TEACHER

EDUCATION PROGRAM

MonCAST
Course Code Course/Major Semester
LEVEL 1 PROF.ED 1 All Education 1ST
Accredited
Monkayo College of Arts, Sciences and Technology

COURSE SYLLABUS
Course Code and Title CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

Vision Mission Goals Core Values

MonCAST envisions to become the leading To provide quality and dynamic instruction, 1. Providing accessible, affordable, and relevant M- Moral Awareness
local college, recognized for its affordable research and extension service, sensitive to the quality education; O- Optimism
and quality instruction, responsive to the needs of the community and proactive to the 2. Engaging in high impact research; and N- Nationalism
needs of the people of Monkayo and its global trends. 3. Implementing dynamic community extension C- Compassion
neighboring communities. program. A- Altruism
S- Social Responsibility
T- Team Work

PROGRAM EDUCATIONAL OBJECTIVES (PEOs) AND THEIR LINKS TO ASPECTS OF MonCAST VISION-MISSION-GOALS-CORE VALUES
PROGRAM EDUCATIONAL OBJECTIVES Institutional Graduate Attributes
Within 3 years after graduation, the MonCAST Teacher Education graduates should Problem Communication Productivity Lifelong Professional
be able to: Solving Skill Skills Learning Competence
A. equip students with the desired competencies to prepare them of their professional teaching
➹ ➹
career that can be used locally and globally, ➹
B. build research culture among faculty and students to promote inquiry-based and research-
based teaching and learning, ➹ ➹ ➹
➹
C. expose students in community involvement geared towards effective and harmonious
➹ ➹ ➹
partnerships and linkages,
D. employ multiculturalism in designing programs, projects and activities intended for the
➹ ➹
college,
E. train faculty and students in demonstrating proficiency in technological, pedagogical, and
➹ ➹ ➹ ➹
content knowledge, and ➹
F. integrate high value of professionalism which corresponds to the timely demands of
➹ ➹
community. ➹
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology

PROGRAM OUTCOMES (POs) AND THEIR LINKS TO PROGRAM EDUCATIONAL OBJECTIVES (PEOs)
PROGRAM OUTCOMES PROGRAM EDUCATIONAL OBJECTIVES
By the time of graduation, the TEACHER EDUCATION students should be able A B C D E F
to:
1. articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts, ➹ ➹ ➹ ➹ ➹ ➹
2. demonstrate mastery of subject matter/discipline, ➹ ➹ ➹
3. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
➹ ➹ ➹ ➹
environment,
4. develop innovate curricula, instructional plans, teaching approaches and resources for diverse learners, ➹ ➹ ➹ ➹ ➹ ➹
5. apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices, ➹ ➹ ➹
6. demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes, ➹ ➹ ➹ ➹
7. practice professional and ethical teaching standards sensitive to the local, national and global realities, and ➹ ➹ ➹
8. pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities. ➹ ➹ ➹ ➹ ➹ ➹

COURSE INFORMATION
1. COURSE NAME : Child and Adolescent Learners and Learning Principles
2. COURSE NUMBER : Prof.Ed 1
3. PRE-REQUISITE : None
4. COURSE CREDIT 3
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.
5.
COURSE OUTCOMES (COs) AND THEIR LINKS TO PROGRAM OUTCOMES (POs)
COURSE OUTCOMES PROGRAM OUTCOMES (POs)
Upon completion of the course, the students should be able to: 1 2 3 4 5 6 7 8
1. Demonstrate an understanding of research-based knowledge in child and adolescent ➹ ➹ ➹ ➹ ➹ ➹ ➹ ➹
development and principles of teaching and learning.
2. Articulate the rootedness of education in psychological contexts ➹ ➹ ➹ ➹ ➹ ➹
3. Demonstrate understanding of supportive learning environment that nurture and inspire ➹ ➹ ➹ ➹ ➹ ➹ ➹
learners at each developmental level.
4. Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ ➹ ➹ ➹ ➹ ➹ ➹ ➹
gender, needs, strengths, interests, and experiences
5. Apply pedagogies of learning and teaching appropriate for each developmental ➹ ➹ ➹ ➹ ➹ ➹ ➹
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology

