BSEd- Course Description

Field Study Courses (12 units)

The following series of courses are the field study courses that are intended to provide students with practical learning experiences in which they can observe, verify, reflect on, and actually experience different components of the teaching- learning process in actual school settings. The experiences begin with field observation and gradually intensify until students undertake practice teaching.

      Field Study 1                                                                       1 unit
      Field Study 2                                                                       1 unit
      Field Study 3                                                                       1 unit
      Field Study 4                                                                       1 unit
      Field Study 5                                                                       1 unit
      Field Study 6                                                                       1 unit
      Practice Teaching                                                                6 units 

Special Topics Courses (3 units)Students will have the opportunity to explore special topics and issues related to their field of study by taking three one unit elective seminars on a range of topics chosen by the teacher education institutions, based on their perceived needs of the students and the expertise of their faculty.

Some of the possible topics for these one- unit elective seminars, are but are not limited to the following: Teaching Multi-grade Classes, Environmental Education, Teaching Multicultural Classrooms, Integrative Teaching Strategies, Collaborative learning, Use of Popular Media in Teaching, Topics on Distance Learning, *Problem- Based Teaching, the Eight Week Curriculum, Addressing Learning Gaps, Teaching Indigenous Peoples among others.

The Education Department will offer Problem – Based Teaching (3 units) as a special topic course.

Students may choose to take 57 units of content courses in the two areas of specialization: Special Education and Pre-School Education (Early Childhood Education). These are the only two majors offered by the department starting school year 2005-2006.

Course Description

Theory and Concepts Courses (12 units)

Child and Adolescent Development (3 units)

The course deals with the dimensions of human growth development and learning from conception to adolescent stage. It includes the various needs for adjustment of individuals to effect growth and development in the different areas; psychomotor, physical, cognitive, language, emotional, and social. It emphasizes the role of parent / teacher and significant others to facilitate such growth and development.

Facilitating Learning (3 units)

This course emphasizes constructivism in the teaching – learning process. It addresses what teachers can do to make learning effective and interesting.

Social Dimensions of Education (3 units)

This course deals with the anthropological, cultural, psychological, sociological, and philosophical foundations of education in the Philippines. It also includes the new trends in our educational system.

The Teaching Profession (3 units)

The course deals with the teacher as an individual, classroom teacher, community teacher and global teacher. It emphasizes professionalization to cover teacher’s status and levels of professional research and professionalism to improve competence.

Methods and Strategies Courses (27 units)

Principles of Teaching 1 (3 units)

This is a combination of the principles and theories of education based on the concepts and beliefs of foreign and local education and theorists. It deals about the intelligences of man, learning styles, brain – based learning, art of questioning and other pertinent topics as regards the teaching- learning process.

Principles of Teaching 2 (3 units)

This course is an application of the principles of teaching with emphasis on innovative approaches to teaching in big and small classes. It also includes lesson planning typologies, and objectives of teaching.

Assessment of Student Learning 1 (3 units)

Focuses on the development and utilization of assessment tools, to improve the teaching and learning process. Emphasis is given in the use of OT listing for measuring knowledge and thinking skills.

Assessment of Student Learning 2 (3 units)

Focuses on the development and utilization of alternative forms of assessment in measuring authentic learning.  Emphasis is given on how to assess process and product oriented learning targets, as well as affective learning. Students will experience how to develop rubrics for performance-based and portfolio assessment.

Educational Technology 1 (3 units)

This is an introductory course covering the fundamentals of educational technology and computing: instructional design, educational media and computers, on-line learning and related technologies. It also includes discussions of the theoretical and pedagogical rationales underlying the use of media and technology in the teaching/learning process.

Educational Technology 2 (3 units)

This course focuses on the role of technology in curricula. Students examine existing and cutting- edge technology tools in the light of their relevance to and role in supporting higher education curricula. Students explore technology assessment systems from integrated learning systems to [portfolio formats. Students determine the resource needs of classrooms and schools, and construct a rationale for the resources required to create an optimal learning environment relevant to an information and communication society. Students develop a case study of their own institutional setting.

