This 3-page document outlines the syllabus for a course on special topics for teacher education students at the University of San Carlos College of Education. The course is designed to enrich graduating students and provide knowledge relevant to their fields of specialization. It covers a variety of educational topics over 14 weeks using different learning activities and assessments. Students are evaluated based on their regular attendance, participation, projects, attitude and completion of all requirements, including a teaching portfolio.

1. University of San Carlos
College of Education
TEACHER EDUCATION DEPARTMENT
SYLLABUS
Course No. : Educ. 127
Course Title : Special Topics ( Elementary and Secondary )
Course Credit : 3 units lecture, enrichment, and research
Course Pre-Requisites : All Professional Education Courses and Major Courses
Course Description
This 3-unit course encompasses a multitude of fields of studies which will serve as enrichment to graduating students who are undergoing training in the field of
teaching. It is hoped that in the course of this study, student interns will be able to acquire knowledge relevant to their own fields of specialization, develop good
habits and values that will sustain them in their search for deeper meaning as teachers, and master strategies in teaching their chosen major fields.
Course Objectives:
1. know and understand the principles underlying professional growth among teachers
2. internalize the need to widen one’s horizon through exposure to recent educational developments
3. learn the dynamics of teaching strategies and lesson preparation in specific fields of specialization
4. acquire skills in relating learning with real-life situations and experiences
5. develop positive attitudes necessary in keeping oneself updated with latest information in the field of education
6. enrich oneself with experts’ opinion in the field of teaching.

2. Scope and Sequence (Pre-Midterm)
Delivery Modes/
Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes
Phase I. Course Orientation
1. share comments on the course title and A. USC Vision-Mission Goals  individual work on matrix  form entries
connect with implications of the USC Vision- Agnestic Matrix Paraphrase paraphrase form
Mission Goals, B. College & Dept. Goals  quality statements
C. The Student-Teaching Program  group presentation of learning
2. relate learnings with goals of the College & 1. Scope and Sequence statements  reflectionnaire
identify how they can contribute to its 2. Objectives
realization, 3. Requirements / Grading  compare notes on reflections and  interaction
system implications of the Student-
3. discuss classroom procedures, 4. Policies and Ground Rules Teaching Program  summative evaluation
5. Assessment and Evaluation
4. list ways of making an organization D. Teambuilding  Student Handbook scanning  concept strips
successful and effective, 1. Learning Teams
2. Class Organization  Dyads on Sense of Responsibility  narrative entries
5. identify officers’ tasks, 3. Officers
4. Roles & Functions  Interns’ biodata, PROBE Tree  performance checklist
6. take note of topical assignments for sheets
powerpoint presentations and sharing, E. Enrichment Sessions  presentation ratings
1. Student Teacher’s Profile  CD for powerpoint presentations
7. answer questions in one-on-one conference. 2. Basic Temperaments  responses
3. PROBE Tree Options
4. Expectations

3. ( Mid-Term )
Delivery Modes/
Specific Objectives Content Coverage Learning Activities/Resources Assessment Schemes
Phase II. Integrated Recall
1. spelldown teaching on the board & provide A. Perspectives on Teaching  brainstorming via freedom board  board work
terms relevant to topic, 1. Art
2. Science  creative inquiry using word clues  creative synthesis
2. explain each consideration on teaching and 3. Form of Social Service
give ways of enriching their own practice of 4. On-going Process  group discussion > presentations  research findings
the teaching-learning-process, 5. Occupation / Livelihood
6. Vocation  poster commentary by group  output presentation
3. share research findings on Student-Profile & B. Teaching-Learning Process
Teacher’s Response, 1. Teach>Test>Reteach>Retest  living portraits: personality parade  collection of teaching
2. Experience>Explore>Discover techniques
4. match student personalities with strategies >Learn>Grow  research findings on classroom
in classroom management, C. Planning Lessons management approaches  matrix summary of
D. Strategies that Work classroom personalities
5. make a poster of interactive teaching E. Classroom Management  matrix details on teaching models and classroom
modalities, 1. Classroom Personalities discipline
2. Classroom Discipline  definition strips: compare-contrast
6. differentiate between planning lessons and 3. Routine Procedures  unit test
lesson planning, 4. Teaching Modalities  listing activity: types of lesson
F. Syllabus-making plans; components of planning  observation schedule
7. use format in syllabus-making 1. Types of Lesson Plans lessons
2. Sample Lesson Plans  seat work
8. outline do’s and don’ts on teaching G. Clearing House on Teaching  guidelines on practice teaching
1. Learning experiences  powerpoint slides
9. share research findings on assigned 2. Do’s and Don’ts of Teaching  powerpoint presentations on
enrichment topics H. Enrichment Session topics assigned  write-ups
I. Research Findings Presentation
10. interact on learnings from seminars J. Interdisciplinary Discussions  sharing session: class observations  term test

