Facilitating_Learner_centered_Teaching_O.pdf

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VISION: A premier community-based institution forming holistic individuals.
MISSION: Tagoloan Community College provides quality instruction, research and extension for a competitive and contended global workforce preferably as entrepreneurs with passion and commitment to serve.
PHILOSOPHY: Tagoloan Community College upholds the premise that education is a success if and when the people live a decent and prosperous life through adherence to standards of morality, employment in enterprise and competent
practice of entrepreneurial skills
CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)
A. PROFILE
Professor : Dr Frederick W Gomez
College : Education
Department : Social Studies
School Year/Semester : 2019 – 2020 / 1st
Sem
Lecture Hall/Rm Nos : 11B/T2
LET Number : 1100345
Cell Phone No : 09266584071
E-mail Add : gomez_072364@yahoo.com
Consultancy Hours : MW8-10/TTH8-10/1-4/F8-12/1-5
Publication : http://www.google.com.ph/Scrib (PoS, Res, Philo, Hist, Educ)
Tutorial/Personal Hours : by appointment
Tutorial/ Virtual Hours : Yahoo-messenger/Skype
B. COURSE
Course Title Education 1
Subject Discription Facilitating Learner-Centered Teaching
Course Description CMO No. 75, s. 2017
This course explores the fundamental principles, processes and practices anchored on learner-centeredness and other education psychologist as these apply to facilitate various teaching-learning delivery
modes to enhance learning
Course Credits 3units
Contact Hours/week 3hours/week
Prerequisite Minor subjects
Course Outcomes /Program
Outcomes
1. Utilize appropriate various sociocultural and historical materials in explaining current issues;
2. Organize communities towards self-reliance and self-sufficiency;
3. Demonstrate leadership skills that will help in teaching or training students who will empower their communities;
4. Integrate local and global perspectives in teaching the principle of the common good;
5. Employ the principle of sustainable development in teaching and learning;
6. Show scholarship in research and further learning; and
7. Display the qualities of an innovative teacher who has mastery f the subject matter.

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C. OBJECTIVES
Course Objectives / Performance Indicators
CMO No. 75, s. 2017
Summative Assessment Task Details
1. a. Relate current events with available historical data to help students
develop critical perspectives towards social studies;
b. Draw the connections between and among people, events and places
to analyze local and glbal social issues;
In the over-all assessment task student will submit the
accumulated individual task through activity and assignment using the
IGNATIAN PEDAGOGY. It should be inserted in the Portfolio kit
and content them. The rubrics tool shall be design to measure the
effectiveness and efficiency (accuracy) of the student work/activitiy.
Thus, the following criteria must be measured in the rubric:
1. Content
2. Experience
3. Refelection
4. Application/action
5. Evaluation
Major activity in the classroom encompasses on the Sigmund
Freud (3 component of Personality & 5 Psychosexual stage of dev);
Erik Erikson (8 stages of Psychosocial dev.) Jean Piaget (4 stages of
Cognitive Dev); Lawrence Kohlberg (3 stages & 6 substances on
Moral Development); Lev Vygotsky (Language & Zone Proximal
Dev); Urie Brofenbrenner (Bio-ecological system).
Midterm and Final Exam
Publishable Paper are also measured according to the following
criteria:
1. Introduction;
2. Methods;
3. Results and Discussion;
4. Conclusions and Recommendtions; and
5. References
This course relate, draw, design, organized, conduct, train, establish, access,
distinguish, initiate, organize, participate, integrate, explore and reproduce
fundamental principles, processes and practices anchored on learner-centeredness
and other educational psychologist advocacy as these apply to facilitate various
teaching-learning delivery modes to enhance critical and reflective teaching-
learning.
While this OBTLP (Outcomes-Based Teaching Learning Plan) recognizes the
individual differences, it should cater the peculiarity of the individual so as to
afford in helping the “weak” or the “slow” who is vulnerable of putting them
behind. Thus, to “engaged” the learner that NO ONE LEFT BEHIND after
evaluating and assessing the most effective educational psychologist advocacy
that would help the learner to be in the CENTER ON THE EDUCATIVE
PROCESSES/CREATION.
Allowing the student to read the assigned activity in the ww.com/ http / Url /
html / pdf / fb / twitter / emails / and other relative platform in the multimedia
infrastructure that would help in facilitating the speedy services of learning. Thus,
the student may be able to explore and discover that the human being is the
‘crown and the center of creation.’
The student may be able to discover that there are psychologists,
philosophers, sociologist and other allied orientation and discipline in the field of
education that treat the “child” like a flower in the garden that need to
nurture/culture and cultivated in order for them to “bears flowers.”
2. a. Design community – based activities to help learners achieve an
integrated view of social development;
b. organized student clubs/activities for community outreach project;
and
c. Conduct public assemblies to increase social awareness.
3. a. Train students to be involved in community-related activities;
b. Established lingkages with govenemnt and non-government
organizations to promote public welfate.
4. a. Access information from local and foreign media about social issues
to enhance teaching;
b. distinguish truthful from false presentation of information from
social media.
5. a. Initiate advocacy campaigns towards the attainment of sustainable
development goals;
b. Organize initiatives for stweradship of natural resources;
c. Participate in activities that promote environmental consciousness;
and
d. integrate the environmental principles in lerning and teaching.
6. a. Participate in research to improve the teaching and learning of
social studies; and
b. Join seminars, trainings, workshops and related activities to
improve the teaching and larning of the social studies.
7. a. design innovative strategies that heighten students engagemtn in the
social studies classroom; and
b. Produce assessment materials to measure student’s performance.

