SYLLABUS
UNIVERSITY OF SCIENCE & TECHNOLOGY OF SOUTHERN PHILIPPINES Course Title: Facilitating Learning
Oroquieta Campus
USTP Vision
A nationally-recognized S & T
University providing the vital link
between education & the economy.
USTP Mission
 Bring the world of work
(industry) into the actual
higher education training of
students.
 Offer entrepreneurs the
opportunity to maximize
their business potentials
through a gamut of services
from product
conceptualization to
commercialization.
 Contribute significantly to
the National Development
Goals of food security and
energy sufficiency through
technology solutions.
Course Code: EDUC40
Credits: 3
Semester/Year: 1st Semester, 2019-2020 Prerequisite(s):
Class Schedule: MTWTH 1:00-2:30; 2:30-4:00
Bldg/Rm no.: IT-202 Co-requisite(s):
Instructor: Maila C. Asim Consultation Schedule:
Email: asimmailacalimpong@gmail.com Bldg./Rm:
Mobile no.: 09974518835 Office Phone no./Local:
I. Course Description:
The course emphasizes contemporary theories and research on learning. As such, some of the traditional theories of learning will not
be addressed in detail. The exploration and discussion of these theories and research will focus on how these apply to the Philippines, regional,
local and personal experience. More importantly, the processing of the theories and research how teacher may use the various ideas to better
facilitate the learning processes among students.
Program Outcomes (PO)
II. Course Outcomes (CO)
a b c d e f g h i j k l
CO1: Create a physical and psychological environment that facilitates
learning for all kinds of learners 
CO2: Demonstrate understanding of learning and development
motivation theories and the 14 learner-centered psychological    
principles
CO3: Apply the various theories of learning and motivation to help
students become highly-motivated and self-directed learners          
CO4: Demonstrate learning skills that facilitate and maximize self-
directed learning.     

Program Educational Objectives:
PEO1: Highly motivated, qualified
and competent professional
educators, trainers, researchers,
entrepreneurs and experts in their
field of specialization who are
committed to excellence and
lifelong managers of their own
careers.
PEO2: Can communicate and
translate/transfer innovative and
creative ideas into practical and
concrete purposes; and
PEO3: Conduct research on
improving the teaching-learning
process and produce product
innovations and development for
commercialization.
Program Outcomes: The student
shall be able to demonstrate the
ability to:
a: Demonstrate and practice the
professional and ethical
requirements of the teaching
profession.
III. Course Outline:
Allotted
Course Outcomes (CO) Topic/s Teaching-Learning Activities Assessment Tasks/Tools
Time
At the end of the session, the students A.1. Self-Evaluation through
are expected to: answering a Study Habits
 Explain metacognition in their own Questionnaire
A.1. 5-minute Non-stop Writing
A. Metacognition A.2. Game planning on how to
words A.2. Discussion
improve study skills
3 hours  Apply metacognitive strategies in B.1 Brainstorm words pertaining
B. Learner-Centered B.1 By means of a PPT Presentation,
their own quest for learning as a to the title “LCP” and write down
Psychological Principles advocate the use of the 14 LCP in 5
novice or an expert learner phrases on why are these words
slides.
 Advocate the use of the 14 Learner- associated with the title
B.2. Discussion
Centered Psychological Principles
At the end of the session, the students
Discussion and Message Relay
1.5 hours are expected to: Review of Theories
Game Short Quiz
 Explain the salient concepts and Related to the Learners’
5-minute Non-stop writing
principles of the major Development
Individual Report
developmental theories
At the end of the session, the students
are expected to:
Short-video viewing
 Demonstrate a positive attitude
Written Activity (Refer to p.57 of
towards diversity as an enriching
1.5 hours Individual Differences Discussion Ref.Book #2 and #3 Assessment
element in the learning
Tasks
environment
Individual Report
 Come up with teaching strategies
that consider student diversity
At the end of the session, the students
are expected to:
Answer the Learning Style
 Plan learning activities that match
Learning/Thinking Styles Inventory Short Quiz and Assessment Task
2 hours learners’ learner/thinking styles and
and Multiple Intelligences Discussion #3 on page 69
multiple intelligences
Individual Report
At the end of the session, the students Learners with
Long Quiz
are expected to: Exceptionalities Film Viewing
b. Possess strong foundation of
Technology & Livelihood
Education-related activities.
c. Critical thinkers that takes a
holistic view of events or
phenomenon.
d. Develop competence in the face
of adverse circumstances
e. Possess internal drive that
activities behavior and guides
direction to learn achieve one’s
goal in life.
f. Demonstrates positive outlook in
life in expecting the best possible
outcomes at any endeavor the
graduate may undertake.
g. Actively engage in researches
and be able to present in any
academic for a recognized by CHED
and or/ published papers in
scientific/referred journals.
h. Competent, competitive, ethical
systematic TLE graduates who will
conduct research and community
extension for the improvement of
the quality of life.
i. Generate new ideas by
approaching problems or existing
practices in innovative or
imaginative ways.
j. Draw ideas from across discipline
and field of inquiry to reach a
 Demonstrate “people first” Discussion Written Test on Sentence
language when referring to Individual Report Revision
2 hours exceptional learners and advocate
for its use
At the end of the session, the students
are expected to:
 Explain the basic principles of Discussion and Written Short Quizzes
4.5 hours behaviorism Behaviorist Perspective Activity on p. 89 Assessment Tasks on p.90
 Determine how to use rewards in Individual Report
the learning process more Article Reading and Analysis
effectively
At the end of the unit, the students are
expected to:
Short Quizzes
 Describe the different gestalt Discussion
Assessment tasks on Facilitating
principles
Learning Book of the
12.5  Cite educational implications of the Individual Report
Cognitive Perspective corresponding modules
hours theory on information processing
Development of a graphic
 Make a simple lesson outline using Lesson Outlining
organizer
Gagne’s instruction events
Long Quiz
 Use advance graphic organizer for a
topic presentation
M I D - T E R M E X A M I N A T I O N
At the end of the unit, the students are
expected to:
Develop a simple plan on how to
 Explain how the spiral curriculum
teach using Bruner’s Principle
works
Discussion and Group
 Describe strategies to promote
activities Written Tasks on LO
14 hours knowledge construction Cognitive Processes
Individual Report Formulation; WICS Model-based
 Explain how transfer of learning
Pair Activity (Venn Diagram) Lesson Guide
occurs
 Formulate learning outcomes
Short Quizzes
reflecting the different levels of the
revised taxonomy
deeper understanding of the  Prepare a lesson guide that is based
situation/problem. in the WICS model
 Explain the Four Criteria of creativity
by Torrance
At the end of the unit, the students are
expected to:
 Distinguish between extrinsic and
intrinsic motivation Discussion and Group
activities
 Cite implications of various theories
Individual Report
to the facilitation of learning
Activity on Page 212
 State and explain two principles on
the social and cultural influences on Short Quizzes
11.5 Simulation on conducive
motivation Motivation
hours classroom climate (Triad
 Describe the classroom climate that 5-minute non-stop writing
Activity)
is conducive for learning by use of
simile or metaphor
Development of a Miniature
 Design a favourable physical Favorable Learning
learning environment Environment
 Cite ways to make assessment more
motivating for students

