Course Title PEC 103

Subject Descriptions Facilitating Learner-Centered Teaching

CMO No. 75, s. 2017

Course Description This course explores the fundamental principles, processes and practices anchored on learner-centeredness and other education psychologist as these apply to facilitate various teaching-
learning delivery modes to enhance learning

Course Credits 3 units

Contact Hours/week 3 hours/week

Prerequisite Minor subjects

1. Apply appropriate various sociocultural and historical materials in explaining current issues;

2. Establish communities towards self-reliance and self-sufficiency;

3. Determine leadership skills that will help in teaching or training students who will empower their communities;
Course Outcomes /Program
4. Participate local and global perspectives in teaching the principle of the common good;
Outcomes
5. Employ the principle of sustainable development in teaching and learning;

6. Show scholarship in research and further learning; and

7. Exhibit the qualities of an innovative teacher who has mastery of the subject matter.

COLEGIO DE LOS BANOS

COLLEGE DEPARTMENT
A.Y. 2020-2021

B. OBJECTIVES
 Course Objectives / Performance Indicators CMO No. 75, s. 2017 Summative Assessment Task Details

1. a. Relate current events with available historical data to help students develop
critical perspectives towards social studies;
b. Draw the connections between and among people, events and places to
analyze local and global social issues;
2. a. Design community – based activities to help learners achieve an integrated
view of social development;
b. organized student clubs/activities for community outreach project; and
c. Conduct public assemblies to increase social awareness.
3. a. Train students to be involved in community-related
activities;
b. Established linkages with government and non-government organizations to
promote public welfare.
4. a. Access information from local and foreign media about social issues to
enhance teaching;
b. distinguishes truthful from false presentation of information from
social media.
5. a. Initiate advocacy campaigns towards the attainment of sustainable
development goals;
b. Organize initiatives for stewardship of natural resources;
c. Participate in activities that promote environmental consciousness; and
d. integrate the environmental principles in learning and teaching.
6. a. Participate in research to improve the teaching and learning of social studies;
and
b. Join seminars, trainings, workshops and related activities to improve the
teaching and learning of the social studies.
7. a. design innovative strategies that heighten student’s engagement in the social
studies classroom; and
b. Produce assessment materials to measure student’s performance
In the over-all assessment task student will submit the accumulated This course relate, draw, design, organized, conduct, train, establish, access, distinguish,
individual task through activity and assignment using the IGNATIAN initiate, organize, participate, integrate, explore and reproduce fundamental principles,
PEDAGOGY. It should be inserted in the Portfolio kit and content them. The processes and practices anchored on learner-centeredness and other educational psychologist
rubrics tool shall be design to measure the effectiveness and efficiency advocacy as these apply to facilitate various teaching-learning delivery modes to enhance
(accuracy) of the student work/activity. critical and reflective teaching- learning.
Thus, the following criteria must be measured in the rubric: While this OBTLP (Outcomes-Based Teaching Learning Plan) recognizes the individual
1. Content differences, it should cater the peculiarity of the individual so as to afford in helping the
2. Experience “weak” or the “slow” who is vulnerable of putting them behind. Thus, to “engaged” the
learner that NO ONE LEFT BEHIND after evaluating and assessing the most effective
3. Reflection
educational psychologist advocacy that would help the learner to be in the CENTER ON
4. Application/action THE EDUCATIVE PROCESSES/CREATION.
5. Evaluation
Allowing the student to read the assigned activity in the ww.com/ http / Url / html /
Major activity in the classroom encompasses on the Sigmund Freud (3 pdf / fb / twitter / emails / and other relative platform in the multimedia infrastructure that
component of Personality & 5 Psychosexual stage of dev); Erik Erikson (8 would help in facilitating the speedy services of learning. Thus, the student may be able to
stages of Psychosocial dev.) Jean Piaget (4 stages of Cognitive Dev); explore and discover that the human being is the ‘crown and the center of creation.’
Lawrence Kohlberg (3 stages & 6 substances on Moral Development); Lev
Vygotsky (Language & Zone Proximal Dev); Urie Brofenbrenner (Bio- The student may be able to discover that there are psychologists, philosophers,
ecological system). sociologist and other allied orientation and discipline in the field of education that treat the
“child” like a flower in the garden that need to nurture/culture and cultivated in order for
Midterm and Final Exam them to “bears flowers.”
Publishable Paper are also measured according to the following criteria:
1. Introduction;
2. Methods;
3. Results and Discussion;
4. Conclusions and Recommendations; and
5. References

