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MEDINA COLLEGE

College of Arts and Sciences


Maningcol, Ozamiz City, Philippines

OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS

Developmental Reading 1
AY: 2018-2019

INSTITUTIONAL VMGO:
Vision
An educational community of men and women dedicated to the formation of the whole person with professional competence and commitment
to promote local, regional, national, and global development.

Mission
As an institution of higher learning, the college commits itself to offer well-rounded program of liberal education and to provide varied
opportunities for students to grow professionally, spiritually, socially, and culturally.

Goals
In the pursuit of this mission, Medina College is guided by the following commitments:
A. As a Christian community, it welcomes faculty, staff and students with other religious beliefs and respects the religious freedom of every member
while providing opportunities for them to grow in their faith life.
B. As an academic community, it strives to offer quality and responsive education to prepare its graduate for national and global competitiveness.

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C. As a Filipino community, it promotes the formation of the students’ awareness of their civic and social responsibilities and development of the
students’ pride for nation’s rich cultural heritage.
PROGRAM VMGO:
Vision
The College of Arts and Sciences envisions itself as a provider of transformative education in humanities, natural and social sciences so as
to prepare students professionally in the service to God and country.

Mission
The College of Arts and Sciences of Medina College gives students ample opportunities to develop facilities and mastery in the use of English
and Filipino as core languages. It commits to provide students with holistic training to enhance the practice of their profession.

Program Objectives and its relationship to the Institutional Goals:


It aims to develop well-integrated individuals who:
Institutional Goals
Program Objectives
A B C
a. display oral and written proficiency;
*
b. appreciate one’s literary heritage;
*
c. exhibit excellence and service in their chosen career;
* *
d. readily and creatively respond to the social, political, economic, ecological and moral needs of contemporary Philippine
society; * * *
e. enhance positive Filipino values, national consciousness a solidarity;
*
f. Value innovation, resourcefulness and research output.
*

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Course Code: Educ 107 A
Course Description
Course Title: Technology for Teaching
This course is designed to engage students to utilize the basic learning theories and principles
and Learning 1
for design, development, implementation and evaluation of instruction using educational technology.
Course Weight: 3 units The course will provide opportunity for students to take innovative challenges in meeting information
technology at the core of instruction. The prospective teacher will be exposed to both traditional and
Pre-requisite(s): NONE
innovative technologies to facilitate and foster meaningful and effective learning. Practical experiences
Co-requisite(s): NONE and actual classroom observations where application technology in learning will constitute the major
requirement of the course. Online and offline researches and field observation on the effectiveness of
any supporting material in teaching will be used to enhance and facilitate the delivery of instruction in
learning how to teach process.

Course Learning Outcomes and its Relationships to Program Educational Objectives


Program Objectives
Course Learning Outcomes
A B c d e F
Knowledge (K)

a. Describe the physical, motor, linguistic, cognitive, social and emotional development of the learners
as manifested in actual learning environments * * *
Skills (S)

a. Reflect on how to address the learners needs and various factors that affect the teaching and
learning process * * *
Values (V)

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a. Appreciate the different teaching and learning processes for the various stages of development.
* *
Course Content

Topic Learning Teaching Learning Assessment of Allotted References


Outcomes Activities (OBA) learning Time
Outcomes

1. The School as a Determine the Visit a school. Look An illustration of 3 hours  Lucas, Maria Rita D. et.al. “Field
Learning Environment characteristics of into facilities and a school that is Study 1: The learners’
a school support learning supportive of Development and Environment”
environment that areas in the campus, learning or a (pp 4-14). LORIMAR Publishing.
is safe, secure, then in the “child-friendly  http://www.greatschoolsparnersh
and is supportive classroom. school” through
ip.org/wp-
of learning any of the
content/uploads/2014/06/x3B_
Accomplish the following:
checklist as you a. A Marzano_New_Taxonomy_Chart_w
move around the descriptive ith_verbs_3.16.121.pdf
school premises. paragraph  Lucas, M.R. and Corpuz, B.
b. A photo Facilitating Learning, 4th Edition
Present your idea of essay (2014)
a good school
environment
through any of
these:
a. Descriptive
paragraph
b. Photo Essay
c. Sketch or
drawing
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d. Poem, song or
rap
2. The Learners Differentiate the Observe 3 groups of Narrative 3 hours  Lucas, Maria Rita D. et.al. “Field
Characteristics and characteristics learners from description of Study 1: The learners’
Needs and needs of different levels Diversity Among Development and Environment”
learners from (preschool, elem., Children (pp 15-23). LORIMAR Publishing.
different and high school)  Lucas, M.R. and Corpuz, B.
developmental
Facilitating Learning, 4th Edition
levels Describe each of the
learners based on (2014)
your observation

