OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

College of Education
(Bachelor of Elementary Education - General Education)

Institutional Vision, Mission, and Core Values

University Mission
DHVSU envisions of becoming one of the lead universities in the ASEAN Region in producing globally competitive professionals who are capable of creating,
applying and transferring knowledge and technology for the sustainable development of the humanity and society.
University Vision
DHVSU commits itself to provide a conducive environment for the holistic development of students to become globally competitive professionals through quality
instruction and services; innovation and research towards the sustainable development of society.

Core Values
• Professionalism
• Excellence
• Good Governance

Course Information

Course Code TEACHELEM 313C Course Title Teaching ENGLISH in the Elementary Grades through Literature
This course will focus on Children’s literature in English to include riddles, poetry, stories, drama, and other written works as an avenue to teach
Course Description
English language. Teaching methodologies in the use of literature shall be emphasized.
Course Credits / Units 3 units No. of Hours/week 1 ½ Face-to-Face 1 ½ Virtual / Online ( Chat Schedule TBA)
Pre-requisite/s None Co-requisite/s None
Course Classification MAJOR Curriculum Basis CMO No. 74, s. 2017
No. of Times Revised N/A Date of Revision N/A

Course Structure
Page 1 of 17
 DON HONORIO VENTURA STATE UNIVERSITY
Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines
CANDABA CAMPUS
ISO 9001: 2015 Pasig, Candaba, Pampanga 2013
Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 QMS-Certified
URL: http://dhvsu.edu.ph

This course will adapt the Blended Learning Approach, which means that Face-to-Face and Distance Education/ Learning modalities will compose the course structure.
Students will participate through varied online strategies and media.

Program Outcomes

PO-001 Demonstrate in-depth understanding of the diversity of learners in various learning areas
PO-002 Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
PO-003 Utilize appropriate assessment and evaluation tools to measure learning outcomes
PO-004 Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
PO-005 Demonstrate positive attributes of a model teacher, both as an individual and as a professional

The Beginning Teacher Indicators (Philippine Professional Standards for Teachers [PPST])

Domain 1: Content Knowledge and Pedagogy Domain 2: Learning Environment Domain 3: Diversity of Learners
1.1.1. Demonstrate content knowledge and its 2.1.1. Demonstrate knowledge of policies, guidelines 3.1.1. Demonstrate knowledge and understanding of
application within and/or across curriculum and procedures that provide safe and secure differentiated teaching to suit the learners’ gender,
teaching areas. learning environments. needs, strengths, interests and
experiences.
1.2.1. Demonstrate an understanding of research-based 2.2.1. Demonstrate understanding of learning 3.2.1. Implement teaching strategies that are responsive
knowledge and principles of teaching and environments that promote fairness, respect and to the learners’ linguistic, cultural, socio-
learning. care to encourage learning. economic and religious backgrounds.
1.3.1 Show skills in the positive use of ICT to facilitate 2.3.1. Demonstrate knowledge of managing classroom 3.3.1. Demonstrate understanding of the special
the teaching and learning process. structure that engages learners, individually or in educational needs of learners in difficult

Page 2 of 17
 DON HONORIO VENTURA STATE UNIVERSITY
Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines
CANDABA CAMPUS
ISO 9001: 2015 Pasig, Candaba, Pampanga 2013
Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 QMS-Certified
URL: http://dhvsu.edu.ph

groups, in meaningful exploration, discovery and circumstances, including: geographic isolation;

hands-on activities within the available physical chronic illness; displacement due to armed
learning environments conflict, urban resettlement or disasters; child
abuse and child labor practices.
1.4.1 Demonstrate knowledge of teaching strategies 2.4.1. Demonstrate understanding of supportive 3.4.1. Demonstrate understanding of the special
that promote literacy and numeracy skills. learning environments that nurture and inspire educational needs of learners in difficult
learner participation. circumstances, including: geographic isolation;
chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child
abuse and child labor practices.
1.5.1 Apply teaching strategies that develop critical and 2.5.1. Demonstrate knowledge of learning 3.5.1 Demonstrate knowledge of teaching strategies
creative thinking, and/or other higher-order environments that motivate learners to work that are inclusive of learners from indigenous
thinking skills. productively by assuming responsibility for their groups.
own learning.
1.6.1 Use Mother Tongue, Filipino and English to 2.6.1. Demonstrate knowledge of positive and non-
facilitate teaching and learning. violent discipline in the management of learner
behavior.
1.7.1 Demonstrate an understanding of the range of
verbal and non-verbal classroom communication
strategies that support learner understanding,
participation, engagement and achievement.

