Escolar Documentos
Profissional Documentos
Cultura Documentos
COURSE SYLLABUS
Course Code:
PRED 105
Time Frame :
18 weeks ( 54 hours)
Course Prerequisite: NONE
UNIVERSITY VISION
To become an ASEAN premier state university in 2020.
UNIVERSITY MISSION
The Pangasinan State University, through instruction, research, extension and production commits to develop highly principled morally upright, innovative
and globally competent individuals capable of meeting the needs of industry, public service and civil society.
INSTITUTIONAL OUTCOMES
The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes are
anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to Achieve, Excellence in Service
Delivery, Social and Environmental Responsiveness, and Spirituality (ACCESS). Anchored on these core values, the PSU graduates are able to:
1. demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity, participatory decision
making, and accountability;
2. engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that build personal
and professional credibility and integrity.
3. set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality outputs
leading to inclusive growth;
4. exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills, innovative mindset,
research and production initiatives and capability in meeting the industry requirements of local, ASEAN and international human capital market
through relevant and comprehensive programs;
5. display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university constituents and
elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.
PROGRAM OUTCOMES
Program Outcomes for Teacher Education
Graduates of the BSEd / BEEd programs are teachers who:
1. Articulate the relationship of education to larger historical, social, cultural and
political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of
environment.
Performance Indicators
Generate opportunities for reflection on historical, social, cultural and political
processes as they affect the day to day lives of the students
6. Practice professional and ethical teaching standards to respond to the demands of the
community.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and
reporting.
Performance Indicators
Identify and design lessons according to the stages of learners' growth and
development.
Utilize the potentials and uniqueness of individual learners in teaching.
Discuss and share insights on the subject area's learning goals, instructional
procedures and content in the elementary curriculum.
Facilitate collaboration among diverse learners.
Course Description
This course deals with the different developmentally appropriate approaches, methods and strategies in the teaching of emergent literacy and numeracy skills. In addition, this
course deals with the materials needed in teaching literacy and numeracy skills to young children. Moreover, it also delved on how instruction shall adapt to children with special
needs and the different principles involved in constructing evaluative tools.
LEARNING PLAN
CO
Code
Desired Learning
Outcomes (DLOs)
Course Content/Subject
Matter
Textbooks/
References
Assessment Task
(ATs)
Resource
Material/s
Time
Table
Unit 1- LANGUAGE
DEVELOPMENT
AND READING
READINESS
CO 1
CO 1
a. Nature of Language
b. Stages in Language
Development
c. How Children Acquire
Language
d. Fostering Language
Development
e. Hallidays Theory of
Language Development
2. Whole Language Approach
CO 1
CO 2
5. Approaches To Teaching
Reading
CO 2
CO 1
20
hours
Oral Recitation
Paper Pencil Test
- Objective Type
- Essay Type
Library Resources
Laptop
DLP
Slides
Library Research
Brainstorming
Video Clip Presentation
Oral Recitation
Paper Pencil Test
- Objective Type
- Essay Type
Library Resources
Laptop
DLP
Slides
Video Clips
Library Research
Reporting Discussion
Video Clip Presentation
Observation of Children
Oral Recitation
Paper Pencil Test
- Objective Type
- Essay Type
Journal of Observation
Library Resources
Laptop
DLP
Slides
Video Clips
Library Research
Brainstorming
Video Clip Presentation
Oral Recitation
Paper Pencil Test
- Objective Type
- Essay Type
Library Resources
Laptop
DLP
Slides
Video Clips
Documentation of Demo
Teaching
Scoring Rubrics
Oral Recitation
Paper Pencil Test
- Objective Type
- Essay Type
Library Resources
Laptop
DLP
Slides
Video Clips
CO 1
CO 1
CO 5
CO 1
CO 5
94
Lecture - Discussion
Video Clip Presentation
Simulation
Observation of Children
10.
Creating
Environment
Literate
Group Presentation
Journal of Observation
Scoring Rubrics
Graded Recitation
Paper Pencil Test
- Objective Type
- Essay Type
Journal of Observation
Laptop
DLP
Slides
Video Clips
Scoring Rubrics
Journal
Observation/Visit
of Scoring Rubrics
UNIT TEST
CO 3
30
hours
Feldman, Jean R. (1991).
Lecture Discussion
A Survival Guide for The Video Clip Presentation
Laptop
DLP
mathematics and
concepts about
mathematics for young
children
- Essay Type
Slides
Video Clips
CO 3
CO 3
CO 5
4. identified manipulative
materials that can be
used in teaching
mathematics in the
preschool
CO 5
5. prepared manipulative
materials that can be
used in teaching
mathematics in the
preschool
CO 3
6. identified mathematical
concepts that should be
introduced to
preschoolers
CO 5
7. prepared
developmentally
Lecture Discussion
Video Clip Presentation
Reading Math Books for
Preschoolers
Laptop
DLP
Slides
Video Clips
Scoring Rubrics
Lecture Discussion
Video Clip Presentation
Feldman, Jean R. (1991).
