SlideShare a Scribd company logo

0 syllabus-in-e-lective-1-teaching-multigrade-classes

M
Matteo104677

The document is a syllabus for a course on teaching multi-grade classes from the Bato Institute of Science and Technology. It outlines the course objectives, which are to demonstrate an understanding of theories and concepts of multi-grade learning, display knowledge of pedagogical approaches for different grade levels, and employ effective teaching strategies in a multi-grade classroom. The syllabus provides a weekly schedule over 10 weeks, dividing the course content into 8 modules that will address topics like the structure of multi-grade programs, principles of multi-grade teaching, classroom diversity, and the roles and responsibilities of multi-grade teachers. Students will be assessed through quizzes, assignments, exams and other activities completed both individually and collaboratively online

Education
1 of 18
Downloaded 14 times
1
2
3
4
5
6
7
Most read
8
Most read
9
10
Most read
11
12
13
14
15
16
17
18
StuDocu is not sponsored or endorsed by any college or university 0. Syllabus in E Lective 1 - Teaching Multigrade Classes Bachelor of Elemtary Education (Bato Institute of Science and Technology) StuDocu is not sponsored or endorsed by any college or university 0. Syllabus in E Lective 1 - Teaching Multigrade Classes Bachelor of Elemtary Education (Bato Institute of Science and Technology) Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
Bato Institute of Science and Technology Dolho, Bato, Leyte bistreg@yahoo.com BACHELOR OF ELEMENTARY EDUCATION DEPARTMENT Outcomes-Based Education (OBE) Course Design/Syllabus in (ELECTIVE 1 – Teaching Multi Grades Classes) Date: August 10, 2021 Schedules: BEED 3d Day: FS Time: 5:30-6:30 Room: JH 4 BEED 3c Day: FS Time: 6:30-7:30 Room: JH 4 I. INSTITUTION Vision: A high performing Science and Technology institute committed to produce optimistic, versatile and productive individuals who would be contributors to a strong and happy nation. Mission: To develop optimistic, versatile and productive individuals proficient in generating better ways of living towards a peaceful and environment-friendly society. Core Values: Ingenuity, Nationalism, Self-reliance, Productivity, Integrity, Reliability, Excellence, Dynamism Institutional Outcome: Quality And Excellence In Producing Innovative And Happy Individuals II. DEPARTMENT – BEED Department Goals: The integral transformation of individuals who are competent, disciplined, committed, and God-fearing prepared to shape future pedagogies with positive attitudes and outlooks in life, with multi-disciplined skills, and with honest motivations and influences in life. . Program Objectives: 1. Provide for all students a general education that will promote national identity, cultural consciousness, moral integrity and spiritual vigor. 2. Equip them with the necessary knowledge, skills, attitudes and values for them to become successful elementary school teachers in our country. 3. Expose them to the real world of elementary education for them to acquire best strategies worthy of adaption in improving their learning encounters with students. Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
4. Develop an attitude of honest access to the technology in their researches and case study analyses relevant in improving their classroom management skills an 5. Require them to seriously attend the review of the teacher’s licensure, examination for them to acquire relevant techniques in passing the said test. Department Outcome: Competent, discipline, committed, optimistic, and God-fearing future Elementary School Teachers. III. PROGRAM/DEGREE OUTCOMES: Based on CMO No. 30, s. 2004, Art. IV, Section 6, graduates of a BEED program are teachers who: 1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning; 2. Have a deep and principle 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 larger historical, social, cultural and political processes; 4. Have meaning 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 experiences in the field/classroom (e.g. Classroom Observations, teaching assistance, practice teaching) 7. Can demonstrate and practice the professional and ethical requirements of the teaching professions; 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 relationship 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 processes in order to constantly improve their teaching knowledge, skills and practices; 10. Can be creative and innovative 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. IV. COURSE CODE AND TITLE : (ELECTIVE 1 – Teaching MultiGrades Classes) Course Credit/Units : 3 units Prerequisites : NONE School Year/Semester Offered : 2021-2022, First Semester COURSE DESCRIPTION: This is a course in implementation of multi-grade classes that deals with the theories, principles and concepts of multi-grade learners and classes. It includes pedagogical approaches and contextualized learning environments for the different grade and age levels are grouped for instructions in different school situations. Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
V. COURSE/SUBJECT OUTCOMES: By the end of this course, students must have: 1. Demonstrate in-depth understanding of the theories, principles and concepts of multigrade learners and classes. 2. Display knowledge and skills in pedagogical approaches and contextualized learning environment for the different grade and age levels of learners. 3. Intends to equip students about the contents and features of the Multigrade BOW and helps students understand the importance of using the BOW as an instructional resource. 4. Intends to acquaint students with the parts and features of the MG-DLP (Multigrade Daily lesson plan/lesson exemplars) Helps students understand how such parts were woven to come up with a lesson plan suited to the grade level combinations that the multi-grade teachers are handling. 5. Design assessment tools for assessing learning in multi-grade classes 6. Employ teaching approaches and strategies in teaching effectively in a multigrade classroom. VI. COURSE DESIGN MATRIX: TIME TABLE INTENDED LEARNING OUTCOMES (ILO) COURSE OUTLINE OUTCOMES-BASED TEACHING AND LEARNING (OBTL) ASSESSMENT OF LEARNING OUTCOMES (ALO) COURSE MATERIALS Week 1 (August 16-20, 2021) At the end of the module, the students must have: 1. recited and explained the vision and mission of the school; 2. recited and explained the core values, institutional outcome including the department’s goals and objectives. PRELIM PERIOD Module 0: Vision, Mission, Core Values, and Outcomes 1. The Vision and Mission of BIST 2. The Core Values and Institutional Outcome of BIST 3. The BEED Department goals 4. The BEED Program Objectives Multimedia Instruction Web-based Instruction Rubrics Quiz  Google Education Applications Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
At the end of the module, the students must have: 1. Identified information on Multigrade Program in Philippine Education (MPPE) such as: a. Policies, b. Definition, c. Program components 2. Identified MPPE support programs in the region/ division/district/ school. 3. Appreciated the Multigrade Program in Philippine Education (MPPE) as part of the educational system in our country. Module 1 – MPPE Overview Lesson 1 – The Multigrade Program in Philippine Education Lesson 2 – Programs and Components of multigrade teaching  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 2 (August 23-27, 2021) At the end of the module, the students must have: 1. Identifies information on Multigrade Program in Philippine Education (MPPE) such as: a. Support programs, and b. Expected benefits 2. Understood the Advantages & Challenges of Multigrade Classes 3. Appreciated the Multigrade Program in Philippine Education (MPPE) as part of the educational system in our country. Module 2 – Basic Principle Underlying Multigrade Teaching Lesson 3 – Basic Principle Underlying Multigrade Teaching- Explained Lesson 4 – Advantages & Challenges of Multigrade Classes  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 3 At the end of the module, the Module 3 – Learner’s  Asynchronous  Quiz  Self Learning Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
(August 30- Sept. 3, 2021) students must have: 1. Defined what is learners’ diversity. 2. Identified the factors that affect learners’ diversity. 3. Given the implication of having enough knowledge on learners’ diversity. Diversity Lesson 5 – Factors that Bring About the Pupils’Diversity Lesson 6 - How Pupils’ Diversity Improves the Learning Environment Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 4 (Sept. 6-10, 2021) At the end of the module, the students must have: 1. Defined what is learners’ diversity. 2. Identified the factors that affect learners’ diversity. 3. Given the implication of having enough knowledge on learners’ diversity. Module 4 – Learning Opportunities for Diverse Learners Lesson 7 – Benefits and Learning Opportunities that Pupil Diversity can Bring Lesson 8 – Differentiated Instruction  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing   Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 5 (Sept. 15, 16 & Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
