Submitted by: Joshua Agbagala

Course Syllabus in Facilitating Learning

PRELIMINARY PERIOD
TIME LEARNING LEARNING STRATEGIES RESOURSES ASSESMENT
ALLOTMEN OUTCOME CONTENT AND
T REFERENCES
WEEK 1 At the end of
lesson the
student will be
able to…
 Acknowledge A.
appreciation Orientation
on the 1.Introductio  Checking  Audio-  Expectati
different n to the of visual ons
topics and course expectatio  Statemen stated
activities contents n towards t of  Approved
integrated in 2.Course the expectati course
the course requirements instruction ons syllabus
syllabus. and activities  Discussion  Review
 Prepare the 3.course of the of course
necessary objectives ground contents,
requirement 4.Grading rules for objective
needed in the system and the entire s
teaching- policies on semester and
learning absences activities
process tardiness and
 Demonstrate examinations
the necessary
attitudes and
values of the
true NTCIAN
WEEK 2 A. Learning
and
 Describe and metacognitive  Power  Audio-  Quiz
discuss the factors in point visual  Result of
different learning presentati  Textbook the
principles of 1.Definition on  Activity semantic
metacognitio of learning  Semantic sheet diagram
n and diagram  Paper-
 Compare and metacognitive To show pencil
contrast the On knowledge of examinat
different 2.Views on connection ion
categories of how Learning between (essay type)
metacognitive Occurs learning, Reflection
knowledge 3.Teaching facilitating journal
 Identify strategies to and
essential develop metacognitio
aspects of metacognitio n.
metacognitio n  Oral
n 4. presentati
 Create Difference on
metacognitive between  Small
plan to Novice and group
improve their Expert presentati
study skills Learners on
 Open
forum
WEEK 3 Topic: B
Learning-
 React and Centered  Powerpoin  Concept  Quiz
examine the Psychological t mat of  Result of
14 Learner- Principles presentati the 14 the one-
Centered on of the Learner- page
Psychological 1.Cognitive Learner- Centered reflection
Principles and Centered Psycholo p.28
metacognitive Psychologi gical  Reaction
factors cal Princeple paper
Principles s
 2.Motivationa  Socialized  Discussio
l and recitation n
Affective  Lecture  Sharing
factors discussion of
experien
3.Developme ces
ntal and
Social factors
4.Individual
Differences
Factors
WEEK 4 Topic:
Focus on the
 Describe the Learner  Powerpoin  Audio-  Quiz
distinguishing t visual  Rubric
features of A. Review of presentati  Textbook scores on
Piaget’s the on of  Activity oral
theory, along development different sheet reporting
with their theories developme accomplis
strengths and ntal hed by;
weakness. 1. theories  Professor
 Identify the Piaget’s  Reporting  Classmat
processes of stages of  Lecture- es
organization cognitive discussion  Self
and development of student  Graded
adaptation 2.1 on submissio
and their The essential preschoole n of
relation to terms r’s individual
schemes, (scheme, performan performa
assimilation,a assimilation, ce on nce on
ccommodatio accommodati Piagetian Piagetian
n,conservatio on, tasks. tasks
n,seriation,ce equilibration). The student
ntration,dece 2.2 choose the
ntration,resve The age-level they
rsibility hierarchical want to work
 Differentiate nature of the with, and the
 the four stages. topic they
stages of 2.3 want to
cognitive The effects of explore.
development equilibration, Video
 Discriminate Assimilation presentation:
between the Accommodati Piagetian
stages and on at specific tasks
explain the stages and
hierarchical the
nature of the significance of
stages. disequilibrati
on in the
teaching
learning
process.
WEEK 5 Topic: 2
Erickson’s
 Describe the psychosocial  Powerpoin  Audio-  Quiz
concepts of theory of t visual  Rubric
psychosocial development presentati  Textbook scores on
 And on  Activity oral
development 1.1  Oral sheet reporting
al crisis The concepts reporting accomplis
 Make a of  Discussion hed by:
synthesis of psychosocial  Sharing  Professor
the concepts and  interation  Classmat
of Erikson’s development es
theory al crisis  self
 Differentiate 1.2
between the the conditions
stages of which are
psychosocial likely to result
development in positive or
negative
outcomes in
the
psychosocial
stages.
WEEK 6 Topic:
Vygotshy’s
 Evaluate the social-cultural  Oral  Audio-  Quiz
importance of Theory* reporting visual  Rubric
scaffolding Kohlberg’s using  Textbook scores on
 Differentiate theory of power  Activity oral
and compare moral point sheet reporting
Piaget’s development  Using accomplis
theory to Vygotsky’s hed by:
Vygotsky’s 1. theory to  Classmat
theory in Vygotsky’s examine es
developing Socio-cultural the quality  Self
the cognitive theory of  Checklist
aspect of the 2. interaction of
learner The use of to see the student’s
 Differentiate scaffolding to evidence output in
and explain facilitate of their
the three learning scaffolding video
level and six 3. ,student’s tape
stages of comparison of will presentat
morality Piaget and prepare ion
 Evaluate and Vygotsky’s video tape  Graded
explain the theory presentati submissio
importance of on a one- n of
moral 1. on-one video
reasoning in Kohlberg’s interaction tape
the teaching three levels between presentat
and learning and six stages teacher ion
process of moral and child  Content
 Differentiate development or parent of
each layers of 2. and child. submitte
Bio-ecological The attributes  Research d
theory of each level to see the assignme
 Identify of morality. comprehe nt/resear
factors in 3. nsive ch
one’s own life Urie Bronfen compariso
that exerted brenner’s Bio- n of
influence on ecological Piaget’s
one’s theory and
development Vygotski’s
theory.
 Working in
groups ,
have
student
test
adolecents
; young
adult; and
older
adults
moral
reasoning
using
Kohlberg
dilemmas.
They
should
record
their
answers so
they can
be
examined
for the
justice and
care
themes
 Note
exchange
on the
topic of
Bronfenbrt
theory
Preliminary Examination
MIDTERM PERIOD
TIME LEARNING LEARNING STRATEGIES RESOURSES ASSESMENT
ALLOTMEN OUTCOME CONTENT AND
T REFERENCES
WEEK 7 Topic:
Student
 Recognize and Diversity  Film  Rubrics  Quiz
discuss the viewing scoring  Result of
impact of 1. “Every on oral the quiz
heredity, Individual child is reporting  Rubrics
environment Differences special”  Plan of on oral
ethnicity, race 1.2  Oral activities reporting
and social factors that reporting for class accomplis
class in bring about  Power critiquing hed by:
understandin student point  Audio-  Professor
g diverse Diversity  Small visual  Classmat
learners in 1.3 Tips on group  Textbook es
the classroom student discussion  Activity  Self
 Classify and diversity  Interview sheet  Content
compare the 2.  Sharing of
different Learning/thin submitte
learning/thin king styles d
king styles, and multiple  Assignme
multiple Intelligences nt/resear
intelligences 3. ch
and Categories of  Result of
categories of exceptionaliti activity
exceptionaliti es sheet 55-
es 57;p67
 Develop an The basic
educational categories of
child with exceptional
specific learners
disability
WEEK 8 Topic:
focus on
 Define learning  Oral  Audio-  Result of
,describe and reporting visual the quiz
give examples A.  Power  Textbook  Rubric
of basic Behaviorist point  Activity scores on
process of Perspective  Concept sheet oral
classical map or reporting
conditioning. 1. graphic accomplis
 Relate how Behaviorism: organizer hed by:
classical oresentati  Professor
conditioning Pavlov and on sharing  Classmat
may occur in Skinner of es
the experience  Self
classroom. 1.1  Group  Content
 Compare and Educational work of
contrast the implication of  Note submitte
fundamental classical and exchange d
differences operant assignme
between conditioning nt/resear
classical ch
conditioning 1. Differe  Result of
and operant nt activity
conditioning parame sheets
 Develop a ters of pp.87 -90
positive learning  One-page
classroom 2. Proble reflection
application ms of
for the learning
principal of as
conditioning discuss
in the ed by
classroom. Skinner
WEEK 9 Topic:
A. Edward
 Discuss the Thorndike’s  Oral  Activity  Quiz
basic Connectionis reporting sheet  Individual
principles of m  Power  Audio- participat
connectionis point visual ion in
m B. John  Discussion  textbook class
 Compare and Watson’s of the discussio
contrast the Conditioning graphic n and
three primary organizer group
laws of 1. on the participat
learning and The basic three ion
its principles of primary  Grading
applicability connectionis laws of
in the m  Presentati submitte
teaching- 2. on of d plan
learning The primary student’s  Result of
process laws of plan activity
 Examine the learning applying sheets
difference 3.  The pp. 80 &
between Thorndike’s primary 88
conditioning other laws of laws of  One-page
of Pavlov to learning learning in reflection
Watson school and  Rubric
The major at home scores on
contributions  Note oral
of john exchange reporting
Watson on the accomplis
lecture hed by:
given  Professor
 Classmat
es
 Self
 Content
of
submitte
d
 assignme
nt/resear
ch
 One-page
reflection
on
thorndike
’s theory