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 DON HONORIO VENTURA STATE UNIVERSITY
Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines
CANDABA CAMPUS
ISO 9001: 2015 Pasig, Candaba, Pampanga 2013
Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 QMS-Certified
URL: http://dhvsu.edu.ph

Domain 6: Community Linkages and Domain 7: Personal Growth and

Domain 4: Curriculum and Planning Domain 5: Assessment and Reporting
Professional Engagement Professional Development
4.1.1. Prepare developmentally sequenced 5.1.1. Demonstrate knowledge of the 6.1.1. Demonstrate an understanding of 7.1.1. Articulate a personal philosophyof
teaching and learning processes to design, selection, organization and knowledge of learning teaching that is learner- centered.
meet curriculum requirements. use of diagnostic, formative and environments that are responsiveto
summative assessment strategies community contexts.
consistent with curriculum
requirements.
4.2.1. Identify learning outcomes that are 5.2.1. Demonstrate knowledge of 6.2.1. Seek advice concerning strategies 7.2.1. Demonstrate behaviors that
aligned with learning competencies. monitoring and evaluation of that build relationships with uphold the dignity of teaching as a
learner progress and achievement parents/ guardians and the wider profession by exhibiting qualities
using learner attainment data. community. such as caring attitude, respect and
integrity.
4.3.1. Demonstrate knowledge in the 5.3.1. Demonstrate knowledge of 6.3.1. Demonstrate awareness of existing 7.3.1. Seek opportunities to establish
implementation of relevant and providing timely, accurate and laws and regulations that apply to professional links with colleagues.
responsive learning programs. constructive feedback to improve the teaching profession, and
learner performance. become familiar with the
responsibilities specified in the
Code of Ethics for Professional
Teachers.
4.4.1. Seek advice concerning strategies 5.4.1. Demonstrate familiarity with a 6.4.1. Demonstrate knowledge and 7.4.1. Demonstrate an understanding of
that can enrich teaching practice. range of strategies for understanding of school policies how professional reflection and
communicating learner needs, and procedures to foster learning can be used to improve
progress and achievement. harmonious relationships with the practice.
wider school community.
4.5.1. Show skills in the selection, 5.5.1. Demonstrate an understanding of 7.5.1. Demonstrate motivation to realize
development and use of a variety of the role of assessment data as professional development goals
teaching and learning resources, feedback in teaching and learning based on the Philippine
including ICT, to address learning practices and programs. Professional Standards for
goals. Teachers.

Page 4 of 17
 DON HONORIO VENTURA STATE UNIVERSITY
Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines
CANDABA CAMPUS
ISO 9001: 2015 Pasig, Candaba, Pampanga 2013
Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 QMS-Certified
URL: http://dhvsu.edu.ph

Differentiated Learning Modalities/Strategies

Differentiated Learning Modalities/Strategies

This revitalized learning structure provides a constructive alignment of the most essential learning outcomes (MELOs) on the basis of differentiated categories of students that will be reflected in the specific contents
of the Course Design Matrix, with the aim of promoting inclusivity in the teaching-learning process.

Categories of Students
Learning Structure Student Category 1 Student Category 2 (Limited Capacity and/or Student Category 3
(No Capacity and Connectivity) Weak/Intermittent Connectivity) (With Capacity and Full Connectivity)

Identified Most Essential Learning Outcome/s Program Specialization Outcome 1 – Disciplinal Knowledge
(MELOs) Apply scientific and evidence-based practices to the educational and learning processes
If F2F is not feasible, use: • Asynchronous Learning • Synchronous Learning (e.g. Webinar
• Place-based learning • Distance/Blended Learning applications, Zoom, Google Meet, Webix,
• Project-based learning (PBL) • Digital and Non-Digital Platforms
etc.)
Teaching and Learning Delivery Mode
• Modular approach (printed task sheets, • Print Media
• Remote Learning thru Digital Platforms
learning notes, etc.) (i.e. Learning Management System such
as Blackboard, Canvas, Brightspace,
Moodle, Google Classroom,
Schoology, Edmodo, etc.)

