1

MANUEL V. GALLEGO FOUNDATION COLLEGES

Teacher-Education Department
Cabanatuan City

COURSE PLAN FOR CPTE

Course Code : Educ. 225

Course Title : Principles of Teaching 1
Course Credit: 3 Units
Professor : Dr. Celia R. Castillon

Course Description (Enhanced Version): This course is designed to enable students to acquire and apply the knowledge and skills about the teaching-learning process,
and inculcate in them the MVGFCI’s vision, mission and core values and the critical role of being the second parents to their students. They will be exposed to different
teaching-learning principles and researches about classical, contemporary, and emerging instructional practices with the view of making them informed decision-makers
and reflective practitioners.
The course culminates with an individual teaching demonstration on any topic of interest using an outcomes-based lesson plan as a guide and scoring rubric(s) to
objectively assess learning output/performance.

Course Learning Outcome: Upon completion of the course, the student will be able to perform a 40-minute demonstration teaching using a well-designed lesson / topic plan
that is outcome-based, learner-centered and computer technology-integrated, with scaffolding of learning activities.

Course Objectives: At the end of the course, students are expected to:

1. discuss the different approaches to the 21st century education focusing on the constructivist approach, outcomes-based and learner-centered education, as
well as the different education theories and teaching-learning principles;
2. describe a well-managed instructional process focusing on the alignment of its major components such as learning outcome, learning objectives, assessment
process and instructional activities;
3. analyze the practical benefits of well-aligned components of instruction;
4. make an outcome-based, learner-centered and computer technology-integrated lesson plan on any chosen topic, following the prescribed format (good
for 45 minutes only); and
5. conduct a 45-minute teaching demonstration in class using the approved lesson plan as a guide.
 2

Unit, Topic Title Unit Learning Learning Objectives Assessment / Learning Activities / Learning Resources
and Week Outcome (LO) (LOB) Output Strategies
Allocation
Orientation (Day After completion The student must be Output 1: Professor/Students’  Copies of the following:
1) of the course, the able to: Portfolio of Activities / Strategies: -Course Module
 MVGFCI’s student will be  manifest in class / Accomplishmen -School’s Vision, Mission and Core
Vision, able to: school activities the t (for submission at Discussions/Sharing of Values
Mission, Core  put together all relevant aspects of the end of the term) Views:
Values the MVGFCI’s vision, Assessment -School’s vision, mission and  Faculty members (as interviewees)
 Course documentary mission, core values tool: Rubric core values who have been teaching in MVGFCI
Coverage, Criteria:
evidence of and, corporate  Completeness
-Standards set in the Course for at least 5 years
Outcomes, Objs. Module
Activities,
course video (80%)
Assessment of accomplishmen  meet the standards (All documentary
 MVGFCI’s Corporate Video
evidence – corrected
Performance, t to come-up set for the course. test paper, outputs,
Students’ Activities:
Grading System with a Portfolio assignments, reports,  Interviews with old-time
of etc. are kept intact) faculty members in MVGFCI
 Tagging (20%)
Accomplishme (Contents are
to know how they translate
nt accurately and the School’s vision, mission
 make a neatly tagged or and core values in their
labelled)
Reflection teaching
Paper on the Output 2:
extent to which Reflection  Sharing to the whole class
the School Paper (for the interview results for
vision, submission at the end discussions
mission, core of the term)
values and Assessment
course tool: Rubric
Criteria:
standards have  Depth of Reflection
been translated -Responsiveness to
into actions. Topic (25 pts.)
-Communication of
Ideas ( 25 pts.)
-Organization (20 pts.)
 Writing
Effectiveness
-Control of Mechanics,
Sentence Structure,
 3

Grammar, Spelling
(20 pts.)
-Format and Length
(10 pts.)
Unit 1 (Week 1-3)

