Teacher and the School Curriculum OBTLP
Professor : Dr. Frederick W Gomez
College : Education
Department : Social Studies
School Year/Semester : 2019 – 2020 / 1st Sem
Lecture Hall/Rm Nos : T2
LET Number : 1....45
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
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Course Title |
Education 4 |
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Subject Description |
The Teacher and the School Curriculum |
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Course Description |
CMO No.
75, s. 2017 This course includes the fundamental concepts and principles in curriculum and
curriculum development as a
foundation to engage
prospective teachers as curricularists. The more active
role of the teacher in planning, implementing and evaluating school-curriculum
as well as in managing school curriculum change and vis-à-vis various context
of teaching-learning and
curricular reforms shall
be given emphasis. |
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Course Credits |
3units |
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Contact Hours/week |
3hours/week |
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Prerequisite |
Minor subjects |
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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. |
C. OBJECTIVES
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Course Objectives / Performance Indicators CMO No. 75, s. 2017 |
Summative Assessment Task |
Details |
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1. a. Relate current
events with available historical data to help students |
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This course includes the fundamental concepts and principles in |
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develop critical perspectives towards social studies; |
curriculum and curriculum development as a foundation to engage |
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b. Draw the connections between
and among people,
events and places to analyze local and global social issues; |
This course fundamentally employed the summative assessment task on Individual work,
Collaborative effort, buzzing, collage, demonstration, cooperative,
inquiry-based, data-gathering, collecting, graphing and research-based
approach which they are measured according to the design mechanism and tools
attached in this OBTLP.
The Prelim Exam and Semi-Final Exam were design
to help slow learner to phase-out their
performance.
Midterm Periodical Exam and Final
Periodical Exam were given to sum-up their total academic
performance.
All computation and formulas are provided in this OBTLP. |
prospective
teachers as curricularists. The more active role of the teacher in planning,
implementing and evaluating school-curriculum as well as in managing school curriculum change and vis-à-vis various context of teaching- learning and curricular
reforms shall be given emphasis.
Thus, the teacher and the school curriculum shall focus the following: 1.
Teacher and the
School: Vision; Mission; and Goals (VMGs); Academic Qualification and
Teaching Experiences; Professional Performance and Scholarly Work; and
Faculty Development Program; Administrative Organization: Academic and Non-
academic; and Planning and Development with Linkages and Networking. 2.
Teacher
and School Curriculum: Curriculum & Curriculum
making, Curriculum process and
development, Courses, Program of
Studies and Prospectus, Planning and Development with Linkages and Networking 3.
Teacher and the
School Curriculum: Physical Plant,
Student Services and Development, Graduates and Employability 4.
Research Paper
Problems need to be embraced so that the organization can come up with a reasonable solution or solutions.
Finally, for schools to be successful with change and development, they must
believe that creating a culture of continuous improvement is the way to adapt
to changing needs and conditions.
Schools need to continuously assess
themselves and have the goal toward self-actualizing (Glickman, Gordon &
Ross-Gordon, 2013, p. 293). Thus, schools are never perfect or
self-actualized. |
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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. |
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3. a. Train students to be involved in community-related activities; b. Established linkages
with government and non-government organizations to promote
public welfare. |
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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. |
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5.
a. Initiate advocacy campaigns towards the attainment of sustainable
development goals; b. Organize initiatives for stewardship of natural resources; c. Participate in activities that
promote environmental consciousness; and d. integrate the environmental principles in learning and teaching. |
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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 learning of the social studies. |
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7. a.
design innovative strategies that heighten
students engagement in the social studies classroom; and b. Produce assessment materials to measure student’s performance. |
D. COURSE OUTLINE & TIMEFRAME
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Week |
Course Content / Subject Matter |
|
l |
Teacher and the School |
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1 |
Vision; Mission;
and Goals (VMGs); |
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2 |
Academic Qualification and
Teaching Experiences; Professional Performance and Scholarly Work; and Faculty Development Program |
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3 |
Administrative Organization: Academic and Non-academic |
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4 |
Teacher and the
School Organizational Development (TS-OD) |
|
11 |
Teacher and School Curriculum |
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5 |
Curriculum & Curriculum making, |
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6 |
Curriculum process and
development, |
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7 |
Courses, Program of Studies and Prospectus |
|
8 |
Planning and Development with Linkages and Networking |
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lll |
Teacher and the School Curriculum |
|
9 |
Physical Plant |
|
10 |
Student Services and
Development |
|
11 |
Graduates and Employability |
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lV |
Research Paper |
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12-17 |
1. Introduction 2. Methods 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 |
|
As a future teacher
they may be able to relate their
personal vision and mission on the course that they’ve enrolled so that they
may |
Vision; Mission; and Goals (VMGs); |
https://www.