WEEK 10 Topic:
Neo-
 Evaluate and behaviorism  Oral  Activity  Result of
discuss the reporting sheet the quiz
different 1. with  Audio-  Rubric
learning Tolman’s rubrics visual scores
construct of purposive  Power  textbook on oral
Tolman’s Behaviorism point reporting
theory  Discussion accomplis
 Differentiate 1.1  Interaction hed by:
the six kinds Tolman’s and  Professor
of learning of purposive sharing  Classmat
Tolman and behaviorism es
its  Self
applicability 2.  Content
to classroom The of
setting. educational submitte
implications d
of Tolman’s assignme
theory nt/resear
ch
 Assessme
nt and
evaluatio
n of
created
activity
 Result of
 activity
sheet
pp.92and
101
WEEK 11 Topic:
A. Bandura’s
 Analyze and social learning  Oral  Activity  Result of
identify the theory reporting sheet the quiz
four 1.  Power  Audio-  Rubric
sequential The point visual scores on
steps in conditions  Groups  Textbook oral
observational necessary for discussion reporting
learning effective (implicatio accomplis
 Assess and modeling to ns of TV hed by:
evaluate the occur violence,  Professor
importance of B. Cognitive portrayals  Classmat
modeling and Perspective of gender es
the steps of 1. roles and  Self
observational Gestalt sexuality,  Content
learning or Psychology the impact of
modeling 1.1 of video submitte
process Wolfgang games or d
 Apply and Kohler’s the assignme
synthesize the Insightful appropriat nt/resear
practical learning eness of ch
application of 1.2 materials  Teacher
gestalt theory Max in rating of
 Explain the Wertheimer internet). group
contribution 2. individual
of Gestalt Ways of active
psychology to applying participat
later thinking gestalt ion
on teaching psychology in  Graded
the teaching- one-page
learning reflection
process
WEEK 12 Topic:
A.
 Demonstrate Information  Oral  Activity  Result of
the process processing reporting sheet the quiz
involved in 1.  Power  Audio-  Rubric
acquiring, The processes point visual scores on
storing and involved in  Semantic  textbook oral
retrieving acquiring , diagram reporting
knowledge storing and showing accomplis
 Define retrieving the human hed by:
describe , and knowledge memory  Professor
discriminate 2. system  Classmat
between the The functions  Created es
various of the activity  Self
memory components showing  Content
structures of the how of
and memory store memory is submitte
processing model of being d
 Discuss and information stored and assignme
demonstrate processing how the nt/resear
how B. Bruner’s spiral ch
memorization Constructivist curriculum  Rating of
may be aided theory works the
by devices 1.  Note quality of
and activities The spiral exchange performa
 Identify curriculum on the nce on
techniques works lecture created
used in the given  Result of
discovery  Simulation activity
approach to activity sheets
teaching pp.116,
 Apply and 121-123&
synthesize 149-152
applications
of spiral
curriculum
Midterm Examination
FINAL PERIOD
TIME LEARNING LEARNING STRATEGIES RESOURSES ASSESMENT
ALLOTMEN OUTCOME CONTENT AND
T REFERENCES
WEEK 13 Topic:
Gagne’s
 Fully discuss Condition of  Oral  Activity  result of
the nine Learning reporting sheet the quiz
conditions of 1.  Power  Audio-  rubric
learning The three point visual scores on
 Identify and main  Presentati  textbook oral
articulate the components on reporting
benefits of of Gagne’s according accomplis
using Gagne’s model to hed by:
principles in 1.2 specializati  professor
teaching Gagne’s on , the  classmate
 Demonstrate instructional sample s
how Gagne’s events and lesson  self
instructional the nine outline for  content
events can be conditions of class of
used when learning critiquing submitte
teaching a 1.3 using d
lesson Criteria of Gagne’s assignme
human instruction nt/resear
learning al events ch
according to  Graded
Gagne one-page
reflection
 Result of
activity
sheets
pp. 126,
131-135
WEEK 14 Topic:
Ausubel’s
 Discuss the Meaningful  Oral  Activity  Quiz
importance of Verbal reporting sheet  Rubric
meaningful learning/Subs using  Audio- scores on
learning umption powerpoin visual oral
 Distinguish theory t  Textbook reporting
the use and 1.  Group accomplis
importance of Ausubel’s discussion hed by:
advanced concept of  Graphic  Professor
organizer in meaningfulne organizer  Classmat
facilitating ss and the based on es
learning main student’s  Self
inside the requirements specialitai  Content
classroom for on of
 Describe and meaningful  Cooperativ submitte
appraise the learning e learning d
use and 2. assignme
contribution The use and nt/resear
of advanced contribution ch
organizers in of advanced  Result of
a teaching organizers in activity
lesson teaching- sheets
learning pp.138,
process 142

