Republic of the Philippines

NORTHWESTERN MINDANAO STATE COLLEGE

OF SCIENCE AND TECHNOLOGY (NMSC)
Labuyo, Tangub City

Outcomes-Based Education Syllabus in Education 12

Social Dimension of Education
First Semester, S.Y. 2017-2018

VISION: NMSC: A place where Science and Technology Education and Research on Indigenous Resource Works.

MISSION:
NMSC will:
 produce creative , resourceful, innovative citizens of a borderless world;
 contribute significantly to the reservoir of knowledge in endemic resources and renewable energy in the local context;
 provide opportunities within everyone’s reach;
 be a paragon of a financially autonomous higher education institution; and,
 be an exemplar of good governance and transparency.

School of Teacher Education Goal: Equipped with pedagogical knowledge and skills, the teacher education’s main concern is the preparation of versatile
teachers who can scientifically and knowledgeably expose the Philippine regional customs and traditions.

School of Teacher Education Objectives:

Specifically, the teacher education programs are expected to produce teachers who are:
 Effective transmitters of organized knowledge;
 Active facilitators of analytical and critical thinking;
 Efficient promoters of learning;
 Great inspiration to learners to attain greater heights of human aspirations;
 Exemplar of professional and ethical values;
 Active participants in research and community extension services, entrepreneurship; and
 Promoter of educational practices for political, social, cultural, and historical advancement

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I. COURSE DESCRIPTION

The subject is a three-unit course of the new teacher education curriculum. This course is an introduction to social sciences theories and researches related to
education. It focuses on an understanding of the four pillars of education, which are fundamental to learners’ critical and logical decision-making as active members
of society and as global citizens. It also aims to enhance their critical understanding of the transformation in education, work, and culture brought about
globalization in order to respond to the same.

II. GENERAL OBJECTIVES

At the end of the term, the students should be able to:
1. discuss and analyze relevant social sciences theories and researches related to education;
2. appreciate and apply the basic assumptions made in social sciences studies in order to help learners make critical and logical decisions;
3. develop a realization of teachers’ role as active members in society and as a global citizens tasked with the duty of training responsible citizens;
4. develop an understanding of the relationship between or among individuals, the family, school and society by applying the five pillars of education;
5. make appropriate adjustments to address the needs of learners with different cultural backgrounds and characteristics; and
6. adjust to the various special and cultural changes reflecting education.

III. TIME ALLOTMENT: 54 hours

IV. CREDIT: 3 units

V. COURSE PLAN:
RESOURCE/ TIME
COURSE LEARNING OUTCOME INSTRUCTIONAL ASSESSMENT FRAM
CONTENT/TOPIC METHODOLOGY MATERIAL E
(Hrs.)
- NMSCST At the end of the unit students must have:
Vision 1. related their understanding of the Interactive lecturing
Mission and Vision, Mission of the institution to Discussions NMSCST Student
Outcomes personal challenge of generating Handbook Classroom 3 hrs
knowledge for social and intellectual recitations
capital development Question and
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 answer

1. Introduction to Social At the end of the unit, students must have:

Dimensions of 1. differentiated the various social
Education theories; Interactive lecturing Books; Handouts; Projector; Classroom
a. Consensus Theory 2. explained the relationship of the Discussions Speaker; Laptop; Internet presentations
vs. Conflict Theory various social theories- the conflict; Cooperative learning Sharing of opinions
b. Structural consensus, functionalism and structures Assignments 3hrs
Functionalist interactionist theories- and educational Group dynamics Quiz
Theory system; Role Play
c. Interactionist 3. discussed how the various social
Theory Symbolic theories affect the functions of school.
and Non-symbolic

2. Pillars of Education: At the end of the unit, students must have: Classroom
a. Learning to Know 1. identified the Five Pillars of Education; Books; Handouts; Projector; presentations
b. Learning to Do 2. created learning opportunities guided Interactive lecturing Speaker; Laptop; Internet Sharing of opinions
c. Learning to Live by the Five Pillars of Education; Discussions Assignments
Together 3. intensified the understanding of the 5 Cooperative learning Activities
d. Learning to be Pillars of Learning by giving examples; structures
e. Learning to 4. expressed the realization of the essence Role Play 6 hrs
Transform of the 5 Pillars through analyzing real Oration
life situations; Dialogue
5. related the 5 Pillars of leaning to the
practice of teaching
6. created an awareness of the solidarity
of mankind regardless of race, religion,
and culture
3.Intercultural At the end of the unit, students must have: Classroom
Communication 1. determined the relationship between Books; Handouts; Projector; presentations
Communication and the language and culture; Speaker; Laptop; Internet Assignment
Language 2. identified the characteristics and Interactive lecturing Quizzes
components of culture; Discussions Prelim examination
a. Area of language 3. explained how language distinguished Cooperative activities 6hrs
Relationship between man from animals; Learning