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D. COURSE OUTLINE & TIMEFRAME
Week Course Content / Subject Matter
l Learner – Centered Foundation
week1 Introducing Facilitating Learner-centered teaching
week 2 Teaching and Learning Facilities
week 3 Mandates/legal bases
week 4 Fundamental principles: Physiological, Cognitive (Affective & Psychomotor), Emotional, Sociocultural and etc.
11 Learner – Centered Psychologist and Theorist
week 5 Prominent Educational Psychologist & their Theories
Sigmund Freud (3 component of Personality, 5 Psychosexual stage of dev & id, the ego, the superego, psychosexual development, and the death instincts.); Erik Erikson (8 stages of Psychosocial dev.) Jean Piaget (4 stages
of Cognitive Dev); Lawrence Kohlberg (3 stages & 6 substances on Moral Development); Lev Vygotsky (Sociolcultural, Zone Proximal Dev & guided practice); Urie Brofenbrenner (Bio-ecological system); John Bowlby
(developing attachment theory on child care and parenting); Harry Harlow (contact & comfort-surrogate); Raymond Cattell (factor analysis and multivariate analysis-16factor-model of personality); Clark L. Hull (drive-
reduction theory – rigorous scientific method); Ivan Pavlov (classical conditioning); John Broadus Watson (Behavior); Wilhelm Wundt (structuralism & consciousness); Hermann Ebbinghause (learning & forgetting);
Edward B. Titchener (structuralism-breaking down human consciousness into the smallest possible elements);
week 6 Learner-centered advocates and advocacies
Sophist - Protagoras, Gorgias, Antiphon, Prodicus, and Thrasymachus (to be train in order to take care of himself); Plato (the individual must be trained by the state) Aristotle (training of good citizen is a state concern)
Marcus Fabius Quintilianus-Quintilian (society revolved around language, morals and education) Peter Abelard (language itself cannot determine the reality of things, but that physics must do so) Martin Luther (urges
everyone must know how to read his bible and understands here own), Francis Bacon (accumulated knowledge of society, to the young) Thomas Hobbes (the child should be trained in order to serve the state better), John
Amos Comenius (the child starts from general and undefined manner and he follow the method of nature and let him observe, and thereby lead him to understand of things about him) John Locke (education as a process of
learning through experience with this outside world and working towards the realization of happiness. His ideal was a sound mind in a sound body), Jean Jacques Rousseau (he identifies himself in the society through the
SOCIAL CONTRACT), Johann Heinrich Pestalozzi (education should be a matter of building citdizens according to a socially accepted and determined pattern and following he inner pattern of the child) Johann Friedrich
Herbart (the teacher determines the impression the child receives), Wilhelm August Proebel (he founded the school of kindergarten , the garden of children. For him the school was operated like a garden. The teacher should
permit and helpt the children to grow, just as the gardener helps the flowers to grow) John Dewey (the center of education should be the individual child. Thus, this would lead to the child-centered school.
week 7 Various teaching-lerning delivery modes
Centered on the learning style of the child: David Kolb theory of learning style - 1. Concrete Experience - (a new experience or situation is encountered, or a reinterpretation of existing experience).2. Reflective
Observation of the New Experience - (of particular importance are any inconsistencies between experience and understanding). 3. Abstract Conceptualization (reflection gives rise to a new idea, or a modification of an
existing abstract concept The person has learned from their experience). 4. Active Experimentation (the learner applies their idea(s) to the world around them to see what happens).
week 8 Models (one preferred model by the team/group for presentation – Learner – centered Teaching)
lll Learner – Centered Models
week 9 Presentation of the model (Learner-Centered Teaching)
week 10 Steps, processes and practices (the team should come-up the most preferred steps,process & practices which is more convenient & easy to learn by the students)
week 11 Review of the Related Literature and Studies (RRLS) about the learner-centered teaching
lV Research Paper
weeks
12-17
Preparation on the Publishable Paper
1. Introduction
2. Methods