17, 2021) P R E L I M I N A R Y E X A M I N A T I O N Week 6 (Sept. 20-24, 2021) MID-TERM PERIOD At the end of the module, the students must have: 1. Identified the human resources in a multigrade environment that contributed to an effective teaching and learning. 2. Enumerated ways of gaining the support of the parents and the community in the multigrade classroom. 3. Appreciated the importance of community linking up in a multigrade system. Module 5 – Multigrade Classroom in the Community Lesson 9 – Linking-Up Lesson 10 – Importance of Multigrade Classroom in the Community  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 7 (Sept. 27- Oct. 1, 2021) At the end of the module, the students must have: 1. Identified the functions and roles of the multigrade teacher. 2. Appreciated the roles of a multigrade teacher. Module 6 – Functions and Roles of the Multigrade Teacher Lesson 11 – Functions of the Multigrade Teacher Lesson 12 – Roles of the Multigrade Teacher  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 8 At the end of the module, the Module 7 – Classroom  Asynchronous  Quiz  Self Learning Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
(Oct. 4-8, 2021) students must have: 1. Identified the three dimensions of classroom management 2. Distinguished classroom management tips for multigrade teachers Management in an MG Classroom Lesson 13 – Three dimensions of classroom management Lesson 14 – Classroom Management Tips for MG Teachers Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 9 (Oct. 13, 14 & 15, 2021) M I D – T E R M E X A M I N A T I O N Week 10 (Oct. 18-22, 2021) PRE-FINAL PERIOD At the end of the module, the students must have: 1. Understood what is Learning Support System used in MG classes; 2. applied the principles in structuring MG classrooms; and 3. appreciated the importance of MG classrooms structuring and arrangements Module 8 – Learning Support System Classroom Structuring and Arrangements Lesson 15 – Policies underlying Learning Support System Lesson 16 – Classroom Structuring and Arrangements  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
Week 11 (Oct. 25-29, 2021) At the end of the module, the students must have: 1. Identified some instructional strategies appropriate for MG classes. 2. Discussed these strategies to maximize learning in the MG classes. 3. Made plans of actions on how to improve teaching in the MG classes. 4. Appreciated the importance of these strategies in teaching MG Module 9 – Instructional Strategies and Activities in the MultiGrade Classroom Lesson 17 – Strategies and Activities in the MultiGrade Classroom Lesson 18 – Implications for Instructional Strategies in MG Teaching  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 12 (Nov. 1-5, 2021) At the end of the module, the students must have: 1. To familiarize oneself with the contents and purpose of the Multigrade Budget of Work 2. To appreciate the benefits of the BOW as a tool in helping multigrade teachers in their lesson preparation; Module 10 – The Multigrade Budget of Work (BOW) Lesson 19 – Getting to know the MG-BOW Lesson 20 – Enhancement of the MG-BOW  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 13 (Nov. 10, 11 & Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
12, 2021) P R E – F I N A L E X A M I N A T I O N Week 14 (Nov. 15-19, 2021) FINAL PERIOD At the end of the module, the students must have: 1. explained the purpose of knowing the different teaching schemes in MG; and 2. identified the the different types of styles/schemes used in preparing MG lesson plans. Module 11 – TEACHING SCHEMES in MULTIGRADE Lesson 21 – Teaching Schemes Lesson 22 – How to apply it in making Lesson Plans  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 15 (Nov. 22-26, 2021) At the end of the module, the students must have: 1. Learned what is a Modified Curriculum (Subject Grouping); and 2. Applied the knowledge and skills learned from this modified curriculum. Module 12 – MODIFIED CURRICULUM Lesson 23 – Kinds of modified curriculum Lesson 24 – Subject Grouping  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 16 At the end of the module, the Module 13 – A Walkthrough  Asynchronous  Quiz  Self Learning Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
(Nov. 29 – Dec. 3, 2021) students must have: 1. acquainted teachers with the parts and features of the lesson plan/lesson exemplars; and 2. helped students understand how such parts were woven to come up with a lesson plan suited to the grade level combinations. of the Multigrade Daily Lesson Plan Lesson 25 – Comparing the MG-DLP with the Monograde DLP Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 17 (Dec. 6-10, 2021) At the end of the module, the students must have: 1. identified the process and guidelines in preparing the Multigrade Daily Lesson Plan (MG-DLP). 2. deepened understanding of the different teaching schemes in preparing an MG- DLP 3. exhibited eagerness in doing the assigned task Module 14 – Steps in Preparing a Multigrade Daily Lesson Plan (MG- DLP) Lesson 26 – Exploring the MG-DLP  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 18 (Dec. 13, 14 & 15, 2021) F I N A L E X A M I N A T I O N Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
VII. COURSE POLICIES AND EXPECTATIONS 7.1 Attendance is a MUST. Attendance in all classes is required. In Blended Learning (combination of Modular and Online), being present in class means that you have submitted all the activities and assignment in the Module for the week. Here are the weekly points for attendance to be observed: 3 points - for complete on-time submission of assignment and activities; 2 points - for partial on-time submission of assignment or late submission of assignment with valid reason; 1 point - for late submission of assignment with invalid reason; 0 point - for no submission. Students must contact the Instructor and explain the reason(s) for late submission. 7.2 Academic Dishonesty. The most common forms of academic dishonesty are cheating and plagiarism. Cheating includes but is not limited to: o Submitting material in an assignment, quizzes, essays or examinations that is not yours as part of your performance, such as copying from another student’s answer, allowing another student to copy from your exam. o Using information or devices not allowed by the faculty; such as formulas or a computer program or data, or unauthorized materials, such as a copy of an examination before it is given. o Violating procedures prescribed to protect the integrity of an assignment, test, or other evaluation. o Collaborating with others on assignments without the instructor's consent. o Cooperating with or helping another student to cheat. o Other forms of dishonest behavior, such as having another person take an exam for you, altering exam answers and requesting the exam be re- graded. o Communicating with anyone other than a proctor or instructor during an exam. Plagiarism includes, but is not limited to: o Directly quoting the words of others without using quotation marks or indented format to identify them. o Using altered wording, materials or ideas of others without properly identifying their source. o Representing an idea or strategy that is significant in one’s own work as one’s own when it comes from someone else. When Academic misconduct is suspected, the Instructor has the option to recommend a full range of disciplinary sanctions available to the Student Conduct from the Office of Student Affairs (OSAS). If you are unsure about something that you want to do or the proper use of materials, then ask your instructor for clarification. Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
