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MARIANO MARCOS STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION
Document Code
CTE-BSED-SYL-EDUC 146
Revision No.
Effectivity Date
1
Page 1 of 17
August 12, 2020
VISION OF THE
UNIVERSITY
A premier Philippine university by 2028.
MISSION OF THE
UNIVERSITY
To develop virtuous human capital and sustainable innovations in a knowledge-driven global economy.
CORE VALUES
Knowledge – Upholding knowledge as empowerment, we aim to develop intelligent individuals who can make informed decisions.
Inclusivity – We support and encourage diversity and collaboration, engaging in programs that promote growth and development for all sectors of society.
Professionalism – Reared in a merit-based environment, we commit ourselves to the highest standards of ethics and professionalism.
Spirituality and Social Responsibility – We are committed to providing holistic development that inculcates love and service to God, humanity and the environment.
INSTITUTIONAL
OUTCOMES
Anchored on the university’s Vision, Mission, and Core Values, the Mariano Marcos State University institutional learning outcomes are qualities that MMSU graduates
must possess.
MMSU graduates should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
GRADUATE ATTRIBUTES
Demonstrate adequate knowledge, skills, and attitudes to be effectively integrated into a knowledge-driven global economy;
Maintain a high degree of ethics, professionalism, discipline and accountability;
Communicate effectively and articulate ideas through various modalities and in diverse contexts;
Commit themselves to lifelong learning and personal development to achieve excellence;
Analyze problems and issues critically, and develop ideas and innovative solutions to respond to the needs of local, national and global communities;
Display spiritual values through respect for and service to God, humanity, and country;
Practice social and environmental responsibility;
Collaborate with and maintain harmonious relationships with others;
Respect multicultural diversity;
Engage in activities that promote growth and empowerment for all sectors of society;
Make informed, intelligent, fair and equitable decisions; and
Show appreciation for and contribute to the development and preservation of cultural heritage.
Anchored on the university’s Vision, Mission, and Core Values, MMSU graduates must be:
1.
2.
3.
4.
5.
globally competent;
professional;
effective communicator;
lifelong learner;
innovative;
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION
COLLEGE GOALS
Revision No.
Effectivity Date
1
Page 2 of 17
August 12, 2020
spiritual;
socially responsible;
collaborative;
respectful to diversity;
empowered;
critical thinker; and
culturally responsive
1.
2.
3.
4.
Provide quality professional preparation for teachers in the basic education levels.
Offer adequate instruction in the elementary, secondary, and collegiate levels.
Undertake research and extension on relevant areas to improve the quality of higher education in particular and the quality of life in general.
Conduct continuing education and training of teachers and allied clients through the various programs of the Center for Teaching Excellence and Graduate
Education Program.
Develop innovative materials for instruction and training.
The Bachelor of Secondary Education Graduates must
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
COURSE OUTCOMES
CTE-BSED-SYL-EDUC 146
6.
7.
8.
9.
10.
11.
12.
5.
PROGRAM OUTCOMES
Document Code
Demonstrate knowledge, skills, attitude, values and in-depth understanding of the diversity of learners in various learning areas for a
knowledge-driven global economy.
Manifest meaningful and comprehensive pedagogical content knowledge (PCK) on the different subject areas.
Utilize appropriate assessment and evaluation tools to measure learning outcomes.
Manifest excellent communication skills through various modalities, higher order thinking skills and appropriate use of technology in
various contexts to accelerate learning and teaching.
Demonstrate positive attitudes of a model teacher with high degree of ethical values, professionalism and accountability both as an
individual and professional development.
Manifest a desire to commit themselves to lifelong learning through personal and professional development.
Demonstrate the ability to analyze problems and issues critically, and develop ideas and innovate solutions to
Exhibit spiritual values through respect for and service to God, country and humanity.
Demonstrate social and environmental responsibility in and out of the school and in the community.
Practice collaboration and maintain harmonious relationships with others in the pursuit of academic excellence, research and
community development.
Create opportunities for the appreciation and preservation of cultural change.
