COURSE SYLLABUS
in
TLE-M 111
(Course Code)
EDUKASYONG PANTAHANAN AT PANGKABUHAYAN
(Descriptive Title)
st
1 Semester, A.Y. 2021-2022
Department/Area
Curriculum
Curricular Year
No. of Hours/Sem
Credit Unit(s)
Prerequisites
:
:
:
:
:
:
Teacher Education / Specialization
Bachelor of Elementary Education
First Year
54 Hours
3
None
Vision of the University
Mission of the University
RA 9744
:
:
Goals of the University
:
Core Values
Program Outcomes
:
:
A premier, multidisciplinary-technological university
The University shall primarily provide advanced professional and technical instruction for special purposes, advanced studies in
industrial trade, agriculture, fishery, forestry, aeronautics and land – based programs, arts and sciences, health sciences,
information technology and other relevant fields of study. It shall also undertake research and extension services and provide
progressive leadership in its areas of specialization.
The University shall produce scientifically and technologically oriented human capital equipped with appropriate knowledge, skills,
and attitudes. It shall likewise pursue relevant research strengthen linkages with the industry, community, and other institutions
and maintain sustainable technology for the preservation of the environment.
Commitment, Transparency, Unity, Patriotism, Integrity, Excellence, Spirituality (CTU PIES)
6.3 Specific to the Bachelor of Elementary Education program
a. Demonstrate in-depth understanding of the diversity of learners in various learning areas
b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK} of the different subject areas
c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
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The Beginning Teaching
Indicators
Course Description
:
Course Learning Outcomes
:
e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
f. Manifest a desire to continuously pursue personal and professional development
Domain 1: Content Knowledge and Pedagogy
1.1.1 Demonstrate content knowledge and its application within and/or across curriculum teaching areas.
Domain 2: Learning Environment
2.3.1 Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within the available physical learning environments.
Domain 4: Curriculum and Planning
4.3.1 Demonstrate knowledge in the implementation of relevant and responsive learning programs.
4.5.1 Show skills in the selection, development and use of a variety of teaching and learning resources including ICT, to address
learning goals.
Domain 5: Assessment and Reporting
5.1.1 Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative and summative assessment
strategies consistent with curriculum requirements.
Experiential in its approach, this course shall include pedagogical content and technological knowledge and skills in technology
and livelihood education necessary in teaching and learning in the elementary level. Selected topics in home economics, industrial
arts, agriculture, technology and livelihood education shall form parts of the course. Appropriate teaching and assessment
strategies, preparation of instructional materials and resources shall be the focus of this course.
At the end of the course, the pre-service teachers must have:
1. Demonstrate content knowledge and its application within and across technology and livelihood education through
requirements. (BTI 5.1.1) (POb) (POc)
Course Content:
2. research-based principles of teaching and learning; (BTI 1.1.1) (POa) (POb)
3. Demonstrate knowledge of managing classroom structure that engages learners within the available physical learning environments; (BTI 2.3.1) (POa)
4. Identify learning outcomes that are aligned with learning competencies in the selected topics;(BTI 4.3.1) (POc)
5. Select, develop and use varied teaching and learning resources in TLE; (BTI 4.5.1) (Pod) and
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6. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum
INTENDED LEARNING
OUTCOMES
(TIME ALLOCATION)
ASSESSMENT TASKS
TEACHINGLEARNING
ACTIVITIES
At the end of the lesson, the
Pre-Service Teachers (PSTs)
must:
(3 hours)
1. relate the Vision, Mission
and Goals of the College
and the University to the
course; and
2. construct
their
own
perspective on the relevant
relationship of the VMGO
to their degree program
and to their career and life
goals.
Reflective Journal (BTI
1.1.1) thru online/ offline
Rubrics for the Reflection
Paper/ Journal
Create house rules and
regulations
emphasizing
the
new
normal
&
netiquette.
