Republic of the Philippines

Biliran Province State University-Biliran Campus

Biliran, Biliran
Telefax No. (053)-500-9045
SUC LEVEL III-A
(Per DBM- CHED Joint Circular No. 1-B dated June 21, 2017)

SCHOOL OF TEACHER EDUCATION – BILIRAN CAMPUS

Bachelor of Elementary Education (BEED)
(CMO No. 75, s. 2017)
2nd Semester, S.Y. 2022 - 2023

COURSE SYLLABUS

I. Course No. : GE-E

II. Course Title : Ethics
III. Pre-requisite : None
IV. Co-requisite : None
V. Credit Units : 3 units
VI. Time Allotment : 3hrs/week, 54 hrs/semester

Prepared by: Reviewed by:

REMELYN C. RODRIGO JELYN M. MAGNO, Ed.D JED PRIAM N. CERERA, ME

Part-time Instructor BEED Course Specialist GAD English Critique
Date: _______________ Date: _______________ Date: ____________

Approved by:

NANETA M. PANIT, Ed.D

DEAN, School of Teacher Education - Biliran Campus
Date: _________________

Brgy. San Isidro, Biliran, Biliran, Philippines, 6566

Tel. (053) 507-0076
SUC Level III-A (Per DBM- CHED Joint Circular #B dated June 21, 2007
GE-E: ETHICS Website: www.bipsu.edu.ph [E-mail: [email protected]] Facebook: www.facebook.com/WowBiPSU Page 1 of 12
 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, & Unity

SCHOOL OF TEACHER EDUCATION (STED) GOALS

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.

BEED Goals

The BEEd program aims to develop highly motivated and competent teachers specializing the content and pedagogy for elementary education.

Brgy. San Isidro, Biliran, Biliran, Philippines, 6566

Tel. (053) 507-0076
SUC Level III-A (Per DBM- CHED Joint Circular #B dated June 21, 2007
GE-E: ETHICS Website: www.bipsu.edu.ph [E-mail: [email protected]] Facebook: www.facebook.com/WowBiPSU Page 2 of 12
VII. OUTCOMES
Institutional
Program Outcomes Program Educational Objectives I,E,D Course Outcomes
Outcomes
CO1: Write a reflection in the
attainment of the VGMO
PO 1: Articulate and discuss the latest developments POE 1: Hone prospective elementary
Leading in in the specific field of practice. teachers with research, extension, and CO2: Conduct a research on the level
Research and production capabilities and leadership I of moral development of a group of
Innovation qualities. millennial‟s of your choice. Base your
tool on Kohlberg‟s stages of moral
PO 2: work effectively and collaboratively with a POE 2: Develop potential elementary development
substantial degree of independence in teachers who are professionals,
multidisciplinary and multi-cultural teams. academically competent and effective
Human
CO3: Evaluate the difficulties that are
propagators of lifelong learning. I
Empowerment involved in maintaining certain
commonly-held notions on ethics.

Societal PO 3: Act in recognition of professional, social and POE 3: Continue to advance their D CO4: Apply the ethical theories or
Development knowledge and skills in the field using
ethical responsibility. frameworks on moral issues involving
the established sources of advanced
the self, society, and the non-human
information in the field.
environment

I= Introductory E= Enabling D=Demonstrative

Legend: I – Introduced Concept/Principles

P – Practiced with Supervision
D – Demonstrated across different clinical setting with minimal Supervision
Alternative Legend:
L – Facilitates learning of the competencies (input is provided and competency is evaluated)
P – Allows student to practice competencies no input but competency is evaluated)
O - -Opportunity for development (no input or evaluation, but there is opportunity to practice the competences)

Brgy. San Isidro, Biliran, Biliran, Philippines, 6566

Tel. (053) 507-0076
SUC Level III-A (Per DBM- CHED Joint Circular #B dated June 21, 2007
GE-E: ETHICS Website: www.bipsu.edu.ph [E-mail: [email protected]] Facebook: www.facebook.com/WowBiPSU Page 3 of 12
 VIII. COURSE DESCRIPTION

Ethics deals with principles of ethical behaviour on modern society at the level of the person, society, and interaction with the environment and other shared resources.

