Obe - Pred 2

Republic of the Philippines
PANGASINAN STATE UNIVERSITY

Bayambang, Pangasinan
COLLEGE OF TEACHER EDUCATION
COURSE SYLLABUS
Course Code:
PRED 105
Time Frame :
18 weeks ( 54 hours)
Course Prerequisite: NONE
Course Title: DEVELOPING LANGUAGE, READING AND NUMBER EXPERIENCES

Credit:
3 units
UNIVERSITY VISION
To become an ASEAN premier state university in 2020.
UNIVERSITY MISSION
The Pangasinan State University, through instruction, research, extension and production commits to develop highly principled morally upright, innovative
and globally competent individuals capable of meeting the needs of industry, public service and civil society.
INSTITUTIONAL OUTCOMES
The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes are
anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to Achieve, Excellence in Service
Delivery, Social and Environmental Responsiveness, and Spirituality (ACCESS). Anchored on these core values, the PSU graduates are able to:
1. demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity, participatory decision
making, and accountability;
2. engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that build personal
and professional credibility and integrity.
3. set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality outputs
leading to inclusive growth;
4. exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills, innovative mindset,
research and production initiatives and capability in meeting the industry requirements of local, ASEAN and international human capital market
through relevant and comprehensive programs;
5. display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university constituents and
elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.
PROGRAM OUTCOMES
Program Outcomes for Teacher Education
Graduates of the BSEd / BEEd programs are teachers who:
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.
Performance Indicators
Generate opportunities for reflection on historical, social, cultural and political
processes as they affect the day to day lives of the students
6. Practice professional and ethical teaching standards to respond to the demands of the
community.
Actively engages students to sustain interest in the subject matter.

Implements learner-friendly classroom management procedures and practices.
Use varied teaching methodologies appropriate for diverse learners.
Evaluate current teaching approaches and innovate based on learners needs.
Implement and evaluate the curriculum.
Effectively write and carry out the lesson plan with mastery.
Deliver interesting lessons with congruent objectives, subject matter, teachinglearning activities, materials and assessment procedures.
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, and official communications, among others).
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.
Plans and carries out personal and professional advancement
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.
Program Outcomes Specific 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.
Identify and design lessons according to the stages of learners' growth and
development.
Utilize the potentials and uniqueness of individual learners in teaching.
Discuss and share insights on the subject area's learning goals, instructional
procedures and content in the elementary curriculum.
Facilitate collaboration among diverse learners.
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
Course Description
This course deals with the different developmentally appropriate approaches, methods and strategies in the teaching of emergent literacy and numeracy skills. In addition, this
course deals with the materials needed in teaching literacy and numeracy skills to young children. Moreover, it also delved on how instruction shall adapt to children with special
needs and the different principles involved in constructing evaluative tools.
Course Outcomes: (Specific outcomes of the course/subject)

At the end of the course, students must have:
1. Acquired adequate knowledge on the nature and theories of language and literacy development and on how children learn to read and write
2. Applied the different developmentally appropriate approaches, methods and strategies (Whole Language Approach, Language Experience Approach, ABC Method, and Phonics
Method in the teaching of emergent literacy skills (listening, speaking, reading, and writing)
3. Gained adequate knowledge on the nature of mathematics for young children and how children learn mathematics
4. Applied the different developmentally appropriate approaches, methods and strategies (discovery approach, simple problem solving, play, etc.) in the teaching of basic numeracy
skills (grouping, comparing, seriation, counting, addition and subtraction, measurement and geometry
5. Chose developmentally appropriate materials for teaching literacy and numeracy
6. Constructed varied evaluative tools for continually assessing childrens mathematical knowledge, skills and strategies
LEARNING PLAN
CO
Code
Desired Learning
Outcomes (DLOs)
Course Content/Subject
Matter
Textbooks/
References
Teaching and Learning

Activities (TLAs)
Assessment Task
(ATs)
Resource
Material/s
Time
Table
At the end of the unit, the

student must have:
Unit 1- LANGUAGE
DEVELOPMENT
AND READING
READINESS
CO 1
1. discussed the nature of

language, and the
different theories and
concepts about language
development
Morrow, Lesley Mandel Library Research

(1997).
Literacy Lecture Discussion
Development in Early
Years. Boston: Allyson
and Bacon, pp. 87 - 97
CO 1
2. explained how children

acquire language and the
different stages in
language development
a. Nature of Language
b. Stages in Language
Development
c. How Children Acquire
Language
d. Fostering Language
Development
e. Hallidays Theory of
Language Development
2. Whole Language Approach
CO 1
4. explained how young

children develop
listening and speech
3. Promoting Speaking Skills

4. Developing Listening Skills
Feldman, Jean R. (1991).

A Survival Guide for The
Preschool Teacher. NY,
USA: The Center for
Applied Research, pp. 59
94
CO 2
5. discussed the different

approaches in teaching
reading
5. Approaches To Teaching
Reading
CO 2
6. applied the different

approaches in teaching
reading
guidelines in teaching
reading
CO 1
6. Guidelines for Teaching Reading
20
hours
Oral Recitation
Paper Pencil Test
- Objective Type
- Essay Type
Library Resources
Laptop
DLP
Slides
Library Research
Brainstorming
Video Clip Presentation
Oral Recitation
Paper Pencil Test
- Objective Type
- Essay Type
Library Resources
Laptop
DLP
Slides
Video Clips
Library Research
Reporting Discussion
Observation of Children
Oral Recitation
Paper Pencil Test
- Objective Type
- Essay Type
Journal of Observation
Library Resources
Laptop
DLP
Slides
Video Clips
Library Research
Brainstorming
Oral Recitation
Paper Pencil Test
- Objective Type
- Essay Type
Library Resources
Laptop
DLP
Slides
Video Clips
Preparing Session Plan

Demonstration Teaching
Documentation of Demo
Teaching
Scoring Rubrics
Oral Recitation
Paper Pencil Test
- Objective Type
- Essay Type
Library Resources
Laptop
DLP
Slides
Video Clips

Lecture Discussion
USA: The Center for
CO 1
CO 1
8. identified the different

reading readiness skills
7. Reading Readiness
CO 5
9. discussed how the

reading readiness skills
can be developed
9. identified appropriate
materials to develop
readiness skills
CO 1
CO 5
10. discussed different

ways to encourage
beginning writing
11. created a literate
environment
appropriate for young
children
94
Lecture - Discussion
Simulation
8. Materials Used to Develop

Readiness Skills
9. Encouraging Beginning Writing
10.
Creating
Environment
Literate

Library Research
USA: The Center for
Applied Research, pp. 59 Video Clip Presentation
94
Library Research
Visiting a Home and School
Group Presentation
Scoring Rubrics
Graded Recitation
Paper Pencil Test
- Objective Type
- Essay Type
Laptop
DLP
Slides
Video Clips
Scoring Rubrics
Paper Pencil Test

- Essay Type
Journal
Observation/Visit
of Scoring Rubrics
UNIT TEST
CO 3

students must have:
Unit II MATHEMATICS FOR

YOUNG CHILDREN

the nature of
1. What is New Math?
30
hours
Lecture Discussion
A Survival Guide for The Video Clip Presentation
Paper Pencil Test

