bachelor of secondary education (bsed major in …

BACHELOR OF SECONDARY EDUCATION

(BSEd Major in Mathematics) Effectivity: SY 2020-2021

Document Code: QR-AAD-002

Revision No.: 07 Issue No.: 01 Date of Issue: March 2020

Prepared by:

Ramir Jimbert G. BiliganCurriculum Development Unit

Reviewed by:

Program and Curriculum Development & Enhancement Unit - AAD

Approved by:

Engr. Emelin M. Magada,MSCS,(DBA).Ed.D. VP, Head Academic Affairs: APCILMDD

This is a controlled document. Revision of this document should undergo the standard procedure. The original copy of this document is located at the office of the Academic Affairs Department (AAD). The user should secure the latest revision of this document from the AAD office.

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Basic Program Information

Name of Institution Region

Address

Head of Institution Head of College

Program Name CHED Program Status

Program Head Contact Number

E-mail Address 1 E-mail Address 2

Institutional Vision, Mission Statement

Vision:

To be the leader and dominant provider of relevant globally recognized information technology-based

education and related services in the global market, helping its graduates to live happy, fulfilled,

professional and personal lives.

Mission:

Provide a holistic, relevant, quality and globally recognized IT-based education in all levels and

disciplines. We aim to produce world-class professionals and leaders responsive to the need of

technology, International Community: cognizant of the welfare and benefits of others while realizing their

potential as productive members of society for the honor and glory of God almighty.

Institutional Learning Outcomes (ILOs)

Upon successful completion of any academic degree program, graduates must be able

to:

ILO 1.0 Apply skills in critical thinking, logic, problem solving and decision-making in their respective

disciplines;

ILO 2.0 Communicate and collaborate effectively to varied audiences;

ILO 3.0 Demonstrate an understanding of professional and ethical responsibility;

ILO 4.0 Manifest the AMAES core values: integrity, competence, courtesy, team work and

professionalism; and

ILO 5.0 Recognize the need for, and an ability to engage in life-long learning.

ILO 6.0 Generally demonstrate the 21st Century skills and transversal competencies at a higher-order-

ability in every life and professional situations for the advancement of mankind and society.





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Program Description

The Bachelor of Secondary Education is designed to equip students with the basic and specialized knowledge and skills necessary in their practice as professional secondary school teacher. The design features various components such as foundational general education, teaching and learning skills, methodological skills, experiential knowledge and skills, professional and ethical values, and subject matter knowledge appropriate to the level of teaching.

The program aims to produce graduates who will be professionally competent, morally upright, and socially responsible contributors to national development. The BSEd aims to develop High School Teachers who can teach Mathematics for High Schools.

The curriculum is based on the standards and minimum requirement of the Commission on Higher Education (CMO 75, series of 2017, CMO 20, s. 2013 and CMO 04, s. 2018) and is benchmarked against the curricula of leading local and international academic institutions offering similar program.

The graduates of Bachelor of Secondary Education may find employment as public or private secondary teacher.

Program Educational Objectives

The Bachelor of Secondary Education program aims to produce globally competitive graduates who will be professionally competent, morally upright, and socially responsible contributors to national development.

Specifically, in three to five years after graduation, the BSEd alumni shall:

1. Practice as professional and competent Secondary teachers for the advancement of society; and

2. Promote professionalism in the field of teaching, research, training and development.





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Program Outcomes/Student Outcomes for the Bachelor of Secondary Education (BSEd)

The Bachelor of Secondary Education (BSEd), adopted the following program outcomes:

Program Outcomes (Common to Teacher Education)

a Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts

b Demonstrate mastery of subject matter/discipline

c Facilitate learning using a wide range of teaching methodologies in various types of environment.

d Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.

e Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices.

f Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.

g Practice professional and ethical teaching standards sensitive to the local, national, and global realities.

h Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

Program Outcomes (Specific to BSEd Major in Mathematics)

PO1 Exhibit competence in mathematical concepts and procedures

PO2 Exhibit proficiency in relating mathematics to other curricular areas

PO3 Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics

PO4 Demonstrate competence in designing, constructing, and utilizing different forms of assessment in mathematics

PO5 Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity

PO6 Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools

PO7 Appreciate mathematics as an opportunity for creative work, moments of discovery, and gaining insights of the world.

PO8 Exhibit competence in mathematical concepts and procedures





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Performance Indicators for Bachelor of Secondary Education (BSEd Major in Mathematics)

Graduate attributes can be assessed through program outcomes/student outcomes using performance indicators.