IX. LEARNING PLAN

Intended Learning
Course Outcomes Teaching and Learning Assessment Tasks
Outcomes
At the end of the Activities As evidence of achieving the
Week At the end of the Topics Learning Resources
course, the student is To achieve the outcome, the unit outcome, the student is
lesson, the student is
able to student/s will: assessed as follows:
able to
Students‟ on Boarding and
LMS orientation
Highlight the
essential features of Course Overview Institutional
Present the BiPSU VMGO
the university promotional video/s,
 Write a reflection in and the course Syllabus to give Show the BiPSU VMGO
1 vision, mission and - BiPSU Vision, Handouts, Reference
the attainment of advance knowledge to using ppt.
goals Mission, Goals Materials (CMO 75, s.
the VGMO students.
- Syllabus Orientation 2017)

Brgy. San Isidro, Biliran, Biliran, Philippines, 6566

Tel. (053) 507-0076
SUC Level III-A (Per DBM- CHED Joint Circular #B dated June 21, 2007
GE-E: ETHICS Website: www.bipsu.edu.ph [E-mail: [email protected]] Facebook: www.facebook.com/WowBiPSU Page 4 of 12
 CO3: Evaluate the ILO 1: Differentiate Learner to Content Bulaong, O. (2018).
difficulties that are between moral and Allow students to look for a After reading all the ETHICS Foundations
non-moral standards Lesson 1: Moral and Non- newspaper article that tackles philosophical perspectives on
involved in of Moral Valuation.
Moral Standards an ethical issue. Consider the the self, let the students
maintaining certain differentiate between moral Quezon City: Rex
following questions:
commonly-held 1. What makes this a and non-moral standards. Printing Company, Inc.
notions on ethics. matter of ethics?
2. What is your own
ethical judgement on
this case?
3. What are your reasons
for this judgement?

Learner to Peer
2-3
Brainstorming
Form a group of five and come
up with a list of common
Filipino values. Consider the
strengths and weaknesses of
these.

Learner to Teacher
Allow students to explain this,
„Is looking after the benefit of
your own family over all other
aspects considered as another
form of egoism? Why?‟

CO3: Evaluate the ILO 2: Distinguish Learner to Content(material) Bulaong, O. (2018).

difficulties that are between a moral Lesson 2: Moral Dilemmas ETHICS Foundations
dilemma and a false Watch Pixi‟s Blog Reflection:
involved in of Moral Valuation.
dilemma (retrieved/http://psychopixi.co Write a reflection between
12-18 maintaining certain moral dilemma and a false Quezon City: Rex
m/author/pixil) Printing Company, Inc.
commonly-held dilemma
notions on ethics.
Learner to Peer (retrieved/http://psycho
As a group, compose your own pixi.com/author/pixil)
Brgy. San Isidro, Biliran, Biliran, Philippines, 6566
Tel. (053) 507-0076
SUC Level III-A (Per DBM- CHED Joint Circular #B dated June 21, 2007
GE-E: ETHICS Website: www.bipsu.edu.ph [E-mail: [email protected]] Facebook: www.facebook.com/WowBiPSU Page 5 of 12
 moral dilemma.

Learner to Teacher

After the readings, let the

students demonstrate critical
and reflective thinking through
writing the difference between
moral dilemma and a false
dilemma.

ILO3: Apply effective Lesson 3. The Three Levels Learner to Content Corpuz, R., et al:
management skills in of Moral Dilemmas After reading the Let the students assess the (2020) ETHICS Quezon
improving material/economic self, let the role of the consumer culture City: Lorimar
connections with the • Individual students explain the relationship in your sense of self. Publishing, Inc.
community • Organizational between possessions and the
• Structural extended self.

