RATIONALE
OBJECTIVES OF THE PROGRAM
P a g e 2 | 21 Furthermore, the BEEd degree program draws on several related disciplines such as social sciences, sciences, mathematics, technology, languages and humanities to ensure that graduates have a multidisciplinary preparation in content and pedagogy.
PROGRAM OUTCOMES
Stay informed with educational issues, trends and practices against the local and global context to provide relevant learning experiences. Keep accurate and up-to-date records of student performance using technology tools where possible and appropriate. Demonstrate communication skills, higher order thinking skills, and use tools and technology to accelerate learning and teaching.
Act according to the norms of the teaching profession when dealing with students, parents, colleagues and other stakeholders. Pursue personal growth and professional development through participation in seminar workshops, participation in demo parties,.
COURSE CURRICULUM
General Education Courses
Professional Education
Major/ Specialization
Mandated Courses 14
Institutional Courses 24 units
SUMMARY OF CURRICULUM
Prof Ed 222 Foundation of Special and Inclusive Education 3 Prof Ed 212 SCI 221 Teaching of Science in the Elementary Grades. Content and Pedagogy for the Mother Tongue 3 None SSC 224 Teaching Social Studies in the Elementary Grades. Philippine History and Government) 3 None TLE 225 Edukasyong Pantahanan at Pangkabuhayan 3 None IC 221 Internalization and Globalization in Education 3 None.
Prof Ed 311 The Teacher and the School Curriculum 3 Prof Ed 221 TTL 312 Technology for Teaching and Learning in the. MUSIC 313 Music Education in the Primary School Grades 3 None ENG 314 Teaching of English in the Primary School Grades.
OVERALL TOTAL 182
CURRICULAR MAP
Teaching mathematics in intermediate years D D D P I I Edukasyong Pantahanan in Pangkabuhayan D D D P I Edukasyong Pantahanan in Pangkabuhayan met. Teaching Music to Primary Classes D D D P I I Teaching Art to Primary Classes D D D P I I Teaching Physical Education and Health to Primary Classes D D D P I I Teaching English to Primary Classes (Languages. Arts) D D D P I I.
COURSE DESCRIPTION
DESCRIPTION OF THE CORE PROFESSIONAL EDUCATION COURSES Course Name The Children and Adolescents and Learning Principles course. Description This course covers the educational foundations of art as they apply to teaching and learning in the lower grades.
Practice Teachers during their Initial Demonstration
Practice Teachers during their Final Demonstration
This course emphasizes English as a second language with a major focus on language teaching methodologies to improve knowledge of the structure and fluency of the English language through listening, reading, writing, speaking and. MISSION To produce employable graduates who are morally honest, socially and culturally. responsible professionals with quality, relevance and. innovative teaching, research, extension and. To create committed, empowered and. responsible members of the association. demonstrate substantive knowledge of the structure of the English language as it relates to grammar, both orally and in writing;. demonstrate an understanding of the research-based knowledge and principles of teaching and learning fundamental to language arts education; to prepare developmentally sequential teaching and learning processes in order to meet the requirements of the curriculum and to respond to the linguistic background of the students;. select, develop, and use diverse language arts teaching and learning resources to promote English language literacy and fluency; and. design, select, organize and use appropriate and varied assessment strategies consistent with curriculum requirements and communicate student progress and achievement.
Modular) -Paper and pencil test -Module. http://www.bchms g.yolasite.com/sp eaking.php. http://www.bchms g.yolasite.com/list ening.php. Use approaches that support student understanding, participation, engagement, and achievement to promote English language literacy and fluency. Present an English language lesson using content and. developmentally sequential teaching strategies that.
Individual preparation for demo teaching. promote literacy skills through an actual teaching demonstration. resources that serve students from different linguistic backgrounds. Retrieved from https://bestofbilash.ualberta.ca/content.html#:~:text=Content- Based%20Instruction%20is%20an,which%20something%20new%20is%20earned. N.D.) Computer-assisted language learning and teaching. This course emphasizes English as a second language with a primary focus on language teaching methodologies to improve knowledge of the structure and fluency of the English language through listening, reading, writing, speaking and viewing.
Teaching English in the Elementary Grades
It consists of content-based lessons that will enhance students' skills when applying different teaching strategies in teaching English, using ICT to facilitate the teaching and learning process, and choosing, designing and organizing strategies appropriate assessment. It also emphasizes the demonstration of content and pedagogy knowledge and skills through lesson presentations.
