Correspondence ID BTAL-BCTE-F001-000C

Issue Date 04-04-2023 Issue Status 1 Page 1

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COLLEGE OF TEACHER EDUCATION

COURSE SYLLABUS (COMPETENCY / OUTCOME-BASED EDUCATION: CURRICULUM QUALITY AUDIT)

Discipline English Program Bachelor of Secondary Education

Course Code BSEDENG 6 Course Title Language Learning Materials Development
Credit Units 3 Duration 3 hours/week; 54hours/semester
Program Second Year / 2nd Semester Prerequisite None
Placement

A. COURSE DESCRIPTION AND COURSE INTENDED LEARNING OUTCOMES (CD-CILOs/ Outcomes)

Course Description:

This course engages the pre-service English teachers in the selection, development, production, an evaluation of variety of language
teaching and learning resources based on the identified K212 learning competencies. Through these activities, they are able to demonstrate
content knowledge on the principles and procedures of language materials development. Students show competence in employing innovative
strategies on the design and development of contextualize and localized instructional materials that provide opportunities for meaningful,
purposeful language use thereby facilitate language learning and teaching.

Intended Learning Outcomes

After the successful completion of this course, the students must be able to:

1. demonstrate content knowledge on the principles and procedures of designing and developing contextualized and localized materials;
2. show competence in the selection and development of language learning materials; and
3. harmonize the knowledge of excellent instruction of a true NOrSUnian with the core values of SAPPHIRE (4.3.1.1) needed to become
dynamic, competitive, and globally responsive (4.1.1.1).
 Correspondence ID BTAL-BCTE-F001-000C

Issue Date 04-04-2023 Issue Status 1 Page 2

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COLLEGE OF TEACHER EDUCATION

COURSE SYLLABUS (COMPETENCY / OUTCOME-BASED EDUCATION: CURRICULUM QUALITY AUDIT)

4.

Program Standards/ Philippines Qualification Framework (PQF) 1.1, 1.2

BGI (Ref DM: CMO #75, s 2017 PSG
Constructive Alignment) PPST
NORSU VMGO
B. COURSE CONTENT AND STRUCTURE (CCS/C ontent)
Duratio Content/Topic Intended Learning Outcomes-Based Teaching- Outcomes-Based Assessment CILO BGI
n (by Unit/Chapter/ Outcomes Learning (OBLT) (Ref DM: (OBA)(Ref DM: Constructive (Ref DM:
(by Module) process+particularity/ Constructive Alignment) Alignment) Constructive
week/ purpose+product Alignment)
hr) Teaching and Resource Type Tool/
(Ref DM: Introduce/ Learning Activity (Instructio (Ref DM: Written Instrument
Demonstrate/Practice) nal Work/ Performance
(T L A) Material/R Task/Major Exam)
(I L O) eading)
1 NOrSU Preliminaries A- Respond by Reacting to a NOrSU Performance Task/ Performance 4.3.1.1
Institutional Intended providing multi-modal NOrSU video clip video clip PT: multi-modal Task/ PT: 4.2.1.1
Learning Outcomes interpretations of through multi- interpretations multi-modal 4.1.1.1
(IILOs) as NOrSUnian core modal interpretations
√VM/Graduate values of SAPPHIRE interpretations
Attributes (Spirituality, (e.g. poster,
√Cmps/Col/ Sch Accountability, video, etc) of the
Goals cascaded to Professionalism, NOrSUnian core
 Correspondence ID BTAL-BCTE-F001-000C

Issue Date 04-04-2023 Issue Status 1 Page 3

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COURSE SYLLABUS (COMPETENCY / OUTCOME-BASED EDUCATION: CURRICULUM QUALITY AUDIT)

Program Patriotism, Harmony, values; mission;

Intended Learning Integrity, Respect, vision; PILO to
Outcomes (PILO) Excellence) (4.3.1.1) CILO
cascaded to in this course
Course Intended S- Articulate the
Learning Outcomes contents of the NOrSU
(CILOs) mission of excellent
instruction, relevant
and responsive
research and
extension services,
and quality-assured
production (4.2.1.1)
K- Create an image of
a dynamic, competitive
and globally
responsive (4.1.1.1)
BSEd/ BEEd/ CPE
student within the
content of the
Educational
Technology
course
2-4 I. Introduction to 1. Discuss what Group Discussion Power PT: Rubrics for 5.1.1
materials Students discuss Point Oral rating: 1.5.1
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COLLEGE OF TEACHER EDUCATION