- Objective Type
Laptop
DLP
mathematics and
concepts about
mathematics for young
children

USA: The Center for
- Essay Type
Slides
Video Clips
CO 3
2. explained how children

learn mathematics
2. How Children Learn

Mathematics

Lecture Discussion
Preschool Teacher. NY, Observation of Children
USA: The Center for
Paper Pencil Test

- Objective Type
- Essay Type
CO 3

mathematics terms that
pupils be exposed to
3. Vocabularies Children Should

Be Exposed To
Lists of Math Terms to Math Books for

be
Learned
by Preschoolers
Preschoolers
CO 5
4. identified manipulative
materials that can be
used in teaching
mathematics in the
preschool
4. Manipulative Materials That Can

Be Used for Teaching
Mathematics

USA: The Center for
CO 5
5. prepared manipulative
materials that can be
used in teaching
mathematics in the
preschool
CO 3
6. identified mathematical
concepts that should be
introduced to
preschoolers
5. Mathematical Concepts That

Should Be Introduced to
Children
CO 5
7. prepared
developmentally
6. Activities That Can Be Used To

Teach Childrens Mathematics
Lecture Discussion
Reading Math Books for
Preschoolers
Laptop
DLP
Slides
Video Clips
Scoring Rubrics
Lecture Discussion
Grouping of Students
A Survival Guide for The Interview of Preschool
Preschool Teacher. NY, Teachers
USA: The Center for Visit to Preschools
Project Method
List of Materials Used

by
Preschool Teachers
Journal of Interview
Laptop
DLP
Slides
Video Clips

Lecture Discussion
A Survival Guide for The Library Research
USA: The Center for
Lecture Discussion
List of Mathematical Preschool Math

Concepts
Appropriate Books
for Preschoolers
Recyclable
and
Open
Exhibit
of Commercial
Recycled
and Materials
Commercial
Scoring Rubrics
Manipulative Materials
A Matrix of Activities
Laptop
Appropriate for the DLP
appropriate activities that

can be used to teach math
to children
A Survival Guide for The Project Method

USA: The Center for
Different Math Concepts
Slides
Video Clips
Presentation
Kindergarten
Curriculum Guide
CO 3
8. identified the math

experiences appropriate
for 0 to 8 year-old
children
7. Math Experiences in Early

Childhood Environment
Eliason, Claudia and Loa Library Research

Jenkins (2003). Practical Reporting Discussion
Guide to Early Childhood
Curriculum.
7th
ed.
Columbia, Ohio: Merrill
Publishing Company
List of Experiences to DLP

Develop Math Concepts Slides
Group Presentation
Video Clips
Scoring Rubrics
CO 3
9. identified different
approaches/methods
children
8. Approaches/Methods in
Teaching Mathematics

Lecture Discussion
USA: The Center for
Paper-Pencil Test
-Objective Type
-Essay Type
CO 4
10. used the different

approaches/methods in
teaching the different
concepts in mathematics to
young children
9. Teaching:
a. Number Concepts
b. About Units of Measure
c. About Time
d. About Shapes
e. About Size
f. About Money
Eliason, Claudia and Loa Demonstration Teaching

Jenkins (2003). Practical Critiquing
Curriculum.
7th
ed.
Publishing Company
Documentation of Demo Scoring Rubrics/

Teaching
Observation Sheets
Evaluation of Demo
Teaching
CO 5
11. prepared a curriculum

web and session plan
10. Integrating Math With Other

Learning Areas
Lecture - Discussion on the

Parts of a Session Plan
Preparing Curriculum Webs
and Session Plans by Group
Session
Plans, Scoring Rubrics
Curriculum Webs
Presentation of Group
Outputs
CO 3
11. discussed different

assessment tools that
11. Evaluation in the Early

Childhood Mathematics Program
Eliason, Claudia and Loa

Jenkins (2003). Practical
Curriculum.
7th
ed.
Publishing Company
Lecture Discussion
Preparing Different Types
Paper Pencil Test

- Essay Type
DLP, Laptop
Slides
Laptop
DLP, Slides
can be used in
assessing learning of
math concepts and
skills
- Objective Type
of Evaluation Materials
Critiquing of Prepared
Evaluation Tools
CO 6
12. prepared evaluation
materials in preschool
mathematics
CO 3
12. discussed the
guidelines/
considerations in using
computers to young
children
CO 5
13. identified softwares
that can be used by
preschoolers in
mathematics and
problem solving
12. Computers in the Classroom

a. Choosing a Software
b. Skills Children Learn from
Computers

Lecture Discussion
USA: The Center for
121
Computers/
Laptops
CDs/DVDs
Downloaded Programs
Group Presentation
Downloading of Computerbased Programs

Project Method
CO 3
strategies to be used in
encouraging parents to
support the school in
the development of
childrens
mathematical skills
Paper Pencil Test

- Essay Type
13. Encouraging Family Support
Wolfinger, Donna. Science

and Mathematics in Early
Childhood
Education:
Lecture Discussion
Curriculum and Teaching.
Simulation
USA: Harper and Collins
College Publishers
Course Requirements:
o Pass Quizzes, Midterm and Final Exams
o Deliver oral reports and submit projects: (e.g. term paper/readings, portfolio, etc.)
o Participate actively in class discussions and other performance-based activities
Scoring Rubrics
Group Presentation
Scoring Rubrics
UNIT TEST
o
o
Open Exhibit
Class Policies:
1. Regular attendance is a must. Medical certificates or letter of excuse duly signed by parents or guardians be submitted to the professor.
Absenteeism will be dealt with in accordance to existing university rules/policies.
2. Late submission of assignments/projects will be given a demerit.
3. Special examinations/quizzes shall only be given to students with valid reasons.
4. Any form of cheating is strictly prohibited. Punishments on such act shall be based on existing university rules/policies.
5. Dropping and changing of subjects must conform to university policies.
Grading System:
Midterm & Final Exam
40%
(Ave. Grade =
Midterm Grade+2 FinalGrade

)
3
Quizzes
30%
Studentship (Projects, Attendance, Character) 30%
Total
100%
PREPARED BY:
RAQUEL G. LARANG, Ed. D.

Associate Professor V
HAZEL F. BASTO
Instructor 1
AGNES F. DOREZA
Instructor 1
OFELIA C. IMATONG
Instructor 1
BERNALIE E. ZACARIAS
Instructor 1
CHECKED BY:
CRISTETA C. DULOS, Ph.D
Program Dean, CTE
APPROVED:
GEMMA M. DE VERA, Ph. D.
Campus Executive Director

LOVEJOY R. CAERLANG
Instructor I
STEPHANIE G. SAYGO
Instructor 1
COURSE SYLLABUS
Course Code:
PRED 106
Time Frame :
Course Title: DEVELOPING SOCIAL LIVING EXPERIENCES

Credit:
3 units
UNIVERSITY VISION
UNIVERSITY MISSION
1. demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity, participatory decision
making, and accountability;
2. engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that build personal
and professional credibility and integrity.
3. set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality outputs
leading to inclusive growth;
research and production initiatives and capability in meeting the industry requirements of local, ASEAN and international human capital market
through relevant and comprehensive programs;
5. display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university constituents and
elevate the welfare of the multi-sectoral communities and;
PROGRAM OUTCOMES

environment.
community.


reporting.

