1

MANUEL V. GALLEGO FOUNDATION COLLEGES

Teacher-Education Department
Cabanatuan City

COURSE PLAN FOR CPTE

Course Code : Educ. 225

Course Title : Principles of Teaching 1
Course Credit: 3 Units
Professor : Dr. Celia R. Castillon

Course Description (Enhanced Version): This course is designed to enable students to acquire and apply the knowledge and skills about the teaching-learning process, and
inculcate in them the MVGFCI’s vision, mission and core values and the critical role of being the second parents to their students. They will be exposed to different teaching-
learning principles and researches about classical, contemporary, and emerging instructional practices with the view of making them informed decision-makers and reflective
practitioners.
The course culminates with an individual teaching demonstration on any topic of interest using an outcomes-based lesson plan as a guide and scoring rubric(s) to
objectively assess learning output/performance.

Course Learning Outcome: Upon completion of the course, the student will be able to perform a 40-minute demonstration teaching using a well-designed lesson / topic plan
that is outcome-based, learner-centered and computer technology-integrated, with scaffolding of learning activities.

Course Objectives: At the end of the course, students are expected to:

1. discuss the different approaches to the 21st century education focusing on the constructivist approach, outcomes-based and learner-centered education, as well
as the different education theories and teaching-learning principles;
2. describe a well-managed instructional process focusing on the alignment of its major components such as learning outcome, learning objectives, assessment
process and instructional activities;
3. analyze the practical benefits of well-aligned components of instruction;
4. make an outcome-based, learner-centered and computer technology-integrated lesson plan on any chosen topic, following the prescribed format (good
for 45 minutes only); and
5. conduct a 45-minute teaching demonstration in class using the approved lesson plan as a guide.
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Unit, Topic Title Unit Learning Learning Objectives Assessment / Learning Activities / Learning Resources
and Week Outcome (LO) (LOB) Output Strategies
Allocation
Orientation (Day After completion The student must be Output 1: Professor/Students’  Copies of the following:
1) of the course, the able to: Portfolio of Activities / Strategies: -Course Module
 MVGFCI’s student will be  manifest in class / Accomplishmen -School’s Vision, Mission and Core
Vision, able to: school activities the t (for submission at Discussions/Sharing of Values
Mission, Core  put together all relevant aspects of the end of the term) Views:
Values the MVGFCI’s vision, Assessment -School’s vision, mission and  Faculty members (as interviewees)
 Course documentary mission, core values tool: Rubric core values who have been teaching in MVGFCI
Coverage, Criteria:
evidence of and, corporate  Completeness
-Standards set in the Course for at least 5 years
Outcomes, Objs. Module
Activities,
course video (80%)
Assessment of accomplishmen  meet the standards (All documentary
 MVGFCI’s Corporate Video
evidence – corrected
Performance, t to come-up set for the course. test paper, outputs,
Students’ Activities:
Grading System with a Portfolio assignments, reports,  Interviews with old-time
of etc. are kept intact) faculty members in MVGFCI
 Tagging (20%)
Accomplishme (Contents are
to know how they translate the
nt accurately and School’s vision, mission and
 make a neatly tagged or core values in their teaching
labelled)
Reflection
Paper on the Output 2:  Sharing to the whole class the
extent to which Reflection interview results for
the School Paper (for discussions
vision, submission at the end
mission, core of the term)
values and Assessment
course tool: Rubric
Criteria:
standards have  Depth of Reflection
been translated -Responsiveness to
into actions. Topic (25 pts.)
-Communication of
Ideas ( 25 pts.)
-Organization (20 pts.)
 Writing
Effectiveness
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-Control of Mechanics,
Sentence Structure,
Grammar, Spelling
(20 pts.)
-Format and Length
(10 pts.)
Unit 1 (Week 1-3) Books:
The Teaching Profession
Overview of the At the end of the The student must be Output 3: Students’ Activities: © 2015
21st Century unit, the student able to: Reflection Bilbao, Purita P. ,Ed. D.
Education in will be able to: Paper LOB 1 & 2: Corpuz, Brenda B. ,Ph.D.
Contrast to the 1. give an over view  Surfing the internet, reading Llagas, Avelina T. ,Ed. D.
Traditional  write a on the following: Assessment tool articles, selecting videos on Salandaan, Gloria G. ,Ph. D.
Education reflection  constructivist and criteria relevant topics (out of class
paper focusing on approach to (same as Output activity) Lorimar Publishing, Inc.
 Constructivist own experiences education, 2 above) Retrieved July 5, 2018
Approach to with the  outcomes-based  PowerPoint preparation (out
Education traditional and education and of class activity) and Becoming a 21st Century Educational
the 21st century  learner-centered presentation to class what Leader
 Outcomes-based educational approach; have been read/surfed/viewed ©2016
Llagas, Avelina T. ,Ed.D.
/ Competency- practices during for class discussion, with
based Education college or high 2. compare / contrast input / guidance from the Corpuz, Brenda B. ,Ph.D.
school days the traditional (old) professor Bilbao, Purita P., Ed.D.
 Learner-centered and the 21st century
Education education; and LOB 3: Lorimar Publishng, Inc.
Professor’s tasks: Retrieved July 5, 2018
 Paradigm Shift 3. write a reflection  Explaining to class the
in Education: Its paper focusing on Scoring Rubric/Criteria for Video clips:
Justification own experiences with the reflection paper 21st Century Education vs. 20th Century
the traditional and the assessment Education
21st century  Providing a sample and 21stEducator
educational practices some guidelines on reflection April 2009
during your college or paper writing https://www.youtube.com
high school days. /watch?v=HiD1UqLPrOg
Students’ Activities: Retrieved July 5,2018

