Republic of the Philippines

City of Lapu-Lapu
Lapu-Lapu City College
Gun-ob, Lapu-Lapu City

COURSE SYLLABUS FOR FLEXIBLE LEARNING

COURSE DETAILS
Course Number: TTL 1 Instructor: Ms. Ma. Kristel J. Orboc
Course Title: Technology for Teaching anLearning 1
Credit Units: 3.0 Office: College of Education
Pre-Requisite(s): None Consultation Hours: MW – 7:30-9:00 AM
Term: First Semester Contact Details: [email protected]
Revised: 1st Semester of A.Y. 2020-2021 0977-087-8754

VISION STATEMENT:
Lapu-Lapu City College shall be well known globally as a model institution of excellent academic, technological, and entrepreneurial programs that prepare students for lifelong learning.
MISSION STATEMENT:
Propelled by its vision, the College commits itself to:
(1) Provide less expensive tertiary education to the poor but deserving students;
(2) Promote a culture of excellence in the delivery of higher education services; and
(3) To foster the acquisition and creation of new knowledge for the advancement of the society it serves.
CORE VALUES:
Love Leadership Courage Competence
INSTITUTIONAL OUTCOMES (IOs)
GRADUATE ATTRIBUTES PERFORMANCE INDICATORS
1. Globally Competent The ability to execute the wide range of discipline-related methods and techniques accurately and to demonstrate an in-depth understanding of the fundamental
knowledge and specialized skills
2. Lifelong Learners The ability to pursue knowledge and skills advancement consistently to improve quality of life through effective communication
3. Innovative Professionals The ability to develop new concepts and strategies and transforms lives through research-based outputs
4. Values Driven Citizens The ability to manifest upright moral virtues, work ethics, and values to promote ideal holistic life and to address and uphold the college core values

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PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST) – BEGINNING TEACHER’S INDICATORS (BTIs)
Domain 1 Domain 2 Domain 3 Domain 4 Domain 5 Domain 6 Domain 7
Content Knowledge and Pedagogy Learning Environment Diversity of Learners Curriculum and Planning Assessment and Reporting Community Linkages and Personal Growth and Professional
Professional Engagement Development
1.1.1 Demonstrate content knowledge 2.1.1 Demonstrate knowledge of 3.1.1 Demonstrate knowledge and 4.1.1 Prepare developmentally 5.1.1 Demonstrate knowledge of the 6.1.1 Demonstrate an understanding 7.1.1 Articulate a personal philosophy
and its application within and/or policies, guidelines and procedures understanding of differentiated sequenced teaching and learning design, selection, organization and of knowledge of learning of teaching that is learner-centered.
across curriculum teaching areas. that provide safe and secure learning teaching to suit the learners’ gender, process to meet curriculum use of diagnostic, formative and environments that are responsive to
environments. needs, strengths, interests and requirements. summative assessment strategies community contexts.
experiences. consistent with curriculum
requirements.
1.2.1 Demonstrate an understanding 2.2.1 Demonstrate understanding of 3.2.1 Implement teaching strategies 4.2.1 Identify learning outcomes that 5.2.1 Demonstrate knowledge of 6.2.1 Seek advice concerning 7.2.1 Demonstrate behaviors that
of research-based knowledge and learning environments that promote that are responsive to the learners’ are aligned with learning monitoring and evaluation of learner strategies that build relationships with uphold the dignity of teaching as a
principles of teaching and learning. fairness, respect and care to linguistic, cultural, socio-economic competencies. progress and achievement using parents/guardians and the wider profession by exhibiting qualities
encourage learning. and religious backgrounds. learner attainment data. community. such as caring attitude, respect and
integrity.
1.3.1 Show skills in the positive use 2.3.1 Demonstrate knowledge of 3.3.1 Use strategies responsive to 4.3.1 Demonstrate knowledge in the 5.3.1 Demonstrate knowledge of 6.3.1 Demonstrate awareness of 7.3.1 Seek opportunities to establish
of ICT to facilitate the teaching and managing classroom structure that learners with disabilities, giftedness implementation of relevant and providing timely, accurate and existing laws and regulations that professional links with colleagues.
learning process. engages learners, individually or in and talents. responsive learning programs. constructive feedback to improve apply to the teaching profession, and
groups, in meaningful exploration, learner performance. become familiar with the
discovery and hands-on activities responsibilities specified in the Code
within the available physical learning of Ethics for Professional Teachers.
environments.

