Republic of the Philippines

NORTHERN ILOILO STATE UNIVERSITY

Estancia, Iloilo
COLLEGE OF EDUCATION
Teacher Education Department
COURSE SYLLABUS IN CHILD AND ADOLESCENT LEARNER AND LEARNING (BSED SOCIAL STUDIES)
1st Semester 2023-2024

QUALITY POLICY

NISU commits itself to continually strive to provide quality and relevant instruction, research and extension services adhering to quality
standards and regulatory requirements in order to meet the highest level of clientele satisfaction with commitment to continual improvement of the
management system.

VISION

“A globally competitive State University in Asia”

MISSION

“Human resources development through quality and relevant education, environment-friendly modern technologies and preservation of
Filipino values and culture for sustainable and improved quality of life.”

GOALS

The College shall have the following goals:

1. Produce human capital imbued with scientific and technological skills endowed with desirable values and work ethics;
2. Provide quality education in the fields of industry, agriculture, fisheries, technology, sciences, education and other relevant undergraduate and
graduate programs;
3. Establish a university research culture responsive to community and global needs;
4. Enhance research-based extension programs and transfer of sustainable technologies;
5. Maximize productivity through efficient and effective resource management; and
6. Strengthen linkages with local, national and international partner-agencies.

1
CORE VALUES
C-ommunicative
R-esearch oriented
E-xcellent time manager
A-cademically competent
T-echnically equipped
I-nnovative
V-alues oriented
E-nvironment friendly

PURPOSES

The Northern Iloilo Polytechnic State College has the following purposes:

1. Provide advanced and higher education and training in the fields of industry, agriculture, fisheries, arts, sciences, education, management,
hospitality & tourism, information technology, engineering, criminal justice and services as well as, continuing education;

2. Promote progressive leadership in research and advanced studies in the fields of industry, agriculture, fisheries, arts, sciences, education,
management, hospitality & tourism, information technology, engineering, criminal justice;

3. Undertake sustainable extension activities for technology transfer and solution of social problems, and;

4. Enhance its critical role in community development.

Matrix Showing the Alignment of the Institutional Goals and Objective to the College Mission

Institutional Goals 1
1. To turn out competent graduates in the polytechnic areas, who are prepared for occupational and professional requirements, and gainful
employment. /
2.To improve the instructional resources e.g. libraries, classrooms, laboratories and workshops. /
3.To provide opportunities for student’s expressions of their aesthetics, physical, intellectual, emotional and social development.
/
4.To strengthen faculty competencies through in-service programs, scholarships and study assistance’ /
5.To support the faculty to undertake research aimed at improving the teaching and learning situation. /
6.To enhance the management capabilities of key officials through the use of participatory decision making. /
7.To contribute to community improvement by encouraging faculty and staff members to become leaders/officers and members of civic, /
professional, religious, and other NGO’s in the service area,

2
 8.To use research to generate knowledge and find solutions to social problem, /
9.To make institutional development planning as a means for responding to changes /
10.To promote a college environment that is conducive to the pursuit of learning and other academic activities. /

GOALS OF THE COLLEGE OF EDUCATION

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to become successful
teachers.
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their potentials in becoming
useful and productive members of the society.
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change.
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors.
5. Provide activities that will enhance the total development of the students.

Matrix Showing the Alignment of the Goals of College of Education to the College’s Mission

Goals of School of Education 1 2 3 4 5

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to
become successful teachers. / /
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their
potentials in becoming useful and productive members of the society. / /
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change / /
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors. / /
5. Provide activities that will enhance the total development of the students. / /

PROGRAM OBJECTIVES

In consonance with the mission statement of the Teacher Education Department, its Bachelor in Secondary Education (BSED) and Bachelor
in Elementary Education (BEED) programs are designed to:

1. Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful employment and to
make them competent professionals;
2. Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do their work
well;
3. Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive citizens;
4. Instill in students values to make them better persons.

