Republic of the Philippines

BILIRAN PROVINCE STATE UNIVERSITY- BILIRAN CAMPUS

GRADUATE SCHOOL
Naval, Biliran
Telefax No. (053)-500-9045
SUC LEVEL III-A
(Per DBM-CHED Joint Circular No. 1-B dated June 21, 20017)

DEPARTMENT OF TEACHER EDUCATION

Bachelor of Secondary Education
First Semester SY 2020- 2021

I. Course No. : Prof. Ed CAL

II. Course Title : The Child and Adolescent Learners and Learning Principles of Mathematics
III. Pre-requisite : None
IV. Co-requisite : None
V. Credit Units : 3 units
VI. Time Allotment : 3hrs/week, 54 hrs/semester

Prepared: Reviewed:

AINA P. GERVACIO ___________________ NANETA M. PANIT,Ed.D. GERLEAH C. PEÑAFLOR, Ed.D.

Associate Professor I DQMR, DTE Chairperson, MAEd Campus Director
Date: ____________ Date: _______________ Date: ____________ Date: ____________

Approved by:

ROSSINI B. ROMERO, Ph.D.

Vice President for Academic, Research and Innovation
Date: _____________
 BiPSU VISION

A state university leading in research and innovation for human empowerment and societal development.

BiPSU MISSION

To advance the university through innovative human resource, responsive research, sustainable production and demand – driven extension
services.

BiPSU CORE VALUES

Brilliance, Innovation, Progress, Service, & Utility

School of Teacher Education GOAL

1. To develop educators responsive to the educational needs of the Philippine society imbued with sincerity for service to bring about the holistic
development of the learners.
2. To develop teachers in basic education by providing advanced professional and academic training basically designed to harness the potentials and
capabilities of Biliranons and of the people of Northwestern Leyte.

VII. OUTCOMES
Institutional Program Outcomes Program Educational Objectives Course Outcomes
Outcomes
Leading in PO1: Demonstrate in-depth Hone prospective secondary school teachers I Demonstrate understanding of
Research and understanding of the diversity of with research, extension, and production the different theories related to
Innovation learners in various learning areas. capabilities and leadership qualities. the broad dimensions of child
Human . Produce professionally competent graduates I and adolescent development
Empowerment PO2. Facilitate learning using a by passing the Licensure Examination for and their application to each
wide range of teaching Teachers. particular developmental level
methodologies and delivery modes Develop potential secondary school teachers of the learners.
appropriate to specific learners and who are professionals, academically-
 their environments. competent, and effective propagators of Demonstrate knowledge of laws,
lifelong learners. policies, guidelines and
procedures that provide safe and
secure learning environments.

VIII. COURSE DESCRIPTION:

This course focuses on child and adolescent development with emphasis on current research and theory on biological, linguistic, cognitive,
social and emotional dimensions of development. Further, this includes factors that affect the progress of development of the learners and shall
include appropriate pedagogical principles applicable for each developmental level.

IX. LEARNING PLAN

Week Course Outcomes Learning Outcomes Topics Teaching and Assessment Learning Remarks
Learning Activities Tasks Resources
1 Demonstrate an 1. Relate the Course Overview Introduce the Write a reflection Institutional
understanding of the importance of the VMGO and let the in the attainment promotional
different theories course in achieving BiPSU Vision, students familiarize of the VMGO video/s,
related to the broad the vision and Mission, and internalize the Handouts,
dimensions of child mission of the Goals VMGO Reference
and adolescent University Materials
development and (CMO. 53.,s
their application to 2007)
each particular
developmental level
of the learners.

2 1. Familiarize the Syllabus orientation

learning
undertakings
contained in the
 syllabus
3 Basic Concepts and
Issues on Human
Development and
Development of Module
the Learners at
1. Define human Facilitated Books
Various Stages
development in own discussion using Infographic. The Online
words.  Human comparative study. student, references
Development: A comparative individually will Youtube
Meaning, discussion of the explain the basic
Concepts and definition and concepts related
Approaches characteristics of to child and
child and adolescent adolescent
learners coming learners’ deve-
from various lopment and
sources or growth using text
authorities. and graphic
presentation or
Picture analysis of infographic.The
learners in different output will be
developmental presented in class.
stages

4-7 Theories and

Development of
Learners at Various
Stages

1. Draw Freud’s Recollection of life Graphic organizer Module

implications of Psychoanalytic experiences Reflection paper Books
Freud’s theory to Theory Reflection Online
education references

Analysis of Video Module

 2. Conduct a simple Paiget’s Stages of scenarios showing presentation Books
Piagetian Task Cognitive how children of Reflection paper Online
interview with Development different ages think references
chldren and demonstrate
reasoning
Reflection

Use of Erik Reflection paper Module

Erikson’s stage Use of rubric for Books
3. Write a short story Erikson’s Psycho- Theory of the e-book Online
of life using Erikson’ social Theory of Development references
s stages as Development Questionnaire
framework E-book of one’s
story
Reflection

Moral dilemmas Reflection paper Module

Reflection Books
4. Cite how the Kohlberg’s Stages of Online
theory of moral Moral Development references
development can be
applied to work as
teacher.. Students will recall Reflection paper Module
how in the past they Books
5. Explain how Vygotsky’s Socio- themselves have Online
scaffolding is useful cultural Theory experienced references
in teaching a skill. scaffolding in
learning a new skill

