METRO MANILA COLLEGE Novaliches, Quezon City

GRADUATE STUDIES

Course:
Doctor Of Philosophy Major In Development Education

Subject:

EDUCATION 609:
Techniques of Teaching and Learning in College

Professor:

Dr. Adelaida B. Bareng

Topic:

Syllabi Preparation

Discussant:

Peter G. Young Jr.

Introduction

Evaluation Synthesis Analysis Application Comprehension Knowledge

Objectives
A. Knowledge:

Action Verbs to Express Skill Objectives in Observable and Measurable Terms The lowest category, shown by define match the ability to recall common describe name terms (e.g. objects and events), identify reproduce specific facts (i.e., properties, label select traits and characteristics), list state methods and procedures, recall outline
concepts (i.e., concrete and abstract principles and theories)

B. Comprehension: Lowest form of understanding shown by the ability to interpret verbal (sentences, paragraphs) and visual (graphs, charts) materials; translate verbal materials using other words or symbols (mathematical equation) and estimate/project consequences through a given set of data Requires knowledge

Convert distinguish between explain infer give example paraphrase summarize identify find compare and contrast

Defend estimate extend generalize predict rewrite connect ____ with _____ distinguish_____ from_____ classify recognize

Objectives C. Application:

Action Verbs to Express Skill Objectives in Observable and Measurable Terms Shown by the ability to use concepts Change Compute and principles to explain new demonstrate discover situations, solve practical and manipulate modify mathematical problems, develop operate predict and construct graphs/charts, and prepare produce perform correctly methods and relate show procedures solve use Requires comprehension operate
Requires knowledge
The opposite of Analysis. A creative skill of putting together various elements to form a new whole. Shown by the students in their ability to integrate various concepts to develop a new framework model, or devise a plan for undergoing an experiment, produce a creative work (poem, novel, song, drama) and purpose a new scheme for classifying objectives, ideas, or events Requires analysis Require application Requires comprehension Requires knowledge

D. Synthesis:

categorize comprise create/devise generate organize rearrange relate revise summarize write

combine compose design/explain modify plan reconstruct reorganize rewrite tell

Objectives

Skill

Action Verbs to Express Objectives in Observable and Measurable Terms

E. Evaluation

Highest category in the cognitive domain. Skill in making judgment on the basis of available data and information. Although a cognitive process, it requires application of values in the decisionmaking process Requires synthesis Requires analysis Require application Requires comprehension Requires knowledge

appraise conclude criticize discriminate justify relate support check for evaluate create develop generalizatio ns

compare contract describe explain interpret summarize offer critique draw conclusions

Objectives
A. Receiving Attending

Action Verbs to Express Skill Objectives in Observable and Measurable Terms Involves awareness, willingness to ask choose receive, and controlled or selective describe follow attention. give hold Behaviors within this category identify locate may be measured through the name point to following cues among students select reply listening attentively, showing awareness of situations in the use accept environment, being sensitive to watch attend peoples needs and social and observe
cultural differences, noticing phenomena events. Complying without protesting, willingly/reaching positively, and showing satisfaction in a response. Among behaviors observable are completing assigned work/tasks/responsibilities, following school rules/regulations, participating in class discussions, volunteering for special assignments, enjoying helping/others (students, etc.) Begins with attending

B. Responding:

answer comply discuss help label practice recite select write comply

Assist coaterm greet read perform present report tell

Objectives
C. Valuing:

Skill

Action Verbs to Express Objectives in Observable and Measurable Terms

Accepts worth of a thing, an idea, or a behavior, prefers it; consistent in responding; develops a commitment to it. Observable behaviors among students are demonstrating/supporting principles of honestly, fairness, etc., appreciating music, arts, sports, showing concern for the welfare of others, demonstrating commitment in upholding the law and defending what is right. Requires a response Begins with attending

complete differentiate follow invite join propose report share work prefer believe commit

describe explain form initiate justify read select study

Objectives

Skill

Action Verbs to Express Objectives in Observable and Measurable Terms

D. Organization:

Organizes value system; determines interrelationships; adapts behavior to value system. Observable behaviors among students are: accepting responsibility for ones action, recognizing ones weaknesses and strengths, distinguishing between freedom and license, having a focus on has goal in life, understanding his role in the social environment. Requires development of values Requires response Begins with attending

adhere arrange compare complete generalize integrate order prepare synthesize

After combine explain defend identify modify organize relate synthesize

Action Verbs to Express Objectives Skill Objectives in Observable and Measurable Terms E. Characterization Generalizes certain values act discriminate by a value or into controlling tendencies; display influence value complex emphasis on internal listen modify consistency, later integrates perform practice these (into a total philosophy purpose qualify of life or world views.) question revise Values internalized and serve solve shown by the student are: use verify industry, punctuality, selfdiscipline, self-reliance, good health, habits, openmindedness, caring, fairness, and other values become part of the individuals character. Requires organization of values Requires development of values Requires a response Begins with attending

