Professional Documents
Culture Documents
In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise
known as the “Higher Education Act of 1994,” and in pursuance of an outcomes-based
quality assurance system as advocated under CMO 46 s. 2012, the following policies,
standards and guidelines (PSGs) are hereby adopted and promulgated by the
Commission:
ARTICLE I
INTRODUCTION
Section 1 Rationale
Based on the Guidelines for the Implementation of CMO 46, series 2012, this PSG
implements the “shift to learning competency-based standards/outcomes-
based education.” It specifies the ‘core competencies’ expected of Bachelor of
Technology and Livelihood Education (BTLE) graduates “regardless of the
type of Higher Education Institution (HEI) they graduate from.” However, in
“recognition of the spirit of outcomes-based education and of the typology of
HEIs,” this PSG also provides “ample space for HEIs to innovate the curriculum
in line with the assessment of how best to achieve learning outcomes in their
particular contexts and their respective missions.”
The main concern of the BTLE program is the preparation of TLE teachers for
Grades 7- 10. Specifically, the BTLE Program is expected to produce teachers
who can assume the following major roles:
ARTICLE II
AUTHORITY TO OPERATE
ARTICLE III
GENERAL PROVISIONS
Section 3 This Article provides minimum standards and other requirements and
prescriptions. The minimum standards are expressed as a minimum set of
desired program outcomes which are given in Article IV Section 6. The
Commission designed a curriculum to attain such outcomes. This curriculum is
shown in Article V Section 9 as a sample curriculum. The number of units of
this curriculum is here prescribed as the “minimum unit requirement” under
Section 13 of RA 7722. In designing the curriculum the Commission employed a
curriculum map which is shown in Article V Section 10 as a sample curriculum
map.
Based on the curriculum and the means of its delivery, the Commission
determined the physical resource requirements for the library, laboratories
and other facilities and the human resource requirements in terms of
administration and faculty. See Article VI.
Section 4 The HEIs are allowed to design curriculum suited to their own contexts and
missions provided that they can demonstrate that the same leads to the
attainment of the required minimum set of outcomes, albeit by a different route.
In the same vein, they have latitude in terms of curriculum delivery and in
terms of specification and deployment of human and physical resources as long
as they can show that the attainment of the program outcomes and satisfaction
of program educational objectives can be assured by the alternative means they
propose.
The HEIs can use the CHED Implementation Handbook for Outcomes-Based
Education (OBE) and the Institutional Sustainability Assessment (ISA) as guide in
making their submission for Sections 18-23 of Article VII.
Page | 2
Draft as of November 16, 2016
ARTICLE IV
PROGRAM SPECIFICATION
The theory and concept courses provide the broad frameworks within
which students can understand, rationalize, and reflect on the various
methods, strategies, processes, issues and other matters related to the
teaching profession.
Page | 3
Draft as of November 16, 2016
equip the teacher with competencies on the use of technology in
teaching and in training.
Page | 4
Draft as of November 16, 2016
Page | 5
Draft as of November 16, 2016
c. BTLE graduates of universities participate in the generation of new
knowledge or in research and development projects in technical
education.
Graduates of State Universities and Colleges (SUCs) must, in addition, have the
competencies to support “national, regional and local development plans”
(RA7722).
A PHEI, at its option, may adopt mission-related program outcomes that are not
included in the minimum set.
ARTICLE V
CURRICULUM
9.1 Components
SUMMARY
General Education Courses 36 units
Core Professional Education Courses and Research 42 units
Research Courses 6 units
Major Courses
TLE Exploratory Courses (30 units) 66 units
TLE Major courses (36 units)
Physical Education 8 units
NSTP 6 units
TOTAL 162 units
Distribution of Courses
1st Semester 2nd Semester
FIRST YEAR
GE1-Understanding the Self 3 GE8-The Contemporary World 3
GE2-Readings in Phil History 3 GE9-Math, Science and Technology 3
(Elective)
GE3-Math in the Modern World 3 GE10-Arts and Humanities( Elective) 3
GE4-Science and Technology 3 GE11-Social Sciences and Philosophy 3
(Elective)
GE5-Purposive Communication 3 GE12-Ethics 3
GE6-Art Appreciation 3 The Child and Adolescent Learner and 3
Learning Principles
GE7-Life and Works of Rizal 3 The Teaching Profession 3
NSTP 1 3 NSTP 2 3
Physical Education 2 Physical Education 2
Total 26 Total 26
SECOND YEAR
Facilitating Learner-Centered 3 The Teacher and the Community, 3
Teaching: School Culture and Organizational
The Learner-Centered Approaches Leadership with focus on the
with Emphasis on Trainers Philippine TVET System
Methodology I
Technology for Teaching and Learning 3 Technology for Teaching and Learning 3
1 2
Building and Enhancing Literacy 3 Curriculum Development and 3
Page | 9
Draft as of November 16, 2016
Across the Curriculum with Emphasis Evaluation with Emphasis on Trainers
on the 21st Century Skills Methodology II
Assessment of Learning 1 3 Foundation of Special and Inclusive 3
Education (new mandated)
Exploratory Course-Home Economics 3 Assessment of Learning 2 with focus 3
Literacy on Trainers Methodology I & II
Exploratory Course-Family and 3 Exploratory Course-Introduction to 3
Consumer Life Skills ICT Specializations I
Exploratory Course-Introduction to 3 Exploratory Course-Introduction to 3
Industrial Arts I ICT Specializations II
Exploratory Course-Introduction to 3 Entrepreneurship 3
Industrial Arts II
Physical Education 2 Physical Education 2
Total 26 Total 26
THIRD YEAR
Research 1 (Methods of Research) 3 Major/Specialization 6 3
Exploratory Course-Agri-Fishery Arts 3 Major/Specialization 7 3
1
Exploratory Course-Agri-Fishery Arts 3 Major/Specialization 8 3
II
Major/Specialization 1 3 Major/Specialization 9 3
Major/Specialization 2 3 Major/Specialization 10 3
Major/Specialization 3 3 Major/Specialization 11 3
Major/Specialization 4 3 Major/Specialization 12 3
Major/Specialization 5 3 3
Total 24 Total 21
FOURTH YEAR
Field Study 1-6 6 Practice Teaching 6
Research 2 (Undergraduate 3
Thesis/Research Paper/ Research
Project)
TOTAL 9 Total 6
ARTICLE VI
REQUIRED RESOURCES
Section 13 Administration
The primary responsibility for the preparation of TLE teachers within a college
or university shall be exercised by a clearly defined and organized
administrative and instructional unit such as a college, institute, school,
department or division of education.