COURSE SYLLABUS (COMPETENCY / OUTCOME-BASED EDUCATION: CURRICULUM QUALITY AUDIT)

development materials the answers to the Presentati Engagement 1. Reporting 2.2.1

development and following on /Participation 2. Reflective
A. Defining materials materials are questions: Writing
and materials De Leon- Learning log
2. Site examples of
development 1. What is Abao, E.,
B. Current trends and language learning materials Alda R., & Students write their
issues in materials materials used in developme Bacus, R. takeaways based
development the classroom nt? (2021). from the discussion
C. Who should 3. Point out the 2. What are Language of their group
develop the negative and materials? learning mates and the
materials positive trends of 3. What do materials teacher.
D. Principles of others say developm
materials
second language about the ent.
acquisition (SLA) development current LoriMar
relevant to the 4. Relate the (positive Publishing
development of principles and and
materials theories of negative)
E. Principles and language learning trends of
procedures of to the development materials
materials developme
of appropriate
development nt?
language learning 4. What
materials should
5. Provide example drive
materials
 Correspondence ID BTAL-BCTE-F001-000C

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COURSE SYLLABUS (COMPETENCY / OUTCOME-BASED EDUCATION: CURRICULUM QUALITY AUDIT)

materials that developme

corresponds to nt?
each principle of 5. What are
the
SLA
principles
and
theories of
language
teaching
and
learning
relevant to
materials
developme
nt?

5-6 II. Materials 1. Evaluate language Pass The Pointer Power PT: Rubrics for 5.1.1
Evaluation learning materials Point rating: 1.5.1
used in a basic The teacher Presentati Oral 1. Reporting 2.2.1
1. Definition and education projects images of on Engagement/Partic 2. Reflective
principles in classroom using various ipation Writing
materials the principles in instructional De Leon- Students identify
evaluation materials materials on the Abao, E., key features
2. Qualities each evaluation screen and ask for Alda R., & qualities of an
unit of material 2. Examine the K to volunteers to Bacus, R. effective material.
 Correspondence ID BTAL-BCTE-F001-000C

Issue Date 04-04-2023 Issue Status 1 Page 6

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COLLEGE OF TEACHER EDUCATION

COURSE SYLLABUS (COMPETENCY / OUTCOME-BASED EDUCATION: CURRICULUM QUALITY AUDIT)

should reflect 12 English temporarily (2021).

3. Types of curriculum and site borrow the laser Language Students provide a
materials materials used to pointer to identify learning list of the universal
evaluation facilitate mastery of key features materials criteria when
a specific qualities of an developm evaluating
competence effective material. ent. language learning
3. List down specific LoriMar materials.
competence from Brainstorm a List Publishing
the K to 12 English of Universal They compare and
curriculum and Criteria take note of these
identify possible criteria to that
language learning Students may presented by their
materials to be brainstorm the teacher.
used for these universal criteria * media- specific
competencies. which would apply criteria
to any language * content- specific
learning materials criteria
anywhere for any * age- specific
learners. criteria
* contextualization
The teacher and localization
presents the criteria
assessment
points slash
criteria when
 Correspondence ID BTAL-BCTE-F001-000C

Issue Date 04-04-2023 Issue Status 1 Page 7

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COLLEGE OF TEACHER EDUCATION

COURSE SYLLABUS (COMPETENCY / OUTCOME-BASED EDUCATION: CURRICULUM QUALITY AUDIT)

evaluating
language learning
materials and
students check if
the features slash
qualities they
have mentioned in
the previous
activity are listed.