Graduate Outcomes Performance Indicator

Exhibit competence in mathematical concepts and procedures

Explain and illustrate clearly, accurately, and comprehensively the basic mathematical concepts, using relevant examples as needed

Demonstrate in detail basic mathematical procedures

Show the connections between mathematical concepts that are related to one another

Provide examples to illustrate the application of mathematical concept and procedures

Exhibit proficiency in relating mathematics to other curricular

areas

Create a curriculum guide that shows how mathematics can be integrated with other curricular areas

Identify teaching strategies which support the implementation of the curriculum guide

Develop and utilize instructional materials that support the integration of mathematics with other curricular areas

Utilize appropriate technologies to achieve the learning outcomes

Manifest meaningful and comprehensive pedagogical content

knowledge (PCK) of mathematics

Demonstrate skills in various methods of learning in mathematics such as, conducting investigations, modeling, and doing research

Create and utilize learning experiences in the classroom which develop the learners’ skills in discovery learning, problem-solving, and critical thinking

Demonstrate competence in designing, constructing, and utilizing

different forms of assessment in mathematics

Design and utilize varied assessment tools in mathematics, including alternative forms of assessment

Analyze assessment results and use these to improve learning and teaching

Provide timely feedback of assessment results to students

Demonstrate proficiency in problem-solving by solving and creating

routine and non-routine problems with different levels of complexity

Demonstrate skills in various problem-solving heuristics

Select suitable examples to explain the various problem-solving heuristics

Manifest creativity and critical thinking when selecting examples and problems to be used in the classroom and in the assessment of students’ learning

Use varied resources for selecting and creating problems to develop the students’ problem-solving skills

Use effectively appropriate approaches, methods, and

techniques in teaching mathematics including technological tools

Demonstrate knowledge and skills in varied approaches and methods of teaching mathematics

Manifest discretion when selecting approaches or methods that would be effective in teaching particular lessons

Utilizes a variety of student-centered approaches and methods in the classroom

Demonstrate skills in the use of common mathematical software for teaching and learning mathematical concepts, e.g. Graphmatica, Geogebra and Geometer’s Sketchpad

Develop and use materials that guide the students in using a mathematical software for discovering and learning mathematical concepts

Appreciate mathematics as an opportunity for creative work,

moments of discovery, and gaining insights of the world.

Model in class such mathematical attitudes as delight after having found the solution to a problem or a sense of wonder at how certain mathematical concepts evolved

Develop lessons that can help students appreciate the use of mathematics in daily life.





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CURRICULUM MAP FOR BACHELOR OF SECONDARY EDUCATION

COURSE PROGRAM OUTCOME

Code Title PO1 PO2 PO3 PO4 PO5 PO6 PO7

I. Theories and Concepts

EDUC 6201 Child and Adolescent Development I I I I I I I

EDUC 6231 The Teaching Profession I I I I I I I

EDUC 6230 The Teacher and the Community, School Culture and Organizational Leadership I I I I I I I

EDUC 6320 Foundation of Special and Inclusive Education I I I I I I I

II. Pedagogical Content Knowledge

EDUC 6240 Facilitating Learner-Centered Teaching P P P P P P P

EDUC 6241 Assessment of Student Learning 1 P P P P P P P

EDUC 6242 Assessment of Student Learning 2 P P P P P P P

EDUC 6243 Technology for Teaching and Learning P P P P P P P

EDUC 6244 Teacher and the School Curriculum I I I P P I I

EDUC 6245

Building and Enhancing New Literacies Across the

Curriculum I I I I P I I

III. Field Study Courses

EDUC 6301 Field Study 1 I I I I I I I

EDUC 6302 Field Study 2 P P P P P P P

EDUC 6421 Student-Intern Teaching D D D D D D D

Major Courses I I P I P I I

Legend: I - Introduced; P - practiced; D – Demonstrated





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CURRICULUM STRUCTURE

FIRST YEAR ATTENDANCE

First Trimester

SUBJECT AREA

CAT. NO.

COURSE TITLE LEC

UNIT(S) LAB

UNIT(S) UNIT(S) PRE-REQUISITES

GE 6100 Understanding the Self 3 0 3

GE 6103 Living in the IT Era 3 0 3

GE 6106 Purposive Communication 3 0 3

GE 6114 Mathematics in the Modern World 3 0 3

GE 6107 Ethics 3 0 3

15

Second Trimester

SUBJECT AREA

CAT. NO.

COURSE TITLE LEC

UNIT(S) LAB


GE 6102 The Contemporary World 3 0 3

GE 6116 Science, Technology and Society 3 0 3

GE 6104 Gender and Society 3 0 3

GE 6115 Art Appreciation 3 0 3

GE 6101 Readings in Philippine History 3 0 3

MATH 6111 College and Advanced Algebra 3 0 3

18

Third Trimester

SUBJECT AREA

CAT. NO.

COURSE TITLE LEC

UNIT(S) LAB


GE 6108 Philippine Popular Culture 3 0 3

GE 6300 Life and Works of Rizal 3 0 3

EDUC 6245 Building and Enhancing New Literacies Across the Curriculum 3 0 3

EDUC 6201 Child and Adolescent Development 3 0 3

EDUC 6230 The Teacher and the Community, School Culture and Organizational Leadership

3 0 3

PHYED 6101 Physical Fitness 2 0 (2)

15 (2)





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SECOND YEAR ATTENDANCE

First Trimester

SUBJECT AREA

CAT. NO.

COURSE TITLE LEC

UNIT(S) LAB


EDUC 6241 Assessment of Student Learning 1 3 0 3

EDUC 6240 Facilitating Learner-Centered Teaching 3 0 3

EDUC 6243 Technology for Teaching and Learning 3 0 3

MATH 6342A Plane and Solid Geometry 3 0 3 MATH 6111

PHYED 6102 Rhythmic Activities 2 0 (2) PHYED 6101

NSTP 6101 National Service Training Program 1 3 0 (3)

12 (5)

Second Trimester

SUBJECT AREA

CAT. NO.