3
Matrix showing the alignment of the School of Education Program Objectives to its Goals

Program Objectives of the School of Education 1 2 3 4 5

1.Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful
employment and to make them competent professionals; / /
2.Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to
do their work well; / /
3.Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive
citizens; / /
4.Instill in students values to make them better persons. / /

Program Outcomes/Student Learning Outcomes:

The graduates of BEED and BSEd programs are teachers who are able to:

1. manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for higher
learning as well as competence in the field of work.
2. demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in order to constantly improve their teaching knowledge, skills and practices
3. engage in scholarly research and extension and production activities that would benefit not ony the institution where they are
connected with but of the community as a whole
4. practice and demonstrate professional and ethical requirements of the teaching profession

Matrix Showing the Alignment of the Departments Program outcomes to it Objectives

Program Outcomes of the School of Education 1 2 3 4

1.manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for
higher learning as well as competence in the field of work. / /
2.demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in order to constantly improve their teaching knowledge, skills and practices / /
3.engage in scholarly research and extension and production activities that would benefit not ony the institution where they are
connected with but of the community as a whole / /
4.practice and demonstrate professional and ethical requirements of the teaching profession / /

4
 Curriculum Map Showing the Alignment of Courses in the BSED Curriculum to its Program Outcomes.

BACHELOR of SECONDARY EDUCATION

Major in Social Studies
Revised 2022

CURRICULUM MAPPING
First
Semester COURSE
PROGRAM OUTCOMES

a b c d
FSSE 101 Foundation of Social Studies
SSE 105 Geography 1 (Human Geography)
GE1 Purposive Communication
1st Year GE2 Readings in the Philippine History
GE3 Mathematics in the Modern World
GE4 Komunikasyon sa Akademikong Filipino
GE 10 Reading Visual Arts
PE1 Physical Fitness

Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
SSE 106 Geography 2 (Physical Geography)
SSE 108 Micro Economics
SSE 110 World History 1 (Ancient and Medieval Era)
1st Year SSE 112 Asian Studies
GE 5 Art Appreciation
GE 6 Understanding the Self

5
 GE7 Gender and Society with Peace Education
PE 2 Rhythmic Activities
NSTP CWTS/ROTC
First
Semester COURSE
PROGRAM OUTCOMES

a b c d
SSE 107 Geography 3 (Urban Geography)
SSE 109 Macro Economics
SSE 111 World History 2 ( Modern and Contemporary Era)
2nd Year GE8 Ethics
GE9 The Contemporary World
GE EL 2 Masining na Pagpapahayag/Retorika
PEd 101 The Child and Adolescent Learner and Learning Principles
PEd 102 Teaching Profession
PE 3 Individual/Dual Games

Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
FSSE 103 Trends and Issues in Social Studies
SSE 113 Socio-Cultural Anthropology
SSE 114 Comparative Economic Planning
2nd Year SSE 115 Comparative Government and Politics
SSE 200 Teaching Approaches in Secondary Social Science
PEd 105 Facilitating Learner-Centered Teaching
PEd 106 Assessment in Learning 1
PEd 103 The Teacher and the Community, School Culture and Organizational Leadership
PE 4 Team Sports and Games

6
 First
Semester COURSE
PROGRAM OUTCOMES

a b c d
SSE 201 Integrative Methods in Teaching Social Science Discipline in Basic Education
SSE 202 Production of Social Studies Instructional
SSE EL 1 (Elective 1) Social Networking for Social Integration
3rd Year PEd 104 Foundation of Special and Inclusive Education
PEd 107 Assessment in Learning 2
PEd 108 Technology for Teaching and Learning 1
FSSE 102 Research in Social Studies
FS 1 Field Study 1 ( Observations of Teaching-Learning in Actual School Environment

Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
FSSE 104 Places and Landscape in a Changing World
SSE 116 Law Related Studies
SSE 203 Assessment and Evaluation in the Social Studies
3rd Year SSE 204 (Technology for Teaching and Learning 2*) Instrumentation and Technology in Social Studies
Ped 109 The Teacher and the School Curriculum
PEd 110 Building and Enhancing New Literacies Across the Curriculum
PEd 111 Undergraduate Thesis
FS 2 Field Study 2 ( Participation and Teaching Assistantship)

7
 First
Semester COURSE
PROGRAM OUTCOMES

a b c d
PEd 112 Problems Met in Teaching Internship
4th Year PEd 114 Teaching Internship

Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
PEd 113 LET Enhancement/Review/Pre-board
4th Year GE11 Science, Technology and Society
GE12 The Life and Works of Rizal
GE 13 Living in the IT Era