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Language and Culture 4. distinguished how cultured is Structures
b. Characteristics of transmitted; Pair Sharing
Culture 5. experienced cultural relativism amidst
c. Components of Culture diverse cultures.
1.Communication
component
2. Cognitive component
3. behavioral
component
4. Material Component
d. The Organizational of
Culture
e. Importance and
Factions of Culture

4. Cultural Changes At the end of the unit, students must have: Interactive lecturing Classroom
Affecting Education 1. distinguished the changes that culture Discussions Books; Handouts; Projector; presentations 6 hrs.
Multiculturalism Students undergoes; Cooperative learning Speaker; Laptop; Internet Sharing of opinions
subcultures Cultural 2. determined cultural changes that may structure
Dimensions of Learning, affect the educational system; Brainstorming
Teaching and Educational 3. created a Multicultural environment;
Process 4. Accepted the diverse characteristics and
need of learners.

5. Social Institutions and At the end of the Unit, Students must have: Interactive lecturing Classroom
its functions 1. identified and described the Discussions Books; Handouts; Projector; presentations
a. Family characteristics and functions of different Cooperative learning Speaker; Laptop; Internet Pair sharing
b. School social institutions; structures Quizzes 6 hrs
c. Religion 2. categorized the functions of each Discuss with a Midterm
d. Economic Institutions institutions; Partner
e. Government 3. discussed the relationship between
economy and education;
4. exhibited the interrelationship among the
social institutions.

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 6. Gender and At the end of the unit, students must have: Interactive lecturing Classroom
Development 1. differentiated Gender from sex; Discussions Books; Handouts; Projector; presentations
a. Gender Theories 2. explain the theories as basis of gender Cooperative learning Speaker; Laptop; Internet Assignments
b. Gender Stereotyping development; Structures Quizzes 6 hrs
c. Gender and Equality 3. comprehensively discussed the issues on Take Stand Project
d. Gender and Power gender and development; Diagrams
e. Gender and 4. explained the relationship between
Education gender and power.
5. created awareness on gender
development.
7. Peace Education At the end of the unit, students must have: Interactive learning Books; Handouts; Projector; Classroom
a. Holistic 1. defined the concept of Peace in a Discussions Speaker; Laptop; Internet presentations
Understanding of Peace Holistic way; Cooperative learning Assignments
b. Peaceable Teaching- 2. explained the contribution or importance structures Quizzes
Learning Process of peace education in the quest for Diagram Semi-Final
c. Peace Theme positive social change or transformation; Dialogue Final Exam 15 hrs
d. Upholding Human 3. identified and explain the key themes of Project
Dignity peace education;
e. Challenging Prejudice 4. discussed some of the most peaceable
and Building Tolerance teaching-learning approaches used in
f. Challenging the war peace education.
System
g. Sharing the Earth’s
Resources
h. Resolving and
Transforming Conflicts

VI. REFERENCES:

Vega,V., Prieto, N., and Carreon, M.(2009).Social Dimensions of Education. Lori Mar Publishing, Inc.
Aniceta Manuel-Ortinero (2011).Social Dimensions of Education. C & E Publishing, Inc.
`` WWW.YOUTUBE.COM
WWW.GOOGLE.COM

VII. GRADING SYSTEM

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 The grading system is cumulative, that is 50% from Preliminary and Midterm grade and 50% of the Semi-final and Final grade.

Computation Formula (In all Criteria)

50/PS x SS + 50 = SG Where: PS = Perfect Score

SS = Student Score SG – Student’s Grade

VIII. INSTRUCTOR’S CLASSROOM POLICY

 LATENESS. A student will be marked “late” if he/she enters the class 5 minutes after the indicated time. Any students who come to class 15 minutes after the
scheduled time or always late for two consecutive meeting shall be marked “absent”.
 MISSED WORK OR EXAM. Any student who missed to give class presentation, submit a work assignment, or to take a test should consult the concerned instructor
for immediate compliance.
 CHEATING AND PLAGIARISM. Any student who committed any form of academic dishonesty shall be given disciplinary action provided in the NMSCST
Student’s Handbook.
 USE OF TECHNOLOGY. Cell phones should be turned off while the sessions are in progress. Using laptops, notebook PCs. Smart phones, and tablets shall be
prohibited unless the instructor is aware of the purpose and permits student’s request.

COURSE REQUIREMENTS
 attend at least 80% of the class hours (i.e., at least 12 sessions)
 perform, submit individual/group assignments/projects
 give a presentation of topics assigned to him/her; and
 pass the major exams

Prepared by:

GLENN MARK C. RECAMADAS

Instructor 1

Noted:

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 MARILOU M. ABATAYO, Ph. D.
Dean, School of Teacher Education

Approved by:

WILSON C. NABUA, Ed. D.

Vice President for Academic Affairs

AFFIDAVIT

My signature below indicates that I have read and understand this syllabus and have been given a copy for my own keep.
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