Objectives

Skill

Action Verbs to Express Objectives in Observable and Measurable Terms

A. Observing: Watches process; pays attention to steps or techniques and to finishes product or behaviors may read directions B. Imitating: Follows directions; carries out steps with conscious awareness of efforts, performs hesitantly Requires observation, or reading of directions

study observe follow read list follow carry out perform observe make a model

comply with recognize explain examine monitor note notice reproduce simulate copy match repeat

Objectives

Skill

Action Verbs to Express Objectives in Observable and Measurable Terms

C. Practicing:

D. Adapting:

Repeats steps until same or all aspects of process become habitual, requiring little conscious effort, performs smoothly Requires imitation Requires observation, or reading of directions Makes individual modifications and Adaptations in the process to suit the worker and/or the situation Requires practice Requires imitation Requires observation, or reading of directions

assemble repeat construct mix practice

apply effect use prepare operate

mend manipulate adapt modify replace conform submit change fit

reconstruct rearrange rebuild transform reorganize

WEEKS/HRS.

TOPIC OUTLINE
A. (Topics to take up on 1st week) 1. 2. 3. 4. 5. B. (Topics to take up on 2nd week) 1. 2. 3. 4. 5. C. (Topics to take up on 3rd week) 1. 2. 3. 4. 5.

READING ASSIGNMENTS

SUGGESTED ACTIVITIES

EVALUATION
Early in the course initiate students in setting up rubrics or criteria for evaluating their participation / output. Teach students how to honestly evaluate their own participation/out put per session

1st Week ______ hours June 14, 16, 19

2nd Week ______ hours June 21, 23, 26

3rd Week ______ hours June 28, 30, July 3

WEEKS/HRS.
4th Week ______ hours July 5, 7, 10

TOPIC OUTLINE
D. (Topics to take up on 4th week) 1. 2. 3. 4. 5. E. (Topics to take up on 5th week) 1. 2. 3. 4. 5. F. (Topics to take up on 6th week) 1. 2. 3. 4. 5.

READING ASSIGNMENTS

SUGGESTED ACTIVITIES

EVALUATION

5th Week ______ hours July 12, 14, 17

6th Week ______ hours July 19, 21, 24

PRELIMINARY EXAMINATIONS (July 20, 21, 24, 25)

WEEKS/HRS.
7th Week ______ hours July 26, 28, 31

TOPIC OUTLINE
G. (Topics to take up on 7th week) 1. 2. 3. 4. 5. H. (Topics to take up on 8th week) 1. 2. 3. 4. 5. I. (Topics to take up on 9th week) 1. 2. 3. 4. 5.

READING ASSIGNMENTS

SUGGESTED ACTIVITIES

EVALUATION

8th Week ______ hours Aug. 2, 4, 7

9th Week ______ hours Aug. 9, 11, 14

WEEKS/HRS.
10th Week ______ hours Aug. 16, 18, 21

TOPIC OUTLINE
J. (Topics to take up on 10th week) 1. 2. 3. 4. 5. K. (Topics to take up on 11th week) 1. 2. 3. 4. 5. L. (Topics to take up on 12th week) 1. 2. 3. 4. 5.

READING ASSIGNMENTS

SUGGESTED ACTIVITIES

EVALUATION

11th Week ______ hours Aug. 23, 25, 28

12th Week ______ hours Aug. 30, Sept. 1, 4

MIDTERM EXAMINATIONS (August 31, September 1, 4, 5)

WEEKS/HRS.
13th Week ______ hours Sept. 6, 8, 11

TOPIC OUTLINE
M. (Topics to take up on 13th week) 1. 2. 3. 4. 5. N. (Topics to take up on 14th week) 1. 2. 3. 4. 5. O. (Topics to take up on 15th week) 1. 2. 3. 4. 5.