WEEK 15 Topic:
Cognitive
 Articulate the process  Oral  Activity  Quiz
role of 1. reporting sheet  Rubric
constructivis Constructivis  Power  Audio- scores on
m in m: point visual oral
facilitating Knowledge  Created  textbook reporting
learning Construction/ drill using accomplis
  Describe the Concept computer hed by:
strategies to Learning  Small  Professor
promote 2. group  Classmat
knowledge Transfer of discussion es
construction learning  A plan of  Self
 Apply activity  Content
strategies to showing submitte
show how the d
transfer of strategies assignme
learning to nt/resear
occurs promote ch
knowledge  Grading
instruction of
and submitte
strategies d plan of
to show activity
transfer of  One-page
learning. reflection
on page
160
 Result of
activity
sheet pp.
154,159
WEEK 16 Topic:
A.
 Differentiate Facilitating  Oral  Activity  Quiz
the different Learning and reporting sheet  Rubric
levels of Bloom’s  Power  Audio- scores on
Bloom’s Taxonomy of point visual oral
Taxonomy Objectives  Small  textbook reporting
 Formulate 1. group accomplis
objectives The different according hed by:
reflecting the levels of to  Professor
levels of the Bloom’s specializati  Classmat
taxonomy Taxonomy on. Write es
 Discuss the 2. high level  Self
 differences The questions  Content
among the importance of reflective submitte
taxonomies good of bloom’s d
for the behavioral/co taxonomy assignme
cognitive, gnitive  Critiquing nt/resear
affective, and objectives in of each ch
psychomotor facilitating other’s  Rating of
domains. learning work student’s
 Retell the B.  Construct output
four criteria Problem an activity and
of creativity solving and to show performa
by Torrance Creativity problem nce on
 Create an solving creativity
activity to skills and  Result of
show problem creativity activity
solving skills  Note sheet pp.
and creativity exchange 170-
on the 171;179-
lecture 184;200,2
given 05-206
 One-
page
reflection
on page
185 &
207
WEEK 17 Topic: Focus
on Classroom
 Compare and Processes  Oral  Activity  Result of
contrast the A.1 reporting sheet the quiz
difference Motivation  Power  Audio-  Rubric
between 1.1 point visual scores on
intrinsic and Meaning and  Group  textbook oral
extrinsic types of discussion, reporting
motivation Motivation implication accomplis
and its 1.2 of the hed by:
application in Theories on different  Professor
 the teaching- Factors theories of  Classmat
learning Affecting motivation es
process Motivation to the  Self
 Analyze and 2. facilitation  Content
explain the The basic of learning of
basic concept of  Note submitte
principles of the exchange d
motivation humanistic on the assignme
from the (needs) lecture nt/resear
behavioral theory of given ch
viewpoint motivation.  Interaction  Grading