hetl.org/vision/ |
Individual activity & Computer
Aided Instruction. After the student listen
and heard the technique & strategy in the formulation and |
Submit output
on one (1) whole
short size bond paper |
Computer/printer /Internet Connection VMGs sample |
Week1 |
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be able to realistically achieve their dream in life. |
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https://www.edglossary. org/mission-and-vision/ |
making the personal vision and mission, they are not told to make their
own personal vision and mission. |
Quiz &
Exam |
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Equip teachers on the
needed minimum qualification in order
to pass the basic quality standard of an institution. |
Academic
Qualification and Teaching |
https://www.oecd. org/ berlin/43541636.pdf
www.saudijos.org/ article.asp?issn=1658-
6816;year=2016 ; volume=3;issue..
www.unesco.org/ education/pdf/24_234.pdf |
Collaborative
activity & Computer Aided Instruction. After the 15 minutes
facilitating; Allow the team of a 7 member to surf and explore in advance on
the needed qualification of the teaching and non-teaching personnel (DepEd
& CHED). Let them discover that the teacher and the student is the
crown of a critical and reflective teaching learning experiences in a conducive
learning environment. |
Submit
output on a 1 whole short size bond paper
on the team preferred qualification of the team dream teaching personnel operated
school
Quiz &
Exam |
Computer/printer /Internet
Connection Institutional Manual sample |
Week2 |
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Experiences; |
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Professional |
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Performance |
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and Scholarly Work; |
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and |
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Faculty Development |
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Program |
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Identify,
point-out, emphasize and undertand the role of the Organizational Structure
(OS) in the Human Behavior in the organization (HBO). |
Administrative
Organization: Academic and Non- academic |
https://srhe.tandfonline. com/doi/full/10. 1080/03075079.2017.1421156
https://www.researchgate. net/.../274721173_
The_ Assessment_of_ Non- academic_and..
https://pdfs.semanticscholar.org /8478/26eee1d54054adedd45b 12a442ed69eba1cd.pdf
|
Buzzing
activity & Computer Aided Instruction. After the 15 minutes
facilitating; Let the team of the 7 member to prepare at least
3 sample on the Organizational Structure (OS) either DepEd/CHED to be on the possession of the team and
be ready for the analyses and explanation regarding the organizational
protocol. How does it work? |
Submit
the team chosen OS output on a one
(1) whole short
size bond paper and have a brief explanation at the back
Quiz & Exam |
Computer/printer /Internet Connection Institutional Manual
sample |
Week3 |
|
Create and make
a collage paper that would reflect/represent the learning environment of the school,
teacher, child and the community. |
Teacher and the School Organizational Development (TS-OD) |
https://www.lawphil.net/ statutes/repacts/ ra1966/ra_ 4670_1966.html
https://www.thoughtco. com/what-is-the-role-
of-a-teacher-2081511 |
Collage
making & Computer Aided Instruction. After the 15 minutes
facilitating; Let the team of 7 member collect picture that has meaning on
the teacher participation in the school and the community. And, let them create
or make a collage of pictorial
abstract that would convey meaning on the teacher participation/activity. |
Submit output
in a one (1) whole short size bond
paper
Quiz &
Exam |
Computer/printer /Internet Connection Institutional Manual
sample |
Week4 |
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Understand and
relate the role of the community counterpart in the making of the school
curriculum. |
Curriculum & Curriculum making |
www.flinders.edu.au/ teaching/ teaching-strategies/ curriculum.../a-curriculum- process.cfm
https://study.com/academy/ lesson/what-is-a-curriculum- model.html
https://files.eric.ed.gov/ fulltext/EJ1095725.pdf |
Demonstration
& Computer Aided Instruction. After the 15 minutes
facilitating; Let the team of 7-member conduct RRLS exploration to understand how curriculum was made. Let the team
submit their output
through the minutes/ethnographic notes during the conduct of data
gathering and procedure. |
Submit output
in a one (1) whole short size bond
paper
Quiz &
Exam |
Computer/printer /Internet
Connection prospectus sample |
Week5 |
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Identify, learn
and determine the
role of the school/teacher/student and even the
community counterpart/partners in the making/processing/ and developing the
school curriculum |
Curriculum process and
development |
www.flinders.edu.au/ teaching/.../ curriculum- development/a-curriculum- process.cfm
https://study.com/academy/ lesson/curriculum-planning- process-development.html
https://www.kenyaplex. com/ .../16290-what-is-the- difference-between- curriculum-devel...