At the end of the semester, the students must have:
[1] demonstrate understanding of the philosophical, historical, legal, socio-cultural and political factors that influence teaching and its
development as a profession;
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION
Document Code
CTE-BSED-SYL-EDUC 146
Revision No.
Effectivity Date
1
Page 3 of 17
August 12, 2020
[2] articulate a personal philosophy of teaching that is learner-centered;
[3] demonstrate understanding of existing laws and related jurisprudence governing professional ethics, professional rights, privileges, and
responsibilities;
[4] manifest dignity in the teaching profession through caring attitude, respect, and integrity in teaching;
[5] formulate a plan to realize professional development goals based on the Philippine Professional Standards for Teachers.
COURSE SYLLABUS
COURSE CODE
EDUC. 146
COURSE TITLE
The Teaching Profession
CREDIT UNITS
3
COURSE PREREQUISITE
None
COURSE DESCRIPTION
This course deals with the understanding of the roles of teacher as a person and as a professional within the context of national and global teachers’
standards, educational philosophies and legal bases. It includes knowledge of core values that uphold the dignity of the teaching profession,
discussion of the code of ethics for professional teachers, and awareness and understanding of existing laws and jurisprudence governing professional
rights privileges and responsibilities, and teachers’ roles in the society as transformative agents of change.
CONTENT OUTLINE AND TIMEFRAME
TIME FRAME
COURSE CONTENT /SUBJECT MATTER
6 hours
Unit 1 – Nature of Teaching and Teacher Roles
A. What is teaching?
B. The Roles of a Teacher
1. As a Person
2. As a Professional
3. As a Community Leader and Social Advocate
4. As a Model of Character
5. As an Expert
C. Challenges in Teaching
1. Multicultural classrooms
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION
12 hours
8 hours
12 hours
Document Code
CTE-BSED-SYL-EDUC 146
Revision No.
Effectivity Date
1
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2. Learner-centered teaching
3. Multi-grade classes
4. ICT integration
5. Brain-based education
6. Multiple intelligences
7. Children with special needs
D. UNESCO’s 4 Pillars of Education
UNIT II - Philosophy of Education and Personal Philosophy of Teaching
A. Philosophical Foundations of Education
1. Major Philosophies of Education
2. Other Educational Philosophies
B. Principles and Philosophy of Philippine Education
C. Personal Philosophy of Teaching
1.Importance of a personal philosophy of teaching
Unit 3 - Teacher as a Person in Society
A. Morality and the Foundational Moral Principle
B. Teachers as Persons of Good Moral Character
C.. Value Formation
1. Cognitive, affective and psychomotor dimensions
2. Training the Intellect and Will
3. Max Scheler’s Hierarchy of Values
D. Teaching as Vocation, Mission and Profession
MIDTERM EXAMINATION
Unit 4 – The Teacher as a Professional
A.The Professionalization of Teaching
1. Decree Professionalizing Teaching (PD 1006)
2. The Philippine Teachers’ Professionalization Act (RA 7836)
3. Amendments to certain Sections of R.A. 7836 (RA 9293)
B. Professional Ethics
1..Code of Conduct for Professional Teachers
1.1 The Preamble and Article I
1.2 Relationship with Secondary and Tertiary Stakeholders
1.3 Relationship with the Internal Stakeholders
1.4 His/Her Person, Profession and Business
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION
Document Code
CTE-BSED-SYL-EDUC 146
Revision No.