Overview of the At the end of the The student must be Output 3: Students’ Activities: Video clips:
21st Century unit, the student able to: Reflection 21st Century Education vs. 20th Century
Education in will be able to: Paper LOB 1 & 2: Education from https://www.youtube.com
Contrast to the 1. give an over view  Surfing the internet, reading /watch?v=HiD1UqLPrOg
Traditional  write a on the following: Assessment tool articles, selecting videos on
Education reflection  constructivist and criteria relevant topics (out of class 21st Century Education vs. 20th Century
paper focusing approach to (same as Output activity) Education from http://www.youtube.com
 Constructivist on own education, 2 above) /watch?v=nA1Aqp0sPQo
Approach to experiences with  outcomes-based  PowerPoint preparation (out
Education the traditional education and of class activity) and Web articles:
and the 21st  learner-centered presentation to class what From lessons to structures – a paradigm
 Outcomes- century approach; have been read/surfed/viewed shift for 21st century education from
based / educational for class discussion, with http://www.kaganonline.com/free_article
Competency- practices during 2. compare / contrast input / guidance from the s/dr_spencer_kagan/267/From-Lessons-
based Education college or high the traditional (old) professor to-Structures-A-Paradigm-Shift-for-21st-
school days and the 21st century Century-Education
 Learner-centered education; and LOB 3:
Education Professor’s tasks: The Premise of 21st Century Education
3. write a reflection  Explaining to class the from http://www.teachthought.com
 Paradigm Shift paper focusing on Scoring Rubric/Criteria for /learning/21st-century-learning-is-not-a-
in Education: Its own experiences with the reflection paper program/
Justification the traditional and the assessment
21st century  Providing a sample and Framework for 21st Century Learning
educational practices some guidelines on reflection from
during your college paper writing https://www.wvwc.edu/academics/gradpr
or high school days. ograms/ME/pdf/Framework%20for
Students’ Activities: %2021st%20Century%20Learning.pdf

 Writing the refection paper Outcomes-Based Education: Principles

(out of class activity) and Possibilities from
http://drjj.uitm.edu.my
 4

 Individual presentation of the /DRJJ/CONFERENCE/UPSI/OBEKillen

reflection paper in PPT for .pdf
class and professor’s
evaluation Competency-Based Curriculum Model
from
 Revising/improving and http://campaignforaction.org/sites/default
producing a hard copy of the /files/Competency%20%20Model
reflection paper for %20Summary.pdf.
submission to the professor
for scoring purposes The 21 st Century, the Competency Era
and Competency Theory from
http://www.avetra.org.au/ABSTRACTS2
006/PA%200058.pdf

Constructivist Theory from http://www

.learningandteaching.info/learning/co
nstructivism.htm.

Weimer, M. (2002). Learner-centered

approach: Five key changes to
practice. San Francisco, CA 94103-
1714: Jossey-Bass, a Wiley Imprint
@ www.jossey-bass.com

Unit 2 (Week 4- At the end of the The student must be Output 4: An LOB 1: Video clip:
6) unit, the student able to: Essay or Class Students’ Activities: Multiple Intelligences from https://www
will be able: Scenario  Surfing the internet, reading .youtube.com/watch?v=cf6lqfNTmaM
Teaching- 1. discuss the articles, selecting videos on
Learning Theories  write an essay different teaching- Assessment relevant topics (out of class Web articles:
/ Principles detailing his / learning tool: Rubric activity) Multiple Intelligences from
her learning theories/principles http://www.tecweb.org/styles/gardner.html
Criteria:
 Multiple experiences with  Organization  PowerPoint preparation (out
Intelligence a previous 2. create (or recall) a (25%) of class activity) and Students Learning Styles and Their
Theory and college classroom scenario  Correctness of presentation to class what Implications for Teaching from
Facts (25%)
Types of instructor(s) who that manifests clear  Completeness have been read/surfed/viewed http://www.crlt.umich.edu/sites/default/fi
Learners applied (or did and effective use of (25%) for class discussion, with les/resource_files/CRLT_no10.pdf
any of the teaching-  Mechanics/Gramm
 5

