Republic of the Philippines

RIZAL TECHNOLOGICAL UNIVERSITY

Cities of Mandaluyong and Pasig

COLLEGE OF EDUCATION
COURSE SYLLABUS

VISION I. COURSE BACKGROUND

A leading technology-driven university responsive to the development needs Program Bachelor Secondary Education
of changing societies.

MISSION Course Title Special Topics in Education

To develop globally competitive and socially responsible professionals Course Code PROFED11 Course Credit 3.0 Units
through technology-driven instructions, innovative researches, sustainable Contact Hours 3 Hours Lecture
extension programs that will enhance the lives of people in the communities. Pre-requisite PROFED 1-10
COLLEGE GOAL Co-requisite NONE
Committed to produce multi-literate, innovative, highly motivated
educators equipped with positive values and attitudes, appropriate trainings Semester First Academic Year 2020-2021
and 21st century skills responsive to the developmental needs of the glocal Created August 2020 Updated
societies. Instructor/
JULIUS L. MENESES, PhD
Professor
COLLEGE OBJECTIVES Department SCIENCE DEPARTMENT

1. To produce competent teachers who are effective facilitators of learning II. COURSE DESCRIPTION
and who uphold professional, ethical, and moral standards of teaching and
learning.
The course intends to give general topics and concepts as baseline
2. To harmonize theories and modern pedagogies through relevant research towards better understanding of various, relevant, timely and innovative
and field studies. information in the field of education caused by ever changing needs of
society. Further, this will provide students the chance to know and identify
3. To develop research-drawn, quality instructional materials and production specific changes in competencies, ideas and concepts about teacher,
activities to enhance teaching-learning process. curriculum, pedagogy, assessment, ICT and research.
4. To embrace and keep abreast with the emerging trends of teaching
This course is also designed to expose teacher education students in the
methodologies, systems, assessment forms and educational technologies in
a dynamic world. different societal issues and problems in the academe vis-a-vis education
process to prepare them perform their vital role as agent of learning and
5. To carry out research-driven extension activities, responsive to the needs of become aid in addressing the rapid development in the Philippine
the society with productive and self-reliant citizens educational system.

1.
Page 1 of 16
Teacher Education Secondary Education
III. Course Outcomes
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO1 PO2 PO3 PO4
Determine other general topics and concepts in the field of
1 I I E E D D
education which are not discussed in other professional subjects;
2 Discuss trends and latest information in teacher education; I E E D E D
Deepen understanding in the field of education as they discover
3 and ponder other boundaries of the meaning of teacher, I E E E E D D D
curriculum, pedagogy, assessment, ICT and research;
Gain further insights and expert advice through inputs from
4 different academic and scholarly resources such as articles, I I E D D
readings, known personalities and others;
Value the teaching profession and the teaching learning process
5 I E E I I E D
as they engage in the different worthwhile learning activities;
Develop and construct proper beliefs, values and attitudes
6 I E D D
towards education, teaching and learning process; and
Imbibe and exemplify professionalism as they perform and work
7 D D
harmoniously in the class.

IV. LEARNING PLAN

Distance Learning-Based Teaching Learning
Learning Distance Learning-Based Key Instructional
Wk/Hrs Topics/Contents Activities, Educational Technology, and
Outcomes Assessment and Tools Results
Instructional Materials
Session ▪Decipher the ▪ Orientation ▪ Soft Copy of Student Handbook ▪ 95 % of the
1 Mission, Vision, ✓ Mission ▪ Authentic ▪ Syllabus Lecture/ Discussion via power point students have
objectives of the ✓ Vision assessment/Rubrics for presentation attained the
(3 Hrs) College. ✓ Goals and presentation (3.1) via ▪ Interactive learning using zoom and google learning
▪Ponder on to the objectives of the Google Meet/Zoom meet outcomes about
different College ▪ Collaborative learning mission, vision,
graduate ✓ Graduate ▪ Recitation (deductive/ goals, objectives
attributes of the attributes inductive) via google and graduate
University and ✓ Overview of the meet/zoom attributes of RTU
College; and syllabus and College.
▪Acquaint oneself ✓ Grading System ▪ Activities to be
with the different accomplished via Google
topics and Form or to be uploaded via
contents of the google classroom
course.