A. Dean/Department Head
A Dean/Department Head shall be employed and assigned full-time to
provide leadership and direction to the education
unit/division/department/college of the school and who shall have the
following qualifications:
1. Holder of a doctoral degree preferably DTE or Ph. D. or Ed.D. in any
of the areas of specialization in the program.
Page | 11
Draft as of November 16, 2016
2. With at least three (3) years of very satisfactory teaching experience
in a technology/teacher education institution
3. With at least three (3) years of very satisfactory supervisory
experience.
A full-time Dean is one whose services are available for at least 30 hours a
week and who carries a regular teaching load in accordance with the
institutional policy.
Section 14 Faculty
Members of the faculty should have academic preparation and experience
appropriate to teaching technical and vocational courses.
A. General Requirements
1. As a general rule, master’s degree in education or in an allied discipline
is required for teaching in the tertiary level.
2. Faculty teaching general education and major subjects should have
appropriate master’s degree in the field they are assigned to teach.
3. Have at least one (1) year of very satisfactory teaching experience in any
technical-vocational or technological institution.
Page | 12
Draft as of November 16, 2016
2. Holder of Master’s degree in Education or in any allied fields.
D. Load/Employment Status
1. Salary rates of faculty members should be commensurate with their
rank, academic preparation, experience in instruction and research, and
at least comparable with those of other faculty members who teach
other baccalaureate courses.
2. At least 60% of the technical teacher education courses shall be taught
by full-time instructors in the institution.
3. The regular teaching load of the technical teacher education faculty shall
not exceed twenty-four (24) units for one preparation, twenty-one (21)
units for two preparations; and eighteen (18) units for 3 or more
preparations and in accordance with institutional policy
4. A regular faculty member who is assigned as a Student Teacher
Supervisor/Practicum Coordinator shall plan, supervise, and evaluate
student teaching experience and provide advice and counseling.
E. Faculty Rank
Education faculty shall be assigned academic ranks in accordance with their
educational preparation, industrial experience, teaching experience,
continuing professional growth and other criteria, which the individual
institutions may require.
Section 15 Library
A. Refer to the requirements for academic library common to all
B. Instructional Standards
1. Teacher Education Institutions shall maintain high standards of
instruction, utilizing a variety of appropriate emerging instructional
technology procedures, which contribute to the effectiveness of the
technical teacher education students' preparation.
2. A system of supervision shall be instituted and implemented for the
purpose of evaluating teacher competence.
3. The Technical and Vocational Teacher Education institution may adopt
textbooks which are of recent edition reflecting the current trends in
teaching and learning methods and content, which do not violate the
laws of the Philippines and preferably written by Filipino authors.
4. The institution shall provide for a systematic and continuing plan of
evaluation of student progress through a marking system that is
consistent and consonant to the objectives set by the institution.
Institutional policies shall be made known to the technical teacher
education students to serve as their guide in preparing for the courses.
The grade or rating of a student in each course shall be fair and just and
shall reflect proficiency in the subject based on reasonable rules and
standards of the school.
Page | 13
Draft as of November 16, 2016
1. A practicum laboratory in technology education shall be maintained within
or outside the campus through appropriate linkages, networking or
consortium.
2. Specialized laboratories shall be maintained for the major fields.
3. The technology facilities and requirements shall be based on the training
regulations set by TESDA.
A. Every student has the right to enroll in any school, college or university
upon meeting its specific requirements and reasonable regulations. The
student is expected to complete the course without prejudice to the right to
transfer except in disciplinary cases and/or academic delinquency.
B. As a general rule, no applicant shall be enrolled in any approved course
unless proper credentials as prescribed are submitted to the institution
during the enrollment period.
