SAN JOSE CHRISTIAN COLLEGES
San Jose City
College of Education
Course No: Edu. 102
Course Title: Principles of Teaching 2
Units: 3
Pre-requisite: Principles of Teaching 1
To promote academic excellence, spiritual development, personal well-being and social responsibility
inspired by the core values of a SJCC.
Mission, Vision, and Goal
A leading Christian university committed to lifelong learning in a globalized community.
To this end, SJCC undergirds scholarship, character and service with a lively faith in God.
Promoting and integrating academic excellence, spiritual development, and social responsibility inspired by the
Institutional Outcomes
core values of SJCC.
The course introduces prospective secondary and elementary teachers with knowledge and understanding of
the Outcomes-based education and the subject area which include foundation disciplines, structural
Course Description components and models of teaching and assessment strategies. This will provide the students with the
theoretical underpinnings in teaching and develop concepts, skills, attitudes, and values related to the subject
area.
Course Outcomes In-depth knowledge and understanding of the nature of the subject area and how it is learned and taught
and principles peculiar to the teaching and learning the subject area
Decision-making skills related to appropriate selection of objectives, subject matter content, methodologies
and strategies, instructional materials, and models of delivery
Competencies in applying principles of teaching/learning associated with the subject area and in
implementing teaching strategies appropriate to subject area
Enthusiasm and commitment, and expertise in teaching the subject area
LEARNING OUTCOMES CONTENTS LEARNING ACTIVITIES ASSESSMENT TECHNIQUES
At the end of the chapter, the Chapter 1 – Outcomes-Based
students are expected to: Education
a. explain the meaning of Meaning of OBE
outcomes in OBE; Learning Principles of OBE Think – Pair and Share
b. state the relationship among Meaning of Outcomes Multiple Intelligence Test
institutional outcomes, program Outcomes in Different Levels Human Chain
outcomes, course outcomes and Traditional/Transitional and Class Observation
learning outcomes; Transformational OBE K-W-L
c. Draw the implications of the OBE in Classroom Unit Quiz
OBE principles in the teaching- Reflection
learning process Unit Portfolio
Entry Pass
Interview
Debate
Film Showing(To Sir with Love)
At the end of the chapter, the
students are expected to: Chapter 2 – Teaching
a. distinguish among approach, Approaches and Methods Concept Maps
method and technique; Meaning of Approach, Methods Journal Entry
b. describe the teaching and Techniques Role Playing
approaches of the K-12 The Teaching Approaches of
Curriculum; and the Subjects in the K to 12
c. compare direct and indirect Curriculum
instruction with deductive and Different Methods of Teaching
inductive methods of teaching.
At the end of the chapter, the Chapter 3 – Constructivist
students are expected to show how Teaching: Interactive,
constructivist teaching is done by Collaborative,
the use of interactive, collaborative, Integrative, and Inquiry-
integrative, and inquiry-based based
activities.
Features of Constructivist
Teaching
Interactive Teaching
Teacher’s Tasks in Interactive
Teaching-Learning
Teacher’s Tasks in
Collaborative Learning
Integrative Teaching and
Learning
Teacher’s Tasks in Integrative
Teaching
Inquiry-based Teaching
At the end of the chapter, the Chapter 4 – Problem-Based
students are expected to: Learning and Project- Jigsaw activity Unit Portfolio
a. describe how problem-based Based Learning Pictograph making Recitation
learning and project-based Group discussion Reflection
learning are used as teaching- Problem-Based Learning (PBL) Group Presentation as
learning method; formative assessment
b. formulate at least one sample Project-Based Learning(PrBL)
problem and one sample project Comparison of Problem –Based
for problems-based and project- Research
and Project-Based Learning
based learning, respectively, Discussion
based on the K to 12 Curriculum PrBL/PjBL: At the Service of
Blended Learning
Guide;
the K to 12 Curriculum
c. Research and critique on the
implemented problem-based Assessment in PBL and PrBL
and project-based learning
and in K to 12
using elements of problem-
based and project-based
learning.