Curriculum Development (3 units)

The course introduces the students to the philosophies, principles and stages involved in the planning and development of the curriculum. Emphasis is given to the elements of effective curriculum, and the evaluation and modification of an existing curriculum program.

Developmental Reading 1 (3 units)

Sharpening the teacher’s reading proficiency in preparation for the introduction to the nature of the reading process.

Developmental Reading 2 (3 units)

Theories, techniques and materials in teaching beginning reading and their application.

Field Study Courses (12 units)

Field Study 1 (1unit)

This course is intended to provide students with practical learning experiences by observing classes with emphasis on language, social, and emotional aspect of child development.

Field Study 2 (1 unit)

This course enables students to be more involved in the teaching- learning process by observing classroom management and methodologies of teaching.

Field Study 3 (1 unit)

The course provides students with experiential learning by collaborating with teachers to create instructional materials, lesson plans and observe how these materials are utilized in the classroom.

Field Experience 4 (1 unit)

The course provides students with opportunity to join co-curricular and extra curricular activities of the host school. They are involved in cultural events in the school community to enhance experiential learning. Emphasis is given in their involvement in class monitoring, proctoring and assisting the critic teacher in classroom management. 

Field Experience 5 (1 unit)

The students are provided with more opportunities to observe and teach in their area of specialization, with the guidance of the critic teacher. They are also given the opportunity to check papers and construct rubrics for class assessment and test questions based on their observation.

Field Experience 6 (1 unit)

This course is a continuation of Field Experience 5, where students do actual teaching in a classroom setting at least twice a semester. Emphasis is also given to application of effective classroom management and different teaching strategies that cater to the intelligences of the students.

Practicum (6 units)

This course is designed to provide the student-teacher full immersion in actual teaching-learning situations, in campus and off campus and in ancillary services. This is a supervised practicum where students will be given opportunities to apply the principles and strategies of teaching and evaluation in testing and grading, in reporting and preparation of forms, in the preparation of instructional materials and management skills.  The student will learn to conduct co-curricular and extra curricular activities.

English Lesson Plan

I.                    OBJECTIVES

1.       Identify Drama/Play.

2.       Distinguish elements of drama.

3.       Differentiate ways of getting into a play.

II.                  SUBJECT MATTER

Topic: Getting into a Play/drama.

Reference: Moving Ahead in English IV pp. 188-189.

Materials: computer, projector, video clips.

III.                LEARNING ACTIVITIES

A.      Preparatory Activities

1.       Prayer

2.       Greetings

3.       Checking of Attendance

B.      Motivation:

 Who among you have experienced watching a stage play/drama? What do you think is the difference between simply reading a play and watching it being performed?

C.      Unlocking of Difficulties

Directions: Arrange the set of jumbled letters to come up with different correct    words.

*ADMAR

*TOPL
*NIOTAZIRETCARAHC
*TESGNIT
*EDUIGAOL

D.     Presentation of Lesson

Today, we will discuss a play/drama and their elements.

E.      Discussion

What is play/drama?

- is a literary work intended to be performed on the stage; for the author to achieve the maximum effect through dialogue and actions.

What are the elements of drama/play?

The PLOT

-is the structure which is the beginning, moving through middle, to an end.

The CHARACTERIZATION

-is the exterior appearance of the character in a play is brought out by imagining them if it is only through reading; his imagined gestures as he talks and moves around.

The SETTING

-provides a background which will suggest the environment in which the play moves. Most plays have long stage directions. This is very important.

The DIALOGUE

-should be spoken and heard with ease. The audience must understand what is the play all about. The language must be such that the reader will easily get what the writer wants to communicate.

F. Generalization

Let’s draw a brief summary of the lesson we’ve just discussed by filling the outline below:

I. Topic: ____________

II. Sub-topics:

A.__________________

B. __________________

                                                                1.

                                                                2.

                                                                3

                                                                4.

                                                                                a.

                                                                                b.