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Team
activity/cooperative/collaborative/ IGNATIAN PEDAGOGY & Computer Aided Instruction. After the 15
minutes facilitating; Let the team of 7 members
to prepare in advance.
After, the 15 minutes’ deliberation made by the teacher on curriculum process
and development the team are task to process and develop the most preferred
curriculum that they wanted to make. They are required to design/format their
processing based on the IGNATIAN PEDAGOGY (CERAE). How and why curriculum being
process and develop? |
Submit Output
in a 1 whole short size bond paper
Quiz &
Exam |
Computer/printer /Internet
Connection minutes sample |
Week6 |
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Explore and
discover courses, program
of |
Courses, Program |
|
Cooperative activity & Computer Aided |
Submit Output
in a 1 |
Computer/printer |
Week7 |
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studies and
prospectus of the
chosen school preferred by
the student to “realize” their “dream” comes true. |
of Studies and Prospectus |
https://www.dlsl.edu. ph/category/downloadable-
curriculumprospectus/
https://www.ntc.edu.ph/ downloadables/ bsed-major- social-studies
https://www.ateneo.edu/ ls/undergraduate/academics/ core-curriculum |
Instruction.
After
the 15 minutes facilitating; Let the team of 7 member share and compare the different prospectus and allow them
to discover the difference. What made them different and how the course, program of studies and the
prospectus direct/guide’s learners journey on the path of their dream world
of work. Are the curriculum competitive? Why? How do they do it? Make an
IGNATIAN PEDAGOGY for the team
CERAE “think piece.” |
whole short
size bond paper
Quiz &
Exam |
/Internet
Connection Prospectus sample |
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Make the IGNATIAN PEDAGOGY
using the “think piece” on CERAE and allow the student to reflect the role of planning officer and linkages personnel in the mechanism of the School organization. |
Planning and Development with Linkages and Networking |
_Sustaining_Collaborations.pdf
https://www.slideshare.net/ nsjjr/linkages-and-networking- with-organizations
https://www.slideshare. net/ .../the-teaching- profession- linkages-networking-with-organ. |
Inquiry-based Instruction & Computer Aided Instruction. After the 15 minutes
facilitating as the teacher
starts by posing
questions, problems or
scenarios to allow brainstorming to the
team of 7 member, them reflect how planning and linkages helps the
Organizational Development (OD). Let them prepare an IGNATIAN PEDAGOGY using the CERAE
“think piece.” |
Submit Output
in a 1 whole short size bond paper
Quiz &
Exam |
Computer/printer /Internet
Connection/ Planning and Linkages
& Networking Manual Sample |
Week8 |
|
Read and “lift”
provisions found in the National Building Code of the Philippines and relate
it to the CHED/DepEd orders on physical plant requirements. |
Physical Plant |
www.xu.edu.ph/physical-plant-office https://www.slideshare. net/... /physical-plant-and-facilities- in-educational-management
www.chanrobles.com/ republicactno6541.htm
https://www.lawphil. net/judjuris/ juri2004/sep2004/gr_ 144159_2004.html |
Cooperative
and collaborative activity & Computer Aided Instruction. After the 15
minutes facilitating; Allow the team read in advance regarding the Philippine
National Building Code and let them “lift provisions” citing on the “physical
plant.” And, let them also revisit
the CMO provisions citing on the physical plant and make an
IGNATIAN PEDAGOGY using the CEREAE “think
piece.” Would the team recommend the operation of some DepEd/CHED supervise,
administered, controlled institution to
continue their operation? Why? What can you suggest and recommend? |
Submit Output
in a 1 whole short size bond paper
Quiz &
Exam |
Computer/printer /Internet
Connection/ physical plant Manual Sample |
Week9 |
|
Allow the team to cut & paste
desired picture on student
services and development (multimedia generated collage paper) by
“conceptualizing” their collage according to the “theme” or “abstract”
picture that the team may be able to conceive and convey to their viewer about the services and development rendered by the school. |
Student Services and Development |
students-services/
30-office- of- student-services-and-development |
Collage making & Computer
Aided Instruction. After the 15 minutes facilitating;
Let the team of 7 member collect picture on Student Services and Development
to prove as an evidence that this mechanism and tool
exist; however, the team
is required to make a collage
paper with a pictorial abstract that shows on these claimed services and development. |
Submit Output
in a 1 whole short size bond paper
Quiz &
Exam |
Computer/printer /Internet
Connection/ Administrative and Student Manual Sample |
Week10 |
|
Conduct the
collecting and gathering of data through multimedia infrastructure/visiting the most preferred institution by the team and ask permission to utilize their
data for graphical presentation. |
Graduates and Employability |
https://graduateemployability.com/
https://www.assuringgraduate capabilities.com/employability.html
https://www.researchgate.net/... |
Data
collecting & Graph making & Computer
Aided Instruction. After the 15 minutes facilitating; allow the team of 7 member to choose a “model” school (big
or small) to conduct data gathering and collecting to represent their
graduates and employability (TESDA/CHED-only
two (2) School Year). Let the team submit
their output in a graphic
format. |
Submit Output
in a 1 whole short size bond paper
Quiz &
Exam |
Computer/printer /Internet
Connection/ |
Week11 |
|
Read, write and
submit research publishable paper as prescribed in a ring bound short size bondpaper (APA format-
single space) |
Research Paper |
https://www.scribd.com/ document/347586950/Teachers-and- Principals-Clinical-Instruction- Supervision-in-the-Classroom |
Preparation on the Publishable Paper 1. Introduction 2. Methods 3. Results and discussion 4. References |
Quiz & Exam |
|
Weeks
12-17 |
|
Bobbitt, J. Franklin. (1918). The curriculum. Boston: Houghton Mifflin.