COURSE TITLE LEC

UNIT(S) LAB


EDUC 6244 Teacher and the School Curriculum 3 0 3

EDUC 6231 The Teaching Profession 3 0 3

EDUC 6320 Foundation of Special and Inclusive Education 3 0 3

MATH 6112 Trigonometry 3 0 3 MATH 6111

PHYED 6103 Individual/Dual Sports 2 0 (2) PHYED 6102

NSTP 6102 National Service Training Program 2 3 0 (3) NSTP 6101

12 (5)

Third Trimester

SUBJECT AREA

CAT. NO.

COURSE TITLE LEC

UNIT(S) LAB


MATH 6343 Technology for Teaching and Learning (Instrumentation & Technology in Mathematics)

3 0 3 EDUC 6243

MATH 6101 History and Philosophy of Mathematics 3 0 3

MATH 6105 Elementary Statistics and Probability 3 0 3

MATH 6262A Logic and Set Theory 3 0 3

MATH 6114 Calculus 1 with Analytic Geometry 4 0 4 MATH 6112;MATH 6342A

PHYED 6200 Team Sports 2 0 (2) PHYED 6103

16 (2)





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THIRD YEAR ATTENDANCE

First Trimester

SUBJECT AREA

CAT. NO. COURSE TITLE LEC

UNIT(S) LAB


EDUC 6242 Assessment of Student Learning 2 3 0 3 EDUC 6241

MATH 6327 Principles and Strategies in Teaching Mathematics

3 0 3

MATH 6302 Advanced Statistics 3 0 3 MATH 6105

MATH 6115 Calculus 2 4 0 4 MATH 6114

EDUC 6301 Field Study 1 3 0 3 All preceding professional and major/specialization courses

16

Second Trimester

SUBJECT AREA


UNIT(S) LAB


MATH 6312A Linear Algebra 3 0 3 MATH 6262A

MATH 6325 Problem Solving Investigations and Modeling in Math

3 0 3 MATH 6262A

MATH 6403 Research in Mathematics 4 0 4 MATH 6302

MATH 6326 Assessment and Evaluation in Mathematics 3 0 3 MATH 6302

MATH 6261A Number Theory 3 0 3 MATH 6262A

16

Third Trimester

SUBJECT AREA


UNIT(S) LAB


MATH 6134A Mathematics of Investment 3 0 3 MATH 6111

MATH 6116 Calculus 3 3 0 3 MATH 6115

MATH 6350 Modern Geometry 3 0 3 MATH 6342A; MATH 6262A

MATH 6313A Abstract Algebra 3 0 3 MATH 6262A

EDUC 6302 Field Study 2 3 0 3 All preceding professional and major/specialization courses

15





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FOURTH YEAR ATTENDANCE

First Trimester SUBJECT

AREA CAT. NO. COURSE TITLE

LEC UNIT(S)

LAB UNIT(S)

UNIT(S) PRE-REQUISITES

EDUC 6421 Student-Intern Teaching 6 0 6 EDUC 6301,

EDUC 6302

6

Total Academic Units 141 (14)





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COMPARISON WITH CHED MINIMUM REQUIREMENT

CHED MINIMUM REQUIREMENT AMAES

CHED TOPICS CREDIT UNIT(S)

COURSE CODE

COURSE TITLE CREDIT UNIT(S)

A. GENERAL EDUCATION COURSES 36 36

Understanding the Self 3 GE 6100 Understanding the Self 3

Readings in Philippine History 3 GE 6101 Readings in Philippine History 3

The Contemporary World 3 GE 6102 The Contemporary World 3

Mathematics in Modern World 3 GE 6114 Mathematics in Modern World 3

Purposive Communication 3 GE 6106 Purposive Communication 3

Art Appreciation 3 GE 6115 Art Appreciation 3

Science, Technology and Society 3 GE 6116 Science, Technology and Society 3

Ethics 3 GE 6107 Ethics 3

Life and Works of Rizal 3 GE 6300 Life and Works of Rizal 3

Living in the IT Era 3 GE 6103 Living in the IT Era 3

Gender and Society 3 GE 6104 Gender and Society 3

Philippine Popular Culture 3 GE 6108 Philippine Popular Culture 3

B. PROFESSIONAL EDUCATION COURSES 42 42

Theory/Concept Courses 12 12

The Child and Adolescent Learners and Learning Principles 3 EDUC 6201 Child and Adolescent Development 3

The Teaching Profession 3 EDUC 6231 The Teaching Profession 3

The Teacher and the Community, School, Culture and Organizational Leadership 3 EDUC 6230

The Teacher and the Community, School Culture and Organizational Leadership 3

Foundation of Special and Inclusive Education 3 EDUC 6320 Foundation of Special and Inclusive Education 3

Pedagogical Content Knowledge 18 18

Facilitating Learner-Centered Teaching 3 EDUC 6240 Facilitating Learner-Centered Teaching 3

Assessment in Learning 1 3 EDUC 6241 Assessment of Student Learning 1 3

Assessment in Learning 2 3 EDUC 6242 Assessment of Student Learning 2 3

Technology for Teaching and Learning 1 3 EDUC 6243 Technology for Teaching and Learning 3