4. ( Pre-Finals )
Delivery Modes /
Specific Objectives Content Coverage Learning Activities / Resources Assessment Schemes
Phase III. The Teaching Experience  expectation strips: interaction
1. share expectations, hopes and fears about  socialized discussion
actual teaching experience A. Teaching without fears  comparing notes: observation
B. Learning without tears narratives
2. share impressions of people involved in the C. Lesson Planning workshop  collated records of
teaching-learning process D. Demonstrations  observation guide: class observation participation / teaching
E. Processing: Teaching Experience
3. relate observations of classes F. Impressions
G. Stumbling Blocks > Stepping  prototype lesson plans: writing  best lesson plans
Stones
4. write lesson plans on assigned topics, H. Enrichment Sessions
1. Pygmalion in the Classroom:  teaching demonstrations  teaching demo norms
Self- Fulfilling Prophecy
5. demonstrate lessons in class
 critiquing / group - rating
2.Troubleshooting in class  lesson plans
6. critique demonstrations using SWOT – I. Multiple Intelligences  enrichment sessions: group
analysis approach J. The Art of Questioning presentations on research topics  classmates’ critique
K. Creative Assessment
7. present assigned research topic via power- L. Social Graces
point technology, M. Integration of Values  summative evaluation on topics  group output
N. Tips for Effective Teaching presented
8. conduct group evaluation after presentation, O. Special Children
P. Education For All (EFA)  notes on Special Children: discussion  individual responses
9. discuss role in dealing with Special students. Q. Education Today Tips for Effective Teaching
R. Thrusts and Trends in Philippine
10. interact on latest trends in Philippine Educ. Education / UBD / NCBTS  share research findings: thesis  relevant readings:
and new developments in Education. S. National Educational Agenda & dissertation abstracts update on Philippine
Education

5. ( Finals )
Delivery Modes /
Specific Objectives Content Coverage Learning Activities / Resources Assessment Schemes
1. construct a matrix showing effective and Phase IV. Closure
ineffective teaching practices A. Synthesis of KSAVs  narrative reports on actual  teaching experience
B. Specializations teaching experience journal
2. strengths & weakness of actual teaching, C. Seminar – Workshops
1. Career Orientation  graphic presentation of SWOT –  collage presentations
3. give suggestions to improve competence, 2. Professionalism analysis of Teaching
D. Evaluation  self / peer evaluation
4. answer questions in oral defense of topics 1. Summative:  best lesson plans; teaching demo
a. oral  creative performance
5. role play professional vs. unprofessional b. written  acting out of desirable and
behavior, 2. Self undesirable traits / behavior of  projects
3. Peer teachers
6. summarize enrichment seminar-workshop E. Documentation  reaction / insight paper
learnings 1. Portfolio  seminar handouts, reflections
2. Ten Best Lesson Plans  final exams
7. complete requirements. 3. Research Findings  Student Teaching Portfolio
4. Narrative Report on Teaching
Learning Activities: Requirements Grading System
1. Group Dynamics 8. Freedom Board Regular Attendance 30% Supervisor’s Rating
2. Creative Presentations 9. Individual / Group Output
3. Spelldown Synthesis 10. Concept Strips Passing Grades 30% Mentor’s Rating
4. Artistic Interpretation 11. Learning Statements
5. Scenario / Poster 12. Lesson Planning Active Class Involvement 25% Enrichment Rating
Song / Poem-Analysis 13. Teaching Demonstration
6. Informal Debate 14. Critiquing Complete Projects 15% Self-Rating
7. Reflection / Reaction 15. Seminar-workshop
Comment-Sharing 16. Portfolio making Desirable Attitude

6. Rubrics
Criteria Knowledge Skills Attitudes & Values

7. BIBLIOGRAPHY
Barbara Reider Teach More and Discepline Less . Thousand Oaks, California: Corwin Press, c2005.
Bill Rogers ed. How To Manage Children’s Challenging Behaviour. London: Paul Chapman, c2004.
Classroom Teaching Skills. 8th ed. - - Boston : Houghton/Mifflin, c2006.
Donna Walker Tileston. 10 Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching Competencies
E. C. Wragg. The Art and Science of Teaching and Learning : The Selected Works of Ted Wragg. London: Routledge, c2005.
Forrest W. Parkay. Curriculum and Instruction for Becoming a Teacher Boston: Pearson Education, c2006.
John Gardner (editor). Assessment and Learning London: Sage, c2006.
Mary Mayesky. Creative Activities for Young Children 8th ed. Australia: Thomson Learning, c2006.
Phyllis Click. Caring for School-Age Children . Australia: Thomson Learning, c2006.
Qualities of Effective Teachers: Facilatator’s Guide. - - Virginia, USA: Association for Supervision and Curriculum Development, c2004.
Robert J. Marzano. Classroom Management That Works. Virginia, USA: Association for Supervision and Curriculum Development (ASCD), c2003.
Thousand Oaks, California: Corwin, c2005.
http://www.newhorizons.org/strategies/front_strategies.html http://edu.georgianc.on.ca/teaching/teaching/learningstyles/
http://programs.weber.edu/clinicalpractice/forms_apps/handbook/cliniccoord/studentresp.htm http://www.esm.psu.edu/practices.html
http://www.ed.psu.edu/ci/Journals/97pap32.htm http://search.yahoo.com/search?ei=utf-8&fr=slv8-msgr&p=student%20teaching%20practice
http://teaching.berkeley.edu/bgd/teaching.html http://www.udel.edu/dcte/ocs/superhandbook/educ400.html
Prepared by Sister M. Agnes B. Lentejas, O.S.F.