Obe course syllabi new format

1. Outcomes-Based Education (OBE) Course Syllabus in
EVENTS MANAGEMENT
Course Credit: 3
Program : BachelorofScienceinOfficeAdministration Term : First Semester
Pre-requisite : OA1 AcademicYear : 2021-2022
ClassSection : BSOA 3 A, B, C ClassSchedule :
I. Vision CARCAR CITY COLLEGE envisions to be one of the premiere higher education institutions in the province of Cebu, generating
knowledgeable, skilled, and value-laden NICEAN Graduates competent to engage in the global workplace and are endowedwith
the dignityand commitment to contribute to the development of the family, community, the nation, and the contemporaryworld.
II. Mission CARCAR CITY COLLEGE ensures that NICEANS gain access to quality tertiary education by providing outcome-based degree
programs with special emphasis in the fields of communication, agriculture and fisheries, governance, management, law
enforcement,andtechnical-vocational coursesinaccordancewiththe changingneedsofthe time, and to render positive changes
in the life of the Carcaranons through relevant researches and communityextension services.
III. Institutional Goals CARCAR CITYCOLLEGEiscommittedto:
A. Provide opportunity to deserving students from economicallydeprived families to obtain technical-vocational livelihood
competencies;
B. Uplift the educational,social,andeconomic statusof the marginalizedconstituentsof CarcarCity as well as the adjacent
local communities;
C. Introduce in its curricula studies and degree programs which do not at present received sufficient emphasis in existing
higher educational institution in the locality;
D. Empowertheinternalstakeholdersintobecomingproductivecitizenstocontributetothedevelopmentoftheirfamilies,their
locality, and the nation;
E. Produce a communityof competent, competitive, and compassionate professionals; and
F. Foster peace and development through solidarityand adherence to faith in God.
IV. CoreValues CARCAR CITYCOLLEGEstrives to guideNICEANS so as to developgraduatestowards exemplifyingthevalues of:
C→ Competence intheperformanceoftheirduties andresponsibilitiesandintheexcellentdeliveryof services in theirfields of
expertisein the globalworkarena.
C→ Compassion inproducingmenandwomenendowedwiththe“NICEAN” love and concernforfamily,community,as wellas
patriotism to the country. “NICEAN” compassioninthevalue of honesty, fairness, andconsiderationinservingconstituentsand
Republic of the Philippines
Province of Cebu
CARCAR CITY COLLEGE
Luan-luan, Poblacion 1, Carcar City, Cebu
Tel. No.: (032) 487-0063/487-9077
carcarcitycollege.edu.ph

2. clientelesintheworkplace.
C→ Commitmentingivingout their best efforts to any assignedtasks, dutiesand responsibilitiesandthededicationto
consistentlyrenderexemplaryservice.
V. ProgramGoals Basedon CHED Memorandum19seriesof 2017Article 5 Section5.3/ BOT ResolutionNo.122-2020
TheBachelorofScienceinOfficeAdministration Departmentaimsto:
1. preparestudents to qualifyfor a careerinofficeadministrationspecificallyinvarious generalandspecialized
administrativesupport,supervisory and managementpositons;
2. acquirethecompetencies,skills,knowledgeandworkvalues necessaryfor self-employment;and
3. instillinto the mindsof the students the positive niceanvaluesandattitudes that enablethem tocopewith the fast
changingworldofofficeadministration
VI. ProgramOutcomes Basedon CHED MemorandumNo.19seriesof 2017(ForBachelor of ScienceinOfficeAdministration)
Section6. Program Outcomes
Theminimumstandardsforthe BS in OfficeAdministrationprogram areexpressedinthe followingminimumsetof learning
outcomes:
6.1 Commontoallprogramsinalltypes of schools
Thegraduatesshouldbeableto:
6.1.1 Articulate anddiscussthe latest developmentsinthe specific fieldofpractice.(PQF level6 descriptor)
6.1.2 Effectively communicateorallyandin writingusingboth EnglishandFilipino.
6.1.3 Work effectivelyand independentlyinmulti-disciplinaryandmulti-culturalteams.(PQF level6 descriptor)
6.1.4 Act in recognitionofprofessional,social,andethical responsibility.
6.1.5 Preserve andpromote“Filipinohistoricalandcultural heritage.”(basedonRA 7722)
6.2 Commontothe BusinessandManagementdiscipline
A graduateof a businessor managementdegreeshouldbeableto:
6.2.1 Perform the basic functionsofmanagementsuchasplanning,organizing,leading,andcontrolling.
6.2.2 Apply the basic conceptsthatunderlieeachofthe functionalareasof business(marketing,finance,humanresources
management,production andoperationsmanagement,informationtechnology,andstrategic management)invarious
businesssituations.
6.2.3 Selecttheproper decision-makingtoolstocritically,analytically,andcreatively solve problemsanddrive results.
6.2.4 Expressoneself clearlyandcommunicateeffectivelywith stakeholdersbothin oralandwritten forms.
6.2.5 Apply informationandcommunicationtechnology(ICT)skillsasrequiredby the businessenvironment.
6.2.6 Work effectively with otherstakeholdersandmanageconflictinthe workplace.
6.2.7 Planandimplementbusiness-relatedactivities.
6.2.8 Demonstratecorporatecitizenshipandsocialresponsibility.
6.2.9 Exercisehighpersonalmoralandethical standards.

3. 6.3 Specific tothe OfficeAdministrationprogram
A graduateof BSOA shouldbeableto:
6.3.1 Provide generaladministrativeandclericalsupporttohigh-levelexecutivesguidedby the Codeof Ethics for Office
Professionals.
6.3.2 Coordinateofficemanagementactivities.
6.3.3 Manageofficecommunications.
6.3.4 Organizefiles, information,andofficesupplieseffectively.
6.3.5 Exhibitacceptablehumanrelationsskillsina diverse environment.
6.3.6 Engageinlifelonglearningtokeep abreastof the developmentinthe internationalemploymentmarket.
6.4 Commontoa horizontaltype as definedin CMO 46s 2012
A graduateof BSOAshouldbe ableto:
6.4.1 For professionalinstitutions:Demonstrateaserviceorientationintheir profession.
6.4.2 For colleges:Engageinvarioustypes of employment,developmentactivities,andpublic discourses,particularlyin
responseto the needs of communitiesthatone serves.
6.4.3 For universities:Generatenewknowledgeusingresearchanddevelopmentprojects.
VII. CourseDescription Based on CMO no. 24 s 2017
This course introduces the students to the theory, principles, and practice of instructional materials design and development.
VIII. CourseOutcomes
At the endof the semester,the students are expectedto:
1. createa learningplanorsessionguide appropriatefor onlinelearningsetting;
2. constructaself-instructional/independentlearningmoduleinreferencetoADDIE Model;and
3. makea languageteachingcoursesyllabiinonegradingterm consideringtheConstructiveAlignment(CA) principle.