C. Teacher Education Institutions must have a system of selective admission
and retention of students to ensure that those who enter the teaching
profession possess a reasonably high level of scholastic achievement and the
appropriate aptitudes, interests, and personality traits. There shall be well-
defined criteria for admission into the programs for technical teacher
education:
1. Student applicants into the BTLE program must be high school
graduates with at least a grade point average of 85% as reflected in their
Form 138.Institutions shall apply specific criteria for
admission/retention of candidates to determine specific fields of
specialization/concentration and promotion to the next curriculum year.
1. Technical Teacher preparation courses shall develop in the faculty and the
students an attitude of inquiry and willingness to test theory against the
evidence of existing classroom practices.
2. The strength of a TEI shall be based on the quality and quantity of research
work undertaken or currently being undertaken by teacher education faculty
members and on the kind of institutional administrative and financial
support given to such undertakings.
Page | 14
Draft as of November 16, 2016
4. Faculty members actively engaged in relevant and significant research work
in TLE shall be afforded special privileges and benefits such as reduced
teaching load and/or its equivalent.
While the foregoing are the minimum rules and standards, technical teacher
education institutions are enjoined to undertake continuing improvement
through voluntary accreditation with any of the accrediting bodies recognized
by the Commission on Higher Education.
ARTICLE VII
COMPLIANCE OF HEIs
Using the CHED Implementation Handbook for OBE and ISA as reference, a HEI shall
develop the following items which will be submitted to CHED when they apply for a permit
for a new program or the approval of the transformation of existing programs to outcomes-
based framework:
Section 22 The complete set of program outcomes, including its proposed additional
program outcomes.
Section 23 Its proposed curriculum and its justification including a curriculum map.
ARTICLE VIII
TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS
All private HEIs, State Universities and Colleges (SUCs) and Local Universities
and Colleges (LUCs) with existing authorization to operate the Bachelor of
Secondary Education Major in Technology and Livelihood Education
program are hereby given a period of three (3) years from the effectivity
thereof to fully comply with all the requirements in this CMO. However, the
prescribed minimum curricular requirements in this CMO shall be
implemented starting Academic Year 2018-2019.
Page | 15
Draft as of November 16, 2016
For violation of this Order, the Commission may impose such administrative
sanction as it may deem appropriate pursuant to the pertinent provisions of
Republic Act No. 7722, in relation to Section 69 of BP 232 otherwise known as
the Higher Education Act of 1982, Section 24 and 101 of the Manual of
Regulations for Private Schools (MPRS), and R.A. _____and other related laws.
All CHED issuances or part thereof inconsistent with the provision in this CMO
shall be deemed modified or repealed.
Page | 16
Draft as of November 16, 2016
Desired Learning Course Content/Subject Textbooks/ References Teaching and Assessmen Resource Tim
Outcomes (DLO) Matter Learning t of Tasks Materials e
Activities (TLAs) (ATs) Tabl
e
Page | 17
Draft as of November 16, 2016
1. Understand ICT in
Education
Unit 1- Introduction to Brief Lecture: With OHP /
1.1. Define Technology for Teaching the aid of a Multimedia
basic and Learning powerpoint Projector
concept presentation,
s in provide an
underst A. Basic Concepts to Lucido, P. & Corpuz, B. (2012). Educational technology 2. overview of the Computer /
anding be defined: Quezon City, PH: Lorimar Publishing Co. subject Laptop 1.5
ICT in 1. Technology Technology for hour
Educati 2. Information Anderson, J. (2010). ICT Transforming Education A Regional Teaching and s
on and Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Learning.
Communicatio Education Use a rating Graphic
n Small Group scale for organizers
Ballado, R. (2012). Basic concepts in educational technology 1. discussion: Give the concept
3. Educational
Manila, PH: Rex Bookstore graphic organizers map
technology
of the different developed
4. Technology, concepts to be by each
Media and defined through group.
Learning the use of concept
5. Instructional mapping
System and Whole group
Instructional discussion:
technology Present to the
6. Technology whole class group
Tools outputs.
B. Roles of ICT in
Teaching for Individual
Learning Research:
Encourage
students to
validate the
concept map and
conceptual
definitions
Page | 18
Draft as of November 16, 2016
Forum With 3
1.2 Enumerate the Unit 2. ICT Policies and Anderson, J. (2010). ICT Transforming Education A Regional Resource Person: Posting of Freedom hour
national ICT Safety Issues in Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Invite a resource comments Wall in the s
policies Teaching and Learning Education person to talk on ICT policies classroom/
affecting ICT national and in Freedom Blog
classroom A. ICT National or Lucido, P. & Corpuz, B. (2012). Educational technology 2. international Wall/Blog Created
practices International Policies Quezon City, PH: Lorimar Publishing Co. policies applied to and
That Are Applicable to teaching and Adminitest
Teaching and Learning learning ered by the
Documents: Teacher
• The Philippines ICT Roadmap
Page | 19
Draft as of November 16, 2016
2.1 Identify A.Learning Theories Lucido, P. & Corpuz, B. (2012). Educational technology 1 2nd Active Learning Reflection Blog/
learning and Principles in: edition. Lorimar Publishing Co. with Teacher-Led Posted on Classroom 1.5
principles and 1.Dale’s Cone of Discussion on the Freedom hour
theories Experience (with Dale’s Cone of Blog/Freed Wall s
that are focus on the Experience and om Wall
applied in Traditional how its principles
technology Technologies for and theories are
driven Teaching) utilized in the
teaching- technology-driven
learning teaching and
models. learning
Page | 20
Draft as of November 16, 2016
3.ASSURE Model (Analyze Smaldino, et al. (2005). Instructional technology and The Fish Bowl 3
Learners, State Objectives, media for learning, 8th ed. New Jersey: Pearson Activity: Learners hou
Select Methods, Media, & Prentice Hall are given rs
Materials, Utilize Media & pp. 53-65 metacards and
Materials, Require Learner asked to write a
Particip ation, Evaluate and question a
Revise) question of
clarification about
the topic (I.e.
