outcomes? How does a group of four students present a continuum model between the classical theories and contemporary Examine how a continuum is established in the light of the classical theories and contemporary approaches to development Situational analysis and theory (re) integration Personal learning environment (PLE) Preparation for a model analysis Bjorklund, D. F. & Blasi, C. H. (2012). Child and adolescent development: an integrated approach. Belmont, CA: Wadsworth. (Read theories and contexts of development, pp. 47-63.) Examine how the continuum assists teachers in the basic education curriculum in planning for, implementation of, and evaluation of learning outcomes Present a continuum model between the classical theories and contemporary approaches to development Model presentation Model analysis Position paper 6 6th 7th 3 hrs. 3 hrs. approaches to development The biopsychology of children and adolescents Language development approaches to development? How do genes influence behavior? How is behavioral genetics helpful in understanding heredity in the environment of children and adolescents? How do children acquire their first and second languages? How is second language learning explained in the contexts of learner characteristics and learning conditions? How is second language learning explained in the behaviorist, innatist, cognitivist, and sociocultural perspectives? Analyze the process of genetic coding and what genes can do to influence behavior Examine the role of behavioral genetics to understand heredity in the environment of children and adolescents Analyze how children acquire their L1 and L2 given their characteristics and the learning conditions in which language acquisition takes place Lecturediscussion Case analysis Case report Bjorklund, D. F. & Blasi, C. H. (2012). Child and adolescent development: an integrated approach. Belmont, CA: Wadsworth. (Read genetics, prenatal development, and the neonate, pp. 86-130.) Situational analysis Case analysis Case report Lightbown, P.M. & Spada, N. (2011). How languages are learned. (3rd ed.). UK: Oxford University Press. (Read language learning in early childhood, pp. 1-26 and explaining second language learning, pp. 29-48.) Examine the various perspectives in second language learning among children and adolescents 7 8th 9th 10th 3 hrs. 3 hrs. The development of thinking as a process of problem solving and memory Socio-emotional development: children and adolescents as social beings How does Piaget describe the symbolic child in the cognitive dimension of development? Describe Piaget’s the symbolic child in understanding cognitive development among children How is self-directed thinking developed in the basic level processes: executive function? Analyze basic level processes in developing problem solving and memory How do teachers address emotion, temperament, and personality development among children and adolescents from diverse backgrounds? How important is the family for healthy socio-emotional development? 11th 3 hrs. The child and adolescent learners in the contexts of the Who are the child and adolescent learners in the contexts of the PPST- Situational analysis Case analysis Midterm Examination and Submission of Proposal Paper Examine the ways and Situational Case analysis means teachers address analysis emotion, temperament, and personality development among children and adolescents from diverse backgrounds Case report Bjorklund, D. F. & Blasi, C. H. (2012). Child and adolescent development: an integrated approach. Belmont, CA: Wadsworth. (Read the symbolic child: Piaget’s theory and beyond, pp. 230-264 and becoming self-directed thinkers: problem solving and memory, pp. 306-341.) Case report Bjorklund, D. F. & Blasi, C. H. (2012). Child and adolescent development: an integrated approach. Belmont, CA: Wadsworth. (Read emotion, temperament, and personality development, pp. 438-475 and the family and other contexts for socialization, pp. 520-561.) Explain the importance of family for healthy socio-emotional development Explain the PPST-based domains on learning environment and learner diversity Lecturediscussion Concept mapping Comparison grid The Philippine Professional Standards for Teachers Position paper 8 12th 3 hrs. 13th 14th 6 hrs. PPST-based domains on learning environment and learner diversity Learning in the behaviorist, cognitivist, humanist, social learning, and constructivist