The Teacher and the School Curriculum 3 EDUC 6244 Teacher and the School Curriculum 3

Building and Enhancing New Literacies Across

the Curriculum 3 EDUC 6245

Building and Enhancing New Literacies

Across the Curriculum 3

Experiential Learning 12 12

Field Study 1 3 EDUC 6301 Field Study 1 3

Field Study 2 3 EDUC 6302 Field Study 2 3

Teaching Internship 6 EDUC 6421 Student-Intern Teaching 6





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C. SPECIALIZATION CONTENT COURSES 63 63

History of Math MATH 6101 History and Philosophy of Mathematics 3

College and Advanced Algebra MATH 6111 College and Advanced Algebra 3

Trigonometry MATH 6112 Trigonometry 3

Plane and Solid Geometry MATH 6342A Plane and Solid Geometry 3

Logic and Set Theory MATH 6262A Logic and Set Theory 3

Elementary Statistics and Probability MATH 6105 Elementary Statistics and Probability 3

Calculus 1 with Analytic Geometry MATH 6114 Calculus 1 with Analytic Geometry 4

Calculus 2 MATH 6115 Calculus 2 4

Calculus 3 MATH 6116 Calculus 3 3

Modern Geometry MATH 6350 Modern Geometry 3

Mathematics of Investment MATH 6134A Mathematics of Investment 3

Number Theory MATH 6261A Number Theory 3

Linear Algebra MATH 6312A Linear Algebra 3

Advanced Statistics MATH 6302 Advanced Statistics 3

Problem Solving, Mathematical Investigation and Modeling MATH 6325

Problem Solving Investigations and Modeling in Math 3

Principles and Strategies in Teaching Mathematics MATH 6327

Principles and Strategies in Teaching Mathematics 3

Abstract Algebra MATH 6313A Abstract Algebra 3

Research in Mathematics MATH 6403 Research in Mathematics 4

Technology for Teaching and Learning (Instrumentation & Technology in Mathematics)

MATH 6343 Technology for Teaching and Learning (Instrumentation & Technology in Mathematics)

3

Assessment and Evaluation in Mathematics MATH 6326 Assessment and Evaluation in Mathematics 3

D. MISCELLANY COURSES (14) (14)

Physical Education (8) Physical Education (8)

NSTP (6) NSTP (6)

TOTAL ACADEMIC UNITS: 155 155





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A. GENERAL EDUCATION COURSES

Course Title Understanding the Self Credit Unit(s) 3

Course Code GE 6100 Lecture Unit(s) 3

Pre-requisite None Laboratory Unit(s) 0

Course Description

The course is intended to enable the process of exploration and thereby help students arrive at an

understanding of the concepts of personality, self and identity. The course covers topics on the introduction

of major theories of personality – its nature, development and dynamics as well as those forces and factors

that lead to the formation of a self and identity; and the provision of experiential learning so as to ground

these theories and perspectives in students’ concerns and issues relating to their personal self and identity.

Self-discovery exercises and activities, reflection papers and personal journals will be used as the focal point

of lectures and class discussions, thereby providing the foundation and structure for all course learnings.

Other learning tools such as personality tests and measures will also be used.

Course Title Readings in Philippine History Credit Unit(s) 3


Pre-requisite Laboratory Unit(s) 0

Course Description

The course aims to expose students to different facets of Philippine history through the lens of

eyewitnesses. Rather than rely on secondary material such as textbooks, which is the usual approach in

teaching Philippine history, different types of primary sources will be used – written (qualitative and

quantitative), oral, visual, audio-visual, digital – covering various aspects of Philippine life (political,

economic, social, cultural). Students are expected to analyze the selected readings contextually and in

terms of content (stated and implied). The end goal is to enable students to understand and appreciate our

rich past by deriving insights from those who were actually present at the time of the event.

Contextual analysis considers the following: (i) the historical context of the source (time and place it was

written and the situation at the time); (ii) the author’s background, intent (to the extent discernible), and

authority on the subject; and (iii) the source’s relevance and meaning today.

Content analysis, on the other hand, applies appropriate techniques depending on the type of source

(written, oral, visual). In the process students will be asked, for example, to identify the author’s main

argument or thesis, compare points of view, identify bias, and evaluate the author’s claims based on the

evidence presented or other available evidence at the time. The course will guide the student through their

reading and analysis of the texts and require them to write reaction essays of varied length and present their

ideas in other ways (debate format, powerpoint presentation, letter to the author of the source, etc.). The

instructor may arrange the readings chronologically or thematically, and start with the present (more familiar)

and go back to the earlier periods or vice-versa.





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Course Title The Contemporary World Credit Unit(s) 3



Course Description

The course aims to introduce students to the state of the world today and the new global order. The

phenomenon of globalization is examined from a variety of perspectives as well as its effects on traditional

cultures and communities, nations and political institutions, and local, national and regional economies.

Students will be asked to identify the challenges posed by globalization and consider responses to these

challenges as demonstrated by experiences on the ground. For this purpose, students will produce case

studies of communities (in the Philippines and other countries) experiencing the impact of globalization and

their respective responses to issues that arise. There are global civil societies engaged in advocacies

relating to climate and environmental protection, for example, human trafficking across borders, and the

application of advances in science and technology to serve some of the world’s poorest communities, and

so on. There are, too, communities that have managed, in varying degrees of success, to deal with the

effects, good and bad, of globalization.