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


learning outcomes.

learning.
guidelines
Course Description
This course deals with the different concepts about social skills and principles underlying the development of social skills among young children. Moreover, this course
focuses on the different strategies and activities that can be used to help a child develop positive social skills.

1. Acquired adequate knowledge on concepts about social skills and principles on social skills development
2. Gained adequate knowledge on the different activities that facilitates the development of prosocial skills, self-esteem, and self-concept of young children
3. Applied different developmentally appropriate approaches, methods and strategies in helping young children develop positive social skills, self-concept, and self-esteem
4. Evaluated the effectiveness of the different activities provided to children in developing prosocial skills, self-esteem, and self-concept
LEARNING PLAN
CO
Code
Desired Learning
Outcomes (DLOs)
students must have:
Matter
Unit 1 SOCIAL
DEVELOPMENT
Textbooks/
References

Activities (TLAs)
Assessment Task
(ATs)
Resource
Material/s
Time
Table
12
hours
CO 1
1. defined social
development
1.
Definition
Development
CO 1

patterns of social
development
2. Patterns of Social Development
CO 1
3. identified social
behaviors developed
during the early years
of
Social
3. Beginning of Social Behavior in

Early Childhood
a. Early Social Behaviors
b. Stages of Psychosocial
Development
CO 1

stages of psychosocial
development
CO 1
5.
discussed
the 4. Importance of Early Social
importance
Contact
of early social contact in
the development of
social skills
CO 2
5. explained the role of
family members in the
development of a childs
social skills
5. Family as the First Social Group
CO 1
5. identified the types of
child-rearing used by
parents
6. Types of Child-Rearing Used by

Parents
6. identified opportunities
for social contact
provided to young
7. Opportunities for Social Contact
Lecture Discussion
Lecture Demonstration
Curriculum.
7th
ed.
Publishing Company
Library Research
Interview
Lecture Discussion
Lecture Discussion
Graded Recitation
Paper Pencil Test
- Essay Type
Laptop, DLP
Slides, Video Clips
Scoring Rubrics
Graded Recitation
Paper Pencil Test
- Essay Type
Laptop, DLP
Slides, Video Clips
Scoring Rubrics
Presentation of Group Laptop, DLP

Outputs
Slides, Video Clips
Journal Of Observation Scoring Rubrics
and Interview
Graded Recitation
Paper Pencil Test
- Essay Type
Individual Readings
Scoring Rubrics
Graded Recitation
Paper Pencil Test
- Essay Type
Laptop, DLP
Slides, Video Clips
Scoring Rubrics
Lecture Discussion
Group Presentation
Journal of Interview
Conducting a Survey and
Interview
Scoring Rubrics
Lecture Discussion
Group Presentation
Interviewing Parents and Journal of Interview
Teachers
Scoring Rubrics
CO 1
children by parents and

the home
students must have:
CO 1
Unit II SOCIAL
ADJUSTMENT

cultural patterns and
class values
1. Cultural Patterns
2. Class Values
CO 1

types of individual and
3. Types of Individual
CO 1
3. described each type of

Individual
CO 2

children choose their
companions
4. Choice of Companions in Early

Childhood
CO 1
5. discussed the imaginary

playmates and pets of
young children
5. Imaginary Playmates
6. Pets
CO 1

concepts about
leadership
7. Leadership
a. Popularity and Leadership
b. First Appearance of
Leadership
c. Leadership in Early Childhood
CO 1
7. defined social
acceptance
8. Social Acceptance
a. Meaning of Social
Acceptance
CO 1
8. discussed:
a. the different concepts
on social acceptance
Fabes, Richard and Carol

Lynn
Martin
(2003).
Exploring
Child
Development. 2nd ed. Lecture Discussion
Boston:
Pearson Video Clip Presentation
Education, Inc.
Lecture Discussion
Lecture Discussion
b. Degrees of Acceptance
Graded Recitation
Paper Pencil Test
- Essay Type
Graded Recitation
Paper Pencil Test
- Essay Type
- Objective Type
12
hours
Laptop, DLP,
Slides, Video Clips
Laptop, DLP,
Slides, Video Clips
Graded Recitation
Paper Pencil Test
- Essay Type
Laptop, DLP,
Slides, Video Clips
Graded Recitation
Paper Pencil Test
- Essay Type
Laptop, DLP,
Slides, Video Clips
Lecture Discussion
Graded Recitation
Paper Pencil Test
- Essay Type
Laptop, DLP,
Slides, Video Clips
Fabes, Richard and Carol

Brainstorming
Lynn
Martin
(2003).
Exploring
Child
nd
Development. 2
ed.
Boston:
Pearson Library Research
Education, Inc.
Graded Recitation
Paper Pencil Test
- Essay Type
Laptop, DLP,
Slides, Video Clips
Graded Recitation
Paper Pencil Test
- Essay Type
Library Resources
Laptop, DLP
Slides, Video Clips
Henniger, Michael L. Lecture Discussion

(2002). Teaching Young Video Clip Presentation
Children: An Introduction.
2nd ed. New Jersey:
Pearson Education, Inc.
b. effects of attitudes
and
behavior on social
acceptance
c. ways on how a child
can improve his/her
social acceptance
CO 1
CO 1
9. identified popularity and

unpopularity traits of a
child, and the factors
affecting popularity
c. Awareness of Acceptance
d. Effects of Attitudes and
Behavior
e. Improving Social Acceptance
9. Popularity and Unpopularity

Traits A Child Possesses
10. Factors Influencing Popularity
Library Research
Interview of Parents and
Teachers

activities that can be
used to develop social
living skills
UNIT TEST

students must have:
Unit III FOSTERING SOCIAL

DEVELOPMENT
CO 1

ways on how to foster
the development/
establishment of the
following:
a. social competence
b. prosocial skills
c. self-concept
d. self-esteem
e. self-discipline
f. self-control
1. Developing Social Competence

in Young Children
2. Prosocial Skills
3. Developing Self-Concept
4. Developing Self-Esteem
5. Helping Young Children
Establish Self-Discipline and
Self-Control
CO 2
2. applied the
6
hours
Fabes, Richard and Carol Lecture Discussion
Lynn
Martin
(2003).
Exploring
Child
nd
Development. 2
ed.
Boston:
Pearson
Education, Inc.
Simulation
Paper Pencil Test

- Objective Type
- Essay Type
DLP, Laptop
Slides
Group Presentation
Scoring Rubrics
Documentation
of the Activity
techniques/strategies in
developing social skills,
self-concept, and selfesteem
CO 1
3. discussed ways on how

the development
aggression be prevented
CO 2
4. used the different

techniques/tips in
preventing aggression
6. Aggression: What to Do About It
Lecture Discussion
Paper Pencil Test

