sample curricula bachelor of secondary education

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SAMPLE OR SUGGESTED CURRICULA FOR THE BACHELOR OF ELEMENTARY EDUCATION (BEEd) AND BACHELOR OF SECONDARY EDUCATION (BSEd) PROGRAMS

ALIGNED TO OUTCOMES-BASED EDUCATION (OBE)

GENERAL PROVISIONS

These sample or suggested curricula are based on the existing 10-year basic education system and on the existing GE program. They reflect the reform towards Outcomes-Based Education but not the K to12 Reform. The latter shall be addressed subsequently.

PROGRAM SPECIFICATIONS

I. PROGRAM DESCRIPTION

A. Degree Name: Bachelor of Elementary Education (BEEd) Bachelor of Secondary Education (BSEd)

B. Nature of Field of Study: The BEEd and BSEd degrees are teacher education programs that prepare future teachers in basic education at the elementary and secondary levels.

C. Program Goals:

Bachelor of Elementary Education The BEEd is designed to meet the needs of professional teachers for elementary education schools, who are generalists and who can teach across the different learning areas.

Bachelor of Secondary Education The BSEd is designed to meet the needs of professional teachers who can teach in one of the different learning areas in secondary like Mathematics, Physical Sciences, Biological Sciences, English, Filipino, Social Sciences, among others.

D. Specific Professions/careers /occupations for graduates: Graduates of BEEd and BSEd can pursue a career in teaching in basic education.

E. Allied Fields:

Teacher education is an applied discipline which draws from many of the basic disciplines in the social sciences (Psychology, Sociology, Anthropology, Economics, Political Science, Applied Linguistics, History, etc.), the Science and Technology Fields (Biology, Chemistry, Physics, Mathematics, Engineering, Information Technology, etc.), and the Humanities and related fields (Languages, Literature, Philosophy, Journalism, etc.).

II. PROGRAM OUTCOMES

The minimum standards for the BEEd and BSEd programs are expressed in the following minimum set of learning outcomes:

A. Common to all programs in all types of schools The graduates have the ability to: 1. articulate and discuss the latest developments in the specific field of practice. (PQF

level 6 descriptor) 2. effectively communicate orally and in writing using both English and Filipino 3. work effectively and independently in multi-disciplinary and multi-cultural teams.

(PQF level 6 descriptor) 4. act in recognition of professional, social, and ethical responsibility

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5. preserve and promote Filipino historical and cultural heritage (based on RA 7722)

B. Common to the discipline (Teacher Education) 1. Articulate the relationship of education to larger historical, social, cultural and political

processes. 2. Facilitate learning using a wide range of teaching methodologies in various types of

environment. 3. Develop alternative teaching approaches for diverse learners. 4. Apply skills in curriculum development, lesson planning, materials development,

instructional delivery and educational assessment. 5. Demonstrate basic and higher levels of thinking skills in planning, assessing and

reporting. 6. Practice professional and ethical teaching standards to respond to the demands of

the community. 7. Pursue lifelong learning for personal and professional growth.

C. Specific to a sub-discipline and major

Program Outcomes for BEEd 1. Demonstrate in-depth understanding of the development of elementary learners. 2. Exhibit comprehensive knowledge of various learning areas in the elementary

curriculum. 3. Create and utilize materials appropriate to the elementary level to enhance teaching

and learning. 4. Design and implement assessment tools and procedures to measure elementary

learning outcomes.

Program Outcomes for BSEd 1. Demonstrate in-depth understanding of the development of adolescent learners. 2. Exhibit comprehensive knowledge of various learning areas in the secondary

curriculum. 3. Create and utilize materials appropriate to the secondary level to enhance teaching

and learning. 4. Design and implement assessment tools and procedures to measure secondary

learning outcomes.

D. Common to a horizontal type as defined in CMO 46 s. 2012

Graduates of professional institutions demonstrate a service orientation in ones profession,

Graduates of colleges participate in various types of employment, development activities, and public discourses, particularly in response to the needs of the communities one serves

Graduates of universities participate in the generation of new knowledge or in research and development projects

Graduates of State Universities and Colleges must, in addition, have the competencies to support national, regional and local development plans. (RA 7722). A PHEI, at its option, may adopt mission-related program outcomes that are not included in the minimum set.

III. SAMPLE PERFORMANCE INDICATORS

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Program outcomes Performance indicators

Common to Teacher Education

1. Articulate the relationship of education to larger historical, social, cultural and political processes. (NCBTS Domain 1-Social Regard for Learning)

Generate opportunities for reflection on historical, social, cultural and political processes as they affect the day to day lives of the students.

2. Facilitate learning using a wide range of teaching methodologies in various types of environment. (NCBTS Domain 2-Learning Environment)

Actively engages students to sustain interest in the subject matter.

Implements learner-friendly classroom management procedures and practices.

3. Develop alternative teaching approaches for diverse learners. (NCBTS Domain 3-Diversity of Learners)

Use varied teaching methodologies appropriate for diverse learners.

Evaluate current teaching approaches and innovate based on learners needs.

4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment. (NCBTS Domain 4-Curriculum)

Implement and evaluate the curriculum.

Effectively write and carry out the lesson plan with mastery.

Deliver interesting lessons with congruent objectives, subject matter, teaching- learning activities, materials and assessment procedures.