Grouping of Students
A Survival Guide for The Interview of Preschool
Preschool Teacher. NY, Teachers
USA: The Center for Visit to Preschools
Applied Research, pp. 9899
Project Method
Laptop
DLP
Slides
Video Clips
Recyclable
and
Open
Exhibit
of Commercial
Recycled
and Materials
Commercial
Scoring Rubrics
Manipulative Materials
A Matrix of Activities
Laptop
Appropriate for the DLP
Slides
Video Clips
Presentation
Kindergarten
Curriculum Guide
CO 3
CO 3
9. identified different
approaches/methods
appropriate for young
children
8. Approaches/Methods in
Teaching Mathematics
Paper-Pencil Test
-Objective Type
-Essay Type
CO 4
9. Teaching:
a. Number Concepts
b. About Units of Measure
c. About Time
d. About Shapes
e. About Size
f. About Money
CO 5
Session
Plans, Scoring Rubrics
Curriculum Webs
Presentation of Group
Outputs
CO 3
Lecture Discussion
Preparing Different Types
DLP, Laptop
Slides
Laptop
DLP, Slides
can be used in
assessing learning of
math concepts and
skills
- Objective Type
of Evaluation Materials
Critiquing of Prepared
Evaluation Tools
CO 6
12. prepared evaluation
materials in preschool
mathematics
CO 3
12. discussed the
guidelines/
considerations in using
computers to young
children
CO 5
13. identified softwares
that can be used by
preschoolers in
mathematics and
problem solving
Computers/
Laptops
CDs/DVDs
Downloaded Programs
Group Presentation
CO 3
14. discussed the different
strategies to be used in
encouraging parents to
support the school in
the development of
childrens
mathematical skills
Course Requirements:
o Pass Quizzes, Midterm and Final Exams
o Deliver oral reports and submit projects: (e.g. term paper/readings, portfolio, etc.)
o Participate actively in class discussions and other performance-based activities
Scoring Rubrics
Group Presentation
Scoring Rubrics
UNIT TEST
o
o
Demonstration Teaching
Open Exhibit
Class Policies:
1. Regular attendance is a must. Medical certificates or letter of excuse duly signed by parents or guardians be submitted to the professor.
Absenteeism will be dealt with in accordance to existing university rules/policies.
2. Late submission of assignments/projects will be given a demerit.
3. Special examinations/quizzes shall only be given to students with valid reasons.
4. Any form of cheating is strictly prohibited. Punishments on such act shall be based on existing university rules/policies.
5. Dropping and changing of subjects must conform to university policies.
Grading System:
Midterm & Final Exam
40%
(Ave. Grade =
Quizzes
30%
Studentship (Projects, Attendance, Character) 30%
Total
100%
PREPARED BY:
HAZEL F. BASTO
Instructor 1
AGNES F. DOREZA
Instructor 1
OFELIA C. IMATONG
Instructor 1
BERNALIE E. ZACARIAS
Instructor 1
CHECKED BY:
CRISTETA C. DULOS, Ph.D
Program Dean, CTE
APPROVED:
GEMMA M. DE VERA, Ph. D.
Campus Executive Director
LOVEJOY R. CAERLANG
Instructor I
STEPHANIE G. SAYGO
Instructor 1
COURSE SYLLABUS
Course Code:
PRED 106
Time Frame :
18 weeks ( 54 hours)
Course Prerequisite: NONE
UNIVERSITY VISION
To become an ASEAN premier state university in 2020.
UNIVERSITY MISSION
The Pangasinan State University, through instruction, research, extension and production commits to develop highly principled morally upright, innovative
and globally competent individuals capable of meeting the needs of industry, public service and civil society.
INSTITUTIONAL OUTCOMES
The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes are
anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to Achieve, Excellence in Service
Delivery, Social and Environmental Responsiveness, and Spirituality (ACCESS). Anchored on these core values, the PSU graduates are able to:
1. demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity, participatory decision
making, and accountability;
2. engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that build personal
and professional credibility and integrity.
3. set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality outputs
leading to inclusive growth;
4. exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills, innovative mindset,
research and production initiatives and capability in meeting the industry requirements of local, ASEAN and international human capital market
through relevant and comprehensive programs;
5. display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university constituents and
elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.
PROGRAM OUTCOMES
Program Outcomes for Teacher Education
Graduates of the BSEd / BEEd programs are teachers who:
Performance Indicators
6. Practice professional and ethical teaching standards to respond to the demands of the
community.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and
reporting.
Performance Indicators
Identify and design lessons according to the stages of learners' growth and
development.
Utilize the potentials and uniqueness of individual learners in teaching.
Discuss and share insights on the subject area's learning goals, instructional
procedures and content in the elementary curriculum.
Facilitate collaboration among diverse learners.
Course Description
This course deals with the different concepts about social skills and principles underlying the development of social skills among young children. Moreover, this course
focuses on the different strategies and activities that can be used to help a child develop positive social skills.
LEARNING PLAN
CO
Code
Desired Learning
Outcomes (DLOs)
At the end of the unit, the
students must have:
Course Content/Subject
Matter
Unit 1 SOCIAL
DEVELOPMENT
Textbooks/
References
Assessment Task
(ATs)
Resource
Material/s
Time
Table
12
hours
CO 1
1. defined social
development
1.