The course will focus on contemporary global conditions from a Filipino perspective primarily and also as a

member of the global community. Through a combination of readings, class discussions, writing and group

presentations, the students are expected to formulate an understanding of globalization that is theoretically

informed and rooted in the experiences of communities and nations.

Course Title Mathematics in the Modern World Credit Unit(s) 3



Course Description

The course begins with an introduction to the nature of mathematics as an exploration of patterns (in nature

and the environment) and as an application of inductive and deductive reasoning. By exploring these topics

students are encouraged to go beyond the typical understanding of mathematics as merely a bunch of

formulas, but as a source of aesthetics in patterns of nature, for example, and a rich language in itself (and

of science) governed by logic and reasoning.

The course then proceeds to survey ways in which mathematics provides a tool for understanding and

dealing with various aspects of present day living, such as managing personal finances, making social

choices, appreciating geometric designs, understanding codes used in data transmission and security, and

dividing limited resources fairly. These aspects will provide opportunities for actually doing mathematics in a

broad range of exercises that bring out the various dimensions of mathematics as a way of knowing and test

the students’ understanding and capacity.





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Course Title Purposive Communication Credit Unit(s) 3



Course Description

The five skills of communication (listening, speaking, reading, writing, viewing) are studied and simulated in

advanced academic settings, such as conversing intelligently on a subject of import, reporting on group work

and/or assignments, writing and delivering a formal speech, writing minutes of meetings and similar

documents, preparing a research or technical paper, and making an audio-visual or web-based

presentation. In the process, the criteria for effective communication are discussed and used as the basis of

peer evaluation of communication exercises in the class as well as for judging communication techniques

used by public officials, educators, industry leaders, churches, and private individuals. The purpose of these

combined activities is to enable students to practice strategies of communication with a clear purpose and

audience in mind, guided by the criteria of effective communication and appropriate language.

Course Title Art Appreciation Credit Unit(s) 3



Course Description

The course aims to provide students the opportunity to observe, participate in, or otherwise experience

works of art in order to appreciate their role and purpose in life. Students will be exposed to various works

of art, ranging from the classical art forms to modern art installations, performance art, indie films, enhanced

e-books, and multimedia aesthetics. These works of art will be examined from an aesthetic point of view

and also as reflections or critiques of the societies that produced them. The course will thus build upon and

hone the skill of understanding, critical appreciation, and expression of one’s views.

Course Title Science, Technology and Society Credit Unit(s) 3



Course Description

The course is designed to enable students to appreciate, in broad terms, the societal impact of

developments in science and technology at the global and national level. This includes a review of the

history of science and technology globally – from the prehistoric era all the way to today’s advances in

sciences and technology – and similarly in the Philippines, including science policy. The historical survey,

which is grounded on an understanding of basic science concepts, will examine how these developments

have affected the course of human society: politically, economically, and socially (including culturally).

The second part of the course focuses on current issues arising from the application of science and





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technology, how such applications relate to ethical and political decisions in both the public and private

sector, and their effects (positive and negative) on society and life in general.

The course entails a variety of readings, group discussions, and research, culminating in a presentation of

findings regarding a particular issue.

Course Title Ethics Credit Unit(s) 3



Course Description

The course introduces students to the ethical dimension of human existence at various levels – personal,

societal, environmental, and cultural. The course seeks to answer questions such as, what is ethics?. How

is it framed and practiced?, and what is the value to society and the person?. The first part lays the

groundwork – the meaning of ethics – and leads students through the analysis of human experience, linking

it to elements of the ethical dimension. Part one of the course culminates in the students’ ability to translate

human experiences into ethical cases.

The second part of the course takes students through the various classical ethical frameworks –

utilitarianism, deontological ethics, virtue ethics, and natural ethics – providing them with the tools by which

to articulate and analyze the ethical cases they constructed. These frameworks also embed sets of values

that students’ ability to express their constructed ethical cases in the language and form of particular ethical

frameworks.

The last part guides students through the analysis and evaluation of the strengths and weaknesses of the

various ethical frameworks and their value to human life and society. The end goal is for students to be able

to make informed decisions on their constructed ethical cases.

The course will require considerable reading, discussion and writing, as students learn about ethical

frameworks, raise questions, reflect comment upon, and evaluate the frameworks and ethical cases they

construct in class.

Course Title Life and Works of Jose Rizal Credit Unit(s) 3

Course Code GE415 Lecture Unit(s) 3


Course Description

This course provides critical analysis of Dr. Jose Rizal’s life and ideas and includes discussion on the moral,

intellectual, and political legacies of Dr. Jose Rizal, including examination of his life, and analysis of his

notable works. Students will be able to understand how the life and works of Dr. Jose Rizal can serve as a

paradigm for the modern Filipino youth.





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Course Title Living in the IT Era Credit Unit(s) 3

Course Code GE6103 Lec Unit(s) 3

Pre-requisite(s) Lab Unit(s) 0

Course Description

This course covers science, culture and ethics of information technology, its influence on modern living and human relationships, and uses for personal, professional, and social advancement.

Course Title Gender and Society Credit Unit(s) 3

Course Code GE 6104 Lec Unit(s) 3


Course Description

This course discusses gender as a social construction, its role in and impact on different facets of societal life.