Effectivity Date
1
Page 5 of 17
August 12, 2020
C. Teachers’ Rights and Privileges of Teachers in the Philippines
1. 1987 Philippine Constitution
2. RA 4670 - The Magna Carta for Public School Teachers
3. House Bill 8384 – Expanded Magna Carta for Public School Teachers
4. Commonwealth Act No. 578
8 hours
6 hours
Unit 5 – Other Laws Relevant to the Teaching Profession
A. R.A. 6728 - Government Assistance to Students and Teachers in Private Education Act
B. R.A. 8545 - Expanded Government Assistance to Students and Teachers in Private Education Act
C. RA 7877 – Anti Sexual Harassment Act of 1995
D. RA 9262 – Anti Violence Against Women and their Children Act of 2004
E. RA 10157 – The Kindergarten Education Act
F. R.A. 10533 – Enhanced Basic Education Act of 2013
G. R.A. 10931 – Universal Access to Quality Tertiary Education Act
Unit 6 – Professionalism and Transformative Education
A. The 21st Century Teacher
1.. Ways of thinking
2. Ways of working
3. Tools for working
4. Skills for living in the world
B. Transformative Education
C. Qualifications Frameworks
1. ASEAN Qualifications Framework (AQRF)
2. Philippine Qualifications Framework (PQF)
D. The Philippine Professional Standards for Teachers (PPST)
1 Development and characteristics
2. Salient features and components
2.1.Career Stages
2.2 Domains
2.3 Strands
2.4 Indicators
FINAL EXAMINATION
LEARNING PLAN:
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION
Desired Learning Outcomes (DLO)
Course Content/
Subject Matter
Teaching and Learning Activities (TLAS)
At the end of the unit, the
students must have:
Unit 1 – Nature of Teaching and
Teacher Roles
Online (Asynchronous)
Modules
1. defined what teaching is;
2. described the various roles of a
teacher;
3. identified the different
challenges of teaching; and
4. differentiated UNESCO’s 4
Pillars of Teaching.
A. What is teaching?
B. The Roles of a Teacher
1. As a Person
2. As a Professional
3. As a Community Leader and Social
Advocate
4. As a Model of Character
5. As an Expert
C. Challenges in Teaching
1. Multicultural classrooms
2. ICT integration
3. Multiple intelligences
4. Children with special needs
D. UNESCO’s 4 Pillars of Education
Suggested Activities:
Document Code
CTE-BSED-SYL-EDUC 146
Revision No.
Effectivity Date
1
Page 6 of 17
August 12, 2020
Assessment Tasks (ATS)
Paper and pencil test
Written Outputs
Concept mapping on images or
symbols related to “professional
teacher”
Resource
Materials
Time
Table
Values Inferred
Online Module
Power Point
Presentation
Internet
Readings
MVLe/
Messenger/
G-mail
6 hours
Commitment
Competence
Credibility
Dedication
Dignity
Efficiency
Integrity
Leadership
Professionalism
Responsibility
Online Module
Power Point
Presentation
Internet
Readings
MVLe/
Messenger/
G-mail
12
hours
Accountability
Commitment
Devotion
Dignity
Excellence
Passion
Purpose
Result-oriented
Wisdom
Journal Writing on the definition of
teaching
An acrostic reflecting the various roles
of a teacher
Own Oath of Commitment for the
challenges of teaching
Reflective Writing on UNESCO’s 4
Pillars of Teaching
At the end of the unit, the
students must have:
1. discussed the philosophical
foundations of the present
educational system;
2. made connections between
philosophy, education and the
teaching profession; and
UNIT II - Philosophy of Education and
Personal Philosophy of
Teaching
A. Philosophical Foundations of
Education
1. Major Philosophies of Education
2. Other Educational Philosophies
B. Principles and Philosophy of
Philippine Education
Online (Asynchronous)
Modules
Pre-test/Post Test
Graphic Organizer
Suggested Activities:
Graphic Organizer on the major and
other educational philosophies.
Research work on other
educational philosophies
Situational analysin on the practiced
educational philosophies
Reflective Writing/
Situational Analysis
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION
3. formulated and expressed a
personal,
learner-centered
philosophy of teaching.
C. Personal Philosophy of Teaching
1.Importance of a personal
philosophy of teaching
Reflective Writing on own personal
philosophy of teaching
At the end of the unit, the
students must have:
Unit 3 – Teacher as a Person in Society
Online (Asynchronous)
Modules
A. Morality and the Foundational
Moral Principle
1. explained
between
mission;
the difference
vocation
and
2. manifest a caring attitude,
respect, integrity and dignity in
teaching
B. Teachers as Persons of Good Moral
Character
C. Value Formation
1. Cognitive, affective and
psychomotor dimensions
2. Training the Intellect and Will
3. Max Scheler’s Hierarchy of Values
4. Values Hierarchy
Document Code
CTE-BSED-SYL-EDUC 146
Revision No.