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3. results and discussion
4. References
E. LEARNING PLAN
Desired Learning
Outcomes (DLO)
Course Content/
Subject Matter
Textbooks/
References
Teaching and Learning Activities (TLAs) Assessment Task
(ATs)
Resource
Materials
Time
Table
Describe and point-out the
attributes and characteristics of a
learner-centered teaching learning
using the different views of the
educational psychologist and
philosophers (ancient, medieval &
contempory).
Introducing
facilitating Learner-
centered teaching
through their
personal vision &
mission
https://www.deped.gov.
ph/wp-content/
uploads/2017/08/DO
_s2017_042-1.pdf
CHED Memorandum
Order No. 52, s. 2007
and DepED Order No. 32,
s. 2009
https://www.norwoodschool.
org/child-centered-education
Chalk Talk Activity. Computer Aided Instruction. Let the teacher
facilitate within 10 minutes. Allow the student to revisit the RRLS in the
multimedia infrastructure being the netizen of the world and point-out
attributes and characteristics that will help student to understand about
being learner-centered teaching curriculum, student and teacher by
relating their personal vision and mission. Let the student discover and tell
the class what is learner-centered for him/her. Let them ponder. Who is
the learner – centered? Is it the teacher? Or the Student? Whom do you
think is the learner-centered? the subject? the curriculum? the student or
the teacher? What elements of the learning environment constituted
“essential” and “greatest” in the making of the “learner-centered” critical
and reflective teaching – learning environment? Tell, the individual student
to make their own personal vision and mission & relate them being “lerner-
centered.” Do this by writing (cursive) in a short size bondpaper.
Submit Output
Mindterm and Final Exams
Computer/printer
/internet
connection/
hard copy
Week 1
Explore the fundamental
principle, processes and practices
about the teaching learning
delivery modes by revisiting the
physical facilities and other support
services.
Teaching Learning
facilities
https://www.education.
ie/en/Publications/.../Action-
Plan-for-Education-2017.pdf
Collaborative and cooperative activity. Computer Aided
Instruction. Let the teacher facilitate within 10 minutes. Allow the
student to conduct researches regarding the essential elements of
teaching and learning and let the team of seven (7) member discover that
teaching and learning are supported by experience and are authentic
learning. Let them share/ discuss what delivery modes the team may
prefer and why?. Write this in a cursive “form” in a short size bond paper
by using the the IGNATIAN PEDAGOGY in a CERAE “think piece.”
Let the student observe and
process their observation by allowing
them to submit a “think piece” paper
according to the IGNATIAN
PEDAGOGY paradigm.
Computer/printer
/internet
connection/
hard copy
Week 2
Familiarizing and be oriented
on the legal bases
Mandates/legal
bases
https://www.sun.ac.za/.../
learning-teaching/.../A%20
Handbook%20for%20
Teaching%20...
CHED Memorandum Order No.
52, s. 2007 and DepED Order No.
32, s. 2009
Buzzing activity. Computer Aided Instruction. Let the teacher
facilitate within 10 minutes. Let the team familiarize the provisions and
other relative legal bases using the SCRA, Phil Rep, Official Gazette,
CMOs, RA, PD, EO, GO, LOI, etc…on having a learner-centered
teaching… and allow them to process their team output using the
IGNATIAN PEDAGOGY. Can this be of great help? Why? How this beng
implemented and truly be the act of social and economic legislation?
Let the team share/exchange of
ideas and opinion and process their
critical analyses by allowing them to
submit a “think piece” paper according
to the IGNATIAN PEDAGOGY
paradigm in a short size bondpaper.
Computer/printer
/internet
connection/
hard copy
Week 3
Revisit through researches and Fundamental eLibrary and Research Reinventiveness. Computer Aided Let the student select the most Computer/printer Week 4