Course Title Philippine Popular Culture Credit Unit(s) 3

Course Code GE 6108 Lec Unit(s) 3


Course Description

The course covers new forms in art, music, and literature arising from opportunities and demands of mass audiences, markets and mass media, and their social, economic, and political contexts.





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B. PROFESSIONAL EDUCATION COURSES

Course Title Child and Adolescent Development Credit Unit(s) 3

Course Code EDUC 6201 Lecture Unit(s) 3


Course Description

This course focuses on child and adolescent development with emphasis 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 of the learners and shall include appropriate pedagogical

principles applicable for each developmental level.

Course Title The Teaching Profession Credit Unit(s) 3



Course Description

This course attempts to give the students a comprehensive view of their multifarious task to enable them

make an informed decision to pursue teaching as a profession. The course will emphasize the structure,

organization, management, and governance of the Philippine school system and current issues related to

the teaching profession. The legal, ethical, and multicultural foundations of teaching will be discussed.

Course Title The Teacher and the Community, School Culture

and Organizational Leadership Credit Unit(s) 3



Course Description

This course focuses on society as context upon which the schools have been established. Educational

philosophies that are related to the society as a foundation of schools and schooling shall be emphasized.

Further, principles and theories on school culture, and organizational leadership shall be included to prepare

prospective teachers to become school leaders and managers.





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Course Title Foundation of Special and Inclusive Education Credit Unit(s) 3



Course Description

This course shall deal with philosophies, theories and legal bases of special needs and inclusive education,

typical and atypical development of children, learning characteristics of students with special educational

needs (gifted and talented, learners with difficulty seeing, learners with difficulty hearing, learners with

difficulty communicating, learners with difficulty walking/moving, learners with difficulty remembering and

focusing, learners with difficulty with self-care) and strategies in teaching and managing these learners in

the regular class.

Course Title Facilitating Learner-Centered Teaching Credit Unit(s) 3



Course Description

The course explores fundamental principles, processes and practices anchored on learner-centeredness

and other educational psychologies as these apply to facilitate various teaching-learning delivery modes to

enhance learning.

Course Title Assessment of Student Learning 1 Credit Unit(s) 3



Course Description

This course focuses on the principles, development and utilization of conventional assessment tools to

improve the teaching-learning process. It emphasizes on the use of assessment of, as, and for, in

measuring knowledge, comprehension and other thinking skills in the cognitive, psychomotor or affective

domains. It allows students to go through the standard steps in test construction and development and the

application in grading systems.

Course Title Assessment of Student Learning 2 Credit Unit(s) 3


Pre-requisite EDUC 6241 Laboratory Unit(s) 0

Course Description

This course focuses on the principles, development and utilization of alternative forms of assessment in

measuring authentic learning. It emphasizes on how to assess process- and-product-oriented learning





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outcomes as well as affective learning. Students will experience how to develop rubrics and other

assessment tools for performance-based and product-based assessment.

Course Title Technology for Teaching and Learning Credit Unit(s) 3



Course Description

This is an introductory course that explores basic knowledge, skills and values in the use of technology for

teaching and learning. It includes ICT policies and safety issues, media and technology in various content

areas, learning theories and principles in the use and design of learning lessons, teaching-learning

experiences and assessment tasks that utilize appropriate traditional and innovative technologies with

social, ethical and legal responsibility in the use of technology tools and resources.

Course Title Teacher and the School Curriculum Credit Unit(s) 3



Course Description

This course includes the fundamental concepts and principles in curriculum and curriculum development as

a foundation to engage prospective teachers as curricularists. The more active role of the teacher in the

planning, implementing and evaluating school-curriculum as well as in managing school curriculum change

vis-à-vis various context of teaching-learning and curricular reforms shall be given emphasis.

Course Title Building an Enhancing New Literacies Across the

Curriculum Credit Unit(s) 3



Course Description

This course introduces the concepts of new literacies in the 21st century as an evolving social phenomena

and shared cultural practices across learning areas. The 21st century literacies shall include (a) globalization

and multi-cultural literacy, (b) social literacy, (c) media literacy, (d) financial literacy, (e) cyber literacy/digital

literacy, (f) eco-literacy and (g) arts and creativity literacy. Field-based interdisciplinary explorations and

other teaching strategies shall be used in this course.





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Course Title Field Study 1 Credit Unit(s) 3


Pre-requisite All preceding professional and

major/specialization courses Laboratory Unit(s) 0

Course Description

Observations of Teaching-Learning in Actual School Environment This is the first experiential course, which will immerse a future teacher to actual classroom situation and learning environment where direct observation of teaching-learning episodes that focuses on application of educational theories learned in content and pedagogy courses will be made. Observations on learners’ behavior, motivation, teacher’s strategies of teaching, classroom management, assessment in learning among others shall be given emphasis. A portfolio shall be required in the course.

Course Title Field Study 2 Credit Unit(s) 3


Pre-requisite All preceding professional and

major/specialization courses Laboratory Unit(s) 0

Course Description

Participation and Teaching Assistantship This course is a continuation of the Field Study 1. It is school-based and allows a pre-service student to participate and assist in a limited actual teaching-learning activities that relate to assessment of learning, preparation of instructional materials, preparation of the bulletin boards, and other routines in the classroom. A portfolio which will contain sample lesson plans and demonstration teaching of at least one subject-content area will be required. An action research shall be encouraged to start in this course and conclude during the internship.