● Teacher-facilitated
discussion
At the end of the lesson, the
Pre-Service Teachers (PSTs)
must:
(4 hours)
1. demonstrate
the basic
knowledge and skills in ICT,
Agriculture,
Home
Economics, and Industrial
Arts
toward
the
improvement of life skills,
family, and community. (BTI
1.1.1)(CLO 1)
Reflection Paper (BTI
1.1.1). Each pre-service
teacher will write a short
reflection paper on ideas
that they learned from the
teacher’s discussion and
from the activity.
● Lecture (may be ●
Key standards of
done
via
web EPP
conferencing) on the
a. ICT
definition and major
b. Agriculture
concepts
and
c. Home
competencies
in Economics
ICT,
Agriculture,
d. Industrial Arts
Home Economics,
and Industrial Arts
toward
the
improvement of life
skills, family, and
community.
Rubrics for the Reflection
Paper/ Journal
Online/ Offline Quiz (may
use Quizizz or Kahoot! and
other )
CONTENTS
CTU VMGO
● Socialized
Recitation via online
● Question &
Answer
● Video Review
Multimedia presentation
LEARNING
RESOURCES
● CTU Manual
● Student Handbook
● Guidelines in the
Implementation of
CTU Flexible Learning
Systems (FLS)
Online Platform/ Module
● K-12 Curriculum
Guide
● Reflection Paper
●
Slideshow
Presentation
● Modules from the
Work-text (Notes and
Activity Sheets)
REMARKS
Page 4 of 9
Recitation (BTI 1.1.1)
At the end of the lesson, the
Pre-Service Teachers (PSTs)
must:
(6 hours)
1.
explain the significance
of the learning theories
of Bruner and Gagne in
the
teaching-learning
process of the different
skills
in the EPP
subject. (BTI 1.1.1,
1.2.1) (CLO 1)
Class
Presentation/
Recitation.
Pre-service
teachers demonstrate their
knowledge
through
discussion of the different
curriculum foundations.
● Online/ Offline
Interactive Forum
on the impact of the
theories to EPP
Teaching
●
Contemporary
Learning
Theories/Psychologists
: Their Impact to EPP
Teaching
● Slideshow
Presentation
● Modules from the
Work-text (Notes and
Activity Sheets)
● Rubrics
●
Group
A. Jerome Bruner
Class discussion
(may and Discovery Learning
use Google Jam
B. Robert Gagne
Board or Padlet)
and Leaning Hierarchy
Online/ Offline Quiz (may
use Quizizz or Kahoot! and ● Pair Analysis on
other )
the applications of
Learning Theories in
DEpEd Lesson /
Class Exemplars
Rubrics for
Presentation
the
PRELIMINARY EXAMINATION (1 hour)
At the end of the lesson, the
Pre-Service Teachers (PSTs)
must:
(3 hours)
1. state the importance of
using a language best
understood by the pupils,
particularly in the EPP
subject (BTI 1.1.1, 1.6.1)
(CLO 2)
Reaction
1.1.1)
(BTI ● Lectures and
Interactive
Discussion
on
Rubrics for the Reflection using code switching
Paper/ Journal
in teaching EPP in
intermediate grades
Online/ Offline Quiz (may
use Quizizz or Kahoot! and ● Informal Debate
other )
At the end of the lesson, the Reflection
Pre-Service Teachers (PSTs) 1.1.1).