Definition
Development
CO 1
CO 1
3. identified social
behaviors developed
during the early years
of
Social
CO 1
CO 1
5.
discussed
the 4. Importance of Early Social
importance
Contact
of early social contact in
the development of
social skills
CO 2
5. explained the role of
family members in the
development of a childs
social skills
CO 1
5. identified the types of
child-rearing used by
parents
6. identified opportunities
for social contact
provided to young
Lecture Discussion
Video Clip Presentation
Lecture Demonstration
Video Clip Presentation
Eliason, Claudia and Loa
Jenkins (2003). Practical
Guide to Early Childhood
Curriculum.
7th
ed.
Columbia, Ohio: Merrill
Publishing Company
Library Research
Reporting Discussion
Observation of Children
Interview
Lecture Discussion
Video Clip Presentation
Lecture Discussion
Video Clip Presentation
Graded Recitation
Paper Pencil Test
- Essay Type
Laptop, DLP
Slides, Video Clips
Scoring Rubrics
Graded Recitation
Paper Pencil Test
- Essay Type
Laptop, DLP
Slides, Video Clips
Scoring Rubrics
Scoring Rubrics
Graded Recitation
Paper Pencil Test
- Essay Type
Laptop, DLP
Slides, Video Clips
Scoring Rubrics
Lecture Discussion
Group Presentation
Video Clip Presentation
Journal of Interview
Conducting a Survey and
Interview
Scoring Rubrics
Lecture Discussion
Group Presentation
Interviewing Parents and Journal of Interview
Teachers
Scoring Rubrics
CO 1
Unit II SOCIAL
ADJUSTMENT
1. Cultural Patterns
2. Class Values
CO 1
3. Types of Individual
CO 1
CO 2
CO 1
5. Imaginary Playmates
6. Pets
CO 1
7. Leadership
a. Popularity and Leadership
b. First Appearance of
Leadership
c. Leadership in Early Childhood
CO 1
7. defined social
acceptance
8. Social Acceptance
a. Meaning of Social
Acceptance
CO 1
8. discussed:
a. the different concepts
on social acceptance
b. Degrees of Acceptance
Graded Recitation
Paper Pencil Test
- Essay Type
Graded Recitation
Paper Pencil Test
- Essay Type
- Objective Type
12
hours
Laptop, DLP,
Slides, Video Clips
Laptop, DLP,
Slides, Video Clips
Graded Recitation
Paper Pencil Test
- Essay Type
Laptop, DLP,
Slides, Video Clips
Graded Recitation
Paper Pencil Test
- Essay Type
Laptop, DLP,
Slides, Video Clips
Lecture Discussion
Video Clip Presentation
Graded Recitation
Paper Pencil Test
- Essay Type
Laptop, DLP,
Slides, Video Clips
Graded Recitation
Paper Pencil Test
- Essay Type
Laptop, DLP,
Slides, Video Clips
Graded Recitation
Paper Pencil Test
- Essay Type
Library Resources
Laptop, DLP
Slides, Video Clips
b. effects of attitudes
and
behavior on social
acceptance
c. ways on how a child
can improve his/her
social acceptance
CO 1
CO 1
c. Awareness of Acceptance
d. Effects of Attitudes and
Behavior
e. Improving Social Acceptance
Library Research
Reporting Discussion
Video Clip Presentation
Observation of Children
Interview of Parents and
Teachers
UNIT TEST
CO 1
CO 2
2. applied the
6
hours
Fabes, Richard and Carol Lecture Discussion
Lynn
Martin
(2003).
Exploring
Child
nd
Development. 2
ed.
Boston:
Pearson
Education, Inc.
Simulation
DLP, Laptop
Slides
Group Presentation
Scoring Rubrics
Documentation
of the Activity
techniques/strategies in
developing social skills,
self-concept, and selfesteem
CO 1
CO 2
Lecture Discussion
Video Clip Presentation
Simulation
Group Presentation
Laptop, DLP
Slides
Scoring Rubrics
UNIT TEST
CO 1
CO 2
20
hours
Research Report
Scoring Rubrics
CO 4
2. evaluate the
effectiveness of two
activities in the
development of social
living skills
Conducting a Collaborative
Group Presentation
Experiment
with
the
Journal of Evaluation
Preschool Teacher
Scoring Rubrics
UNIT TEST
Course Requirements:
o Pass Quizzes, Midterm and Final Exams
o Deliver oral reports and submit projects: (e.g. term paper/readings, portfolio, etc.)
o Participate actively in class discussions and other performance-based activities
o Submit a report of the research conducted
Class Policies:
1. Regular attendance is a must. Medical certificates or letter of excuse duly signed by parents or guardians be submitted to the professor.
Absenteeism will be dealt with in accordance to existing university rules/policies.
2. Late submission of assignments/projects will be given a demerit.
3. Special examinations/quizzes shall only be given to students with valid reasons.
4. Any form of cheating is strictly prohibited. Punishments on such act shall be based on existing university rules/policies.
5. Dropping and changing of subjects must conform to university policies.
Grading System:
Midterm & Final Exam
40%
Quizzes
30%
(Ave. Grade =
30%
100%
PREPARED BY:
HAZEL F. BASTO
Instructor 1
AGNES F. DOREZA
Instructor 1
OFELIA C. IMATONG
Instructor 1
BERNALIE E. ZACARIAS
Instructor 1
CHECKED BY:
CRISTETA C. DULOS, Ph.D
Program Dean, CTE
APPROVED:
GEMMA M. DE VERA, Ph. D.