Course Title Student-Intern Teaching Credit Unit(s) 6


Pre-requisite EDUC 6301 and EDUC 6302 Laboratory Unit(s) 0

Course Description

This course is a one-semester full time teaching internship in basic education schools using a clinical

approach under the mentorship of a cooperating teacher. Teaching internship shall be done both in the in-

campus or off-campus if possible. No academic courses shall be taken together with this course. A teaching

portfolio shall be required and the completion of the Action Research.





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C. SPECIALIZATION CONTENT COURSES

Course Title History and Philosophy of Mathematics Credit Unit(s) 3

Course Code MATH 6101 Lecture Unit(s) 3


Course Description

The course presents the humanistic aspects of mathematics which provides the historical context and

timeline that led to the present understanding and applications of the different branches of mathematics. It

also discusses the mathematical developments and importance of certain logical results which affected

views about the nature of mathematics. This is also a general survey of the philosophy of mathematics and

will focus on epistemological issues. The aim of the course is to gain an understanding of how mathematical

ideas have developed over time, how social, cultural, and historical factors influenced the development of

mathematics, and, conversely, how mathematics contributed to society and human culture, leading

eventually to a scientific view of nature.

Course Title College & Advanced Algebra Credit Unit(s) 3



Course Description

The course builds upon the students’ knowledge on properties of the real number system, operations on

different types of algebraic expressions, and the solution of various types of equations and inequalities. The

course also covers the prequisities to trigonometry and calculus, specifically transcendental and non-

transcendental functions, including the characteristics of their graphs and applications

Course Title Trigonometry Credit Unit(s) 3


Pre-requisite MATH 6111 Laboratory Unit(s) 0

Course Description

The course introduces students to circular and trigonometric fuynctions, trigonometric identities, and to the

polar coordinate system. The students then apply concepts in these topics to applitacations in problem

solving.

Course Title Plane and Solid Geometry Credit Unit(s) 3





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Course Description

The course discovers on Euclidean Geometry. The topics are discussed using both the deductive and

inductive methods to conjecture definitions, corollaries, postulates and theorems on plane and solid

geometry.

Course Title Logic and Set Theory Credit Unit(s) 3



Course Description

The course is a study of mathematical logic which covers topics such as proportions, logical operators, rules

of replacement, rules of inference, algebra of logic and quantifiers. It also includes a discussion of

elementary theory of sets such as fundamental concepts of sets, set theorems and set operations. It

introduces axiomatic set theory, model theory and elementary logic and computability. This provides an

introduction to the basic concepts and results of mathematical logic and set theory. Also, the course will

familiarize students with abstract mathematical thinking.

Course Title Elementary Statistics and Probability Credit Unit(s) 3



Course Description

The course equips the students with the basic statistical tools to understand various phenomena. The topics on mean, variance, sampling, and estimation eventually allow the students to be able to perform hypothesis testing on real-life problems from different fields. The course include applications and data analysis with computations carried out using SPSS.

Course Title Calculus 1 with Analytic Geometry Credit Unit(s) 4


Pre-requisite MATH 6112;MATH 6342 Laboratory Unit(s) 0

Course Description

The course equips the students with knowledge and skills needed to be able to determine limits of functions, to differentiate, and to integrate algebraic, exponential, logarithmic, and trigonometric functions in one variable. It also includes exposure to more challenging problems covering continuity and areas of regions.





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Course Title Calculus 2 Credit Unit(s) 4



Course Description

The course aims to further develop the students’ understanding of differential and integral calculus. It covers the methods and techniques of integration, indeterminate forms, and improper integrals of algebraic and transcendental functions.

Course Title Calculus 3 Credit Unit(s) 3



Course Description

The course aims to provide the students with an understanding of the applications of differentiation and integration in sequences, infinite series, power series, as well as of multiple integration for functions in several variables. Moreover, students will be able to apply these concepts to problem solving.

Course Title Modern Geometry Credit Unit(s) 3


Pre-requisite MATH 6342; MATH 6262 Laboratory Unit(s) 0

Course Description

The course is an enrichment of the course on Euclidean Geometry. It discusses the properties and applications of other types of geometries such as finite geometry, non-Euclidean geometry, and projective geometry.

Course Title Mathematics of Investment Credit Unit(s) 3

Course Code MATH 6134A Lecture Unit(s) 3


Course Description

The course introduces students with a basic understanding of the applications of mathematical concepts and skills in economics, business and accounting. It includes determining the time value of money using simple and compound interest and discounting, variation of annuities, amortization stocks and bonds, and sinking fund.





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Course Title Number Theory Credit Unit(s) 3



Course Description

The course is a study of the properties of numbers and their proofs. It presents the students with different methods of mathematical proving. It focuses on the discussion of the set of integers that includes Unique Prime Factorization, Divisibility Rules, Euclidean Algorithm, Linear Congruences and Linear Diophantine Equations.

Course Title Linear Algebra Credit Unit(s) 3



The course provides a basic understanding of vector spaces, including the study of matrices, their properties

and matrix operations. It also covers the application of matrices in systems of linear equations and linear

transformations.

