Republic of the Philippines

Lt. Jacob O. Meimban Memorial Foundation

Eastern Visayas College
Catarman, Northern Samar

Course outline in FLCT

(Facilitating learner centered teaching)

I. Course Code: FLCT

Course Title: Facilitating Learning centered
Credit Unit: 3 units
Schedule: MWF| 2-3p.m.
Instructor: Ellioliza P. Herrera
Email: [email protected] | [email protected]
Contact #: 09383954128

II. Vision: Eastern Visayas Central Colleges, Inc., in solidarity with its people, commits itself to the
constitutional mandate of educating the youth by giving knowledge about modern technology and skills
that will affect personal and social change and will achieve successful future.

III. Mission: The Eastern Visayas Central Colleges, Inc. envisions itself a center of academic
excellence established for the purpose of molding the mind of the Filipino youth dedicated to the
service of God, Country and humanity. An institution committed to render high quality education that
generates jobs in globally competitive skills.

In pursuit of this commitment, it aims to development students to be future of the

academe and be morally, socially and intellectually equipped with the needs of the time and be a good
example to the whole community of which s/he is living in. In the attainment of this mission, it binds
itself to the highest standard
of competences, integrity and dedication.

IV. Goals: To actualize its underlying philosophy of educational services,

Eastern Visayas Central Colleges, Inc. envisions the following goals:
1. Promotion of ultimate understanding between faith and reason leading to leading to
the application of knowledge about man, nature and God.
2. Integral formation of the society and the advancement of technology for global
competitiveness.
3. Development of well-rounded, professional expertise and knowledge in an atmosphere
of academic freedom.

4. Preservation, enrichment and propagation of Filipino cultural heritage based on principle

and values rooted upon a sense of and tradition.
5. Recognition of the vital role of the individual not only as citizen with total freedom protected
by law,
but also working for national development and promotion of universal good.

V. Number of hours: 3 hours every week for 18 weeks or 54 hours in a semester.

VI. Learning Outcome/ Objectives:

1. Utilize appropriate various sociocultural and historical materials in explaining current issues;
2. Organize communities towards self-reliance and self-sufficiency;
3. Demonstrate leadership skills that will help in teaching or training students who will empower
their communities;
4. Integrate local and global perspectives in teaching the principle of the common good;
5. Employ the principle of sustainable development in teaching and learning;
6. Show scholarship in research and further learning; and
7. Display the qualities of an innovative teacher who has mastery f the subject matter.
 VII. 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.

VIII. TIME FRAME

WEEKS Course Content / Subject Matter
1 Orientation
Introducing Facilitating Learner-centered teaching
2 Teaching and Learning Facilities
3 Mandates/legal bases
4 Fundamental principles: Physiological, Cognitive (Affective & Psychomotor), Emotional, Sociocultural
and etc.
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 (drivereduction 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);
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 citizens 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
help 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.
7 Various teaching-learning 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).
8 Models (one preferred model by the team/group for presentation – Learner – centered Teaching)
9 Presentation of the model (Learner-Centered Teaching)
10 Steps, processes and practices (the team should come-up the most preferred steps, process &
practices which is more convenient & easier to learn by the students)
11 Review of the Related Literature and Studies (RRLS) about the learner-centered teaching
12-17 Preparation on the Publishable Paper
1. Introduction
2. Methods
3. results and discussion
4. References

IX. COURSE CONTENTS:

Orientation (1 hour)
Preliminary Examination (13 hours)

PART I- Introducing Facilitating Learner-centered teaching

Chapter 1. Facilitating Learner Centered Teaching (7 hours)

- The Meaning and Importance
- What is Facilitating
- The work of a facilitator

Chapter 2. Teaching and Learning Facilities (7 hours)

- Classroom infrastructure
- Class size
- Conduct of Classes
- The Library

Midterm Examination (14 hours)

Chapter 3- Mandates/legal bases (1 hour)

Chapter 4- Fundamental principles: (3 hours)

- Physiological
- Cognitive (Affective & Psychomotor)
- Emotional
- Sociocultural

PART II- Learner Centered Psychologist and Theorist

Chapter 5- Prominent Educational Psychologist & their Theories (4 hours)

- Sigmund Freud
- Erik Erikson
- Jean Piaget
- Lawrence Kohlberg
- Lev Vygotsky
- Urie Brofenbrenner
- John Bowlby
- Harry Harlow
- Raymond Cattell
- Clark L. Hull
- Ivan Pavlov
- John Broadus Watson
- Wilhelm Wundt
- Hermann Ebbinghause
- Edward B. Titchener

Chapter 6- Learner-centered advocates and advocacies (6 hours)

- Sophist - Protagoras, Gorgias, Antiphon, Prodicus, and
Thrasymachus
- Plato
- Aristotle
- Marcus Fabius Quintilianus-Quintilian
- Peter Abelard
- Martin Luther
- Francis Bacon
 - Thomas Hobbes
- John Amos Comenius
- John Locke
- Jean Jacques Rousseau
- Johann Heinrich Pestalozzi
- Wilhelm August Proebel
- John Dewey

Semi Final Examination (13 hours)

Chapter 7- Various teaching-learning delivery modes (7 hours)

- Centered on the learning style of the child: David Kolb theory of
learning style –
- 1. Concrete Experience
- 2. Reflective Observation of the New Experience
- 3. Abstract Conceptualization
- 4. Active Experimentation