5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting. (NCBTS Domain 5-Planning, Assessing & Reporting)

Source and organize data and information concerning teaching and learning.

Analyze and interpret data and information using appropriate tools and procedures.

Compose and disseminate properly well-written reports (progress reports, assessment, official communications, among others).

6. Practice professional and ethical teaching standards to respond to the demands of the community. (Domain 6-Community Linkage)

Behave in accordance to the Code of Ethics of Professional Teachers.

Use the community as a learning resource.

7. Pursue lifelong learning for personal and professional growth. (NCBTS Domain 7-Personal Growth & Professional Development)

Plans and carries out personal and professional advancement.

Program Outcomes Specific to BEED

Performance Indicators

1. Demonstrate in-depth understanding of the development of elementary learners.

Identify and design lessons according to the stages of learners' growth and development.

Utilize the potentials and uniqueness of individual learners in teaching.

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2. Exhibit comprehensive knowledge of various learning areas in the elementary curriculum.

Discuss and share insights on the subject area's learning goals, instructional procedures and content in the elementary curriculum.

Facilitate collaboration among diverse learners.

3. Create and utilize materials appropriate to the elementary level to enhance teaching and learning.

Use appropriate teaching-learning strategies to sustain interest in learning.

Select, develop or adapt updated technology in support of instruction.

Use improvised and indigenous materials for meaningful learning.

4. Design and implement assessment tools and procedures to measure elementary learning outcomes.

Balance the use of traditional and non-traditional assessment techniques.

Interpret and use assessment data and information to improve teaching and learning.

Adjust assessment tools and procedures to reflect school policies and guidelines.

Program Outcomes Specific to BSED

Performance Indicators

1. Demonstrate in-depth understanding of the development of adolescent learners.

Identify and design lessons according to the stages of learners' growth and development.

Utilize the potentials and uniqueness of individual learners in teaching.

2. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.

Discuss and share insights on the subject area's learning goals, instructional procedures and content in the secondary curriculum.

Facilitate collaboration among diverse learners.

3. Create and utilize materials appropriate to the secondary level to enhance teaching and learning.

Use appropriate teaching-learning strategies to sustain interest in learning.

Select, develop or adapt updated technology in support of instruction.

Use improvised and indigenous materials for meaningful learning.

4. Design and implement assessment tools and procedures to measure secondary learning outcomes.

Balance the use of traditional and non-traditional assessment techniques.

Interpret and use assessment data and information to improve teaching and learning.

Adjust assessment tools and procedures to reflect school policies and guidelines.

IV. CURRICULUM Sample Curriculum for BEEd and BSEd (Components: General Education, Core Courses, Electives, etc.)

Courses Units Total

General Education Courses (CMO 59, series of 1998) 63 units

Professional Education Courses 54 units

Theories and Concepts

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Child and Adolescent Development 3

Facilitating Human Learning 3

Social Dimensions of Education 3

The Teaching Profession 3

Methods and Strategies

Principles of Teaching 1 3

Principles of Teaching 2 3

Assessment of Student Learning 1 3

Assessment of Student Learning 2 3

Educational Technology 1 3

Educational Technology 2 3

Curriculum Development 3

Developmental Reading 1 3

Developmental Reading 2 (for BEEd only) 3

Field Study Courses

Field Study 1 1

Field Study 2 1

Field Study 3 1

Field Study 4 1

Field Study 5 1

Field Study 6 1

Practice Teaching 6

Special Topics

Special Topic 1 1

Special Topic 2 1

Special Topic 3 1

Specialization Courses in the BEED (Enhanced Content) 57 units

Science 12

Mathematics 12

English 12

Filipino 6

Social Studies 6

Music, Arts, and Physical Education 3

Home Economics and Livelihood Education 3

Values Education 3

Specialization Courses in the BSEd 60 units

Mathematics 60

Physical Sciences 60

Natural Sciences 60

English 60

Filipino 60

Social Studies 60

Values Education 60

Technology Education 60

Music, Arts, Physical and Health Education 60

Islamic Studies 60

Summary of Units (BEED)

General Education Courses 63 Units

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Professional Education Courses 54 Units

Specialization Courses 57 Units

TOTAL 174 Units

Summary of Units (BSED)