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classifying them according to their
relevance and applicability
regarding the fundamental
principle on the facilitating learner-
centered, curriculum, teacher and
students.
principles in
facilitating Learner-
Centered Teaching
https://faculty.londondeanery.ac.
uk/...learning/...teaching/
Facilitating_learning_teachi...
https://www.scribd.com ›
Documents › Personal Growth
Instruction. Let the teacher facilitate within 10 minutes. Let the student
discover regarding the fundamental principles about the facilitating
learner-centered through RRLS and evaluate them according to their
preciseness and applicability of the adopted principles. If possible the
team may be able to “lift” and “craft” their potential “researchable” “title”
and research “problem.” Research ethics and Intellectual Property Rights
(IPR) are always emphasize for the purpose of “learned” behavior and
“authenticity” of the “craft.” The “team “ are required to submit ten (10)
barrowed statement from different IPR in support to the potential
researchable title submitted. Do this in a short size bondpaper.
preferred fundamental principle of
teaching-learning so as to prepare /
make/ create a “think piece” paper
tittle by the team in a short size
bondpaper.
Use this paradigm to guide the team
preferred researchable title.
/internet
connection/
hard copy
Enumerate, classify, and
identify educational psychologists
advocacy according to their genra
and theme.
Select only one educational
psychologist which you think and
believed that his/her teaching
advocacy is relevant to time, space
and circumstances to the learner,
teacher and school.
Educational
psychologist of
learner-centered
teaching and its
contribution
https://www.very wellmind.com
/freuds-stages-of-psychosexual-
development-2795962
https://www.simply
psychology.org/pavlov.html
https://info.psu.edu.sa/.../
Erikson's%20Theory%20
of%20Psychosocial%
20Developme
https://www.researchgate.
net/./265916960_the_piaget
_theory_of_cogniti.
eLibrary and Computer Aided Instruction activity . Let the teacher
facilitate within 10 minutes. Allow the team to read and review on
educational psychologist, philosophers and experts on the field RRLS by
writing and listing down their theme and chronological perspective
according to curriculum – teacher – student centered teaching learning
pedagogy. Let the team be aware that the “citation” on the barrowed
statement be always on the priority (e.g. Gomez, Frederick W. (2019).
ABC on the Methdods of Research. https://www.scribd.com/.../Dr-
Frederick-W-Gomez-the-ABC-on-the-Methods-of-
Educ./accessed/8/12/2019.
The team are expected to write RRLS on the curriculum, teacher and
student using the IGNATIAN PEDAGOGY.
Let the team be inform regarding
the rubric and how they were
utilize/use as a tool for evaluation.
And, the following criteria to be
rubricated are:
1. No. of RRLS;
Alphabetically arranged
according to year of
publication (SY2015 up);
2. Arranged them according
to theme:
2.1. Curriculum
2.2. Teacher
2.3. Students
Submit output in a short size
bondpaper.
Computer/printer
/internet
connection/
hard copy
Week5
Read, review and summarize
the advocacies on learner-
centered curriculum, school and
teacher.
Learner-centered
advocates and
advocacies
https://www.newfoundations.com
/gallery/quintilian.html
https://www.iep.utm.edu/sophists/
https://www.iep.utm.edu/dewey/
Forum: Computer Aided Instruction activity. Let the teacher
facilitate within 10 minutes. Organize the student into Team of seven (7)
member and allow them to discuss the pros and cons on the trend and
issues brougth by the advocates and advocacies on “learner-centered
learning.” Contextualize the preferred barrowed ideas into IGNATIAN
PEDAGOGY using the CERAE “think piece.”
It is expected that the team chosen their repertoire (spoke person) in
every presented “think piece” for the “dialogue.”
Computer/printer
/internet
connection/
hard copy
Week 6
Make / construct a delivery
modes on various teaching-
learning model that will help
learner not “left behind.”
Various teaching-
learning delivery
modes
https://www.simplypsychology.org
/learning-kolb.html
Computer/printer
/internet
connection/
hard copy
Week 7
Adopt a feasible and viable
model on various teaching learning
Teaching-learning
https://www.simplypsychology.org
Collaborative and cooperative activity. Computer Aided
Instruction. Let the teacher facilitate within 10 minutes. After the team of
Submit output in an IGNATIAN
PEDAGOGY using the CERAE “think
IMs
Power Point
Week 8