questions
concerning the
application of the
topic to practical
concepts). Teacher
draws these
questions from the
bowl and answers
the questions or
asks the class to
answer them.
Page | 21
Draft as of November 16, 2016
Page | 22
Draft as of November 16, 2016
3.6 Identify Distance Learning Anderson, J. (2010). ICT Transforming Education A Regional Forum-Discussion: KWL Chart class site
flexible Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Conduct a forum ● What I (e.g. google
learning Education about Distance KNO site,
through Learning W weebly,
online Types of Online Distance Melton, R. (2002). Planning and Developing Open and Distance ● What I etc.)
communicatio Learning Learning A Quality Assurance Approach Demonstration WANT 2
ns • Synchronous and hands-on to wee
(synchronous • Asynchronous exploration on the know skype ks
/ synchronous and ● What I
asynchronous asynchronous LEAR
modality) online distance NED KWL Chart
learning template
Checklist
Page | 23
Draft as of November 16, 2016
3.7 Describe Technology Tools in a Smaldino, et al. (2005). Instructional technology and media for Brief Lecture on Paper and
flexible Collaborative Classroom learning, 8th ed. New Jersey: Pearson Prentice Hall the different Pencil Test google docs
learning Environment technology tools in
environment a collaborative
that classroom
enhances environment
collaboration
with Small Group
the use of Discussion-
technology Student Led
tools.
Page | 24
Draft as of November 16, 2016
4. Formulate Unit 5. Innovative Smaldino, et al. (2005). Instructional technology and media Students’ research
teaching-learning Technologies for for learning, 8th ed. New Jersey: Pearson Prentice Hall on examples of Reporting Assessmen 1
experiences and Teaching-Learning and technology- and t tools wee
assessment tasks Assessment Task assisted tools in Feedbackin k
using appropriate and assessment in g
innovative learning
technologies A.Technology-Assisted
Tools in Assessment in
4.1 Identify Learning
Technology-
assisted tools
in
the
assessment
of learning
Demonstrate proficiency Technology- Smaldino, et al. (2005). Instructional technology and media for Lesson planning Rubrics for ASSURE
in the formulation of Enhanced Lesson learning, 8th ed. New Jersey: Pearson Prentice Hall assessing Model
teaching-learning using the ASSURE lesson
experiences using as Technology- plans
innovative technologies Integration Model Critiquing
of lessons
plans
Revising of
lesson
plans
Page | 25
Draft as of November 16, 2016
5. Demonstrate social, 1
ethical, and legal Unit 6. Social, wee
responsibility in the Ethical and Legal k
use of technology tools Responsibilities in
and resources the Use of http://www.digitalcitizenship.net/ Lecture-discussion Written Computer/
Technology Tools on the nine exam laptop
5.1 Show, give and Resources elements of digital Multimedia
examples, citizenship projector
observe social, A. Digital Citizenship http://www.eduscapes.com/sessions/socialtech/
ethical, and legal Group research on Rubrics Computers
responsibility in • Nine Elements the social, ethical assessing
the use of of Digital and legal research A
technology tools Citizenship responsibilities in outputs Worksheet
and resources the use of for Talk it
technology tools Out
B. Social, Ethical and and resources by
Legal teachers Scenarios
Responsibilities in the Talk it Out
Use of (from Global
Technology Tools and Digital Citizen
Resources by Teachers Foundation) An
activity on taking a
stance on an issue
and defending it
Learners are given
a scenario
primarily focusing
on social, ethical
and legal
responsibilities in
the Use of
technology
Analysis of the
different cases
involving social,
ethical and legal
issues on
technology use
Page | 26
Draft as of November 16, 2016
Forum Discussion
on the digital
safety rules
Page | 28
Draft as of November 16, 2016
5.8 Identify H.Educational Sites and Diaz, C.G. and Declaro, R.A.(2013). UNESCO training guide on
educational Portals ICT multimedia integration for teaching and learning. Pencil and
sites and Retrieved from Creative Commons License Group Research to Paper Tests
portals http://creativecommons.org/licenses/by-sa/3.0 identify Multimedia
suitable to educational sites Projector
their subject https://globaldigitalcitizen.org/50-education-technology- and portals
area tools-every-teacher-should-know-about List of
educational
Presentation and Sites
Sharing of
Research Outputs
(e.g. Infographics,
Digital 2
advertisement, wee
brochure, bulletin ks
board display /
online bulletin
board)
5.9 Join online J. Online Communities of Anderson, J. (2010). ICT Transforming Education A Regional Online
expert and Learning Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Practicum on Rating learning
learning 1.Facebook Education sample strategies scale sites
communities 2. Twitter on how to join Gibb’s
3. Instagram experts’ learning Reflection Reflective
4. Webinar communities Cycle
template
Page | 29
Draft as of November 16, 2016
Suggested Readings
and References Abushakara, N. (2016). Netiquette: Modern manners for a modern world, The ultimate guide to online etiquette. Create Space Independent Publishing
Platform
Anderson, J. (2010). ICT Transforming Education A Regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education
Angelo, T. and Cross, K.P. (1993). Classroom Assessment Techniques 2nd Ed.. A Handbook for College Teachers
Chiles, D. (2014). Internet etiquette: Netiquette fundamentals, rules and optimization.