7.3 Disruptive behaviors. Students are expected to comply with the school regulations regarding appropriate off-line or online classroom behavior. Some specific examples (but not limited to) of disruptive behavior that may not be tolerated in this class are: o Posting rude, disrespectful, offensive or inappropriate comments in discussion boards o Unauthorized sharing of information posted in a course discussion board o Posting inappropriate links to websites o Spamming classmates email with inappropriate messages o Violating netiquette rules 7.4 Netiquette Rules. o Be kind and professional. Make a point to be kind and respectful in your comments—even if you disagree with someone. o Don’t abuse the chat box. The class chat box isn’t an instant messenger like you’d use with friends. Treat it like the learning tool it’s meant to be, and try not to distract your classmates with off-topic discussions. o TYPING IN ALL CAPS IS INAPPROPRIATE. Most readers tend to perceive it as shouting and will have a hard time taking what you say seriously, no matter how intelligent your response may be. o Submit files the right way. You won’t be printing assignments and handing to them to your teacher in person, so knowing how to properly submit your work online is key to your success as an online student. Online course instructors often establish ground rules for file assignment submissions, like naming conventions that help them keep things organized or acceptable file formats. o Read first. Take some time to read through each of the previous discussion post responses before writing your own response. o Think before you click. What you share in an online classroom is part of a permanent digital record. Whether or not privacy settings are in place, the internet has a tendency to house things forever, and what you say privately can easily become public. It's worth taking a moment to reflect before hitting the send button. 7.5 Consultation Hours. All Instructors (Full time and Part-time) will make themselves available for at least 30 minutes per school days at designated hours found in the Course Syllabus in order to allow students to consult on issues related to their subjects. Students are encouraged to chat/message their Instructors for any concerns, questions or assistance during consultation hours only. Please respect the Instructor’s worktime and personal time. 7.6 Submissions. Although we implement Flexible Learning, as much as possible, timely submission of assignments and written requirements will be followed. This is due to rampant INC grades of students during the previous semesters. We try to be lenient only to students who are not abusive and with valid reasons. 7.7 Class Participation. Everyone is expected to offer his or her opinions in online class discussion (chat box), to ask questions relevant to the discussion, to share information of relevance to the course. However, please do not dominate class discussions in online chat box. Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
7.8 Computer Applications. Students are expected to be proficient in using common applications software such as Google Classroom (for asynchronous online learning), Google Drive, Google Forms, Google Meet (for synchronous online learning), Facebook Messenger, Microsoft Word, Excel, and PowerPoint, WPS. This is essential as you will be making class presentations and submitting computerized assignments, quizzes, researches, and exams. Students are also expected to be proficient in submitting (Turn-in or Hand-In) files such as document, Word, WPS, picture in Google Classroom. 7.9 Joining the Class in Google Classroom. To use Google Classroom, you sign in (your Google Account/gmail) on your computer or mobile device and join classes. After you join a class, you can get work from your instructor and communicate with your classmates. You can join a class in 3 ways: o A class link—Your instructor sends you the link. o A class code—Your instructor sends or tells you the class code. o An email invite—Your instructor sends you the invite. After you join a class on one device, you're enrolled in that class for all devices. 7.10 School Portal. Students can access the official School Portal for purposes of looking student grades and subject instructors. 7.11 Policy on INC. The grade of “INC” is given if a student’s class standing throughout the semester is “Passing,” but fails to take the final examination or fails to submit module assignment/activities and other requirements of the subject due to illness or other valid reasons. In case the class standing is not “Passing” and the student fails to take the final examination for any reason, a grade of 5.00 shall be given. Removal of the “INC” must be done within the prescribed time [within one (1) SEMESTER] by passing an examination or meeting all the requirements of the course, after which the student shall be given a final grade based on his/her overall performance. For purposes of scholastic standing, a grade of “INC” is not included in the computation. When it is replaced by a final grade, the latter is to be included in the grades during the semester when the removal was made. 7.12 Written Works in the Grading System. “Application” of the 4A’s in the module is the focus in rating the WRITTEN WORKS of our grading system, considering the following in giving the points: 1. Use of proper writing conventions such as spelling, grammar, syntax, capitalization and punctuation. 2. Mastery of written vocabulary 3. Clarity and fluency of the written works 4. Use clear and logical structure within the text. 7.13 Performance Tasks in the Grading System. “Evaluation/Pagtataya” in the module is the focus in rating the PERFORMANCE TASKS of our grading system, where content criteria are used to evaluate the degree of a student’s knowledge and understanding of facts, concepts and principles. Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
7.14 Long Examination in the Grading System. There are four major examinations given periodically: 1. Preliminary Examination 2. Midterm Examination 3. Pre-Final Examination 4. Final Examination 7.15 Copyright Infringement. This SYLLABUS is granted copyright protection for a period of one Academic Year 2021-2022. This means that NO student has the right to reproduce or copy, share and alter the content of this syllabus without seeking permission. VIII. GRADING SYSTEM. The course will follow the standard grading system of this school as follows: Attendance...................................................... 5% Written Works……………………………... 20% Performance Tasks ……….…………….…… 35% Long Examination………………………...…. 40% TOTAL ………………………………… 100% PRELIM GRADE + TENTATIVE MID-TERM GRADE = MID-TERM GRADE 2 PRE-FINAL GRADE + TENTATIVE FINAL GRADE = FINAL GRADE 2 MID-TERM GRADE + (FINAL GRADE X 2) = SEMESTRAL GRADE 3 IX. REFERENCES TEXTBOOK Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
LAC Resources Materials for MG Teachers, 2020-2021, DepED Copyright 2020 Department of Education Bureau of Learning Delivery, Teaching and Learning Division All rights reserved. First printed in August 2020 OTHER REFERENCE BOOKS: Hyry-Beihammer, E. & Hascher, T. (2015). Multigrade teaching in primary education as a promising pedagogy for teacher education in Austria and Finland. 10.1108/S1479-368720150000022005. Mathot, G. (2001). A Handbook for teachers of multi-grade classes: improving performance at the primary level . Retrieved from ONLINE REFERENCES: https://unesdoc.unesco.org/ark:/48223/pf0000125919 https://www.researchgate.net/publication/285795647_Multigrade_Teaching_in_P rimary_Education_as_a_Promising_Pedagogy_for_Teacher_Education_in_Austria and_Finland/citation/download X. ADVICES The following pieces of advice are given for the students to use the syllabus properly: 1. Read the syllabus carefully and understand its contents. Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
2. Study in advance the topics that are to be taken up. 3. Do advance research work when time is available. 4. Participate in class discussions (synchronous or asynchronous) and activities; it will help you develop the skills to be mastered. 5. Submit assignments on time. It helps you develop study habits. 6. Go along with your classmates or peers. 7. Consult your instructor for clarification. 8. Submit outputs promptly and neatly. Prepared by: ERMINA C. MILLOREN, MAEd PRISCO A. PASCO, JR., DevEdD Checked by: ERMINA C. MILLOREN, MAEd Noted by: ANTHONY GERANT P. GARCIANO, DPA Instructor Department Head College Dean Approved by: ALEXA ERINE JOYCE G. LECAROS, MBA Assistant Executive Vice President I have read the course syllabus and understand that I have to comply with the requirements of the course and the expectations from me as a student of (Name of Subject) during the First Semester of School Year 2021-2022. I am fully aware of the consequences of non-compliance with the abovementioned requirements and expectations. ________________________________________ Printed Name and Signature of Student Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
COPYRIGHT INFRINGEMENT This SYLLABUS is granted copyright protection for a period of one Academic Year 2021-2022. This means that NO student has the right to reproduce or copy, share and alter the content of this syllabus without seeking permission. Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142