1.4.1 Demonstrate knowledge of 2.4.1 Demonstrate understanding of 3.4.1 Demonstrate understanding of 4.4.1 Seek advice concerning 5.4.1 Demonstrate familiarity with a 6.4.1 Demonstrate knowledge and 7.4.1 Demonstrate an understanding
teaching strategies that promote supportive learning environments that the special educational needs of strategies that can enrich teaching range of strategies for communicating understanding of school policies and of how professional reflection and
literacy and numeracy skills. nurture and inspire learner learners in difficult circumstances, practice. learner needs, progress and procedures to foster harmonious learning can be used to improve
participation including geographic isolation; achievement. relationship with the wider school practice.
chronic illness; displacement due to community.
armed conflict, urban resettlement or
disasters; child abuse and child labor
practices.
1.5.1 Apply teaching strategies 2.5.1 Demonstrate knowledge of 3.5.1 Demonstrate knowledge of 4.5.1 Show skills in the selection, 5.5.1 Demonstrate an understanding 7.5.1 Demonstrate motivation to
that develop critical and learning environments that motivate teaching strategies that are inclusive development and use of a variety of of the role of assessment data as realize professional development
creative thinking, and/or other learners to work productively by of learners from indigenous groups. teaching and learning resources, feedback in teaching and learning goals based on the Philippine
higher-order thinking skills assuming responsibility for their own including ICT, to address learning practices and programs. Professional Standards for Teachers.
learning. goals.
1.6.1 Use Mother Tongue, 2.6.1 Demonstrate knowledge of
Filipino and English to facilitate positive and non-violent discipline in
teaching and learning the management of learner behavior.
1.7.1 Demonstrate an understanding
of the range of verbal and non-verbal
classroom communication strategies
that support learner understanding,
participation, engagement and
achievement.

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PROGRAM OUTCOMES (covers the following minimum standards for Teacher Education programs as stipulated in the PSGs)
A Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts
B Demonstrate mastery of subject matter/discipline
C Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
D Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
E Apply skills in the development and utilization of ICT to promote quality relevant, and sustainable educational practices
F Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes
G Practice professional and ethical teaching standards sensitive to the local, national and global realities
H Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities
COURSE DESCRIPTION: BTI’s
This is an introductory course that explores and teaches basic knowledge, skills and values in the positive use of technology (ICT) for teaching and learning. It shall 1.1.1, 1.3.1, 2.1.1,
include ICT laws, policies and regulations, safety issues, media and technology in various content areas, learning theories and principles in the use and design of a 4.5.1, 5.5.1, 6.3.1
variety of learning lessons, teaching-learning experiences, creating a safe and secure learning environment, assessment tasks that utilize appropriate traditional and
innovative technologies, and reflection on the use of ICT to improve the teaching and learning process. Social, ethical and legal responsibility in the use of technology
tools and resources shall also be addressed.
COURSE OUTCOMES (COs)
These Course Outcomes (COs) are designed to support the Program Outcomes (POs)
Program Outcomes (POs)
Upon completion of the course, the pre-service teachers (PST) must have: BTIs
(Obtained from Philippine National RCTQ Prototype
Syllabus)
A B C D E F
CO 1 Demonstrate understanding of the concepts, principles, theories of ICT systems and policies as they apply to and affect 1.1.1 L
the teaching and learning process in various content areas;
CO 2 Show skills in the positive use of ICT to facilitate the teaching and learning process; 1.2.1 P