Chapter 8- Models (one preferred model by the team/group for presentation – Learner –
centered Teaching) (6 hours)

PART III- Learner Centered Models

Final Examination (13 hours)

Chapter 9- Presentation of the model (Learner-Centered Teaching) (3 hours)

Chapter 10- Steps, processes and practices

(the team should come-up the most preferred steps, process &
practices which is more convenient & easier to learn by the students) (3 hours)

Chapter 11- Review of the Related Literature and Studies (RRLS) about the learner-
centered teaching (3 hours)

PART IV- Research Paper

Chapter 12- Preparation on the Publishable Paper (3 hours)

- 1. Introduction
- 2. Methods

X. 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.) Performance Output -------------------------------------------- 50%

(session outputs, group and individual presentation,
investigative report/docu film, hands-on activities)
Written Work ---------------------------------------------------- 25%
(quizzes, reflection papers, research papers,
article reviews, book review, portfolio)
Examinations ----------------------------------------------------- 25%
(midterm and final examinations) _______________
Total 100%
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.

Prepared by:

Ellioliza P. Herrera
Instructor

APPROVED:
DR. JACOBCHINO F. MEIMBAN, RN, MAN
Founder/President
 Lt. Jacob O. Meimban Memorial Foundation
Eastern Visayas College
Catarman, Northern Samar

Course Outline in SSC

(Teaching Social Studies in Elementary Grades)

I. Course Code: SSC

Course Title: Teaching Social Studies in Primary Grades
Credit Unit: 3 units
Schedule: TTH|2:30-4:00 p.m.
Instructor: Ellioliza P. Herrera
Email: [email protected] | [email protected]
Contact #: 09383954128

II. Vision: Eastern Visayas Central Colleges, Inc., in solidarity with its people, commits itself to the
constitutional mandate of educating the youth by giving knowledge about modern technology and skills
that will affect personal and social change and will achieve successful future.

III. Mission: The Eastern Visayas Central Colleges, Inc. envisions itself a center of academic
excellence established for the purpose of molding the mind of the Filipino youth dedicated to the
service of God, Country and humanity. An institution committed to render high quality education that
generates jobs in globally competitive skills.

In pursuit of this commitment, it aims to development students to be future of the academe and
be morally, socially and intellectually equipped with the needs of the time and be a good examples to
the whole
community of which s/he is living in. In the attainment of this mission, it binds itself to the highest
standard
of competences, integrity and dedication.

IV. Goals: To actualize its underlying philosophy of educational services,

Eastern Visayas Central Colleges, Inc. envisions the following goals:
1. Promotion of ultimate understanding between faith and reason leading to leading to
the application of knowledge about man, nature and God.
2. Integral formation of the society and the advancement of technology for global
competitiveness.
3. Development of well-rounded, professional expertise and knowledge in an atmosphere
of academic freedom.
4. Preservation, enrichment and propagation of Filipino cultural heritage based on principle
and values rooted upon a sense of and tradition.
5. Recognition of the vital role of the individual not only as citizen with total freedom protected
by law, but also working for national development and promotion of universal good.

V. Number of hours: 1 1/2 hours every week for 18 weeks or 54 hours in a semester.

VI. Learning Outcome/ Objectives:

At the end of this course, students should be able;
1.) Learn key concepts and ways of thinking to support social studies investigations (e.g., inquiry
and text based reasoning; accounts and significance; change, continuity, and chronological thinking;
perspective recognition; place and interaction between people and their environment; spatial reasoning;
values of American democracy; structure, function, & purposes of government; role of citizens; costs and
benefits; scarcity; producers & consumers; needs & wants; cause and consequence), and identify how to
integrate them into lessons.
2.) Elicit, listen to, notice and respond to students’ thinking, particularly how students process
written and visual texts and think about social studies content (HLP #5, 9). Attending and responding to
students’ thinking includes honoring students’ incoming knowledge, interests, experiences, and culture.
 3.) Find, select, and work with social studies resources to create representations of social studies
content that reflect the integrity of the disciplines (HLP #3, 13). Recognize the dominance of some
narratives and make choices to share silenced narratives to help students recognize multiple perspectives
as well as their own perspective reflected in social studies topics.
4.) Form and ask questions in discussion that engage students in the process of inquiry, make
their thinking visible, and extend their thinking (HLP#2, 4).
5.) Model key literacy and thinking practices for students so that the practices and your thinking
are visible to students learning them (HLP #1).
6.) Use backward design to plan investigations (a lesson and a sequence of lessons) that give
students the opportunity to engage in inquiry and the support to develop their social studies thinking,
reading, and writing practices (including defining learning goals, instructional sequencing, assessment,
differentiation based on learners’ needs and background) (HLP#10, 11, 13, 15).
7.) Enact and rehearse investigative lessons to support a specific learning goal and reflect on how
they might be improved

VII. Course Description: In this course we will work on developing your content knowledge for
teaching as well as your skills in enacting several high-leverage teaching practices. This course strives to
balance conceptual understandings and practical approaches. By the end of the semester, you should
emerge with a solid understanding of social studies content, literacy practices, learning, and teaching, as
well as concrete strategies for the classroom. In the complex endeavor that is teaching, your practical
experiences will augment your understandings; I hope both will guide your decision making
as a professional in the future.