Course Title Advanced Statistics Credit Unit(s) 3



Course Description

The course deals with non-parametric statistics. It covers the topics on test association such as Spearman

Rho, Phi coefficient, Contingency coefficient, biserial and test of differences such as Mann-Whitney U,

Wilcoxon. It includes applications and data analysis with computations carried out using SPSS.

Course Title Problem Solving Investigations and Modeling in

Math Credit Unit(s) 3



Course Description

The course deepens and further enhances the students’ understanding of real-life applications of

mathematics through investigating, pattern finding, testing and justifying conjectures, and making

generalizations. It also develops higher level thinking skills, learn to formulate, analyze, and model

problems; choosing relevant information, making conjectures, devising plans and testing solutions. It





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intends to equip prospective mathematics teachers with techniques on guiding their students to developed

research-based investigatory projects in mathematics. Topics include mathematical modeling using

graphical, numerical, symbolic, and verbal techniques to describe and explore real-world data and

phenomena.

Course Title Principles and Strategies in Teaching

Mathematics Credit Unit(s) 3



Course Description

The course deals with the applications of the principles, the strategies in teaching, and philosophical

foundations of teaching mathematics. These are then applied in lesson planning and microteaching.

Course Title Abstract Algebra Credit Unit(s) 3



Course Description

The course is a study of basic algebraic structures such as groups, rings, integral domains and fields. It

provides a basic understanding of relations focusing on isomorphism. It aims to enhance the student’s skills

in constructing mathematical proofs, and develop their symbolic thinking and appreciation of mathematical

structures.

Course Title Research in Mathematics Credit Unit(s) 4



Course Description

The course aim to prepare prospective mathematics teachers to undertake an undergraduate research

project. It gives teachers the opportunity to conduct researches that address problems, issues, and

concerns in mathematics teaching and learning. It also showcases their research skills through the

application of the mathematical content and processes they have learned previously.





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Course Title

Technology for Teaching and Learning 2

(Instrumentation and Technology in

Mathematics)

Credit Unit(s) 3


Pre-requisite EDUC 6243 Laboratory Unit(s) 0

Course Description

This course will focus on the application, design, production, utilization, and evaluation of information and

Communications Technology (ICT) materials for teaching and learning in Mathematics Education

Programs. The major requirement for this course is an ICT-integrated and Project-Based Learning Plan

aligned to the K to 12 curriculum. All the learning activities and course requirements will revolve around the

student-teacher developed Learning Plan.

Course Title Assessment and Evaluation in Mathematics Credit Unit(s) 3



Course Description

The course deals with traditional and authentic assessment methods for evaluating mathematics learning. It

covers the purposes of instruction and assessment, the relationship of assessment to content and

performance standards, and discussions on the issues and trends in assessment specifically in mathematics

teaching.





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D. MISCELLANY COURSES

Course Title Physical Fitness Credit Unit(s) (2)

Course Code PHYED 6101 Lecture Unit(s) 2


Course Description

Instruction in general physical fitness wellness (mind, body, and health) is introduced. Emphasis is

placed on cardiovascular endurance, muscular strength, and muscular endurance. Weight training

conditioning and Intramural sports participation will also be encouraged.

Course Title Rhythmic Activities Credit Unit(s) (2)


Pre-requisite PHYED 6101 Laboratory Unit(s) 0

Course Description

The course covers the area in skill development and leadership techniques in rhythmic activities where

emphasis is placed on social, folk and creative dance activities.

Course Title Individual and Dual Sports Credit Unit(s) (2)



Course Description

This course provides students with basic knowledge and skills in a variety of individual and dual

sports. Emphasis is also given to strategies for organizing, teaching and assessing student progress in

each sport. Students are exposed to rules, strategies, instructional techniques and techniques for

evaluating performance, organization and skill development in individual and dual sports.

Course Title Team Sports Credit Unit(s) (2)



Course Description

This course will provide learning experiences that will lead to the development of basic skills in team

sports. In addition to skill acquisition, the course will focus on how to plan and implement the four

stages of skill development in games through the use of extending, refining, and application tasks. An





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emphasis will be placed on the use of the game stages and movement framework as a guide for

designing a variety of sport game experiences for students Thus, students will be expected to achieve

an intermediate level of skill in the selected team sports.

Course Title National Service Training Program 1 Credit Unit(s) (3)

Course Code NSTP 6101 Lecture Unit(s)

Pre-requisite None Laboratory Unit(s)

Course Description

The Literacy Training Service Program is designed to equipped students with teaching skills and

understands the role of education and transfer of skills to school children, out of school youth and the

marginalized sector of society for social transformation and development. The module covers the

NSTP Law, the student’s role in increasing the literacy and numeracy level of members in the

community.

Course Title National Service Training Program 2 Credit Unit(s) (3)

Course Code NSTP 6102 Lecture Unit(s)

Pre-requisite NSTP 6101 Laboratory Unit(s)

Course Description

The Literacy Training Service Program 2 is a continuation of LTS 1 designed to allow student to

experience actual teaching to school children, out of school youth and the marginalized sector of

society. The course covers the actual implementation of the approved LTS training plan.

bachelor of secondary education (bsed major in …

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