CO 3 Demonstrate awareness of existing laws, regulations and policies that apply to the teaching and use of ICT; 1.6.1 L

CO 4 Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT, to 1.3.1 P
address learning goals;
CO 5 Demonstrate knowledge of ICT policies, guidelines and procedures that provide safe and secure learning environments; 5.1.1 L
CO 6 Reflect on the use of technology in facilitating and improving the teaching and learning process; 5.3.1 L
CO 7 Design and evaluate assessment tasks using appropriate and innovative technologies. P
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L – Learned P – Practiced O – Opportunity to Learn
Descriptors facilitates learning of the competencies where allow students to practice competencies where opportunity for development where
(CMO 75, s. 2017) input is provided and competency is evaluated no input is provided but competency is evaluated only an opportunity is present to practice the competencies

COURSE COMPONENTS:
Time DESIRED LEARNING BTI’s COURSE CONTENT TEACHING AND ASSESSMENT MODES RESOURCE
Table OUTCOMES LEARNING ACTIVITIES TASKS (ATs) Online Offline MATERIALS
(DLOs) (TLAs) (Async/
Sync)
WEEKS 1-9 (27 HOURS)
Week At the end of the unit, the pre-service 1.1.1 [1] Unit 1 – Introduction to
1-2 teacher (PST) can: Technology
a. define basic concepts in for Teaching and Learning
understanding ICT in education. A. Basic Concepts to be
defined: Brief Lecture: With the aid of a Use rating scale for the ✓ OHP/
1. Technology PowerPoint presentation, concept map developed by Async Multimedia
2. Information and provide an each group. Projector
Communication overview of Technology for
3. Educational Technology Teaching and Learning 1. Computer
4. Technology, Media, and Laptop
Learning Small Group Discussion: Give Pen and Paper test on the ✓
5. Instructional System and graphic organizers of the basic concepts of ICT in Async Graphic
Instructional Technology different concepts to be education Organizers
6. Technology Tools defined through the use of
concept mapping
B. Roles of ICT in
Teaching and Learning Individual Research: ✓
Encourage pre-service teachers Async
to validate the
concept map and conceptual
definition.

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Week At the end of the unit, the pre- Unit 2 – ICT Policies and
3-5 service teacher (PST) can: Safety Issues in Teaching
and Learning
a. enumerate the national ICT laws, 1.1.1 [1] A. National and Group Interviews: Organize ✓ Freedom Wall
policies and regulations affecting 6.3.1 [4] International ICT Laws, small group to conduct Async in the
classroom practices; Policies and Regulations interviews and Classroom/Blo
that are Applicable to observations on practices that g created and
b. describe the implementation of 1.1.1 [1] Teaching and Learning address safety issues in ICT for administered
ICT laws, policies and 6.3.1 [4] teaching and by the teacher
regulations in teaching-learning; learning.
B. Safety Issues in ICT:
and Policies, Guidelines and
Individual Research:
Procedures
c. identify ICT laws, policies and 1.1.1 [1] Encourage pre-service teachers
regulations that are incorporated 6.3.1 [4] C. Uses of ICT Policies in to research on the
into the design and school ICT policies and best Accomplished
Teaching and Learning
implementation of teaching practices. checklist
in Basic Education
learning activities to promote
learner achievement and provide Create ICT Policies: Facilitate
safe and secure learning the creation the Classroom ICT Powerpoint
environments Policies agreed upon all Presentations
learners. The policies should
highlight, among other things,
the positive use of ICT to
promote learner achievement
and provide a
safe and secure learning
environment.