IX. CourseDesignMatrix
DESIRED LEARNING
OUTCOMES (DLO)
COURSE
CONTENT/SUBJECT
MATTER
TEXTBOOKS/
REFERENCES
OUTCOMES-BASED TEACHING AND
LEARNING (OBTL)
ASSESSMENT OF
LEARNING
OUTCOMES (ALO)
RESOURCE
MATERIAL
TIMETABLE
At the end of the target session,
the students must have:
1. explained the significance
of the college’s vision and
mission, and as well as the
program goals and
Vision, Mission, Institutional
Goals and Core Values of the
College and as well as the
program goals and outcomes
of the department
Student Manual 2019
Edition
CMO No. 24. 2017
Big Group Activity: Interactive discussion on
the College’s Vision-Mission, Institutional
Goals, Core Values and as well as the
Program Goals and Outcomes of the
Bachelor of Arts in English Language as
these are given connections in terms of their
relevance in the 21st century education and
Recitations/
Interactive
Discussions
Reflection Paper with
analytical rubrics
PowerPoint
Presentation via
Video Conferenci n g
using Google Meet
Week 1

4. outcomes in the 21st
century education;
2. acquired deeper
understanding and
appreciation on the
college’s vision and
mission most especially in
the time of pandemic;
their timeliness and suitability in the
changing societal demands
Individual Activity: Write a reflection paper
regarding the college’s effort in sustaining
quality education amidst global crisis
3. identified the various
flexible learning modalities
and platforms implemente d
in the college to support
new normal education
landscape; and
Flexible Learning Modalities
Orientation
 Online Learning Platforms
CMO No. 4, s. 2020 Big Group Activity: Interactive class
discussion and consultation regarding the
various flexible learning modalities and
Online Learning Platforms that are adapted
by the CCC based on the provision in CMO
No. 4,s. 2020
Interactive
Discussions/
Consultations
PowerPoint
Presentation via
Video Conferenci n g
using Google Meet
Week 1
4. demonstrated
understanding on the
ethical behavior and
instructional and classroom
related rules and policies in
online learning
Online Classroom Orientation
 Netiquettes
 Instructional and classroom
related rules and policies
Student Manual 2019
Edition
Big Group Activity: Interactive discussion
with situational questions regardin g
netiquettes and other instructional and
classroom related rules and policies to
ensure students and instructor agreement
Recitations/
Interactive
Discussions
PowerPoint
Presentation via
Video Conferenci n g
using Google Meet
Week 1
DESIRED LEARNING
OUTCOMES (DLO)
COURSE
CONTENT/SUBJECT
MATTER
TEXTBOOKS/
REFERENCES
OUTCOMES-BASED TEACHING
AND LEARNING (OBTL)
ASSESSMENT
OF LEARNING
OUTCOMES
(ALO)
RESOURCE
MATERIAL
TIMETABLE
CURRICULUM MAP
A B C D E F
GENERAL AND DEPARTMENTAL ORIENTATION FOR ALL STUDENTS Week 2 LEGEND: L-LEARNED; P-
PERFORMED; O-OUTPUT
PRELIMINARY TERM COVERAGE
At the end of the target
session, the students
must have:
1. analyzed the micro
and macro effect of
planned and
unplanned
Instructional
Materials;
Instructional Materials:
Introduction and
Definition as cited by
Obniala ( 2017)
 Johnson, RELC
Journal
 Nunan, 1991
 Richards and
Rodgers, 1986
Roles of Instructional
Materials according to:
 Cunning, 1995
 Dudley, 1998
Karson, L. (2012).
Assessment of
Language. Nyx
Academics LLC.
Obniala, F. P.
(2017).
Preparation and
Evaluation of
Instructional
Materials by Mr.
Frederick
Big Group Activity: Interactive
discussion on the definitions and
roles of Instructional Materials
according to various authorities
Think-Pair-Share: Brief sharing of
the advantages and
disadvantaged of planned and
unplanned instructional materials
Individual Activity: Analyzing the
effects of instructional material
planning
Analysis Paper
on the micro and
macro effect of
planned and
unplanned
Instructional
Materials with
analytical rubrics
PowerPoint
Presentation via
Video
Conferencing
using Google
Meet
Google Forms
for Assessment
and Task
Submission
Week 2 P P L O

5. 2. compared and
contrasted prepared
Instructional
materials presented
via Synchrono us
Online Class and
Asynchronous
Online Class;
Factors Affecting
Materials Preparation
Benefits of Instructional
Materials to:
 Teachers
 Students
Karson, L. (2012).
Assessment of
Language. Nyx
Academics LLC.
Andrew, D.and
Cristopher,
W.(2015)
Education
Assessment on
Trial. Bloomsbury
Academic.