Reflection
8 2. Take a research- Current Research and Surfing the internet Present Module
based position on the Pedagogical Research researches on Books
development Applications abstraction child and Online
 theories adolescent references
development

9 MIDTERM EXAMINATION

10-17 Demonstrate At the end of the unit, Safety and Security in Advanced Written narrative. Resource per-
knowledge of laws, the student can: the Learning reading/research. son
policies, guidelines Environment Topics on laws, Student will be
and procedures that a. discuss the laws, policies, and proce- asked to write a Module
provide safe and policies, guidelines A. UN Convention on dures that protect narrative on their
and procedures that Books
secure learning the Rights of the Child children’s rights and insights from the
protect children’s Online
environments. and PD 603 assure their safety and seminar/colloquium
rights and assure their security in school capped with references
safety and security in B. Anti-Bullying Act of may be given ahead insights on the dif-
school. 2013 (Republic Act to students in small ferent purposes of
10627) groups to prepare professional reflec-
b. explain and draw them for panel discus- tion.
implications of poli- C.Child Protection sion.
cies and procedures on Policy Output: A written
child protection, and Seminar/Colloquium narrative with
positive/non-violent D. Positive Discipline with a resource discussions on the
discipline in the of person from the implications of
behavior. field. A knowledge- policies and proce-
able person may be dures on child
invited to discuss on protection, and
laws, policies, and positive/non-
procedures that pro- violent discipline in
tect children’s rights the management of
and assure their safety behavior.
and security in school
as well as, policies
and pro-cedures on
child protec-tion, and
posi-tive/non-violent
discipline in the
management of
 behavior.

18 FINAL EXAMINATION

X. References:

Corpuz, B.,Lucas, M., Borado, H., and Lucido P, (2018) The Child and Adolescent Learners and Learning Principles. Lorimar Publishing, Inc.
Quezon City, Metro Manila

Corpuz, B. et.al. (2015). Child and adolescent Development: Looking at Learners Development. Manila. Lorimar Publishing, Inc.

Mena, J. and Eyer, D. (2009). Infants, Toddlers, and Caregivers: A Curriculum of Respectful, Responsive Care and Education. New York.
McGraw-Hill Companies, Inc.

Castro, H., Javier, E., and Acero, V.(2008). Child and Development. Manila. Rex Book Store, Inc.

Urtis, Deb and Carter, Margie. (2008). Learning Together with Young Children: A Curriculum Framework for Reflective Teachers. MN.
Redleaf Press.

Cohen, L., Manion, L., Morrison, K. & Wyse, D. (2010) A Guide to Teaching Practice, 5e. Routeledge, 270 Madison Ave., New York, NY.

UN-OHCHR (n.d.) 1989 Convention on the Rights of the Child. UN Office of the High Commissioner for Human Rights. Retrieved from
https://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf

Presidential Decree No. 603 (1974) The Child and Youth Welfare Code of the Philippines. Retrieved from https://www.pcw.gov.ph/law/presidential-
decree-no-60330

The Child and Adolescent Learners and Learning Principles

Republic Act No. 7610 (1992) Special Protection of Children Against Abuse, Exploitation and Discrimination Act. Available online:

https://www.pcw.gov.ph/sites/default/files/documents/laws/republic_act_7610.pdf

Department Order No. 40, series of 2012 – Child Protection Policy. Available online: http://www.deped.gov.ph/wp-content/uploads/2012/05/
DO_s2012_40.pdf
 Department of Education (2015) – Positive discipline in everyday teaching: A primer for Filipino teachers. Available online: https://bulacandeped.com/wp-
content/uploads/2016/08/POSITIVE

DISCIPLINE-IN-EVERYDAY-TEACHING-A-Primer-for-Filipino-Teachers.pdf

Online references

XI.Suggested Readings

UNHCR (2001) Child and Adolescent Development. UNHCR – Action for the Rights of Children Programme. Retrieved from
https://www.unhcr.org/protection/children/3bb81bad4/actionrights-children-arc-foundations-child-adolescent-development.html

David L (2019), "Summaries of Learning Theories and Models," in Learning Theories. Retrieved from, https://www.learning-theories.com/

Verywell Mind (2019) Theories of Psychology. Retrieved from https://www.verywellmind.com/theories-of-psychology-4157184

XII. Course Requirement

Midterm/Final Examination
Research Proposal

Rubric for writing Reflection

Areas of Assessment 4 3 2 1

Expert Accomplished Capable Beginner

Ideas Presents ideas in an original Presents ideas in a Ideas are too general Ideas are vague or unclear
manner consistent manner
Organization Strong and organized organized Partially organized Not organized
Understanding Writing shows strong Writing shows a clear Writing shows adequate Writing shows little
understanding understanding understanding understanding
Word choice Sophisticated use of nouns Nouns and verbs make Needs more nouns and Little or no use of nouns and
and verbs make the essay essay informative verbs verbs
 very informative
Sentence Construction Sentence structure Sentence structure is Sentence structure is No sense of sentence
enhances meaning: flows evident; sentences mostly limited; sentences need to structure or flow
throughout the piece flow flow