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HOLY ANGEL UNIVERSITY

School of Education

Angeles City

HAU MISSION AND VISION

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves

to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence,

and compassion.

We commit ourselves to our vision of the University as a role-model catalyst for countryside development and one of the most

influential, best--‐managed Catholic universities in the Asia--‐Pacific region.

We will be guided by our core values of Christ--‐ centeredness, integrity, excellence, community, and societal responsibility.

All these we shall do for the greater glory of God.

LAUS DEO SEMPER!

School of Education

Vision

The leading Catholic institution of teacher education in the region that serves as a benchmark for quality instruction, research

and other best teaching learning practices.

Mission

To provide quality education that enables students to be critical thinkers, mindful of their responsibilities to society and

equipped with holistic education catering to the heart and soul as well as to the body and mind.

Goals

To offer programs and projects that promote Christ centeredness, integrity, excellence, community and societal responsibility,

leadership, scholarship, lifelong learning, effective communication, innovation, gender sensitivity and technological

integration

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Objectives

1. To provide students with the opportunities and exposure to develop them and become highly competent educators, leaders and

experts who continuously work for the advancement of educational thinking and practice

2. To instill in the students the spirit of community involvement through relevant programs/projects and become more responsive

to the challenges of a progressive and dynamic society

3. To continuously hire academically and professionally qualified and competent faculty equipped with expertise and exposure

needed in the practice of the profession

4. To serve as a benchmark for quality instruction, research and best teaching learning practices

Teacher Education Program Outcomes

1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning

2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in

their students

3. Have a deep and principled understanding of how educational processes relate to a larger historical, social, cultural, and

political processes

4. Have a meaningful and comprehensive knowledge of the subject matter they will teach

5. Can apply a wide range of teaching process skills ( including curriculum development, lesson planning, materials

development, educational assessment, and teaching approaches)

6. Have direct experience in the field/classroom ( e.g. classroom observation, teaching assistant, practice teaching)

7. Can demonstrate and practice the professional and ethical requirements of the teaching profession

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8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching

knowledge and skills

9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the

content/subject matter, and the broader social forces encumbering the school and educational process in order to constantly

improve their teaching knowledge, skills, and practices

10. Can be creative and cooperative in thinking of alternative teaching approaches, take informed risks in trying out these

innovative approaches, and evaluate the effectiveness of such approaches in improving student learning ; and

11. Are willing and capable to continue learning in order to better fulfill their mission as teachers.

COURSE SYLLABUS IN 4EPROSSIM

Faculty:

Course Title: Production of Social Studies Instructional Materials

Course Code: EPROSSIM

Number of Units: 3

Contact Hours Per Week: 3hrs.

Pre-requisite subject/s: EEDTECH2

COURSE DESCRIPTION: The course designed to practice students on how to master their skills in preparing and producing

instructional materials aligned with the different topics in Social Studies utilizing available resources.

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COURSE LEARNING OUTCOMES:

At the end of the course, the students are expected to:

1. Use recycled materials in producing visual aids in teaching Social studies

2. Acquire resourcefulness skill by utilizing indigenous materials in teaching

3. Appreciate the availability of instructional resources in making teaching and learning process more meaningful and

comprehensive

4. Take advantage of the use of multimedia and technology in presenting Social Studies lessons

5. Produce instructional materials on selected methods

6. Present a demo teaching applying instructional materials from recycled, indigenous and multimedia.

COURSE CONTENT:

Timetable Desired Learning

Outcomes

Course

Content/Subject

Matter

Teaching and

Learning Activities

(Methodology)

Assessment

Task/Student

Output

Evaluation

Tool

Resource

Materials

1 hour

Identify and appreciate

the importance of the

course content as well

as appreciate

classroom

management that is

conducive to learning

Course Orientation &

Classroom

Management

Concept Mapping

( Sharing insights

regarding the

course)

The faculty poses

the question: “What

are your

expectations on this

course”

Activity: On the

DOT

Group’s written

output

summarizing the

members’

answers

On a 1 whole

sheet of paper,

100 % of the

class should

be able to fill

out and submit

an answer or

explanation on

what are their

expectations

on this course

Student Manual

Course Outline

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PRELIM

WEEK 1

6HRS.

Analyze the different

curriculum in the

Philippine Education

System

Acquire knowledge on

Production of

Instructional Materials

To discuss the

Importance of

producing

instructional materials

aligned in Social

Studies lessons

A. Introduction of

the subject

1. Meaning of

Production of

Instructional Materials

2. Role of

Instructional Materials

in teaching Social

Studies

3. Importance of

producing

instructional materials

aligned in Social

Studies lessons

Oral Presentation

and Collaborative

learning.