Page 2 of 16
Session ▪ Implement health ▪ Championing the ▪ Online Lecture/ Discussion Required Readings: ▪ 95 % of the
2 practices and Health via Google Classroom • Focusing Resources on Effective School students have
conceptualize Management in Health: a Fresh Start to Improving the attained the
(3 Hrs) procedures or Schools ▪ Interactive learning Quality and Equity of Education WHO, learning
programs that UNESCO, UNICEF, and World Bank outcomes on
improve the Connecting Health ▪ Collaborative learning via Championing
school and Effective zoom • Field Guide: The Three Star Approach for the Health
environment by Learning WASH in Schools UNICEF and GIZ Management in
effectively ▪ Reporting/panel Schools
managing and discussion/debate using poll • National Guidelines on WASH in Schools
implementing and available online Connecting
school-based resources Supplemental Readings Health and
health programs • COVID-19 Educational Disruption and Effective Learning
Response in Asia-Pacific:
https://apa.sdg4education2030.org/cov
id19

• All Means All – How to support learning

for the most vulnerable children in areas
of school closures A checklist for UNICEF
staff on factors to consider when
planning COVID-19 education
response1
https://www.unicef.org/disabilities/files/
All_means_All_-
_Equity_and_Inclusion_in_COVID-
19_EiE_Response.pdf

Session Integrate school The Role of School ▪ Online Lecture/ Discussion 95 % of the
3 health Heads and via Google Classroom Required Readings: students have
frameworks in Teachers in ▪ The Philippines: National Context and attained the
(3 Hrs) managing and Managing School ▪ Interactive learning Preliminary Findings in Masbate Province learning
implementing Health Programs outcomes on the
school health ▪ Collaborative learning via Role of School
programs zoom ▪ Toolkits that could be accessed via Heads and
https://sites.google.com/view/flttoolkit/hom Teachers in
▪ Reporting/panel e?fbclid=IwAR12uNDff_oox_AdOibQmOms Managing School
discussion/debate using poll Cqc5NrhoRVOThRPLQ1Au9qJyYl2ZsjLxNx0 Health Programs
and available online
resources

Page 3 of 16
Session ▪Successfully ▪ Lesson 1: ▪ Online Lecture/ Discussion Required Readings: ▪ 95 % of the
4 promote and Assessing School via zoom or google meet ▪ Manual for Teachers for the students have
address health Conditions Implementation of the Essential Health attained the
(3 Hrs) concerns of the Related to Health ▪ Interactive learning using Care Program in Schools learning
students in the available online toolkits outcomes on
school ▪ WASH in Schools in 11 South-East Asian Assessing School
▪ Lesson 2: ▪ Collaborative learning via Countries UNICEF, East Asia and Pacific Conditions
Integrating zoom Regional Office Related to
School Health into Health and
Existing School ▪ Reporting/panel ▪ Use of online resources and reading Integrating
Planning discussion/debate using poll materials via online platform School Health
Mechanisms using available online into Existing
resources ▪ Toolkits that could be accessed via School Planning
https://sites.google.com/view/flttoolkit/hom Mechanisms
e?fbclid=IwAR12uNDff_oox_AdOibQmOms
Cqc5NrhoRVOThRPLQ1Au9qJyYl2ZsjLxNx0

Session ▪ Develop ▪ Implementing an ▪ Online Lecture/ Discussion Required Reading: ▪ 95 % of the

5 strategies in Effective School via zoom or google meet ▪ Guidelines to Develop and Implement students have
implementing Health Program School Feeding Programs that Improve attained the
(3 Hrs) health programs ▪ Interactive learning using Education UNESCO learning
effectively in the available online toolkits outcomes on
school. Supplemental Readings Implementing an
▪ Collaborative learning via ▪ Key Messages and Actions for COVID-19 Effective School
zoom Prevention and Control in Schools Health Program
https://www.who.int/docs/default-
▪ Reporting/panel source/coronaviruse/key-messages-and-
discussion/debate using poll actions-for-covid-19-prevention-and-
using available online control-in-schools-march-
resources 2020.pdf?sfvrsn=baf81d52_4

▪ School closure and management

practices during coronavirus outbreaks
including COVID-19: a rapid systematic
review
https://www.thelancet.com/action/sho
wPdf?pii=S2352-4642%2820%2930095-X

Page 4 of 16
▪ Reopening Schools in the Context of
COVID-19: Health and Safety Guidelines
from Other Countries

Authors Hanna Melnick Linda Darling-

Hammond Melanie Leung Cathy Yun
Abby Schachner Sara Plasencia Naomi
Ondrasek
https://learningpolicyinstitute.org/produ
ct/reopening-schools-covid-19-brief