C. COURSE OUTLINE AND TIMEFRAME

Week Course Content / Subject Matter
l Learner – Centered Foundation
 week1 Introducing Facilitating Learner-centered teaching
week 2 Teaching and Learning Facilities
week 3 Mandates/legal bases
week 4 Fundamental principles: Physiological, Cognitive (Affective & Psychomotor), Emotional, Sociocultural and etc.
11 Learner – Centered Psychologist and Theorist
week 5 Prominent Educational Psychologist & their Theories
Sigmund Freud (3 component of Personality, 5 Psychosexual stage of dev & id, the ego, the superego, psychosexual development, and the death instincts.); Erik Erikson (8 stages of Psychosocial dev.) Jean Piaget (4 stages of Cognitive Dev); Lawrence Kohlberg (3 stages & 6
substances on Moral Development); Lev Vygotsky (Sociolcultural, Zone Proximal Dev & guided practice); Urie Brofenbrenner (Bio-ecological system); John Bowlby (developing attachment theory on child care and parenting); Harry Harlow (contact & comfort-surrogate); Raymond
Cattell (factor analysis and multivariate analysis-16factor-model of personality); Clark L. Hull (drive- reduction theory – rigorous scientific method); Ivan Pavlov (classical conditioning); John Broadus Watson (Behavior); Wilhelm Wundt (structuralism & consciousness); Hermann
Ebbinghause (learning & forgetting); Edward B. Titchener (structuralism-breaking down human consciousness into the smallest possible elements);

week 6 Learner-centered advocates and advocacies

Sophist - Protagoras, Gorgias, Antiphon, Prodicus, and Thrasymachus (to be train in order to take care of himself); Plato (the individual must be trained by the state) Aristotle (training of good citizen is a state concern) Marcus Fabius Quintilianus-Quintilian (society revolved around
language, morals and education) Peter Abelard (language itself cannot determine the reality of things, but that physics must do so) Martin Luther (urges everyone must know how to read his bible and understands here own), Francis Bacon (accumulated knowledge of society, to the
young) Thomas Hobbes (the child should be trained in order to serve the state better), John Amos Comenius (the child starts from general and undefined manner and he follow the method of nature and let him observe, and thereby lead him to understand of things about him) John Locke
(education as a process of learning through experience with this outside world and working towards the realization of happiness. His ideal was a sound mind in a sound body), Jean Jacques Rousseau (he identifies himself in the society through the SOCIAL CONTRACT), Johann
Heinrich Pestalozzi (education should be a matter of building citdizens according to a socially accepted and determined pattern and following the inner pattern of the child) Johann Friedrich Herbart (the teacher determines the impression the child receives), Wilhelm August Proebel (he
founded the school of kindergarten , the garden of children. For him the school was operated like a garden. The teacher should
permit and helpt the children to grow, just as the gardener helps the flowers to grow) John Dewey (the center of education should be the individual child. Thus, this would lead to the child-centered school.

week 7 Various teaching-lerning delivery modes

Centered on the learning style of the child: David Kolb theory of learning style - 1. Concrete Experience - (a new experience or situation is encountered, or a reinterpretation of existing experience).2. Reflective Observation of the New Experience - (of particular importance are
any inconsistencies between experience and understanding). 3. Abstract Conceptualization (reflection gives rise to a new idea, or a modification of an
existing abstract concept the person has learned from their experience). 4. Active Experimentation (the learner applies their idea(s) to the world around them to see what happens).