TIME FRAME
WEEKS TOPICS
1 Orientation
1-3 Philippine History
4-8 Asian History
9-11 World History
12-14 Economics
15-17 1987 Constitution
17-18 Sociology and Anthropology
18-19 Geography

VIII. COURSE CONTENTS:

Orientation (1 hour)

Preliminary Examination (14 hours)

PART I- Philippine History

Chapter 1. Pre Colonial (7 hours)

- Influences of other Countries
- Customs and Practices
- Education; Ornaments; Arts; Social Class
- Marriage Customs; Government; Burial
- Religious Beliefs; Economic Life; Languages
Chapter 2. Spanish Period (7 hours)
- Europe’s interest to new lands
- Other Spanish expeditions
- Political Structures
- Residencia and Visita
- Changes under Spanish rule
- Educational
- Socio-cultural
- Reactions and uprising of Filipinos to the Spaniards
- Reasons for the failure of revolts
- Rise of Nationalism
- Propaganda Movement
- Great Reformist
- Failure of Reform Movement
- 1896 Revolution
- American Period
- Japanese Occupation
Midterm Examination (14 hours)

PART II- ASIAN HISTORY

Chapter 3- Asia: Its Geography and Civilization (2 hours)

- Southeast Asia
- Some environmental concept

Chapter 4- Asian Identity (4 hours)

- Evolution of Man
- Paleolithic Period; Neolithic Period
- Philosophies, Beliefs, Concepts
- Hinduism; Buddhism; Sinocentrism; Propriety; Judaism; Divine
Origin
- Characteristics of all Civilization
- The Tigris-Euphrates Civilization
- The Indus Civilization
- Southeast Asian Civilization
- Korean Civilization
Chapter 5- Transformation of Asia (4 hours)
- Colonization of Asia
- First Opium War
- Second Opium War
- British Imperialism in India
- Modernization and /westernization of Japan
- Rise of Nationalism in Japan
- Rise of Nationalism in China
- Rise of Nationalism in Southeast Asia
- Rise of Nationalism in West Asia
- World War II in Asia and in Pacific
- Cold war in Asia
- Religions in Asia

PART III- WORLD HISTORY (4 hours)

Chapter 6- The Egyptian Civilization
- The Greek Civilization;
- Roman Civilization
- Islamic Civilization
- African Civilization
- Central and South American Civilization
- Rise of National Monarchy
- Renaissance Period
- Scientific revolution; Age of Enlightenment
- American Revolution
- French Revolution
- Nationalism in Europe and its colonies
- First World War
- Second World War
- Cold War
Semi Final Examination (13 hours)

PART IV- ECONOMICS

Chapter 7- Foundation of Economics (5 hours)

- Divisions of Economics
- Fundamental Concept of Economics
- Philippines Economy from past to contemporary periods
- Scarcity and Shortage
- Foundations of Economics
- Elasticity of Demand
- Macroeconomics
- GNP Accounting; Inflation
- Fiscal policy
 - Classification of Taxes
- System of Taxation
- Functions of Money
- Elements of Philippine Economy
- Business Organization
- Foreign Trade
- Economic Growth and Development

PART V- 1987 PHILIPPINE CONSTITUTION (8 hours)

- Preamble
- Article 1; National Territory
- Article II; Declaration of Principles and State Policies
- Article III; Bill of Rights
- General Classification of Rights
- Classification of Constitutional Rights
- Right to Due Process of Law
- Instances of Suffrage
- Article IV; Citizenship
- Article v: Suffrage
- Article VI: The Legislative Department
Senate; House of Representative
- Article VII: Executive Department
- Article VIII: Judicial Department
- Article IX: Constitutional Commission
- Article X: Local Government
- Article XI: Accountability of Public Officers
- Article XIV: Education, Science and Technology, Arts, Culture
And Sport Education
- Article XV: The Family
- Article XVI: General Provisions
- Article XVII: Amendments of Revisions

Final Examination (13 hours)

PART VI- Sociology and Anthropology (7 hours)

- Sociology
- Pioneers of Sociology
- Culture; Components of Culture
- Different viewpoints/perspective on culture
- Symbolic uses of culture
- Causes of Cultural change
- Anthropology
- Types of Deviance
- Theories on Population growth and decline
- Patterns of Family Organization

PART VII- Geography (6 hours)

- Rank by Land and Population
- Seven Wonder List
- List of former names of present day countries
- List of well-known festivals
- List of city and municipality nicknames in the Philippines
- List of some countries and their capital

Reference:
Agoncillo, T.A. (1990) History of the Filipino People (8th ed.) Quezon City Philippines:
Garotech Publishing

Bustamante, E.D. (2013) , Sulyap sa Kasaysayan ng Pilipinas. Quezon City, Philippines st.,
Bernadette Publishing House Corporation

Dinio, R.P. & Estallo, D. B. (2010) Moving forward: Economics for high school students. Makati City,
Philippines: Don Bosco Press, Inc.
Grading System:

Performance Output --------------------------------------------50%

(session outputs, group and individual presentation,
investigative report/docu film, hands-on activities)
Written Work ----------------------------------------------------25%
(quizzes, reflection papers, research papers,
article reviews, book review, portfolio)
Examinations -----------------------------------------------------25%
(midterm and final examinations) _______________
Total 100

Prepared by:

Ellioliza P. Herrera
Instructor

APPROVED:
DR. JACOBCHINO F. MEIMBAN, RN, MAN
Founder/President
 Lt. Jacob O. Meimban Memorial Foundation
Eastern Visayas College
Catarman, Northern Samar

Course Outline in ARTS

(Teaching Arts in Elementary Grades)

I. Course Code: Arts

Course Title: Teaching Arts in Elementary Grades
Credit Unit: 3 units
Schedule: TTH|2:30-4:00 p.m.
Instructor: Ellioliza P. Herrera
Email: [email protected] | [email protected]
Contact #: 09383954128

II. Vision: Eastern Visayas Central Colleges, Inc., in solidarity with its people, commits itself to the
constitutional mandate of educating the youth by giving knowledge about modern technology and skills
that will affect personal and social change and will achieve successful future.

