Higher Education Department AY 2011-2012
Education 201
PRINCIPLES AND METHODS OF TEACHING 2nd Year BEEd/BSED
MTh, 2:30-4:00 Rm 107
Professor Information:
Susan Barbara R. Donato, MA Academic Counseling Hours:
Director, Research and Development Center Wed 10:30-11:30am
I. Course Description: The course is introduces prospective teachers to the nature of teaching. It deals specifically with the principles of effective instruction and the concomitant processes involved; instructional planning and actual teaching. The course is a blend of theoretical information and selected materials matching actual experiences. Field study 1 is anchored to this subject.
II. Desired Learning Outcomes: Expected Vincentian
Graduate Attributes
Desired Learning Results: By the end of the course, the students are enabled to…
Competent Show decisiveness and firmness in problem solving based on principles of teaching/learning
Creative Demonstrate leadership skills in promoting Vincentian charism and ideals of education through unique and original ideas with the use of technology.
Christ-Centered Manifests the Vincentian character of honesty, trustworthiness and reliability in his/her undertakings.
Compassionate Reveals thoughtfulness of the need for appreciation and affirmation of students and others
Charitable Speaks, acts and dresses cordially, modestly and professionally. III. Final Product/Performance
After preparing a lesson plan in the format of Understanding by Design (UbD), the prospective teacher implements the plan with the classmates as his/her learner. The lesson plan incorporates the principles and methods of teaching learned in class.
IV. Valid Assessment
PRINCIPLES AND METHODS OF TEACHING COMPETENCIES
____1. Demonstrate creativity and efficiency in handling document with the use of technology in the preparation of the learning portfolio and other teaching materials.
____2. Manifest self-confidence in communicating one’s opinion and enthusiasm in the performance of the prepared lesson plan.
____3. Reveal personal qualities that reflect the servant-leadership of a Catholic teacher. ____4. Exhibit problem solving skills and composure under pressure when faced with conflict
situations in the presence of learners and teachers
____ 5. Show varied methods and strategies, instructional materials and assessment tools appropriate to particular teaching/learning situations and objectives.
____6. Identify teachers’ actions that demonstrate value of learning
____ 7. Evident in-depth knowledge and understanding of the concepts of teaching, the teaching profession, instructional decisions and processes
COURSE OUTLINE TIME FRAME
Introductory Topics
Vision-Mission Orientation Course Outline presentation
HED philosophy, objectives and policies A. The Teacher
1. The Teaching Profession 2. Personal Qualities
3. The Professional Qualities 4. The effective teacher 5. Professional Ethics 6. Personal Attributes
1. School as a learning environment a. What Education is b. What the school is
c. Basic Education Curriculum
d. School facilities and ideal standards e. School culture: vision/ mission f. School philosophy and objectives
2. The Learner
a. The nature of the Learner
Ages 4-6
Ages 7-9
Ages 9-12
b. Fundamental equipment of the learner c. Gardner’s Multiple Intelligence Theory d. Learning style
B. Principles underlying instructions a. Principle of Context b. Principle of Focus c. Principle of socialization d. Principle of individualization e. Principle of sequence f. Principle of evaluation Prelims June 9 Room 107 Orientation June 13 & 16 Room 107
Corpuz & Salandanan ( 2007) Principles of Teaching 1. Pp 2-7 Corpuz & Salandanan ( 2007) Principles of Teaching 1. Pp 11-12 June 20 & 23
Room 107
Zulueta, (2006). Principles & Methods of Teaching Pp 14-17, 21-37
June 27 & 30 Room 107
Zulueta, (2006). Principles & Methods of Teaching Pp 1-14, 18-19;
Pamphlets: Help! I’m a preschool Teacher;
Elementary school teacher; I’m an intermediate school teacher. Pp. 1-3
July 4 & 7 Room 107
Zulueta, (2006). Principles & Methods of Teaching Pp 71 -
PRELIMS
Assessment: Submission of “working” portfolio
Enabling Topics Episode 3. “In not out”
a. Management and learning
b. Peace concept in focus “inclusivity” Episode 4. Traits Check
a. Learner’s characteristics and learning activities b. Peace concept in focus “Unity in Diversity” Episode 5. Individual differences and the learning process
a. Differences in ability level
b. Peace concept in focus “Sameness in differences”
Midterm July 21 & 28 Room 107 BED classroom August 4 & 11 Room 107 BED classrooms August 18 & 25 Room 107 BED classrooms MIDTERM Exam Room 107 Assessment: Submission of “working” portfolio
Episode 6. Social and Cultural Diversity Pre-Finals
September 1, 8 & 15 Room 107 Assessment: Submission of “working” portfolio Culminating Topics Episode 7. Connect Me a. Home-School link
b. Peace concept in focus “ Interdependence and cooperation” FINALS September 22, 29 & October 6 Home visitation October 13, & 20
Basic Education Department Submission of the “Learning Portfolio”
PERFORMANCE TASKS LEARNING EVIDENCE
Introductory Tasks Episode 1
Look into the facilities and areas that support learning in Colegio de San Jose.