week 8 Models (one preferred model by the team/group for presentation – Learner – centered Teaching)
lll Learner – Centered Models
week 9 Presentation of the model (Learner-Centered Teaching)
week 10 Steps, processes and practices (the team should come-up the most preferred steps,process & practices which is more convenient & easy to learn by the students)
week 11 Review of the Related Literature and Studies (RRLS) about the learner-centered teaching
lV Research Paper
Preparation on the Publishable Paper
Weeks
1. Introduction, 2. Methods 3.results and discussion 4. References
12-17

D. LEARNING PLAN

Desired Learning Course Content/ Textbooks/ Teaching and Learning Activities (TLAs) Assessment Task Resource Time
Outcomes (DLO) Subject Matter References (ATs) Materials Table
 Describe and point-out the
attributes and characteristics of a learner-
centered teaching learning using the
different views of the educational
psychologist and philosophers (ancient,
medieval & contemporary).
Explore the fundamental
principle, processes and practices about
the teaching learning delivery modes
by revisiting the physical facilities and
other support services.
Familiarizing and be oriented on
the legal bases
Introducing facilitating Learner-
centered teaching through their
personal vision & mission
Teaching Learning facilities
Mandates/legal bases
https://www.deped.gov.
ph/wp-content/
uploads/2017/08/DO
_s2017_042-1.pdf
CHED Memorandum
Order No. 52, s. 2007
and DepED Order No. 32, s.
2009
https://www.norwoodschool.
org/child-centered-education
https://www.education.
ie/en/Publications/.../Action- Plan-
for-Education-2017.pdf
https://www.sun.ac.za/.../
learning-teaching/.../A%20
Handbook%20for%20
Teaching%20...
CHED Memorandum Order No. 52, s.
2007 and DepED Order No. 32, s. 2009
Chalk Talk Activity. Computer Aided Instruction. Let the teacher facilitate within Computer/printer Week 1
10 minutes. Allow the student to revisit the RRLS in the multimedia infrastructure Submit Output /internet
being the netizen of the world and point-out attributes and characteristics that will connection/
help student to understand about being learner-centered teaching curriculum, student hard copy
and teacher by relating their personal vision and mission. Let the student discover and tell
the class what is learner-centered for him/her. Let them ponder. Who is the learner – Midterm and Final Exams
centered? Is it the teacher? Or the Student? Whom do you think is the learner-
centered? the subject? the curriculum? the student or the teacher? What elements of the
learning environment constituted “essential” and “greatest” in the making of the
“learner-centered” critical and reflective teaching – learning environment? Tell, the
individual student to make their own personal vision and mission & relate them being
“learner-centered.” Do this by writing (cursive) in a short size bond paper.
Collaborative and cooperative activity. Computer Aided Instruction. Let the Let the student observe and process Computer/printer Week 2
teacher facilitate within 10 minutes. Allow the student to conduct researches regarding their observation by allowing them to /internet
the essential elements of teaching and learning and let the team of seven (7) member submit a “think piece” paper according connection/
discover that teaching and learning are supported by experience and are authentic to the IGNATIAN PEDAGOGY hard copy
learning. Let them share/ discuss what delivery modes the team may prefer and why?. paradigm.
Write this in a cursive “form” in a short size bond paper by using the IGNATIAN
PEDAGOGY in a CERAE “think piece.” Midterm and Final Exams
Buzzing activity. Computer Aided Instruction. Let the teacher facilitate within 10 Let the team share/exchange of ideas Computer/printer Week 3
minutes. Let the team familiarize the provisions and other relative legal bases using the and opinion and process their critical /internet
SCRA, Phil Rep, Official Gazette, CMOs, RA, PD, EO, GO, LOI, etc…on having a analyses by allowing them to submit a connection/