Campus Executive Director
Republic of the Philippines
PANGASINAN STATE UNIVERSITY
Bayambang, Pangasinan
COLLEGE OF TEACHER EDUCATION
LOVEJOY R. CAERLANG
Instructor I
STEPHANIE G. SAYGO
Instructor 1
COURSE SYLLABUS
Course Code:
PRED 107
Time Frame :
18 weeks ( 54 hours)
Course Prerequisite: NONE
UNIVERSITY VISION
To become an ASEAN premier state university in 2020.
UNIVERSITY MISSION
The Pangasinan State University, through instruction, research, extension and production commits to develop highly principled morally upright, innovative
and globally competent individuals capable of meeting the needs of industry, public service and civil society.
INSTITUTIONAL OUTCOMES
The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes are
anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to Achieve, Excellence in Service
Delivery, Social and Environmental Responsiveness, and Spirituality (ACCESS). Anchored on these core values, the PSU graduates are able to:
1. demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity, participatory decision making,
and accountability;
2. engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that build personal and
professional credibility and integrity.
3. set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality outputs leading to
inclusive growth;
4. exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills, innovative mindset,
research and production initiatives and capability in meeting the industry requirements of local, ASEAN and international human capital market through
relevant and comprehensive programs;
5. display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university constituents and elevate the
welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.
PROGRAM OUTCOMES
Program Outcomes for Teacher Education
Graduates of the BSEd / BEEd programs are teachers who:
1. Articulate the relationship of education to larger historical, social, cultural and
Performance Indicators
Generate opportunities for reflection on historical, social, cultural and political
processes as they affect the day to day lives of the students
political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of
environment.
6. Practice professional and ethical teaching standards to respond to the demands of the
community.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and
reporting.
Performance Indicators
Identify and design lessons according to the stages of learners' growth and
development.
Utilize the potentials and uniqueness of individual learners in teaching.
Discuss and share insights on the subject area's learning goals, instructional
procedures and content in the elementary curriculum.
Facilitate collaboration among diverse learners.
Use appropriate teaching-learning strategies to sustain interest in learning.
Select, develop or adapt updated technology in support of instruction.
Use improvised and indigenous materials for meaningful learning.
Balance the use of traditional and non-traditional assessment techniques.
Interpret and use assessment data and information to improve teaching and
learning.
Adjust assessment tools and procedures to reflect school policies and
guidelines
Course Description
This course delves on the nature, theories, and concepts of creativity and the various strategies and activities that can be provided to young children to develop or enhance
creativity. In addition, the course deals on adaptations for inclusive and diverse settings.
LEARNING PLAN
CO
Code
Desired Learning
Outcomes (DLOs)
Course Content/Subject
Matter
CO 1
Textbooks/
References
Assessment Task
(ATs)
Resource
Material/s
Time
Table
Library Resources
Laptop
DLP
Slides
4
hours
framework of creativity
CO 1
2. enumerated ways on
how
creative potentials of
young children be
developed or enhanced
CO 2
3. designed activities for
developing creativity
adaptive for inclusive
and diverse settings
At the end of the unit, the
students must have:
CO 1
CO 3
CO 2
a. Theoretical Framework:
Defining Creativity
b. Creativity and Education
c. Unlocking Creative Potential
Brainstorming
28
Lecture Discussion
Brainstorming
Learning Activities
Designed
UNIT TEST
f. Learner-Centered Art
Experiences
43
hours
Isenberg, Joan P. and Mary Lecture Discussion
Renck Jalongo (1997).
Creative Expression and
Play in Early Childhood.
2nd ed. Upper Saddle
River,
New
Jersey:
Prentice-Hall, Inc., pp. 79
112
Brainstorming
Individual Readings
DLP,
Laptop,
Slides
Scoring Rubrics
Scoring Rubrics
Lecture - Discussion
Designed LearnerVideo Clip Presentation
Centered
Designing
Learner- Experiences
Centered Experiences
Scoring Rubrics
Scoring Rubrics
Art
CO 4
4. prepared a curriculum
web and daily session
plan using the integrated
method
CO 1
CO 2
CO 2
CO 2
CO 4
9. integrated music and
movement in the
different domains/
learning areas
CO 1
Lecture Discussion
Group Presentation
Preparing a Curriculum
Curriculum Web and
Web and Daily Session Session Plan
Plan
Critiquing
Paper Pencil Test
Library Research
- Objective Type
Isenberg, Joan P. and Mary Reporting Discussion
- Essay Type
Renck Jalongo (1997).
Creative Expression and
Play in Early Childhood.
2nd ed. Upper Saddle
River,
New
Jersey: Lecture Discussion
Completed
Progress
Prentice-Hall, Inc., pp. 126 Preparing a Progress Chart
Chart
153
Scoring Rubrics
Laptop,
Slides
DLP,
Scoring Rubrics
Brainstorming
Preparing
music
movement activities
Documentation of the
Demo Teaching
Scoring Rubrics/
Observation Sheets
Lecture Discussion
DLP, Laptop
Slides
in the Curriculum
c. Criteria for Integrating Drama
in the Curriculum
d. Appropriate Creative Drama
Activities and Experiences
- Essay Type
CO 2
CO 2
CO 2
DLP, Laptop
Slides,
Scoring
Rubrics
Designed
Creative Scoring Rubrics
Drama Experiences
Practicum
Scoring Rubrics
CO 4
CO 2
CO 1
CO 3
b. roles and
responsibilities of the
teacher in the
management of
creative environment
CO 2
CO 1
Preparing a Curriculum
Web and Session Plan
Demonstration Teaching
Critiquing
UNIT TEST
Unit III CONTEXTS FOR
CREATIVE EXPRESSION AND
PLAY
Isenberg, Joan P. and Mary
Renck Jalongo (1997).