Validate your
observation by
interviewing the
learners

Compare them in
terms of their
interests and needs
3. Classroom Management Plan on how to Observe a class Checklist on 3 hours  Lucas, Maria Rita D. et.al. “Field
and Learning manage time, classroom Study 1: The learners’
space, and Using a checklist, management Development and Environment”
resources, to find out the evident components (pp 24-34). LORIMAR Publishing.
provide to the classroom  Lucas, M.R. and Corpuz, B.
learners and components Photo
Facilitating Learning, 4th Edition
conducive documentation
learning Describe how the of the classroom (2014)
classroom is setting
structural/designed
to allow everyone t Reflection paper
participate in the on activities that
learning activities allow inclusivity
among learners

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Relate the data in Collection of
your checklist to the Classroom
learners’ behavior activities written
on card boards
Reflect on how of rainbow colors
classroom
management affects A reflection
learning paper on the
congruence or
match of
learning
activities to the
learners’
characteristics
4. Individual Differences Demonstrate Observe a class in Reflection on the 3 hours  Lucas, Maria Rita D. et.al. “Field
and Learners’ understanding different parts of a interaction of Study 1: The learners’
Interaction (focusing on and acceptance of school day learners despite Development and Environment”
differences in gender, the learners’ (beginning of the differences (pp 35-45). LORIMAR Publishing.
racial, religious diverse day, class time,  Lucas, M.R. and Corpuz, B.
backgrounds) backgrounds recess, etc.)
Facilitating Learning, 4th Edition
Identify best Describe the (2014)
practices in characteristics of the 
dealing with learners in terms of
diversity in the age, gender, and
classroom social and cultural
diversity

Interview your
Resource Teacher
about the principles
and practices that
she uses in dealing

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with diversity in the
classroom

Analyze the impact


of individual
differences on
learners’ interaction
5. Individual Differences Identify the needs Identify two or more Learner’s profile 3 hours  Lucas, Maria Rita D. et.al. “Field
and Learners’ of students with learners of different Study 1: The learners’
Interaction (focusing on different levels of abilities but from the Narrative Report Development and Environment”
different levels of abilities in the same grade or year (pp 45-53). LORIMAR Publishing.
abilities) classroom  Lucas, M.R. and Corpuz, B.
Find out some
Facilitating Learning, 4th Edition
Choose effective information about
strategies to their background (2014)
address the
diverse needs of Observe them as
the learners they participate in a
classroom activity
and how the teacher
addresses their
needs.

Write a narrative
report and a brief
reflection on your
experience
6. Home-School Link Describe the Select a learner from Home visitation 3 hours  Lucas, Maria Rita D. et.al. “Field
influencing the class whom you report Study 1: The learners’
factors in the have observed Development and Environment”
home Reflection on the (pp 54-64). LORIMAR Publishing.
environment that Interview the teacher impact of home  http://rite.ed.qut.edu.au/oz-
affect the about the learners’ and Family Life
teachernet/training/bloom.html
students’ learning characteristics to Learning

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Conduct a home
Identify effective visit to your selected
strategies on how learner’s residence
teachers can
work together Interview the
with the family parents about:
a. the rules they
implement at
home
concerning
their child’s
schooling
b. the learner’s
activities and
behavior while
at home

Describe the family


in terms of:
a. number of
siblings
b. number of
siblings in
school

Identify the factors


in the home
environment that
might affect the
learner’s school
performance

Reflect on how a
teacher can

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communicate
effectively with the
home

Course Evaluation
Course Requirements:
1. Attendance Grading System: Schedule of Examination:
2. Face-to-Face Class Participation
1. Attendance 20% 1. Prelim
3. Virtual Learning Environment
2. Oral/Written Report 20% 2. Midterm
(VLE)
3. Seatwork/Quizzes 20% 3. Semi-Final
4. Activity Report
4. Periodic Test 40% 4. Final

Prepared by: Noted by: Approved by:

DREXEL P. DALAYGON, LPT DANILO S. YOLIM, Ed.D LIB INGRID G. RACOMA, Ph D, CESO V
Faculty Dean, College of Teacher Education Vice President for Academic Affairs

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