More Related Content

PPT
9 Purposes Of Education
Kidzrio
 
DOCX
1 & 2 class program 2013 2014
Migz Fajardo
 
PPTX
MARGINALIZATION (Different learners in Marginalized Group
JonathanParaisoCruz
 
PPT
Preposition
tiranurfitria19
 
PDF
K to 12 Science Curriculum Guide
Dr. Joy Kenneth Sala Biasong
 
PPTX
Readings in Philippine History Chapter 2: Content and Contextual Analysis of ...
Yosef Eric C. Hipolito, LPT, MAED, MED
 
PPTX
COOKERY 10- Methods of Cooking Meat.pptx
chonyforonda
 
PPTX
Module 6 innovative technologies for assessment tasks in teaching and learning
DanteFabillar1
 
9 Purposes Of Education
Kidzrio
 
1 & 2 class program 2013 2014
Migz Fajardo
 
MARGINALIZATION (Different learners in Marginalized Group
JonathanParaisoCruz
 
Preposition
tiranurfitria19
 
K to 12 Science Curriculum Guide
Dr. Joy Kenneth Sala Biasong
 
Readings in Philippine History Chapter 2: Content and Contextual Analysis of ...
Yosef Eric C. Hipolito, LPT, MAED, MED
 
COOKERY 10- Methods of Cooking Meat.pptx
chonyforonda
 
Module 6 innovative technologies for assessment tasks in teaching and learning
DanteFabillar1
 

What's hot (20)

PDF
Classroom Structuring
An Vil
 
PPTX
The Teacher In the Classroom & In the Community: Part 1
Rodeliza Japson
 
PPTX
Chapter 5 Cognitive, Psychomotor and Affective Domains of Objectives as Basis...
almera352
 
PPTX
Social Regard for Learning - Domain 1
Kimverly Torres
 
PPTX
Principles of Teaching
Timmy Correo
 
PPTX
Module 1 ppt 1 K 12 framework
RASBorja
 
PPTX
New K-12 Grading System (HS/Elem)
Manresa School
 
PPT
Inclusive Education
Marilu Bandolon
 
DOCX
Detailed Lesson Plan in English 3
janehbasto
 
PPTX
Pp multigrade
Maria Theresa
 
PDF
Writing Instructional Objectives in the Affective Domain
Mr. Ronald Quileste, PhD
 
PDF
ICT and Assessment of Learning
Ira Sagu
 
PPTX
Group Management in Multigrade Teaching
Sheva Mirasol Dimaandal
 
PPT
Principles of Teaching
Ian Valencia's Company
 
PPTX
Assessment of learning2
niel lopez
 
PPTX
What Is Teaching Profession
Kidzrio
 
PPTX
Guiding principles for
Beberly Fabayos
 
DOCX
Detailed lesson plan in mathematics i
katherine jhen
 
PDF
Assessing student learning outcomes
PhDEng Ruel Bongcansiso
 
PPTX
Samples of supporting student activities
jdveyra
 
Classroom Structuring
An Vil
 
The Teacher In the Classroom & In the Community: Part 1
Rodeliza Japson
 
Chapter 5 Cognitive, Psychomotor and Affective Domains of Objectives as Basis...
almera352
 
Social Regard for Learning - Domain 1
Kimverly Torres
 
Principles of Teaching
Timmy Correo
 
Module 1 ppt 1 K 12 framework
RASBorja
 
New K-12 Grading System (HS/Elem)
Manresa School
 
Inclusive Education
Marilu Bandolon
 
Detailed Lesson Plan in English 3
janehbasto
 
Pp multigrade
Maria Theresa
 
Writing Instructional Objectives in the Affective Domain
Mr. Ronald Quileste, PhD
 
ICT and Assessment of Learning
Ira Sagu
 
Group Management in Multigrade Teaching
Sheva Mirasol Dimaandal
 
Principles of Teaching
Ian Valencia's Company
 
Assessment of learning2
niel lopez
 
What Is Teaching Profession
Kidzrio
 
Guiding principles for
Beberly Fabayos
 
Detailed lesson plan in mathematics i
katherine jhen
 
Assessing student learning outcomes
PhDEng Ruel Bongcansiso
 
Samples of supporting student activities
jdveyra
 
Ad

Similar to 0 syllabus-in-e-lective-1-teaching-multigrade-classes (20)

DOC
EDTLE 2 SYLLABUS.docGGIOTYUIUITYEUERDFHGFJ
MicaelaGerondio
 
PPTX
_CHED.-Memorandum
Ria Lopez (Reservist)(ms.Education)
 
DOCX
Syllabus_of_Facilitating_Learner___Centered_Teaching_with_empasis_in_TM__FINA...
Cydrickcordova1
 
DOCX
EDUC 102 OBE SYLLABUS-1.t the one can education and I won't
jcantere77
 
PPTX
CHAPTER 7 - TANO M (OBE) (CUR.DEV.).pptx
MaylynTano
 
PPTX
CHAPTER 7 - TANO M (OBE) (CUR.DEV.).pptx
MaylynTano
 
PPT
Methods of teaching Mathematics
genalyn obias
 
DOCX
Ed7-Facilitating-Learnining-centered-Teaching-1.docx
RoseAnnVirtudez
 
PPTX
intended vs implemented vs achieved curriculum
obemrosalia
 
PPTX
alexa angel p-8.pptx
JenaArgoso
 
DOCX
Syllabus-in ProfED 2 - The Teaching Profession.docx
KriezelAnneSiva
 
DOCX
Educ science final product
Timothy Welsh
 
DOCX
Final_MATATAG-WAP Department of Education
marygraceCrasco1
 
DOCX
WAP (workplace action plan)-ELNA-GARCIA-1.docx
garcialhavz
 
DOCX
WAP (workplace action plan)-ELNA-GARCIA-1.docx
garcialhavz
 
DOCX
544924506-SYLLABUS-IN-FS2-ENG-4.docx1234
Cydrickcordova1
 
PDF
1 e-lective-1-module-1-lesson-1-and-2-week-1-2
Matteo104677
 
DOCX
labus-in-Teaching-and-Assessment-of-Gramar-BSEd-English.docx
JayveeMercado2
 
PDF
Field Study 1 for the graduating students
imheyjoe
 
DOCX
GE 8 SCIENCE, TECHNOLOGY AND SOCIETY.docx
jcantere77
 
EDTLE 2 SYLLABUS.docGGIOTYUIUITYEUERDFHGFJ
MicaelaGerondio
 
_CHED.-Memorandum
Ria Lopez (Reservist)(ms.Education)
 