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delivery modes Models /learning-kolb.html seven (7) member explore, collect and gather available RRLS they were
able to conceptual mapping the most preferred and applicable model for
the child-centered teaching presentation. Allow the team to select the best
model chosen for their presentation. Format their “report” into the
IGNATIAN PEDAGOGY using the CERAE “think piece.”
piece” It should be done in a short
size bondpaper.
LED/ LCD
Computer/Internet
Connection
Presentation of the
model (learner-
centered)
https://www.newfoundations.com
/gallery/quintilian.html Mindterm and Final Exams
IMs
Power Point
LED/ LCD
Week 9
Steps, processes
and practices
https://www.deped.gov.
ph/wp-content/
uploads/2017/08/DO
_s2017_042-1.pdf
https://www.norwoodschool.
org/child-centered-education
Dialectic. Computer Aided Instruction. Let the teacher facilitate
within 10 minutes. Let the team process the advocate and advocacies
into practice regarding the RRLS on the previous “topics” and allow them
to come-up their own generalization. What best practices the team can
recommend? Why this practice “must” be done? And, how we are going to
implement?
Submit output in the form of the
IGNATIAN PEDAGOGY using the
CERAE “think piece.” It should be
done in a short size bondpaper.
IMs
Power Point
LED/ LCD
Week
10
Review of the related
literature and
studies (RRLS)
about the learner-
centered
Educational Psychology
Teaching of the Great Philosopher
Research Exploration. Let the teacher facilitate within 10
minutes. Let the team do the surfing and utilize the intellectual
migration using the multimedia infrastructure. And, allow them to
surf relevant RRLS that has significant bearing on the
“Child/Leaarner-centered teaching.” Let them take note “potential
researchable title and RRLS” for future study to be made by the
team. The team is required to submit five (5) potential title in a
short size bondpaper.
Submit output
Computer/printer/
Internet
Connection
IMs
Power Point
LED/ LCD
Week
11
Preparation on the
Publishable Paper
1. Introduction
2. Methods
3. Results and
discussion
4. References
https://www.scribd.com/
document/347586950/Teachers-
and-Principals-Clinical-
Instruction-Supervision-in-the-
Classroom
Research. Let the teacher facilitate within 10 minutes. Allow the
team member to be cooperative and collaborative within their own
team and the teacher is open to consulation, coaching, mentoring
and allied technique or strategy that the teacher can help the team.
The team are expected to submit their ouput on a ring bounded
reseach paper, one (1) week before the final exam (5 – 15 or up to
25 pages approved for ring bounding).
Submit output
Final Exam
Computer/printer/
Internet
Connection
IMs
Power Point
LED/ LCD
Weeks
12-17
F. Suggested Readings and References
3C Institute. (2015). Serious games. Retrieved from https://www.3cisd.com/what-we-do/serious-games.
Black, P. (2013). Formative and summative aspects of assessment: Theoretical and research foundations in the context of pedagogy. In McMillan, J.H. (Ed.), Sage handbook of research on classroom