1. Planning, Arranging, and Creative Expression and Library Research
Managing
the
Creative Play in Early Childhood. Reporting Discussion
Environment
2nd ed. Upper Saddle Video Clip Presentation
a. Theoretical Framework
River,
New
Jersey:
b. Arranging and Managing the
Prentice-Hall, Inc., pp. 209
Indoor Environment
- 287
c. Arranging and Managing the
Outdoor Environment
d. Teachers Roles and
Responsibilities
Library Research
Reporting Discussion
Video Clip Presentation
Library Research
Reporting Discussion
Video Clip Presentation
Graded Recitation
Library Resources
Laptop, DLP
Slides, Video Clips
Graded Recitation
Library Resources
Laptop, DLP
Slides, Video Clips
CO 1
CO 2
CO 1
CO 2
2. established a strong
communication line
with parents for
childrens creative
growth
CO 2
3. selected appropriate
strategies for guiding
creative behavior which
are adaptive to inclusive
and diverse settings
b. Types of Materials
c. Developmentally Appropriate
Materials
Library Research
Reporting Discussion
Video Clip Presentation
Prepared Materials
Preparing Materials
Scoring Rubrics
UNIT TEST
3
hours
Lecture - Discussion
Brainstorming
Evaluating
the Group Presentation of
Communication Line of Evaluation Results
Parents and School
Brainstorming
Presentation of
Selected Strategies
DLP, Laptop,
Slides
Scoring Rubrics
Scoring Rubrics
CO 5
Implementing the
Strategies Selected
Evaluating
Effectiveness
of
Selected Strategies
4. implemented and
evaluated the
effectiveness of the
strategies selected
Group Presentation of
Evaluation Results
the
the
Scoring Rubrics
UNIT TEST
Course Requirements:
o
o
o
o
Class Policies:
1. Regular attendance is a must. Medical certificates or letter of excuse duly signed by parents or guardians be submitted to the professor.
Absenteeism and tardiness will be dealt with in accordance to existing university rules/policies.
2. Late submission of assignments/projects will be given a demerit.
3. Special examinations/quizzes shall only be given to students with valid reasons.
4. Any form of cheating is strictly prohibited. Punishments on such act shall be based on existing university rules/policies.
5. Dropping and changing of subjects must conform to university policies.
Grading System:
Midterm & Final Exam
40%
(Ave. Grade =
Quizzes
30%
Studentship (Projects, Attendance, Character) 30%
Total
100%
PREPARED BY:
AGNES F. DOREZA
Instructor 1
OFELIA C. IMATONG
Instructor 1
BERNALIE E. ZACARIAS
Instructor 1
LOVEJOY R. CAERLANG
Instructor I
STEPHANIE G. SAYGO
Instructor 1
CHECKED BY:
CRISTETA C. DULOS, Ph.D
Program Dean, CTE
APPROVED:
GEMMA M. DE VERA, Ph. D.
Campus Executive Director
Republic of the Philippines
PANGASINAN STATE UNIVERSITY
Bayambang, Pangasinan
COLLEGE OF TEACHER EDUCATION
COURSE SYLLABUS
Course Code:
Time Frame :
PRED 108
18 weeks ( 54 hours)
Performance Indicators
Generate opportunities for reflection on historical, social, cultural and political
processes as they affect the day to day lives of the students
Actively engages students to sustain interest in the subject matter.
Implements learner-friendly classroom management procedures and practices.
Use varied teaching methodologies appropriate for diverse learners.
6. Practice professional and ethical teaching standards to respond to the demands of the
community.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and
reporting.
Performance Indicators
Identify and design lessons according to the stages of learners' growth and
development.
Utilize the potentials and uniqueness of individual learners in teaching.
Discuss and share insights on the subject area's learning goals, instructional
procedures and content in the elementary curriculum.
Facilitate collaboration among diverse learners.
Use appropriate teaching-learning strategies to sustain interest in learning.
Select, develop or adapt updated technology in support of instruction.
Use improvised and indigenous materials for meaningful learning.
Balance the use of traditional and non-traditional assessment techniques.
Interpret and use assessment data and information to improve teaching and
learning.
Adjust assessment tools and procedures to reflect school policies and
guidelines
Course Description
This course focuses on the different strategies in guiding young children understand basic concepts and processes in Science and Health, and providing experiences in nature
study.