7-9 III. Adapting 1. Outline the process Interactive Lecture De Leon- Students vodcasts Rubrics for 5.1.1
Materials of materials Group discussion Abao, or blog is graded rating: 1.3.1
adaptation from E., using a rubric. 1. Reporting 4.5.1
1. Teacher-centered different points of Vodcasting/ Alda 2. Reflective
and learner- view vlogging R., & Group presentation Writing
centered approach 2. Examine range of the teacher may Bacus, on the chosen
to adaptation technology-based ask student to R. technology- Pen and Paper
2. Key features in materials and tools create a (2021). base/digital Test
materials available to vodcast/vlog on Langu language learning
adaptation classroom teacher- centered age materials
3. Materials and language teachers on learner- learnin
Digital Technology 3. Apply the criteria in centered g Student portfolio on
selecting and approaches to materi the different
evaluating materials als materials they have
language learning adaptation. They develo explored and
 Correspondence ID BTAL-BCTE-F001-000C

Issue Date 04-04-2023 Issue Status 1 Page 8

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COLLEGE OF TEACHER EDUCATION

COURSE SYLLABUS (COMPETENCY / OUTCOME-BASED EDUCATION: CURRICULUM QUALITY AUDIT)

materials may interview pment. designed

language teachers LoriMa
on how they r Classroom
select materials in Publis demonstration on
their classroom. hing how these
materials will be
Let's Explore used. A rubric will
the teacher may be used to
ask students to evaluate students’
explore performance and
technology- output.
based/digital
language learning
materials and
tools and have
these presented in
the classroom.
 Designing
materials
using
online tools
 Creating
audio and
video
 Correspondence ID BTAL-BCTE-F001-000C

Issue Date 04-04-2023 Issue Status 1 Page 9

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materials
(podcasts,
vodcast,
vlogs)
 Interactive
web pages
 Language
corpora
and
concordanc
e sing
 Creating
stories for
language
learning
using ICT
(vlogs,
blogs,
bobblar,
etc.)
 Teaching
writing with
technology
(grammar
 Correspondence ID BTAL-BCTE-F001-000C

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man, are
your size,
etc.)
 Computer-
mediate
communica
tion and
language
learning-
mobile-
assisted
language
learning
(MALL)

11 Midterm Examination 60 item written examination / major examination

12-18 IV. Developing Specific 1. Select appropriate Reporting De Leon- Group Output Rubrics on the 5.1.1
Types of Materials materials for the specific Abao, students compile/ different learning 1.5.1
competencies/macroskill Group Project E., package the different materials and the 3.3.1
1. Materials for the s Alda language learning exhibit
Students may be
Teaching of 2. design and/or improve materials they have
grouped R., &
Grammar (existing) contextualize designed for the
according to the Bacus,
-Criteria and localize materials for identified
the identified K to 12 type of materials R. competencies
2. Materials for they will be (2021).
English competencies
 Correspondence ID BTAL-BCTE-F001-000C

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COLLEGE OF TEACHER EDUCATION

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Teaching 3. Produce language designing. Langu

Vocabulary learning materials These materials age
-Designing input specific for the teaching will be based on learnin
and output of grammar, vocabulary, the identified g
reading, writing,
activities to competencies/topi materi
speaking, listening,
encourage/help viewing, and cultural
cs from the cake als
with vocabulary awareness vis-à-vis the to 12 English develo
learning and K to 12 learning curriculum. pment.
fluency competencies LoriMa
development Class Exhibit r
for everyone to be Publis
3. Materials for able to see and hing
Developing explore these
Reading Skills different language
-Alternative learning materials,
approach to that teacher may
materials for ask students to
teaching organize a
reading classroom exhibit
showcasing the
4. Materials for different
Developing contextualize and
Writing Skills localize materials
-the role of (traditional and
writing materials technology-based)
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-selecting which they have

writing materials created/designed
(textbook and specifically for
Internet creative each
writing competency/topic/
materials) macroskill

5. Developing
Materials for
Speaking Skills
-Speaking skills
and the need for
relevant
materials
-trends in
materials for
speaking skills
-utilizing verbal
sources from
real life

6. Developing
Materials For
Listening Skills
-intake rich
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activities and
multidimensiona
l listening skills
lessons

7. Materials For
Developing
Viewing Skills
-activities and
materials to
strengthen
viewing skills

8. Materials For
Cultural
Awareness
-the culture of
language and
the language of
culture
18 Final Examination 60 item written examination / major examination

