educ 1 cad 2018 syllabus

Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY Candijay Campus Cogtong, Candijay, Bohol

COLLEGE OF TEACHER TE ACHER EDUCATION

A SYLLABUS SYLLABUS IN CHILD and ADOLESCENT LEARNERS LEARNERS and LEARNING PRINCIPLES

Submitted by: Instructor .

Submitted to: ______________ ___________________ ____________ ________ _ Campus Director

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Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY Candijay Campus Cogtong, Candijay, Bohol Course Code

Educ 1

Course Name

The Child and Adolescent Learners and Learning Principles

Vision

A premier Science and Technology university for t he formation of a world class and virtuous human resource for sustainable development in Bohol and the country.

Mission

BISU is committed to provide quality higher education in the arts & sciences, as well as in the professional and technological fields: undertake research and development and extension services for sustainable development of Bohol and the country.

Goals

1. Pursue faculty and education excellence and str engthen the current viable curricular programs and develop curricular programs that are responsive to the demands of the times both in the industry and the environment. 2. Promote quality research outputs that respond to the needs of the local and national communities. 3. Develop communities through re sponsive extension programs. 4. Adopt efficient and profitable income generating projects/enterprise for selfsustainability. 5. Provide adequate, state-of-the-art and accessible infrastructure support facilities for quality equation. 6. Promote efficient and effective good governance supportive of high quality education.

CORE VALUES: 1. Search for Excellence ( BISU’s commitment to quality education shall be driven and characterized by excellence in every output and activity it produces/conducts through interweaving the technical, fundamental and practical knowledge.) 2. Responsiveness to Challenges ( As a newfound institution of higher learning, BISU is faced will all the challenges demanded particularly the continuing depletion of the national government’s financial support along with BISU’s desire for upgrading its facilities and human resources. Being intellectually diverse and entrepreneurial, creative and innovative, BISU shall beat the odds by capitalizing on creative collaborations c ollaborations with its individual campuses, the community, local government units and other sectors available). 3. Student Access (Being a state-owned state -owned university, BISU is committed to providing public service, by becoming a university that is open and accessible to all students who merit entrance. This value is is the most important consideration consideration by BISU in its drive to continuously develop, improve and upgrade its facilities and seek for more funds.) 4. Public Engagement (Expresses BISU’s commitment to search for knowledge – based solutions to societal and economic problems particularly of Bohol and of





the region. Public engagement is the interpretation of BISU’s commitment to research and extension by being proactive in introducing changes that will deeply impact on the improvement of the life o f the people.) 5. Good Governance (Alongside the current reg ime’s objectives of good governance in the delivery of basic services, BISU shall strive to institutionalize a streamlined, efficient and effective structure and systems that is supportive of the university’s goals and objectives, sans bureaucratic practices.)

PROGRAM OBJECTIVES: BEEd

1. promote higher literacy, critical thinking, upgraded competencies and skills on basic education through innovative t rainings. 2. develop student’s research capabilities through relevant researches; 3. establish a research-based extension program to promote economic, social, and cultural development; 4. provide necessary facilities and effective services; 5. produce academically, emotionally, socially, morally equipped and humane educators in a progressive and student-friendly learning environment. 1. produce academically proficient graduates in their area of specialization; 2. develop student’s research capabilities through relevant researches; 3. establish a research-based extension program to promote economic, social and cultural development; 4. provide the necessary facilities and effective services; 5. upgrade competencies and integrate values within and across t he learning and tool subjects in a progressive and student-friendly learning environment.

BSEd





COURSE SYLLABUS Course Component

Professional Education

Course Code

Educ 1

Course Name

The Child and Adolescent Learners and Learning Principles

Course Credits

3 units

Contact Hours/week

3 hours

Pre-requisite

None

Course Description

The course focuses on child and adolescent development with emphasis on current research and theory on biological, linguistic, cognitive, social and emotional dimensions of development. Further, this includes factors that affect the progress of development of the learners and shall include appropriate pedagogical principles applicable for each developmental level.

Program Outcomes of Secondary Education Major in Science 1. Demonstrate deep understanding of scientific concepts and principles 2. Apply scientific inquiry in teaching and learning

Performance Indicators

Display basic and comprehensive understanding of knowledge, principles of the subject matter in the sciences 

Apply the scientific scientifi c principles in solving current problems. Uses scientific scientifi c inquiry in understanding and explaining natural phenomena. Design and utilizes appropriate instructional materials in science. Employ effective teaching techniques for diverse types of learners in varied learning conditions. Design and utilizes a variety of appropriate assessment techniques to monitor and evaluate learning. Provide regular feedback to students. 

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3. Utilize effective science teaching and assessment methods

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4. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the sciences.

Utilize appropriate pedagogy and use of technology for the different science content areas. Demonstrate skills in various methods of teaching-learning in the sciences to include conducting science investigations, making models and prototype, and doing science research. Create and utilize learning experiences in the classrooms to develop learner’s skills in discovery learning, problem learning and critical learning. 

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COURSE OBJECTIVES IN RELATION TO PROGRAM OUTCOMES





Course Objectives

Program Outcomes 1

2

3

4

At the end end of the semester, semester, the students students must have: 1. Define and draw some principles of human development;

I

I

I

I

P

P

P

P

3. Observed and reflected on the applicability of the theories to children and adolescents in their ( i.e. community, regional, or Philippine) context;

I

I

I

I

4. Identified and explained the factors affecting human development;

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P

P

P

2. Compared and contrasted, organized and synthesized the different researches and theories related to the four broad dimensions of child and adolescent development;

5. Articulated and described the principles of learning and the applicability of the learning theories to children and adolescents in their local contexts;

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I

I

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6. Created understanding on exceptional developments of children and adolescents.