LEARNING PLAN
CO
Code
Desired Learning
Outcomes (DLOs)
Course Content/Subject
Matter
Unit 1 SCIENCE:
DISCOVERING THE
PHYSICAL WORLD
1. Why Science?
CO 1
CO 1
CO 1
Textbooks/
References
Assessment Task
(ATs)
Paper Pencil Test
- Essay Type
Graded Recitation
Graded Recitation
Resource
Material/s
Time
Table
Laptop,
DLP,
Slides and Video
Clips
2
hours
Unit II
CHILDHOOD
EDUCATION
1. discussed the:
a. goals of early
childhood science
education
b. importance of science
in child development
c. basic scientific
processes
d. different suggestions
on how scientific
processes be
introduced to young
children
1. Goals of
Science
Education
CO 1
CO 3
3. identified:
a. activities that
can be used in
developing
observation in young
children
CO 1
THE
Early
EARLY
SCIENCE
Childhood
6
hours
Library Research
Lecture Discussion
Graded Recitation
Library Research
Reporting Discussion
Library Research
Reporting Discussion
Video Clip Presentation
Grade Recitation
Graded Recitation
Scoring Rubrics
Lecture Discussion
Video Clip Presentation
Graded Recitation
Scoring Rubrics
7.
Science
Equipment
Materials
Scoring Rubrics
Library Resources
Individual
Readings
Laptop,
DLP,
Slides
Video Clips
Graded Recitation
Scoring Rubrics
Group Presentation of DLP, Laptop
Completed
Graphic Video Clips
CO 3
CO 6
CO 6
CO 4
3. described a science
integrated curriculum
Organizer
Activity Sheets
Lecture Discussion
Group Presentation of Scoring Rubrics
Preparing a Matrix for the
Completed Matrix
Different
Topics
and
Activities for Science
Cooperative Learning
Group Presentation
Scoring Rubrics
6
hours
Lecture Discussion
Constructing an Evaluation
Sheet
Evaluating
a
Schools
Science Curriculum
Lecture Discussion
Laptop, DLP
Slides
CO 4
Lecture Discussion
Preparing
activities
integrating science
CO 1
Lecture Discussion
CO 1
6. described an early
childhood science
curriculum
CO 2
CO 4
Brain Storming
Video Clip Presentation
Wolfinger, Donna M. Activity Sheet
(1994).
Science
and
Mathematics in Early
Childhood
Education. Library Resources
USA: Harper Collins Reporting Discussion
College Publishers
Video Clip Presentation
pp. 145- 175
Lecture Demonstration
Session Planning
Laptop, DLP
Slides
Graded Recitation
Drawing of an Ideal
Early Childhood Science
Classroom
Scoring Rubrics
Library Resources
Laptop, DLP
Slides, Video Clips
Constructed
Plans
Session
Prepared
Materials
CO 2
Demonstration Teaching
Critiquing
Instructional
Documentation of the
Demo Teaching
UNIT TEST
CO 2
CO 3
1. selected appropriate
strategies/approaches,
activities, and materials
to teach preschool
children the basic
physical science
concepts
2. prepared and
implemented session
plans
CO 4
Lecture Discussion
Video Clip Presentation
Morrison,
George
S.
(1995). Early Childhood
Session Planning
Education Today. 7th ed.
Demonstration Teaching
New Jersey: Prentice-Hall,
Critiquing
Inc.
Eliason, Claudia & Loa
Jenkins (2003). Practical
Guide to Early Childhood
Curriculum.
6th
ed.
Columbia, Ohio: Merrill
Publishing Company
Morrison,
George
S.
Graded Recitation
Laptop, DLP
Sides, Video Clips
15
hours
Constructed
Session
Scoring Rubrics
Plans
Observation Sheets
Prepared Instructional
Materials
Documentation of the
Demo Teaching
15
Hours
CO 2
CO 3
1. selected appropriate
strategies/approaches,
activities, and materials
to teach preschool
children the basic
earth science concepts
CO 4
2. prepared and
implemented session
plans
CO 2
CO 3
1. selected appropriate
strategies/approaches,
activities, and materials
to teach preschool
children the basic
life experiences
1. Teaching Sensory-Related
Concepts
1.1 Smell and Taste
a. Approach to Teaching
b. Session Plan
1.2 Texture and Touch
a. Approach to Teaching
b. Session Plan
1.3 Sound and Pitch
a. Approach to Teaching
b. Session Plan
CO 4
2. prepared and
implemented session
plans
Lecture Demonstration
Session Planning
(1995). Early Childhood
Demonstration Teaching
Education Today. 7th ed.
Critiquing
New Jersey: Prentice-Hall,
Inc.
Constructed
Session Scoring Rubrics
Plans
Observation Sheets
Prepared Instructional
Materials
Documentation of the
Demo Teaching
Lecture Demonstration
Session Planning
Demonstration Teaching
Morrison,
George
S. Critiquing
(1995). Early Childhood
Education Today. 7th ed.
New Jersey: Prentice-Hall,
Inc.
Eliason, Claudia & Loa
Jenkins (2003). Practical
Guide to Early Childhood
Curriculum.
6th
ed.
Columbia, Ohio: Merrill
Scoring Rubrics
Constructed
Session Observation Sheets
Plans
Scoring Rubrics
Prepared Instructional Observation Sheets
Materials
Documentation of the
Demo Teaching
6
hours
Publishing Company
CO 2
CO 3
CO 4
1. selected appropriate
strategies/approaches,
activities, and materials
to teach preschool
children the basic
nutrition and food
experiences
Morrison,
George
S.
(1995). Early Childhood
Education Today. 7th ed.
New Jersey: Prentice-Hall,
Inc.
Morrison, George S.