- Essay Type
Simulation
Group Presentation
Laptop, DLP
Slides
Scoring Rubrics
UNIT TEST
CO 1
CO 2

students must have:
UNIT IV ACTIVITIES FOR

SOCIAL LIVING
1. identified and discussed

the different activities
appropriate for the
development of social
living skills
1. Field Trip: Purpose and Strategy

a. Trip to the Different
Community Establishments
b. Mini-Field Trip in the Campus
2. Resource People: Purpose and
Strategy
3. Visit to the Communities:
Purpose and Strategy
4. Classroom Newspaper: Purpose
and Strategy
5. Role Playing of Home, Family,
Society (Bahay-Bahayan)
6. Special Holiday: Purpose and
Strategy
7. Films, Tapes, Movies: Purpose
And Strategy
8. Social Vocabulary (Puppet
Show)
9. Cook Tour

Curriculum.
7th
ed. Lecture Discussion
Columbia, Ohio: Merrill Experimenting
Publishing Company
Collaborative Work
20
hours
Research Report
Scoring Rubrics
CO 4
2. evaluate the
effectiveness of two
activities in the
development of social
living skills
10. Museum and Hobby Areas

11. Special Interest Areas
12. Storytelling
13. Play/Games
Conducting a Collaborative
Group Presentation
Experiment
with
the
Journal of Evaluation
Preschool Teacher
Scoring Rubrics
UNIT TEST
o Submit a report of the research conducted
Class Policies:
Absenteeism will be dealt with in accordance to existing university rules/policies.
Grading System:
40%
Quizzes
30%
(Ave. Grade =

)
3
Studentship (Projects, Attendance, Character)

Total
30%
100%
PREPARED BY:

HAZEL F. BASTO
Instructor 1
AGNES F. DOREZA
Instructor 1
OFELIA C. IMATONG
Instructor 1
Instructor 1
CHECKED BY:
Program Dean, CTE
APPROVED:
LOVEJOY R. CAERLANG
Instructor I
STEPHANIE G. SAYGO
Instructor 1
COURSE SYLLABUS
Course Code:
PRED 107
Time Frame :
Course Title: DEVELOPING CREATIVE EXPERIENCES

Credit:
3 units
UNIVERSITY VISION
UNIVERSITY MISSION
1. demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity, participatory decision making,
and accountability;
2. engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that build personal and
professional credibility and integrity.
3. set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality outputs leading to
inclusive growth;
research and production initiatives and capability in meeting the industry requirements of local, ASEAN and international human capital market through
relevant and comprehensive programs;
5. display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university constituents and elevate the
welfare of the multi-sectoral communities and;
PROGRAM OUTCOMES
environment.
community.


reporting.

curriculum

learning outcomes.
development.
learning.
guidelines
Course Description
This course delves on the nature, theories, and concepts of creativity and the various strategies and activities that can be provided to young children to develop or enhance
creativity. In addition, the course deals on adaptations for inclusive and diverse settings.

1. Gained adequate knowledge on the nature, theories, and concepts on creativity, and various strategies and activities that can be provided to young children and children with
special needs
2. Applied the different theories and concepts on child development and learning in selecting strategies and activities that can be provided to young children and children with
special needs to enhance or develop their creativity
3. Identified the roles and responsibilities of the school and the teachers in promoting and nurturing creativity
4. Integrated the development of creativity in all learning areas
5. Evaluated which activities are most effective for the development of creativity in young children
LEARNING PLAN
CO
Code
Desired Learning
Outcomes (DLOs)
Matter

students must have:
Unit I THE YOUNG CHILD:

DEVELOPING FLEXIBLE
AND DIVERGENT
THINKING
1. discussed the theoretical
1. Creativity and the Young Child
CO 1
Textbooks/
References

Activities (TLAs)
Isenberg, Joan P. and Mary

Renck Jalongo (1997).
Creative Expression and
Play in Early Childhood.
2nd ed. Upper Saddle Lecture Discussion
River,
New
Jersey:
Prentice-Hall, Inc., pp. 2 -
Assessment Task
(ATs)
Paper Pencil Test

- Essay Type
Resource
Material/s
Time
Table
Library Resources
Laptop
DLP
Slides
4
hours
framework of creativity
CO 1
2. enumerated ways on
how
creative potentials of
young children be
developed or enhanced
CO 2
3. designed activities for
developing creativity
adaptive for inclusive
and diverse settings
students must have:
CO 1

arts and the different
concepts of art
CO 3
2. identify the roles and

responsibilities of
teachers in designing art
activities adaptive for
inclusive and diverse
settings
CO 2
3. designed learnercentered art experiences
a. Theoretical Framework:
Defining Creativity
b. Creativity and Education
c. Unlocking Creative Potential
Brainstorming
28
d. Adaptations for Inclusive and

Diverse Settings
Lecture Discussion
Brainstorming
Learning Activities
Designed
UNIT TEST
Unit II THE CREATIVE

ARTS CURRICULUM
1. Art in the Early Childhood
Curriculum
a. Theoretical Framework
b. Understanding Childrens
Art
c. Critical Issues in Teaching
Art
d. Teachers Roles and
Responsibilities
e. Adaptations for Inclusive
and Diverse Settings
f. Learner-Centered Art
Experiences
43
hours
Isenberg, Joan P. and Mary Lecture Discussion
2nd ed. Upper Saddle
River,
New
Jersey:
Prentice-Hall, Inc., pp. 79
112
Brainstorming
Individual Readings
DLP,
Laptop,
Slides
Scoring Rubrics
Position on the Critical

Issues in Teaching Art
Graded Recitation
Reflective Journal
Scoring Rubrics
Designed LearnerVideo Clip Presentation
Centered
Designing
Learner- Experiences
Centered Experiences
Scoring Rubrics
Scoring Rubrics
Art
CO 4
4. prepared a curriculum
web and daily session
plan using the integrated
method
g. Integrating Art Into the

Different Learning Areas
CO 1
5. discussed the theoretical

framework of, concepts
and principles on music
and movement for
young children
CO 2
6. created a progress chart

for music and movement
of the children
depending on the
specific characteristics
of development
2. Music and Movement in the

Early Childhood Curriculum
b. Children and the Musical
Experience
c. Theories of Music
Development
d. The Role of Music and
Movement in Child
Development
e. Stages in the Development of
Music and Movement
f. Critical Issues in Teaching
Music and Movement
CO 2
7. prepared music and

movement activities
adaptive to inclusive or
diverse settings
8. prepared curriculum
web and session plans
using the integrated
method
CO 2
g. Adaptations for Inclusive and

Diverse Settings
h. Integrating Music and
Movement Into the Learning
Areas
CO 4
9. integrated music and
movement in the
different domains/
learning areas
CO 1
10. discussed the

theoretical framework
3. Creative Drama in the Early

Childhood Curriculum
b. The Importance of Creative
Lecture Discussion
Group Presentation
Preparing a Curriculum
Curriculum Web and
Web and Daily Session Session Plan
Plan
Critiquing
Paper Pencil Test
Library Research
- Objective Type
Isenberg, Joan P. and Mary Reporting Discussion
- Essay Type
River,
New
Jersey: Lecture Discussion
Completed
Progress
Prentice-Hall, Inc., pp. 126 Preparing a Progress Chart
Chart
153
Scoring Rubrics
Laptop,
Slides
DLP,
Scoring Rubrics
Brainstorming
Preparing
music
movement activities
Music and Movement