Effectivity Date
1
Page 7 of 17
August 12, 2020
Pre-test/Post Test
Suggested Activities:
Graphic Organizer on the meaning of
morality
Reflective Writing on morality, value
formation and teaching as vocation,
mission and profession.
Written and uploaded a
vlog manifesting the right
values and attitudes of a
teacher
Reflective Writing and
Research work on
teacher’s vocation,
mission and profession
Online Module
Power point
Presentation
Internet
Readings
MVLe/
Messenger/
G-mail
Youtube
8 hours
Respect
Integrity
Dignity
Commitment
Dedication
Online Module
Power point
Presentation
Internet
Readings
MVLe/
Messenger/
G-mail
12
hours
Accountability
Commitment
Dignity
D. Teaching as Vocation, Mission and
Profession
MIDTERM Examination – Face to Face ( 1 hour)
1 hour
At the end of the unit, the
students must have:
1.
discussed the various
laws governing teacher
rights, privileges, welfare
and responsibilities and
reflect on how they apply
in real life.
Unit 4 – The Teacher as a Professional
Pre-test/Post test
A. The Professionalization of Teaching
1. Decree Professionalizing Teaching
(PD 1006)
2. The Philippine Teachers’
Professionalization Act (RA 7836)
3. Amendments to certain Sections of
R.A. 7836 (RA 9293)
Online (Asynchronous)
Modules
B. Professional Ethics
1. Code of Conduct for Professional
Situational analysis on the rights and
privileges
Suggested Activities:
Graphic
Organizer
characteristics of a
teacher
Situational analysis/
case studies
on
the
professional
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION
Teachers
2. Code of Conduct for Public Officials
and Employees (RA 6713)
1.1 The Preamble and Article I
1.2 Relationship with Secondary
and Tertiary Stakeholders
1.3 Relationship with the Internal
Stakeholders
1.4 His/Her Person, Profession
and Business
Document Code
CTE-BSED-SYL-EDUC 146
Revision No.
Effectivity Date
1
Page 8 of 17
August 12, 2020
Reflective Writing on personal
experiences, observations or insights
on the implementation of laws
pertaining to the professionalization
of teachers.
C. Teachers’ Rights and Privileges of
Teachers in the Philippines
1. 1987 Philippine Constitution
2. RA 4670 - The Magna Carta for
Public School Teachers
3. House Bill 8384 – Expanded
Magna Carta for Public School
Teachers
4. Commonwealth Act No. 578
At the end of the unit, the
students must have:
1.
discussed the details and
provisions
of
laws
significant to the teaching
profession and how they
apply to the teaching
profession
Unit 5 – Other Laws Relevant to
the Teaching Profession
A. R.A. 6728 - Government
Assistance to Students and
Teachers in Private Education
Act
B. R.A. 8545 - Expanded
Government Assistance to
Students and Teachers in
Private Education Act
C. RA 7877 – Anti Sexual
Harassment Act of 1995
Facilitated discussion and socialized
recitation on laws relevant to teachers
and the teaching profession.
Pre-test/Post test
Group reporting or panel discussion
of the laws relevant to teachers and
the teaching profession.
Interview guide
Reflective Writing
Online Module
Power point
Presentation
Internet
Readings
MVLe/
Messenger/
G-mail
8 hours
Accountability
Commitment
Dignity
Visit the nearest police station and
conduct an interview on cases filed on
violence against women and children.
Invite a resource person/expert. A
resource person from the Gender and
Development office and from the
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION
D. RA 9262 – Anti Violence
Against Women and their
Children Act of 2004
E. RA 10157 – The Kindergarten
Education Act
F. R.A. 10533 – Enhanced Basic
Education Act of 2013
G. R.A. 10931 – Universal Access
to Quality Tertiary Education
Act
At the end of the unit, the
students must have:
1.
described the evolution
of competencies and
standards in response to
changing
societal
demands on the teaching
profession
B. Transformative Education
2.
set plans for personal
growth and professional
development based on
the
Philippine
Professional Standards
for Teachers (PPST).