Learner to Peer
In a group of 10, give picture
you want to post in social
media. Each student should
give their comment to the
picture submitted.

Learner to Teacher

Let the students explain the

aspects of material self.

Brgy. San Isidro, Biliran, Biliran, Philippines, 6566

Tel. (053) 507-0076
SUC Level III-A (Per DBM- CHED Joint Circular #B dated June 21, 2007
GE-E: ETHICS Website: www.bipsu.edu.ph [E-mail: [email protected]] Facebook: www.facebook.com/WowBiPSU Page 6 of 12
CO2: Conduct a Let the students write a
research on the level ILO4: Explain what reflection on the following:
of moral development moral agent means Lesson 4 Learner to Content From the innermost core of Corpuz, R., et al:
And discuss the Man as Moral Agent Allow students to read Corpuz, your being, whom have you (2020) ETHICS Quezon
of a group of
meaning of R., et al: (2020) The chosen-God (goodness) or not City: Lorimar
millennial‟s of your fundamental option. God (the evil). How true have
Fundamental Option Publishing, Inc.
choice. Base your tool ETHICS Quezon City: Lorimar you been to your fundamental
on Kohlberg‟s stages Publishing, Inc. pp.60-62 option? Is your life one with
of moral development the communion with God or
Learner to Peer one of isolation?
Work with the group of five
and search Corpuz, R., et al: Conduct a research based on
(2020) ETHICS‟s cover kohlberg‟s stages of moral
page. Does the picture development.
suggest fundamental option?
How?

Learner to Teacher
Let the students differentiate
humans and animals when it
comes to morality/moral
agency.

Brgy. San Isidro, Biliran, Biliran, Philippines, 6566

Tel. (053) 507-0076
SUC Level III-A (Per DBM- CHED Joint Circular #B dated June 21, 2007
GE-E: ETHICS Website: www.bipsu.edu.ph [E-mail: [email protected]] Facebook: www.facebook.com/WowBiPSU Page 7 of 12
CO2: Conduct a Learner to Content Read
research on the level ILO5: Evaluate one‟s Lesson 5 the book “ETHICS” Conduct a research on the Corpuz, R., et al:
of moral development personal growth The Stages of Moral (2020). Corpuz, R., et al. level of moral development (2020) ETHICS Quezon
against the stages of Development pp 71-75. of a group of millennial‟s of City: Lorimar
of a group of
personal development. your choice. Base your tool Publishing, Inc.
millennial‟s of your Learner to Peer on Kohlberg‟s stages of
choice. Base your tool Work with the group of five moral development. Share
on Kohlberg‟s stages and do a tabular comparison of your findings in class.
of moral development the stages of moral
development from the points of
view of William A. Kay and
Lawrence Kohlberg.

Learner to Teacher Let the

students make a reflection on
Williams Kay‟s and
Kohlberg‟s stages of moral
development point, and share
what stage do they belong.

Brgy. San Isidro, Biliran, Biliran, Philippines, 6566

Tel. (053) 507-0076
SUC Level III-A (Per DBM- CHED Joint Circular #B dated June 21, 2007
GE-E: ETHICS Website: www.bipsu.edu.ph [E-mail: [email protected]] Facebook: www.facebook.com/WowBiPSU Page 8 of 12
 CO4: Apply the Learner to Peer
ethical theories or ILO6: Discuss the Work with the group of three
frameworks on moral Different Gender and discuss the different gender
issues involving the Sensitivity and Ethical sensitivity and provide example
Behavior in each.
self, society, and the
non-human Learner to Teacher
environment Lesson 6: Gender Sensitivity Let the students make a
and Ethical Behavior Short Story on Gender
Sensitivity and awareness.