Scoring Rubrics
and Activities Adaptive to
Inclusive and Diverse
Settings
Lecture Discussion
Prepared
Curriculum Scoring Rubrics
Preparing Curriculum Web Web and Session Plan
and Session Plan
Critiquing
Documentation of the
Demo Teaching
Scoring Rubrics/
Observation Sheets
Lecture Discussion
Paper Pencil Test

- Objective Type
DLP, Laptop
Slides
of, concepts and

principles on music
and movement for
young children
in the Curriculum
c. Criteria for Integrating Drama
in the Curriculum
d. Appropriate Creative Drama
Activities and Experiences

River,
New
Jersey: Library Research
Prentice-Hall, Inc., pp. 168 Reporting Discussion
- 209
- Essay Type
CO 2
11.sSelected and presented

effective experiences,
activities, and materials
for creative drama,
taking into
consideration these
factors: space,
materials, storing areas,
time, and personal
involvement
Paper Pencil Test

- Objective Type
- Essay Type
Presentation of Selected
Activities, Experiences
And Materials for
Creative Drama
CO 2
12. designed and

implemented
appropriate creative
drama experiences for
young children which
strengthens and
develops gross motor
skills by providing
-large muscle
movements
-exaggerated actions
and gestures
Designing Creative Drama

Experiences
Implementing the Designed
Creative
Drama
Experiences
CO 2
13. organized various

strategies for sharing
activity to assess the
effectiveness and the
impact of the creative
drama experiences of
the children
Collaborative Assessment Research Report

of the Effectiveness and the
Impact of the Creative
Drama Experiences of the
Children
DLP, Laptop
Slides,
Scoring
Rubrics
Designed
Creative Scoring Rubrics
Drama Experiences
Practicum
Scoring Rubrics
CO 4
CO 2
CO 1
CO 3
14. integrated creative

drama into the different
learning areas
15. prepared creative
drama activities
diverse settings
students must have:
1. discussed the:
a. basis for the
arrangement of the
indoor and outdoor
environment
b. roles and
responsibilities of the
teacher in the
management of
creative environment
CO 2
2. prepared the indoor and

outdoor environment
diverse settings
CO 1
3. discussed the basis for

providing young
children with materials
and resources
e. Integrating Drama Into the

Learning Areas
f. Adaptations for Inclusive and

Diverse Settings
Preparing a Curriculum
Web and Session Plan
Critiquing
Curriculum Web and

Session Plan
Scoring Report
Demo Teaching
UNIT TEST
Unit III CONTEXTS FOR
CREATIVE EXPRESSION AND
PLAY
1. Planning, Arranging, and Creative Expression and Library Research
Managing
the
Creative Play in Early Childhood. Reporting Discussion
Environment
2nd ed. Upper Saddle Video Clip Presentation
River,
New
Jersey:
b. Arranging and Managing the
Indoor Environment
- 287
c. Arranging and Managing the
Outdoor Environment
d. Teachers Roles and
Responsibilities
e. Adaptations for Inclusive and

Diverse Settings
2. Materials and Resources for

Creative Expression and Play
Library Research
Library Research
Graded Recitation
Library Resources
Laptop, DLP
Slides, Video Clips
Graded Recitation
Library Resources
Laptop, DLP
Slides, Video Clips
CO 1
CO 2
4. identified materials and

resources that develops
creativity in young
children
5. prepared one material
that can be used to
develop creativity in
young children
students must have:
CO 1

principles to be
observed
in guiding young
childrens creative
growth
CO 2
2. established a strong
communication line
with parents for
childrens creative
growth
CO 2
3. selected appropriate
strategies for guiding
creative behavior which
are adaptive to inclusive
and diverse settings
b. Types of Materials
c. Developmentally Appropriate
Materials
Library Research
Prepared Materials
Preparing Materials
Scoring Rubrics
UNIT TEST
Unit IV LEARNERCENTERED TEACHING

FOR TODAY AND
TOMORROW
3
hours
1. Guiding Young Childrens

Creative Growth and
Communicating With Parents
b. Adults Roles and
Responsibilities
c. An Agenda for the Future
of Creative Expression and
Play
d. Communicating With Parents
Isenberg, Joan P. and Mary Lecture Discussion

River,
New
Jersey:
- 332
e. Strategies for Guiding

Creative Behavior
f. Adaptations for Inclusive and
Diverse Settings
Brainstorming
Paper Pencil Test

-Essay Type
-Objective Type
Evaluating
the Group Presentation of
Communication Line of Evaluation Results
Parents and School
Brainstorming
Presentation of
Selected Strategies
DLP, Laptop,
Slides
Scoring Rubrics
Scoring Rubrics
CO 5
Implementing the
Strategies Selected
Evaluating
Effectiveness
of
Selected Strategies
4. implemented and
evaluated the
effectiveness of the
strategies selected
Group Presentation of
Evaluation Results
the
the
Scoring Rubrics
UNIT TEST
o
o
o
o
Class Policies:
Pass Quizzes, Midterm and Final Exams

Deliver oral reports and submit projects: (e.g. term paper/readings, portfolio, etc.)
Participate actively in class discussions and other performance-based activities
Submit a report of simple researches conducted
Absenteeism and tardiness will be dealt with in accordance to existing university rules/policies.
Grading System:
40%
(Ave. Grade =

)
3
Quizzes
30%
Total
100%
PREPARED BY:

HAZEL F. BASTO
Instructor 1
AGNES F. DOREZA
Instructor 1
OFELIA C. IMATONG
Instructor 1
Instructor 1
LOVEJOY R. CAERLANG
Instructor I
STEPHANIE G. SAYGO
Instructor 1
CHECKED BY:
Program Dean, CTE
APPROVED:
COURSE SYLLABUS
Course Code:
Time Frame :
PRED 108
Course Title: SCIENCE, HEALTH, AND NATURE STUDY

Credit:
3 units

UNIVERSITY VISION
UNIVERSITY MISSION
and accountability;
inclusive growth;
PROGRAM OUTCOMES
environment.
community.


reporting.

curriculum

learning outcomes.
development.
learning.
guidelines
Course Description
This course focuses on the different strategies in guiding young children understand basic concepts and processes in Science and Health, and providing experiences in nature
study.