General Education Courses 63 Units

Professional Education Courses 51 Units

Specialization Courses 60 Units

TOTAL 174 its

V. Sample Program of Study

1. Distribution of Courses for BEEd (Sample based on CMO No. 30, Series of 2004)

1st Semester 2nd Semester SUMMER

FIRST YEAR

Courses Units Courses Units Courses Units

English 1 3 English 2 3

Filipino 1 3 Filipino 2 3

Math 1 3 Math 2 3

Science 3 Science 3

Humanities 3 Social Science 2 3

Social Science 1 3 ICT 3

Specialization 1 3 Specialization 2 3

TOTAL 21 TOTAL 21 TOTAL 3

SECOND YEAR


English 3 3 Facilitating Learning 3 Social Science 3 3

Filipino 3 3 Educational Technology 2

3 Specialization 7 3

Child and Adolescent Development

3 Curriculum Development


Educational Technology 1

3 Principles of Teaching 1 3

Field Study 1 1 Field Study 2 1




THIRD YEAR


History 3 Developmental Reading 1

3 Social Science 4 3

Principles of Teaching 2

3 Assessment of Learning 2

3 Literature 1 3

Assessment of Learning 1

3 Field Study 5 1 Specialization 16 3


Field Study 4 1 Special Topic 2 1

Special Topic 1 1 Specialization 12 3





FOURTH YEAR


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Humanities 3 Rizal 3

The Teaching Profession

3 Literature 2 3

Specialization 17 3 Social Dimensions of Education

3

Practice Teaching 6 Developmental Reading 2

3

Special Topic 3 1

Specialization 18 3

Specialization 19 3

TOTAL 15 TOTAL 19

2. Distribution of Courses for BSEd (Sample based on CMO No. 30, Series of 2004)

1st Semester 2nd Semester SUMMER

FIRST YEAR


English 1 3 English 2 3

Filipino 1 3 Filipino 2 3

Math 1 3 Math 2 3

Science 3 Science 3

Humanities 3 Social Science 2 3

Social Science 1 3 ICT 3


TOTAL 21 TOTAL 21

SECOND YEAR


English 3 3 Facilitating Learning 3 Social Science 3 3

Filipino 3 3 Educational Technology 2



3 Curriculum Development



3 Principles of Teaching 1

3





THIRD YEAR


History 3 Developmental Reading 1

3 Social Science 4 3


3 Assessment of Learning 2

3 Literature 1 3

Assessment of Learning 1

3 Field Study 5 1 Specialization 16 3


Field Study 4 1 Special Topic 2 1

Special Topic 1 1 Specialization 12 3




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FOURTH YEAR


Humanities 3 Rizal 3

The Teaching Profession

3 Literature 2 3

Specialization 17 3 Social Dimensions of Education

3

Practice Teaching 6 Special Topic 3 1

Specialization 18 3

Specialization 19 3

Specialization 20 3

TOTAL 15 19

VI. Sample Curriculum Map

COURSES PROGRAM OUTCOMES

(Common to Teacher Education)

PROGRAM OUTCOMES (Specific to

BEEd)

PROGRAM OUTCOMES (Specific to

BSEd)

Professional Education P

O1

PO

2

PO

3

PO

4

PO

5

PO

6

PO

7

PO

1

PO

2

PO

3

PO

4

PO

1

PO

2

PO

3

PO

4

Theories and Concepts


I I I I I I I I I I I I I I I

Facilitating Human Learning


Social Dimensions of Education


The Teaching Professions


Methods and Strategies




I I I P I I I I I P I I I P I

Assessment of Student Learning 1


Assessment of Student Learning 2

I I I P I I I I I P P I I P P




I I P P I I I I I P I I I P I

Curriculum Development

I I I P I I I I P I I I P I I

Developmental Reading 1

I I I I I I I I I I I I I P P

Developmental Reading 2 (for BEEd only)

P P P P P P P P P P P

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Field Study Courses

Field Study 1-6 I I I I I I I I I I I I I I I

Practice Teaching D D D D D D D D D D D D D D D

Special Topics 1-3

I P I P I I I P P I I P P I I

BEED Content Courses


BSED Content Courses


Legend: I-Introduced (The student gets introduced to concepts/principles P-Practiced (The student practices the competencies with supervision) D-Demonstrated (The student practices the competencies across different

settings with minimal supervision)

VII. Sample Means of Curriculum Delivery

Lecture/Discussion

Project/ Problem Solving

Exercises/Demonstration

Interactive Learning

Collaborative Learning

Reporting/Panel Discussion/Debate

Multimedia Presentation

Reading and Writing

Library Research

Field Study/Community Immersion

Interview/Focus Group Discussion

Action Research

Social Networking

Blogging information

Mashing up Information

Production/Creation of Innovative Projects

Community Service

VIII. Sample Course Syllabi (See Annex A)

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ANNEX A SAMPLE COURSE SYLLABUS

Course Name Developmental Reading

Course Credits 3 units

Course Description The course introduces the students to the nature, theories and scope of the reading process to enhance their reading proficiency, hone critical, creative and metacognitive reading skills as a tool for learning;

Contact Hours/week 3 hours

Prerequisite None

Course Objectives At the end of the semester, the students must have: 1. understood fully the nature, theories and scope of the reading process; 2. explained the factors affecting acquisition of reading skills; 3. developed word recognition, comprehension and study skills and devise ways to improve them; and 4. developed a genuine love for reading as lifelong source of pleasure and profit.

COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter

Week 1-18 UNIT I: NATURE AND CONCEPTS ABOUT READING A. Reading as a Neuro-physiological process

1. General principles of Human Information Processing. 2. Eye Movements and Directionality

B. Reading as a language process 1. Components of language 2. Theories of language acquisition 3. Oral language and literacy development

C. Reading as a Cognitive Process 1. Concept development and Reading

D. Reading as a Psychosocial process 1. Personality Theories and Reading 2. Social-emotional problems and Reading

E. Reading as a developmental Process 1. Fries Stages of Reading 2. Challs Stages of Reading

F. Reading as Skill/Skills 1. Global reading skills and subskills 2. Integration: the Key process

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UNIT II: FACTORS THAT AFFECT READING I. INTRINSIC FACTORS A. Physical/ Physiological