 Writing the refection paper
(out of class activity)
 Individual presentation of the
reflection paper in PPT for
class and professor’s
evaluation
 Revising/improving and
producing a hard copy of the
reflection paper for
submission to the professor
for scoring purposes
4
21st Century Education vs. 20th Century
Education
AITSL
May 7,2012
http://www.youtube.com
/watch?v=nA1Aqp0sPQo
Retrieved July 5, 2018
Teaching and Learning Approaches:
Behaviorism, Cognitivism and Social
Constructivism
Contemporary Education
June 18, 2014
https://www.youtube.com/watch?v=gkzL
Az25KPI
Retrieved July 5, 2018
Web articles:
From lessons to structures – a
paradigm shift for 21st century
education
Dr. Kagan, Spencer
2004
http://www.kaganonline.com/free_article
s/dr_spencer_kagan/267/From-Lessons-
to-Structures-A-Paradigm-Shift-for-21st-
Century-Education
Retrieved July 5, 2018
The Premise of 21st Century Education
TeachThoughtStaff
June 17,2018
http://www.teachthought.com
/learning/21st-century-learning-is-not-a-
program/
Retrieved July 5,2018
 5

Outcomes-Based Education: Principles

and Possibilities
Dr. Killen, Roy
July 25,2000
http://drjj.uitm.edu.my
/DRJJ/CONFERENCE/UPSI/OBEKillen
.pdf
Retrieved July 5,2018

Learning Theories
2012
Kelly, James
http://thepeakperformancecenter.com/edu
cational-learning/learning/theories/
Retrieved July 5, 2018
Unit 2 (Week 4- At the end of the The student must be Output 4: An LOB 1: Books:
6) unit, the student able to: Essay or Class Students’ Activities: The Teaching Profession
will be able: Scenario  Surfing the internet, reading © 2015
Teaching- 1. discuss the articles, selecting videos on Bilbao, Purita P. ,Ed. D.
Learning Theories  write an essay different teaching- Assessment relevant topics (out of class Corpuz, Brenda B. ,Ph.D.
/ Principles detailing his / learning tool: Rubric activity) Llagas, Avelina T. ,Ed. D.
her learning theories/principles Salandaan, Gloria G. ,Ph. D.
Criteria:
 Multiple experiences with  Organization  PowerPoint preparation (out
Intelligence a previous 2. create (or recall) a (25%) of class activity) and Lorimar Publishing, Inc.
Theory and college classroom scenario  Correctness of presentation to class what Retrieved July 5, 2018
Facts (25%)
Types of instructor(s) who that manifests clear  Completeness
have been read/surfed/viewed
Learners applied (or did and effective use of (25%) for class discussion, with Becoming a 21st Century Educational
not apply) any of any of the teaching-  Mechanics/Gramm input / guidance from the Leader
 Teaching- the teaching- learning principles ar (25%)
professor ©2016
tackled in the course Llagas, Avelina T. ,Ed.D.
Learning Styles leaning
Theory principles (Note: Identify the topic and Corpuz, Brenda B. ,Ph.D.
the different teaching-
LOB 2 and 3:
tackled in the learning principles) Bilbao, Purita P., Ed.D.
 Teaching course. Professor’s tasks:
Principles 3. write an essay  Explaining to class the Lorimar Publishng, Inc.
or detailing his / her Scoring Rubric/Criteria for Retrieved July 5, 2018
 6