not apply) any of learning principles ar (25%) input / guidance from the Carnegie Mellon University (2016).
 Teaching- the teaching- tackled in the course professor Principles of learning. Retrieved on June
Learning Styles leaning (Note: Identify the topic and 21, 2018 from
the different teaching-
Theory principles learning principles) LOB 2 and 3: https://www.cmu.edu/teaching
tackled in the /principles/learning.html
 Teaching course. 3. write an essay Professor’s tasks:
Principles detailing his / her  Explaining to class the Graham, C. et al. (2001). Seven
or learning experiences Scoring Rubric/Criteria for Principles of Effective Teaching: A
 Learning  create a class with a previous essay /class scenario Practical Lens for Evaluating Online
Principles scenario that college instructor assessment Courses. Retrieved on June 21, 2018
manifests clear who applied (or did  Providing / showing a sample from http://technologysource.org
and effective not apply) some of of an essay / classroom /article/seven_principles_of_effective_te
use of any of the the teaching-leaning scenario as a model aching/
teaching- principles tackled in
learning the course. Students’ Activities: Carnegie Mellon University (2016).
principles Teaching principles. Retrieved on June
tackled in the  Writing an essay / class 20, 2018 from
course (Note: scenario (out of class https://www.cmu.edu/teaching/principles
Identify the topic and /teaching.html
the different teaching-
activity)
learning principles  Individual presentation of the Book:
applied) essay/ class scenario in PPT Corpuz, B. & G. Salandanan. (2015).
for class and professor’s Principles of Teaching 1
evaluation
 Revising/improving and
producing a hard copy of the
essay / class scenario for
submission to the professor
for scoring purposes
Unit 3 (Week 7- At the end of the The student must be Output 5: One- LOB 1-5: How to write learning outcomes from
13) unit, the student able to: page Essay Students’ Activities: http://assessment.uconn.edu/docs/HowTo
will be able: WriteObjectivesOutcomes.pdf.
Management of 1. Assessment  Surfing the internet, reading
Instruction  write a one- outcome from tool: Rubric articles, selecting videos on Developing clear outcomes and
 Alignment of the page learning objective relevant topics (out of class objectives from
Criteria:
Major essay justifying with some specific  Organization activity) http://www.thelearningmanager.com
Components of very strongly the examples; (25%) /
 6

Instruction: importance of 2.  Correctness of  PowerPoint preparation (out pubdownloads/developing_clear_learnin

Facts (25%)
*Learning Outcome alignment of the principles  Completeness
of class activity) and g_outcomes_and_objectives.pdf.
*Learning major behind Bloom’s (25%) presentation to class what
Objectives components of Taxonomy of  Mechanics/Gramm have been read/surfed/viewed Guidelines on giving homework or
-Bloom’s Taxonomy of instruction learning objectives ar (25%) assignments to all public elementary school
for class discussion, with
Learning Objs. discussed in with some examples input / guidance from the pupilsfromhttp://www.teacherph.com
*Assessments (Linked class. 3. name some ways/ professor /guidelines-giving-homework-
w/ Assessment Course)
-Scoring Rubric tools used in assignments-public-elementary-
-Construction of Multiple assessing students’ LOB 6: school-pupils/
and Essay Tests course performance Professor’s tasks:
*Instructional and the underlying Effective questioning techniques improve
 Explaining to class the discussion from http://www.speaking.pitt.
Activities (Linked w/ principles;
Facilitating Learning Scoring Rubric/Criteria for edu /instructor/questioning-
Course) 4. discuss the the essay assessment
-Selected Tchg. Strat. techniques.html
underlying principle/s  Providing / showing a sample
(Linked w/ Facilitating
Learning) in the selection and of an essay as a model Books:
-Scaffolding of Activities organization of
Corpuz, B. & G. Salandanan (2015).
-Questioning Technique course/ unit contents Students’ Activities:
-Imptce. of Assignment Principles of teaching 1
5. analyze the value  Writing a one-page essay
or Homework
-Use. of computer tools/ and the motivational (out of class activity) Marzano, R. & Kendall , J. S. (2007).
internet in teaching/ effects of:  Individual presentation of the
learning (Linked w/ The new taxonomy of educational
-proper scaffolding of essay in PPT for class and
Prep. of Instructional objectives
Materials) instructional professor’s evaluation p. 65
activities,  Revising/improving and
-right choice and use producing a hard copy of the Pitler, H. et al. (2007). Using technology
of strategies, essay for submission to the with classroom instruction that works p.
questions, assignment professor for scoring purposes 165
or homework,
computer tools, etc.
for effective/ efficient
instruction; and
6. write a one-page
essay justifying very
strongly the
importance of
alignment of the
major components of
instruction discussed
 7