6. Choose activities and strategies that are responsive to the learners’ linguistic, cultural, socio- ➹ ➹ ➹ ➹ ➹ ➹
economic and religious background

ASSESSMENT TASKS (ATs), THEIR WEIGHTS (WTs.), AND COURSE OUTCOMES (COs) ASSESSED
AT AT DESCRIPTION WTs COs
a b c d e f
Formative Quizzes An objective paper-and-pen test which usually done before and during the
discussion. Items in this formative quiz requires the students to recall
facts, explain concepts and analyze situations.

An objective paper-and-pen test or a performance-based quiz which

Summative Quizzes usually done after a chapter or unit discussion. Items in this summative 30% ➹ ➹ ➹ ➹ ➹ ➹
quiz requires the students to recall facts, explain concepts, analyze
situations and apply/integrate theories to real life scenarios.

A mode of assessment that requires actual demonstration of skills as a proof

Performance of learning. This also includes oral recitation which requires students to
share ideas, opinions and propositions regarding a specific topic. This could
be in a way of applying concepts and presenting examples from given 20% ➹ ➹ ➹ ➹ ➹ ➹
concepts.

A systematic process of gathering multiple indicators of student progress

to support course goals in dynamic, ongoing and collaborative process.
Portfolio The collection should include evidence of student’s reflection and self-
evaluation, guidelines for selecting the portfolio contents and criteria for 10% ➹ ➹ ➹ ➹ ➹ ➹
judging the quality of the work.

A 50-60 item multiple-choice test which covers the entire topic discussed for
Periodical Examination every period. The test items require the students to recall facts, explain
40% ➹ ➹ ➹ ➹ ➹ ➹
concepts, analyze situations and apply/integrate concepts and theories to real
life scenarios.
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology

COURSE INSTRUCTIONAL PLAN

Time Teaching Learning Textbooks/References/

Student Learning Outcomes Course Content Assessment Tasks
Frame Activities Materials

Week 1  Familiarize and instill the institution’s  Orientation for ONSITE  Recitation  Course Syllabus
VMG-CV, classroom policies and VMG-CV,  KWL Chart
grading system. classroom policies  Getting to know  Group Activity
 Discuss the overview of the subject. and subject grading each other
system. /Recitation
 Interactive
Discussion
 Understand child and adolescent  Physical OFFSITE  Graded Activities Online Source
development. Development  Self-paced learning  Pre-test and post-test https://
Week 2  Create a concept map with a  Online information  Individual Activity www.slideshare.net/
description of the stages and  Concept mapping  Reflection response sreedevimulpuri/physical-
domains of child development.
development

 Explain various theories and ONSITE  Pre-test and post-test Online Source
perspectives on child and  Lecturette  Graded recitation
Week 3 adolescent development.  Panel Discussion  Interactive Learning https://
Theories and
 Appreciate the adolescent Perspectives in  Small group  Brainstorming www.powershow.com/
development of the child. Child development discussion  Group discussion viewfl/fc0d1-ZDc1Z/
 Create a concept map explaining  Concept mapping THEORIES_OF_CHILD
influences on the child using a _DEVELOPMENT_pow
biological model in relation to erpoint_ppt_presentation
your personal experience as you
were growing up.
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology
 Understand the physical growth and Physical Domain of Growth OFFSITE  Individual Activity Online Source
Week 4 development of children and and Development  Self-paced learning  Reflection response https://www.slideshare.net/
adolescents.  Online information KaosarKhan/child-
 Write a reflection regarding growth  Concept mapping developmentindifferentdoma
and development.
in
 Discuss the importance of nutrition, ONSITE  Group Discussion Online Source
Week 5 exercise, sleep, and a healthy Factors Affecting the  Lecturette  Picture Analysis https://slideplayer.com/slide/
environment Physical Development of  Panel Discussion  Observing 17747632/
 Appreciate the importance of Learners  Small group  Lecture
nutrition for the body of a child. discussion
 Analyze how you can foster optimal  Concept mapping
physical well-being among future
students.
 Understand the definition of COGNITIVE OFFSITE  Graded Activities Online Source
behaviorism. DEVELOPMENT  Self-paced learning  Pre-test and post-test
 Compare and contrast the different  Online information  Individual Activity https://www.slideshare.net/
Week 6 kinds of behaviorism. Behaviorism Concept mapping  Reflection response jossette1967/presentation-on-
behaviorism
 Analyze the application of ONSITE  Think-Pair Share Online Source
cognitivism in teaching. Cognitivism  Lecturette  Discussion
Week 7  Compare and contrast classical and  Panel Discussion
operant conditioning.  Small group https://www.slideshare.net/
discussion Tiffy374/cognitivism-theory-
Concept mapping 44845326