 Learning  create a class learning experiences essay /class scenario Video clip:
Principles scenario that with a previous assessment Multiple Intelligences
manifests clear college instructor  Providing / showing a sample MsHMcKnight
and effective who applied (or did of an essay / classroom November 14,2011
use of any of the not apply) some of scenario as a model
teaching- the teaching-leaning https://www
learning principles tackled in .youtube.com/watch?v=cf6lqfNTmaM
Students’ Activities:
principles the course. Retrieved July 5, 2018
tackled in the  Writing an essay / class
course (Note: Teaching Methods for Inspiring the
scenario (out of class
Identify the topic and Students of the Future
activity)
the different teaching- Ruhl, Joe @ TEDxLafayette
learning principles  Individual presentation of the May 27,2015
applied) essay/ class scenario in PPT https://www.youtube.com/watch?v=UCF
for class and professor’s g9bcW7Bk
evaluation Retrieved July 6, 2018
 Revising/improving and
producing a hard copy of the Web articles:
essay / class scenario for
Multiple Intelligences from
submission to the professor
for scoring purposes The Distance Learning Technology
Resource Guide
Lane, Carla
http://www.tecweb.org/styles/gardner.ht
ml
Retrieved July 6, 2018

Teaching Principles
Carnegie Mellon University (2016).
https://www.cmu.edu/teaching/principles
/teaching.html
Retrieved July 5, 2018

Seven Principles of Effective Teaching:

A Practical Lens for Evaluating
Online
Graham, C. et al.
 7

2001
http://technologysource.org
/article/seven_principles_of_effective_te
aching/
Retrieved July 5, 2018

Learning Principles
(2016)
Carnegie Mellon University. Teaching
principles.
https://www.cmu.edu/teaching/principles
/learning.htmlBook:
Retrieved July 6, 2018

Unit 3 (Week 7- At the end of the The student must be Output 5: One- LOB 1-5: Books:
13) unit, the student able to: page Essay Students’ Activities: The Teaching Profession
will be able: © 2015
Management of 1.distinguish learning Assessment  Surfing the internet, reading Bilbao, Purita P. ,Ed. D.
Instruction  write a one- outcome from tool: Rubric articles, selecting videos on Corpuz, Brenda B. ,Ph.D.
 Alignment of the page learning objective relevant topics (out of class Llagas, Avelina T. ,Ed. D.
Criteria:
Major essay justifying with some specific  Organization activity) Salandaan, Gloria G. ,Ph. D.
Components of very strongly the examples; (25%)
Instruction: importance of 2.explain the  Correctness of  PowerPoint preparation (out Lorimar Publishing, Inc.
Facts (25%)
*Learning Outcome alignment of the principles of class activity) and Retrieved July 6, 2018
 Completeness
*Learning major behind Bloom’s (25%) presentation to class what
Objectives components of Taxonomy of  Mechanics/Gramm have been read/surfed/viewed Becoming a 21st Century Educational
-Bloom’s Taxonomy of instruction learning objectives ar (25%)
for class discussion, with Leader
Learning Objs. discussed in with some examples input / guidance from the ©2016
*Assessments (Linked class. 3. name some ways/ professor Llagas, Avelina T. ,Ed.D.
w/ Assessment Course)
-Scoring Rubric tools used in Corpuz, Brenda B. ,Ph.D.
-Construction of Multiple assessing students’ LOB 6: Bilbao, Purita P., Ed.D.
and Essay Tests course performance Professor’s tasks:
*Instructional and the underlying  Explaining to class the Lorimar Publishing, Inc.
Activities (Linked w/ principles; Retrieved July 6, 2018
Facilitating Learning Scoring Rubric/Criteria for
Course) 4. discuss the the essay assessment
underlying principle/s
 8