▪ Toolkits that could be accessed via

https://sites.google.com/view/flttoolkit/hom
e?fbclid=IwAR12uNDff_oox_AdOibQmOmsC
qc5NrhoRVOThRPLQ1Au9qJyYl2ZsjLxNx0
Session ▪Describe the ▪ Curriculum ▪ Online Lecture/ Discussion ▪ Corpuz B. et. al (2012) Special Topics in ▪ 95 % of the
6 emerging Landscape for the via zoom or google meet Education (Vol. 4). Quezon City, Philippines: students have
curricula for the 21st Century Lorimar Publishing, Inc. attained the
(3 Hrs) 21st century ▪ Interactive learning using ▪ Dayagbil F. et. al (2012) Special Topics in learning
teachers and available online toolkits Education (Vol. 3). Quezon City, Philippines: outcomes on
learners; and ▪ Skills for the 21st Lorimar Publishing, Inc. Curriculum
Century teachers ▪ Collaborative learning via ▪ Andas C. et. al (2012) Special Topics in Landscape for
▪Identify and and learners zoom Education (Vol. 2). Quezon City, Philippines: the 21st Century
discuss the Lorimar Publishing, Inc. and Skills for the
different skills ▪ Reporting/panel ▪ Baylongo J. et. al. (2012) Special Topics in 21st century
needed of the discussion/debate using poll Education (Vol. 1). Quezon City, Philippines: teachers and
learners and using available online Lorimar Publishing, Inc. learners.
teachers in the resources ▪ Ackerman, P., Jaeger, R. & Smith, A. ▪
21st century. (2002). Special Topics in Education: Current
Trends. In Encyclopedia of Education. Gale
Group.
▪Define and ▪ The Outcomes- ▪ Online Lecture/ Discussion ▪ Philippine Association for Teachers and ▪ 95 % of the
discuss the Based Education Educators (2013) The professional Teacher. students have
outcomes-based ▪ Interactive learning Quezon City, Philippines: Lorimar Publishing, attained the
education ▪ The K to 12 Basic Inc. (p.1) learning
system/approach Education ▪ Collaborative learning via ▪ Corpuz B. et. al (2012) Special Topics in outcomes on
in the education Curriculum and its zoom Education (Vol. 4). Quezon City, Philippines: outcomes-based
process; and Implication to Pre- Lorimar Publishing, Inc. education and K
▪Describe and service Teacher ▪ Reporting/panel to 12 education
discuss the K to 12 Education discussion/debate using poll curriculum.

Page 5 of 16
curricula, its using available online ▪ Dayagbil F. et. al (2012) Special Topics in
framework and resources Education (Vol. 3). Quezon City, Philippines:
implication to pre- Lorimar Publishing, Inc.
service teacher ▪ Andas C. et. al (2012) Special Topics in
education. Education (Vol. 2). Quezon City, Philippines:
Lorimar Publishing, Inc.
▪ Baylongo J. et. al. (2012) Special Topics in
Education (Vol. 1). Quezon City, Philippines:
Lorimar Publishing, Inc.
▪ Ackerman, P., Jaeger, R. & Smith, A.
(2002). Special Topics in Education: Current
Trends. In Encyclopedia of Education. Gale
Group
Session ▪Describe the 4th ▪ Redesigning ▪ Online Lecture/ Discussion ▪ IPOL_STU(2019)638407_EN.pdf ▪ 95 % of the
7 Industrial Educational ▪ [1] Frey C.B. and Osborne M.A. The Future students have
Revolution Systems towards ▪ Interactive learning of Employment: How susceptible are jobs to attained the
(3 Hrs) ▪ Identify the Industry 4.0 computerisation? Technological learning
impact of the 4th ▪ Collaborative learning via Forecasting and Social Change 2017; 114: outcomes on
industrial zoom 254–280. Redesigning
revolution in the Educational
following areas: a. ▪ Reporting/panel ▪ [2] Vivarelli M. Innovation, employment and Systems towards
labor market; b. discussion/debate using poll skills in advanced and developing Industry 4.0
role of firms; c. using available online countries: A survey of economic literature.
human resources resources Journal of Economic Issues 2014; 48: 123–
management 154.
▪ Understand the
role of the ▪ [3] Nickell S. Unemployment: Questions and
Government in some answers. Economic Journal 1998;
(a) Infrastructures; 108(448): 802–16.
(b) Incentives for
firms; (c) New ▪ [4] Eurofound. Employment and working
labor market conditions of selected types of platform
regulations; (d) work. Luxembourg: Publications Office of
Educational the European Union; 2018a.
policy
▪ [5] Eurofound. Automation, digitisation and
platforms: Implications for work and
employment. Luxembourg: Publications
Office of the European Union; 2018b.