1. Visual Adequacies 2. Hearing Adequacies 3. Perceptual Factors

B. Psychological 1. Learning styles 2. Multiple Intelligences

C. Emotional 1. Self Concept and Motivation Theories 2. Reading Interests

II. Extrinsic Factors A. Social/ Environmental

1. The Family and Peers 2. The Reading Teacher a scholar and romanticist 3. The Text-organization and structure

UNIT III- WORD RECOGNITION AND MEANING VOCABULARY

A. Three Areas of Word Study 1. Word Knowledge, Recognition and Analysis

B. Vocabulary techniques 1. Picture Clues 2. Configuration 3. Context Clues 4. Structural analysis 5. Word Association 6. Word Builders clusters, clines, etc. 7. use of idioms and figures of speech

UNIT IV: DEVELOPING COMPREHENSION SKILLS

A. Comprehension Skills and Dimensions 1. Literal Level

1.1. Noting details 1.2. Sequencing events 1.3. Associating quotations with speakers, etc.

2. Interpretive Level 2.1. Getting the main idea

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2.2. Making inferences 2.3. Predicting outcomes 2.4. Identifying cause-effect relationship 2.5. drawing conclusions and generalizations 2.6. Summarizing, etc.

3. Critical level 3.1. Evaluating authors style and purpose 3.2. Distinguishing facts from opinions, etc.

4. Integrative level 4.1. relating previous ideas with new ones 4.2. Associating reading with self and life

5. Creative level 5.1. Illustrating ideas and events 5.2. Making new sequels of a story, etc.

UNIT V- Study Skills and Aesthetic Reading

A. Skills in Organizing Information 1. Skimming / Scanning 2. Note taking, outlining 3. Summarizing

B. Efferent Reading via Informational materials 1. Reference books 2. Non-book materials-pamphlets, clippings, EMC materials

2.1. graphics maps, graphs, charts C. Tales, modern short stories, plays, book/movie tie-ins, essays, poetry.

SAMPLE LEARNING PLAN

Desired Learning Outcomes (DLO)

Course Content/ Subject Matter

Textbooks/ References

Teaching and Learning Activities (TLAs)

Assessment Task (ATs)

Resource Materials

Time Table

At the end of the unit, the students must have: 1. explained the nature and concepts about reading as: - A neuro- physiological process - A language process - A cognitive process - A psycho-social process

Unit 1: Nature and Concepts about Reading A. Reading as a Neuro-physiological

process 1. General principles of Human

Information Processing. 2. Eye Movements and

Directionality

Hermosa, N. (2002). The Psychology of Reading. Philippines: UP Open University

Question-generation strategies Reciprocal teaching Brainstorming Facilitation of assigned topics

Written Quizzes Oral recitation Group presentation of outputs Making a Flowchart

OHP Laptop LCD Projector Illustrations

12 hours

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Resource Materials

Time Table

- A developmental process - A skill 2. identified specific classroom scenarios to illustrate correct interpretation of the nature of and concepts about reading 3. identified and mapped out the skills and characteristics of a reader at each developmental reading stage 4. constructed sample activities/ exercises to develop global reading skills of: - word recognition - comprehension - study skills

B. Reading as a language process 1. Components of language 2. Theories of language acquisition 3. Oral language and literacy

development

C. Reading as a Cognitive Process 1. Concept development and Reading

D. Reading as a Psychosocial process 1. Personality Theories and Reading 2. Social-emotional problems and

Reading E. Reading as a developmental Process

1. Fries Stages of Reading 2. Challs Stages of Reading

F. Reading as Skill/Skills 1. Global reading skills and subskills 2. Integration: the Key process

of reading skills sample activities/ exercises produced

Flowchart of reading skills

At the end of the unit, the students must have: 1. identified and distinguished the intrinsic and extrinsic factors affecting acquisition of reading skills 2. cited and demonstrated specific examples on how these varied factors affect the acquisition of reading skills 3. designed a matrix of the Profile of an ideal Reading Teacher

Unit 2: Factors that Affect Reading I. Intrinsic Factors A. Physical/ Physiological 1. Visual Adequacies 2. Hearing Adequacies 3. Perceptual Factors B. Psychological 1. Learning styles 2. Multiple Intelligences C. Emotional 1. Self Concept and Motivation Theories 2. Reading Interests

Harris and Sipay (1985). How to Increase Reading Ability Hermosa, N. (2002). The Psychology of Reading. Philippines: UP Open University

Brainstorming Panel Discussion Reciprocal teaching Role Playing/ talk show Designing a matrix of the Profile of an ideal Reading Teacher Sharing of Research studies retrieved from journals

Written Quizzes Facilitation of assigned topics Group reports A Matrix of the Profile of an ideal Reading Teacher Reaction Paper Story grammar/expository texts analyses

Projectors Charts Manila paper/cartolina marking pens short narratives for story grammar analysis expository texts

12 hours

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Resource Materials

Time Table

3. shared research

studies focusing on the effects of these factors on reading performance

II. Extrinsic Factors A. Social/ Environmental 1. The Family and Peers 2. The Reading Teacher-a scholar and romanticist 3. The Text-organization and structure

Analyzing narrative and expository texts

At the end of the unit, the students must have: 1. recognized and employed word recognition/ vocabulary techniques 2. created activities/exercises for the development of word recognition skills

Unit 3: Word Recognition and Meaning Vocabulary A. Three Areas of Word Study

1. Word Knowledge, Recognition and Analysis

B. Vocabulary techniques 1. Picture Clues 2. Configuration 3. Context Clues 4. Structural analysis 5. Word Association 6. Word Builders clusters, clines,

etc. 7. use of idioms and figures of speech

Bernardo, A. (2009). Developmental Reading 1 Milan, D. (1995). Developing Reading Skills Romero, A. & Romero, R. (2005). Developmental Reading. Manila: Rex Bookstore Villamin, A. (1984). Innovative Strategies in Teaching Reading. Quezon City: Phoenix Publishing House, Inc.

