SYLLABI.docx
- 1. Course Title Teaching Music in the Elementary Grades Course Description This course shall equip the pre-service teachers with technological, pedagogical and content knowledge to have an adequate musicianship necessary to teach music effectively to diverse learners. In this course, elements in music which form part of the curriculum content of Music Education, the appropriate teaching strategies and assessment methods will be given emphasis. Carrying out a music education program, organizing performing group, skill and artistry in teaching, finding and utilizing appropriate musical resources, planning and teaching a lesson to an entire class shall form part of the authentic and experiential activities of the course. Credits 3 units Contact Hours/Week 3 Hours Pre-Requisite NONE Course Outcome At the end of the course, the pre-service teachers will be able to: A. Demonstrate content knowledge on the philosophies and values of music education. B. Demonstrate pedagogical content knowledge fundamental in music education responsive to learner’s diverse strengths, interests, experiences and abilities. C. Select teaching methods, learning activities and instructional materials or resources appropriate to the learners and aligned to the objectives of the lesson. D. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum requirements. E. Demonstrate a lesson applying all the necessary considerations in teaching music in the elementary level. Time Allotment Intended Learning Outcome Content Suggested Learning Activities Suggested Assessment
- 2. Week 1 a. Identify the guiding principles and values in music education b. Reflect on the importance of music to education and teaching Philosophy and Values in Music Education Lecture-discussion Think-pair share Oral Presentation Content- 60% Delivery-20% Organization and correct usage-20% Class impact - 10% Participation in the discussion Reflection Paper Week 2 a. Evaluate and discuss the scope and sequence of musical concepts for first to sixth grades Scope and Sequence of Music for Grades 1-6 • Lecture-presentation • Problem-based learning • Walk through the K to 12 Music Curriculum Oral Presentation Criteria for Oral discussion: Content- 60% Delivery-20% Organization and correct usage-20% Class impact-10% Week 3 a. Identify the competencies of a music teacher in the elementary grades. -Leadership Qualities -Musicianship -Pedagogical skill b. Cite the importance of having these qualities and competencies especially when dealing with The Music Teacher • Lecture-group Discussion • Interview to Music teachers in the field • Recitation • Presentation of the interviews done • Individual and Group Output
- 3. learners with diverse strengths, interests, experiences and abilities (disabilities, giftedness and talents). Week 4 - 8 a. Discuss the considerations in developing the facets of music to the learners. b. Demonstrate knowledge and understanding of differentiated teaching in performing the 5 facets of Music Teaching c. Determine how these five facets be done and experienced by the learners. Five Facets of Music Teaching a. Singing b. Listening c. Creative Work d. Instrumental Work e. Movement Lecture-discussion Individual and Group Performance Recitation Quizzes Practical Tests Week 9-11 a. Identify and discuss the features of the different strategies in music teaching. b. b. Select the best strategies for a certain topic and explain the reason for choosing such. Strategies in Music Teaching Actual Performance of the different methods in Music Teaching Think-Pair -Share on the Importance of the Different Strategies Recitation/ Performance Sharing Practical Test Week 12-14 a. Select appropriate assessment technique to assess the extent of learners’ mastery b. Develop rubrics in rating authentic assessment. Assessment in Music Lecture-Discussion Development of Rubrics of Authentic and Traditional Assessment in Music Classroom Observation Rubrics-Making Narrative Report/ Reflection
- 4. Week 14-18 a. Demonstrate music lesson using content-based and pedagogical knowledge effectively Apply well-selected teaching strategies and resources that are responsive to diverse learners’ strengths, interests, experiences and abilities through an actual teaching presentation b. Use appropriate and varied assessment strategies consistent with the curriculum requirements Demonstration Teaching a. Micro teaching b. Team teaching c. Individual Teaching Actual Demonstration Post-conference (demo teacher and observer) Graded lesson presentation - The students deliver a lesson in front of jurors who will evaluate their performance through the following criteria: Content: 30 % Deliveryand use of strategy- 30% Mastery of the lesson- 20% Instructionalmaterials- 10% Classroom management_10% Assessment strategy 10%
- 5. Course Title Teaching Arts in the Elementary Grades Course Description This course shall equip the pre-service teachers with technological, pedagogical and content knowledge to have an adequate skill necessary to teach art effectively to diverse learners. In this course, elements in arts which form part of the curriculum content of Art Education, the appropriate teaching strategies and assessment methods will be given emphasis. Carrying out art education activities and experiences, skill and artistry in teaching, finding and utilizing appropriate art resources, planning and teaching a lesson to an entire class shall form part of the authentic and experiential activities of the course. Credits 3 units Contact Hours/Week 3 Hours Pre-Requisite NONE Course Outcome At the end of the course, the pre-service teachers will be able to: A. Demonstrate content knowledge on the philosophies and values of art education. B. Demonstrate pedagogical content knowledge fundamental in art education in managing classroom structure responsive to learner’s diverse strengths, interests, experiences and abilities. C. Select teaching methods, learning activities and instructional materials or resources appropriate to the learners and aligned to the objectives of the lesson. D. Design, select, organize and use appropriate and varied assessment strategies consistent with the curriculum requirements and use the assessment data as feedback in teaching and learning practices. E. Demonstrate a lesson applying all the necessary considerations in teaching art in the elementary level.