Page 6 of 16
Session ▪Describe the IR ▪ Flexible ▪ Lecture/ Discussion via ▪ https://www.netcom92.com/2017/05/impor ▪ 95 % of the
8 5.0, Web 5.0 and Convertible google meet/zoom tance-of-flexible-teaching students have
Education 5.0 Teaching and ▪ Exercises/Demonstration via ▪ https://link.springer.com/article/10.1007/s40 attained the
(3 hrs Learning for google classroom 196-013-0016-5 learning
▪ Understand the Continuity and ▪ Interactive learning ▪ https://www.weforum.org/agenda/2019/01 outcomes on
flexible Enhancement of ▪ Collaborative learning /modern-society-has-reached-its-limits- Flexible
convertible Education ▪ Reporting/panel society-5-0-will-liberate-us/ Convertible
teaching and ▪ IR 5.0 discussion/debate ▪ https://www.raconteur.net/technology/ma Teaching and
learning for the ▪ Web 5.0 ▪ Multimedia presentation nufacturing-gets-personal-industry-5-0 Learning for
continues ▪ Education 5.0 ▪ Reading and writing via url ▪ https://gesrepair.com/industry-4-and-5/ Continuity and
instructional Enhancement of
delivery. Education
▪ IR 5.0
▪ Web 5.0
▪ Education 5.0
Session ▪Understand the ▪ Contextual Factors ▪ Lecture/ Discussion via ▪ Park, J.-K. (2009). ‘English fever’ in South ▪ 95 % of the
9 contextual factors in the Design and google meet/zoom Korea: Its history and symptoms. English students have
in the design and Implementation of ▪ Exercises/Demonstration via Today 97, 25(1), 50-57. attained the
(3 hrs) implementation Impactful google classroom ▪ Sonnemann, J. and Goss, P. (2020). learning
of impactful Education Policies ▪ Interactive learning Disadvantaged students may have lost 1 outcomes on
education under the New ▪ Collaborative learning month of learning during COVID-19 Contextual
policies in the Normal ▪ Reporting/panel shutdown, But the government can fix it. factors in the
new normal discussion/debate The Conversation. Retrieved from Design and
▪ Multimedia presentation https://theconversation.com/disadvantage Implementation
▪Explore the ▪ Reading and writing via url d-students-may-have-lost-1-month- of Impactful
impactful policies oflearning-during-covid-19-shutdown-but- Education
and reforms the-government-can-fix- Policies under
based on the it140540#:~:text=Even%20if%20remote%20le the New Normal
experiences of arning%20worked,two%20months%20of%20r
Hong and South emote%20schooling.&text=Some%20should
Korea %20go %20to%20helping,
over%20the%20next%20six%20months.
▪ Statistic Korea. (2018). Private education
▪Relate the expenditures survey in 2017. Retrieved from
situations of the http://kostat.go.kr/portal/eng/pressRelease
Philippine s/1/index.board?bmode=download&bSeq
Educational =&aSeq=367176&ord=1
Policies to the ▪ Todd, R.W. (2020). Teachers’ Perceptions of
given practices the Shift from the Classroom to Online
abroad