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assessment, p. 167‒178. Los Angeles, CA: Sage.
Black Girls Code: Imagine, Build, Create. (2013). Programs/events. Retrieved from http://www.blackgirlscode. com/program sevents.html.
Campos-Castillo, C., & Ewoodzie, K. (2014). Relational trustworthiness: How status affects intra-organizational inequality in job autonomy. Social Science Research, 44, 60-74.
Carver, John. (2015). 2020 Howard-Winn Admin Update. Retrieved from http://2020hwinnadminupdates. blogspot.com/2015/10/jcc-october-16-2015.html?_ sm_au_= iVVZSvStrsDP4TqR.
Ching, D., Santo, R., Hoadley, C., & Peppler, K. (2015). On-ramps, lane changes, detours and destinations: Building connected learning pathways in Hive NYC through brokering future learning
opportunities. New York, NY: Hive Research Lab.
Consortium for School Networking. CoSN’s 2015 annual E-rate and infrastructure survey. (2015). Retrieved from http://cosn.org/sites/default/files/pdf/CoSN_3rd_Annual_Survey_Oct15_FINALV2.pdf.
Culatta, R. (2015). Using Technology to Close Equity Gaps. YouTube. Retrieved September 21, 2015, from http://www.youtube. com/watch? v=6m-eMFz0iZI. The term “blended learning” has the
meaning given the term in Section 4102(1) of the ESEA, as amended by ESSA
Darling-Hammond, L., Wilhoit, G., & Pittenger, L. (2014). Accountability for college and career readiness: Developing a new paradigm. Education Policy Analysis Archives, 22(86), 1
Dahlberg, N. (2016). Black Girls Code relaunching Saturday with gaming workshop. Retrieved from http://www.miamiherald.com/news/local/community/miami-dade/article85500752.html.
Erickson, L. (2013). Concept-based curriculum and instruction: Engaging the child’s mind. [Presentation at the ninth Annual Education Conference at the International School of Geneva, 2014.]
Garcia, Antero, ed., 2014. Teaching in the Connected Learning Classroom. Irvine, CA: Digital Media and Learning Research Hub.
Gomez, Frederick W. (2019). ABC on the Methdods of Research. https://www.scribd.com/.../Dr-Frederick-W-Gomez-the-ABC-on-the-Methods-of-Educ./accessed/8/12/2019
Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic learning environments. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications
and technology (pp. 401–412). New York, NY: Springer
Hirsh-Pasek, K., Zosh, J.M., Golinkoff, R.M., Gray, J.H., Robb, M.B., and Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the
Public Interest, 16, 3-34.
IAEB―International Education Advisory Board. (2013). Learning in the 21st century: Teaching today’s students on their terms.
<www.certiport.com/Portal/Common/DocumentLibrary/IEAB_Whitepaper040808.pdf>
Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K.…Watkins, C. S. (2013). Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research
Hub.
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC horizon report: 2014 K-12 edition. Austin, TX: The New Media Consortium.

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Kellman, P. J., & Massey, C. M. (2013) Perceptual learning, cognition, and expertise. In B. H. Ross (Ed.), The psychology of learning and motivation (Vol. 58, pp. 117-165). Amsterdam: Elsevier Inc.
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA: CAST Professional Publishing.
Mindset Works. (2012). The Experiences. Retrieved from https://www.mindsetworks.com/webnav/experiences. aspx.
Molnar, M., Culatta, Richard (2014). Five Ways Technology Can Close Equity Gaps. Education Week. Retrieved September 21, 2015, from
http://blogs.edweek.org/edweek/marketplacek12/2014/11/richard_culatta_five_ways_ technology_can_ close_equity_ gaps.html
Office of Educational Technology. (2015). Ed tech developer’s guide. Washington, DC: U.S. Department of Education. Retrieved from https://tech.ed.gov/developers-guide/.
Partnership for 21st Century Learning. (2013). Framework for 21st century learning. Retrieved from http://www.p21.org/our-work/p21-framework.
PBS LearningMedia. (2013). Teacher technology usage. Arlington, VA: PBS LearningMedia. Retrieved from http://www.edweek.org/media/teachertechusagesurveyresults.pdf
Pritchard, Allan (2017). Ways of Learning. Learning Theories for the Classroom. London: Routledge. .. focus on the learning style and its eflects changes in government policy and is closely related to new
developments in practice.
Purcell, K., Heaps, A., Buchanan, J., & Friedrich, L. (2013). How teachers are using technology at home and in their classrooms. Washington, DC: Pew Research Center’s Internet & American Life
Project.
Reardon, C. (2015). More than toys—Gamer affirmative therapy. Social Work Today, 15(3), 10. Retrieved from http://www.socialworktoday.com/archive/051815p10.shtml.
Ribble, M. & Bailey, G.D. (2015). Digital Citizenship in Schools (3rd ed.). Eugene, Or.:International Society for Technology in Education.
Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin Press.
Singh M. & Qi J. (2013). 21st century international mindedness: An exploratory study of its conceptualisation and assessment. Sydney, Australia: Centre for Educational Research School of Education,
University of Western Sydney. <ibo.org/research/programmedevelopment/ programmedevstudies/literature/documents/SinghQiIBreport27JulyFINALVERSION.pdf>
The Joan Ganz Cooney Center. (2014). Family time with apps: A guide to using apps with your kids. Retrieved from http://www. joanganzcooney center.org/publication/family-time-with-apps/.
The Center for Innovative Research in Cyber Learning. (2014). NSF cyberlearning program. Retrieved from http://circlcenter.org/projects/nsf-cyber-projects/.
UNESCO―United Nations, Educational, Scientific and Cultural Organization. (2013). UNESCO principles on education for development beyond 2015. [Adapted from UNESCO Education Sector
contribution to the Quadrennial Programme Priorities for 2014‒2017 (37 C/5) – unpublished.]
U.S. Department of Education (2016). Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments. https://www2.ed.gov/policy/elsec/leg/essa/ guidanceuseseinvestment.pdf. U.S
Department of Education, Office of Elementary and Secondary Education (2016). Non-Regulatory Guidance: Student Support and Academic Enrichment Grants. https://www2.ed.gov/
policy/elsec/leg/essa/essassaegrantguid10212016.pdf.