- 6. Time Allotment Intended Learning Outcome Content Suggested Learning Activities Suggested Assessment Week 1-2 a. Identify the guiding philosophies and objectives of art education b. Reflect on the importance of art to education and teaching Philosophy and Objectives of Art Education Lecture-discussion Think-pair share Recitation Criteria for Oral Presentation Content- 60% Delivery- 20% Organization and correct usage-20% Class impact-10% Participation in the discussion Reflection Paper Week 3 a. Discuss clearly the values of art b. Cite examples significant to the realization of these values Values of Art Education Group Discussion Recitation Criteria for Oral Presentation/ Reporting Content- 60% Delivery- 20% Organization and correct usage-20% Class impact-10% Week 4-6 a. Discuss the different methods of teaching art to diverse elementary pupils. a. Provide an example for each method which addresses the diverse strengths, interests, experiences and abilities Methods of Teaching Art Education Actual Performance of the different methods in Art Teaching Think-Pair -Share on the Importance of the different Recitation/ Performance Sharing Practical Test
- 7. (disabilities, giftedness and talents) of learners. Strategies Week 7 a. Identify the competencies of an art teacher in the elementary grades b. Cite the importance of having these qualities and competencies especially when dealing with learners with diverse strengths, interests, experiences and abilities (disabilities, giftedness and talents). Competencies of an art Teacher Group Discussion Interview an Art Teacher • Reflection Paper • Self-Evaluation • Recitation • Presentation of the interviews done Week 8 a. Evaluate and discuss the scope and sequence of art elements from first to sixth grades Scope and Sequence of Arts for Grades 1-6 Lecture-presentation Problem-based learning Walk Through theK-12 Arts Curriculum Oral discussion Criteria for Oral discussion: Content- 60% Delivery-20% Organization and correct usage-20% Class impact-10% Week 9-11 a. Identify the appropriate teaching strategies, activities and learning resources for different grade level b. Make a sample of art activities for the different grade levels Suggested Art Activities for Different Grade Levels and Quarters Discussion of Art Activities Try-out of Art Activities • Rubrics-Making • Narrative Report/ Reflection Week 12-13 a. Design, select, organize and use appropriate assessment technique Assessment in Art Lecture-Discussion Development of Rubrics of • Rubrics-Making Narrative Report/
- 8. to assess the extent of learners’ mastery b. Develop rubrics in rating authentic assessment that will provide data as feedback in teaching and learning practices Authentic and Traditional Assessment in Arts Classroom Observation Reflection Week 14-18 a. Demonstrate art lesson using content-based and pedagogical knowledge effectively b. Apply well-selected teaching and assessment strategies that are responsive to diverse learners’ strengths, interests, experiences and abilities through an actual teaching presentation c. Apply principles in managing classroom structures that engages learners, individually or in groups in meaningful exploration, discovery and hands-on activities within the available physical learning environment Demonstration Teaching a. Micro teaching b. Team teaching c. Individual teaching • Actual Demonstration Graded lesson presentation - The students deliver a lesson in front of jurors who will evaluate their performance through the following criteria: Content: 30 % Delivery and use of strategy- 30% Mastery of the lesson- 20% Instructional materials- 10% Classroom management_10% Assessment strategy 10%
- 9. • Post-conference (demo teacher and observer)
- 10. Course Title Teaching Science in the Elementary Grades ( Biology & Chemistry) Course Description This course includes understanding of spiraling/spiraling basic science concepts and application of science inquiry in Chemistry and Biology, strategies in teaching elementary science, development of instructional materials and assessment. Content topics in Chemistry include Properties and Structure of Matter and Changes that Matter Undergo. In Biology, content topics include Parts and Functions of Animals and Plants, Heredity: Inheritance and Variation, Biodiversity and Evolution and Ecosystems. Ultimately, the pre-service teachers will be equipped with the pedagogical content knowledge in science as well as skills in instructional materials development and knowledge of the design, selection, organization and use of appropriate assessment strategies for the primary elementary grades (1-3). Credits 3 units Contact Hours/Week 3 Hours Pre-Requisite NONE Course Outcome At the end of the course, the pre-service teachers will be able to: A. demonstrate content knowledge of science for elementary grades including its nature, content, conceptual framework, domains of learning, pedagogical approaches, and research- based knowledge and principles of teaching and learning the subject, B. demonstrate pedagogical content knowledge that promotes scientific, technological and environmental literacies, C. select, develop and use varied teaching and learning resources, including ICT, in teaching science and D. design, select, organize and use appropriate and varied learning processes and assessment strategies consistent with the curriculum requirements.