C. REQUIRED READING MATERIALS AND REFERENCES

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Print De Leon-Abao, E., Alda R., & Bacus, R. (2021). Language learning materials development. LoriMar Publishing

Non-Print https://www.youtube.com/watch?v=XWTqWASEpug
D. COURSE REQUIREMENTS AND GRADING SYSTEM
Course Requirements The possible submission of outputs/ outcomes on time
The possible attendance in Blended Mode of Instruction (BMI) with the observance of the standard: 75% classroom face-to-face
and 25% technology mediated sessions using the Facebook closed group and Google classroom.
Grading System Breakdown of the 100% final grade into at least 4 specific grade-components as agreed by the concern faculty members in the
department/ program/ college or school
Major Examinations (Mid-Term/ Final) ……………40%
Cut-off or required grade in relation to the course/
Class Performance …………………………...30%
program standard is 85%.
Written Outputs ……………………………….20%
Class Attendance …………………………….10%
Final Grade = 100%
E . C L A S S P O L I C I E S (Specific to the Course)
Pedagogical The course implements Blended Mode of Instruction/ BMI through online and offline modes. This is on a flexi-learning course since
Nature and online classes and other synchronous activities will also be conducted through Google Meet aside from the asynchronous activities
Delivery in the Google classroom. A Facebook messenger group will be created for ease in communication between teacher and students.
Attendance, Students are required to observe attendance in the online classes during Saturdays. In case of BMI, the important dates are
Assignment and considered the attendance. Assignments and their submission are to be on time as announced or as scheduled.
Submission Policies
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Uniform and Students are deemed accountable to follow the provisions of the student handbook on proper uniform and decorum. The wearing
Decorum of course uniform will be checked regularly.
Academic Honesty All forms of dishonesty as indicated as ideal class rules in the basic and higher education is automatically equivalent to a failing
and Scholarship grade of the academic exercise. Plagiarism is automatic “Failed” in an output.
Special Education Persons with physical/ learning disabilities are requested to see the Professor within the first two weeks of the semester. Both the
Need and Disability Professor and student throughout the semester design a doable strategy. Have an appointment with the Professor for his/ her
Accommodation consultation time.
Gender and All oral and written communication outputs/ class interactions are required to observe the use of gender sensitive language. The
Development course prohibits discrimination and harassment based upon race, ethnicity, sex (including sexual assault), pregnancy, color,
Related religion, national origin, physical or mental disability, age, marital status, sexual orientation, gender identity, and genetic
Accommodation information. Any student who has concerns about such behavior should the Professor.
ReligiousIn the academic work in the class, everybody is required to avoid conflicts with student’s religious practices and/ or observances.
Accommodation For an exemption, the student may request reasonable accommodations. This request must be in writing, and the Professor will
review the request, and this may even seek for assistance from the Dean.
Academic Students are encouraged to contact their teacher for assistance in learning tasks and assignments or in any difficulty encountered
Mentoring, Coaching during the course. Mentoring and coaching are enforced using Google classroom where the students can post on discussion
and Consultation forums and comments. Feedback is also given individually. Students are accommodated during the consultation hours through
online calls using Facebook messenger or Google Meet.
Integration of CHED
Mandates
Others

PROFESSORIAL TEAM FOR THE COURSE

Faculty (Team Leader) Raiza E. Ybañez, LPT Educational Qualification Faculty
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(Member)
Schedule Saturday: 1:00-7:00 pm Schedule

LMS 09565907574 LMS

Prepared By: Reviewed By: Approved By:

VIVIAN C. ALTAMARINO, MAED MA. SARAH FATIMA P. VALENCIA, Ed.D, Ph.D.

RAIZA E. YBAÑEZ, LPT Program Chair, BSED College Dean and Asst. Campus Administrator for MA. SARAH FATIMA P. VALENCIA,
Instructor Academics Ed.D, Ph.D.
OIC-Campus Administrator
Code#: Revision#:___ Date Date Approved: ________________
Reviewed:______

____UNCONTROLLED ____C O N T R O L L E D __Standard___Law__Regulation