8
 School: School of Education Program: BSED-SOCIAL STUDIES

Prepared by: Reviewed by: Recommending Approval: Approved by:

JULIE ANNE S. ARABIA, LPT, MAT KAYE C. JARDENIL, LPT, Ed. D GILDA E. DEGUMA, LPT, Ed. D JOMARTIN C. LIMSON, DPA
Subject Teacher Chairman, BSED Program Dean, College of Education Vice President for Academic Affairs

Descriptive Title: Child and Adolescent Learner and Learning

Course Code: Ped 101

Course Credit: three (3) Lecture Hours/ Week: three (3)

Pre-requisite: None

Course Description: This 3-unit 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 and shall include appropriate
pedagocal principles applicable for each developmental level.

OUTCOME-BASED ASSESSMENT TIME

TEACHING/ TEXTBOOK/
INTENDED LEARNING OUTCOMES TOPICS EQUIPMENT ALLOTM
LEARNING ACTIVITIES REFERENCE Task Tool ENT
At the end of the lesson, the learners A. Orientation on Interactive Class Discussion Projector, laptop CMO 15, s. 2015 Oral Feedback Transmutation 1 hr.
must have: Classroom Policies, and white board Student Handbook Table/ Rubric
Departmental policies PowerPoint presentation Institutional VMGO
1. discussed the departmental and and Grading system
classroom policies, as well as the

9
grading system for the subject;

2. explain the VMGOs of the

university and department; and

3. acquire a copy of the syllabus

through the section representative for
reproduction and distribution.

1. explained learner-centered
psychological principles, human
development, and developmental
tasks;
B.
2. discussed the implications of 1. The Learner-
the learner-centered psychological Centered
Corpuz,B.B.etal.
principles to teachers and educators, Psychological
(2018).The Child and
traditional and life-span approaches Principles
Adolescent Learner and
of development, and developmental 2. Human Paper and pencil Rubrics
Learning
stages and described the Development: Interactive Class Discussion TV and test
9 hrs.
developmental tasks in each stage; Meaning, Concepts blackboard Quiz
Principles.Lorimar
and and Approaches PowerPoint presentation Oral recitation
Publishing Inc.Quezon
3. Periods of
City.
3. analyzed specific classroom Development and
situations where the 14 learner- Developmental
centered principles are applied and Stages
be related to development and social
factors and individual differences, and
developmental tasks affect your role
as future facilitator of learning.

C. Interactive Class Discussion TV and Rubrics

1. describe the theories and factors blackboard Corpuz,B.B.etal. Paper and pencil
affecting the development of the 1. Freud’s PowerPoint presentation (2018).The Child and test Quiz 9 hrs.
educators; and Psychoanalytic Adolescent Learner and
Theory Learning Oral recitation
2. demonstrate the ability to apply 2. Piaget’s Stage of
these theories to real-life situations, Cognitive Principles.Lorimar
individuals, or populations, showing Development Publishing Inc.Quezon
an understanding of how they can 3. Erickson’s City.
explain or predict human Psychosocial Theory
development. of Development
4. Kohlberg’s Stages

10
 of Moral Development
1. differentiated Piaget and
Vygotsky’s views on cognitive
development;

2. explained how scaffolding is D.

useful in teaching a skill and common
hazards to pre-natal development ; 1. Vygotsky’s Socio – Corpuz,B.B.etal.
Cultural Theory (2018).The Child and
3. described each of the layers 2. Bronfenbrenner’s Adolescent Learner and Paper and pencil Rubrics
Interactive Class Discussion
of Bronfenbrenner’s Bioecological Ecological Theory TV and Learning test
8 hrs.
model; 3. Pre-natal blackboard Quiz
PowerPoint presentation
Development Principles.Lorimar Oral recitation
4. used the biological theory as 4. Physical Publishing Inc.Quezon
a framework to describe the factors Development of City.
that affect a child and adolescent Infants and Toddlers
development; and

