Aguila, Maria Claudette D.
BSED- ENGLISH III
HANDOUTS
COURSE CONTENT TO ACHIEVE THE OUTCOME
What contents should be taught to prepare prospective teachers in their future jobs? Course
contents are means end of achieving the outcomes. These are theories, principles,
generalization, concepts and ideas.
There are three major clusters of subjects or courses which provide the contents of the degree
programs.
Cluster 1: Professional Education Courses- These are courses that are common to all
degrees which will provide a rock or foundation of becoming a teacher. The course titles are
as follows:
A. Foundation/ Theories and Concepts- These cluster provides foundations
(Philosophy, Psychology, History, Sociology) follows:
• The Child and Adolescent Learning Principles
• The Teaching Profession
• The Teacher and the Community, School Culture and Organizational Leadership
Foundations of Special and Inclusive Education
B. Pedagogical Content Knowledge- The subjects will provide foundation, theory and
practice in the different aspects of teaching.
• Facilitating Learner-Centered Teaching and Learning
• Assessment in Learning 1
• Assessment in Learning 2
• Technology for Teaching and Learning 1
• The Teacher and the School Curriculum
•Building and Enhancing New Literacies Across the Curriculum
C. Experiential Learning Courses- These are subjects that bring together theory and
practice.
• Field Study 1- Observations of Teaching and Learning in Actual School Environment
• Field Study 2- Participation and Teaching Assistantship
• Teaching Internship
Cluster 2: Major Courses
Major subjects are listed for every degree program as attached in the CMO.
Cluster 3: Electives
Any additional subjects in other degree programs for teacher education can be offered as
electives.
Pedagogical Approaches to Deliver the Content and Achieve the Outcomes
The uniqueness of teaching future teachers is that the delivery of strategy and methods come
in two layers. The first layer, will enable to learner who are college students to desired
learning outcome of the lesson and the second layer is the fìnd a strategy that will teach the
content in the future work place which is the basic education, In other word the pedagogy
utilized should be “teaching how to teach”.
The delivery modes may vary from the three modes or a combination of the three.
Face-to-Face (F2F)- a traditional delivery mode where the teacher and the students are
physically present to hold classes in a designated place. One class can be taken as a whole
group or small groups at one setting. The different strategies maybe
Utilized appropriate to the students grouping.
Distance Learning or Remote Learning- online or printed module. Distance learning is
a delivery mode where the students and teachers are not physically present in one designated
place or classroom. For the online the teacher is stationed in a control
Hub while the students are connected to the hub. Classes are either synchronous or
asynchronous. On the other hand, distance learning using a printed module utilize hard
bound materials in printed form, where detailed instructions by the teacher will be
Followed by the learner. Knowledge and skill of on-technology is required for the first while
the second one requires independent learners.
Blended Learning or Flexible Learning- This is a combination of the F2F and the Distance
learning. The whole course will be using the two delivery modes and should be reflected in
the curriculum syllabi.
Experiential Learning (Lifelong learning)- Following the theory of learning by doing,
experiential learning approach allows the learners to experience learning first hand.
Sometimes it is also called immersion, apprenticeship or practicum.
Assessment in Learning to Provide Evidences for the Achieved Learning
Outcomes
The new teacher education curricula utilize multiple assessment methods in and of learning.
Since assessment is used to determine the progress of learning (formative) and the mastery
of learning (summative), multiple ways of doing it is necessary. Thus two courses about
assessment are included in the new teacher curricula for all the degree programs. These are
the Assessment in Teaching 1 and Assessment in Teaching 2.
Traditional assessment theories, principles and tools are taken in Assessment in Teaching 1
and Authentic and technology aided assessment is taken in the course Assessment in
Teaching 2.
In the new teacher education curricula the Desired Learning Outcomes, the Content, the
Teaching Delivery, and the Assessment should be constructively aligned and interacting as
in the figure below.
Figure 5- Constructive Alignment of Desired Outcomes, Content, and Methods and
Assessment
In curriculum, PLANNING includes the formulation of the desired outcome for course or
lesson, then this should be aligned with appropriate Content and Methods in
IMPLEMENTATION and finally EVALUATION which will determine whether the Desired
Outcome have been achieve.