 Explain the 2.1 and of
different Maslow’s sharing submitte
motivational hierarchy of d outline
theories needs (the  Results of
 Examine and specific activity
explain the levels) in phase
potential terms of pp.210-
dangers of Growth and 211;215-
the use of deficiencies 216;230
rewards in and its and the
the classroom educational applicatio
implications n activity
2.2 on
The p.217;p.2
differences 32
between
students with
high/low
achievement
motivation
2.3
The
motivational
problems that
affect
learning
WEEK 18 Topic:
A. Student’s
 State and Diversity in  Oral  Activity  Quiz
explain Motivation reporting sheet  Rubric
through and  Power  Audio- scores on
graphic Motivation in point visual oral
organizer the the classroom  Role-  textbook reporting
social and 1. playing to accomplis
cultural Environmenta act out hed by:
influences on l Factors student-  Professor
the cognitive Affecting child  Classmat
and Motivation interaction es
motivational 1.1 s with  Self
processes of The Physical “good” vs.  Content
learning Learning “bad” submitte
 Apply the Environment teachers. d
principles on 2.  Use the assignme
the social and The classroom following nt/resear
cultural climate scenarios ch
influences on 3. to  Role
motivation Assessment structure playing
 Describe the of Learning the evaluatio
classroom interaction n
climate that is a) A student  Assessme
conducive for who nt and
learning repeatedly evaluatio
 Design a fails to n of
favorable complete student’s
physical the individual
learning assignmen sample of
environment t; poem/so
 Discuss ways b) An ADHD ng
to make students describin
assessment who never g
more sits still teachers
motivating for and behavior
the students interrupts al traits
  Demonstrate constantly  Result of
appreciation c) A wall- the
of assessment flower activity
as a process student on
to evaluate who never pp.253,2
and facilitate volunteers 57-259;
learning to make p.264
classroom  One-page
contributio reflection
ns. on pp.
The student 255 &272
will portray
all scenarios
with both
good and bad
teachers.
 Compose a
poem/son
g
describing
teachers’
behavioral
traits that
are
facilitative
of leaning
Final Examination
REFERENCES:
BOOKS:
Garcia, carlito. Principles and Strategies of Teaching: A Skills Approach:
Philippines: Books Atbp. Publishing House Corp. c2005

Limpimgco, Delia A., et al. Psychology of Learning Process. Metro manila:

Grandwater Publications, c2010

Snowman, Jack & Biehler, Robert. Psychology Applied to Teaching Tenth

Edition. Boston: Houghton Miffin Co. c2003

Vega , Violeta A. & Prieto , Nelia G. Facilitating Learning. Mandaluyong city,

Philippines: Books Atbp. Publishing corp. c2006

Santrock, J. W. Educational Psychology. New York : McGraw-hill. (2001).