HAU MISSION AND VISION

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves

to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence,

and compassion.

We commit ourselves to our vision of the University as a role-model catalyst for countryside development and one of the most

influential, best--‐managed Catholic universities in the Asia--‐Pacific region.

We will be guided by our core values of Christ--‐ centeredness, integrity, excellence, community, and societal responsibility.

All these we shall do for the greater glory of God.

LAUS DEO SEMPER!

School of Education Vision

The leading Catholic institution of teacher education in the region that serves as a benchmark for quality instruction, research

and other best teaching learning practices.

Mission

To provide quality education that enables students to be critical thinkers, mindful of their responsibilities to society and

equipped with holistic education catering to the heart and soul as well as to the body and mind.

Goals

To offer programs and projects that promote Christ centeredness, integrity, excellence, community and societal responsibility,

leadership, scholarship, lifelong learning, effective communication, innovation, gender sensitivity and technological

integration

Objectives

1. To provide students with the opportunities and exposure to develop them and become highly competent educators, leaders and experts who continuously work for the advancement of educational thinking and practice

2. To instill in the students the spirit of community involvement through relevant programs/projects and become more responsive to the challenges of a progressive and dynamic society

3. To continuously hire academically and professionally qualified and competent faculty equipped with expertise and exposure needed in the practice of the profession

4. To serve as a benchmark for quality instruction, research and best teaching learning practices

Teacher Education Program Outcomes

1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning

2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in

their students

3. Have a deep and principled understanding of how educational processes relate to a larger historical, social, cultural, and

political processes

4. Have a meaningful and comprehensive knowledge of the subject matter they will teach

5. Can apply a wide range of teaching process skills ( including curriculum development, lesson planning, materials

development, educational assessment, and teaching approaches)

6. Have direct experience in the field/classroom ( e.g. classroom observation, teaching assistant, practice teaching)

7. Can demonstrate and practice the professional and ethical requirements of the teaching profession

8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching

knowledge and skills

9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the

content/subject matter, and the broader social forces encumbering the school and educational process in order to constantly

improve their teaching knowledge, skills, and practices

10. Can be creative and cooperative in thinking of alternative teaching approaches, take informed risks in trying out these

innovative approaches, and evaluate the effectiveness of such approaches in improving student learning ; and

11. Are willing and capable to continue learning in order to better fulfill their mission as teachers.

COURSE OUTLINE and LEARNING PLAN Faculty: Course Title: Rizal’s Life, Works and Writings Course Code: 4RIZAL Number of Units: Three (3) Contact Hours Per Week: Three (3) Pre-requisite subject/s: None COURSE DESCRIPTION: This course deals with the life, works and writings of national hero Jose P. Rizal. It puts emphasis on the impact of his martyrdom and to present a critical view of the social order in which he lived, his opinions on nationalism, government, religion as well as his philosophy of life through an analysis of his works and letters and relevance of these ideas to contemporary Philippine scene. COURSE LEARNING OUTCOMES:

At the end of the course, the students are expected to: 1. Integrate the relationin our life in the present and during Rizal’s life. 2. Generalized all the information about Rizal; 3. Evaluate the understanding of the life of our national hero 4. Show appreciation to the artistic works and writings of Rizal which impart the value of patriotism, nationalism, honor and

excellence. 5. Relate the present national experience making use of the values imparted by Rizal as model.

6. Formulate any campaign that can help emulate Rizal’s works and writings in view of his aspiration to achieve a Filipino nationalism.

7. Develop a task that shows the values taught by Rizal COURSE CONTENT:

Timetable

Desired Learning Outcomes

Course Content/Subject

Matter

Teaching and Learning Activities

(Methodology)

Assessment Task/Student

Output

Evaluation Tool

Resource Materials

1 hour

Identify and articulate the importance of the course content as well as appreciate classroom management that is conducive to learning

Course Orientation & Classroom Management

Ice breaker: “The boat is sinking…”

The faculty poses the question: “What are your expectations on this course” Activity: Think-Pair-Share Activity

Group’s written output summarizing the members’ answers

On a ¼ sheet of paper, 100 % of the class should be able to fill out and submit an answer or explanation on what are their expectations on this course

Student Manual Course Outline

1. Discuss the Republic Act 1425, its scope and limitations.

I. Significance

of Rizal Course. a. Repu

blic act 1425.

The student read the article given by the faculty. During the class, each of the student in the class is assigned a different letter of

Recitation (Formative Assessment)

100% of the students ahould answer in the recitation and recorded by the teacher.

http://www.gov.ph/1956/06/12/republic-act-no-1425/

http://www.gov.ph/1956/06/12/republic-act-no-1425/http://www.gov.ph/1956/06/12/republic-act-no-1425/http://www.gov.ph/1956/06/12/republic-act-no-1425/http://www.gov.ph/1956/06/12/republic-act-no-1425/

3 hours

2. Compare and Contrast Rizal to the different National Hero in the country.

b. Rizal as a National Hero.

the alphabet and they must select a word starting with the letter that is related to the topic being studied. Activity: ABC summaries The students will have to answer the following regarding to the readings they had. 3 important facts 2 interesting ideas 1 insight about the yourself as a learner. Activity: 3-2-1

Reaction Paper

In a 1 short bond paper the students will write their reaction regarding the discussion they had in the class about Rizal and other national hero.

http://globalbalita.com/2012/12/30/about-our-heroes-andres-bonifacio-apolinario-mabini-and-jose-rizal/

1. Differentia

te the condition of the Philippines during Rizal’s time and in the

I. Philippine

condition during Rizal’s time.