 Understand the definitions of OFFSITE  Graded Activities Online Source

constructivism and learner-centered Constructivism and  Self-paced learning  Pre-test and post-test
Week 8 teaching Learner-Centered Teaching  Online information  Individual Activity
 Create a table, chart, Venn diagram, Concept mapping  Reflection response https://www.slideshare.net/
or concept map comparing two ArunJoseph22/
theorists. constructivism-in-teaching-
ppt
 Discuss factors that can promote ONSITE  Quizzes Online Source
children`s cognitive development  Lecturette  Video clip Analysis
Week 9  Appreciate the biological factors of Factors Affecting Cognitive  Panel Discussion  Picture Analysis
the child. Development  Small group https://www.slideshare.net/
 Design a learning environment and discussion MegGrado/jean-piagetfactors-
materials to promote cognitive Concept mapping of-cognitive-development
development.
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology

 Understand social and emotional Social and Emotional OFFSITE  Graded Activities Online Source
development theories. Development  Self-paced learning  Pre-test and post-test
Week 10  Create a reflection discussing how  Online information  Individual Activity
the theories affect the learning of the Developmental Theories Concept mapping  Reflection response https://www.slideshare.net/
learners. kiwes8/developmental-
theories

 Examine the various motivation and ONSITE  Group Discussion Online Source
self-regulation theories.  Lecturette  Picture Analysis
Week 11  Appreciate the differences between Development of Motivation  Panel Discussion  Observing
the children. and Self-Regulation  Small group  Lecture https://slideplayer.com/slide/
 Create a Venn diagram identifying discussion 12744790/
the similarities and differences Concept mapping
between motivation and self-
regulation.
 Understand and appreciate the moral OFFSITE  Graded Activities Online Source
Week 12 development theories  Self-paced learning  Pre-test and post-test
 Create a table of the norms and Moral Development  Online information  Individual Activity
practices in the community. Theories  Assumption Busting  Reflection response https://www.slideshare.net/
charlenebuno/kohlbergs-
theory-of-moral-
development-44694567

Week 13 MIDTERM EXAMINATIONS

 Discuss the factors that promote Factors Affecting ONSITE  Pencil and paper test Online Source
children's social and emotional Social and  Lecturette  Performance-based
development. Emotional  Panel Discussion Assessment https://www.slideshare.net/
Week 14
 Appreciate the social and Development  Small group robertsaculles/social-and-
emotional development of the discussion emotional-development-
child. Concept mapping 67831845
 Create a table on enhancing the
social and emotional
development of
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology
 Understand the underlying on Teaching OFFSITE  Graded Activities
teaching and learning learners Principles and  Self-paced learning  Pre-test and post-test Online Source
Week 15 Learning  Online information  Individual Activity
 Create an outline of the human
body. Principles  Picture analysis
https://www.slideshare.net/
Making sense of sjaser/teaching-and-learning-
the teaching and process
Learning Process
 Understand various types of Components of ONSITE  Group Discussion Online Source
learners and their learning styles. Effective  Lecturette  Picture Analysis
 Appreciate the effort of the teachers Teaching and  Panel Discussion  Observing
Week 16  Small group  Lecture
to change the holistic perspective of Learning https://www.slideshare.net/
the students. discussion Kimpee-Blahing/learner-
 Write the characteristics  Character Webbing components-of-effective-
observed in the classroom. teaching