Any of the following: Any of the following: Any of the following:

• Self-Assessment Checklist • Project-based Assignment • Online Examination
• Portfolio Assessment • Portfolio Assessment • Project-based Assessment
Assessment
• Reflective Journals • Written Correspondence • Portfolio Assessment
• Use of Rubrics • Video Presentation of Individual Works • Reflection/Reaction Paper
• Video Presentation of Individual Works

Page 5 of 17
 DON HONORIO VENTURA STATE UNIVERSITY
Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines
CANDABA CAMPUS
ISO 9001: 2015 Pasig, Candaba, Pampanga 2013
Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 QMS-Certified
URL: http://dhvsu.edu.ph

This revitalized learning structure provides a constructive alignment of the most essential learning outcomes (MELOs) on the basis of differentiated categories of students that will
be reflected in the specific contents of the Course Design Matrix, with the aim of promoting inclusivity in the teaching-learning process.

(Adopted from Vergara, 2020)

Course Learning Outcomes Vis-à-vis Beginning Teacher Indicators (BTIs) and Program Outcomes (POs)

Course Learning Outcomes

BTIs POs
Upon completion of the course, the students should be able to:
Demonstrate content and pedagogical content knowledge on teaching literary through literature in the elementary 1.1.1 PO-002
CLO-001
level.
Demonstrate understanding of learning environments that promote love for reading, fairness, respect and care to 2.2.1 PO-005
CLO-002
encourage learning.
Implement teaching strategies that are responsive to the learner’s linguistic, cultural, socio-economic and 3.2.1 PO-001
CLO-003
religious backgrounds through contextualization.
Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT to 4.5.1 PO-004
CLO-004
address learn`ing goals in the study of literary skills
Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative, summative 5.1.1 PO-003
CLO-005
assessment, project-based assessment and performance -based assessment strategies appropriate for the teaching of
literature.

Page 6 of 17
 Course Design Matrix

INSTRUCTIONAL ASSESSM
DELIVERY DESIGN ENT OF GENDER VALUES TIM E
INTENDED LEARNING COURSE CONTENT/ BTIs REFERENC Distance Education/ LEARNIN G SENSITIVE INTEGRAT TAB
OUTCOMES (ILO) SUBJECT MATTER CLOs ES Face-to- Learning OUTCOM NESS (GAD) ION LE
Face ES (ALO)

Vision, Mission, Core 1.1.1 Orientatio n Teacher provides an Oral recitation During the self confidence week 1
At the end of the unit, the Values, and Outcomes DHVSU Code about the asynchronous of the VMGO discussion the
students must have: 1.1. The University Vision, guidelines in orientation to and written following will
a. internalized and Mission and Core BEEd Student class students (via LMS). test be observed:
demonstrated the vision, Values; Handbook
mission, core values of 1.2. The College of Discussion Students will be -show respect
the university, the college, Education Mission and of the tasked to reflect on regardless of
and degree Goals; Syllabus the orientation and gender
1.3. The Bachelor of cite clarifications on
b. acquainted themselves Elementary Education the course -reduce barriers
with the course Outcomes requirements via in developing a
requirements learning personal and
management system. academic
success created
by sexism

Page 7 of 17
 Teacher provides Recitation The teacher Appreciative week
CONCEPT:
Concept of lit/childlit Discussion synchronous/ will use non- ness 2
a. Define what is 1.5.1 https://www.loc.gov/acq/ of the asynchronous Quiz sexist words
literature Children’s Literature devpol/chi.pdf
lesson class (via LMS). during the
CLO- http://eworkshop.on.ca/e discussion
b. Discuss the concept of 001 du/resources/guides/Gui
de_Lit_456_Vol_1_Asse
Students’ Students will be
Children’s literature ssement.pdf class tasked to answer
https://digitalcommons.u participati the given activities
sf.edu/cgi/viewcontent.c
gi?article=1002&context on by via Google
=childrens_lit_textbook sharing Classroom
their ideas learning
management
system.