- 11. Time Allotment Intended Learning Outcome Content Suggested Learning Activities Suggested Assessment Week 1 a. Inquire into the nature of science - -- the scientific enterprise, products, applications and attitudes --- and what this looks like in the primary classroom b. Explain the goals appropriate for the quality elementary science program The Nature of Science Goals of Elementary Science Education Lecture, class discussion • Making a concept map on the nature of science and the goals of science education Week 2 a. Discuss the current state of primary science --- the status and provision of science education in elementary schools b. Identify what recent and relevant research in science education has to say about primary science (what works and what challenges to consider) Current Developments in Primary Science Plenary discussion where students synthesize their finding based on their individual readings Writing an insight paper on the subject matter Week 3-4 a. Elucidate on the basic processes that form the foundation for scientific investigation and the integrated processes that form the method of actual scientific inquiry The Processes of Science d. Basic Processes Observing Classifying Communicating Measuring Predicting Inferring Interactive activities on the processes of science Accomplishing worksheets and practical exercises (written or performance based) on the processes of science
- 12. e. Integrated Processes Identifying and controlling variables Formulating and testing hypotheses Interpreting data Defining operationally Week 5 a. Examine the constructivist view of learning b. Trace indications/manifestations of spiral progression approach as seen in the science curriculum guide Constructivism Classroom observation where students identify practices consistent with constructivism Preparing observation notes and/or journal writing Week 6 a. Discuss and apply the process oriented guided-inquiry methodology of science teaching Inquiry: Learning how to do science rather than learning about science Modelling the process oriented guided-inquiry methodology of science teaching Writing lesson plan that applies the process- oriented guided-inquiry methodology of science teaching Week 7-8 a. Synthesize information about scientific principles b. Examine the scope and sequence of science in the primary grades c. Develop sound lesson plans to guide children in their investigations with corresponding instructional materials and assessment tools Basic Concepts and Principles for the Elementary Science Education Program: Chemistry includes Properties and Structure of Matter and Changes that Matter Undergo. Student-led discussion: Individually or in groups, students will be assigned a specific topic to discuss with corresponding instructional material to be used Micro-teaching on a given topic in Chemistry “Microteaching is a scaled down, simulated teaching encounter designed for the training of both pre- service or in-service teachers… Its purpose is to provide teachers with the opportunity for the safe practice of an enlarged
- 13. cluster of teaching skills while learning how to develop simple, single- concept lessons in any teaching subject.” ( https://www.encyclopedia .c om/education/encyclope dia s-almanacs- transcripts- andmaps/microteaching Week 9-10 a. Synthesize information about scientific principles b. Develop sound lesson plans to guide children in their investigations with corresponding instructional materials and assessment tools Basic Concepts and Principles for the Elementary Science Education Program: Biology includes Parts and Functions of Animals and Plants, Heredity: Inheritance and Variation, Biodiversity and Evolution and Ecosystems. Lecture, class discussion Micro-teaching on a given topic in Biology Week 11 a. Describe the current technologies that may be used in teaching science b. Infuse technologies into scientific investigations Instructional Materials Development for Elementary Science Education and Technology in Elementary Science Education Answering Educational Technology Quotient (ETQ) Inventory Creating and evaluating instructional materials (both traditional and technology- based) using a teacher- made rubric
- 14. Week 12-13 a. Identify practical suggestions pertaining to implementing a constructivist, process-oriented, inquiry science program in the elementary classroom Strategies forSucce ssful Science Activities a. Process- oriented, Problem-based, Inquiry-based b. Animals and Plants in the Classroom c. Outdoor classrooms d. Othersbased on students’ research Teacher modelling some strategies of science teaching Brainstorming Micro-teaching on a given topic Week 14 a. Devise ways in which process oriented inquiry science teachers can assess the learning of their students Assessment a) Assessment of process skills b) Assessment of inquiry c) Assessment of attitude d) Assessment of content Authentic Assessment Techniques a) Interviewing b) Journals Portfolios Lecture, discussion and write shop on developing assessment tools/instruments Self, peer and teacher critiquing of assessment tools/instruments using the teacher-made rubric
- 15. Week 15 a. Explain what concept maps are, how the technique can be taught and how they can be used to enhance science learning Concept Mapping in Elementary Science for Lesson Planning, Instruction and Assessment Class discussion and board work Constructing concept map on any particular science topic and grade level (1-3) Week 16-18 a. Teach a topic using the principles and concepts learned in the course through demonstration teaching ng/sa wikang Filipino. Synthesis and Application of Key concepts and principles Final (individual) demonstration teaching, peer critiquing of instructional plans, materials and assessment tools Demonstration teaching with critiquing/ mentoring