Syllabus_of_Facilitating_Learner___Centered_Teaching_with_empasis_in_TM__FINA...
Cydrickcordova1
 
EDUC 102 OBE SYLLABUS-1.t the one can education and I won't
jcantere77
 
CHAPTER 7 - TANO M (OBE) (CUR.DEV.).pptx
MaylynTano
 
CHAPTER 7 - TANO M (OBE) (CUR.DEV.).pptx
MaylynTano
 
Methods of teaching Mathematics
genalyn obias
 
Ed7-Facilitating-Learnining-centered-Teaching-1.docx
RoseAnnVirtudez
 
intended vs implemented vs achieved curriculum
obemrosalia
 
alexa angel p-8.pptx
JenaArgoso
 
Syllabus-in ProfED 2 - The Teaching Profession.docx
KriezelAnneSiva
 
Educ science final product
Timothy Welsh
 
Final_MATATAG-WAP Department of Education
marygraceCrasco1
 
WAP (workplace action plan)-ELNA-GARCIA-1.docx
garcialhavz
 
WAP (workplace action plan)-ELNA-GARCIA-1.docx
garcialhavz
 
544924506-SYLLABUS-IN-FS2-ENG-4.docx1234
Cydrickcordova1
 
1 e-lective-1-module-1-lesson-1-and-2-week-1-2
Matteo104677
 
labus-in-Teaching-and-Assessment-of-Gramar-BSEd-English.docx
JayveeMercado2
 
Field Study 1 for the graduating students
imheyjoe
 
GE 8 SCIENCE, TECHNOLOGY AND SOCIETY.docx
jcantere77
 
Ad

Recently uploaded (20)

PDF
Supply Chain Operations Speaking Notes -ICLT Program
labyankof
 
PDF
Physiotherapy_for_Respiratory_and_Cardiac_Problems WEBBER.pdf
DrMONISHAphysio
 
PDF
VCE English Exam - Section C Student Revision Booklet
jpinnuck
 
PDF
Complications of Minimal Access Surgery at WLH
mohitsuren827
 
PDF
Black Hat USA 2025 - Micro ICS Summit - ICS/OT Threat Landscape
Chris Sistrunk
 
PDF
01-Introduction-to-Information-Management.pdf
PrinceIbarra
 
PDF
Microbial disease of the cardiovascular and lymphatic systems
KeyaSharma
 
PDF
Abdominal Access Techniques with Prof. Dr. R K Mishra
mohitsuren827
 
PDF
RMMM.pdf make it easy to upload and study
sajedul2
 
PDF
Anesthesia in Laparoscopic Surgery in India
mohitsuren827
 
PDF
O7-L3 Supply Chain Operations - ICLT Program
labyankof
 
PPTX
Pharma ospi slides which help in ospi learning
rameetkumar304
 
PDF
Saundersa Comprehensive Review for the NCLEX-RN Examination.pdf
sreejithcareers
 
PDF
3rd Neelam Sanjeevareddy Memorial Lecture.pdf
Academy of Grassroots Studies and Research of India (AGRASRI)
 
PPTX
IMMUNITY IMMUNITY refers to protection against infection, and the immune syst...
shilpa939953
 
PDF
STATICS OF THE RIGID BODIES Hibbelers.pdf
pascualasturiaskaye4
 
PDF
Chapter 2 Heredity, Prenatal Development, and Birth.pdf
MarjorieLopezTiu
 
PPTX
master seminar digital applications in india
ananyaray35
 
PDF
Computing-Curriculum for Schools in Ghana
abigailanane203
 
PDF
O5-L3 Freight Transport Ops (International) V1.pdf
labyankof
 
Supply Chain Operations Speaking Notes -ICLT Program
labyankof
 
Physiotherapy_for_Respiratory_and_Cardiac_Problems WEBBER.pdf
DrMONISHAphysio
 
VCE English Exam - Section C Student Revision Booklet
jpinnuck
 
Complications of Minimal Access Surgery at WLH
mohitsuren827
 
Black Hat USA 2025 - Micro ICS Summit - ICS/OT Threat Landscape
Chris Sistrunk
 
01-Introduction-to-Information-Management.pdf
PrinceIbarra
 
Microbial disease of the cardiovascular and lymphatic systems
KeyaSharma
 
Abdominal Access Techniques with Prof. Dr. R K Mishra
mohitsuren827
 
RMMM.pdf make it easy to upload and study
sajedul2
 
Anesthesia in Laparoscopic Surgery in India
mohitsuren827
 
O7-L3 Supply Chain Operations - ICLT Program
labyankof
 
Pharma ospi slides which help in ospi learning
rameetkumar304
 
Saundersa Comprehensive Review for the NCLEX-RN Examination.pdf
sreejithcareers
 
3rd Neelam Sanjeevareddy Memorial Lecture.pdf
Academy of Grassroots Studies and Research of India (AGRASRI)
 
IMMUNITY IMMUNITY refers to protection against infection, and the immune syst...
shilpa939953
 