learner-centered teaching… and allow them to process their team output using the “think piece” paper according to the hard copy
IGNATIAN PEDAGOGY. Can this be of great help? Why? How this being implemented IGNATIAN PEDAGOGY
and truly be the act of social and economic legislation? paradigm in a short size bond paper.
Midterm and Final Exams
Revisit through researches and classifying
them according to their relevance and
applicability regarding the
fundamental principle on the facilitating
learner- centered, curriculum, teacher and
students.
Enumerate, classify, and identify
educational psychologists advocacy
according to their genre and theme.
Select only one educational
psychologist which you think and
believed that his/her teaching advocacy
is relevant to time, space and circumstances
to the learner, teacher and school.
Read, review and summarize the
advocacies on learner- centered
curriculum, school and teacher.
Make / construct a delivery
mode on various teaching- learning
model that will help
learner not “left behind.”
Fundamental principles in
facilitating Learner- Centered
Teaching
Educational psychologist
of learner-centered teaching
and its contribution
Learner-centered advocates and
advocacies
Various teaching- learning
delivery modes
https://faculty.londondeanery.ac.
uk/...learning/...teaching/
Facilitating_learning_teachi...
https://www.scribd.com › Documents
› Personal Growth
https://www.very wellmind.com
/freuds-stages-of-psychosexual-
development-2795962
https://www.simply
psychology.org/pavlov.html
https://info.psu.edu.sa/.../ Erikson's%20Theory
%20 of%20Psychosocial% 20Developme
https://www.researchgate.
net/./265916960_the_piaget
_theory_of_cogniti.
https://www.newfoundations.com
/gallery/quintilian.html
https://www.iep.utm.edu/sophists/
https://www.iep.utm.edu/dewey/
https://www.simplypsychology.org
/learning-kolb.html
eLibrary and Research Inventiveness. Computer Aided Instruction. Let the Let the student select the most preferred /internet Week 4
teacher facilitate within 10 minutes. Let the student discover regarding the fundamental principle of teaching- connection/
fundamental principles about the facilitating learner-centered through RRLS and learning so as to prepare / make/ create a hard copy
evaluate them according to their preciseness and applicability of the adopted “think piece” paper tittle by the team in
principles. If possible the team may be able to “lift” and “craft” their potential a short size bond paper.
“researchable” “title” and research “problem.” Research ethics and Intellectual
Property Rights (IPR) are always emphasize for the purpose of “learned” behavior Use this paradigm to guide the team preferred
and “authenticity” of the “craft.” The “team “ are required to submit ten (10) researchable title.
barrowed statement from different IPR in support to the potential researchable title
submitted. Do this in a short size bond paper. Midterm and Final Exams
eLibrary and Computer Aided Instruction activity . Let the teacher Computer/printer Week5
facilitate within 10 minutes. Allow the team to read and review on Let the team be inform regarding the /internet
educational psychologist, philosophers and experts on the field RRLS by writing and rubric and how they were utilize/use as a connection/
listing down their theme and chronological perspective according to curriculum – tool for evaluation. hard copy
teacher – student centered teaching learning pedagogy. Let the team be aware that And, the following criteria to be
the “citation” on the barrowed statement be always on the priority (e.g. Gomez, rubricated are:
Frederick W. (2019). 1. No. of RRLS;
ABC on the Methods of Research. https://www.scribd.com/.../Dr- Alphabetically arranged
Frederick-W-Gomez-the-ABC-on-the-Methods-of- according to year of
Educ./accessed/8/12/2019. publication (SY2015 up);
The team are expected to write RRLS on the curriculum, teacher and student 2. Arranged them according to
using the IGNATIAN PEDAGOGY. theme:
2.1. Curriculum
2.2. Teacher
2.3. Students
Midterm and Final Exams
Forum: Computer Aided Instruction activity. Let the teacher facilitate Computer/printer Week 6
within 10 minutes. Organize the student into Team of seven (7) member and allow Submit output in a short size bond /internet
them to discuss the pros and cons on the trend and issues brought by the advocates paper. connection/
and advocacies on “learner-centered learning.” Contextualize the preferred barrowed hard copy
ideas into IGNATIAN PEDAGOGY using the CERAE “think piece.”
It is expected that the team chosen their repertoire (spoke person) in every
presented “think piece” for the “dialogue.”
Computer/printer Week 7
/internet
connection/
hard copy
Adopt a feasible and viable model Teaching-learning Models
on various teaching learning delivery
modes
Presentation of the model
(learner- centered)
Steps, processes and practices
Review of the related
literature and studies (RRLS) Teaching of the Great Philosopher
about the learner- centered
Preparation on the
Publishable Paper
1. Introduction
2. Methods
3. Results and
discussion
4. References
https://www.simplypsychology.org/lea Collaborative and cooperative activity. Computer Aided Instruction.
rning-kolb.html
https://www.newfoundations.com
/gallery/quintilian.html
https://www.deped.gov.
ph/wp-content/
uploads/2017/08/DO
_s2017_042-1.pdf
https://www.norwoodschool.
org/child-centered-education
Educational Psychology
https://www.scribd.com/
document/347586950/Teachers-
and-Principals-Clinical-
Instruction-Supervision-in-the-
Classroom
Submit output in an IMs Week 8
Let the teacher facilitate within 10 minutes. After the team of seven (7) member IGNATIAN PEDAGOGY using Power Point LED/
explore, collect and gather available RRLS they were able to conceptual the CERAE “think piece” It LCD
mapping the most preferred and applicable model for the child-centered should be done in a short size Computer/Internet
teaching presentation. Allow the team to select the best model chosen for bondpaper. Connection
their presentation. Format their “report” into the
IGNATIAN PEDAGOGY using the CERAE “think piece.” Mindterm and Final Exams
IMs Week 9
Mindterm and Final Exams Power Point LED/
LCD
Dialectic. Computer Aided Instruction. Let the teacher facilitate within Submit output in the form of the IMs Week
10 minutes. Let the team process the advocate and advocacies into practice IGNATIAN PEDAGOGY using the Power Point LED/ 10
regarding the RRLS on the previous “topics” and allow them to come-up their CERAE “think piece.” It should be LCD
own generalization. What best practices the team can recommend? Why this done in a short size bondpaper.
practice “must” be done? And, how we are going to implement?
Mindterm and Final Exams
Research Exploration. Let the teacher facilitate within 10 Computer/printer/ Week
minutes. Let the team do the surfing and utilize the intellectual Submit output Internet Connection 11
migration using the multimedia infrastructure. And, allow them to IMs
surf relevant RRLS that has significant bearing on the Power Point LED/
“Child/Leaarner-centered teaching.” Let them take note “potential Mindterm and Final Exams LCD
researchable title and RRLS” for future study to be made by the
team. The team is required to submit five (5) potential title in a
short size bondpaper.
Computer/printer/ Weeks
Research. Let the teacher facilitate within 10 minutes. Allow the Internet Connection 12-17
team member to be cooperative and collaborative within their own Submit output IMs
team and the teacher is open to consulation, coaching, mentoring Power Point LED/
and allied technique or strategy that the teacher can help the team. LCD
Final Exam
The team are expected to submit their ouput on a ring bounded
reseach paper, one (1) week before the final exam (5 – 15 or up to
25 pages approved for ring bounding).
E. Suggested Readings and References
3C Institute. (2015). Serious games. Retrieved from https://www.3cisd.com/what-we-do/serious-games.