Checklist on practices that ✓ Class

address safety Issues cross Async observation
referenced to national and guide on the
international ICT laws, utilization of
policies, regulations and ICT policies in
procedures the classroom
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Pre-service teachers’ written
description and opinions on
their newly crafted ICT
classroom policies,
highlighting their knowledge
on how the
policies uphold the positive
use of ICT to promote learner
achievement and provide a
safe and secure learning
environment.
Week At the end of the unit, the pre- Unit 3 – Theories and
6-9 service teacher (PST) can: Principles in the Use and
Design of Technology
a. identify the learning principles 1.1.1 [1] Driven Learning Lessons
and theories that are applied in
the use and design of learning A. Learning Theories and Active Learning with ✓ Online Class
lessons with technology; and Principles in: Teacher-Led Discussion on Async Blog or Site/
1. Dale’s Cone of Dale’s Cones of Classroom
Experience (with equal Experience and how its made twitter
b. show skills in using, designing,
1.3.1 [2] attention given to both principles and Wall
developing and delivering a
4.5.1 [3] the Conventional theories are utilized in
technology-driven lesson that
Technology and the technology
incorporates the positive use of
Innovative and driven teaching and learning.
ICT.
Emerging Technology
for Teaching)

2. TPACK (Technology, Image Analysis: Pre-service Video Clip

Pedagogy and Content teachers analyze and explain
Knowledge) the image on TPACK (See Multimedia
PSGs for image/diagram Projector
in the Course Syllabus
Template for Technology for Computer
Teaching and Learning
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1). The teacher synthesizes the
pre-service teachers’ analyses
and explanations.

3. ASSURE Model Think-Pair and Share: In

(Analyze Learners, State pairs, pre-service teachers will
Methods, Media, & discuss about the ASSURE
Materials, Utilize Media Model and create their own
& Materials, Require ASSURE lesson
Learner Participation,
Evaluate and Revise) Reflection on active learning ✓
with teacher-led discussion Async
on Dale’s Cones of
Experience posted on the
online blog/’Classroom-made
twitter Wall’

Week 10 = 3 hours
MIDTERM EXAMINATION
WEEKS 11-17 (21 HOURS)
Week At the end of the unit, the pre- Unit 4 – ICT in Various
11-12 service teacher (PST) can: Content Areas

a. show skills in the positive use of 1.3.1 [2] A. 21st Century Literacy Brief Lecture: Explain 21st Oral examination on the 21st ✓ Multimedia
media and technology in various 4.5.1 [3] Skills Century literacy skills with Century-Digital Literacy Sync Projector
content areas; 1. Digital Literacy Skills emphasis on digital skills
- Media literacy skills. Laptop
b. introduce sample technology 4.5.1 [3] - Information Research on Instructional Lesson exemplar analysis ✓
enhanced lessons to support - ICT literacy Design models and output Async Teacher made/
learning; collaborative work on Teacher
B. Instructional Design designing an infographic or a After analyzing a lesson prepared
c. select ICT and conventional 4.5.1 [3] Models visual image of the assigned exemplar, the pre-service samples of
learning materials designed to 1. Gagne’s Nine Events Instructional Design model to teachers will demonstrate a infographic
enhance teaching-learning; be presented in class. sample technology-enhanced
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2. Bloom’s Revised lesson showing skills in the
d. describe flexible learning 1.1.1 [1] Taxonomy positive use of technology in
environments that enhance 1.3.1 [2] 3. ADDIE teaching and learning resources
collaboration with the positive 4. Merill’s Principles of to achieve learning goals.
use of technology tools; Instruction Inquiry-Based Approach: Demonstration guide will be A lesson plan
Introduce a technology- used. exemplar
e. reflect on the use of technology in C. Technology Enhanced enhanced teaching lesson
7.4.1 [6]
facilitating and improving the Teaching Lesson exemplar Presentation of selected ✓
teaching and learning process, Exemplars instructional media Async Teacher made
and on its relevance and Analysis of a teaching plan appropriate for teaching and class site
appropriateness exemplar—identifying the learning context. (google site;
elements in designing a lesson weebly etc.)
and discussing the possibilities KWL CHART
of technology integration in • What I Know Skype
accordance with ICT laws, • What I Want to Know
policies, regulations and • What I Learned KWL chart
procedures to promote the template
positive use of ICT
Checklist
Paper and Pencil Test on the Checlist
types and use of technology focusing on
D. ICT and Conventional tools in a collaborative how
Learning Materials to classroom environment. technology is
Enhance Teaching integrated in
and Learning Demonstration: Demonstrate ✓ the lesson
1. Digital Learning a sample technology-enhanced Sync
Resources lesson in accordance with ICT
- Google docs laws, policies, regulations and Multimedia
- Survey Monkey procedures to promote the equipment
- Others positive use of ICT
2. Conventional Learning
Resources Group research and
- Flip cards presentation of
the digital learning materials
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- Realia identified as appropriate and
- Others feasible in a given teaching-
learning context.