a. Point out the significance of Significance of Discussion Teacher provides Recitation Students will Dedication 3
literacy among young learners literature in teaching 1.5.1 https://www.ilrmagaz of the synchronous/ be trained to
ine.net/the-
children importance-of- lesson asynchronous be cautious
CLO- childrens-literature/ class (via LMS). not to be
001 Students’ Quiz gender biased
class Students will be on words,
participati tasked to answer sentences, and

Page 8 of 17
 on by the given activities even activities
sharing via Google that are about
their ideasClassroom to be
learning delivered.
management
system.
Discussion Teacher provides Recitation Stereotyping Determination week
a. Identify the best books https://www.languageh
umanities.org/what-are-
of the synchronous/ will be 4-5
for children available. Five General Types of the-different-types-of- lesson asynchronous emphasized to
Children’s Literature 1.7.1 literature-for-
children.htm class (via Google Quiz be avoided.
b. Classify children’s https://illinoisearlylear
Sites/ Google Any gender
literature according to - Traditional Literature CLO- ning.org/answers/infob students’ Classroom). and type of
ooks/
types and subtypes. - Poetry 001 reflection Lecture- person can
https://penandthepad.co
- Fiction m/characteristics- Students will be Group communicate
- Informational Books traditional-literature-
8171713.html
tasked to answer Presentation and has the
- Biography the given activities s right to
https://www.masterclas
s.com/articles/poetry- via Google express
Special Types of Books 101-learn-about-poetry- Classroom
different-types-of-
him/her as the
poems-and-poetic- learning equality of
devices-with-examples
- Picture Books management real numbers.
https://www.masterclas
- Board Books s.com/articles/how-to- system.
- Pop-up Books write-a-
biography#42EcxJnF5i
AAewj3MGw3SW

https://www.britannica.
com/art/autobiography-
literature

https://brookevitale.co
m/blog/what-is-a-
picture-book#picture-
book-definition

Page 9 of 17
 Servillano,
a. Recognize the areas M. T., Teacher provides Recitation Students will Authenticity Week
that must be -Literacy and the Young Casela, N. C.,
& Sadorra, B.
Discussion synchronous/ be trained to 6-7
understood about Readers 1.7.1 E. (2009). of the asynchronous be cautious Challenge
Development
young readers. - Developing reading al reading 2. lesson class (via Google Quiz not to be
b. Define literacy. fluency CLO- Quezon City,
MM: Lorimar
Sites/ Google gender biased
c. Discuss the five stages - Characteristics of 002 Publishing, Students’ Classroom). on words,
Inc.
of reading emergent, beginning and class sentences, and
development. primary readers participati Students will be even activities
d. Understand the - Goals of beginning on by tasked to answer that are about
similarities and literacy and the sharing the given activities to be
differences between characteristics of their ideas via Google delivered.
fluency and emergent, beginning, and Classroom
comprehension primary readers learning
management
system.
https://www.scribd.com
The Languages 4.1.1 /document/488995428/ Discussion Teacher provides Recitation Generate Patience Week
a. Engage in Curriculum in the K-to-12-Languages-
Curriculum
of the synchronous/ respect for 8
conversation, provide K12 Program CLO- lesson asynchronous individual
and obtain 001 class (via Google Quiz regardless of
information, express - Domains of Students’ Sites/ Google gender.
feelings and exchange Literacy and the class Classroom).
opinions. competencies to be participati
b. Demonstrate an developed in each on by Students will be
understanding of domain sharing tasked to answer
languages curriculum in - Literacy in the their ideas the given activities
the K-12 program. - mother tongue and via Google
Reinforce and expand the second Classroom
knowledge of the domains language/s: learning
of literacy. Bridging among management
languages system.