must:
Paper
Paper
● The Need of Teaching
EPP in the Elementary
Level
Using
a
combination of Mother
Tongue, Filipino and
English as Medium of
Instruction
(BTI ●
Pair
Share ● Latest studies and
Research
on trends in teaching EPP
current trends in
●
Slideshow
Presentation
● Modules from the
Work-text (Notes and
Activity Sheets)
● Rubrics
● Videos
● Slideshow
Presentation
Page 5 of 9
(9 hours)
Rubrics for the Reflection teaching EPP in the
1. explain the importance of Paper/ Journal
elementary level
developing the different
skills needed to improve
● Interactive Small
their quality of life (BTI
Group Discussion
1.1.1)(CLO 1)
with emphasis on the
following:
a. Consumerism
b. Hospitality
Management
c. Valuable Intrapersonal
Skills
d. Personality
Development
e. Decision Making
● Modules from the
Work-text (Notes and
Activity Sheets)
● Reflection Papers &
Rubrics
MIDTERM EXAMINATION (1 hour)
At the end of the lesson, the
Pre-Service Teachers (PSTs)
must:
(6 hours)
1. analyze
appropriate
method/approach
/technique
in
teaching
specific knowledge and skill
in teaching ICT, Agriculture,
Home Economics, and
Industrial Arts. (BTI 1.1.1,
2.3.1) (CLO 1 & 3)
Cooking Demonstration ●
Viewing
of
(BTI 2.3.1)
exemplar lessons
in the EPP subject
Buying
Basic using
different
Commodities (BTI 2.3.1)
approaches
via
cloud drive
Making a chair/dustpan
(BTI 2.3.1)
●
Interactive
Discussion
Modules
in
EPP
Paper/Article (BTI 1.1.1)
Reflection Paper on the
different Approaches(BTI
1.1.1)
● Approaches, Methods
and Techniques in
Teaching EPP for the
Elementary Level
a. Demonstration Method
b. Hands on Learning
c. Cooperative Learning
d. Project method
e. Instructional modules
f. Utilization of resource
persons and community
materials
g. Field trip/Home visits/
Community Work
● Slideshow
Presentation
● Modules from the
Work-text (Notes and
Activity Sheets)
● Lesson Exemplars
Rubrics
At the end of the lesson, the Online/ Offline Quiz (may ● Lectures and
Pre-Service Teachers (PSTs) use Quizizz or Kahoot!)
Interactive
must:
Discussion on the
(6 hours)
●
Authentic ● Slideshow
Assessment
& Presentation
Traditional Assessment
for Elementary Level
Page 6 of 9
1. differentiate the two kinds Reflective Analysis of different types of
of assessment used in EPP TOS
and
Assessment evaluation
(BTI 5.1.1) (CLO 6)
Tools (BTI 5.1.1)
● Examine sample
Rubrics
Assessment
Materials
from
Professional
Teachers
● Modules from the
Work-text (Notes and
Activity Sheets)
● DepEd Sample TOS
& TQs
SEMI-FINAL EXAMINATION (1 hour)
At the end of the lesson, the
Pre-Service Teachers (PSTs)
must:
(4 hours)
1. construct
lesson
plan
appropriate to the skill to be
developed. (BTI 1.1.1,
4.3.1, 4.5.1, 5.1.1) (CLO
1,4,5,6)
Making Sample Lesson
Plans for EPP (BTI 1.1.1,
4.3.1, 4.5.1, 5.1.1) (CLO
1,4,5,6)
●
Student
led ● Lesson Planning in
Workshop
on EPP for Elementary
Lesson
Planning Level
and
Output
Presentation (may
Online/ Offline Quiz (may be done via Google
use Quizizz or Kahoot!)
Classroom
and
Google Meet.)
● Slideshow
Presentation
● Modules from the
Work-text (Notes and
Activity Sheets)
● Lesson Plan (LP)
Samples/ Instructional
Plan (IP)/ Learning
Home Tasks (LHT)
●
Collaborative
Activities
At the end of the lesson, the
Pre-Service Teachers (PSTs)
must:
(3 hours)
1. create
instructional
materials suited to the
lesson to developed (BTI
4.5.1) (CLO 5)
Instructional
Materials ● Gallery Walk and
Making (BTI 4.5.1)
Interactive
Discussions (may
Online/ Offline Quiz (may be done via Google
use Quizizz or Kahoot!)
Classroom
and
Google Meet.)
●
Collaborative
Activities
● Preparation of
Instructional Materials
in EPP for Elementary
Level
● Slideshow
Presentation
● Instructional
Materials Samples
● Modules from the
Work-text
Page 7 of 9
At the end of the lesson, the
Pre-Service Teachers (PSTs)
must:
(6 hours)
1.
execute the steps in the
lesson plan properly.