STATICS OF THE RIGID BODIES Hibbelers.pdf
pascualasturiaskaye4
 
Chapter 2 Heredity, Prenatal Development, and Birth.pdf
MarjorieLopezTiu
 
master seminar digital applications in india
ananyaray35
 
Computing-Curriculum for Schools in Ghana
abigailanane203
 
O5-L3 Freight Transport Ops (International) V1.pdf
labyankof
 

0 syllabus-in-e-lective-1-teaching-multigrade-classes

  • 1. StuDocu is not sponsored or endorsed by any college or university 0. Syllabus in E Lective 1 - Teaching Multigrade Classes Bachelor of Elemtary Education (Bato Institute of Science and Technology) StuDocu is not sponsored or endorsed by any college or university 0. Syllabus in E Lective 1 - Teaching Multigrade Classes Bachelor of Elemtary Education (Bato Institute of Science and Technology) Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 2. Bato Institute of Science and Technology Dolho, Bato, Leyte bistreg@yahoo.com BACHELOR OF ELEMENTARY EDUCATION DEPARTMENT Outcomes-Based Education (OBE) Course Design/Syllabus in (ELECTIVE 1 – Teaching Multi Grades Classes) Date: August 10, 2021 Schedules: BEED 3d Day: FS Time: 5:30-6:30 Room: JH 4 BEED 3c Day: FS Time: 6:30-7:30 Room: JH 4 I. INSTITUTION Vision: A high performing Science and Technology institute committed to produce optimistic, versatile and productive individuals who would be contributors to a strong and happy nation. Mission: To develop optimistic, versatile and productive individuals proficient in generating better ways of living towards a peaceful and environment-friendly society. Core Values: Ingenuity, Nationalism, Self-reliance, Productivity, Integrity, Reliability, Excellence, Dynamism Institutional Outcome: Quality And Excellence In Producing Innovative And Happy Individuals II. DEPARTMENT – BEED Department Goals: The integral transformation of individuals who are competent, disciplined, committed, and God-fearing prepared to shape future pedagogies with positive attitudes and outlooks in life, with multi-disciplined skills, and with honest motivations and influences in life. . Program Objectives: 1. Provide for all students a general education that will promote national identity, cultural consciousness, moral integrity and spiritual vigor. 2. Equip them with the necessary knowledge, skills, attitudes and values for them to become successful elementary school teachers in our country. 3. Expose them to the real world of elementary education for them to acquire best strategies worthy of adaption in improving their learning encounters with students. Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 3. 4. Develop an attitude of honest access to the technology in their researches and case study analyses relevant in improving their classroom management skills an 5. Require them to seriously attend the review of the teacher’s licensure, examination for them to acquire relevant techniques in passing the said test. Department Outcome: Competent, discipline, committed, optimistic, and God-fearing future Elementary School Teachers. III. PROGRAM/DEGREE OUTCOMES: Based on CMO No. 30, s. 2004, Art. IV, Section 6, graduates of a BEED program are teachers who: 1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning; 2. Have a deep and principle 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 larger historical, social, cultural and political processes; 4. Have meaning 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 experiences in the field/classroom (e.g. Classroom Observations, teaching assistance, practice teaching) 7. Can demonstrate and practice the professional and ethical requirements of the teaching professions; 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 relationship 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 processes in order to constantly improve their teaching knowledge, skills and practices; 10. Can be creative and innovative 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. IV. COURSE CODE AND TITLE : (ELECTIVE 1 – Teaching MultiGrades Classes) Course Credit/Units : 3 units Prerequisites : NONE School Year/Semester Offered : 2021-2022, First Semester COURSE DESCRIPTION: This is a course in implementation of multi-grade classes that deals with the theories, principles and concepts of multi-grade learners and classes. It includes pedagogical approaches and contextualized learning environments for the different grade and age levels are grouped for instructions in different school situations. Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 4. V. COURSE/SUBJECT OUTCOMES: By the end of this course, students must have: 1. Demonstrate in-depth understanding of the theories, principles and concepts of multigrade learners and classes. 2. Display knowledge and skills in pedagogical approaches and contextualized learning environment for the different grade and age levels of learners. 3. Intends to equip students about the contents and features of the Multigrade BOW and helps students understand the importance of using the BOW as an instructional resource. 4. Intends to acquaint students with the parts and features of the MG-DLP (Multigrade Daily lesson plan/lesson exemplars) Helps students understand how such parts were woven to come up with a lesson plan suited to the grade level combinations that the multi-grade teachers are handling. 5. Design assessment tools for assessing learning in multi-grade classes 6. Employ teaching approaches and strategies in teaching effectively in a multigrade classroom. VI. COURSE DESIGN MATRIX: TIME TABLE INTENDED LEARNING OUTCOMES (ILO) COURSE OUTLINE OUTCOMES-BASED TEACHING AND LEARNING (OBTL) ASSESSMENT OF LEARNING OUTCOMES (ALO) COURSE MATERIALS Week 1 (August 16-20, 2021) At the end of the module, the students must have: 1. recited and explained the vision and mission of the school; 2. recited and explained the core values, institutional outcome including the department’s goals and objectives. PRELIM PERIOD Module 0: Vision, Mission, Core Values, and Outcomes 1. The Vision and Mission of BIST 2. The Core Values and Institutional Outcome of BIST 3. The BEED Department goals 4. The BEED Program Objectives Multimedia Instruction Web-based Instruction Rubrics Quiz  Google Education Applications Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 5. At the end of the module, the students must have: 1. Identified information on Multigrade Program in Philippine Education (MPPE) such as: a. Policies, b. Definition, c. Program components 2. Identified MPPE support programs in the region/ division/district/ school. 3. Appreciated the Multigrade Program in Philippine Education (MPPE) as part of the educational system in our country. Module 1 – MPPE Overview Lesson 1 – The Multigrade Program in Philippine Education Lesson 2 – Programs and Components of multigrade teaching  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 2 (August 23-27, 2021) At the end of the module, the students must have: 1. Identifies information on Multigrade Program in Philippine Education (MPPE) such as: a. Support programs, and b. Expected benefits 2. Understood the Advantages & Challenges of Multigrade Classes 3. Appreciated the Multigrade Program in Philippine Education (MPPE) as part of the educational system in our country. Module 2 – Basic Principle Underlying Multigrade Teaching Lesson 3 – Basic Principle Underlying Multigrade Teaching- Explained Lesson 4 – Advantages & Challenges of Multigrade Classes  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 3 At the end of the module, the Module 3 – Learner’s  Asynchronous  Quiz  Self Learning Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 6. (August 30- Sept. 3, 2021) students must have: 1. Defined what is learners’ diversity. 2. Identified the factors that affect learners’ diversity. 3. Given the implication of having enough knowledge on learners’ diversity. Diversity Lesson 5 – Factors that Bring About the Pupils’Diversity Lesson 6 - How Pupils’ Diversity Improves the Learning Environment Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 4 (Sept. 6-10, 2021) At the end of the module, the students must have: 1. Defined what is learners’ diversity. 2. Identified the factors that affect learners’ diversity. 3. Given the implication of having enough knowledge on learners’ diversity. Module 4 – Learning Opportunities for Diverse Learners Lesson 7 – Benefits and Learning Opportunities that Pupil Diversity can Bring Lesson 8 – Differentiated Instruction  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing   Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 5 (Sept. 15, 16 & Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 7. 