III. Mission: The Eastern Visayas Central Colleges, Inc. envisions itself a center of academic excellence
established for the purpose of molding the mind of the Filipino youth dedicated to the service of God,
Country and humanity. An institution committed to render high quality education that generates jobs in
globally competitive skills.

In pursuit of this commitment, it aims to development students to be future of the academe and
be morally, socially and intellectually equipped with the needs of the time and be a good example to the
whole
community of which s/he is living in. In the attainment of this mission, it binds itself to the highest
standard
of competences, integrity and dedication.

IV. Goals: To actualize its underlying philosophy of educational services,

Eastern Visayas Central Colleges, Inc. envisions the following goals:
1. Promotion of ultimate understanding between faith and reason leading to leading to
the application of knowledge about man, nature and God.
2. Integral formation of the society and the advancement of technology for global
competitiveness.
3. Development of well-rounded, professional expertise and knowledge in an atmosphere
of academic freedom.
4. Preservation, enrichment and propagation of Filipino cultural heritage based on principle
and values rooted upon a sense of and tradition.
5. Recognition of the vital role of the individual not only as citizen with total freedom protected
by law, but also working for national development and promotion of universal good.

V. Number of hours: 2 ½ hours every week for 18 weeks or 45 hours in a semester.

VI. Course Description:

This course deals with the educational foundations of Art as these apply to teaching and learning in the
elementary grades. Various teaching strategies and assessment appropriate for each area shall be given
emphasis in the courses.

VII. Course Learning Outcome:

1. Demonstrate in-depth understanding of the concept, elements and principles of arts in the
elementary grades.
2. Employ varied teaching strategies in teaching arts in the elementary level.
3. Design assessment tools in assessing learning arts in the elementary level.
VIII. Time Frame
WEEK TOPICS
1 Orientation
2-5 General Overview of Art
-Concept of art
-Definition
-Objectives of teaching art
-History
6-10 Elements of Arts
Principle of Arts
11-14 Teaching strategies in Teaching arts
15-18 Assessment in Art Education

IX. COURSE CONTENTS:

Orientation (1 hour)

Preliminary Examination (10 hours)

Chapter 1. Concept of Art (4 hours)

- Definition of Art
- Objectives of Teaching Art
- History of Art

Chapter 2. Elements of Art (5 hours)

- Line
- Shape
- Form
- Space
- Color
- Value
- Texture

Midterm Examination (4 hours)

Chapter 3- Principles of Art (4 hours)

- Balance
- Proportion
- Emphasis
- Variety
- Movement
- Rhythm
- Harmony

Semi final Examination (14 hours)

Chapter 4- Teaching Strategies in Teaching Arts (20 hours)

- Delivering Instruction
- Demonstrations and Whole Group Instruction
- Small group & one to one instruction
- Collaborative and Independent Learning
- Technology as a Teaching tool
- Physical Environment and Play
- Brainstorming
- Conference
- Cooperative Learning
- Discussion
- Experimenting
- Focused Exploration
- Free Exploration
- Graphic or Visual Organizer
 - Guided Activity
- Jigsaw
- Lateral Thinking
- Modelling

Final Examiniation (10 hours)

Chapter 5- Assessment in Art Education ( 11 hours)
- Rethinking Assessment
- Formative Assessment
- Summative Assessment
- Standards-Based Instruction

X. Grading System:

Performance Output --------------------------------------------50%

(session outputs, group and individual presentation,
investigative report/docu film, hands-on activities)
Written Work ----------------------------------------------------25%
(quizzes, reflection papers, research papers,
article reviews, book review, portfolio)
Examinations -----------------------------------------------------25%
(midterm and final examinations) _______________
Total 100

XI.REFERENCES:

Assessment. Retrieved online at

https://www.incredibleart.org/links/toolbox/assessment.html.

Corpuz, B. & salandana, G. ( 2015). Principles of teaching ( withTLE). Quezon City: Lorimar Publishing Inc.

Elements of art. Retrieved online at

http://www2.oberlin.edu/amam/asia/sculpture/documents/vocabulary.pdf.

Evans, J. (2001). How to teach art to children: Grades 1-6. California: Evan-Moor Educational Publishers.

K-12 Curriculum guide for the Arts. Retrieved online at

https://www.deped.gov.ph/wpcontent/uploads/2019/01/Arts-CG.pdf

McDonald, N. (2002). Developing arts-loving readers: top 10 quetions teachers are asking about
integrated arts education. Maryland: The Scarecrow Press.

Szekely, G. (2012). Art teaching (12th Ed.). New York: Routledge.