(BTI 1.1.1, 1.6.1, 2.3.1,
4.5.1) (CLO 1,2,3,5)
Group
Demo-Lesson ●
Demonstration ● Implementation of the ● Lesson
Presentation (BTI 1.1.1, Lesson
Lesson Plan
Demonstration Rubric
1.6.1, 2.3.1, 4.5.1)
● Lesson Plan
●
Collaborative
● Instructional
Teaching Demonstration Learning Activity
Material
Rubrics
FINAL EXAMINATION (1 hour)
References:
Basbas, L. (2017) - Learning and Living in the 21st Century. Manila, Philippines, Rex Book Store Inc.
CTU Manual
Delafosse, S. (2011, October 24). Teaching in the 21st Century. Retrieved from https://www.youtube.com/watch?v=075aWDdZUIM
Enriqie et al. (1995) – Teaching the Elementary School Subjects. Manila, Philippines, Rex Book Store Inc.
Guidelines in the Implementation of CTU Flexible Learning Systems (FLS)
Hein, G. E. (1991). Constructivist learning theory. Retrieved August 16, 2016 from institute of inquiry
http://www.exploratorium.edu/education/ifi/constructivist-learnig
https://actrc.org/projects/understanding-best-practices-in-mtb-mle-in-the-philippines/
http://iafor.org/archives/journals/iafor-journal-of-language-learning/10.22492.ijll.1.1.04.pdf
https://seahipaj.org/journals-ci/mar-2016/IJILLAS/full/IJILLAS-M-2-2016.pdf
https://study.com/academy/lesson/consumerism-lesson-plan-for-elementary-school.html
https://www.culturalsurvival.org/news/mother-tongue-based-education-philippines
https://www.education.com/magazine/article/Kids-and-Consumerism/
https://www.up.edu.ph/teaching-in-mother-tongues/
k-12 Curriculum Guide https://www.deped.gov.ph/wp-content/uploads/2019/01/EPP-CG.pdf
k-12 EPP Curriculum Guide
Navarro, Rosita, et. al. (2013). Authentic Assessment of Student Learning Outcomes Assessment 2. 2nd Edition. Lorimar Publishing, Inc.
Rondilla, A.2017.Exploratory Home Economics and Livelihood Education.Manila: Adriana Publishing
Roxas, C. (2017) Enhancing Skill in HELE. Manila, Philippines, Brighthouse Publishing
Shekara et al. (2016) Farmers Handbook on Basic Agriculture. Desai Fruits & Vegetables Pvt. Ltd. Navsari, Gujarat India
Student Handbook
Varnum (2018) – Industrial Arts Design: A Textbook of Practical Methods for Students, Teachers, and Craftsmen. Forgotten Books
Page 8 of 9
Course Requirements:
1. End of course learning log (reflective journal); E-Portfolio / Compilation
2. Midterm and Final Examination
3. Instructional Materials
4. Demonstration Teaching
Evaluation Procedure: (Approved Grading System Applicable to the Course/Program)
Class Standing – 60 %
Quizzes – 30 %
Graded Oral Presentation – 20%
Project/Assignments/Final Reports-10 %
Term Examination – 40 %
Prepared by:
LESLIE ANN K. MONARES, MAVEd
Intructor III
Revision Date: SEPTEMBER 1, 2021
Submission Date: SEPTEMBER 3, 2021
Utilized by:
PRINCESS YVONNE D. REY, LPT
Page 9 of 9
Consultation
Hours
Contact
Details
:
:
0966-451-0768/leslieann.monares@ctu.edu.ph
Upon Recommendation of the Curriculum Committee
ZARMIE LIS R. BRIONES, Dev. Ed. D., Ph. D.
BEEd Focal Person, Tuburan Campus
MARICHOU L. CARREON, Dev. Ed. D.
SUZETTE T. ELLADORA, Ph. D.
BEEd Focal Person, Argao Campus
BEEd Focal Person, Argao Campus
Approved by:
CHRISTIE ANN JACA, Ph. D
University Director for Curriculum, Planning, and Development/Program Cluster Coordinator