1. Gained adequate knowledge and concepts on how young children learn science concepts and the goals of science education
2. Used appropriate strategies to teach preschool children basic concepts in Science
3. Organized developmentally appropriate activities to enhance childrens skills in observing, comparing, classifying, predicting, inferring, measuring, and experimenting
4. Constructed session plans using effective science approaches and methods (Integrated Method, Inquiry Approach, Demonstration Method, Discovery Approach, Problem Solving
Method)
5. Established innovative interest learning centers as means of inviting students to satisfy their curiosities by performing different tasks in designated areas
6. Evaluated a schools science curriculum
LEARNING PLAN
CO
Code
Desired Learning
Outcomes (DLOs)
Matter

students must have:
Unit 1 SCIENCE:
DISCOVERING THE
PHYSICAL WORLD
1. Why Science?
CO 1
1. discussed the nature and

importance of science
2. The Child as a Scientist
CO 1
2. described the child as a

young scientist
3. discussed the role of the
teacher in helping young
children learn science
3. The Teachers Role
CO 1
Textbooks/
References

Activities (TLAs)

Lecture Discussion
Preschool Teacher, p 125126
Brainstorming
Brainstorming
Assessment Task
(ATs)
Paper Pencil Test
- Essay Type
Graded Recitation
Graded Recitation
Resource
Material/s
Time
Table
Laptop,
DLP,
Slides and Video
Clips
2
hours
concepts and skills

students must have:
Unit II
CHILDHOOD
EDUCATION
1. discussed the:
a. goals of early
childhood science
education
b. importance of science
in child development
c. basic scientific
processes
d. different suggestions
on how scientific
processes be
introduced to young
children
1. Goals of
Science
Education
CO 1
2. explained the role of the

teacher in early
childhood science
education
CO 3
3. identified:
a. activities that
can be used in
developing
observation in young
children
CO 1
b. science materials and

materials and
equipment
THE
Early
EARLY
SCIENCE
Childhood
6
hours
Library Research
Lecture Discussion
Graded Recitation
Library Research
Paper Pencil Test

- Essay Type
- Objective Type
Library Research
Grade Recitation
5. The Teachers Role

Brainstorming
Graded Recitation
Scoring Rubrics
6. Activities for Developing

Observation
Lecture Discussion
Graded Recitation
Scoring Rubrics
2. Science and Child Development

3. Basic Scientific Processes
4. Suggestions for Introducing
Young Children to the Scientific
Processes
7.
Science
Equipment
Materials
and Feldman, Jean R. (1991).

Brainstorming
Preschool Teacher. New Using Graphic Organizer
Scoring Rubrics
Library Resources
Individual
Readings
Laptop,
DLP,
Slides
Video Clips
Graded Recitation
Scoring Rubrics
Group Presentation of DLP, Laptop
Completed
Graphic Video Clips

children
CO 3
CO 3
4. selected topics and

activities for science
children

guidelines to be
observed
in:
a. conducting field trips
and nature walk
b. inviting guest
speakers
students must have:
CO 6

criteria in evaluating a
schools science
curriculum
CO 6
2. evaluated the science

curriculum of a certain
school using the
different
criteria
CO 4
3. described a science
integrated curriculum
York, USA: The Center for

Applied
Research
in
Education, pp. 126-127
8. Topics and Activities for Science
9. Field Trips/Nature Walk and

Guest Speakers

Preschool Teacher. New
Applied
Research
in
Education, pp 127-142
Organizer
Activity Sheets
Lecture Discussion
Group Presentation of Scoring Rubrics
Preparing a Matrix for the
Completed Matrix
Different
Topics
and
Activities for Science
Cooperative Learning

Lecture Discussion
A Survival Guide for The Planning and Implementing
Preschool Teacher. New the Simulation Activity
Applied
Research
in
Education, pp.143-145
Group Presentation
Scoring Rubrics
Unit III - THE SCIENCE

CURRICULUM
6
hours
1. Criteria in Evaluating a Schools

Science Curriculum
Lecture Discussion
Constructing an Evaluation
Sheet
Evaluating
a
Schools
Science Curriculum
Constructed Evaluation Scoring Rubrics

Sheet
DLP, Laptop
Group Presentation of Slides
Evaluation Results
2. Science and the Integrated

Curriculum
Lecture Discussion
Paper Pencil Test

- Essay Type
Laptop, DLP
Slides
CO 4
4. prepared activities for

integrating science
3. Preparing Activities for

Integrating Science
a. Activities
b. The Teachers Role
Lecture Discussion
Preparing
activities
integrating science
CO 1

assessment tools used in
the preschool science
curriculum
4. Assessment in Early Childhood

Science Education
Lecture Discussion
CO 1
6. described an early
childhood science
curriculum
5. The Early Childhood Science

Classroom
CO 2

teaching strategies in
science and the role of
the teacher
6. Strategies in Teaching Science

a. The Open-Discovery
a.1 The Role of the Teacher
b. The Guided-Discovery
b.1 The Role of the Teacher
b.2 The Role of the Child
b.3 The Role of the Materials
c. The Demonstration Method
c.1 The Role of the Teacher
c.2 The Role of the Child
c.3 The Role of Materials
d. The Inquiry Approach
d.1 The Role of the Teacher
d.2 The Role of the Child
d.3 The Role of Materials
e. Problem Solving Method
d.1 The Role of the Teacher
d.2 The Role of the Child
CO 4
8. prepared session plans

for each strategy/method
Brain Storming
Wolfinger, Donna M. Activity Sheet
(1994).
Science
and
Mathematics in Early
Childhood
Education. Library Resources
USA: Harper Collins Reporting Discussion
College Publishers
pp. 145- 175
Session Planning
A Matrix of Activities Scoring Rubrics

in for Integrating Science
Paper Pencil Test

- Objective Type
- Essay Type
Laptop, DLP
Slides
Graded Recitation
Drawing of an Ideal
Early Childhood Science
Classroom
Scoring Rubrics
Paper Pencil Test

- Essay Type
- Objective Type
Library Resources
Laptop, DLP
Slides, Video Clips
Constructed
Plans
Session
Prepared
Materials
CO 2
9. taught the science

concepts using the
appropriate stategy/ies
Critiquing
Instructional
Demo Teaching
UNIT TEST
CO 2
CO 3

students must have:
Unit IV-PHYSICAL SCIENCE

EXPERIENCES
strategies/approaches,
to teach preschool
children the basic
physical science
concepts
1. The Role of the Teacher

2. Daily Science Experiences
3. Values of Science Activities
4. Teaching Methods
5. Teaching About Color
a. Approach to Teaching
b. Session Plan
6. Teaching About Fire
b. Session Plan
7. Teaching About Light and
Shadows
b. Session Plan
8. Teaching About Magnets
b. Session Plan
9. Teaching About Weight and
Balance
b. Session Plan
10. Physical Science Experiments
Unrelated to Specific Topics
2. prepared and
implemented session
plans
CO 4

students must have:
Unit V EARTH SCIENCE

EXPERIENCES
Lecture Discussion
Morrison,
George
S.
(1995). Early Childhood
Session Planning
Education Today. 7th ed.
New Jersey: Prentice-Hall,
Critiquing
Inc.
Eliason, Claudia & Loa
Curriculum.
6th
ed.
Publishing Company
Morrison,
George
S.
Graded Recitation
Laptop, DLP
Sides, Video Clips
15
hours
Constructed
Session
Scoring Rubrics
Plans
Observation Sheets
Prepared Instructional
Materials
Demo Teaching
15
Hours
CO 2
CO 3
to teach preschool
children the basic
earth science concepts
1. Teaching About Environmental