Prepared by:
Ellioliza P. Herrera
Instructor

APPROVED:
DR. JACOBCHINO F. MEIMBAN, RN, MAN
Founder/President
 Republic of the Philippines
Lt. Jacob O. Meimban Memorial Foundation
Eastern Visayas College
Catarman, Northern Samar
___________________________________________________________________________________________

Syllabus in BENLAC
(Building and Enhancing New Literacies)

Course Code: BENLAC

Course Title: Building and Enhancing New Literacies

Credit Unit: 3 units
Schedule: TTH|11-12 a.m.
Instructor: Ellioliza P. Herrera
Email: [email protected] | [email protected]
Contact #: 09383954128
Vision: Eastern Visayas Central Colleges, Inc., in solidarity with its people, commits
itself to the constitutionalmandate of educating the youth by giving knowledge
about modern technology and skills that will affect personal and social change
and will achieve successful future.
Mission: The Eastern Visayas Central Colleges, Inc. envisions itself a center of
academic excellence established for the purpose of molding the mind of the
Filipino youth dedicated to the service of God, Country and humanity. An
institution committed to render high quality education that generates jobs in
globally competitive skills.
In pursuit of this commitment, it aims to development students to be future of
the academe and be morally, socially and intellectually equipped with the
needs of the time and be a good examples to the whole community of which
s/he is living in. In the attainment of this mission, it binds itself to the highest
standard of competences, integrity and dedication.

Goals: To actualize its underlying philosophy of educational services,

Eastern Visayas Central Colleges, Inc. envisions the following goals:
1. Promotion of ultimate understanding between faith and reason
leading to leading to
the application of knowledge about man, nature and God.
2. Integral formation of the society and the advancement of technology
for global competitiveness.
3. Development of well-rounded, professional expertise and
knowledge in an atmosphere
of academic freedom.
4. Preservation, enrichment and propagation of Filipino cultural
heritage based on principle
and values rooted upon a sense of and tradition.
5. Recognition of the vital role of the individual not only as citizen
with total freedom protected by law, but also working for national
development and promotion of universal good.

Number of 3 hours every week for 18 weeks or 54 hours in a semester.

hours:
Learning At the end of this course, students should be able;
Outcome/
Objectives: 1. Utilize appropriate various sociocultural and historical materials in
explaining current issues;
2. Organize communities towards self-reliance and self-sufficiency;
3. Demonstrate leadership skills that will help in teaching or training
students who will empower their communities;
 4. Integrate local and global perspectives in teaching the principle of the
common good;
5. Employ the principle of sustainable development in teaching and
learning;
6. Show scholarship in research and further learning; and
7. Display the qualities of an innovative teacher who has mastery of the
subject matter

Course Objectives / Summative Details

Performance Indicators Assessment Task

After the discourses This course introduces the concepts of building and
1. a. Relate current events and activity to be enhancing new literacies in the 21st century as an evolving
with available historical done like the chalk- social phenomena and shared cultural practices across
data to help students talk, team activity, learning areas. The 21st century literacies shall include:
develop critical buzzing, interactive, (a) globalization and multi-cultural literacy;
perspectives towards discussion, (b) social literacy;
social studies; individual activity (c) media literacy,
and (d) financial literacy;
b. Draw the connections cooperative/collabor (e) cyber literacy/digital literacy;
between and among ative learning are (f) eco-literacy;
people, events and places utilized as a (g) arts and creativity literacy;
to analyze local and mechanism for the (h) Field based- interdisciplinary explorations; and
global social issues; teaching learning (i) other teaching strategies shall be used in this course.
processes, the When curriculum maker across orientation & discipline
2. a. Design community – IGNATIAN build and enhance new literacies in the 21st century they
based activities to help PEDAGOGY may contribute considerably the creation of the modern
learners achieve an (CEREA), “Think system of education. It may helped develop an impartial
integrated view of social Piece” and team and democratic attitude towards learners into integrated
development; presentation, personalities. As the curriculum maker by profession are
“deepening and “engineer “whose inclination to education and has a prime
b. organized student reflection are importance in addressing the future needs (physical) of the
clubs/activities for offered/provided in educational system as to the complexities increasing day by
community outreach support to the day so it is an effective way to cope up with them. Its role
project; and individual and team is central to know and deal about the problems related to
c. Conduct public gaps during the the learners such as the needed courses in fostering
assemblies to increase facilitation. classroom environment, about individual differences, to
social awareness. Assessment & identify children with special needs, tackling classroom
evaluation tool are problems, skills & interest in teaching, effective methods,
3. a. Train students to be provided within this influence of heredity & environment on the child, mental
involved in community- OBTLP health, procedure of curriculum making, guidance &
related activities; counselling, assessment & evaluation, maintaining positive
creative discipline, academic research, facilitating context,
b. Established linkages socialization and professional growth, changing attitude
with government and non- and innovative thinking. Thus, in the building and
government organizations enhancing new literacies across curriculum to teachers,
to promote public welfare. students, administrators and the community to meet the
needs of their mainstream counterpart. However, intelligent
4. a. Access information curriculum may help conflict management congenial in
from local and foreign social learning environment which results in effective
media about social issues learning and high academic achievement.
to enhance teaching; Thus, during the investigation made the eight motivating
factors for adult learners in higher education revealed that
b. distinguish truthful motivating factors on: 1)quality of instruction, quality of
from false presentation of curriculum, 2)relevance and pragmatism, 3)interactive
information from social classrooms and 4)effective management practices,
media. 5)progressive assessment and timely feedback, 6)self-
directedness, 7)conducive learning environment and
8)effective academic advising practices enhancing the will
5. a. Initiate advocacy
power of students in higher education towards effective
campaigns towards the
learning
attainment of sustainable
However, along with the IGNATIAN PEDAGOGY the
development goals;
following discourses will be tackled also: 1) Program of
Studies & Instructional Procedure, 2) Classroom
b. Organize initiatives for
Management & Assessment of the Academic Performance,
 stewardship of natural 3) Support for Effective Instruction & Academic
resources; Counseling and Co-Curricular Activities, 4) Mechanism for
c. Participate in activities Monitoring and Review of Curriculum & Graduation
that promote Requirements and a 5) Teacher as a researcher.
environmental
consciousness; and