Small Group Activity: Online Class
Forum via Fishbowl Discussion
Strategy
Triad Activity: Conducting simple
online survey to teachers
regarding advantage and
disadvantage of prepare d
Instructional materials presented
via Synchronous Online Class and
Asynchronous Online Class
Result of the
online survey
with supported
discussion,
implication, and
supported
related studies or
literature
PowerPoint
Presentation via
Video
Conferencing
using Google
Meet
Google Forms
for Assessment
and Task
Submission
Week 3 P P L O
3. analyzed which type
of instructional
material is
appropriate in a
particular teaching-
learning activity
considering the basic
principles in learning
materials
development; and
Types of Instructional
Materials
Obniala, F. P.
(2017).
Preparation and
Evaluation of
Instructional
Materials
Brooks, R. (n.d.)
Developing
Instructional
Materials
Big Group Activity: Brainstormi n g
and Collaborative Thinking on
Situational Questions and Tasks
Worksheets on
instructional
materials
selection
analysis
PowerPoint
Presentation via
Video
Conferencing
using Google
Meet
Google Forms
for Assessment
and Task
Submission
Week 4 P P L O
4. created a detailed
plan as to how to
feasibly consider,
create, and modify
instructional
materials in an online
learning set-up.
Basic Principles in
Materials Developme nt
considering Alignment of
Teaching-Learning
Objectives and
Teaching-Learning
Activities
Obniala, F. P.
(2017).
Preparation and
Evaluation of
Instructional
Materials
Brooks, R. (n.d.)
Developing
Instructional
Materials
Big Group Activity: Interactive
discussion on the feasible plans in
considering, creating and
modifying instructional materials
that are suitable and appropriate in
an online set up using Fishbowl
discussion strategy
Detailed Matrix
for instructional
materials
planning
PowerPoint
Presentation via
Video
Conferencing
using Google
Meet
Google Forms
for Assessment
and Task
Submission
Week 5
Submission of the Course Outcomes No. 1
Preliminary Term Examination, Item Analysis and Uploading of Remedial/Supplemental Abstraction of Very Difficult Items
MIDDLE TERM COVERAGE
At the end of the target
session, the students
must have:
1. demonstrated in-
depth analysis
regarding the
significance of
frameworks of
materials and
Frameworks of Materials
and Methods
 Instructional System
Development using
the ADDIE Model
Karson, L. (2012).
Assessment of
Language. Nyx
Academics LLC.
Andrew, D.and
Cristopher,
W.(2015)
Small Group using Little Teacher
Activity: The class is divided into
small groups and each group is
given a task to discuss following
the guide questions. The rest of
the small groups should do
reciprocal questioning.
Graded
Performance
Task
PowerPoint
Presentation via
Video
Conferencing
using Google
Meet
Google Forms
for Assessment
Week7 P P L O

6. methods in
Instructional
Development;
Education
Assessment on
Trial. Bloomsbury
Academic.
and Task
Submission
2. applied the roles of
an instructional
designer and
developer and as
well as the system in
instruction delivery
and media
selections;
The Designer’s Role in
Materials Developme nt
and Instruction Delivery
The Delivery System
and Media Selections
Obniala, F. P.
(2017).
Preparation and
Evaluation of
Instructional
Materials
Brooks, R. (n.d.)
Developing
Instructional
Materials
Triad Activity: Through Peer
Learning strategy, the students will
devise and conceptualize which
instructional materials and system
in instruction delivery to be applied
in a given lesson or topic
Graded
presentation with
analytical rubrics
PowerPoint
Presentation via
Video
Conferencing
using Google
Meet
Google Forms
for Assessment
and Task
Submission
Week 8 P P L O
3. identified the various
online tools as
instructional
materials in the new
normal education
considering the
different flexible
learning modalities;
Instructional Materials in
the New Normal
Education
Flexible Learnin g
Modalities and
Instructional Materials
Karson, L. (2012).