5. draw implications of these

principles and processes to child
care, education and parenting.
MIDTERM EXAMINATION 1 hr.
1. identify factors that E.
enhance/impede the cognitive
development of infants and toddlers 1. Cognitive
and different gross and fine motor Development of
Corpuz,B.B.etal.
skills; Infants and Toddlers
(2018).The Child and
2. Socio-emotional
Adolescent Learner and Paper and pencil Rubrics
2. describe the socio-emotional Development of Interactive Class Discussion
TV and Learning test
development of infants and toddlers; Infants and Toddlers 13 hrs.
blackboard Quiz
and 3. Pre-schoolers’ PowerPoint presentation
Principles.Lorimar Oral recitation
Physical
Publishing Inc.Quezon
3. different gross and fine motor skills. Development
City.
4. Cognitive
Development of the
Preschoolers

1. discuss the different caregiving F. Interactive Class Discussion TV and Corpuz,B.B.etal. Paper and pencil Rubrics 13 hrs.
styles and their effect on blackboard (2018).The Child and test
preschoolers; 1. Socio-Emotional PowerPoint presentation Adolescent Learner and Quiz
Development of the Learning Oral recitation
2. describe preschool children's Preschooler
physical growth; 2. Physical Principles.Lorimar

11
 Development of
3. explain the importance of Primary Schoolers
information-processing skills and how 3. Cognitive
they affect the child's cognitive Development of
development; Primary Schoolers
4. Socio-Emotional
Publishing Inc.Quezon
4. identify the different characteristics Development of
City.
of primary school-aged children in this Primary Schoolers
stage of development; and 5. Physical
Development of the
5. discuss ways and practices which Intermediate
will aid children in successfully Schoolers
developing physically.
FINAL EXAMINATION 1 hr.

Course Requirements:

1. Pass all written examinations and requirements.

2. Participate actively in the discussion/ performances.
3. Portfolio

Grading System OBE Based

Non-Laboratory Subjects

A. Cognitive
1. Formative (Assessment/Activities Accomplished)25%
2. Summative (Midterm/Final) 25%
B. Psychomotor 50%
1. Output/Product 50% 50%
12
TOTAL 100%
Computation

RS x 30
Rating = +65
Total No. of Items

Suggested References

VI. References
1. Corpuz,B.B.etal. (2018).The Child and Adolescent Learner and Learning Principles.Lorimar Publishing Inc.Quezon City.
2. Corpuz,B.B. and Gloria G. Salandanan. (2005).Principles of Teaching (with TLE). Lorimar Publishing Inc.Quezon City.
3. Syllabus on PEd101 : The Child and Adolescent Learner and Learning Principles

RUBRIC FOR ASSESSMENT

13
Learning Episodes Exemplary Superior Satisfactory Needs Improvement
4 3 2 1
Learning Activities The tasks were completed The tasks were completed with The tasks were The task completion rate is
with exceptional quality, high quality completed with an below half, and most
surpassing all expectations. acceptable level of objectives have been met, but
quality there is room for improvement
4 3 2 1
Examining of the Learning The episode provided The analysis questions were The analysis questions The analysis questions were
comprehensive answers to all answered comprehensively, but were not fully answered, not addressed
questions, accompanied by the explanation was not and only rudimentary
detailed explanations and elaborated upon. questions were
elaboration. addressed
4 3 2 1
Presentation of the report Student demonstrates full Student is at ease with content, Student is uncomfortable Student does not have grasp
knowledge, presents presents in logical sequence, with information, difficulty of information, there is no
information in logical, voice is clear and pronounces following presentation, sequence of information, and
interesting sequence, and most words correctly pronounces incorrectly mumbles incorrectly
used a clear voice and terms pronounces terms, and
correct, precise pronunciation speaks too quietly for students
of terms. in the back of class to hear
4 3 2 1
Learning Portfolio Portfolio is created entirely Portfolio is in a sequential, Sequence was There is little order to the
independent of guidance. logical order and appropriate attempted, but order is portfolio. Format is sloppy.
Format is chosen and format. lacking. Format was not Is unable to gather materials
enhanced to include more Independently gathers and used appropriately. without consistent guidance.
than suggested. Exceeds stores materials. Tracks Gathers materials Unable to track progress
expectations required; adds progress independently. Meets independently but needs without consistent guidance.
on own pieces to enhance all requirements. some guidance.
quality of portfolio. Consistently needs
assistance for tracking
progress.

4 3 2 1
Comments

Transmutation of Score to Grade/Rating

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-

below

14
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

15