Black, P. (2013). Formative and summative aspects of assessment: Theoretical and research foundations in the context of pedagogy. In McMillan, J.H. (Ed.), Sage handbook of research on classroom assessment, p. 167‒178. Los Angeles,
CA: Sage.

Black Girls Code: Imagine, Build, Create. (2013). Programs/events. Retrieved from http://www.blackgirlscode. com/program sevents.html.

Campos-Castillo, C., & Ewoodzie, K. (2014). Relational trustworthiness: How status affects intra-organizational inequality in job autonomy. Social Science Research, 44, 60-74.

Carver, John. (2015). 2020 Howard-Winn Admin Update. Retrieved from http://2020hwinnadminupdates. blogspot.com/2015/10/jcc-october-16-2015.html?_ sm_au_= iVVZSvStrsDP4TqR.
Ching, D., Santo, R., Hoadley, C., & Peppler, K. (2015). On-ramps, lane changes, detours and destinations: Building connected learning pathways in Hive NYC through brokering future learning opportunities. New
York, NY: Hive Research Lab.

Consortium for School Networking. CoSN’s 2015 annual E-rate and infrastructure survey. (2015). Retrieved from http://cosn.org/sites/default/files/pdf/CoSN_3rd_Annual_Survey_Oct15_FINALV2.pdf.

Culatta, R. (2015). Using Technology to Close Equity Gaps. YouTube. Retrieved September 21, 2015, from http://www.youtube. com/watch? v=6m-eMFz0iZI. The term “blended learning” has the meaning given
the term in Section 4102(1) of the ESEA, as amended by ESSA

Darling-Hammond, L., Wilhoit, G., & Pittenger, L. (2014). Accountability for college and career readiness: Developing a new paradigm. Education Policy Analysis Archives, 22(86), 1 Dahlberg, N. (2016).

Black Girls Code relaunching Saturday with gaming workshop. Retrieved from http://www.miamiherald.com/news/local/community/miami-dade/article85500752.html.

Erickson, L. (2013). Concept-based curriculum and instruction: Engaging the child’s mind. [Presentation at the ninth Annual Education Conference at the International School of Geneva, 2014.] Garcia, Antero,

ed., 2014. Teaching in the Connected Learning Classroom. Irvine, CA: Digital Media and Learning Research Hub.

Gomez, Frederick W. (2019). ABC on the Methods of Research. https://www.scribd.com/.../Dr-Frederick-W-Gomez-the-ABC-on-the-Methods-of-Educ./accessed/8/12/2019

Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic learning environments. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology
(pp. 401–412). New York, NY: Springer

Hirsh-Pasek, K., Zosh, J.M., Golinkoff, R.M., Gray, J.H., Robb, M.B., and Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest,
16, 3-34.

IAEB―International Education Advisory Board. (2013). Learning in the 21st century: Teaching today’s students on their terms.
<www.certiport.com/Portal/Common/DocumentLibrary/IEAB_Whitepaper040808.pdf>

Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K.…Watkins, C. S. (2013). Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub.

Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC horizon report: 2014 K-12 edition. Austin, TX: The New Media Consortium.

Kellman, P. J., & Massey, C. M. (2013) Perceptual learning, cognition, and expertise. In B. H. Ross (Ed.), The psychology of learning and motivation (Vol. 58, pp. 117-165). Amsterdam: Elsevier Inc. Meyer, A., Rose, D.
H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA: CAST Professional Publishing.
Mindset Works. (2012). The Experiences. Retrieved from https://www.mindsetworks.com/webnav/experiences. aspx.
Molnar, M., Culatta, Richard (2014). Five Ways Technology Can Close Equity Gaps. Education Week. Retrieved September 21, 2015, from
http://blogs.edweek.org/edweek/marketplacek12/2014/11/richard_culatta_five_ways_ technology_can_ close_equity_ gaps.html

Office of Educational Technology. (2015). Ed tech developer’s guide. Washington, DC: U.S. Department of Education. Retrieved from https://tech.ed.gov/developers-guide/.

Partnership for 21st Century Learning. (2013). Framework for 21st century learning. Retrieved from http://www.p21.org/our-work/p21-framework.

PBS LearningMedia. (2013). Teacher technology usage. Arlington, VA: PBS LearningMedia. Retrieved from http://www.edweek.org/media/teachertechusagesurveyresults.pdf

Pritchard, Allan (2017). Ways of Learning. Learning Theories for the Classroom. London: Routledge. .. focus on the learning style and its eflects changes in government policy and is closely related to new developments in
practice.

Purcell, K., Heaps, A., Buchanan, J., & Friedrich, L. (2013). How teachers are using technology at home and in their classrooms. Washington, DC: Pew Research Center’s Internet & American Life Project.

Reardon, C. (2015). More than toys—Gamer affirmative therapy. Social Work Today, 15(3), 10. Retrieved from http://www.socialworktoday.com/archive/051815p10.shtml.