Jigsaw Activity

(Group presentation

of the topic)

Written

Output/Written

Report

Timeline of

Event

Rubric for

Oral

Presentation

and Written

Report.

1. Curriculum

Development

DepEd K-12

Curriculum

Guide (Araling

Panlipunan)

Week 2

6hrs.

Identify and Analyze

the different

Instructional Materials

out of Recycled

Materials

Producing

Instructional

Materials out of

Recycled Materials

1. Production of

visual aids in:

A. Philippine

History

B. Asian History

C. World History

D. Economics

E. Current Issues

1. Socratic

discussion

2. Question and

answer

3. Analysis and

integration

4. End with a

synthesis

5. Think-Pair-

Share of

different with

the importance

of the learning

competencies

Formative

Assessment

Essay

Research

Journal

Checklist or

Rubric for the

research

Journal and

essay

DepEd

Compendium of

Learning

Competencies

DepEd K-12

Curriculum

Guide (Araling

Panlipunan)

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6. Collaborative

Learning

Week 3

6hrs

To identify the

different

sources of content of

instruction in Social

Studies

Discuss the content of

instruction in social

studies

Presentation of the

recycled visual aids

through a short demo

teaching.

3. Critiquing of

the presentation

Brainstorming

Concept

mapping

Question and

answer card

Chain notes

Quizzes

Crossword

puzzle

Data Sufficiency

/ Modified True

or False

Question Card

Written Exam

Week 4

Analyze and

determine the different

Instructional Materials

out of Indigenous

Materials

C. Producing

Instructional

Materials out of

Indigenous Materials

1. Production of

visual aids in:

A. Philippine

History

B. Asian History

C. World History

D. Economics

E. Current Issues

2. Presentation of

the indigenous visual

aids through a short

demo teaching.

Punctuated

Lectures – Ask

student to perform

five steps: listen,

stop, reflect, write,

give feedback.

Students become

self-monitoring

listeners.

Brainstorming

identifying the

purpose and

importance of lesson

planning

Drill construct

own lesson plan

following the

different parts

Rubric for

creating own

lesson plan

Edukasyong

Araling

Panlipunan

Lydia N. Agno

Pagpaplanong

Instruction sa

Araling

Panlipunan

Lydia N. Agno

4 E P R O S S I M | 7

3. Critiquing of

the presentation

Week 5 Define and

differentiate

approaches, method,

strategies and

technique in teaching

social studies

Discuss how each

concepts contributes in

the effectiveness of

teaching

D. Producing

Instructional

Materials on Selected

Methods

1. Puppet Show

2. Pop Up

3. Comics

4. Character

Portrayal

5. Story book (Lola

Basyang Style)

- critiquing after each

presentation

Concept Mapping/

Graphic Organizer

presenting the

difference of each

concepts

Group Oral

presentation using

powerpoint

Written

formative

assessment/One

minute Paper

Essay quiz

Rubric for

Essay and

written output

Edukasyong

Araling

Panlipunan

Lydia N. Agno

Handouts

Week 6 Identify the

importance of the

different teaching

Models (Inquiry

Model, Valuing

Model, Moral

Reasoning Model,

Decision-Making) in

teaching Social

Studies

Explain and analyze

Teaching Models

1. Inquiry Model

2. Valuing Model

3. Moral Reasoning

Model

4. Decision-Making

Model

Collaborative

learning, Panel

Discussion

Creative Group

oral presentation

Group written

Report

Quiz and

Exercise

Rubric for

creative

presentation,

and written

report

Edukasyong

Araling

Panlipunan

Lydia N. Agno

Pagpaplanong

Instruction sa

Araling

Panlipunan

1. Lydia N. Agno

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the different Teaching

models in teaching

social studies

Create one (1) lesson

plan in Social Studies

using each of the

different Teaching

models

Acquire knowledge

on Kohlberg Stage

Theory

DepEd K-12

Curriculum

Guide (Araling

Panlipunan)

MIDTER

M

Week 1&2

6hrs.

Familiarize with the

different instructional

techniques in

analyzing concepts

Utilize wise and

effectively the

different instructional

techniques in

analyzing concepts in

appropriate lessons in

Social Studies (Gr7)

(Asian Studies)

Instructional

Techniques in Social

Studies

2. Instructional

Techniques in

Analyzing

Concepts

2.1. Discovery and

Expository

Instruction

2.2. Concept

Diagnosis

2.3. Concept Mapping

2.4. Venn Diagram

Cooperative and

Collaborative

learning.