Concepts
a. Environmental Changes
b. Activities to Increase
Awareness of Change
c. Activities to Promote Active
Environmentalism
2. Teaching About Air
b. Session Plan
3. Teaching About Rocks
b. Session Plan
4. Teaching About Water
b. Session Plan
5. Teaching About Temperature,
Weather and Season
b. Session Plan
CO 4
2. prepared and
implemented session
plans
CO 2
CO 3

students must have:
Unit VI LIFE EXPERIENCES
to teach preschool
children the basic
life experiences
1. Teaching Sensory-Related
Concepts
1.1 Smell and Taste
b. Session Plan
1.2 Texture and Touch
b. Session Plan
1.3 Sound and Pitch
b. Session Plan
CO 4
2. prepared and
implemented session
plans
Session Planning
Critiquing
Inc.
Constructed
Session Scoring Rubrics
Plans
Observation Sheets
Materials
Demo Teaching

Curriculum.
6th
ed.
Publishing Company
Session Planning
Morrison,
George
S. Critiquing
Inc.
Curriculum.
6th
ed.
Scoring Rubrics
Constructed
Session Observation Sheets
Plans
Scoring Rubrics
Prepared Instructional Observation Sheets
Materials
Demo Teaching
6
hours
Publishing Company
CO 2
CO 3
CO 4

students must have:
Unit VII NUTRITION AND

FOOD EXPERIENCES
to teach preschool
children the basic
nutrition and food
experiences
1. Seven Basic Nutrition Concepts

2. Foods and Nutrition Concepts
for
Young Children
3. Approach to Teaching
4. Session Plan on the Different
Concepts
Morrison,
George
S.
Inc.
Unit VIII GENERAL HEALTH

AND SAFETY MEASURES
Morrison, George S.
Inc.
2. prepared and
implemented session
plans

students must have:
CO 2
CO 3
CO 4
to teach preschool
children the basic
nutrition and food
experiences
2. prepared and
implemented session
plans
1. Basic Concepts on Health and

Safety
2. Approach to Teaching
3. Session Plan
4
hours
Session Planning
Critiquing
Constructed
Session Scoring Rubrics
Plans
Observation Sheets
Materials
Demo Teaching

Curriculum.
6th
ed.
Publishing Company

Curriculum.
6th
ed.
Publishing Company
Session Planning
Critiquing
Scoring Rubrics
Observation Sheets
Constructed
Plans
Session
Materials
Demo Teaching
3
hours
UNIT TEST
o
o
o
o
Pass Quizzes, Midterm and Final Exams

Deliver oral reports and submit projects: (e.g. term paper/readings, portfolio, etc.)
Participate actively in class discussions and other performance-based activities
Submit a report of simple researches conducted
Class Policies:
Grading System:
40%
Quizzes
30%
Total
100%
(Ave. Grade =

)
3
PREPARED BY:

HAZEL F. BASTO
Instructor 1
AGNES F. DOREZA
Instructor 1
OFELIA C. IMATONG
Instructor 1
Instructor 1
CHECKED BY:
LOVEJOY R. CAERLANG
Instructor I
STEPHANIE G. SAYGO
Instructor 1
Program Dean, CTE

APPROVED:

COURSE SYLLABUS
Course Code:
PRED 109
Time Frame :
UNIVERSITY VISION
UNIVERSITY MISSION
Course Title: TEACHING AND LEARNING STYLES OFPRESCHOOLERS

Credit:
3 units
and accountability;
inclusive growth;
PROGRAM OUTCOMES
environment.
community.
reporting.

1. Demonstrate in-depth understanding of the development of elementary
learners.
2. Exhibit comprehensive knowledge of various learning areas in the
elementary curriculum
4. Design and implement assessment tools and procedures to measure

elementary learning outcomes.
development.
learning.
guidelines
Course Description
This course provides an overview of the general principles and methods of guiding learning processes at an early age. The different learning styles of young learners and
theories of learning will also be discussed in this course.

1. Gained adequate knowledge on the different learning theories and their implications in the learning styles and processes of young children
2. Manifested understanding of the different principles and methods of guiding learning processes of young children
3. Demonstrated appropriate knowledge, skills, values and attitudes in handling young children
LEARNING PLAN
CO
Code
Desired
Learning3Outcomes
(DLOs)
students must have:
Matter
UNIT I TEACHING YOUNG
CHILDREN
CO 1
1.
discussed
the 1. The Power of Teaching
importance
2. Roles of Early Childhood
of teaching and the role
Education
of early childhood
education in the
development of children
CO 1
2. enumerated the
responsibilities of early
childhood educators to
children, families, and
the community
CO 3
3. observed the ethical
3. Responsibilities of Early
Childhood Educators
4. Ethical Standards of Early

Childhood Educators
Textbooks/
References

Activities (TLAs)
Henniger, Michael L.
(2002). Teaching Young
Children: An Introduction.
New
Jersey:
Pearson Lecture Discussion
Education, Inc.
Hurst, Vicky and Jenefer

Joseph (1998). Supporting
Early Learning: The Way
Forward.
Philadelphia:
Open University Press
Library Research
Library Research
Brainstorming
Assessment Task
(ATs)
Resource
Material/s
Time
Table
5
hours
Paper Pencil Test

Essay
DLP, Laptop
Slides, Video Clips
Individual Reading
Graded Recitation
Scoring Rubrics
Individual Reading
Graded Recitation
Scoring Rubrics
standards set for early

childhood educators
CO 1
4. listed the skills needed

5. Skills Needed to Teach Young
by a preschool teacher to
Children
teach young children
CO 2
5. demonstrated the
different skills needed to
teach young children
Beaty, Janice J. (1994). Lecture Discussion

Skills
for
Preschool Simulation
Teachers. 4th ed.
New
York:
Merrill
Publishing Co.
Group Presentation
Scoring Rubrics
UNIT TEST
students must have:
Unit II THEORIES OF
LEARNING AND THEIR ROLE
IN
LEARNING
AND
INSTRUCTION
12
hours
CO 1
1. discussed the:
a. importance of the
study of learning
b. sources of knowledge
about learning
c. functions of learning
theory
1. The Importance of the Study of

Learning
2. Sources of Knowledge About
Learning
3. Functions of Learning Theory
Dunn, Rita and Kenneth Library Research

Dunn
(1999).
The Reporting Discussion
Complete Guide to the Video Clip Presentation
Learning Styles
InService
System. Boston: Allyn and
Bacon:
A
Wiscom
Company
Paper Pencil Test

- Essay Type
CO 1
2. recalled the different

learning theories and
their implications to
teaching and learning
4. A Review of the Theories of

Learning
a. B.F. Skinners Operant
Conditioning
b. Gagnes Conditions of
Learning
c. Information Processing
Henniger, Michael L. Library Research

(2002). Teaching Young Presentation
Children: An Introdustion. Video Clip Presentation
2nd ed. New Jersey:
Paper Pencil Test