Class Observation
At the end of the unit, the students are
expected to: Revisiting the 14 Learner-
Discussion
1.5 hour  Describe how the 14 principles of centered Psychological Long Quiz
LCP are connected to each of the Principles
Filling in the matrix on Page
modules studied
279
F I N A L E X A M I N A T I O N

IV. Course Requirements:

1. Class attendance and participation policy:
(a) Regular attendance must be observed. (Refer to University Students Handbook on Class Attendance Guidelines & Policy)
(b) Collaborative learning & team effort is strictly imposed. Participation to every activity is required.
(d) Demonstration teaching as a general application of learnings from the course is required for everybody.
 2. Course Readings/Materials:

(a) Facilitating Learning: A Metacognitive Process by Maria Rita D. Lucas, Ph.D. and Brenda B. Corpuz, Ph.D.

3. Assignments, Assessment, and Evaluation

(a) Assignments should be submitted next meeting from the date given.

(b) Late Assignment will not be accepted without valid reason

(c) Project should be passed personally by the owner of the project.

(d) The university grading system. 70 % passing rate in quizzes, activities, projects & innovations, prelim, midterm
examinations, and Final Examination.

MIDTERM GRADE
MGA = [CPA (CPPS) + QA(QPS)] + (M)(MPS) + PIT (PITPS)
Where: CPPS = 10%, QPS = 40% , MPS = 30%, PTPS = 20%

FINAL GRADE
FGA = [CPA (CPPS) + QA (QPS)] + F (FPS) + PIT (PITPS)
Where: CPPS = 10%, QPS = 40%, FPS = 30%, PTPS = 20%
(F)Date and time of Final Exam

Prepared by: Recommending Approval:

MAILA C. ASIM DR. GLORIMER L. CLARIN

Instructor Chairman, Education Department

Approved:

MR. ARVIN E. NARVAZA

Academic Head