Learner to Content Read

ILO7: Explain the the book “ETHICS” Corpuz, R., et al:
Lesson 7: The Meaning of Explain ethical framework by
meaning of ethical (2020). Corpuz, R., et al. pp (2020) ETHICS Quezon
Ethical Framework means of analogy.
framework. 111-112. City: Lorimar
Learner to Peer Publishing, Inc.
Work with the group of five
and explain 5 ethical
frameworks and explain it in a
sentence. Present your output
in class.
Learner to Teacher
Let the students make a
reflection on ethical
framework.

*(Online, Offline, or Blended) – depending on learners’ capability scan/survey.

Brgy. San Isidro, Biliran, Biliran, Philippines, 6566

Tel. (053) 507-0076
SUC Level III-A (Per DBM- CHED Joint Circular #B dated June 21, 2007
GE-E: ETHICS Website: www.bipsu.edu.ph [E-mail: [email protected]] Facebook: www.facebook.com/WowBiPSU Page 9 of 12
X. References
Bulaong, O. (2018). ETHICS Foundations of Moral Valuation. Quezon City: Rex Printing Company, Inc.

Caraan, A. M. (2016). Introduction to the Philosophy of the Human Person. Makati: Diwa Learning Systems Inc.

Corpuz, R., et al: (2019) Understanding the Self Quezon City: C&E Publishing, Inc

XII. Course Requirements

a. Completion of Activities
b. Project
c. Make/conduct a research on the level of moral development of a group of millennial’s of your choice. Base your tool on Kohlberg’s stages of moral
development PowerPoint Presentation/Slide
d. Compose a cinquain describing the ethical person based on any of the following ethical frameworks. (note: A cinquain is A-5 line poem that consists of the
following:
Line one – one word
Line 2 – 2 words describe line one
Line 3 – 3 action words (-ing verbs_that relate to line 1)
Line 4 – 4 words (feeling or a complete sentence) that relate to line
Line 5 – 1 word, synonym of line 1 or a word that sums it up
e.portfolio

Brgy. San Isidro, Biliran, Biliran, Philippines, 6566

Tel. (053) 507-0076
SUC Level III-A (Per DBM- CHED Joint Circular #B dated June 21, 2007
GE-E: ETHICS Website: www.bipsu.edu.ph [E-mail: [email protected]] Facebook: www.facebook.com/WowBiPSU Page 10 of 12
XIII. Grading System
Course Outcome - 50%
Examination - 10%
Completion of Assigned Task (Module) - 40%
Total 100%

XIV. Classroom Policies (Lifted from Student Handbook). Maybe augmented by online etiquette for the case of online or blended learning modalities.

1. A student must be punctual and regular in his/her class attendance (e.g. online synchronous sessions and similar activities). An absence is justifiable if
caused by illness or other grave reasons and must be accompanied by an excuse letter noted by the immediate superior or by a physician if absence was
due to a medical condition.
2. Students should strive for academic excellence.
3. All course requirements are to be submitted promptly.
4. No copying of answers from your classmates or from Google. You can search the topics from Google but explain and answer your module using your
own words and what you understand on the readings.

(Note: You can add more items for the classroom policies suited to FL modality.)

XV. Consultation Hours

Every Wednesday 9:00 A.M. – 12:00 N.N.

 Criteria for Judging Research Presentations
CRITERIA Percentage (%)
Originality and Creativity 10
Significance of research including timeliness and salience of research question
Organization (Logical presentation of ideas) 30
Clear research questions with well-stated objectives, goals or hypotheses
Methods clearly explained and appropriate for addressing research questions
Results are clearly presented and address research questions
Good use of figures and tables to illustrate findings
Clear logical flow from research questions, methods to results
Discussion and Conclusions 20
Discussion locates research within a broader context
Discussion addresses the research question
Discussion recognizes limitations and strengths of study
Discussion identifies questions for further research
Presentation (Oral presentation and delivery) 20
Energetic, engaging and shows passion for topic
Knowledge of Material 20
Demonstrates clear knowledge of subject matter
Answers questions with confidence
TOTAL 100