Chinnery, A. (2014). Teaching, concept and models of. In D. C. Phillips (Ed.), Encyclopediaof educational theory and philosophy (pp. 792–796). Thousand Oaks, CA: SAGE.
Connelly,
F.
M.
(2013).
Teacher
educators,
teacher
education,
curriculum
and
thelandscape
of
education.
In
Teacher educators as
members of an evolving profession (pp.211–235)
(Plymouth,
U.K.:
Rowman & Littlefield).
Connelly, F. M. (2013).
Joseph Schwab, curriculum, curriculum studies and educational reform,
Journal
of Curriculum Studies, 45, 622–639. Deng, Z. (2013). The practical and reconstructing Chinese pedagogics,
Journal of Curriculum Studies, 45, 652–667 Deng, Z. (2013). Introduction, Journal of Curriculum Studies, 45, 583–590. Glickman, C. D., Gordon Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2013). The basic guide to supervision and instructional leadership (3rd ed., pp. 250-262). Boston: Pearson.
Gomez, Frederick W. (2019). Teacher
and
the School Curriculum’. Manuscript: Classroom prepared
OBTLP
Jung, J.-H., & Pinar, W. F. (2015). Conceptions of curriculum. In D. Wyse, L. Hayward, & J.
OXFORD (2016). RESEARCH ENCYCLOPEDIA, EDUCATION (education.oxfordre.com). (c) Oxford University Press USA Pandya (Eds.),
The SAGE handbook of curriculum, pedagogy and assessment
(pp. 29–46).Thousand Oaks: SAGE. Willbergh, I. (2015). The problems of ‘competence’ and alternatives from the Scandinavian perspective of Bildung, Journal of Curriculum Studies, 47, 334–354
Zongyi, D. (2016). Bringing curriculum theory and didactics together: A Deweyan perspective. Pedagogy, Culture & Society, 24(1), 75–99. |
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COURSE REQUIREMENTS □ Reaction/Think Piece
Paper (IGNATIAN PEDAGOGY – CERAE) in every major
exam (Prelim, Midterm & Semi-final) APA format; font
size & style
(TNR 12); □ Option - One Journal Notes (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) |
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GRADING SYSTEM □ Reaction/Think Piece
Paper (IGNATIAN PEDAGOGY – CERAE) in every major
exam (Prelim, Midterm & Semi-final)
APA format; font size &
style (TNR 12); □ Option - One Journal Notes (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) 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) Evaluation approaches and methods: □
Attendance (related appearances or
actual participation designed in the syllabus) □ Assignment (related activity designed in the syllabus as feedback to connect the
Past & Present ) □
Class participation (individual and group activity designed in the
syllabus) |
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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 |
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1. |
General Rating
on the submitted Publishable Research Paper |
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A. Overall Quality
of the paper
Covers |
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40% |
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1. Clarity
of objectives/problems |
5% |
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2. Soundness of the theoretical/conceptual framework |
13% |
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3. Appropriateness of Research Design/ Statistical Tool |
12% |
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4. Coherence of findings, Conclusions and Recommendations |
10% |
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B. Relevance
and Significance of the Study |
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25% |
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C. Organization
of the paper |
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20% |
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D. Novelty and Originality |
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15% |
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100% |
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Classroom Policies □ 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 □ Unjustifiable late & cuts are considered absent |
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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 : Transformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurial ship & Professionalism)
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