Assessment of
Language. Nyx
Academics LLC.
Andrew, D.and
Cristopher,
W.(2015)
Education
Assessment on
Trial. Bloomsbury
Academic.
Big Group Activity: Interactive
discussion on the varied online
platforms, tools, and learning
management systems that support
online learning in new normal
education taking into considerati o n
the different teaching-lear ni n g
modalities in Flexible Learning
Quizzes and Oral
Participations
PowerPoint
Presentation via
Video
Conferencing
using Google
Meet
Google Forms
for Assessment
and Task
Submission
Week 9 P P L O
4. compared and
contrasted
instructional
materials for
Asynchronous and
Synchronous
modalities in online
learning setting; and
Self-Instructional/
Independent Learnin g
Modules
(Asynchronous) and
Virtual Online Class
(Synchronous) in Online
Learning Landscape
Obniala, F. P.
(2017).
Preparation and
Evaluation of
Instructional
Materials
Brooks, R. (n.d.)
Developing
Instructional
Materials
Big Group Activity: Active
participation using situational and
reciprocal questions
Venn Diagram
using mobile or
computer
application
Oral
Participations
PowerPoint
Presentation via
Video
Conferencing
using Google
Meet
Google Forms
for Assessment
and Task
Submission
Week 10 P P L O
5. employed the
various processes in
instructional
materials evaluation.
Evaluation of
Instructional Materials
 External Evaluation
 Internal Evaluation
 Overall Evaluation
Obniala, F. P.
(2017).
Preparation and
Evaluation of
Instructional
Materials
Small Group Activity: Each group
is assigned with an instructiona l
material to evaluate using the
steps provided. Each member is
delegated with a task through
Number Head Activity.
Graded
Performance
Task with
analytical rubrics
PowerPoint
Presentation via
Video
Conferencing
using Google
Meet
Week 11 P P L O

7. Brooks, R. (n.d.)
Developing
Instructional
Materials
Google Forms
for Assessment
and Task
Submission
Submission of the Course Outcomes No. 2
Middle Term Examination, Item Analysis and Uploading of Remedial/Supplemental Abstraction of Very Difficult Items
FINAL TERM COVERAGE
At the end of the target
session, the students
must have:
1. categorized the
characteristics,
functions, and
purpose of various
instructional course
syllabi;
Types of Syllabus and
Its Definition and
Purpose
 Structural Syllabus
 A Notional Syllabus
 A Situational Syllabus
Assessment of
Language. Nyx
Academics LLC.
Andrew, D.and
Cristopher,
W.(2015)
Education
Assessment on
Trial. Bloomsbur y
Academic.
Big Group Activity: Interactive
discussion on the types of
instructional course syllabi
Individual Activity: Matrix-makin g
of the various instructional course
syllabi highlighting the
characteristics, functions,
purposes, and other specifications
Matrix with
analytical rubrics
PowerPoint
Presentation via
Video
Conferencing
using Google
Meet
Google Forms
for Assessment
and Task
Submission
Week 13 P P L O
2. categorized the
characteristics,
functions, and
purpose of various
instructional course
syllabi;
Types of Syllabus and
Its Definition and
Purpose
 Skill-Based Syllabus
 Task-Based Syllabus
 Content-Based
Syllabus
Karson, L. (2012).
Assessment of
Language. Nyx
Academics LLC.
Andrew, D.and
Cristopher,
W.(2015)
Education
Assessment on
Trial. Bloomsbury
Academic.
Big Group Activity: Interactive
discussion on the types of
instructional course syllabi
Individual Activity: Matrix-makin g
of the various instructional course
syllabi highlighting the
characteristics, functions,
purposes, and other specifications
Matrix with
analytical rubrics
PowerPoint
Presentation via
Video
Conferencing
using Google
Meet
Google Forms
for Assessment
and Task
Submission
Week 14 P P L O
3. employed the
suggested principles
for designing a syllabi
that fosters critical
thinking; and
Suggested Principles for
Designing a Syllabus
that fosters Critical
Thinking taking into
consideration the
Constructive Alignment
(CA) Principle
Assessment of
Language. Nyx
Academics LLC.