TIME FRAME
WEEKS Course Content / Subject Matter
l Orientation
Introduction, Nature, concept & Origin – vision – mission – goals
Backgrounder (Building and Enhancing New Literacies Across Curriculum)
2 New Literacies and the Curriculum and Curriculum Development
3 Basic Curriculum Model
Traditional, Thematic, Programmed, Classical, and Technological
Support Program in the Building and Enhancing New Literacies Across Curriculum
4 Curriculum Process
5 Teacher and the Curriculum
6 Role of teacher in Curriculum development
7 Program of Studies & Instructional Procedure
8 Classroom Management & Assessment of the Academic Performance
9 Support for Effective Instruction & Academic Counseling and Co-Curricular Activities
10 Mechanism for Monitoring and Review of Curriculum & Graduation Requirements
11 A Teacher as a Researcher
The Role of the Teacher in the Building and Enhancing New Literacies Across Curriculum
Research Paper
12-17 Preparation on the Publishable Paper
1. Introduction
2. Methods
3. results and discussion
4. References

LEARNING PLAN
Desired Course Content/ Textbooks/ Teaching and Assessment Task Resource Time
Learning Subject Matter References Learning (ATs) Materials Table
Outcomes Activities
(DLO) (TLAs)
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deshare. discuss & explain (1) whole short size nter/
draw the Nature, concept net/mobile/vala Internet
the curriculum bondpaper – personal
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diagram to vision – mission – curriculum-its- vision – mission – writing
explain the goals meaning- goals - objectives
nature-and-
roadmap of scope
curriculum
developmen
t according
to their
HEIs
VMGs.
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allowing them
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to create/make a Curriculum and 7979/ members in a team Quiz & Exam connectivity
one (1) short Curriculum Curriculum- to make a collage
size bondpaper Development Concepts- paper & assign a
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curriculum and cyworldwide.org/ “New
curriculum .../new-literacies- literacies”arise
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development in from new
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locale about the https://simplyed include like text-
new ucate.me/ messaging,
technologies to .../the-meaning- blogging, social
include like and- networking,
text-messaging, importance-of- podcasting, and
blogging, social videomaking.
networking, curriculum- These digital
podcasting, and development technologies alter
videomaking. and extend our
communication
abilities, often
blending text,
sound, and
imagery. ... (They
change the
meaning of “text,”
as well.)
https://study.co Buzzing – let the team Let the team present & Computer/pri
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Week3
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identify and lesson/what-is-
and allow them to come-
CERAE format Internet
up the IGNATIAN
determine Literacies a-curriculum- connectivity
PEDAGOGY using the Quiz & Exam
the ‘ideal’ The five basic model.html Oxford English
Dictionary definition on,
curriculum types of “literacy.” (1) the ability