Page 7 of 16
Teaching. International Journal of TESOL
Studies, 2(2), 4-16.
Session ▪Explain the ▪ Preparing ▪ Lecture/ Discussion via ▪ Choi, T.-H. (2018). English education in ▪ 95 % of the
10 different Teachers for the google meet/zoom partnership with third parties: A case of students have
mechanisms in Age of Disruption: ▪ Exercises/Demonstration via attained the
(3 Hrs) preparing Working with Third google classroom
equity in Hong Kong. In S.-O. Kweon & B. learning
teachers in the Parties ▪ Interactive learning Spolsky (Eds.), The Asian EFL classroom: outcomes on
age of disruptions ▪ Collaborative learning Issues, challenges and future expectations Preparing
▪ Reporting/panel (pp. 169-188). Abingdon, Oxon: Routledge. Teachers for the
▪ Gain insights on discussion/debate ▪ Choi, T.-H. (2020). Collaboration between Age of
the strategic ▪ Multimedia presentation schools and third parties against the Disruptions and
preparations of ▪ Reading and writing via url pandemic and beyond. Hong Kong: the working
pre-service and Leading School Innovation in Times of mechanisms with
in-service Emergency. other
teachers ▪ Choi, T.-H., & Walker, A. D. (2018). A heuristic stakeholders
model for tailoring teacher development to
▪Understand the education reforms: Focusing on ambiguity
value of teacher and conflict generation. Teaching and
preparations in Teacher Education, 74, 72-84.
the age of ▪ Cholera, R., Falusi, O. O., and Linton, J. M.
disruptions (2020). Sheltering in Place in a Xenophobic
Climate: COVID-19 and Children in
Immigrant Families. Pediatrics, 146 (1),
doi.org/10.1542/peds.2020-1094
▪ Díaz-Méndez, M., Paredes, M.R. and Saren,
M. (2019). Improving Society by Improving
Education through Service-Dominant Logic:
Reframing the Role of Students in Higher
Education. Sustainability, 11, 5292.
https://doi.org/10.3390/su11195292
▪ Dreesen, T., Akseer, S., Brossard, M. Dewan,
P. et al. (2020). Promising practices for
equitable remote learning: Emerging
lessons from COVID-19 education responses
in 127 countries. UNICEF. Retrieved from
https://www.unicef-
irc.org/publications/pdf/IRB%202020-
10%20CL.pdf
▪ Education Commission of the States (2020).
COVID-19 Update: State Policy Responses
and Other Executive Actions to the
Page 8 of 16
Coronavirus in Public Schools. Available at:
https://www.ecs.org/covid-19-update/
(accessed 14 September 2020)
▪ Fontdevila, C., Verger A., and Avelar M.
(2019). The business of policy: a review of
the corporate sector’s emerging strategies
in the promotion of education reform,
Critical Studies in Education, DOI:
10.1080/17508487.2019.1573749
▪ Galperin, H., Bar, F., Kim, A.M., Le, T. and
Daum, K. (2020). Connected Cities and
Gap. available
Session ▪Define and ▪ Transformative ▪ Lecture/ Discussion via ▪ Corpuz B. et. al (2012) Special Topics in ▪ 95 % of the
11 discuss the idea of Education google meet/zoom Education (Vol. 4). Quezon City, Philippines: students have
transformative ▪ Exercises/Demonstration via Lorimar Publishing, Inc. attained the
(3 Hrs) education; and ▪ Teaching New google classroom ▪ Dayagbil F. et. al (2012) Special Topics in learning
Literacy in a Digital ▪ Interactive learning Education (Vol. 3). Quezon City, Philippines: outcomes on
▪Familiarize oneself Environment ▪ Collaborative learning Lorimar Publishing, Inc. Transformative
with the kind of ▪ Reporting/panel ▪ Andas C. et. al (2012) Special Topics in education and
teaching in a discussion/debate Education (Vol. 2). Quezon City, Philippines: Teaching New
digital ▪ Multimedia presentation Lorimar Publishing, Inc. Literacy in a
environment. Reading and writing via url ▪ Baylongo J. et. al. (2012) Special Topics in digital
Education (Vol. 1). Quezon City, Philippines: environment.
Lorimar Publishing, Inc.
▪ Ackerman, P., Jaeger, R. & Smith, A.
(2002). Special Topics in Education: Current
Trends. In Encyclopedia of Education. Gale
Group
Session ▪Acquaint oneself ▪ Information ▪ Lecture/ Discussion via ▪ Corpuz B. et. al (2013) Special Topics in ▪ 95 % of the
12 with the ideas Literacy: The google meet/zoom Education (Vol. 4). Quezon City, Philippines: students have
and concepts of Defining Paradigm ▪ Exercises/Demonstration via Lorimar Publishing, Inc. attained the
(3 Hrs) new paradigm of of Modern google classroom ▪ Dayagbil F. et. al (2012) Special Topics in learning
modern Education ▪ Interactive learning Education (Vol. 3). Quezon City, Philippines: outcomes on
education; and ▪ Collaborative learning Lorimar Publishing, Inc. Information
▪ Reporting/panel ▪ Andas C. et. al (2012) Special Topics in literacy and the
▪Discuss ethical ▪ Ethical Issues in discussion/debate Education (Vol. 2). Quezon City, Philippines: classroom as a
issues in Cyberspace ▪ Multimedia presentation Lorimar Publishing, Inc. global
cyberspace Reading and writing via url ▪ Baylongo J. et. al. (2012) Special Topics in community.
Education (Vol. 1). Quezon City, Philippines:
Lorimar Publishing, Inc.