perspectives Addressing learner needs, preferences (styles), and interests in the classroom based domains on learning environment and learner diversity? How is learning viewed in the behaviorist, cognitivist, humanist, social learning, and constructivist perspectives? Examine the five different learning perspectives in relation with views of the learning process, locus of learning, and purpose of education Lecturediscussion How do teachers address learner needs, preferences, and interests in the classroom? Analyze how teachers address learner needs, preferences, and interests in the classroom Situational analysis How does motivation affect learning in its many ends? Examine the role of motivation in realizing the many ends of learning Position paper Film viewing of ‘Bad Genius’ Learner profile Film review Ashworth, F., Brennan, G., Egan, K., Hamilton, R., & Saenz, O. (2004). “Learning Theories in Higher Education,” Level 3: Vol. 2: Iss. 1, Article 4. doi: 10.21427/D7S43V. Available at: https://arrow.dit.ie/level3/vol2 /iss1/4 Pritchard, A. (2017). Ways of learning: learning theories and learning styles in the classroom. (2nd ed.). London and New York: Routledge. (Read learning styles, pp. 4156 and brain-based learning and other new understanding, pp. 86-102.) Seifert, K. & Sutton, R. (2009). Educational psychology. (2nd ed.). Zurich, Switzerland: Jacobs Foundation. (Read student motivation, pp. 109-137.) 15th Research Break 9 16th 17th 18th Quan-Qual Paper Presentations Final-Term Examination Course References Basic References Bjorklund, D. F. & Blasi, C. H. (2012). Child and adolescent development: an integrated approach. Belmont, CA: Wadsworth. Other References Pritchard, A. (2017). Ways of learning: learning theories and learning styles in the classroom. (2nd ed.). London and New York: Routledge. Ashworth, F., Brennan, G., Egan, K., Hamilton, R., & Saenz, O. (2004). “Learning Theories in Higher Education,” Level 3: Vol. 2: Iss. 1, Article 4. doi: 10.21427/D7S43V. Available at: https://arrow.dit.ie/level3/vol2/iss1/4 Lightbown, P.M. & Spada, N. (2011). How languages are learned. (3rd ed.). UK: Oxford University Press. Mowrer, R. R. & Klein, S. B. (Eds.). (2001). Handbook of contemporary learning theories. New Jersey: Lawrence Erlbaum Associates, Publishers. Seifert, K. & Sutton, R. (2009). Educational psychology. (2nd ed.). Zurich, Switzerland: Jacobs Foundation. Requirements and Grading System Policies (As agreed by the class) The Philippine Professional Standards for Teachers Course Requirements and Policies Position papers 20% Case reports 20% Proposal/final paper (quan-qual) 30% Midterm/final-term examinations 30% 1. Class starts after the 15-minute grace period. You are all expected to be in your seats as your attendance shall be checked strictly. 2. Tardiness of three sessions is equivalent to a 3-hour absence in the course. As much as possible, exhibit interest and enthusiasm in attending your sessions so you can make the most out of your time. Incurring more than three absences shall mean automatic withdrawal from the course. 3. The first 1 and 1/2 hours (inclusive of the grace period) of the session is dedicated to lecture-discussions and group circles in unpacking a needs-based approach to course facilitation. The remaining 1 and 1/2 hours is designed for the assessment tasks. Activities are negotiable (the minimum requirement given the course outcomes has still to be met) depending on what is more appropriate as deemed important by everyone. 10 4. Flexible learning activities shall also be provided where you can accomplish coursework online/offline. You shall be directed to useful links to optimize learning in the different modalities. 5. Plagiarism shall in way be tolerated in the course. When essentially needed, you all have to give credit to where it is due in scholarly writing. 6. More than the compliance of requirements, you are all enjoined to share your feedbacks so we can improve the facilitation of the course. Hence, everything we do as teachers is a work in progress. Consultation Period 7. Others as agreed upon by the class By appointment Prepared by: Approved: Christian Amiel E. Narciso Faculty Reference Code: To be accomplished by the Office of Curriculum Audit and Internal Evaluation Christian Amiel E. Narciso Chairperson Dr. Yolanda G. Gadon Dean Revision: To be accomplished by the Office of Curriculum Audit and Internal Evaluation 11