The faculty poses a question: How are you Philippines? Activity: Think-Write-Pair-Share

Pair written summary and output.

Venn Diagram making

http://globalbalita.com/2012/12/30/about-our-heroes-andres-bonifacio-apolinario-mabini-and-jose-rizal/http://globalbalita.com/2012/12/30/about-our-heroes-andres-bonifacio-apolinario-mabini-and-jose-rizal/http://globalbalita.com/2012/12/30/about-our-heroes-andres-bonifacio-apolinario-mabini-and-jose-rizal/http://globalbalita.com/2012/12/30/about-our-heroes-andres-bonifacio-apolinario-mabini-and-jose-rizal/http://globalbalita.com/2012/12/30/about-our-heroes-andres-bonifacio-apolinario-mabini-and-jose-rizal/http://globalbalita.com/2012/12/30/about-our-heroes-andres-bonifacio-apolinario-mabini-and-jose-rizal/http://globalbalita.com/2012/12/30/about-our-heroes-andres-bonifacio-apolinario-mabini-and-jose-rizal/http://globalbalita.com/2012/12/30/about-our-heroes-andres-bonifacio-apolinario-mabini-and-jose-rizal/

3 hours

present.

2. Critique and criticize the difference of the past and present condition of the Philippines.

Cooperative group activity used to share or collect information from each member of the group, students write a response, then pass to the right, add their response to the next paper, continue until they get thei r paper back, then group debriefs. Activity: Take and Pass

Group written output summarizing the members anwers.

2 hours

1. Research and

discover the childhood of Rizal.

I. Childhood of

Rizal

Students collect information about their own learning, analyze what it reveals about their progress toward the intended learning goals and plan the next steps in their learning Activity: Self Assesment

Research paper

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 1 and 2. Page 1-19

3hours

1. Recall and

Summerize the education at Binan of Rizal

I. Education at

Binan.

Select or invent one word which best summarizes a topic. Activity: One Word Summary

Recitation

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 3. Page 20-26

6 hours

1. Describe

and generalize the Scholastic Triumphs of Rizal at Ateneo De Manila.

2. Interpret the literary works of Rizal during his days in Ateneo.

I. Education at

Ateneo

Students take turns leading discussion in a cooperative group. Activity: Say Something The faculty ask the learners to interpret one of the poems written in Ateneo of Rizal for 2 to 10 minutes. Activity: Quick Write

Written output.

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 4. page 27-37

3

1. Report on

I. Education at

Group reporting

Written report

(see rubrics at

Jose Rizal: Life,

hours the life of Rizal in University of Sto. Tomas

University of Sto. Tomas

Activity: Reporting the last page) Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 5. page 46-56

1 hour PRELIM EXAMINATIONS

6 hours

1. Distinguishes

the Spanish Sojourn of Rizal.

2. Relates the influences of Rizal in the Philippines at present

3. Summarizes the events in the life of Rizal in Spain

First Departure: Spanish Sojourn A. Travel Experiences going to Spain B. Impression of Barcelona C. Reason for studying in Madrid D. Experiences, Influences & impressions E. Associations joined F. Toasting Speech (for Luna and Hidalgo) G. Artistic and Literary works H.

The teacher poses a question or a task. Students then individually respond on a scrap piece of paper listing atleast 3 thoughts or can be responses. When they have done so, students stand up. The faculty then randomly calls on a students to share her ideas from the paper. Students check off any items that are said by another student and sit down when

Written answers individually

Recitation

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 6 and 7. Page 57-87

Correspondence with L. Rivera I. Romances J. Earning of degrees

all their ideas have been shared with the group, whether or not they were the one to share them. The faculty continues to call on students until they are seated. As the faculty listens to the ideas or information shared by the students, he or she can determine if there is a general level of understanding or if there are gaps in students thinking. Activity: Whip Around

3 hours

1. Role Play some

of the significant chapter in the Rizal’s novel Noli Me Tangere

I. Noli me

tangere

The students will prepare a role playing depicting the novel of Rizal Noli Me Tangere Activity: Role Playing

Performance task

(see rubrics at the last page)

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 8. page 88-104

6 hours

1. Organizes the travels of Rizal in the in Europe.

. European Sojourn A. Countries visited B. Experiences and Influences C. Acquaintances

Students ask questions of one another about the traveling of Rizal in Europe. The questions will initiate a conversation that continues with a series of responses and additional questions. Activity: Socratic Seminar

Recitation Quiz regarding the travel of Rizal and a constructive response for addition

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 9. page 105-112

1 hour MIDTERM EXAMINATIONS

6 hours

1. Describes the

condition of the Philippines the first homecoming of Rizal.