MIDTERM EXAM

Page 10 of 17
 Servillano,
a. Identify and discuss Content and 5.1.1 M. T., Generate 10-11
the needs and interests Approaches Casela, N. C.,
& Sadorra, B.
respect for
of children - Developing Love CLO- E. (2009). individual
Development
b. Link the values of for Reading 004 al reading 2. regardless of
literature with these - Role of children’s Quezon City,
MM: Lorimar
gender.
needs and interests literature in Publishing,
Inc.
c. Identify examples of developing love for
children’s stories that reading
show these links. - Ways of sharing
d. Collect examples of stories to young
during reading and readers
post-reading activities - Development of
with some pointers in book and print
using them. orientation skills
- Pre-, During, and
Post-Reading
Activities
- Pre-reading
Activities
- Unlocking
difficult words
- Motivation-
motive Question
tandem (K-W-L,
Prediction chart,
etc.
- During Reading
Activities
- Post-reading
Activities
- developing
listening
comprehension:

Page 11 of 17
 levels of
comprehension
questions

https://www.theteachert
a. Describe and discuss The strategies in 5.1.1 oolkit.com/index.php/to Discussion Teacher provides Recitation Reduce cooperation week
different methods used in teaching literature ol/kwl of the synchronous/ barriers in patience 12-13
teaching literature for children a. KWL CLO- https://www.wgu.edu/h lesson asynchronous developing a determinatio
eyteach/article/how-
b. Think-Pair-Share 004 think-pair-share- class (via Google Quiz personal and n
c. Think-Square-Share activity-can-improve-
your-classroom-
Students’ Sites/ Google academic confidence
d. The Drama discussions1704.html class Classroom). success
Method https://www.buffalolib. participati created by
org/get-graphic/what-
e. Image Analysis graphic-novel on by Students will be sexism
f. Graphic Story https://creately.com/blo
sharing tasked to answer Lecture-
The role of teachers in the g/diagrams/types-of- their ideas the given activities Group .
graphic-organizers/
drama method via Google Presentation
g. Using Graphic Classroom s
Organizers learning
management
system.

Page 12 of 17
 .
a. Understand the Oral Language 1.7.1 https://www.scribd.com Discussion Teacher provides Students will creativity Week
profound Development and /presentation/38931901
3/Grammar-and-Oral-
of the an asynchronous Recitation be trained to 14
impact of language Grammar Language- lesson orientation to be cautious patience
Development-GOLD
development and grammar Awareness: CLO- students (via Quiz not to be
awareness on children’s - Understand the 001 Students’ Google Sites/ gender biased
preparedness throughout their profound class Google on words,
academic career. impact of language participati Classroom). sentences, and
b. Discuss the areas of development and on by Individual even activities
language grammar sharing Students will be task- that are about
development. awareness on their ideas tasked to reflect performanc to be
children’s on the orientation e delivered.
preparedness and cite
throughout their clarifications on
academic career. the course
- Discuss the areas requirements via
of language Google Classroom
development. learning
management
system. Students
will be informed
of the code to be
enrolled in the
LMS.

Page 13 of 17
 https://study.com/acade
a. Demonstrate an Developing 1.7.1 my/lesson/l1-l2- Discussion Teacher provides Generate Week
understanding Vocabulary and literacy-
development.html
of the an asynchronous respect for 15
of the critical roles of Spelling lesson orientation to individual
word Skills in L1 and CLO- students (via regardless of
recognition in reading L2. 002 Students’ Google Sites/ gender.
fluency - The role of class Google
and comprehension. phonological participati Classroom).
b. Discuss the awareness on by
importance of - Word Recognition sharing Students will be
exposures of learners and their ideas tasked to reflect
to words Vocabulary on the orientation
in order to learn to Development and cite
spell and - Spelling clarifications on
understand their Developing reading the course
meaning. fluency requirements via
c. Study a word in - The difficulties in Google Classroom
depth oral reading learning
Strategies in management
developing reading system. Students
fluency will be informed
- The relationship of the code to be
of fluency to enrolled in the
reading LMS.
comprehension
https://www.digadime.c
a. Appreciate the Comprehension: 1.7.1 om/comprehension-the- Discussion Teacher provides Individual More sensitive week
goals and the ultimate goal ultimate-goal-of-
reading/
of the an asynchronous task- in cultural and 16
importance of of CLO- lesson orientation to performanc religious
comprehension. reading 001 students (via e statements
b. Identify the - Listening and Students’ Google Sites/ Recitation which
basic concerns reading class Google reinforce
when teaching comprehension participati Classroom). Quiz stereotypical
listening and - Formulating on by roles.
reading questions of sharing Students will be