in class
Unit 4 (Week 14- At the end of the The student must be Output 6: LOB 1-2: Videos:
17) unit, the student able to: Lesson Plan (on Students’ Activities:
will be able: any chosen
Lesson Plan 1. describe a well- topic)  Surfing the internet, reading
Preparation and  prepare a designed lesson plan; articles, selecting videos on
Execution (Linked learner- 2. explain the Assessment relevant topics (out of class
w/ Prep. of Instructional
Web articles:
centered, importance of a tool: Rubric activity) and
Materials)
computer-aided lesson plan in  PowerPoint preparation (out
Criteria:
lesson plan with teaching; Clarity of Outcome of class activity) and
Note: If professors
aligned 3. prepare a learner- (25%) presentation to class what
in other Alignment of Parts
outcome, centered, computer- have been read/surfed/
professional (25%)
objectives, aided lesson plan Scaffolding of viewed for class discussion,
courses require the
assessment tool with aligned Activities (25%) with input / guidance from Books:
same final output Technology
and outcome, objectives, the professor.
or performance, Integration (15%)
instructional assessment tool and Language Accuracy
sharing could be
activities; and instructional (10%) LOB 3-4:
done.
activities; and  Preparing a learner-centered,
 execute the 4. execute the Performance: computer-aided lesson plan
plan in a plan in a Plan Execution with aligned outcome,
simulated simulated teaching- (applying some of the objectives, assessment tool
learning environment. teaching principles
teaching- tackled in the course)
and instructional activities
learning Assessment (out of class activity);
environment tool: Rubric  PowerPoint preparation (out
. Criteria: of
Mastery (25%) class activity) and presentation
Execution of Planned
Activities (25%) of lesson plan to class for
Pedagogical Treatment evaluation,
of Technology (25%)  Revising/improving and
Communication (15%)
Attainability (10%) producing
a hard copy of the plan for
submission to the professor and
for demo purposes; and
 Executing the plan in a
simulated teaching-learning
environment.
 8

Professor’s tasks:
 Explaining to class the
Scoring Rubric/ Criteria for
lesson plan and plan
execution ;
 Providing / showing a
sample of lesson plan;
 Showing an example of a
well-designed lesson plan as
a model;
 Showing a video clip on
leaner-centered instruction
as a model for plan
execution.

GRADING CRITERIA

Prelim Period Mid-term Final Term

Outputs …………………… 35% Outputs …………………… 35% Outputs …………………… 35%
Prelim Exam ……………… 35% Prelim Exam ……………… 35% Prelim Exam ……………… 35%
Sharing/Report/Research…. 20% Sharing/Report/Research…. 20% Sharing/Report/Research…. 20%
Assignment/Attendance …. 10% Assignment/Attendance …. 10% Assignment/Attendance …. 10%
Total: 100% Total: 100% Total: 100%

Prepared by: Noted: Approved:

CELIA R. CASTILLON, Ed.D. RUTH G. LUCIANO, PhD ROSALYN B. BILOG, MAN

Professor Dean VP for Academic Affairs