Ribble, M. & Bailey, G.D. (2015). Digital Citizenship in Schools (3rd ed.). Eugene, Or.:International Society for Technology in Education. Sheninger, E. (2014). Digital leadership: Changing paradigms for changing
times. Thousand Oaks, CA: Corwin Press.
Singh M. & Qi J. (2013). 21st century international mindedness: An exploratory study of its conceptualisation and assessment. Sydney, Australia: Centre for Educational Research School of Education, University of
Western Sydney. <ibo.org/research/programmedevelopment/ programmedevstudies/literature/documents/SinghQiIBreport27JulyFINALVERSION.pdf>

The Joan Ganz Cooney Center. (2014). Family time with apps: A guide to using apps with your kids. Retrieved from http://www. joanganzcooney center.org/publication/family-time-with-apps/.

The Center for Innovative Research in Cyber Learning. (2014). NSF cyberlearning program. Retrieved from http://circlcenter.org/projects/nsf-cyber-projects/.

UNESCO―United Nations, Educational, Scientific and Cultural Organization. (2013). UNESCO principles on education for development beyond 2015. [Adapted from UNESCO Education Sector contribution to the
Quadrennial Programme Priorities for 2014‒2017 (37 C/5) – unpublished.]

U.S. Department of Education (2016). Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments. https://www2.ed.gov/policy/elsec/leg/essa/ guidanceuseseinvestment.pdf. U.S Department of
Education, Office of Elementary and Secondary Education (2016). Non-Regulatory Guidance: Student Support and Academic Enrichment Grants. https://www2.ed.gov/
policy/elsec/leg/essa/essassaegrantguid10212016.pdf.
F. COURSE REQUIREMENTS
 Publishable-Research Paper

G. GRADING SYSTEM

1. Community involvement activity:

◘ Individual visit on the Barangay Disaster Reduction Group (BDRG) and assess or evaluate their preparedness;
◘ Document domestically geographic incidence and recommend solution (pictorial / qualitative or quantitative research)
2. Course requirements:
◘ One Reaction Paper (CERAE) in every major exam (Prelim, Midterm & Semi-final) APA format; font size & style (TNR 12)
◘ One Journal Notes/option (Community Involvement) Major exam (Prelim, Midterm & Semi-Final) APA format; font size & style (TNR 12)
◘ Research Paper (to be submitted one week before the final exam. APA format…font size & style TNR 12)
◘ Assignments -2%
◘ Attendance - 3%
◘ Projects (individual and Group Paper) - 5%
◘ Online-Recitation (Asking & Answer Questions) -10%
◘ Quizzes (long & short) -40%
◘ Major Exams (periodical; P/M/SF/F) -40%
3. Formula of the Grading system:
Each total raw score must be converted into equivalent percentage by using the following formula: Period Exam =
1/3 of the grades
Class Standing (CS) = 2/3 of the grades
4. Formula:
Prelim Grade = CS X 2 + Prelim Exam
3
Midterm Grade = CS X 2 + Midterm Exam + Prelim Grade
3
Semi Final Grade = CS X 2 + Semi final Exam + Midterm Grade 3

2
Final Grade = CS X 2 + Final Exam + Semi final Grade
3/2

Rubric Measurement Guide on the IGNATIAN PEDAGOGY

1. General Rating on the submitted CERAE paper
1. Content 20pts
2. Experience 20pts
3. Reflection 20pts
4. Application 20pts
5. Evaluation 20pts
TOTAL.............. ……..100
2. General Rating on the submitted COLLAGE paper
1. Abstract 20pts
2. Theme (pics) 20pts
3. Neatness 20pts
4. Organize 20pts
5. Visualization 20pts
TOTAL.........................100
3. General Rating on the INDIVIDUAL & GROUP presentation
1. Punctuality 20pts
2. Content 20pts
3. Trend 20pts
4. Presentation 20pts
5. Activities/interaction 20pts
TOTAL.........................100
4. General Rating on the submitted drawing/demo paper
1. Manila paper size 20pts
2. 1 ½ to 2 inches letter size 20pts
3. Replica (image) to reality 20pts
4. Modulated voice 20pts
5. Preparedness & mastery 20pts
 TOTAL.....................................100