Experiential

Learning designing

own concept map

Socratic Method

Quizzes

Reflective

Journal

Concept Map

Exercises/

Individual

Practicum

Lesson Plan in

Social Studies I

Rubric for

concept

mapping

Edukasyong

Araling

Panlipunan

Lydia N. Agno

Pagpaplanong

Instruction sa

Araling

Panlipunan

Lydia N. Agno

DepEd K-12

Curriculum

Guide (Araling

Panlipunan)

Week 3 Familiarize with the 3. Instructional Group Presentation Group written Rubric for EdukasyongAra

4 E P R O S S I M | 9

3 hrs. different instructional

techniques in

Organizing Lesson

Contents

Utilize these

instructional

techniques effectively

in Organizing

Lesson Contents in

appropriate lessons in

Social Studies (Gr8)

(World History)

Techniques in

Organizing Lesson

Contents

3.1. Fact storming

Web

3.2. Semantic Web

3.3. Graphic

Organizers

3.4. Data Retrieval

Chart

3.5. K-W-L Technique

Lecture Discussion

Collaborative

Learning, Panel

Discussion.

Experiential

Learning designing

own concept map

Report

Individual

Practicum

Lesson Plan in

Social Studies II

Graphic

Organizer

Summarizing all

of the concept

learned from the

group

presentation

with a use of

concept map or

Graphic

organizer.

Group

Presentation

Rubric for

written report

Rubric or

checklist for

concept

map/graphic

organizer

ling Panlipunan

Lydia N. Agno

Pagpaplanong

Instruction sa

Araling

Panlipunan

1. Lydia N. Agno

DepEd K-12

Curriculum

Guide (Araling

Panlipunan)

Week 4

3hrs

Familiarize with the

different instructional

techniques in

discussing lessons

Utilize instructional

techniques in

discussing lessons in

appropriate lessons in

Social Studies Gr9

(Economics)

Instructional

Techniques in

Discussing Lessons

4.1. Roundtable

Discussion

4.2. Panel Discussion

4.3. Brainstorming

4.4. Discussion Web

4.5. Tri-Question

Approach

4.6. Cognitive

Mapping

Group

Presentation

Graphic

Organizer

Summarizing all

of the concept

learned from the

group

presentation

Collaborative

Learning, Panel

Discussion.

Group written

Report

Role Playing

concept map or

Graphic

organizer

Rubric for

Group

Presentation

Rubric for

written report

and role

playing

Rubric or

checklist for

concept map

Edukasyong

Araling

Panlipunan

Lydia N. Agno

Pagpaplanong

Instruction sa

Araling

Panlipunan

1. Lydia N. Agno

DepEd K-12

Curriculum

4 E P R O S S I M | 10

Simulation

Guide (Araling

Panlipunan)

FINALS

WEEK 1-

2

6hrs.

Familiarize with the

different instructional

techniques in Social

Analysis

To utilize effectively

these instructional

techniques in Social

Analysis in

appropriate lessons in

Social Studies Gr10

(Contemporary Issues)

Instructional

Techniques in Social

Analysis

5.1. Role Playing

5.2. Socio-Drama

5.3. Case Study

5.4. Class Debate

5.5. Social Analysis

Group

Presentation

Collaborative

Learning, Panel

Discussion.

Reflection or

Journal Writing.

Individual

Practicum

Lesson Plan in

Social Studies

IV

Group written

Report

Rubric for

Group

Presentation

Rubric for

lesson

planning

Rubric for

written report

Edukasyong

Araling

Panlipunan

Lydia N. Agno

Pagpaplanong

Instruction sa

Araling

Panlipunan

Lydia N. Agno

DepEd K-12

Curriculum

Guide (Araling

Panlipunan)

WEEK 3

3hrs.