Describe the school environment.
Describe how the Vincentian charism is displayed in the campus
Prepare an observation log. Episode 2
Observe 3 groups of learners from: Preschool,
Elementary, High School
.Describe each group of learners based
1. An illustration of a school that is supportive of learning or a “child friendly school”
2. A description of how the
Vincentian Charism is displayed in the campus
3. A list of suggestions for
improvement of the learning and Vincentian environment of Colegio de San Jose
Support the evidences with any of the following:
A photo essay
on your observation
Validate your observation by interviewing the learners
Compare them in terms of their interests and needs
4. A narrative description of diversity among children
Support with captioned pictures
PERFORMANCE TASKS LEARNING EVIDENCES
Enabling Tasks Episode 3
Observe a class
Using a checklist, find out the evident classroom components
Describe how the classroom is structured/ designed to allow everyone to participate in the learning activities
Relate the data in your checklist to the learners’ behavior
Reflect on how classroom management affects learning
Episode 4
Observe a class on a regular day
Take note of characteristics of the learners in the class
Enumerate and describe the activities that took place in the class
Analyze how the activities facilitated learning considering the learners’ characteristics
Describe how the classroom highlight the Vincentian charism of the school
1. Checklist on classroom management components
2. Photo documentation of the classroom setting
3. Reflection paper on activities that allow inclusivity among learners
1. Collection of classroom activities written on card boards of rainbow colors
2. A reflection paper on the congruence or match of learning activities to the learners’ characteristics
3. A narrative report on the Vincentian characteristic of the classroom
PERFORMANCE TASKS LEARNING EVIDENCES
Culminating Tasks Episode 5
Observe learners of different learning abilities but the same grade level
Interview them to gather their background information
Observe them as they participate in a classroom activity
Observe how the learners manifest their Vincentian education
Write a narrative report Episode 6
Observe a class on a regular day
Take note of characteristics of the learners in the class focusing on gender
1. A learner’s profile
2. A narrative report
3. A list of the learners’ observed Vincentian attributes
1. Narrative description of diversity among children
and cultural diversity
Interview our resource teacher about principles and practices that he/she uses in dealing with diversity in the classroom.
instills among children the Vincentian and DC core value of respect for human dignity and knowledge on differences in gender, social and cultural background
Episode 7
Select a learner from the class that you have observed
Conduct a home visit to your selected learner
Describe the family in terms of - number of siblings
- number of siblings in school
Interview the parents about
1. Rules they implement at home concerning their child’s schooling 2. The learner’s activities and
behavior while at home
3. The learner’s Vincentian attributes
1. Reflection on the impact of home and family life to learning
2. Reflection on how the Vincentian education of the learner impact their family life. V. REQUIRED RESOURCES/MATERIALS/READINGS 1. Facilities a. Room 107 b. Computer Laboratory c. HED Viewing Room
d. Basic Education Department classrooms 2. Equipments
a. Computer, speaker, microphone
b. Multimedia, media presenter, overhead projector c. Software: MS Word, MS Power Point
3. Required of ALL Students:
A Field Study Experiential Learning Workbook and a working portfolio in a clear file. The working portfolio will serve as a draft of the learning portfolio which the students will submit at the end of the semester. A universal serial bus (USB) is also required for saved documents. Since the portfolio will be returned to the student at the end of the semester, documents will be scanned and burned in a CD for the file of the Higher Education Department.
4. Attendance
Students are expected to attend all class sessions. Students who miss more than one (1) class sessions will receive a 5 points deduction from the final grade for each period. Those who miss class encounters MUST make-up for lost time and will have additional requirement to report. You are only allowed a total of three (3) absences for the semester.
5. Reading Assignments:
Assigned readings are indicated in the course schedule. In order to maximize quality of in-class discussion, these readings MUST be completed prior to class meetings. Reports on the readings will be done via email or as per instruction.
6. References
Corpuz, Brenda and Salandanan, Gloria G. (2007). Principles of teaching 1. QC: Lorimar Publishing Inc.
Glanz, Jeffrey. ( 2009). Teaching 101: Classroom strategies for the beginning teacher. California, USA: Corwin
Lucas, Maria Rita, et. al. (2007). Field study: Experiential learning courses. QC: Lorimar Publishing Inc.
Navarro, et. Al. (1988). Principles of teaching and instructional Technology. QC: Katha Publishing Co. Inc.
Salandanan, Gloria G. (2000). Teaching approaches and strategies. QC: Katha Publishing Co., Inc.
Salandanan, Gloria G. (2007). Methods of teaching. QC: Lorimar Publishing Inc Zulueta, Francisco M. (2006). Principles and methods of teaching. Navotas, MM:
National Bookstore
I. GRADING CRITERIA
Class Standing 30%
Attendance and participation during encounters Team work and cooperation with group mates
Average Quizzes 40%
Reflection Paper
Performance Outputs/Periodic Examinations 30% Submitted Compact Disc (CD)
*uses rubrics for grading portfolio/ reflection paper