(1995). Early Childhood
Education Today. 7th ed.
New Jersey: Prentice-Hall,
Inc.
2. prepared and
implemented session
plans
CO 4
1. selected appropriate
strategies/approaches,
activities, and materials
to teach preschool
children the basic
nutrition and food
experiences
2. prepared and
implemented session
plans
4
hours
Lecture Demonstration
Session Planning
Demonstration Teaching
Critiquing
Constructed
Session Scoring Rubrics
Plans
Observation Sheets
Prepared Instructional
Materials
Documentation of the
Demo Teaching
Lecture Demonstration
Session Planning
Demonstration Teaching
Critiquing
Scoring Rubrics
Observation Sheets
Constructed
Plans
Session
Prepared Instructional
Materials
Documentation of the
Demo Teaching
3
hours
UNIT TEST
Course Requirements:
o
o
o
o
Class Policies:
1. Regular attendance is a must. Medical certificates or letter of excuse duly signed by parents or guardians be submitted to the professor.
Absenteeism and tardiness will be dealt with in accordance to existing university rules/policies.
2. Late submission of assignments/projects will be given a demerit.
3. Special examinations/quizzes shall only be given to students with valid reasons.
4. Any form of cheating is strictly prohibited. Punishments on such act shall be based on existing university rules/policies.
5. Dropping and changing of subjects must conform to university policies.
Grading System:
Midterm & Final Exam
40%
Quizzes
30%
Studentship (Projects, Attendance, Character) 30%
Total
100%
(Ave. Grade =
PREPARED BY:
HAZEL F. BASTO
Instructor 1
AGNES F. DOREZA
Instructor 1
OFELIA C. IMATONG
Instructor 1
BERNALIE E. ZACARIAS
Instructor 1
CHECKED BY:
CRISTETA C. DULOS, Ph.D
LOVEJOY R. CAERLANG
Instructor I
STEPHANIE G. SAYGO
Instructor 1
COURSE SYLLABUS
Course Code:
PRED 109
Time Frame :
18 weeks ( 54 hours)
Course Prerequisite: NONE
UNIVERSITY VISION
To become an ASEAN premier state university in 2020.
UNIVERSITY MISSION
The Pangasinan State University, through instruction, research, extension and production commits to develop highly principled morally upright, innovative
and globally competent individuals capable of meeting the needs of industry, public service and civil society.
INSTITUTIONAL OUTCOMES
The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes are
anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to Achieve, Excellence in Service
Delivery, Social and Environmental Responsiveness, and Spirituality (ACCESS). Anchored on these core values, the PSU graduates are able to:
1. demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity, participatory decision making,
and accountability;
2. engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that build personal and
professional credibility and integrity.
3. set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality outputs leading to
inclusive growth;
4. exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills, innovative mindset,
research and production initiatives and capability in meeting the industry requirements of local, ASEAN and international human capital market through
relevant and comprehensive programs;
5. display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university constituents and elevate the
welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.
PROGRAM OUTCOMES
Program Outcomes for Teacher Education
Graduates of the BSEd / BEEd programs are teachers who:
1. Articulate the relationship of education to larger historical, social, cultural and
political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of
environment.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development,
instructional delivery and educational assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and
Performance Indicators
Generate opportunities for reflection on historical, social, cultural and political
processes as they affect the day to day lives of the students
Actively engages students to sustain interest in the subject matter.
Implements learner-friendly classroom management procedures and practices.
Use varied teaching methodologies appropriate for diverse learners.
Evaluate current teaching approaches and innovate based on learners needs.
Implement and evaluate the curriculum.
Effectively write and carry out the lesson plan with mastery.
Deliver interesting lessons with congruent objectives, subject matter, teachinglearning activities, materials and assessment procedures.
Source and organize data and information concerning teaching and learning.
6. Practice professional and ethical teaching standards to respond to the demands of the
community.
Analyze and interpret data and information using appropriate tools and procedures.
Compose and disseminate properly well-written reports (progress reports,
assessment, and official communications, among others).
Behave in accordance to the Code of Ethics of Professional Teachers.
Use the community as a learning resource
reporting.
Performance Indicators
Identify and design lessons according to the stages of learners' growth and
development.
Utilize the potentials and uniqueness of individual learners in teaching.
Discuss and share insights on the subject area's learning goals, instructional
procedures and content in the elementary curriculum.
Facilitate collaboration among diverse learners.
Use appropriate teaching-learning strategies to sustain interest in learning.
Select, develop or adapt updated technology in support of instruction.
Use improvised and indigenous materials for meaningful learning.
Balance the use of traditional and non-traditional assessment techniques.
Interpret and use assessment data and information to improve teaching and
learning.
Adjust assessment tools and procedures to reflect school policies and
guidelines
Course Description
This course provides an overview of the general principles and methods of guiding learning processes at an early age. The different learning styles of young learners and
theories of learning will also be discussed in this course.