 Understand the basic principles of The Basics of OFFSITE  Lesson planning Online Sources
lesson planning and classroom Instructional  Self-paced learning
Week 17 management. Planning  Online information https://slideplayer.com/
 Create a daily learning plan. slide/13824999/
Classroom
Management https://www.slideshare.net/
MarielynAgcol/classroom-
management-ppt-1

FINAL EXAMINATION
Week 18
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology
5. TEXTBOOKS
 Acero, V., Javier, E., Casto, H., (2008). Child and Adolescent Development. Rex Book Store. Philippines
 Busquit, P. (2006). Child and Adolescent Development. Holy Cross College. Davao. Philippines
 Bilbao P., Corpuz, B. Borado G., Luzido, P., (2010). The Child and Adolescent Learners and Learning Principles. Lorimar Publishing Quezon City: Philippines

6. SUGGESTED ONLINE REFERENCES

 Corpuz, Brenda B. (2018) The Child and Adolescent Learners and Learning Principles
7. CLASS POLICIES AND GUIDELINES
a. Only officially enrolled students are allowed to attend their classes.
b. All students are required to attend their classes regularly.
c. Attendance is counted from the first regular class meeting.
d. Punctuality is a must to all students.
e. A validated student identification card must always be worn by all students while attending classes.
f. Any form of dishonesty shall be dealt with accordingly.
g. Cheating is strictly prohibited.
h. Students who incur absences equivalent to more than 20% of the course hours required shall be dropped from the course provided he/she has not taken any exam.
i. If absent from the class, he/she has to secure and fill up an excuse slip (form from SAS) duly signed by parent/guardian (supported by a medical certificate from a
Physician, if the student is sick) and to be signed by the subject teacher/s, Academic Program Head and to be submitted to their respective subject teachers or
Clinical Instructors thereafter. A student shall be given a three (3) days grace period in the submission of the excuse slip otherwise the absence will be considered
unexcused.
j. No special quiz shall be given to any student who comes in late or absent during classes.
k. Honesty is called for at all times.

Date of Revision/ Semester Effective: Prepared by: Checked/ Reviewed: Recommending Approval: Approved:

1st Semester of
August 15, 2023 Academic Year
2023-2024 JOSEPHINE G. PAULIN, LPT, JOSEPHINE G. PAULIN, LPT,
ELMERA.TARIPE, LPT, PhD.Fil. RONALD D. MANOLONG, LPT,
Ed.D Ed.D
Instructor MAED-ELT
Dean-BEED Program VPAA
Academic Program Head
 MonCAST LEVEL 1
Accredited
Monkayo College of Arts, Sciences and Technology

NOTE:
 This is for PROFESSIONAL EDUCATION SUBJECTS.
 Please follow the prescribed format.
 Do not change the following:
 PROGRAM EDUCATIONAL OBJECTIVES (PEOs) AND THEIR LINKS TO ASPECTS OF MonCAST VISION-MISSION-GOALS-CORE VALUES
 PROGRAM OUTCOMES (POs) AND THEIR LINKS TO PROGRAM EDUCATIONAL OBJECTIVES (PEOs)
 The column for your COs in the Assessment tasks depends on the number of the course objectives.
 Week 1 is for VMG Core Values and Syllabus discussion.
 You can modify the assessment tasks but please indicate it in the description especially if your subject is performance based.
 At least 3 references (Filipino and Foreign Authors)
 You can also the class policies but always refer to the manual.

Thank you.