Page 14 of 17
 comprehension. different levels their ideas tasked to reflect
c. Identify the levels of about selection on the orientation
questions read and cite
strategy - Explicit clarifications on
instruction of the course
composing requirements via
skills Google Classroom
learning
management
system. Students
will be informed
of the code to be
enrolled in the
LMS.
a. Identify and describe the Assessment Techniques 5.1.1 Discussion Teacher provides Individual To reduce - week
different types of assessment of the synchronous/ task- barriers in Commitment 17
as applied for teaching
lesson asynchronous performanc developing a
b. Develop an assessment tool literature CLO- class (via Google e personal and -Gratitude
for teaching literature 005 Students’ Sites/ Google academic and sense of
a. Traditional
class Classroom). success appreciation
b. Performance-based participati created by
on by Students will be sexism
c. Project-based
sharing tasked to answer academic
d. Portfolio their ideas the given activities success
via Google created by
Classroom sexism
learning r.
management
system.

Page 15 of 17
a. Apply appropriate 5.1.1 Discussion Teacher provides Individual More sensitive Confidence week
methodologies and strategies of the synchronous/ task- in cultural and 18
in the preparation of learning CLO- lesson asynchronous performanc religious Determinatio
plan 004 class (via Google e statements n
Students’ Sites/ Google which
b. Exhibit creativity in making Designing instructional class Classroom). reinforce
instructional materials for a plans participati stereotypical
literature class and materials for on by Students will be roles.
teaching sharing tasked to answer
c. Prepare a lesson plan with literature their ideas the given activities
assessment strategies via Google
appropriate for the teaching of Classroom
literature learning
management
system.
FINAL EXAM

Page 16 of 17
Note: This course design is flexible and may include additional topics and activities deemed necessary by the instructor/professor.

List of References:

Printed Materials:
1. Don Honorio Ventura State University. (n.d.). DHVSU code. Bacolor, Pampanga: Author.
2. Don Honorio Ventura State University. (n.d.). Student handbook. Bacolor, Pampanga: Author

Criteria for Grading

Class Standing Description Percentage

Quizzes The learner must take the given written test and get high scores to meet the 20 percent grade. 20%
Recitation The learner must participate in class discussion regularly. 20%
Requirements/Projects The learner submits the subject requirement on time.
20%
The learner must follow the rules/guidelines/criteria/rubric in submitting the requirement or project.
Character The learner attends the classes regularly and shows good character in class. 10%
Term Examinations The learner must take the midterm and final examination and get high scores to reach the 30 percent
30%
grade.
- Total 100%

Page 17 of 17
Course Policies
✓ Active Participation is essential to maximum/total learning experience. In a blended learning course, a student is required to participate both on face-to-face and distance
learning modalities. This means that in order to get full credit for participation, a student should have to complete projects, discussion forums, assignments, lesson assignments
and quizzes on a timely basis. Consistent failure to participate in class will result in being dropped from the course.
✓ In the conduct of any self-paced place-based or online activity (be it a learning task or formative/summative assessment), you are expected to always adhere to the agreed
contents of the Academic Integrity Contract. You shall accomplish the tasks assigned to you with full honesty. You may be allowed (if the instruction permits), to use credible
sources to justify your claims/ideas but must be acknowledged through proper citations. Any form of plagiarism is strictly prohibited.

Prepared by:

Faculty : VALERIE JAE D. MACATUNI, LPT

Email Address : [email protected]
Contact Number : 09664838515
Consultation Hours : MONDAY AND WEDNESDAY -4:00-5:30

Reviewed and Noted by:

RIZA B. LINTAG, EdD

Chair, BEEd Program

Approved:
RIZA B. LINTAG, EdD
Director, College of Education

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