General Rating on the submitted Publishable Research Paper

A. Overall Quality of the paper Covers 40%
1. Clarity of objectives/problems 5%
2. Soundness of the theoretical/conceptual framework 13%
3. Appropriateness of Research Design/ Statistical Tool 12%
4. Coherence of findings, Conclusions and Recommendations 10%
B. Relevance and Significance of the Study 25%
C. Organization of the paper 20%
D. Novelty and Originality 15%

100%

5.Grading standards: 100%

Class Standing (CS):
◘ Assignments - 2%
◘ Attendance - 3%
◘ Projects (individual and Group Paper) - 5%
◘ Recitation (Asking & Answer Questions) -10%
◘ Quizzes (long & short) -40%
◘ Major Exams (periodical; P/M/SF/F) -40%

6.Formula of the Grading system:

Each total raw score must be converted into equivalent percentage by using the following formula:
Period Exam = 1/3 of the grades
 3. General Rating on the submitted drawing/demo paper
Manila paper size 20pts
1 ½ to 2 inches letter size 20pts
Replica (image) to reality 20pts
Modulated voice 20pts
Preparedness & mastery 20pts
TOTAL ………………………………100%
Class Standing (CS) = 2/3 of the grades
7. Formula:
Prelim Grade = CS X 2 + Prelim Exam
3
Midterm Grade = CS X 2 + Midterm Exam + Prelim Grade
3

2
Semi Final Grade = CS X 2 + Semi final Exam + Midterm Grade
3

2
Final Grade = CS X 2 + Final Exam + Semi final Grade
3

Rubric Measurement Guideline

1. General Rating on the submitted CERAE paper
1. Content 20pts
2. Experience 20pts
3. Reflection 20pts
4. Application 20pts
5. Evaluation 20pts
TOTAL.........................100

2. General Rating on the INDIVIDUAL & GROUP presentation

1. Punctuality 20pts
2. Content 20pts
3. Trend 20pts
4. Presentation 20pts
5. Activities/interaction 20pts
Total--------------------…1OO%

E. Overall Quality of the paper Covers 40%

5. Clarity of objectives/problems 5%
6. Soundness of the theoretical/conceptual framework 13%
7. Appropriateness of Research Design/ Statistical Tool 12%
8. Coherence of findings, Conclusions and Recommendations 10%
F. Relevance and Significance of the Study 25%
G. Organization of the paper 20%
H. Novelty and Originality 15%

100%
Qualitative and Descriptive Value of Grades
 Grade QPI Percentage Description
A 1.0 95-100 Excellent
A+ 1.5, 1.4, 1.3, 1.2, 1.1 90-94 Very Good
A- 2.0, 1.9, 1.8, 1.7, 1.6 85-89 Good
B+ 2.5, 2.4, 2.3, 2.2, 2.1 80-84 Satisfactory
B- 3.0, 2.9, 2.8, 2.7, 2.6 75-79 Fair
C 3.5, 3.4, 3.3, 3.2, 3.1 65-74 Failed

Descriptive equivalents of the letter marks are as follows:

A Excellent - The student demonstrates mastery of the subject; has exceptional knowledge of the field and complete facility in his application of its principles.
A+ Very Good - The students display broad general competence in the field; has facility in dealing with both major and minor areas of the subject.
A- Good - The student demonstrates a good understanding of the principles of the field; is able to integrate course material with knowledge acquired elsewhere in an average
manner.
B+ Satisfactory - The student has an average grasp of both major and minor principles and shows insight into relationships between topics.
B - Fair - The student shows understanding of the major topics of the field; is generally competent in the course skills.
C - Failed - The student demonstrates sufficient knowledge and skills to assure passing the next course in the sequence; shows minimal understanding of general principles.

Attendance policy:
◘ For the MWF classes allowable absences is only up to 7 absences
◘ For the TTH classes allowable absences is only up to 3 absences
◘ Class Hours Lost by Late registration are considered as absent.
PROFILE
Professor: Dr. RAINIEL VICTOR M. CRISOLOGO
College/Department: Education and Graduate Studies
Consultation Hours: MWF- 10-12AM TTH 1-5PM Sat: 8am – 4pm
Contact No. /Email: 09087201564/ drcrisologo.college@gmail.com