Language Arts)
SAMPLE LECTURE NOTES
Approach refers to a set of principles, ideas, or beliefs about the nature of learning that is translated into the classroom. Strategy is observed not only in education but also in other fields, so the presence of military strategy, economic strategy and the like. It refers to a series of related and progressive actions performed by the teacher and students to achieve the general and specific objectives of the lesson.
It has to do with the way the teacher communicates the subject matter to the students, and it involves regular steps to guide the learner's mental processes in mastering the material. Method has a wider meaning today because educational goals have changed - the focus is on outcomes (skills, attitudes, appreciation, habits). Education is not only acquiring knowledge, but also developing desirable attitudes, feelings and well-adjusted personality.
Techniques correspond to a given approach, strategy and method as shown in the following diagram:. The DepED will adhere to the following standards and principles when developing the improved basic education curriculum: a) The curriculum must be learner-centred, inclusive and developmental.
Approach Strategy Method TechniqueChapter FOUR
APPROACHES, STRATEGIES, METHODS AND TECHNIQUES
DIRECT INSTRUCTION, DEDUCTIVE TEACHING TOPIC: Imagery
INDIRECT INSTRUCTION, INDUCTIVE METHOD TOPIC: Imagery
In relation to the students' interaction, the inductive and indirect method provides more opportunities for the students to participate in the learning process. In the inductive-indirect method, students are made to study details. examples or concrete experiences. understand these details and state in their own words conditions that they see. The teacher does not tell the pattern in detail, nor does he/she state the generalization and the rule, but leads the students to the generalization or the rule with his questioning skills.
In the deductive and direct method, the teacher tells directly the rule and the generalization and follows it up with concrete examples and illustrations. The students are engaged in the exercises - mental or physical - that come after the teacher has told them what they need to know or demonstrated what they should be able to do. The effectiveness of a method depends on many factors such as: l) teacher's readiness, 2) learners' readiness, 3) nature of the subject material, 4) time allocation for a subject.
Cognitive content such as the law of conservation of matter and energy, the laws of the land (unless the discussion is about the constitutionality or unconstitutionality of the law or a change in the law is proposed) is best taught by the direct method. The objective of studying these laws is understanding to mastery. In the College of Medicine and the College of Law, direct or deductive instruction is usually used.
The use of the inductive and indirect method is highly recommended because it is more engaging and interactive. When using direct instruction, which of the following is the last step the teacher will do?. If a teacher has not yet mastered the content, which of the following should he/she use?
In the MTB-MLE, teaching begins with the use of a language foreign to the learners.
Chapter EIGHT
Prepare a lesson plan by applying the principles of teaching and assessment in lesson planning already discussed in the previous Professional. However, it is important to have a written instructional plan, as it is an antidote to inadvertence. While you are still on your journey to learn the art of becoming a good teacher, you are encouraged to prepare daily lesson plans in order to master the skill.
Note: For the lesson you will design for this class, use the format introduced in your Professional Education subjects.
DEVELOPMENT OF LEARNING PLANS FOR
ENGLISH LANGUAGE ARTS SUBJECT
It prevents teachers like us from becoming like a driftwood in the classroom, simply tossed by the winds and waves of our whims and caprices. Come up with an English lesson plan using the format presented in your Vocational Education Subjects. To use the material (large book) you created as a main prompt in the previous chapter (Chapter 8), design a lesson plan that can be used for Kindergarten, Grade 1, 2, or III.
Make sure you combine the language teaching principles and learning activities suggested in the previous chapters of this course. Have a copy of your syllabus as you will use it in the final. For a high-quality printout, ask someone to help you record.
I know that the must haves in video recording have been discussed in your Educational Technology courses, so I expect the application of everything you have learned about those subjects. In order for you to be graded according to the criteria cited in the rubrics, you must pretend to be teaching in an actual class.
EDUCATIONAL TECHNOLOGY
List at least 3 advantages and disadvantages of using educational technology according to observations and/or experiences. Summative assessment consists of tests designed to reference items related to domain-specific criteria and provide opportunities for user feedback. In the 1960s, Edgar Dale theorized that students retain more information from what they "do" as opposed to what they "heard," "read," or "observed."
Developing and advancing basic skills on computer applications: After discussion, students decide to apply what they have learned (topic: MS Excel). Students can demonstrate their computer skills that they have learned in the course. After the discussion, it is the students' turn to apply what they have learned (topic: MS . Word).