Listing of skills Small group discussion Mini-workshop on creating activities/exercises for word recognition/vocabulary Presentation of outputs

Written Quizzes Samples of activities Compilation of Activities

Hand-outs on word recognition/vocabulary techniques

9 hours

At the end of the unit, the students must have: 1. discussed the nature of the comprehension process 2. developed their comprehension skills in the five (5) dimensions

Unit 4: Developing Comprehension Skills A. Comprehension Skills and Dimensions 1. Literal Level 1.1 Noting details 1.2 Sequencing events 1.3 Associating quotations with speakers,

Bernardo, A. (2009). Developmental Reading 1 Milan, D. (1995). Developing Reading Skills Romero, A. & Romero,

Buzz sessions Micro teaching Mini-workshops on formulating comprehension questions in the different dimensions

Written quizzes Facilitation of assigned topics Making a checklist of comprehension skills

Samples of passages for comprehension with questions in the different levels Storybooks

12 hours

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Resource Materials

Time Table

3. categorized specific skills belonging to the five(5) levels of comprehension 4. formulated questions for the development of comprehension skills in the different levels

etc. 2. Interpretive Level 2.1 Getting the main idea 2.2 Making inferences 2.3 Predicting outcomes 2.4 Identifying cause-effect relationship 2.5 drawing conclusions and generalizations 2.6 summarizing, Etc. 3. Critical level 3.1 Evaluating authors style and purpose 3.2 distinguishing facts from opinions, etc. 4. Integrative level 4.1 relating previous ideas with new ones 4.2 Associating reading with self and life 5. Creative level 5.1 Illustrating ideas and events 5.2 making new sequels of a story, etc.

R. (2005). Developmental Reading. Manila: Rex Bookstore Villamin, A. (1984). Innovative Strategies in Teaching Reading. Quezon City: Phoenix Publishing House, Inc.

OHP LCD projector laptop

At the end of the unit, the students must have: 1. recognized the different skills in organizing information 2. utilized the different resources in searching for information 3. chosen appropriate materials for pleasure reading 4. showcased creative interpretations of literary materials read

Unit 5: Study Skills and Aesthetic Reading A. Skills in Organizing Information 1. Skimming / Scanning 2. Note taking, outlining 3. Summarizing B. Efferent Reading via Informational materials 1. Reference books 2. Non-book materials-pamphlets, clippings, EMC materials 2.1 graphics maps, graphs, charts C. Tales, modern short stories, plays, book/movie tie-ins, essays, poetry.

Bernardo, A. (2009). Developmental Reading 1 Romero, A. & Romero, R. (2005). Developmental Reading. Manila: Rex Bookstore Villamin, A. (1984). Innovative Strategies in Teaching Reading. Quezon City: Phoenix Publishing House, Inc.

Visiting to resource centers Story sharing activities Free reading activities Film Viewing

Written Quizzes Reaction Paper Live performance in Funtasia Book/movie review

Reference Materials (Encyclopedia Dictionary Magazines Newspapers Atlas Almanac) Non-book materials (EMC materials Pamphlets, etc.) Graphic materials (maps, graphs, etc.)

9 hours

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Resource Materials

Time Table

Storybooks

Suggested Readings and References

Course Requirements

Grading System Midterm Finals Quizzes 35% 30% Long Exam 45% 40% Outputs - 20% Participation 20% 10% TOTAL 100% 100%

Classroom Policies

SAMPLE COURSE SYLLABUS

Course Name General and Inorganic Chemistry (Lecture and Laboratory)

Course Credits 3 units lecture and 5.4 units laboratory

Course Description The course introduces the students to the nature, theories and scope of the reading process to enhance their reading proficiency, hone critical, creative and metacognitive reading skills as a tool for learning;

Contact Hours/week 3 hours

Prerequisite None

Course Objectives At the end of the semester, the students must have: 1. understand the concepts, principles and theories in chemistry that are applicable to their daily lives and chosen career. 2. realized the importance and relevance of chemical education in meeting the technological needs of the country; 3. acquired problem solving, critical thinking, and manipulative skills in learning; 4. developed a sense of value which characterizes a responsible citizen of the community and the country.

COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter

Week 1-18 I. Introduction to Chemistry: Matter and Measurement Chemistry as a Quantitative Science - Development of Modern Chemistry - The Scientific Method

Units of Measurement - Measurement and Significant Figures

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- SI and Derived Units Matter - Classification - Properties and Changes Involving Matter

Value Focus: D. Critical thinking, Patience, Accuracy, Orderliness

II. Atomic Structure and the Periodic Table Structure of an Atom Atomic and Mass Number Isotopes &Atomic Masses The Periodic Law and the Periodic Table Quantum Mechanical Model of the Atom Electron Configurations and the Periodic Table Periodic Trends and Properties - Sizes of Atoms and Ions - Ionization Energy - Electron Affinities - Metals, Nonmetals, Metalloids

Value Focus: Critical thinking, Sense of Belonging; Fairness III. Chemical Bonding and Nomenclature Lewis Electron Dot Diagrams The Octet Rule & the Rules on Oxidation Numbers Chemical Bonds - The Ionic Bond