bestly suited curriculum are to read and write, and

(2) competence or
in the given Traditional, knowledge in a specified
area such as:
Thematic,
locale. 1) Computer Literacy -
Programmed, the ability to learn and
use computers and
Classical, and related technology;
Technological 2) Cultural Literacy - A
certain level of exposure
and familiarity with the
creative arts;
3) Game Literacy -
Diverse gaming
experience and the ability
to interpret games in
many contexts;
4) Media Literacy -
Interpreting all meaning
contained within media
messages;
5) Multiliteracies -
Communication fl uency
across cultures, societies,
and technological
modalities;
6) Multimedia Literacy
- Using multimedia tools
to
convey information
effectively
7) Network Literacy -
Navigating, interacting,
and discerning within
virtual and human
networks;
8) Social Literacy -
Thriving in diverse social
contexts, both online and
offl ine
9) Visual Literacy -
Drawing meaning from
visual depictions; also, to
create such imagery;
10) Web Literacy -
Handling content and
collaboration safely and
productively online
11) Information
Literacy - Locating,
interpreting, organizing,
and sharing information
appropriately;
12) New Literacies -
Online reading
comprehension and
learning skills social
adaptability;
13) Digital Literacy -
Working intelligently
with digital tools and data
Lists down New Literacies https://www.res Interactive – Individual “think Computer/pri Week4
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.
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are relevant to the
curriculum
processing… the
 21st century skills to
be develop are
critical thinking;
creativity;
collaboration;
communication;
Information literacy;
media literacy;
technology literacy;
flexibility; leadership;
Initiative; productivity
and social skills.
Allow them to select
the skills in
processing the
curriculum making.
Aware, Teacher and the https://www.res Discussion – the Submit individual
illustrate and earchgate.net/ .. teacher will explain Week 5-6
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output in 1 whole
role of a teacher Role of teacher le_of_ the teacher as: 1) short size bondpaper
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a person, It should be noted
teacher and a that the emphasis
professional. must be on the
Thomasite
exposition as a
person, teacher and
a professional.
Submit individual
CERAE “think
Piece” following
the IGNATIAN
PEDAGOGY(IP).
Explore, Program of https://www.jst Team activity – tell Submit team output Computer/pri Week7
discover and list or.org/ the student to come- nter/
– down
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program of Instructional iseesam.com/co team to submit a
connectivity
preferred specific
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particular /text/effective/p a repertoire to present
course rograms.pdf the output (IP). Let
(prospectus) the student work-out
and on the Program
instructional Studies (PS) they
procedure preferred. Why and
how they are going to
(OBTLP) by
accomplish this PS.
submitting the How do they do it?
student How do they crafted
respective the curriculum turn
specific into prospectus? Are
‘prospectus.’ there any
representation on the
different sector and
counterpart of the
school within the
community they
serve? What
instructional
procedure they most
preferred. Are they
employing
different/variety of
strategy/technique/
methods/ approaches?
What best practices
they’ve done in
enhancing new
literacies across
curriculum?
List down Classroom research.rs/wp- Individual activity Submit individual Computer/pri Week8
content/uploads – tell the student to nter/
best Management & /2017/06/2217- list down best
output Internet
practices in Assessment of 7337_v07_n01_ practices in the CM Quiz & Exam connectivity
CM & AAP the Academic p043.pdf & AAP in the
Performance https://www.ac observed and
ademia.edu/ known learning
.../the_impact_o experiences. Tell
f_classroom them to research the
_management_ required Quality
o... Standard (QS)
needed in a
conducive learning
environment. Allow
them to enumerate
 the needed facilities
in a conducive
Physical Plant (PP).
How do these
affects teaching and
learning? How do
these PP contribute
the assessment of
the academic
performance?
Allow them to be
ready on the
voluntary
‘presentation’ of
their output.
Make a collage Support for https://files.eric. Team activity - tell Submit team output Computer/pri Week9
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Effective /fulltext/EJ9461 come-up 7
Quiz & Exam Internet
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couseling & co- Co-Curricular .cgi?article= effective
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the picture on counseling and co-
their own curricular activities.
available Expected
activity. In case “diaroma” on the
pictorial are not pictorial are the
available, the supervision of
team may be instruction, the
able to utilize presence of
on “shared Outcomes-Based
experience” of Teaching Learning
the same Plan (OBTLP),
pictorial will visits to classes,
do. informal dialogues
with faculty and
students, evaluation
of tests, and
examinations (both
of questions and of
the manner of
correcting papers).
The faculty should
be encouraged to
join seminars and
educational
associations, and to
experiment where
feasible, with new
approaches in
teaching.
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whole short size
bondpaper &
submit with the
name of the leader
& member.
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mechanism for
Monitoring and read/5788/ monitoring and
Quiz & Exam Internet
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review of Curriculum & https://www.col having a checklist
curriculum by Graduation legesinstitutes.c instrument on
submitting the a/ curriculum review
IGNATIAN Requirements .../nacteprocedu and the graduation
PEDAGOGY re_curriculum requirements. Are
using the _development.p there regular
CERAE “think df monthly meeting
piece.” and weekly
management
conference? Are
there evidence that
shows on the
proactive
“management” after
identifying
available “data.”
Are there available
 multimedia
infrastructure that
enhances
communication
audit and other
relavant “data
mining” reservoir?
Submit a A Teacher as a https://www.ed Cooperative Submit team output Computer/pri Week11
utopia.org/ learning- tell the nter/
researchable Researcher .../reacher- student to gather Internet
title relevant researcher and collect data connectivity
to the -ultimate- using the RRLS. Quiz & Exam
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ization to do... the concept on
institutionali journals.sagepu institutionalization
zation b.com/doi/pdf/ and
10.1080/10862 internationalization
969509547891 of the school as
HEIs (Higher
Eduction
Institution). And,
explain the role of
the teacher as an
“angent” on
integration in the
classroom.
Thus, recruitment,
selection and hiring
of faculty members,
the minimum
requirements of the
Civil Service
Commission and
the school criteria/
standards are taken
into consideration.
It is a systematic
cooperative process
involving the
administration,
dean or department
heads, area chair,
HR director, and
faculty
representative.
Selection process is
focused on the
applicants’
educational
qualifications,
teaching
competencies,
character,
personality,
professional and
work experiences,
and health. While it
is true that research
is an important
vehicle in “data
mining” to be
utilize in the quality
instruction.
Read, write and Preparation on Collaborative Submit team output Computer/pri Weeks
submit research research – tell the nter/
the Publishable Quiz & Exam 12-17
publishable student to… each Internet
paper as Paper team composed of connectivity
prescribed in a 1. Introduction 7 members –
ring bound 2. Methods they’ve to assign
short size principal author and
bondpaper
3. Results and co-authors. They’re
(APA format- discussion required to submit
single space) 4. References the research output
one week before the
scheduled final
examination. The
paper is following
the APA format. It
is advise that the
minimum of 5pages
 to the maximum of
15pages ring-bound
research paper will
be submitted.