Diaz, C.G. and Declaro, R.A.(2013). UNESCO training guide on ICT multimedia integration for teaching and learning. Retrieved from Creative
Page | 30
Draft as of November 16, 2016
www.educationworld.com/a-tech/tech/tech044.shtml
www.collegeview.com/articles/artice/smart-students-in-a-digital-world
https://www.stopbullying.gov/cyberbullying/what-is-it/
http://www.ascd.org/publications/books/102112/chapters/What_Is_Project-Based_Multimedia_Learning%C2%A2.aspx
http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive-collaboration-experiences-in-the-classroom/
http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html
http://www.edtechteacher.org/assessment
http://www.edtechteacher.org/gafe/
Lucido, P. & Corpuz, B. (2012). Educational technology 2. Quezon City, PH: Lorimar Publishing Co.
Melton, R. (2002). Planning and Developing Open and Distance Learning A Quality Assurance Approach
Newby, T.J. (2011). Educational technology for teaching and learning. (4th ed.) Boston: Pearson Education, Inc.
Roblyer, M.D. (2003). Integrating educational technology into teaching. (3rd ed.) Upper Saddle, New York: Merril Prentice Hall
Smaldino, et al. (2005). Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice Hall
Tuffley, D. (2014). Email etiquette: Netiquette for the information age. Altiora Publications
TPACK in Two Minutes https://www.youtube.com/watch?v=FagVSQlZELY
UNESCO (2013). Training Guide on ICT Multimedia Integration for Teaching and Learning. pp. 56-59
Williams, M. (2000). Integrating technology into teaching and learning: An Asia Pacific perspective. Singapore: Prentice Hall
www.ipophil.gov.ph/images/Patents/IRRs/RepublicAct8293.pdf
Documents:
• The Philippines ICT Roadmap
• DepED Five-Year Information and Communication Technology for Education Strategic Plan (DepED ICT4E Strategic Plan) Executive
Summary
● SEAMEO INNOTECH (2010) The Report on the Status of ICT Integration in Education in Southeast Asia
● K to 12 Curriculum Guides (DepEd, 2012)
● Senior High School Curriculum Guides retrieved from https://drive.google.com/file/d/0D8x8BBYUc2V91dVJQQXdVMFVDS2C/edit
Course Requirements
Grading System Midterm Finals
Classroom Policies
Page | 31
Draft as of November 16, 2016
Course Name Technology for Teaching and Learning 2 – ( Technology and Livelihood Education)
Course Credits 3 units
Course Description TTL 2 is a 3-unit course which will focus on the application, design, production, utilization, and evaluation of Information and
Communications Technology (ICT) materials for teaching and learning in particular subject specializations and other related programs
aligned to the K to 12 curriculum (Secondary English Language Education, Secondary Filipino Language Education, Secondary Science
Education, Secondary Math Education, Secondary Social Science Education, Secondary Values Education, Technology and Livelihood
Education).
Contact Hours/week 3 hours/week
Prerequisite TTL 1
Course Objectives 1. (PCDA-Plan Development Check Act)
2. Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective
Communication Skills
3. Develop project-and problem-based, collaborative activities using technology tolls
4. Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specific application
5. Produce learning resources using technology tools in various subject areas
6. Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context
7. Use technology tools to collaborate and share resources among communities of practice.
Page | 32
Draft as of November 16, 2016
Unit 0. The University -University Code -Present University video -students reflection -video 1 hr
Vision, Mission, Core Values clippings as how they could clippings
-Students contribute in about the
Handbook -presentation University VMG achieving VMG University
-Bulletin of -white
Information board and
marker
-website
Use ICT to develop 21st Century Skills: Unit 1. Using ICT in Bitter, G. G. and J. Have the students analyze Oral Examination Paper 2 hrs
Information, Media and Technology Developing 21st Century M. Legacy. learning plans in TLE, let them
Skills, Learning and Innovation Skills, Life Skills/ICT in the 21st (2008). Using critique based on the context Pen
and Career Skills, and Effective Century Skills technology in the of 21st century skills
Communication Skills. classroom. USA:
Pearson
Analyze TLE learning plans in the context Education, Inc.
of the 21st century skills Sample Learning plans and
21st century skills pp. 242-246
Learning Activities to
develop 21st century skills
Develop the TLE learning plan to develop Selection of competencies Bitter, G. G. and J. Expose the students to the learning plan to be Computer 2 hrs
21st Century Skills through ICT requiring ICT integration M. Legacy. sample learning plan based evaluated by peer
integration (2008). Using from the 4A’s format and the teacher Projector
technology in the
Learning
classroom. USA:
PB learning plan: integration Plans
Pearson
of 21st century skills Ask the students to improve
Education, Inc.