READING ASSIGNMENTS

SUGGESTED ACTIVITIES

EVALUATION

14th Week ______ hours Sept. 13, 15, 18

15th Week ______ hours Sept. 20, 22, 25

WEEKS/HRS.

TOPIC OUTLINE

READING ASSIGNMENTS

SUGGESTED ACTIVITIES

EVALUATION

16th Week P. (Topics to take ______ hours up on 16th week) Sept. 27, 29, Oct. 2 1. 2. 3. 4. 5. 17th Week Q. (Topics to take ______ hours up on 17th week) Oct. 4, 6, 9 1. 2. 3. 4. 5. 18th Week R. (Topics to take ______ hours up on 18th week) Oct. 11, 13, 16 1. 2. 3. 4. 5.

FINAL EXAMINATIONS (October 16, 17, 18, 19)

VII. Course Outline: Lecture Week No. Topics

1 Orientation

Sub - Topics
Vision Mission and Goals of CSTA College Policies, Rules and Regulations Course Description Grading System Course Outline Food Safety Changing Trends in Food Consumption and Choices Foodborne Illness Contamination Microorganisms (Germs or Microbes) The Food Flow Facility Planning and Design Cleaning and Sanitation Accident Prevention and Crisis Management Education and Training: Key to Food Safety The Role of Government in Food Safety The Role of the Food Industry in Food Safety Food Protection Manager Certification

Food Safety and Sanitation Management 3

VII. Course Outline: Lecture Week No. Topics

1 Orientation

Sub - Topics
Vision Mission and Goals of CSTA College Policies, Rules and Regulations Course Description Grading System Course Outline Food Safety Changing Trends in Food Consumption and Choices Foodborne Illness Contamination Microorganisms (Germs or Microbes) The Food Flow Facility Planning and Design Cleaning and Sanitation Accident Prevention and Crisis Management Education and Training: Key to Food Safety The Role of Government in Food Safety The Role of the Food Industry in Food Safety Food Protection Manager Certification

Food Safety and Sanitation Management 3

VII. Course Outline: Week No. Lecture Topics

4 Hazards to Food Safety

Sub - Topics
Foodborne Illness Foodborne Hazards What Bacteria Need in Order to Multiply Potentially Hazardous Foods (PHF) Ready-to-eat Foods Foodborne Illness Caused by: a. Bacteria b. Viruses c. Parasites d. Physical Hazards e. Chemicals Added Man-Made Chemicals Factors That Contribute to Foodborne Illness Time and Temperature Abuse Preventing Temperature Abuse Keeping Cold Foods Cold and Hot Foods Hot Importance of Handwashing and Good Personal Hygiene Cross Contamination Other Sources of Contamination

5 6

Preliminary Examination Factors that Affect Foodborne Illness

VII. Course Outline: Week No. Lecture Topics

7

10

A Sound Food Supply Measuring Temperatures at Receiving and Storage Following the Flow of Food Food Product Flow Temporary and Mobile Food Facilities Vending Machines Home Meal Replacement The HACCP System The Hazard The Seven Principles in a HACCP Analysis Critical System Control Point Education and Training System: A Safety Roles and Responsibilities under Assurance Process HACCP Midterm Examination

Sub - Topics

VII. Course Outline: Week No. Lecture Topics

11 Facilities, Equipment, and Utensils 12

Sub - Topics
Design, Layout, and Facilities Regulatory Considerations Work Center Planning Equipment Selection Types of Equipment Installation Maintenance and Replacement Lighting Heating, Ventilation, and Air Conditioning (HVAC) Principles of Cleaning and Sanitizing Sanitizing Principles Condition of Premises Condition of Building Plumbing Hazards in Food Establishments Garbage and Refuse Sanitation Pest Control

13

14

15

Cleaning and Sanitizing Operations Environmental Sanitation and Maintenance Pre-final Examination

VII. Course Outline: Week No. Lecture Topics

16
Accident Prevention and Crisis Management

17

Education and Training

18 19

Food Safety Regulations Final Examination

Safety in Food Establishments Crisis Management Foodborne Illness Incident or Outbreak Training Benefits of Training Barriers to Training The Training Plan Conduct the Training on the Standards Measure Performance Against the Standards Training Moments State and Local Regulations Government Agencies Food Law Recent Initiatives in Food Safety

Sub - Topics

THANK YOU!