17, 2021) P R E L I M I N A R Y E X A M I N A T I O N Week 6 (Sept. 20-24, 2021) MID-TERM PERIOD At the end of the module, the students must have: 1. Identified the human resources in a multigrade environment that contributed to an effective teaching and learning. 2. Enumerated ways of gaining the support of the parents and the community in the multigrade classroom. 3. Appreciated the importance of community linking up in a multigrade system. Module 5 – Multigrade Classroom in the Community Lesson 9 – Linking-Up Lesson 10 – Importance of Multigrade Classroom in the Community  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 7 (Sept. 27- Oct. 1, 2021) At the end of the module, the students must have: 1. Identified the functions and roles of the multigrade teacher. 2. Appreciated the roles of a multigrade teacher. Module 6 – Functions and Roles of the Multigrade Teacher Lesson 11 – Functions of the Multigrade Teacher Lesson 12 – Roles of the Multigrade Teacher  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 8 At the end of the module, the Module 7 – Classroom  Asynchronous  Quiz  Self Learning Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 8. (Oct. 4-8, 2021) students must have: 1. Identified the three dimensions of classroom management 2. Distinguished classroom management tips for multigrade teachers Management in an MG Classroom Lesson 13 – Three dimensions of classroom management Lesson 14 – Classroom Management Tips for MG Teachers Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 9 (Oct. 13, 14 & 15, 2021) M I D – T E R M E X A M I N A T I O N Week 10 (Oct. 18-22, 2021) PRE-FINAL PERIOD At the end of the module, the students must have: 1. Understood what is Learning Support System used in MG classes; 2. applied the principles in structuring MG classrooms; and 3. appreciated the importance of MG classrooms structuring and arrangements Module 8 – Learning Support System Classroom Structuring and Arrangements Lesson 15 – Policies underlying Learning Support System Lesson 16 – Classroom Structuring and Arrangements  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 9. Week 11 (Oct. 25-29, 2021) At the end of the module, the students must have: 1. Identified some instructional strategies appropriate for MG classes. 2. Discussed these strategies to maximize learning in the MG classes. 3. Made plans of actions on how to improve teaching in the MG classes. 4. Appreciated the importance of these strategies in teaching MG Module 9 – Instructional Strategies and Activities in the MultiGrade Classroom Lesson 17 – Strategies and Activities in the MultiGrade Classroom Lesson 18 – Implications for Instructional Strategies in MG Teaching  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 12 (Nov. 1-5, 2021) At the end of the module, the students must have: 1. To familiarize oneself with the contents and purpose of the Multigrade Budget of Work 2. To appreciate the benefits of the BOW as a tool in helping multigrade teachers in their lesson preparation; Module 10 – The Multigrade Budget of Work (BOW) Lesson 19 – Getting to know the MG-BOW Lesson 20 – Enhancement of the MG-BOW  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 13 (Nov. 10, 11 & Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 10. 12, 2021) P R E – F I N A L E X A M I N A T I O N Week 14 (Nov. 15-19, 2021) FINAL PERIOD At the end of the module, the students must have: 1. explained the purpose of knowing the different teaching schemes in MG; and 2. identified the the different types of styles/schemes used in preparing MG lesson plans. Module 11 – TEACHING SCHEMES in MULTIGRADE Lesson 21 – Teaching Schemes Lesson 22 – How to apply it in making Lesson Plans  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 15 (Nov. 22-26, 2021) At the end of the module, the students must have: 1. Learned what is a Modified Curriculum (Subject Grouping); and 2. Applied the knowledge and skills learned from this modified curriculum. Module 12 – MODIFIED CURRICULUM Lesson 23 – Kinds of modified curriculum Lesson 24 – Subject Grouping  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 16 At the end of the module, the Module 13 – A Walkthrough  Asynchronous  Quiz  Self Learning Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 11. (Nov. 29 – Dec. 3, 2021) students must have: 1. acquainted teachers with the parts and features of the lesson plan/lesson exemplars; and 2. helped students understand how such parts were woven to come up with a lesson plan suited to the grade level combinations. of the Multigrade Daily Lesson Plan Lesson 25 – Comparing the MG-DLP with the Monograde DLP Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 17 (Dec. 6-10, 2021) At the end of the module, the students must have: 1. identified the process and guidelines in preparing the Multigrade Daily Lesson Plan (MG-DLP). 2. deepened understanding of the different teaching schemes in preparing an MG- DLP 3. exhibited eagerness in doing the assigned task Module 14 – Steps in Preparing a Multigrade Daily Lesson Plan (MG- DLP) Lesson 26 – Exploring the MG-DLP  Asynchronous Online Instructions  Synchronous Online Instructions  Multimedia Instruction  Video Presentations  Web-based Instruction  Collaborative Learning  Video Conferencing  Quiz Assignment in the Module  Essay in Google Classroom  Quiz in Google Forms  Essay in Google Forms  Rubrics  Self Learning Module  Electronic Self Learning Module  Self-Made Lecture Videos  Educational Videos from Youtube  Google Education Applications Week 18 (Dec. 13, 14 & 15, 2021) F I N A L E X A M I N A T I O N Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 12. VII. COURSE POLICIES AND EXPECTATIONS 7.1 Attendance is a MUST. Attendance in all classes is required. In Blended Learning (combination of Modular and Online), being present in class means that you have submitted all the activities and assignment in the Module for the week. Here are the weekly points for attendance to be observed: 3 points - for complete on-time submission of assignment and activities; 2 points - for partial on-time submission of assignment or late submission of assignment with valid reason; 1 point - for late submission of assignment with invalid reason; 0 point - for no submission. Students must contact the Instructor and explain the reason(s) for late submission. 7.2 Academic Dishonesty. The most common forms of academic dishonesty are cheating and plagiarism. Cheating includes but is not limited to: o Submitting material in an assignment, quizzes, essays or examinations that is not yours as part of your performance, such as copying from another student’s answer, allowing another student to copy from your exam. o Using information or devices not allowed by the faculty; such as formulas or a computer program or data, or unauthorized materials, such as a copy of an examination before it is given. o Violating procedures prescribed to protect the integrity of an assignment, test, or other evaluation. o Collaborating with others on assignments without the instructor's consent. o Cooperating with or helping another student to cheat. o Other forms of dishonest behavior, such as having another person take an exam for you, altering exam answers and requesting the exam be re- graded. o Communicating with anyone other than a proctor or instructor during an exam. Plagiarism includes, but is not limited to: o Directly quoting the words of others without using quotation marks or indented format to identify them. o Using altered wording, materials or ideas of others without properly identifying their source. o Representing an idea or strategy that is significant in one’s own work as one’s own when it comes from someone else. When Academic misconduct is suspected, the Instructor has the option to recommend a full range of disciplinary sanctions available to the Student Conduct from the Office of Student Affairs (OSAS). If you are unsure about something that you want to do or the proper use of materials, then ask your instructor for clarification. Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 13. 