the existing learning plans on
Page | 33
Draft as of November 16, 2016
https://ph.searc
h.yahoo.com/sea
rch?p=21st+cent
ury+skills&fr=yf
p-t-712
http://edglossar
y.org/21st-
century-skills/
https://en.wikip
edia.org/wiki/21
st_century_skills
Reflect on their own learning using Electronic Portfolio Show an electronic portfolio. Blog or e-portfolio Students 2 hrs
technology tools to be evaluated by may use
Discuss the concept of e- the teacher using a this link to
portfolio rubric guide them
in making
An electronic portfolio or
their e-
sometimes called digital
portfolios:
portfolio is a collection of
http://ww
electronic evidence assembled
w.informati
and managed by a user, usually
onweek.co
on the Web.
Develop project/problem-based/student Unit 2. Developing Problem- https://engage.i - Review samples of Formulate a Hand-out
centered collaborative activities using based and Project-based ntel.com/docs/D problem- and or project checklist of the
technology tools Instructional Plans OC-52038). based unit plans (see elements of 2hr.
https://engage.intel.com/docs problem- and
/DOC-52038). Download project-based
desired samples and let approach as
Explain problem-based and project-based Nature of Problem-based and http://www.slid
students review each plans. evidence of their
Page | 34
Draft as of November 16, 2016
learning approaches Project-based approaches eshare.net/marc Provide local Dep-Ed samples understanding of
omed/deped-k- of learning plans for further the reviewed unit
Teaching with Projects to-12-lesson- review. Let students formulate plans.
plan-template
concepts on problem- and
Project Based-Multimedia
project-based learning based
Learning
on the samples reviewed.
Using Technology to Enhance Williams, M. D.
Student Inquiry (2000).
Integrating -Comparison of the
technology into difference of Problem and Reflection as to the 2 hrs
teaching and
Project Based Learning (use difference of
learning.
Singapore. http://www.edutopia.org/blog project to the
Pearson /pbl-vs-pbl-vs-xbl-john- problem based
Education Asia larmer) -Give time for students learning
Pte Ltd. pp. 18- to read the article.
35
Explain parts of a problem-based and A. Basic Parts of a Learning http://www.slid -students will download Check classroom Learning 2hrs
project-based learning plan Plan/Unit Plan (Deped eshare.net/marc Learning Plan template and let exercise plan
sample LP may be used) omed/deped-k- them familiarize the parts. template
a. Curriculum to-12-lesson-
Encourage them to share their (hard copy)
framing Question plan-template
insights as to the underlying
principles behind each
components.
Develop a problem-based and project- B. Writing a problem- http://www.dan -From the identified mini- Refer to Dep-Ed CD for 2hrs
based learning plan based/project-based ielgubalane.com courses under TLE curriculum, order no. 73,s. TESDA
learning plan let students experience in 2012 for the training
a. Selection of http://www.tda.
making Learning Plan. Check assessment of the regulations
competencies edu.au
requiring ICT the given website for the TLE learning plan and DEP-ED
integration curriculum and training TLE
http://www.dep regulations. curriculum
edbataan.com
https://oblioscaj
ovy.wordpress.c
om
Page | 35
Draft as of November 16, 2016
Use open-ended tools (such as word Unit 3. Productivity Software Way, J. and T. Have a thorough review of the Quiz Computer 6hrs
processing, spreadsheets, presentation Applications/Tools for Beardon. (2003). MS Office.
software, and authoring tools) in subject teaching and learning ICT and primary Projector
specific application mathematics.
Open-ended tools and their USA: Open
uses in teaching and learning Ask the students on when and
University Press.
how they can use the different
pp 29-52
Identify uses of open-ended tools Maximizing the Use of open-ended/productivity tools
(productivity tools--whether freeware or Microsoft Word, Spreadsheets, in the teaching-learning of TLE.
Microsoft Office) in the teaching-learning and Publisher
of TLE https://www.de
Effective Use of Power point ped.gov.ph/reso
and Prezi urces/download
s/eclass-record-
Adobe Photoshop and Movie
templates
Create student outputs using computer Creating student samples Ask the students to design as
application programs as evidence of using open-ended tools assessment tool that can
learning evaluate the relevance and
Bitter, G. G. and J.
Multimedia Elements (text, appropriateness of digital and
M. Legacy.
graphics, video, audio, non-digital resources to the
(2008). Using Oral examination 2 hrs
animation learning context
technology in the
classroom. USA: Instruct the students to Produce digital 3 hrs
Pearson produce digital learning learning resources
Podcasting and Using Social Education, Inc. resources in TLE by pair or by to be evaluated by
Establish mechanisms to ensure child Networking Sites in Education peer and the
group and have other
online safety and prevent cyberbullying pp.285-290 teacher
pair/group critique and
Using Mobile Phones in the
evaluate using the assessment
Classrooms
tool.