Identify and analyze

other instructional

technique in teaching

social studies

Other

Instructional

Techniques

Group

Presentation

Group written

Report

Individual

Practicum

Rubric for

Group

Presentation

Rubric for

written report

Rubric for

individual

practicum

Edukasyong

Araling

Panlipunan

Lydia N. Agno

Pagpaplanong

Instruction sa

Araling

Panlipunan

1. Lydia N. Agno

Week 4 Identify and Special Topic: Think-Pair- Group Rubric for EdukasyongAra

4 E P R O S S I M | 11

3hrs. familiarize with the

different kinds of

graphic organizers

Construct a graphic

organizer used in

teaching social studies

Graphic

Organizers

Share

Focused Listing

Designing own

graphic

organizer

presentation

Constructing

and designing

own graphic

organizer

group

reporting or

presentation

Rubric for

graphic

organizer

ling Panlipunan

Lydia N. Agno

Pagpaplanong

Instruction sa

Araling

Panlipunan

Lydia N. Agno

Week 5-6

6hrs

Create one teaching

exemplar using one

(1) teaching model,

four (4) instructional

techniques and four

(4) kinds of graphic

organizers

D. Preparation,

Critiquing and

Presentation of

Teaching Exemplar

1. Writing of

Teaching Exemplar

2. Critiquing of

Teaching Exemplar

3. Initial Teaching

Demonstration

4. Submission of

Teaching Exemplar

5. Final Teaching

Demonstration

Demo Teaching

applying all

principle, techniques

and strategies in

teaching social

studies

Individual

presentation

Rubric for

lesson

planning and

demo teaching

Edukasyong

Araling

Panlipunan

Lydia N. Agno

Pagpaplanong

Instruction sa

Araling

Panlipunan

Lydia N. Agno

DepEd K-12

Curriculum

Guide (Araling

Panlipunan)

Textbook: NONE

Course Requirements:

Quizzes

Activities/Seatwork

4 E P R O S S I M | 12

Journal Article Review

Group Presentation/ Group Reporting

Research Work/Case Study

Lesson Planning

Demo Teaching

Major Exam

References: including e-books, journals, etc.

Bilbao, Purita Curriculum Development

Lydia N. Agno, Edukasyong Araling Panlipunan

Lydia N. Agno, Pagpaplanong Instruction sa Araling Panlipunan

Lydia N. Agno Ed.D Social Studies Education

DepEd K-12 Curriculum Guide (Araling Panlipunan)

DepEd Compendium of Learning Competencies

Electronic Journals

Access to the following electronic academic journal services to which the University subscribes, such as GALE Cengage Learning

and EBSCOhost are granted by logging on to: (http://www.hau.edu.ph/intranet/index.php)

Classroom Policies:

1. Attendance and Punctuality.

The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences below.

2. Active class participation.

The student is expected to participate actively in class recitations, discussions, and other activities as the case maybe. Please

refer also to Expectations from Student below.

3. Group work requirements.

The student is expected to work harmoniously with her groupmates and contribute to the preparation of their group work.

4. Peer group evaluation.

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The student shall also be evaluated by her peers and feedback shall be taken into consideration.

Expectations from students:

The student’s responsibility is to come to each class prepared. She is also expected to take all examinations on the date

scheduled. She is expected to attend each class and participate actively in the discussions.

ACADEMIC DISHONESTY:

All students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical behavior will

not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course requirements will (at a

minimum) receive an F or failure in the course requirement or in the course. Plagiarism and cheating refer to the use of unauthorized

books, notes or otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the work of another

person as one’s own; collaborating without authority, with another student during an examination or in preparing academic work;

signing another student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty.

POLICY on ABSENCES:

The allowed number of absences for teacher educationstudents enrolled in a 1 hour class is a maximum of 10 absences and 7

absences for a 1-1/2 hour class - based on student handbook. Request for excused absences or waiver of absences must be presented

upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the

responsibility of the student to monitor her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It

is also her responsibility to consult with the teacher, chair or dean should her case be of special nature.

GRADING SYSTEM:

CSP- Class Standing in the Prelim Period Transmutation Table For the Average*

CSM- Class Standing in the Midterm Period Average Point-Grade Equivalent

CSF- Class Standing in the Final Period 97-100 1.00

P - Prelim Exam 94-96 1.25

M - Midterm Exam 91-93 1.50

F - Final Exam 88-90 1.75

85-87 2.00

4 E P R O S S I M | 14

Midterm Average= 70%( Class Standing)+ 30%(Major Exam. Ave.) 82-84 2.25

Class Standing=2

CSMCSP 79-81 2.50

Major Exam Ave.=2

MP 76-78 2.75

Final Average= 70%(Class Standing) +30% (Major Exam. Ave.) 75 3.00

Class Standing=3

CSFCSMCSP BELOW 75 5.00

Major Exam Ave.=3

FMP *Manual input for the computerized class record program

Note: Raw scores will be transmuted using the department’s transmutation table.

Passing is 60% for Major Subject

CONSULTATION HOURS:

Days Time Room