- Essay Type
- Objective Type
Laptop, DLP
Slides, Video Clips
6y
Laptop, DLP
Slides, Video Clips
Theories
d. Jean Piagets Cognitive
Development Theories
e. Albert Banduras Social
Cognitive Theory
f. Lev Vygotskys SocioHistorical Theory of
Psychological Development
g. Bernard Weiners Attribution
Theory

students must have:
CO 1
CO 1

concepts about:
a. experiences
b. choices and decisions
c. curiosity and
questioning
d. communicating and
talking
e. modeling and
scaffolding
e. stories
f. interaction with others
students must have:
1. described a
developmentally
Unit III THE EXCITEMENT

OF EARLY CHILDHOOD
LEARNING
1. Experiences
2. Choices and Decisions
3. Curiosity and Questioning
4. Communicating and Talking
5. Modeling and Scaffolding
6. Stories
7. Interaction With Others
Unit IV UNDERSTANDING
HOW A CHILD DEVELOPS
AND LEARNS
1. The Developmentally
Appropriate Curriculum

Library Research
Curriculum.
6th
ed.
Publishing Company

Curriculum.
6th
ed.
Columbia, Ohio: Merrill Library Research
Publishing Company
Paper Pencil Test

- Essay Type
- Objective Type
3
hours
Laptop, DLP
Slides, Video Clips
3
hours
Paper Pencil Test
- Essay Type
Laptop, DLP
Slides, Video Clips
appropriate curriculum
CO 1
CO 1
CO 1
CO 1
CO 1
CO 1
CO 1

key perspectives on
learning and
development
3. discussed the
developmental
similarities and
differences of young
children
4. discussed the
importance of learning
about children
2. Key Perspectives on Learning

and Development
3. Childrens Developmental
Similarities and Differences
4. Learning About Children
5. How Young Children Learn

children learn
At the end of the lesson, Unit V INTRODUCTION TO
the students must have:
LEARNING STYLES
learning style and the
elements of learning
styles
1. What is a Learning Style?

2. Elements of Learning Styles
2. explained the theoretical

cornerstones of the
Dunn-Dunn Model
3. Theoretical Cornerstones of the

Dunn-Dunn Model
3. discussed the differences

in the learning styles of
people
4. Differences in Peoples Learning

Styles
4. determined the learning
Library Research
(2002). Teaching Young Library Research
Children: An Introdustion. Reporting Discussion
2nd ed. New Jersey: Video Clip Presentation
(2002). Teaching Young Lecture Discussion
Children: An Introdustion.
2nd ed. New Jersey:
Lecture Discussion
- Objective Type
Paper Pencil Test
- Essay Type
- Objective Type
Graded Recitation
Paper Pencil Test

- Essay Type
Paper Pencil Test

- Essay Type
Paper- Pencil Test
- Essay Type
Brainstorming
Interviewing Preschoolers
Group Presentation of
Interview Results
Journal Of Interview
Laptop, DLP
Slides, Video Clips
Scoring Rubrics
Laptop, DLP
Slides, Video Clips
9
hours
styles of pupils in a
certain preschool
students must have:
Unit VI ACCOMMODATING
LEARNING STYLES
A. Tailoring Classrooms to
Learning Styles
18
hours
Lecture Discussion
Paper Pencil Test

- Essay Type
Pressman, Harvey & Peter

Dublin (1995). Supporting
Forward.
Philadelphia:
Open University Press.
Lecture Discussion
Paper Pencil Test
- Essay Type
Practicum
on
Setting
Classroom
Groups Outputs in
Structuring Classrooms
CO 1
1. discussed guidelines in
structuring classroom to
students strengths
1. Tailoring Classroom to Students

Strengths
CO 1

multiple intelligences
and the 4 MAT System
2. Multiple Intelligences
3. The 4 MAT System
CO 2

guidelines, concepts
on multiple intelligences
and the 4 MAT System
CO 1

strategies used to
accommodate learning
styles of young children
B. Strategies for Accommodating

Learning Styles
1. Learning by Doing
2. Learning with Simulations
3. Learning by Teaching
4. Learning with Technology
5. Learning by Looking and
Thinking
CO 2

strategies for
accommodating learning
styles
Practicum
Critiquing
CO 2
6. evaluated the
effectiveness of the
strategies in
Experimenting
Pressman, Harvey & Peter Lecture Discussion

Dublin (1995). Supporting Video Clip Presentation
Forward.
Philadelphia:
Open University Press.
Scoring Rubrics
Paper Pencil Test

- Essay Type
- Objective Type
DLP, Laptop
Slides, Video Clip
Practicum
Scoring Rubrics
Journal of Evaluation
Results
Scoring Rubrics
accommodating learning
styles of young children
UNIT TEST
o Submit a report of simple researches conducted
o Demonstration Teaching
Class Policies:
Grading System:
40%
Quizzes
30%
Total
100%
(Ave. Grade =

)
3
PREPARED BY:

HAZEL F. BASTO
Instructor 1
AGNES F. DOREZA
Instructor 1
OFELIA C. IMATONG
Instructor 1
Instructor 1
CHECKED BY:
Program Dean, CTE
LOVEJOY R. CAERLANG
Instructor I
STEPHANIE G. SAYGO
Instructor 1
APPROVED:

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Republic of the Philippines

PANGASINAN STATE UNIVERSITY

Course Title: DEVELOPING LANGUAGE, READING AND NUMBER EXPERIENCES

Actively engages students to sustain interest in the subject matter.

7. Pursue lifelong learning for personal and professional growth.

Plans and carries out personal and professional advancement

3. Develop alternative teaching approaches for diverse learners.

Program Outcomes Specific for BEEd

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

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

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

Course Outcomes: (Specific outcomes of the course/subject)

Teaching and Learning

At the end of the unit, the

1. discussed the nature of

Morrow, Lesley Mandel Library Research

2. explained how children

4. explained how young

3. Promoting Speaking Skills

Feldman, Jean R. (1991).

5. discussed the different

6. applied the different

6. Guidelines for Teaching Reading

Preparing Session Plan

Feldman, Jean R. (1991).

8. identified the different

9. discussed how the

10. discussed different

8. Materials Used to Develop

9. Encouraging Beginning Writing

Feldman, Jean R. (1991).

Paper Pencil Test

At the end of the unit, the

Unit II MATHEMATICS FOR

1. discussed the different

1. What is New Math?

Paper Pencil Test

Preschool Teacher. NY,

2. explained how children

2. How Children Learn

Feldman, Jean R. (1991).

Paper Pencil Test

3. identified the different

3. Vocabularies Children Should

Lists of Math Terms to Math Books for

4. Manipulative Materials That Can

Feldman, Jean R. (1991).

5. Mathematical Concepts That

6. Activities That Can Be Used To

List of Materials Used

Feldman, Jean R. (1991).

List of Mathematical Preschool Math

appropriate activities that

A Survival Guide for The Project Method

Different Math Concepts

8. identified the math

7. Math Experiences in Early

Eliason, Claudia and Loa Library Research

List of Experiences to DLP

Feldman, Jean R. (1991).

10. used the different

Eliason, Claudia and Loa Demonstration Teaching

Documentation of Demo Scoring Rubrics/