Mid-Term
Page | 36
Draft as of November 16, 2016
Produce learning resources using Unit 4. Producing Learning http://www.slid Introduce varied learning Quiz Slide 1hr
technology tools in various subject areas resources using technology eshare.net/akosi resources both human and presentatio
tools adako/commonl non-human n by
y-used-
www.slides
A. Human and non- materials-in-the-
classroom hare.nt
Identify various instructional materials human learning
(IMs) and technology tools in the teaching resources/instruction http://www.slid
of TLE al materials eshare.net/dram
nc72/technology
-tools-definitions
B. Technology tools for
teaching TLE https://globaldig Present technology tools for 3 hrs
italcitizen.org/5
TLE like videos, course
0-education- Rubrics for
technology- management system(CMS),
technology tools
tools-every- wikis, discussion forum, on line
applied in TLE
teacher-should- assessment.
know-about
Describe characteristics of C. Characteristics of http://www.slid Presentation for characteristic Formulate criteria Power 2 hrs
good/appropriate IMs and technology tools Good/Appropriate eshare.net/besti of appropriate IM’s to determine the point
in teaching TLE IMs and Technology nenarsus1/selec appropriateness of presentatio
ting-and-use-of-
tools IMs and technology n by slide
instructional-
materials tools share
Page | 37
Draft as of November 16, 2016
Design an
By referring to the
educational
characteristics of appropriate
software review
technology tools, ask the
form to be rated by
students to draft an
the teacher using a
educational software review
rubric
form taking into account both
content and technical
considerations. The students
may use the following criteria:
Content and Technical
Information (documentation
and supplementary materials,
program content, presentation,
effectiveness) and Audience
Appeal and Suitability
(practice/assessment/fedback,
ease of use, user interface and
media quality)
pp. 239-274
Revise digital learning resources in C. Assessment tools for http://mirandan Instruct the students to revise Prepared rubric in Whiteboard 2 hrs
response to varied needs of students selecting relevant and et.ac.uk/wp- the lesson exemplars/lesson assessing digital /marker
appropriate digital content/uploads plans particularly the learning learning resource
/2015/05/qualit
and non-digital resources based on the
y_principles.pdf
resources different types of learners like
www.rubistar.co multigrade, monograde, fast
m learners etc…
D. Revisiting of PB
learning plan:
integration of the use
of digital and non-
digital resources and
assessment tools in
the LP procedure
1hr
Revisit of PB Learning Plan
Page | 40
Draft as of November 16, 2016
Develop assessment tool to evaluate Ask the students to design as Oral examination Computer 2 hrs
relevance and appropriateness of digital assessment tool that can and other
and non-digital resources to the learning evaluate the relevance and materials
context appropriateness of digital and needed to
non-digital resources to the make
Create digital learning resources to enhance learning context digital
teaching-learning learning
resources
Use technology tools to collaborate and Unit 6. Technology tools for Discuss the features and uses A paper evaluating Computer 1 hr.
share resources among communities of collaboration of ICT tools for collaboration web pages
practice and sharing of resources Projector
among communities of
Identify features and uses of ICT tools for practice.
collaboration and sharing of resources Features and Uses of ICT tools
among communities of practice for collaboration and sharing
resources
Transformative Learning in
Cyberspace
Explain that to guide the
Becoming Information Users- design of opportunities for
SSCC (Search, Sort, Create, students to become
Communicate) information users, effective
instruction should help them
Four Processes Models for learn to search for information,
Evaluate and compare useful and credible Information Use sort and judge information,
web resources to be shared with other
and create and communicate
students
ideas as result of information
use
Introduce Kuhlthau’s
Information-Seeking Model,
Eisenberg and Berkowitz’s
Information Problem-Solving
Norton, P. and K. Model, Irving’s Information
M. Wiburg. Skills Model, and Stripling and
(2003). Teaching Pitt’s Research Process Models
with technology.
Canada: Explore the following sites for
wadsworth/Tho examining criteria to judge
mson Learning. web pages:
https://school.q
uipper.com/en-
PH/index.html
http://philippin
es.quipperschool
.com/post/1034
46791422/quip
per-schools-
effectiveness
http://mongpala
Page | 42
Draft as of November 16, 2016
tino.com/2012/
07/k-12-tesda-
in-high-school/
http://www.dan
ielgubalane.com
/2013/08/k-to-
12-curriculum-
guides-for-
tle.html
htt://classroom.
google.classroo
m
Internet Source
Validation
Project:
http://www.ste
mnet.nf.ca/Curri
culum/Validate/
valid.html
Checklist for an
Informational
Web Page:
http://www2.wi
dener.edu/Wolfg
ram-Memorial-
Library/webeval
uation/inform.ht
ml
Cyberguides:
http://www.cyb
erbee.com/guide
Page | 43
Draft as of November 16, 2016
s.html
Kathy Schrock’s
Critical
Evaluation
Surveys:
http://school.dis
covery.com/schr
ockguide/eval.ht
ml
Thinking
Critically about
World Wide Web
Resources:
http://www.libr
ary.ucla.edu/libr
aries/college/ins
truct/web/critic
al.htm
Final Exam
Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.
Lebaron, J. F. and C. Collier (2001). Technology in its place: Successful technology infusion in schools. California: Jossey- Bass Inc.
Norton, P. and K. M. Wiburg. (2003). Teaching with technology. Canada: Wadsworth/Thomson Learning.
Palloff, R. M. and K. Pratt (2001). Building learning communities in cyberspace. California: Jossey- Bass Inc.