E. Distance Learning Forum-Discussion: Conduct a Reflective narrative or

1. Types of Online Distance forum on distance learning Entries in the ‘Classroom
Learning Twitter Wall’ in the
- Synchronous Demonstration and hands-on classroom/Blog Created
- Asynchronous exploration on synchronous and Administered by the
and asynchronous online teacher. Google docs
distance learning using the
F. Technology Tools in a
class Site
Collaborative Classroom
Self-Or Peer-Evaluation of
Environment
Brief Lecture on types and use their Assessment
of technology tools in a
collaborative
classroom environment

Small Group Discussion: Led Based on the lesson

by Pre-service teachers demonstrated, the class will
determine, analyze and
G. Relevance and evaluate the appropriateness
Appropriateness and use of technology.
in the Use of Technology in (Variation: Based on the
Teaching and Learning Lesson plan exemplar)
1. Principles in Selecting
Instructional Materials based Class presentation of their
on their: evaluation of instructional
- Appropriateness and materials used in the
Feasibility. Lesson
- Appropriateness (Target
Learners and Instruction)
- Authenticity (Dependable)
- Interest
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- Cost (Economy)
- Organization and Balance

And other considerations:

Environmental factors,
dynamic variables (e.g size of
class, attitudes, etc.)
Week At the end of the unit, the pre- Unit 5 – Innovative
13-14 service teacher (PST) can: Technologies for
Teaching-Learning and
a. formulate teaching-learning 1.3.1 [2] Assessment Task
experiences and assessment tasks 4.5.1 [3] a. ICT and Assessment in Pre-service teachers lead Reporting and feed backing ✓ Assessment
using appropriate and innovative 5.1.1 [7] Learning discussions of Innovative of their research Async/ Tools
technologies; and - Assessment Tools Technologies for Teaching- outputs/findings on examples Sync
Learning and Assessment of technology-assisted tools
b. evaluate the appropriateness of 5.1.1 [7] Tasks in assessment in learning
b. Tools in evaluating
assessment tools using ICT
appropriate assessment
resources to address learning Pre-service teachers research Workshop Output: Tools
tools (ex. Checklist,
goals. on examples of technology- used to evaluate assessment
rating scale)
assisted tools in assessment in tools. PSTs will design,
learning. develop, select and
c. Technology-Enhanced
demonstrate positive use of
Lesson using the
Workshop on the formulation ICT resources and
ASSURE as Technology-
of tools to evaluate assessment assessment tools to address
Integration Model
tools learning goals.