C.___________________

G. Application

Directions: Answer the following questions orally:

   1. Do you think a drama would be effective if it lacks one of its elements? Why?

   2. Why is it more important to see a drama being performed than just read it?

   3. What do you think is the most important among the elements?

IV.EVALUATION

QUIZ. Tell whether the following statements are TRUE OR FALSE. Simply write on your ¼ sheet of paper TRUE if it is true and FALSE if it is false.

1.       The MIDDLE part of a play’s plot develops the conflict.

2.       Only through imagination is how we could see the gestures and exterior appearance of the character if we are reading the play.

3.       It is very important that plays have long stage directions.

4.       An action must be preceded with a dialogue.

5.       In a good play, climax is inevitable-happy or unhappy.

V. ASSIGNMENT

Look for the different kinds of PLAY.

Subject-Verb Agreement Lesson Plan

I.              Objectives:

At the end of the lesson, the students should be able to:

a.    familiarize themselves with the rules involving the subject-verb agreement;

b.    participate in the class discussion actively; and

c.    Furnish a copy of the subject/verb rules in their notebooks.

II.            Subject Matter: English Grammar

Topic: Subject-Verb Agreement

            Reference: Language in Literature, Afro-Asian Literature

                                    Revised Edition

                                   

                                    By: Josefina Q. Cabanilla Et al.

                                    Pages: 125-129

Materials: chalk board, book, visual aids (manila paper or cartolina )

III.       Daily Routine:

A.   Pre Activity

                                          i.    Opening prayer

                                        ii.    Greetings

                                       iii.    Checking of classroom condition

                                       iv.    Checking of attendance

B.   Motivation:

 Teacher’s activity                                                                            Student’s activity

Good morning /afternoon class!                      Good morning/ afternoon sir!

Today, we will start our lesson with a  short game called “BRAIN BOOSTERS”. The mechanics are as follows: Brain boosters will be posted on the board and the students will be asked to answer it.  Are you ready class?                                                   Yes sir. Ok let’s begin.

1.PNEUMONOULTRAMICROSCOPICSILICOVOLCANOCONIOSIS —  Is an alleged lung disease caused by the inhalation of very fine silica dust found in volcanoes. It was originally coined as an instance of the longest English word. The more general and widely used term for this condition, commonly found among miners, is pneumoconiosis.

2.FLOCCINAUCINIHILIPILIFICATION —  "The act or habit of estimating or describing something as worthless”. —  The longest word in the English language consisting of all the vowel letters excluding the vowel letter “E”.

3.UNCOPYRIGHTABLE —  The longest word in the English language with NO repeated letters.

4.EUOUAE —  is a mnemonic which was used in medieval music to denote the sequence of tones in the "seculorum Amen" passage of the hymn Gloria Patri. According to the Guinness Book of World Records, it is the longest word in the English language which is made up of nothing but vowels; it is also the English word with the most consecutive vowels.

C.   Presentation:

Today, we will be discussing all about the rules of the agreement between subject and verb. (A sentence will be flashed on the screen and the students will be asked to identify whether it’s right or wrong.) Now class, what can you say about the sentence on the board? Is it correct? 1. “The dishes in the kitchen is dirty.”

IV.            V.             VI.

D.   Lesson Proper:

A compound subject joined by AND usually requires a plural verb. Example: Mr. Enriquez and Mr. Mendoza are owners of a shopping mall. EXEMPTION: when the items of a compound subject joined by AND refer to the same person or thing or together represent a single unit or idea, a singular verb is required. The chairman and CEO of GMA 7 is a lawyer. Ham and egg is my favorite breakfast.

A compound subject joined by or, nor, either . . . or, neither . . . nor requires a singular verb if each word in the compound subject is singular. Example: Neither GMA nor ABS-CBN has the right to question the order of the court. Note: when the items of the compound subject joined by or, nor, differ in numbers or in person, the verb agrees with the nearer subject. a.    Neither Peter nor his CLASSMATES ARE informed about the shortened b.    period. c.    Mrs. Petra or her DAUGHTERS ARE capable of signing the document.