1. Gained adequate knowledge on the different learning theories and their implications in the learning styles and processes of young children
2. Manifested understanding of the different principles and methods of guiding learning processes of young children
3. Demonstrated appropriate knowledge, skills, values and attitudes in handling young children
LEARNING PLAN
CO
Code
Desired
Learning3Outcomes
(DLOs)
At the end of the unit, the
students must have:
Course Content/Subject
Matter
UNIT I TEACHING YOUNG
CHILDREN
CO 1
1.
discussed
the 1. The Power of Teaching
importance
2. Roles of Early Childhood
of teaching and the role
Education
of early childhood
education in the
development of children
CO 1
2. enumerated the
responsibilities of early
childhood educators to
children, families, and
the community
CO 3
3. Responsibilities of Early
Childhood Educators
Textbooks/
References
Henniger, Michael L.
(2002). Teaching Young
Children: An Introduction.
New
Jersey:
Pearson Lecture Discussion
Education, Inc.
Library Research
Reporting Discussion
Video Clip Presentation
Library Research
Brainstorming
Assessment Task
(ATs)
Resource
Material/s
Time
Table
5
hours
DLP, Laptop
Slides, Video Clips
Individual Reading
Graded Recitation
Scoring Rubrics
Individual Reading
Graded Recitation
Scoring Rubrics
CO 2
5. demonstrated the
different skills needed to
teach young children
Group Presentation
Scoring Rubrics
UNIT TEST
At the end of the unit, the
students must have:
Unit II THEORIES OF
LEARNING AND THEIR ROLE
IN
LEARNING
AND
INSTRUCTION
12
hours
CO 1
1. discussed the:
a. importance of the
study of learning
b. sources of knowledge
about learning
c. functions of learning
theory
CO 1
Laptop, DLP
Slides, Video Clips
6y
Laptop, DLP
Slides, Video Clips
Theories
d. Jean Piagets Cognitive
Development Theories
e. Albert Banduras Social
Cognitive Theory
f. Lev Vygotskys SocioHistorical Theory of
Psychological Development
g. Bernard Weiners Attribution
Theory
CO 1
CO 1
Unit IV UNDERSTANDING
HOW A CHILD DEVELOPS
AND LEARNS
1. The Developmentally
Appropriate Curriculum
3
hours
Laptop, DLP
Slides, Video Clips
3
hours
Paper Pencil Test
- Essay Type
Laptop, DLP
Slides, Video Clips
appropriate curriculum
Video Clip Presentation
CO 1
CO 1
CO 1
CO 1
CO 1
CO 1
CO 1
Library Research
Reporting Discussion
Video Clip Presentation
Henniger, Michael L.
(2002). Teaching Young Library Research
Children: An Introdustion. Reporting Discussion
2nd ed. New Jersey: Video Clip Presentation
Pearson Education, Inc.
Henniger, Michael L.
(2002). Teaching Young Lecture Discussion
Children: An Introdustion.
2nd ed. New Jersey:
Pearson Education, Inc.
Lecture - Discussion
Lecture Discussion
Video Clip Presentation
- Objective Type
Paper Pencil Test
- Essay Type
- Objective Type
Graded Recitation
Lecture - Discussion
Brainstorming
Interviewing Preschoolers
Group Presentation of
Interview Results
Journal Of Interview
Laptop, DLP
Slides, Video Clips
Scoring Rubrics
Laptop, DLP
Slides, Video Clips
9
hours
styles of pupils in a
certain preschool
At the end of the unit, the
students must have:
Unit VI ACCOMMODATING
LEARNING STYLES
A. Tailoring Classrooms to
Learning Styles
18
hours
Lecture Discussion
Video Clip Presentation
CO 1
1. discussed guidelines in
structuring classroom to
students strengths
CO 1
2. Multiple Intelligences
3. The 4 MAT System
CO 2
CO 1
CO 2
Practicum
Critiquing
CO 2
6. evaluated the
effectiveness of the
strategies in
Experimenting
Scoring Rubrics
DLP, Laptop
Slides, Video Clip
Documentation of the
Practicum
Scoring Rubrics
Journal of Evaluation
Results
Scoring Rubrics
accommodating learning
styles of young children
UNIT TEST
Course Requirements:
o Pass Quizzes, Midterm and Final Exams
o Deliver oral reports and submit projects: (e.g. term paper/readings, portfolio, etc.)
o Participate actively in class discussions and other performance-based activities
o Submit a report of simple researches conducted
o Demonstration Teaching
Class Policies:
1. Regular attendance is a must. Medical certificates or letter of excuse duly signed by parents or guardians be submitted to the professor.
Absenteeism and tardiness will be dealt with in accordance to existing university rules/policies.
2. Late submission of assignments/projects will be given a demerit.
3. Special examinations/quizzes shall only be given to students with valid reasons.
4. Any form of cheating is strictly prohibited. Punishments on such act shall be based on existing university rules/policies.
5. Dropping and changing of subjects must conform to university policies.
Grading System:
Midterm & Final Exam
40%
Quizzes
30%
Studentship (Projects, Attendance, Character) 30%
Total
100%
(Ave. Grade =
PREPARED BY:
HAZEL F. BASTO
Instructor 1
AGNES F. DOREZA
Instructor 1
OFELIA C. IMATONG
Instructor 1
BERNALIE E. ZACARIAS
Instructor 1
CHECKED BY:
CRISTETA C. DULOS, Ph.D
Program Dean, CTE
LOVEJOY R. CAERLANG
Instructor I
STEPHANIE G. SAYGO
Instructor 1
APPROVED:
GEMMA M. DE VERA, Ph. D.
Campus Executive Director