2. Differentiates the first homecoming to the second homecoming of Rizal.

3. Connect El Filibusterismo in the real life situation of Rizal.

First Homecoming A. Condition of

Philippines during his arrival

B. Attempt to see L. Rivera

C. Rizal’s activities in Calamba

D. The Calamba Hacienda issue

E. Danger of staying in the

Students are assign a chapter, to read and create one question and one comment generated from the reading. In class, students will meet in whole class for discussion. Each student shares one comment or

Recitation

Constructive Response

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 10,19, 21

Philippines XI. Second

Departure A. Experiences,

Influences, acquaintances, romance in Macau, Japan, USA.

Writing and Publishing of El Filibusterismo

B. El Filibisterismo

Second Homecoming

A. Audience with despojol

B. Deportation to Dapitan

C. Life at Dapitan

D. Doctor Volunteer in Cuba

question. As the discussion moves student by student around the room, the next person can answer a previous question posed by another student, respond to a comment or share their own comments and questions. As the activity builds around the room, the conversation becomes in depth with opportunity for all the students to learn new perspective on the text. Activity: One Question and One Comment

3hours

1. Enumerate and

critique the

I. Romance of

Rizal

Video presentation

Recitation Written

Rizal’s True Love by Gemma Cruz

romances of Rizal. Debriefing In two minutes students recall and list the romances Rizal had, in two more minutes summarize, then write one major question they want answered, then identify a thread or theme to connect this girls with Rizal. Activity: RSQC2

output Araneta

6 hours

1. Justifies the

death of Rizal, his martydom, trial and execution.

2. Summarizes the last days of Rizal.

Trial, Execution and

Martyrdom A. Arrest and

Detention to Fort Santiago

B. Farce Trail C. Last Farewell D. Execution

and Martyrdom

Documentation on Rizal’s execution Students summarizes in a well chosen own words a key idea presented. Activity: Direct Paraphrasing

(videos and documentations.) Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Chapter 24 and 25, pages 251-263

1 hour FINAL EXAMINATIONS

Textbook:Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist and a National Hero. Gregorio F. Zaide, Sonia M. Zaide Course Requirements:

1. Accomplishment of quiz set 2. Research works 3. Major Exam 4. Class Participation

References: including e-books, journals, etc. Classroom Policies:

1. Attendance and Punctuality. The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences below.

2. Active class participation. The student is expected to participate actively in class recitations, discussions, and other activities as the case maybe. Please refer also to Expectations from Student below.

3. Group work requirements. The student is expected to work harmoniously with her groupmates and contribute to the preparation of their group

work. 4. Peer group evaluation.

The student shall also be evaluated by her peers and feedback shall be taken into consideration. Expectations from students:

The student’s responsibility is to come to each class prepared. She is also expected to take all examinations on the date scheduled. She is expected to attend each class and participate actively in the discussions. ACADEMIC DISHONESTY:

All (college) students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course requirements will (at a minimum) receive an F or failure in the course requirement or in the course. Plagiarism and cheating refer to the use of unauthorized books, notes or otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the work of another person as one’s own; collaborating without authority, with another student during an examination or in preparing academic work; signing another student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty. POLICY on ABSENCES:

The allowed number of absences for _____students enrolled in a _____-hour class is a maximum of ________absences and _______absences for a 1-1/2 hour class - based on student handbook. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also her responsibility to consult with the teacher, chair or dean should her case be of special nature. Grading System: CONSULTATION HOURS:

Days Time Room

Oral Report Rubric

CATEGORY 4 3 2 1 SCORE

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

Student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present oral report.

Content Shows a full Shows a good Shows a good Does not seem to

understanding of the topics.

understanding of the topic. understanding of parts of the topic.

understand the topic very well.

Speaks Clearly Speaks clearly and distinctly all of the time, and mispronounces no words.

Speaks clearly and distinctly most of the time, but mispronounces one or two words.

Speaks clearly and distinctly most of the time, but mispronounces several words.

Often mumbles or cannot be understood OR mispronounces several words.

Time Limit Presentation is 4-5 minutes long

Presentation is 3-4 minutes long.

Presentation is 2-3 minutes long.

Presentation is less than 2 minutes OR more than 5 minutes long.

Posture & Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the report.

Stands up straight and establishes eye contact with everyone in the room during the presentation, but looks somewhat hesitant.

Sometimes stands up straight and establishes eye contact some of the time. Appears to be quite nervous.

Slouches and/or does not look at people during the presentation.

Role Play Rubric

Scoring criteria 5 Excellent

4 Good

3 Needs Some Improvement

2 Needs Much Improvement

1 N/A

Relates to audience.

Provides a fluent rendition of scenario.

Role-plays scenario with feeling and expression.

Varies intonation.

Presents characters appropriately.

Gives the scenario its full range.

Breaches are easily identified.

Scale: 30-35 A Excellent 25-29 B Good 19-24 C Needs Some Improvement 13-18 D Needs Much Improvement 7-12 F Not Appropriate TOTAL= Comments