Intervening expressions like AS WELL AS, IN ADDITION TO, NO LESS THAN, WITH, TOGETHER WITH, BESIDES, ALONG WITH, IN COMPANY WITH, ACCOMPANIED BY, INCLUDING, and others do not affect the number of the subject. Example: Will, together with Melai, is going to Baguio.

Nouns plural in form but singular in meaning such as ECONOMICS, GALLOWS, MATHEMATICS, MEASLES, CIVICS, MUMPS, PHYSICS, NEWS, etc. requires a singular verb. Example: Meningitis is a dreadful disease.

Some nouns like PANTS, TROUSERS, JEANS, SHEARS, SCISSORS, TWEEZERS, and PLIERS are always plural. Example: Pliers are often used by technicians.

6.    When collective noun such as AUDIENCE, ARMY, CLASS, COMMITTEE, COMPANY, FAMILY, FLOCK, SWARM, GROUP, HERD, JURY, TEAM, denotes a collection regarded as a unit, it requires a singular verb. When it refers to persons or things included in the collection, it requires a plural verb.             Example:       The audience is big.                                     The faculty is composed of competitive teachers.

7.    Indefinite nouns, pronouns, and adjectives such as EACH, EVERY, ANOTHER, ANY, ONE, EITHER, NEITHER, ANYONE, EACH ONE, EVERYONE, SOMEONE, NO ONE, ANYBODY, EVERYBODY, SOMEBODY, SOMETHING, are singular and requires a singular verb.             Example:       Someone has to deal with the problem.             Note: ALL, NONE and SOME may take either a singular or a plural verb             according to their meaning.             Example:       All delegates have arrived.

8.    Nouns denoting quantity and amount such as NUMBER, HALF, PART, PORTION, and PLENTY may take a singular or plural verb according to their meaning.             Examples:     A number of books were destroyed during the flood.                                     The number of books destroyed in the flood is big.

9.    THERE IS, THERE WAS and THERE HAS BEEN should be used when the subject that follows is singular; THERE ARE, THERE WERE, THERE HAVE BEEN, when the subject that follows is plural. Examples:     There is a man in the gate.                         There are men in the gate.

10. Fractions take a singular verb if the object of the following OF-Phrase is singular; they take a plural verb if the object of the following OF-Phrase is plural. Examples:     One-half of the class is out for an activity.                         Two-fourths of the pie has been eaten by Lorene.

11. Quantities and sums or multiples of numbers when expressing a single idea may take a singular verb. Example:       Eleven times two is twenty-two.                         Three kilometers is a requirement to finish the marathon. IV. Generalization: Now who among the class can                              give one rule with an example?

Yes(name of student)                                            rule number one sir, when a                                                                        compound subject was joined by                                                                      an AND it requires a plural verb. Ok, that’s good  can you give an example?                                               Rice and fish, sir. Very good (student’s name).

V.Evaluation:

In a ½ C sheet of paper, copy and answer the following sentences. Underline the correct verb to make the subject agree with it. 1.    All of us (was, were) ready to leave at five o’clock. 2.    Either Ester or her cousins (is, are) mistaken. 3.    Twelve inches (is, are) equivalent to 1 foot. 4.    His pants (is, are) torn. 5.    (There is, There are) men who usually smoke. 6.    The news (is, are) all about the feast of the Immaculate. 7.    He or she (is, are) right. 8.    Peter, as well as Myla, (is, are) afraid. 9.    Melai and Mitch (is, are) both actresses in a theater. 10. One-fourth of the pizza (was, were) eaten by Mark.

1.    Were (rule 7) 2.    Are (rule 2) 3.    Is (rule 11) 4.    Are (rule 5) 5.    There are (rule 9) 6.    Is (rule 4) 7.    Is (rule 2) 8.    Is (rule 3) 9.    Are (rule 1) 10. Was (rule 10)

IV.          Assignment

Study our next lesson about the adverb on pp.130-134.