Polyatomic Ions - The Covalent Bond

Molecular Geometry Chemical Nomenclature & Formulas

- Electronegativity Polar & Nonpolar molecules

- Hydrogen Bond Molecular Geometry IV. Stoichiometry: Calculations with Chemical Formulas and Equations

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Formula Mass The Mole Writing and Balancing Chemical equations Reduction-Oxidation Reaction Types of Chemical Reactions Stoichiometry Value Focus: Critical thinking, patience, and accuracy V. Gases, Liquids, and Solids Kinetic Molecular Theory (KMT) Properties and Behavior of Solids, Liquids and Gases Gas Laws

Boyles Law Charless Law Combined Gas Law Ideal Gas Law Daltons Law of Partial Pressure

Grahams Law of Diffusion VI. Solutions and Colloids Characteristics and Types of Solutions Solubility Factors affecting solubility

Concentration of Solutions % by Mass; Volume Mole Fraction Molarity Normality

Colligative Properties of Solutions Colloids VII. Acids and Bases Acid-base Theories pH Electrolytes and Non-

Electrolytes Buffers

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VIII. Chemical Kinetics and Equilibrium Effective Collisions Factors Affecting Rate Le Chateliers Principle IX. Nuclear Chemistry Nuclear Radiation Radioactivity Types of Radiation Detection of Radiation Activity and Half-life Nuclear Equations

Nuclear Stability

Natural and Radioactive Decay The Radioactive Elements and their Uses

SAMPLE LEARNING PLAN

DESIRED LEARNING OUTCOMES (DLO)

COURSE CONTENT/ SUBJECT MATTER

TEXTBOOKS/ REFERENCES

TEACHING AND LEARNING ACTIVITIES (TLAs)

ASSESSMENT TASK (ATs) RESOURCE MATERIAL

TIME TABLE

Lecture Laboratory Lecture Laboratory

At the end of the unit, the student must have: a) Traced back the

history of Chemistry and confirmed its usefulness in life.

b) Solved problems using the scientific method, expressing answers with the correct number of significant figures

c) Gained confidence to convert units of

I. Introduction to Chemistry: Matter and Measurement Chemistry as a Quantitative

Science

- Development of Modern Chemistry

- The Scientific Method Units of Measurement - Measurement and

Significant Figures

- SI and Derived Units Matter - Classification - Properties and Changes

Stoker, S.H. (2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd.pp 17-36.

Bettelheim, F. A. et. al. (2007). Introduction to General, Organic, and Biochemistry. 8th ed. Singapore:

Historical Approach using timeline

Independent e-study

Lecture/ Discussion using electronic module or power point presentation

Analyzing the Periodic Table of

Hands-on Minds-on Laboratory Activities: Measurem

ent Common

Laboratory Operations

Kinds of matter and their properties

Classes of Compounds: Acids, bases & Salts

Quiz

Graded Assignment

Marked

Seatwork

Quiz

Identifying Common Laboratory Equipment/ Apparatus

Practical Test on Common

Textbooks

Power point Presentation

Multi Media

System

Activity

Sheets/La

b. Manual

3 hours

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TIME TABLE


quantity of matter d) Described the basic

properties and changes of the 3 states of matter as a result of their structure

e*)measure physical quantities with accuracy and precision f*)identified laboratory apparatus and used them properly and accordingly g*)performed properly

necessary laboratory operations

Involving Matter Value Focus: Critical thinking, Patience, Accuracy, Orderliness

Thomson Learning Asia. pp 1 -19

Brown, T. L. et. Al. (2003). Chemistry the Central Science. 9th ed. Singapore: Pearson Education Asia Pte. Ltd. pp 2 -26

Monroy, A. E. M. Laboratory Activities in General and Inorganic Chemistry. WVSU. pp 3 - 22

Elements Physical and Chemical changes

Law of Conservation of Mass

Law of Definite Proportion

Lecture/Discussion Synthesis of

discussion based on the laboratory results

Laboratory Procedures

Observati

on of group/

individual work

Marked

Written Reports

Laboratory Equipment

Chemicals

At the end of the unit, the student must have: a) Described the

structure of the different models of an atom

b) Differentiated atomic from mass number and solved problems in relation to this.

c) Defined and compared isotopes and determined atomic masses of isotopes of elements

d) Written the set of quantum numbers of

II. Atomic Structure and the Periodic Table Structure of an Atom Atomic and Mass

Number

Isotopes &Atomic Masses The Periodic Law and the

Periodic Table Quantum Mechanical Model

of the Atom Electron Configurations and

the Periodic Table Periodic Trends and

Properties

- Sizes of Atoms and Ions - Ionization Energy

Stoker, S.H. (2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd. pp 17-36.

Bettelheim, F. A. et. al. (2007). Introduction to General, Organic, and Biochemistry. 8th ed. Singapore: Thomson Learning Asia. pp

Lecturette

Demonstration

Board work/Giving Exercises

Individual Activities: Writing

Quantum Numbers

Electron Configuration

Quiz Worksheets on the activities

Periodic Table of Elements

3 hours

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electrons in an atom e) Written the electron

configuration of an element and related it to its properties and position in the periodic table

f) Explained the periodic trends and properties of elements and why they react.