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 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 Grading System:
4. Modulated voice 20pts
5. Preparedness & mastery 20pts
TOTAL……………………. 100
1. 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%

Performance Output --------------------------------------------50%

(session outputs, group and individual presentation,
investigative report/docu film, hands-on activities)
Written Work ----------------------------------------------------25%
(quizzes, reflection papers, research papers,
article reviews, book review, portfolio)
Examinations --------------------------------------------------------------25%
(midterm and final examinations) ______________________
Total 100%

Prepared by:
Ellioliza P. Herrera
HS Principal

APPROVED:
DR. JACOBCHINO F. MEIMBAN, RN, MAN
Founder/President
 Republic of the Philippines
Lt. Jacob O. Meimban Memorial Foundation
Eastern Visayas College
Catarman, Northern Samar
___________________________________________________________________________________________

Course Outline in BENLAC

(Building and Enhancing New Literacies)

Course Code: BENLAC

Course Title: Building and Enhancing New Literacies

Credit Unit: 3 units
Schedule: TTH|11-12 a.m.
Instructor: Ellioliza P. Herrera
Email: [email protected] | [email protected]
Contact #: 09383954128
Vision: Eastern Visayas Central Colleges, Inc., in solidarity with its people, commits
itself to the constitutionalmandate of educating the youth by giving knowledge
about modern technology and skills that will affect personal and social change
and will achieve successful future.
Mission: The Eastern Visayas Central Colleges, Inc. envisions itself a center of
 academic excellence established for the purpose of molding the mind of the
Filipino youth dedicated to the service of God, Country and humanity. An
institution committed to render high quality education that generates jobs in
globally competitive skills.
In pursuit of this commitment, it aims to development students to be future of
the academe and be morally, socially and intellectually equipped with the
needs of the time and be a good examples to the whole community of which
s/he is living in. In the attainment of this mission, it binds itself to the highest
standard of competences, integrity and dedication.

Goals: To actualize its underlying philosophy of educational services,

Eastern Visayas Central Colleges, Inc. envisions the following goals:
1. Promotion of ultimate understanding between faith and reason
leading to leading to the application of knowledge about man, nature
and God.
2. Integral formation of the society and the advancement of technology
for global competitiveness.
3. Development of well-rounded, professional expertise and
knowledge in an atmosphere
of academic freedom.
4. Preservation, enrichment and propagation of Filipino cultural
heritage based on principle and values rooted upon a sense of and
tradition.
5. Recognition of the vital role of the individual not only as citizen
with total freedom protected by law, but also working for national
development and promotion of universal good.

Number of 3 hours every week for 18 weeks or 54 hours in a semester.

hours:
Learning At the end of this course, students should be able;
Outcome/
Objectives: 1. Utilize appropriate various sociocultural and historical materials in
explaining current issues;
2. Organize communities towards self-reliance and self-sufficiency;
3. Demonstrate leadership skills that will help in teaching or training
students who will empower their communities;
4. Integrate local and global perspectives in teaching the principle of the
common good;
5. Employ the principle of sustainable development in teaching and
learning;
6. Show scholarship in research and further learning; and
7. Display the qualities of an innovative teacher who has mastery of the
subject matter

Course Objectives / Performance Indicators

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. distinguish 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

TIME FRAME
WEEKS Course Content / Subject Matter
l Orientation
Introduction, Nature, concept & Origin – vision – mission – goals
Backgrounder (Building and Enhancing New Literacies Across Curriculum)
2 New Literacies and the Curriculum and Curriculum Development
3 Basic Curriculum Model
Traditional, Thematic, Programmed, Classical, and Technological
Support Program in the Building and Enhancing New Literacies Across Curriculum
4 Curriculum Process
5 Teacher and the Curriculum
6 Role of teacher in Curriculum development
7 Program of Studies & Instructional Procedure
8 Classroom Management & Assessment of the Academic Performance
9 Support for Effective Instruction & Academic Counseling and Co-Curricular Activities
10 Mechanism for Monitoring and Review of Curriculum & Graduation Requirements
11 A Teacher as a Researcher
The Role of the Teacher in the Building and Enhancing New Literacies Across Curriculum
Research Paper
12-17 Preparation on the Publishable Paper
1. Introduction
2. Methods
3. results and discussion
4. References

COURSE CONTENTS:

Orientation (1 hour)

Preliminary Examination (14 hours)

PART I- Introduction (3 hours)

- Vision – Mission – Goals
- Nature, concept & Origin
- Building and Enhancing New Literacies across Curriculum

PART II- New Literacies and the Curriculum and Curriculum Development (7 hours)

PART III- Basic Curriculum Model

- Traditional
-

- Thematic
- Programmed
- Classical
- Technological
- Support Program in the Building and Enhancing New Literacies
Across Curriculum

PART IV- Curriculum Process

Midterm Examination (13 hours)

PART V- Teacher and the Curriculum (4 hours)

PART VI- Role of teacher in Curriculum development (5 hours)

PART VII- Program of Studies & Instructional Procedure (5 hours)

Semi-final Examination (13 hours)

PART VIII- Classroom Management & Assessment of the Academic Performance (4 hours)

PART IX- Support for Effective Instruction (5 hours)

- Academic Counseling
- Co-Curricular Activities

PART X- Mechanism for Monitoring and Review of Curriculum & Graduation Requirements (5
hours)

Final Examination (14 hours)

PART X1- A Teacher as a Researcher (6 hours)

- The Role of the Teacher in the Building
- Enhancing New Literacies Across Curriculum
- Research Paper

PART XII- Preparation on the Publishable Paper (8 hours)

1. Introduction
2. Methods
3. Results and discussion
4. References

Grading System:

Performance Output --------------------------------------------50%

(session outputs, group and individual presentation,
investigative report/docu film, hands-on activities)
Written Work ----------------------------------------------------25%
(quizzes, reflection papers, research papers,
article reviews, book review, portfolio)
Examinations -----------------------------------------------------25%
(midterm and final examinations) _______________
Total 100%

Prepared by:
Ellioliza P. Herrera
HS Principal

APPROVED:
DR. JACOBCHINO F. MEIMBAN, RN, MAN
Founder/President