Page 9 of 16
▪ Ackerman, P., Jaeger, R. & Smith, A.
(2002). Special Topics in Education: Current
Trends. In Encyclopedia of Education. Gale
Group

Session ▪ Understand the Principles of Open ▪ Lecture/ Discussion via • Principles of ODL presentation ▪ 95 % of the
13 principles of Open and Distance google meet/zoom (PowerPoint): students have
and Distance Learning (ODL) ▪ Exercises/Demonstration via http://www.wikieducator.org/images/7/ attained the
(3 Hrs) Learning google classroom •4/PRINCIPLES_OF_ODL.odp Principles of learning
▪ Differentiate ▪ Interactive learning ODL Handout: outcomes on
open from ▪ Collaborative learning http://www.wikieducator.org/images/0/0f/ Principles of
distance learning ▪ Reporting/panel Principles_of_ODL.pd Open and
and its discussion/debate •file:///C:/Users/JULES/Desktop/FLS/2007_VUS Distance
components ▪ Multimedia presentation SC_Training-Educators-ODL.pdf Learning
Reading and writing via url Education
Session ▪Know the ▪ Quality Assurance ▪ Lecture/ Discussion via ▪ Corpuz B. et. al (2012) Special Topics in ▪ 95 % of the
14 concept of in Education google meet/zoom Education (Vol. 4). Quezon City, Philippines: students have
accreditation and through Voluntary ▪ Exercises/Demonstration via Lorimar Publishing, Inc. attained the
(3 Hrs) how does it help Accreditation google classroom ▪ Dayagbil F. et. al (2012) Special Topics in learning
in ensuring quality ▪ Interactive learning Education (Vol. 3). Quezon City, Philippines: outcomes on
of education; and ▪ Collaborative learning Lorimar Publishing, Inc. Quality
▪ Reporting/panel ▪ Andas C. et. al (2012) Special Topics in assurance in
▪Determine the ▪ Integrative discussion/debate Education (Vol. 2). Quezon City, Philippines: education
different Teaching ▪ Multimedia presentation Lorimar Publishing, Inc. through
integrative Strategies Reading and writing via url Baylongo J. et. al. (2012) Special Topics in voluntary
teaching Education (Vol. 1). Quezon City, Philippines: accreditation
strategies. Lorimar Publishing, Inc. and integrative
▪ Ackerman, P., Jaeger, R. & Smith, A. teaching
(2002). Special Topics in Education: Current strategies.
Trends. In Encyclopedia of Education. Gale
Group
Session ▪Identify the ▪ Research ▪ Lecture/ Discussion via ▪ Corpuz B. et. al (2012) Special Topics in ▪ 95 % of the
15 importance of Exposure: A google meet/zoom Education (Vol. 4). Quezon City, Philippines: students have
research in the life Teacher's Edge in ▪ Exercises/Demonstration via Lorimar Publishing, Inc. attained the
(3 Hrs) of a teacher in the 21st Century google classroom ▪ Dayagbil F. et. al (2012) Special Topics in learning
the first century ▪ Interactive learning Education (Vol. 3). Quezon City, Philippines: outcomes on
and how it ▪ The Teacher as ▪ Collaborative learning Lorimar Publishing, Inc. Research as
improves the Action Researcher ▪ Reporting/panel ▪ Andas C. et. al (2012) Special Topics in teacher’s edge
teacher’s quality. discussion/debate Education (Vol. 2). Quezon City, Philippines: in the 21st
▪ Multimedia presentation Lorimar Publishing, Inc. century and

Page 10 of 16
▪Define the role of ▪ Continuing ▪ Reading and writing via url ▪ Baylongo J. et. al. (2012) Special Topics in teacher as an
a teacher as Professional Education (Vol. 1). Quezon City, Philippines: action
action researcher; Development Act Lorimar Publishing, Inc. researcher.
and of 2016 (CPD) ▪ Ackerman, P., Jaeger, R. & Smith, A.
▪Discuss and (2002). Special Topics in Education: Current
imbibe the new Trends. In Encyclopedia of Education. Gale
law for Group
professional
teacher about his
development as
professional.