- Electron Affinities - Metals, Nonmetals,

Metalloids Value Focus: Critical thinking, Sense of Belonging; Fairness

29 -59 Brown, T. L. et. al.

(2003). Chemistry the Central Science. 9th ed. Singapore: Pearson Education Asia Pte. Ltd. pp 200 - 225

http://www.chem.wisc.edu/areas/clc (retrieved July 19, 2014)

At the end of the Module, the student must have: a) Determined the

oxidation number of an element in a compound

b) Written the electron-dot representation of ion/atom/compound and determine its geometry

c) Identified the bond that connects atoms/ions in a compound as well as the bonds characteristics

d) Named and have written formula of

III. Chemical Bonding and Nomenclature

Lewis Electron Dot Diagrams The Octet Rule & the Rules on

Oxidation Numbers Chemical Bonds - The Ionic Bond

Polyatomic Ions - The Covalent Bond

Molecular Geometry Chemical

Nomenclature & Formulas

- Electronegativity Polar & Nonpolar

molecules

- Hydrogen Bond Molecular Geometry

Stoker, S.H. (2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd. pp119 - 186.

Bettelheim, F. A. et. al. (2007). Introduction to General, Organic, and Biochemistry. 8th ed. Singapore: Thomson Learning Asia. pp 93 -111

Brown, T. L. et. al. (2003). Chemistry

Lecturette/ Class Discussion Accomplishing

Tasks: Exercise on

writing the electron dot structure of some elements

Determining the type of bond in a given compound

Writing & determining molecular

Hands-on Laboratory Activities: Preparation

of O2/Determination of Percentage of O2 in Potassium Chlorate & Water in a Hydrate

Determination of the Formula of a Hydrate

Quiz

Quiz

PowerPoint presentation Multimedia

System Laboratory

Equipment

Chemicals

Activity sheets

6 hours

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compounds

the Central Science. 9th ed. Singapore: Pearson Education Asia Pte. Ltd. pp 276 -328

geometry of some compounds

At the end of the Module, the student must have: a)Solved formula mass of

a substance. b) Defined mole as a

quantity c)Solved mole

conversion problems using the factor label method

d)Balanced molecular and ionic chemical equations using inspection method

e)Identified redox reactions and balanced them

f)Determined the type of chemical reaction being represented by a given chemical equation

g)Solved stoichiometric problems

h)Identified the limiting and

IV. Stoichiometry: Calculations with Chemical Formulas and Equations

Formula Mass

The Mole Writing and Balancing

Chemical equations Reduction-Oxidation Reaction Types of Chemical Reactions Stoichiometry Value Focus: Critical thinking, patience, and accuracy

Stoker, S.H. (2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd. pp188-219.


Brown, T. L. et. al. (2003). Chemistry the Central Science. 9th ed. Singapore: Pearson Education Asia Pte. Ltd. pp 76 109

Lecturette/ Class Discussion Seatwork and

boardwalk Accomplishing

Tasks: Exercises on Solving

formula mass Mole

problems/ chemical calculations

Writing and balancing chemical equations

Calculations based on chemical equations

Abstraction and Analysis after each task

Hands-on Laboratory Group Activity:

Determination of the Percentage of Oxygen in Potassium Chlorate

Determination of the Formula of a Hydrate/The Percentage of Water of Hydration in a Hydrate

An

Investigation: Reacting Volumes of two solutions of known concentrations

Quiz Problem

Set

Quiz Written

report of laboratory results

Observation of group/individual work

PowerPoint presentation Multimedia

System Laboratory

Equipment, Manual

Chemicals

Periodic Table of Elements

9 hours

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excess reagents in a reaction and determine the actual and theoretical yields.

Monroy, A. E. M. Laboratory Activities in General and Inorganic Chemistry. WVSU. pp.28 31; 44 47

MIDTERM EXAMINATION

At the end of the Module, the student must have: a) Stated and

discussed the postulates of the Kinetic Molecular Theory

b) Used the KMT in describing the behavior and properties of solids, liquids, and gases

c) Stated the different gas laws and solved problems applying the gas laws on everyday experiences and observations

V. Gases, Liquids, and Solids

Kinetic Molecular Theory (KMT)

Properties and Behavior of Solids, Liquids and Gases

Gas Laws Boyles Law Charless Law Combined Gas Law Ideal Gas Law Daltons Law of Partial

Pressure Grahams Law of

Diffusion

Stoker, S.H. (2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd. pp 221 -258

Bettelheim, F. A. et. al. (2007). Introduction to General, Organic, and Biochemistry. 8th ed. Singapore: Thomson Learning Asia. pp 160 170; 182-188

Brown, T. L. et. al. (2003). Chemistry the Central Science. 9th ed.

Lecture/Discussion using CAI

Problem Solving Approach Accomplishing

Tasks: Problem Set

on Gas Laws

Laboratory Group Activity:

Grahams Law of Diffusion

Problems on Gas Laws

Quiz

Problem Set

Graded

Recitation/

Problem Solving

Quiz Written

report of laboratory results

Problem Set (Individual output)

Power point presentation Multimedia

System Laboratory

Equipment, Manual, and chemicals

9 hrs

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Singapore: Pearson Education Asia Pte. Ltd. pp 366 - 392

Committee on General Chemistry. (1986)Laboratory Manual and Workbook for General Chemistry. Rev. Ed. Part I. Quezon City: KEN Incorporated. pp.