At the end of the chapter, the Chapter 5 – Research-Based
students are expected to present Teaching and Learning in
the nine categories or research- the 21st Century
based and effective instructional The Nine Categories of
strategies by means of a graphic Instructional Strategies
organizer and a skeleton prose Creating the Environment for
Learning
Non-linguistic Representations
Research-Based Teaching and
Learning
At the end of the chapter, the Chapter 5 – Research-Based
students are expected to: Teaching and Learning in
a. compare traditional and the 21st Century
standards-based frameworks for Traditional and Standards-
planning instruction; Based Planning
b. identify the elements of a Outcomes-Based
lesson/learning/an instructional education(OBE) and
plan; Understanding by Design (UbD)
c. critique a lesson plan; and Planning and Organizing
d. apply basic guidelines in Instruction
developing a lesson plan. Elements of Lesson
Plan/Instructional Plan/
Learning Plan
At the end of the chapter, Chapter 5 – The Teaching of the
the students are expected to Language Subjects
a. explain the frameworks of
Mother Tongue-Based
Meaning of Mother Tongue-
Multilingual Education, Filipino Based Multilingual
and English Teaching in the K to Education (MTB-MLE)
12 Curriculum;
b. explain the meaning of Ultimate Goals of MTB-MLE
based on DepEd Framework of
communicative competence; MTB-MLE
c. demonstrate understanding
Learning Area Standard of MTB-
of the principles of language MLE
learning;
Guiding Principles in Teaching
d. cite an application and a and Learning MTB-MLE
violation of each principle
The Bridging Process
in language teaching;
e. trace the methodical history The Teaching
of Filipino
Language
of language teaching; and
f. develop an eclectic method The Teaching of
English Language inthe
language teaching. K to 12 Curriculum
Communicative Competence:
The Goal of Language Teaching
The Principles
of Language
Learning
Approaches, Methods and
Activities in Language Teaching
At the end of the chapter, the Chapter 6: The Teaching of
students are expected to: Araling Panlipunan
a. examine the alignment of the K-W-L
intended outcomes, the Grade The Goals and Scope of the Discussion Unit Quiz
level standards and scope of the Teaching and Learning of Workshop on how to write Reflection
teaching of Araling PAnlipunan; Araling Panlipunan(AP) (Social lesson objectives Unit Portfolio
b. discuss the conceptual Studies) Writing lesson objectives Demo Teaching
framework of the teaching of Guiding Principles in the Recitation
Araling Panlipunan Teaching of AP Reflection
c. cite concrete application of the Methods and Techniques in
guiding principles in the Teaching Araling Panlipunan
teaching of Araling Panlipunan;
and
d. identify the appropriate
methods and Group Presentation
techniques/activities in teaching
AP.
At the end of the chapter, the Chapter 7: The Teaching of
students are expected to: Edukasyon sa
a. show the alignment of the Pagpapakatao
intended outcomes, the Grade
level standards and scope of the The Goals and Scope of the
teaching of Edukasyon sa Teaching and Learning of
Pagpapakatao; Edukasyon sa Pagpapakatao
b. discuss the guiding principles in The Themes in Edukasyon sa
the teaching of Edukasyon sa Pagpapakatao
Pagpapakatao; Guiding Principles in the
c. explain six approaches in Teaching of Edukasyon sa
teaching Edukasyon sa Pagpapakatao
Pagpapakatao; and identify the Methods and Techniques in
appropriate methods and Teaching Edukasyon sa
techniques/activities in teaching Pagpapakatao
Edukasyon sa Pagpapakatao.
At the end of the chapter,
the students are expected to:
a. show the alignment of the
intended outcomes, the Grade
level standards and scope of the
teaching of Edukasyon sa
Pagpapakatao;
Grading System:
A. Class Standing
(Learning outputs, participation,
recitation, assignment) - 50 %
B. Term Exam - 30 %
C. Requirements/Projects - 20%
100%
Requirements:
A. Attendance
B. Blended Learning Worksheets
C. Journal Entry
References:
Aquino, Gaudencio V. (1988). Principles of Teaching and Educational Technology
Corpuz, Brenda B. Salandan, Gloria G. (2007). Principles of Teaching 1. Lorimar Publishing: Manila
Prepared by:
Prof. JONATHAN M. CORDERO
Subject Facilitator