C. Qualifications Frameworks
1. ASEAN Qualifications Framework
(AQRF)
2. Philippine Qualifications Framework
(PQF)
D. The Philippine Professional
Standards for Teachers (PPST)
1. Development and characteristics
2. Salient features and components
- Career Stages
- Domains
- Strands
- Indicators
CTE-BSED-SYL-EDUC 146
Revision No.
Effectivity Date
1
Page 9 of 17
August 12, 2020
Philippine National Police may be
invited to discuss on specific laws like
RA 7877, RA 9262 and RA 9710.
Unit 6 – Professionalism and
Transformative Education
A. The 21st Century Teacher
1. Ways of thinking
2. Ways of working
3. Tools for working
4. Skills for living in the world
Document Code
Pre-test/Post test
Online (Asynchronous)
Modules
Blog
Situational Analysis
Suggested Activities:
Worksheets
Think, pair and share. Think about of
the qualities of your favorite teacher.
Share to your classmate the influence
he/she gave in your life.
A blog on what should a 21st Century
Teacher possess
Pre-test/Post
test
Graphic Organizer
Reflective
Writing
Online Module
Power point
Presentation
Internet
Readings
MVLe/
Messenger/
G-mail
6 hours
Dedication
Commitment
Excellence
Passion
Purpose
Document
analysis
worksheets.
Facilitated analysis of the NCBTS and
D.O. 42, s. 2017-National Adoption
and Implementation of the Philippine
Professional Standards for Teachers.
Video presentation. The explainer
video on PPST may be downloaded
from
https://www.youtube.com/watch?v=
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION
Document Code
CTE-BSED-SYL-EDUC 146
Revision No.
Effectivity Date
1
Page 10 of 17
August 12, 2020
aA5cD474aIU&t=37s and presented to
the class.
A graphic organizer detailing the
information needed in Chapter 6
FINAL EXAMINATION – Face to face (1 hour)
TEXTBOOKS/ REFERENCES
Bauzon, Prisciliano T. (2012). Handbook in Legal Bases of Education 2e. National Book Store, Inc., Mandaluyong City, Philippines.
Bilbao, P.P. Corpuz, B.B., Llagas, A.T., & Salandanan, G.G. (2015). The Teaching Profession. Lorimar Publishing Inc., Quezon City, Philippines.
De Belen, Rustico T. (2011). Education Laws and Jurisprudence: A Developmental Perspective. C & E Publishing.
Duka, Cecilio D. (2009) The Law and the Teaching Profession in the Philippines. C & E Publishing Inc.
Pawilem, G.T. (2016). Teaching Profession: Passion and Mission. Rex Book Store., Sampalok, Manila.
Patangan, M. A. (2020, August 10). Retrieved from https://www.slideshare.net/mjpatangan/teaching-as-your-vocation-mission-and-professionPila, R.A., Quendangan, M.M., Doctolero, P.L. (2013). The Teaching Profession in the Philippines. Anvil Publishing
Nolledo, Jose N. (1995). The 1982 Education Act of the Philippines: Annotated. National Book Store, Inc. Mandaluyong City, Philippines.
Republic Act No. 6713 – Code of Conduct for Public Officials and Employees
CMO No. 52, s. 2007 – Addendum to CMO 30, s. 2004 (NCBTS)
DepEd Order No. 42, s. 2017 – National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST)
Teacher Education Council (2017). Philippine Professional Standards for Teachers. Teacher Education Council, Department of Education.
De Leon, Hector S. & De Leon, Hector Jr. M. (2014) Textbook on the Philippine Constitution, 17e. Rex Bookstore, Inc., Quezon City Philippines
Ornstein, Allan C. (2016). Foundation of education 13th ed, Cengage Learning
Ozmon, Howard. (2012). Philosophical Foundations of Education. Pearson.