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Week At the end of the unit, the pre- Responsibilities in the Use
15-17 service teacher (PST) can: of Technology Tools and
Resources
a. show, give examples, observe 1.1.1 [1] A. Digital Citizenship Lecture-discussion on the nine Written exam on the Computer
and demonstrate social, ethical 1.3.1 [2] 1. Nine Elements of Digital elements of digital citizenship elements of digital Laptop
and legal responsibility in the use Citizenship citizenship
of technology tools and Multimedia
resources; B. Social, Ethical and Legal Group research on the social, Projector
Responsibilities in the Use ethical and legal
b. identify examples of compliance of Technology Tools and responsibilities in the Worksheets for
of Intellectual Property Rights 1.1.1 [1] Resources by Teachers positive use of technology Talk it Out
(IPR) in the educational setting; 6.3.1 [4] tools and resources by teachers Scenarios
Talk it Out (from Global Digital
c. enumerate digital safety policies, Citizen Foundation) An
guidelines and procedures that Activity on taking a stance on
ensure child online safety and 1.1.1 [1] an issue and defending it
prevent cyberbullying; 2.1.1 [5] Pre-service teachers are given
a scenario primarily focusing
d. discuss safety rules in obtaining on social, ethical and legal
resource materials from local area responsibilities in the use of
network-based and the internet; technology. Analysis of the
1.1.1 [1] different cases involving
e. describe the community of 1.3.1 [2] social, ethical and legal issues
learners as netizens who share C. Intellectual Property on technology use.
and utilize digital materials; and Rights (IPR) Applicable to
the Educational Setting: Group research on the Rubrics assessing research
f. practice standard netiquette to 1.1.1 [1] Copyright and related Intellectual property Rights in outputs on social, ethical and
share and utilize digital materials Rights Copyright Law Educational Setting legal responsibilities in the
as a positive use of technology use of technology
Class presentation of research
outputs (e.g. poster,
1.3.1 [2] infographic, HootBoard,
D. Digital Safety Rules etc.)

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1. Rule 1: Research before 4As (Abstraction, Analysis and
you register Application) Activity: You
2. Rule 2: Discriminate know the Rules (from Global
3. Rule 3: Think before Digital Citizenship
typing Foundation) Learners imagine
4. Rule 4: Require ID that they can draft three rules
5. Rule 5: Trust your gut that every digital citizen must
follow. What would they be
and why?

E. Cyber bullying
Forum Discussion on the Class formulated Guide on
digital safety rules Digital Safety Rules
F. Netizens in Cyberspace:
Active Debates on Cyber bullying Making of Posters and
Citizenship digital
Brief Lecture campaign materials
G. Netiquette (social
conventions online) Forum: The class will have a Role playing on how to
forum on Netiquette Joining support school learners as
social media sites part of a learning community
H. Educational Sites and
Portals Group Research to identify Rubrics assessing behavior in
educational sites and portals social media sites

Pencil and paper Test

I. Online Communities of
Learning e.g. Presentation and sharing of The pre-service teachers will
1. Facebook Research Outputs (e.g. compile a collection of
2. Twitter Infographics, Digital educational Sites
3. Instagram advertisement, brochures,
4. Webinar bulletin board display/online
bulletin board)

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J. Online Resources e.g.
1. Opensource Practicum on sample strategies Rating scales on the
2. Multimedia resources; on how to join experts’ practicum
video sites learning communities accomplished
3. Finding images Reflection on joining expert
4. Music and audio; learning communities
webcasts
5. Locate web sources by
topic
6. Others

K. Collaborative projects i.e.

The Problem-Based projects Group Research and Checklist
or Project-Based Project Application of the identified
relevant mailing list and
online journals
L. Technology Tools for
Collaborative Work, e.g. Pre-service teachers lead Pencil and Paper Test
1. Google drive Group Discussions
2. Edmodo Lecture Lecture-
3. Bubbl.us Demonstration Workshop/ Practical Test
4. Wikispaces Hands-on experience on
5. Others the tools Online Chat Session

WEEK 18 = 3 hours
PANGHULING PAGSUSULIT/FINAL EXAMINATION
TOTAL = 54 HOURS

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COURSE REFERENCES

• Bilbao,P., Dayagbil, F., & Corpuz, B. (2014). Curriculum Development for Teachers. LORIMAR Publishing Inc.
• Biggs, J. (2014). Constructive Alignment in University
• Bitter, G.G, & J.M. legacy. (2008). Using Technology in the Classroom
• Byun, J.N., Kwon, D.Y., & Lee, W.G (2014). Development of ill-structured problems for elementary learners to learn by computer-based modelling tools. International Journal
of Computer Theory and Engineering, 6(4), 292-296
• CAST (2011). University designed for learning guidelines version 2.0. Wake_eld, MA: Author
• Cindy E. H. (2004). Problem-Based learning: What and How Do students learn? Educational Psychology Review, 16, 3.
• Constructivism and CALL: Evaluating some interactive features of network-based authoring tools. ReCALL: The Journal of EUROCALL, 13(1), 32-46.