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Legend: I-Introductory P-Practiced D-Demonstrated

- Introduced Concepts/Principles - Practiced with Supervision - Demonstrated across different clinical setting wit

Methodologies/Strategies

Cooperative learning, computer-assisted instruction, film showing, projects, group dynamics, dimensional question approach, brainstorming, buzz session, interactive learning, team teaching, micro teaching, macro teaching, tandem teaching, peer teaching, reporting.

COURSE OUTLINE

TIME FRAME CONTENT/TOPICS

I. Orientation Session ( including VMGO) and Leveling off

REMARKS





II. Basic Concepts and Issues on Human Development A. Human Development Development Meaning, Meaning, Concepts Concepts and Approaches Approaches B. The Core Issues on Human Development C. Research in Child and Adolescent Development D. Developmental Theories III. Four Broad Dimension of Child and Adolescent Development a. First Dimension: Physical Development A.1 Pre-natal Pre-natal Development Development A.2 brain Development Development A.3 Perceptual Perceptual Development Development A.4 Motor Motor Development Development IV. Second Dimension of Cognitive Development B.1 B.2 B.3 B.4

Piaget’s Theory of Cognitive Development Vygotsky’s Theory of Development Information Processing Theory Intelligence Theory

PRELIMS WEEK 1-2

WEEK 3-5

MIDTERM

WEEK 6 - 9

V. Third Dimension: Language and Literacy Development C.1 C.2 C.3 C.4 C.5

Behaviorist Theory Nativist Theory Interactionist Theory ( Cognitive) Interactionist Theory ( Contextual) Literacy Development

VI. D. Fourth Dimension: Socio-emotional and Moral Development

SEMIFINALS

D.1 Erickson’s Theory of Psychosocial Development

WEEK 10-14

D.2 Bandura’s Social Cognitive Theory D.3 Lawrence Kohlberg’s Cognitive Theory of Moral Development D.4 Carol Gilligan’s Theory of Moral Development VII.A.1 Factors Affecting Development A. Maternal Maternal Nutrition, Child Child Nutrition, Nutrition, Early Sensory Sensory Stimulation Stimulation B. Age- related Changes: Universal Changes, Group Specific Changes, Individual Changes C. Parenting, Role Modeling Peer Group Interactions VIII. Learning Principles and Theories A. Nature of Learning B. Theories of Learning B.1. Behavioral Theories of Learning B.2. B.F. Skinner Operant Conditioning Theory

FINALS WEEK 15-18







B.3. Social Learning Theory C. Factors that Contribute to Learning D. Laws of Learning and Other Laws of Learning with Pedagogical Relevance

IX. Children with Special Needs A. Various Developmental Developmental Disorders Disorders in Children Children and Adolescents Adolescents B. Exceptional Development Integration of Values

Human Dignity , Independence, Self-esteem, Openmindedness, Physical Health, Self-control , Equality, Initiative, Optimism

Course Requirements

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Individual and group quizzes and exams Reflection/reaction Reflection/ reaction papers on reading and other learning activities Learning log/journals Major requirement: Case study (case observation. Analysis and report)

Examinations (Prelim, Midterm & Final),Individual Final),Indi vidual Reports, Class Discussions on Assigned Topics, Role Playing, Research Works, Exercises, Activities Grading System

1. 60% passing mark, transmutation of raw scores or cumulative related scores. 2. * Class Standing ( quizzes, class participation, assignments, other outputs/performances – – 20% * Major Examinations -

40%

* Major Outcome-based Project -

40%

References: Acero, Victoria Victoria D. Ph.D. et.al., Child Child and Adolescent Adolescent Developme Development nt (

2008) Rex Book Book





Brown, A.L. & Campione, J.C. (1994). Guided discovery in a community of learners, classroom lessons intergrating cognitive theory and classroom practice. Cambridge, MA:MIT Press. Buhler, C.M. (1999). From birth to maturity: An outline of the of the child. London: Routledge. Cobb, N.J. (2001). The child: Infancy,childhood, and Mayfield Publications

psychological development

adolescence.Mountain adolescence.Mountai n View, CA:

Cole, M, & Cole, S.R. (1993). The development of children (2 nd ed.). American Books. Books.

NY: Scientific

Zulueta Francisco M. Principles and Methods of Teaching. ( 2009). National Bookstore. Mandaluyong City. Owens, K. (2002). Child and adolescent development: An intergrated CA: Wadsworth/Thomson Learning.

approach. Belmont,

Papalin, D.E. (1999). A child’s world: Infancy through adolescence.

Boston: McGraw-Hill.

Siegler, R.S. (1986). Children’s thinking. Englewood Cliffs, NJ: Prentice Hall. Need, H. https://www.g-w.com/pdf/sampchap/9781590708132_ch04.pdf http://www.yourrights.org.uk/your-rights/chapters/the-rights-of-the-children-and-youngpersons http://www. http://www. Mamashealth.com/child/inreflex.asp http://www. Cdipage.com/development.htm http://www. Republic Act 9208 “ Anti – Trafficking – Trafficking in Persons Act of 2003

Designed by: VILMA G. BERMOY, Ph.D. Associate Professor Professor 111 111 Ma. Elena S. Mandin, Ph.D. Associate Professor Professor V Marites D. Muring Anna P. Ondoy

educ 1 cad 2018 syllabus

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