Supplementary readings:
Beatty, J. E., Leigh, J. S. A., & Dean, K. L. (2008). Philosophy Rediscovered. Journal of Management Education, 33(1), 99–114.doi:10.1177/1052562907310557. Available online
at sci-hub.tw/10.1177/1052562907310557
Haave, N. 2014. Developing students’ learning philosophies. The Teaching Professor, 28(4): 1 & 4. Available online at https://www.facultyfocus.com/articles/philosophy-ofteaching/six-questions-wi
teaching-philosophy-focus/
Sample template for writing personal philosophy is available at :
http://www.qu.edu.qa/static_file/qu/offices%20and%20departments/OFID%20office/Documents/Online%20Training/19-An_example_template_of_teaching_philosophy.pdf
Brubacher, John S. (1978). Modern Philosophies of Education. New York: McGraw – Hill Book Co.
Holmes. (2015). Creative education handbook: Vol. 5. CLANRYE INTERNATIONAL.
Orteza, Evelina M. (2001). Philosophy of Education: A Collection of Essay. Rex Book Store, Inc.
Custodio, Lourdes J. (2003) Philosophy of Education and Values. UST Publishing House.
Tehie, Janice B. (2007). Historical foundations of education: Bridges from the ancient world to the present. Pearson/Merrill Prentice Hall Publications.
https://www.officialgazette.gov.ph
www.deped.gov.ph
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
SYLLABUS IN EDUC 146 – THE TEACHING PROFESSION
Document Code
CTE-BSED-SYL-EDUC 146
Revision No.
Effectivity Date
1
Page 11 of 17
August 12, 2020
https://lawphil.net
https://www.merriam-webster.com/dictionary
COURSE REQUIREMENTS
Major Exams
Summative quizzes
Per unit outputs as specified in the assessment
End of course learning log (reflective journal) and portfolio (compilation of outputs) from each unit
1.
COURSE POLICIES
2.
3.
4.
5.
PERFORMANCE STANDARD (ASSESSMENT CRITERIA)
Class Standing
Major Outputs
Midterm Examination
Final Examination
= 25%
= 30%
= 20%
= 25%
____
Total
100%
Students are required to read all assigned material prior to class and be prepared to discuss them and apply them to problem solving situations
presented in class.
In this course you are encouraged to discuss problems with your peers and to seek help from others in understanding the topic. Material submitted for
grading should be the synthesis of your own ideas and the input (lectures) you have received. Instances discovered of UNFAIR ADVANTAGE being
taken of any other individual or group will result in a loss of grade substance.
All academic work submitted by students, written or otherwise, is expected to be the result of their own independent thought and research. In cases
where students submit work professing to be their own, but uses the ideas, organization, wording or anything else from another source without the
appropriate acknowledgment, then the student(s) is/are guilty of plagiarism.
Students may discuss assignments among themselves or with a professor or tutor, but the actual work/report/result to be submitted should be done
completely solely by the student. In cases where a student's report or assignment involves research in outside sources or information, the student
must carefully acknowledge exactly what, where and how he/she has utilized the sources or information.
Cheating during examinations is a big no-no! Students caught cheating in any form will have their papers confiscated and will be sent out of the
examination room and not allowed to retake the exam anymore.
Make up policy: Students who are unavoidably absent from an examination (long exams or major exams) or recitation must submit an excuse letter
duly signed by any of his/her parents before he/she can take the missed examination. If the cause of the absence is illness, then the student must
present a medical certificate. Quizzes and exercises missed because of valid absences will be prorated.
CONSULTATION PERIOD
FACULTY-IN-CHARGE
PREPARED BY:
RECOMMEND APPROVAL:
IMELDA l. NAJORDA
& the EDUC 146 GROUP OF CTE
ROSABEL L. ACOSTA
Chair, Secondary Education Department
APPROVED:
ELIZA T. SAMSON
Dean
PRIMA FE R. FRANCO
Vice President for Academic Affairs
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
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