Andrew, D.and
Cristopher, W.
(2015)
Education
Assessment on
Trial. Bloomsbur y
Academic.
Triad Activity: Commencin g
syllabus making with reference to
Constructive Alignment Principle
and Bloom’s/Anderson and
Krathwol’s Taxonomy Verbs
Initial making of
matrix of
activities of
course syllabus
highlighting
Content/Topics
and Desired
Learning
Outcomes
PowerPoint
Presentation via
Video
Conferencing
using Google
Meet
Google Forms
for Assessment
and Task
Submission
Week 15 P P L O

8. 4. applied the
procedures in
planning and
preparing a languag e
teaching syllabi
integrating
appropriate tools,
references, and
teaching-learning
activities
Suggested Steps in
Planning Syllabus
Steps in Preparing a
Practical Languag e
Teaching Syllabus
Obniala, F. P.
(2017).
Preparation and
Evaluation of
Instructional
Materials
Brooks, R. (n.d.)
Developing
Instructional
Materials
Triad Activity: Continuation of the
syllabus making with reference to
Constructive Alignment Principle
and Bloom’s/Anderson and
Krathwol’s Taxonomy Verbs
Continuation of
course syllabus
making
highlighting
teaching-
learning
activities, online
tools, and
references
PowerPoint
Presentation via
Video
Conferencing
using Google
Meet
Google Forms
for Assessment
and Task
Submission
Week 16 P P L O
*Final Output Making Week 17
Submission of the Course Outcomes No. 3
Final Term Examination, Item Analysis and Uploading of Remedial/Supplemental Abstraction of Very Difficult Items
X. FlexibilityProvision
Thesyllabusmaybe includedwithadditionaltopicsandactivitiesdeemednecessarybythe students and the instructor.
XI. Criteria for Grading
XII. A. Classroom Rulesand Policies
1. Attend classesregularly
2. Adhere to schoolpoliciesandstandards
MajorExams→ 35%
Research-BasedCourseRequirement/Portfolio→ 25%
LongQuiz→ 15%
InformalAssessment/ClassParticipation→ 15%
Attendanceand EthicalPractice→ 10%
100%

9. 3. Takeassessmentandevaluationontime
4. Cheatingandfalsifying paperrequirementsarenot tolerated
5. Submitrequirementsonschedule
6. RespectClassmatesandeducators
B. OnlineLearning ClassPolicies(Netiquette)
1. Respecteachother’stimeduringonlinesessions
2. Be politeand respectdiversity of opinionsthat differ from yours
3. Muteyour microphoneifnot inuse duringonlinesessions
4. Raiseyour handif you want to talk whendeemednecessaryduringonlinesessions
5. Wear your prescribeduniform duringonlinesession
6. Respecteachother’sprivacy
CERT IF ICAT ION
TO WHOM IT MAY CONCERN:
This is to certify that I have received a copy of the course syllabus; the course contents were discussed in class and that I understand and hereby commit
myself into participating and accomplishing the assigned learning tasks towards the attainment and manifestations of the intended outcomes-based evidences of
learning set in this course, in accordance with the competencies set and required in CHED Memo Order No. 24s. 2017.
Signed this __________ day of ________ 20 ______ at Carcar City College, Carcar City, Cebu Province, Philippines.
________________________________________
________________________________________
________________________________________

10. ________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Republic of the Philippines
Province of Cebu
CARCAR CITY COLLEGE
Luan-luan,Poblacion1,Carcar City,Cebu
Tel.No.:(032) 487
-0063/487
-9077
carcarcitycollege.edu.ph