-Selected Tchg. Strat. in the selection and  Providing / showing a sample Web Articles:
(Linked w/ Facilitating
Learning) organization of of an essay as a model Guidelines on Writing Learning
-Scaffolding of Activities course/ unit contents Outcomes
-Questioning Technique 5. analyze the value Students’ Activities: Anonymous
-Imptce. of Assignment
or Homework
and the motivational  Writing a one-page essay https://www.unimelb.edu.au/__data/asset
-Use. of computer tools/ effects of: (out of class activity) s/pdf_file/0009/773946/Guidelines_on_w
internet in teaching/ -proper scaffolding of  Individual presentation of the riting_learning_outcomes.pdf
learning (Linked w/ instructional Retrieved July 6, 2018
Prep. of Instructional
essay in PPT for class and
Materials) activities, professor’s evaluation
-right choice and use  Revising/improving and
of strategies, producing a hard copy of the CP-35-Beta-Aligning-Curriculum-
questions, assignment essay for submission to the Instruction-and-Assessment-for-
or homework, professor for scoring purposes Student-Achievement-2017
computer tools, etc. Anonymous
for effective/ efficient Retrieved July 6, 2018
instruction; and
6. write a one-page Literacy Leadership for Grades 5–12
essay justifying very by Rosemarye Taylor and Valerie
strongly the Doyle Collins
importance of 2003
alignment of the http://www.ascd.org/publications/books/
major components of 103022/chapters/Aligning-Curriculum,-
instruction discussed Instruction,-Learning-Tools,-and-
in class Assessment.aspx
Retrieved July 6, 2018

Sheila Pinchin
What is the Difference Between
Outcomes and Objectives?
February 2013
https://meds.queensu.ca/ugme-
blog/archives/383
Retrieved July 18,2018
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Effective questioning techniques

improve discussion
The UMC WebTeam
August 1,2008
http://www.speaking.pitt.
edu /instructor/questioning-
techniques.html
Retrieved July 6,2018
Powerpoint Presentation:

Janet Giesen
Teaching with the Revised Bloom’s
Taxonomy
Retrieved July 18,2018
Unit 4 (Week 14- At the end of the The student must be Output 6: LOB 1-2: Books:
17) unit, the student able to: Lesson Plan (on Students’ Activities:
will be able: any chosen The Teaching Profession
Lesson Plan 1. describe a well- topic)  Surfing the internet, reading © 2015
Preparation and  prepare a designed lesson plan; articles, selecting videos on Bilbao, Purita P. ,Ed. D.
Execution (Linked learner- 2. explain the Assessment relevant topics (out of class Corpuz, Brenda B. ,Ph.D.
w/ Prep. of Instructional centered, importance of a lesson tool: Rubric activity) and Llagas, Avelina T. ,Ed. D.
Materials)
computer-aided plan in teaching;
Criteria:
 PowerPoint preparation (out Salandaan, Gloria G. ,Ph. D.
lesson plan with 3. prepare a learner- Clarity of Outcome of class activity) and
Note: If professors
aligned centered, computer- (25%) presentation to class what Lorimar Publishing, Inc.
in other Alignment of Parts
outcome, aided lesson plan have been read/surfed/ Retrieved July 5, 2018
professional (25%)
objectives, with aligned Scaffolding of viewed for class discussion,
courses require the
assessment tool outcome, objectives, Activities (25%) with input / guidance from Becoming a 21st Century Educational
same final output Technology
and assessment tool and the professor. Leader
or performance, Integration (15%)
instructional instructional Language Accuracy ©2016
sharing could be
activities; and activities; and (10%) LOB 3-4: Llagas, Avelina T. ,Ed.D.
done.
4. execute the plan in  Preparing a learner-centered, Corpuz, Brenda B. ,Ph.D.
 execute the a Performance: computer-aided lesson plan Bilbao, Purita P., Ed.D.
plan in a simulated teaching- Plan Execution with aligned outcome,
simulated learning environment. (applying some of the objectives, assessment tool Lorimar Publishing, Inc.
teaching- teaching principles Retrieved July 5, 2018
tackled in the course)
and instructional activities
learning (out of class activity);