COURSE GRADE EQUIVALENT

For purposes of transmutation, the course will use the following grade equivalent (at 70% passing):

Raw Score Grade Equivalent Raw Score Grade Equivalent Raw Score Grade Equivalent
99 100 1.0 80 2.0 63 69 3.1
97 98 1.1 79 2.1 56 62 3.2
95 96 1.2 78 2.2 49 55 3.3
93 94 1.3 77 2.3 42 48 3.4
91 92 1.4 76 2.4 35 41 3.5
89 90 1.5 75 2.5 28 34 3.6
87 88 1.6 74 2.6 21 27 3.7
85 86 1.7 73 2.7 14 20 3.8
83 84 1.8 72 2.8 7 13 3.9
81 82 1.9 71 2.9 0 6 4.0
70 3.0

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COURSE GRADING SYSTEM:
Students must have obtained 70% passing score or higher to pass the score. Course work will be weighted as follows:
• Major Exams – 30 %
• Performance Outputs – 50 %
• Quizzes – 10 %
TOTAL 100%

SE GUIDELINES AND POLICIES

1. Attendance is a must. A student may incur only seven (7) absences for MW and TTH classes and three (3) absences for 3- hour-once-a-week classes (20% of the prescribed days of classes);
otherwise, he/she will be automatically dropped from the class list and/or receive a failing grade of 5.0.
2. A student who will incur three (3) consecutive absences will be asked by the instructor to write a letter of explanation addressed to the Student Affairs Officer who, after imposing
disciplinary action, will refer the student to go to the Guidance Office to secure a readmission slip duly signed by the Guidance Counselor and College Dean, so as to be allowed to rejoin
the class.
3. Tardiness is discouraged. It is a source of irritation and class disruption when students arrive late. Students who arrive 15 minutes after the start of class are considered tardy. Please note
that three (3) tardiness is equivalent to one (1) absence.
4. A permanent seat plan will be made at the start of the semester. Students are advised to keep to their assigned seating arrangement; otherwise, they will be marked absent for that day.
5. Classes should always start and end with a short prayer. The instructor can opt to lead the prayer or assign students to do this alternately.
6. Students should assist in maintaining the orderliness and cleanliness of the classrooms. Graffiti writing is strictly prohibited. Any student found violating this rule will be punished with
the appropriate sanction. Before leaving the classroom, the instructor with the help of the students, should ensure that no litter/garbage is left behind and that chairs are in their proper
order. Should the class be the last schedule for the day, the instructor should arrange that the lights and air conditioning units are switched off.
7. Going out of the classroom at any time is strictly discouraged. Students should make it a habit to go to the restroom during their vacant period or before the start of their classes. If they
must visit the restroom, permission should be sought from the instructor.
8. Use of mobile phones inside the classroom is strictly prohibited. They should be switched off or placed in silent mode before entering classes. The instructor has the right to confiscate
mobile phones that ring and/or are used during class hours. The confiscated unit can only be claimed from the Dean’s Office at the end of the semester.
9. The teacher reserves the right to ask the student to leave the room if his behavior is disruptive in class.
10. It is the responsibility of the students to schedule properly their classes so that meals and snacks will be taken at the proper time.
11. Students are encouraged to see the instructor during consultation hours for any concerns, questions and assistance about the course.

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PREPARED BY: SIGNATURE:
MS. MA. KRISTEL J. ORBOC
Course Instructor
NOTED BY: SIGNATURE:
DR. MA. NOELEEN M. BORBAJO
Dean, College of Education
APPROVAL RECOMMENDED: SIGNATURE:
DR. MA. NOELEEN M. BORBAJO
Vice President, Academics
APPROVED: SIGNATURE:
DR. EDUARDO A. OMPAD
College President

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