47 -49

At the end of the Module, the student must have: a) Described the

characteristics and types of solutions and gave examples of each type

b) Distinguished the different factors and explained their effects on the degree and rate of solubility

c) Expressed the concentration of solutions

VI. Solutions and Colloids

Characteristics and Types of Solutions

Solubility Factors affecting solubility Concentration of Solutions % by Mass; Volume Mole Fraction Molarity Normality Colligative Properties of

Solutions Colloids

Stoker, S.H. (2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd. pp 221 -258

Bettelheim, F. A. et. al. (2007). Introduction to General, Organic, and Biochemistry. 8th ed. Singapore: Thomson Learning Asia. pp

Lecture/Discussion

Demonstration Lesson

Problem solving Concentration

of Solution

Practical Work Approach Act. 13:

Factors Affecting Solubility

Act. 14:Factors Affecting Rate of Solubility

Act. 16: Colligative Properties of solutions

Act. 17: Colloids and

Written Quiz

Problem Set

Graded

Recitation/

Problem Solving

Quiz

Written report of laboratory results

Skill Test/Practical Test


System Laboratory


Periodic

Table of Elements

12 hrs

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quantitatively d) Discussed the

different colligative properties of solutions

e) Described the properties of colloids and their environmental and industrial importance

192 -218 Brown, T. L. et. al.

(2003). Chemistry the Central Science. 9th ed. Singapore: Pearson Education Asia Pte. Ltd. pp 484 - 514 Monroy, A. E. M.

Laboratory

Activities in

General and

Inorganic

Chemistry.

WVSU. pp.37

43; 48 56

Surface Chemistry

At the end of the Module, the student must have: a) Defined and

differentiated acid and base in terms of the different acid-base theories (Lewis, Bronsted-Lowry; Arrhenius)

b) Used pH in classifying solutions used in daily activities as acidic, basic or neutral.

VII. Acids and Bases

Acid-base Theories

pH

Electrolytes and Non- Electrolytes

Stoker, S.H. (2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd. pp 338 - 387

Bettelheim, F. A. et. al. (2007). Introduction to General, Organic, and Biochemistry. 8th ed. Singapore:

Lecture/Discussion

Demonstration Lesson

Performing

Calculations (Seatwork and Board work)

PWA Using local

indicator to determine acidity and basicity of common materials

Quiz

Graded Recitation

Problem

s Set on pH Concept

Quiz

Written laboratory report Skill Test


System Laboratory


Library

9 hrs

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c) Differentiated electrolytes from non-electrolytes and give their biological importance.

d) Discussed buffers and their applications

Buffers

Thomson Learning Asia. pp 251 - 281

Brown, T. L. et. al. (2003). Chemistry the Central Science. 9th ed. Singapore: Pearson Education Asia Pte. Ltd. pp 614 648

Materials

At the end of the Module, the student must have: a) Identified the

requisites of effective collisions

b) Named the factors that affect reaction rates and explain the effect of each.

c) Stated the Le Chateliers Principle

d) Identified the stress factors that may disrupt equilibrium

e) Applied Le Chateliers Principle to predict how equilibrium conditions change when a system is disturbed

VIII. Chemical Kinetics and Equilibrium

Effective Collisions Factors Affecting Rate Le Chateliers Principle

Stoker, S.H. (2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd. pp 312 - 337


Brown, T. L. et. al. (2003). Chemistry the Central Science. 9th ed.

Lecture/Discussion

Problem Based Approach applying Le-Chateliers Principle

Quiz

Seatwork

Graded

Recitation

Problems Set applying Le Chateliers principle

Graded Recitation


6 hrs

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Singapore: Pearson Education Asia Pte. Ltd. pp 525 532; 543 544; 594- 603

At the end of the Module, the student must have: a) Defined radioactivity,

radioisotopes , and half-life

b) Enumerated and explained how radiations are detected

c) Explained the occurrence of radioactivity

d) Described the different types of radiation and justified their emission.

e) Solved simple problems involving half-life of radioactive materials

f) Written nuclear reactions and predict products of such reactions

g) Differentiated fission from fusion

h) Described the characteristics of radioactive elements

IX. Nuclear Chemistry

Nuclear Radiation Radioactivity Types of Radiation Detection of Radiation Activity and Half-life Nuclear Equations

Nuclear Stability

Natural and Radioactive Decay

The Radioactive Elements and their Uses

Stoker, S.H.

(2010). Exploring General, organic, and Biological chemistry. Philippines; Cengage Learning Asia Pte. Ltd. pp 388 - 423

Bettelheim, F. A. et. al. (2007). Introduction to General, Organic, and Biochemistry. 8th ed. Singapore: Thomson Learning Asia. pp 63 - 89

Brown, T. L. et. al. (2003). Chemistry the Central Science. 9th ed. Singapore: Pearson Education Asia Pte. Ltd. pp 832 -860

Lecture/Discussion

Computer-aided instruction

Reporting

Seat-work on balancing nuclear reactions

Research Work

on Radioactivity and their uses

Quiz and Essay writing

Graded Oral Report

Movie maker presentation

Graded Recitation


9 hrs

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and give their uses based on their characteristics or properties

FINAL EXAMINATION

Sample Grading System

Midterm Finals Quizzes 35% 30% Long Exam 45% 40% Outputs - 20% Participation 20% 10% TOTAL 100% 100%

sample curricula bachelor of secondary education

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