Page | 44
Draft as of November 16, 2016
Trentin, G. and M. Repetto (2013). Using network and mobile technology to bridge formal and informal learning. Oxford: Chandos
Publishing.
Way, J. and T. Beardon. (2003). ICT and primary mathematics. USA: Open University Press.
Williams, M. D. (2000). Integrating technology into teaching and learning. Singapore. Pearson Education Asia Pte Ltd.
Classroom Policies
Page | 45
Draft as of November 16, 2016
Annex B
Course Title: The Child and Adolescent Learners and Learning Principles
Course Credits 3 units
Course This course focuses on child and adolescent development with emphasis
Description on current research and theory on biological, linguistic, cognitive, social
and emotional dimensions of development. Further, this includes factors
that affect the progress of development and shall include appropriate
pedagogical principles applicable for each developmental level.
Contact Hours
Prerequisite
Course Title: The Teacher and the Community, School Culture and
Organizational Leadership with focus on the Philippine TVET
System*
Course Credits 3 units
Course This course focuses on the philosophical, technological and socio-
Description economic foundation of the technical vocational education and training
(TVET) in the Philippine. It also covers the principles underlying
competency-based training, competency standards, program
registration, assessment and certification. Discussions will also focus on
TVET as a component of the Philippine Qualifications Framework and
the effect of globalization.
Contact Hours
Prerequisite
Contact Hours
Prerequisite
Page | 46
Draft as of November 16, 2016
Course Title: Building and Enhancing Literacy Skills Across the Curriculum with
emphasis on the 21st Century Skills
Course Credits 3 units
Course The focus of this course is on transversal skills which employers
Description identified as very important for a person to possess in order to
strengthen the individual capacity and employability. In this course, the
students will be able to identify competencies that illustrate the learning
domains of critical and innovative thinking, interpersonal skills,
intrapersonal skills, global citizenship, and media and information
literacy. Through this course, the students will be able to demonstrate
the interplay of these transversal skills learning domains in different
context.
Contact Hours
Prerequisite
Page | 48
Draft as of November 16, 2016
EXPERIENTIAL LEARNING
Course Title: Field Studies
Course Credits 6 units
Course This course deals on the different modalities of work-based learning
Description such as, dual training, apprenticeship, on-the-job training and others. It
covers the knowledge and skills in establishing the training
requirements for trainees, supervising and monitoring work-based
training, and evaluating its effectiveness in the attainment of the
training programs objectives.
Contact Hours
Prerequisite
Page | 49
Draft as of November 16, 2016
Annex C
Description of Exploratory Courses (30 units)
Content:
History, philosophy, areas of specialization and careers, family life and
society, household resource management
Contact Hours
Page | 51
Draft as of November 16, 2016
The specialization courses are based on the sub-disciplines of home economics that are
historically consistent and similar with the core areas of home economics in the international
community. There are study areas that are integrative in nature and are anchored on both
the science and arts. There are also study areas that are interdisciplinary in nature but the
primary focus of concern is on the family. The proposed number of units is 36 (minimum)
but HEI’s can add additional areas in home economics to make their programs competitive
The 36 minimum units were selected to cover areas of home economics that are
crucial/essential to enable families and consumers to be effective members of the local and
global communities and to effectively achieve 21st century process skills.
Course Title School Food Service Management (3 u lec/lab – with 150 hours of
practicum component)
Course Credits 3 units
Page | 52
Draft as of November 16, 2016
Course Application of principles of food, preparation and services in the
Description management of school cafeteria.
Contact Hours
Contact Hours
Page | 53
Draft as of November 16, 2016
Description of Major Courses in IA (36 units)
As one of the four areas of Technology and Livelihood Education, Industrial Arts deals
with technology, its evolution, utilization and significance; with industry, its organization,
materials, occupations, processes, and products; and with problems and benefits resulting
from the technological nature of society (Maley, 1973). As an exploratory area in Grades 4, 5,
6 and Grades 7 and 8, it is designed to develop certain habits, attitudes, and abilities desirable
for all citizens of an industrial and technological civilization. The following broad industrial
sub-areas have been selected to comprise the area of industrial arts.
Page | 54
Draft as of November 16, 2016
Course This course deals with the basic concepts, theories and principles
Description related to digital electronics technology. The course also deals
mechatronics- how digital electronics are integrated to mechanical
components to fulfil an industry requirement.
Contact Hours
As one of the four areas of Technology and Livelihood Education, Industrial Arts deals
with technology, its evolution, utilization and significance; with industry, its organization,
materials, occupations, processes, and products; and with problems and benefits resulting
from the technological nature of society (Maley, 1973). As an exploratory area in Grades 4, 5,
6 and Grades 7 and 8, it is designed to develop certain habits, attitudes, and abilities desirable
for all citizens of an industrial and technological civilization. The following broad industrial
sub-areas have been selected to comprise the area of industrial arts.
Contact Hours
Note: Descriptions of these courses shall be subject to regular changes made in the training
regulations of TESDA. Graduates of courses which do not have existing TESDA training
regulations shall undergo a skills assessment exam to be designed and administered by the
delivering school until TESDA develops its corresponding training regulations and assessment
modules.
Page | 58