V. COURSE REQUIREMENTS/OUTPUT VI. GRADING SYSTEM (may apply institutional/college grading system)
1. Performance Tasks/Module - 50%
- Recitation/Report - (25%)
- Assignment/Projects
• Research Proposal
Activities - (15%)
• Term paper
3. Examinations - 50%
• Unrestricted Essay/Written Composition/Position Paper
- Major - (35%)
- Quizzes - (15%) ______
- 100

VII. REFERENCES and OPEN EDUCATIONAL RESOURCES (OER)

▪ Andas C. et. al (2012) Special Topics in Education (Vol. 2). Quezon City, Other Suggested Readings:
Philippines: Lorimar Publishing, Inc. https://pqf.gov.ph/
▪ Ackerman, P., Jaeger, R. & Smith, A. (2002). Special Topics in Education: Current https://bit.ly/3fOPFT9
Trends. In Encyclopedia of Education. Gale Group Philippine Association for https://bit.ly/2WHTmCO
Teachers and Educators (2013) The professional Teacher. Quezon City, https://bit.ly/3jluQky
Philippines: Lorimar Publishing, Inc. (p.1) https://bit.ly/2BhNBEp
▪ Baylongo J. et. al. (2012) Special Topics in Education (Vol. 1). Quezon City,
Philippines: Lorimar Publishing, Inc.
▪ Corpuz B. et. al (2012) Special Topics in Education (Vol. 4). Quezon City,
Philippines: Lorimar Publishing, Inc.

Page 11 of 16
▪ Dayagbil F. et. al (2012) Special Topics in Education (Vol. 3). Quezon City,
Philippines: Lorimar Publishing, Inc.

VIII. RUBRICS
8.1. Oral Performance/Presentation
Total
Category Scoring Criteria
Points
The type of presentation is appropriate for the topic and audience. 5
Organization
Information is presented in a logical sequence. 5
(15 points)
Presentation appropriately cites requisite number of references. 5
Introduction is attention-getting, lays out the problem well, and establishes a framework for the rest of the presentation. 5
Technical terms are well-defined in language appropriate for the target audience. 5
Content Presentation contains accurate information. 10
(45 points) Material included is relevant to the overall message/purpose. 10
Appropriate amount of material is prepared, and points made reflect well their relative importance. 10
There is an obvious conclusion summarizing the presentation. 5
Speaker maintains good eye contact with the audience and is appropriately animated (e.g., gestures, moving around, etc.). 5
Speaker uses a clear, audible voice. 5
Delivery is poised, controlled, and smooth. 5
Presentation
Good language skills and pronunciation are used. 5
(40 points)
Visual aids are well prepared, informative, effective, and not distracting. 5
Length of presentation is within the assigned time limits. 5
Information was well communicated. 10
Score Total Points 100

8.2. Research Proposal/Term Paper

Exceeds Expectations Meets Expectations Needs Improvement Inadequate
Criteria/Scale
3 2 1 0
An intriguing introduction A fairly well formulated Introduction is not well Lacks a proper
Introduction based on facts leads clearly introduction with some constructed, uninteresting, introduction.
into the research proposal. evidence to support the

Page 12 of 16
topic leads into the research or does not lead into the
proposal. research proposal.
Stated the research problem Fairly well posed statement Statement of the problem Lacks a proper statement
clearly, and provided of the problem that provides is not clearly stated and/or of the problem.
Problem Statement motivation for undertaking the evidence but the evidence is lacks quality evidence to Evidence presented does
research. not as strong as it could be. support the problem. not support the thesis or
problem statement.
Very clearly stated purpose of Fairly well stated purpose of Purpose of the study is not Lacks a purpose of the
the study and demonstrated the study but did not clearly stated and/or the study statement.
Purpose of Study
its potential value. demonstrate its potential value is not stated.
value.
Well stated research Fairly well stated hypothesis Stated hypothesis is Lacks hypothesis.
Research Hypothesis hypothesis based on the based on the purpose of the unclear based on the
purpose of the study. study. purpose of the study.
Demonstrated basic Demonstrated basic Unclearly mentioned some Did not mention any
knowledge of literature in the knowledge of literature or previous work in the area. previous research,
area and of prior work on the previous research in the area literature, or theories.
Literature Review
specific research problem. but did not mention any
Mentioned at least one theories.
theory.
References are given for more References are given for 2 References are given for No references are
than 2 relevant sources. relevant sources. more than 1 relevant provided, or they are not
References
Appropriate citation style is Appropriate citation style is source. Appropriate cited correctly.
used. used. citation style is used.
Very well written proposal Well written proposal with Fairly written proposal that Poorly written paper that
with few grammatical errors. few grammatical errors. lacks clarity; has poor lacks organization. There
Adheres to all the proposal Adheres to most of the transition sentences. There are multiple grammatical
Writing Mechanics
writing format requirements proposal writing format are several grammatical errors.
as presented in the guidelines requirements as presented errors.
in the guidelines.