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G. Course Requirements
Publishable Paper
H. Grading System
1. Community involvement activity:
◘ Individual visit on the Barangay Disaster Reduction Group (BDRG) and assess or evaluate their preparedness;
◘ Document domestically geographic incidence and recommend solution (pictorial / qualitative or quantitative research)
2. Course requirements:
◘ One Reaction Paper (CERAE) in every major exam (Prelim, Midterm & Semi-final) APA format; font size & style (TNR 12)
◘ One Journal Notes/option (Community Involvement) Major exam (Prelim, Midterm & Semi-Final) APA format; font size & style (TNR 12)
◘ Research Paper (to be submitted one week before the final exam.APA format…font size & style TNR 12)
◘ Assignments -2%
◘ Attendance - 3%
◘ Projects (individual and Group Paper) - 5%
◘ Recitation (Asking & Answer Questions) -10%
◘ Quizzes (long & short) -40%
◘ Major Exams (periodical; P/M/SF/F) -40%
3. Formula of the Grading system:
Each total raw score must be converted into equivalent percentage by using the following formula:
Period Exam = 1/3 of the grades
Class Standing (CS) = 2/3 of the grades
4. Formula:
Prelim Grade = CS X 2 + Prelim Exam
3
Midterm Grade = CS X 2 + Midterm Exam + Prelim Grade
3
--------------------------------------------------------------
2
Semi Final Grade = CS X 2 + Semi final Exam + Midterm Grade
3
--------------------------------------------------------------
2
Final Grade = CS X 2 + Final Exam + Semi final Grade
3
-------------------------------------------------------------
2
Rubric Measurement Guide on the IGNATIAN PEDAGOGY
1. General Rating on the submitted CERAE paper
1. Content 20pts
2. Experience 20pts

=============================================================================================================================================================
======================================
3. Reflection 20pts
4. Application 20pts
5. Evaluation 20pts
TOTAL…………………. 100
2. General Rating on the submitted COLLAGE paper
1. Abstract 20pts
2. Theme (pics) 20pts
3. Neatness 20pts
4. Organize 20pts
5. Visualization 20pts
TOTAL…………………. 100
3. General Rating on the INDIVIDUAL & GROUP presentation
1. Punctuality 20pts
2. Content 20pts
3. Trend 20pts
4. Presentation 20pts
5. Activities/interaction 20pts
TOTAL…………………. 100
4. General Rating on the submitted drawing/demo paper
1. Manila paper size 20pts
2. 1 ½ to 2 inches letter size 20pts
3. Replica (image) to reality 20pts
4. Modulated voice 20pts
5. Preparedness & mastery 20pts
TOTAL………………………….. 100
General Rating on the submitted Publishable Research Paper
A. Overall Quality of the paper Covers 40%
1. Clarity of objectives/problems 5%
2. Soundness of the theoretical/conceptual framework 13%
3. Appropriateness of Research Design/ Statistical Tool 12%
4. Coherence of findings, Conclusions and Recommendations 10%
B. Relevance and Significance of the Study 25%
C. Organization of the paper 20%
D. Novelty and Originality 15%
___________
100%
5. Grading standards:
Class Standing (CS):
◘ Assignments -2%
◘ Attendance - 3%