environment Assessment  PowerPoint preparation (out
. tool: Rubric of
Criteria: class activity) and presentation
Mastery (25%)
Execution of Planned of lesson plan to class for
Activities (25%) evaluation,
Pedagogical Treatment
of Technology (25%)
 Revising/improving and
Communication (15%) producing
Attainability (10%) a hard copy of the plan for
submission to the professor and
for demo purposes; and
 Executing the plan in a
simulated teaching-learning
environment.
Professor’s tasks:
 Explaining to class the
Scoring Rubric/ Criteria for
lesson plan and plan
execution ;
 Providing / showing a
sample of lesson plan;
 Showing an example of a
well-designed lesson plan as
a model;
 Showing a video clip on
leaner-centered instruction
as a model for plan
execution.
10
Videos:
Gregg Learning
How to Create a Lesson Plan
January 21,2016
https://www.youtube.com/watch?v=B81J
2GeeJEg
Retrieved July 6, 2018
Web articles:
Dr. Jaferi, Itfikhar
Learner Centered Planning and amp;
Instruction
https://www.slideshare.net/gceekech/lear
ner-centered-lesson-planning-amp-
instruction
Retrieved July 4, 2018
Anonymous
Teacher vs. Learner Centered Instruction
http://www.psychology.sunysb.edu/hwat
ers-
/psy327/slide%20sets/327Set12a_Teache
rInstruct.pdf
Retrieved July 4, 2018
Scheibe, Cindy; Rogow, Faith
The Teacher's Guide to media Literacy:
Critical Thinking in a Mutimedia World
https://eric.ed.gov/?id=ED525967
Retrieved July 4, 2018
Anonymous
Effective Lesson Planning, delivery
Techniques and Classroom Management
suggestions
 11

http://www.kean.edu/~tpc/Classroom%2
0Management/EFFECTIVE%20LESSO
N%20PLANNING%20&%20Classroom
%20Mgmt.htm
July 4, 2018

Syed Kamaruzaman Syed Ali

Teachers' Planning and Preparation for
Lesson Plan in the Implementation of
Form 4 Physical Education Curriculum
for the Physical Fitness Strand

https://www.researchgate.net/publication/
257924650_Teachers%27_Planning_and
_Preparation_for_Lesson_Plan_in_the_I
mplementation_of_Form_4_Physical_Ed
ucation_Curriculum_for_the_Physical_Fi
tness_Strand
Retrieved July 4,2018

Anonymous
Lesson Planning and Classroom Survival
http://www.tesol.org/docs/books/bk_mor
ethannative_325
Retrieved July 5, 2018

GRADING CRITERIA
Prelim Period
Outputs …………………… 35%
Prelim Exam ……………… 35%
Sharing/Report/Research…. 20%
Assignment/Attendance …. 10%
Total: 100%
Prepared by:
CELIA R. CASTILLON, Ed.D.
Professor
Mid-term
Outputs …………………… 35%
Prelim Exam ……………… 35%
Sharing/Report/Research…. 20%
Assignment/Attendance …. 10%
Total: 100%
Noted:
RUTH G. LUCIANO, PhD
Dean
12
Final Term
Outputs …………………… 35%
Prelim Exam ……………… 35%
Sharing/Report/Research…. 20%
Assignment/Attendance …. 10%
Total: 100%
Approved:
ROSALYN B. BILOG, MAN
VP for Academic Affairs