8.3. Unrestricted Essay/Written Composition/Position Paper

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Exceeds Expectations Meets Expectations Needs Improvement Inadequate
Criteria/Scale
3 2 1 0
• Paper is logically • Paper has a clear • There is some level of • There is no apparent
organized organizational structure organization though organization to the
Structure
• Easily followed with some digressions, digressions, ambiguities, paper.
• Organization
• Effective, smooth, and ambiguities or irrelevances are too • Difficult to follow
• Flow of thought
logical transitions irrelevances many • No or poor transitions
• Transitions
• Professional format • Easily followed • Difficult to follow • No format
• Format
• Basic transitions • Ineffective transitions
• Structured format • Rambling format
• Manipulates complex • Uses complex sentences • Uses compound • Uses simple sentences
Grammar/mechanics sentences for • Few punctuation or sentences
• sentence structure effect/impact mechanical errors • Too many punctuation
• punctuation/mechanics • No punctuation or and/or mechanical
mechanical errors errors
• Vocabulary is • Vocabulary is varied, • Vocabulary is used • Vocabulary is
sophisticated and specific and properly though unsophisticated, not
correct as are appropriate sentences may be used properly in very
sentences which vary in • Frequently uses subject simple simple sentences.
structure and length specific vocabulary • Infrequently uses subject • Uses subject specific
Language
• Uses and manipulates correctly specific vocabulary vocabulary too
• Vocabulary; use of vocabulary
subject specific • Writer’s tone emerges correctly sparingly
• Tone
vocabulary for effect and is generally • Writer’s tone exhibits
• Writer’s tone is clear, appropriate to some level of audience
consistent, and audience sensitivity
appropriate for
intended audience
• Central idea is well • Central idea and clarity • The central idea is • Central idea and clarity
developed, and clarity purpose is generally expressed though it may of purpose are absent or
of purpose is exhibited evident throughout the be vague or too broad; incompletely expressed
throughout the paper. essay Some sense of purpose and maintained
• Abundance of • Evidence of critical, is maintained • Little or no evidence of
Content/information
evidence of critical, careful thought and throughout the essay critical, careful thought
• Clarity of purpose
careful thought and analysis and/or insight • Some evidence of critic or analysis and/or insight
• Critical and origin thought
analysis and/or insight • There are good, careful thought and • There are too few, no
• Use of examples
• Evidence and examples relevant supporting analysis and/or insight examples and evidence
are vivid and specific, examples and evidence • There are some or they are mostly
while focus remains tight examples and irrelevant
evidence, though
general

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IX. DISTANCE LEARNING POLICIES
Synchronous Mode
1. Students will be given 5-10 minutes grace period before the start of the class for self and report preparation.
2. Students are requested to stay in a place where there will be no interruptions/disturbance.
3. Proper attire in attending the classes is a must.
4. Names to be reflected on screen shall be last name then first name.
5. All students shall be muted and only be unmuted when called. All questions shall be raised in the chat box. Raise hands icons shall be used only
when allowed to do so.
6. Students who wish to ask questions online shall be given a chance upon acknowledgement of
7. Students who come beyond the given grace period will be considered late class attendee/s and corresponding deduction will be made from
his/her attendance.
Asynchronous Mode
(On requirements/submission)
8. Students are required to submit requirements on or before the given deadline of the instructor/professor.
9. Avoid duplicating the works/outputs of your fellow students, if caught the requirement will no longer be accepted and checked.
10. All activities shall be given in the LMS; thus, students are required to log in in their respective accounts to view the necessary activities to be done.
11. All activities and other requirements shall be given a quite periods of submission. Due dates shall be set for every activity.
(On taking examinations)
12. All quizzes can be accessed in the students’ accounts and shall be monitored and timed
13. Refrain from doing excessive movements to avoid disruption of class.

X. CONSULTATION SCHEDULE
Day Monday Tuesday Wednesday Thursday Friday
Hour 09:00A – 10:00A 09:00A – 10:00A 09:00A – 10:00A 09:00A – 10:00A 09:00A – 10:00A

XI. COURSE COMMITTEE

Prepared:

DR. JULIUS L. MENESES

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Checked: Recommending Approval: Approved:

CURRICULUM REVISION COMMITTEE PROGRAM CHAIR/DEPARTMENT HEAD DR. MARC D. GARVIDA

Chair, CRC Program Chair/Department Head Dean

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