=============================================================================================================================================================
======================================
◘ Projects (individual and Group Paper) - 5%
◘ Recitation (Asking & Answer Questions) -10%
◘ Quizzes (long & short) -40%
◘ Major Exams (periodical; P/M/SF/F) -40%
6. Formula of the Grading system:
Each total raw score must be converted into equivalent percentage by using the following formula:
Period Exam = 1/3 of the grades
Class Standing (CS) = 2/3 of the grades
7. Formula:
Prelim Grade = CS X 2 + Prelim Exam
3
Midterm Grade = CS X 2 + Midterm Exam + Prelim Grade
3
--------------------------------------------------------------
2
Semi Final Grade = CS X 2 + Semi final Exam + Midterm Grade
3
--------------------------------------------------------------
2
Final Grade = CS X 2 + Final Exam + Semi final Grade
3
-------------------------------------------------------------
2
Rubric Measurement Guideline
1. General Rating on the submitted CERAE paper
1. Content 20pts
2. Experience 20pts
3. Reflection 20pts
4. Application 20pts
5. Evaluation 20pts
TOTAL…………………. 100
2. General Rating on the submitted COLLAGE paper
1. Abstract 20pts
2. Theme (pics) 20pts
3. Neatness 20pts
4. Organize 20pts
5. Visualization 20pts
TOTAL…………………. 100
3. General Rating on the INDIVIDUAL & GROUP presentation
1. Punctuality 20pts

=============================================================================================================================================================
======================================
2. Content 20pts
3. Trend 20pts
4. Presentation 20pts
5. Activities/interaction 20pts
TOTAL…………………. 100
4. General Rating on the submitted drawing/demo paper
1. Manila paper size 20pts
2. 1 ½ to 2 inches letter size 20pts
3. Replica (image) to reality 20pts
4. Modulated voice 20pts
5. Preparedness & mastery 20pts
TOTAL………………………….. 100
1. General Rating on the submitted Publishable Research Paper
E. Overall Quality of the paper Covers 40%
5. Clarity of objectives/problems 5%
6. Soundness of the theoretical/conceptual framework 13%
7. Appropriateness of Research Design/ Statistical Tool 12%
8. Coherence of findings, Conclusions and Recommendations 10%
F. Relevance and Significance of the Study 25%
G. Organization of the paper 20%
H. Novelty and Originality 15%
___________
100%
Qualitative and Descriptive Value of Grades
Grade QPI Percentage Description
A 1.0 95-100 Excellent
A+ 1.5, 1.4, 1.3, 1.2, 1.1 90-94 Very Good
A- 2.0, 1.9, 1.8, 1.7, 1.6 85-89 Good
B+ 2.5, 2.4, 2.3, 2.2, 2.1 80-84 Satisfactory
B- 3.0, 2.9, 2.8, 2.7, 2.6 75-79 Fair
C 3.5, 3.4, 3.3, 3.2, 3.1 65-74 failed
Descriptive equivalents of the letter marks are as follows:
A Excellent - The student demonstrates mastery of the subject; has exceptional knowledge of the field and complete facility in his application of its principles.
A+ Very Good - The students display broad general competence in the field; has facility in dealing with both major and minor areas of the subject.
A- Good - The student demonstrates a good understanding of the principles of the field; is able to integrate course material with knowledge acquired elsewhere in an average manner.
B+ Satisfactory - The student has an average grasp of both major and minor principles and shows insight into relationships between topics.
B - Fair - The student shows understanding of the major topics of the field; is generally competent in the course skills.
C - Failed - The student demonstrates sufficient knowledge and skills to assure passing the next course in the sequence; shows minimal understanding of general principles.

=============================================================================================================================================================
======================================
I. Classroom Policies
Attendance policy:
◘ For the MWF classes allowable absences is only up to 10 absences
◘ For the TTH classes allowable absences is only up to 7 absences
◘ Class Hours Lost by Late registration are considered as absences

=============================================================================================================================================================
======================================

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