7.3 Disruptive behaviors. Students are expected to comply with the school regulations regarding appropriate off-line or online classroom behavior. Some specific examples (but not limited to) of disruptive behavior that may not be tolerated in this class are: o Posting rude, disrespectful, offensive or inappropriate comments in discussion boards o Unauthorized sharing of information posted in a course discussion board o Posting inappropriate links to websites o Spamming classmates email with inappropriate messages o Violating netiquette rules 7.4 Netiquette Rules. o Be kind and professional. Make a point to be kind and respectful in your comments—even if you disagree with someone. o Don’t abuse the chat box. The class chat box isn’t an instant messenger like you’d use with friends. Treat it like the learning tool it’s meant to be, and try not to distract your classmates with off-topic discussions. o TYPING IN ALL CAPS IS INAPPROPRIATE. Most readers tend to perceive it as shouting and will have a hard time taking what you say seriously, no matter how intelligent your response may be. o Submit files the right way. You won’t be printing assignments and handing to them to your teacher in person, so knowing how to properly submit your work online is key to your success as an online student. Online course instructors often establish ground rules for file assignment submissions, like naming conventions that help them keep things organized or acceptable file formats. o Read first. Take some time to read through each of the previous discussion post responses before writing your own response. o Think before you click. What you share in an online classroom is part of a permanent digital record. Whether or not privacy settings are in place, the internet has a tendency to house things forever, and what you say privately can easily become public. It's worth taking a moment to reflect before hitting the send button. 7.5 Consultation Hours. All Instructors (Full time and Part-time) will make themselves available for at least 30 minutes per school days at designated hours found in the Course Syllabus in order to allow students to consult on issues related to their subjects. Students are encouraged to chat/message their Instructors for any concerns, questions or assistance during consultation hours only. Please respect the Instructor’s worktime and personal time. 7.6 Submissions. Although we implement Flexible Learning, as much as possible, timely submission of assignments and written requirements will be followed. This is due to rampant INC grades of students during the previous semesters. We try to be lenient only to students who are not abusive and with valid reasons. 7.7 Class Participation. Everyone is expected to offer his or her opinions in online class discussion (chat box), to ask questions relevant to the discussion, to share information of relevance to the course. However, please do not dominate class discussions in online chat box. Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 14. 7.8 Computer Applications. Students are expected to be proficient in using common applications software such as Google Classroom (for asynchronous online learning), Google Drive, Google Forms, Google Meet (for synchronous online learning), Facebook Messenger, Microsoft Word, Excel, and PowerPoint, WPS. This is essential as you will be making class presentations and submitting computerized assignments, quizzes, researches, and exams. Students are also expected to be proficient in submitting (Turn-in or Hand-In) files such as document, Word, WPS, picture in Google Classroom. 7.9 Joining the Class in Google Classroom. To use Google Classroom, you sign in (your Google Account/gmail) on your computer or mobile device and join classes. After you join a class, you can get work from your instructor and communicate with your classmates. You can join a class in 3 ways: o A class link—Your instructor sends you the link. o A class code—Your instructor sends or tells you the class code. o An email invite—Your instructor sends you the invite. After you join a class on one device, you're enrolled in that class for all devices. 7.10 School Portal. Students can access the official School Portal for purposes of looking student grades and subject instructors. 7.11 Policy on INC. The grade of “INC” is given if a student’s class standing throughout the semester is “Passing,” but fails to take the final examination or fails to submit module assignment/activities and other requirements of the subject due to illness or other valid reasons. In case the class standing is not “Passing” and the student fails to take the final examination for any reason, a grade of 5.00 shall be given. Removal of the “INC” must be done within the prescribed time [within one (1) SEMESTER] by passing an examination or meeting all the requirements of the course, after which the student shall be given a final grade based on his/her overall performance. For purposes of scholastic standing, a grade of “INC” is not included in the computation. When it is replaced by a final grade, the latter is to be included in the grades during the semester when the removal was made. 7.12 Written Works in the Grading System. “Application” of the 4A’s in the module is the focus in rating the WRITTEN WORKS of our grading system, considering the following in giving the points: 1. Use of proper writing conventions such as spelling, grammar, syntax, capitalization and punctuation. 2. Mastery of written vocabulary 3. Clarity and fluency of the written works 4. Use clear and logical structure within the text. 7.13 Performance Tasks in the Grading System. “Evaluation/Pagtataya” in the module is the focus in rating the PERFORMANCE TASKS of our grading system, where content criteria are used to evaluate the degree of a student’s knowledge and understanding of facts, concepts and principles. Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 15. 7.14 Long Examination in the Grading System. There are four major examinations given periodically: 1. Preliminary Examination 2. Midterm Examination 3. Pre-Final Examination 4. Final Examination 7.15 Copyright Infringement. This SYLLABUS is granted copyright protection for a period of one Academic Year 2021-2022. This means that NO student has the right to reproduce or copy, share and alter the content of this syllabus without seeking permission. VIII. GRADING SYSTEM. The course will follow the standard grading system of this school as follows: Attendance...................................................... 5% Written Works……………………………... 20% Performance Tasks ……….…………….…… 35% Long Examination………………………...…. 40% TOTAL ………………………………… 100% PRELIM GRADE + TENTATIVE MID-TERM GRADE = MID-TERM GRADE 2 PRE-FINAL GRADE + TENTATIVE FINAL GRADE = FINAL GRADE 2 MID-TERM GRADE + (FINAL GRADE X 2) = SEMESTRAL GRADE 3 IX. REFERENCES TEXTBOOK Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 16. LAC Resources Materials for MG Teachers, 2020-2021, DepED Copyright 2020 Department of Education Bureau of Learning Delivery, Teaching and Learning Division All rights reserved. First printed in August 2020 OTHER REFERENCE BOOKS: Hyry-Beihammer, E. & Hascher, T. (2015). Multigrade teaching in primary education as a promising pedagogy for teacher education in Austria and Finland. 10.1108/S1479-368720150000022005. Mathot, G. (2001). A Handbook for teachers of multi-grade classes: improving performance at the primary level . Retrieved from ONLINE REFERENCES: https://unesdoc.unesco.org/ark:/48223/pf0000125919 https://www.researchgate.net/publication/285795647_Multigrade_Teaching_in_P rimary_Education_as_a_Promising_Pedagogy_for_Teacher_Education_in_Austria and_Finland/citation/download X. ADVICES The following pieces of advice are given for the students to use the syllabus properly: 1. Read the syllabus carefully and understand its contents. Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 17. 2. Study in advance the topics that are to be taken up. 3. Do advance research work when time is available. 4. Participate in class discussions (synchronous or asynchronous) and activities; it will help you develop the skills to be mastered. 5. Submit assignments on time. It helps you develop study habits. 6. Go along with your classmates or peers. 7. Consult your instructor for clarification. 8. Submit outputs promptly and neatly. Prepared by: ERMINA C. MILLOREN, MAEd PRISCO A. PASCO, JR., DevEdD Checked by: ERMINA C. MILLOREN, MAEd Noted by: ANTHONY GERANT P. GARCIANO, DPA Instructor Department Head College Dean Approved by: ALEXA ERINE JOYCE G. LECAROS, MBA Assistant Executive Vice President I have read the course syllabus and understand that I have to comply with the requirements of the course and the expectations from me as a student of (Name of Subject) during the First Semester of School Year 2021-2022. I am fully aware of the consequences of non-compliance with the abovementioned requirements and expectations. ________________________________________ Printed Name and Signature of Student Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142
  • 18. COPYRIGHT INFRINGEMENT This SYLLABUS is granted copyright protection for a period of one Academic Year 2021-2022. This means that NO student has the right to reproduce or copy, share and alter the content of this syllabus without seeking permission. Downloaded by Matteo Barolo (matt_barulo@yahoo.com) lOMoARcPSD|8782142