Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar, Philippines
Web: [Link] Email: uepnsofficial@[Link]

COLLEGE OF EDUCATION
Bachelor of Elementary Education
Syllabus in Educ. 12 (Field Study 2)
First Semester, School Year 2025 - 2026

UEP’s Vision: A globally competitive green entrepreneurship university. Institutional Graduate Outcomes: Graduate of the University of Eastern Philippines should:

UEP’s Mission: Empower students and the community with the integration of green
1. Exhibit proficiency in their chosen field of discipline through their involvement in various
entrepreneurship in instruction, research, extension, and production for sustainable
development, and global impact. types of employment;
2. Utilize research methodologies that will allow them to generate new knowledge and
Core Values: Inclusivity I Resilience I Integrity I Innovation I Stewardship I Collaboration I
Excellence address problems and issues and promote development;
3. Values Philippine historical and cultural heritage;
UEP QUALITY POLICY
The University of Eastern Philippines (UEP) commits to be academically competitive, research 4. Demonstrate global awareness through responsible global citizenship;
and extension-focused, and economically-sustainable public higher education institution.
5. Clearly communicate in several modes of delivery (oral, written, and visual) in English and
Specifically, UEP shall:
Filipino; and
Uphold the values relevance, integrity, productivity and excellence in service delivery;
6. Manifest high degree of professionalism through observation of ethical and professional
Endeavor to continually improve the quality management system;
Provide quality services through participatory governance and compliance to legal and other behavior.
prescribed requirements.

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College Goals: The College of Education aims to produce God-fearing, nationalistic, Program Outcomes:
humanistic and ecologically-responsive professional teachers, leaders and managers.
1. Develop a critical understanding of development and apply social science concepts and
theories, to the analysis of social issues- to be able to articulate and discuss the latest
developments in the field and develop a communication program plan;

2. Develop effective communication skills in different formats and platforms (oral, written,
print, broadcast and online) using both English and Filipino, as a linker, network and mediator;

3. Demonstrate program management and leadership skills by working effectively and

independently in the multi-disciplinary and multi-cultural teams and by allowing the public to
understand and respond to their world;

4. Know, act, and practice the rights, responsibilities and accountabilities of the profession in
recognition of the professional, social, and ethical standards of social science and
communication- Be the standard bearers of media profession;

5. Preserve and promote “Filipino and historical and cultural heritage” (based on RA 7722);

6. Develop an ability to participate in the generation, production, sharing and utilization of new
knowledge by designing and accessing information needs.

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Course Title: Field Study 2

Course Credits: 3 Contact Hours/Week: 3 hours/ Week

Course Description: A school-based course which allows pre-service teachers to participate and assist in limited actual teaching-learning activities that relate to
classroom management, preparation of the learning environment and instructional materials, delivery of instruction, and assessment. A portfolio
which will contain sample lesson or learning plans and demonstration teaching of at least one subject content will be required. An action research
shall be encouraged to start in this course and conclude during the internship.

Course Learning Outcomes At the end of the course, pre-service teachers should be able to:

1) Create a safe and secure leaning environment that contributes to the physical, socio-emotional and cognitive development of learners (PPST
domain 2)
2) Demonstrate ways of addressing learners’ diversity in terms of gender, needs, interests, cultural background and difficult circumstances (PPST
Domain 3)
3) Reflect on how a teacher manifests her/his personal and professional competencies (PPST Domain 7)
4) Participate in the teaching - learning process and use instructional materials, including ICT to promote quality, relevant and sustainable
educative process (PPST Domain 4)
5) Apply the various classroom management strategies (PPST Domain 2 and 4)
6) Apply concepts, theories and principles in curriculum development in an actual classroom setting (PPST Domain 4)
7) Demonstrate assessment and reporting practices done in the classroom (PPST Domain 5)
8) Write an initial action research plan with the purpose of improving teaching practice (PPST Domain 7)

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COURSE OUTLINE AND TIMEFRAME

Time Allotment (Week) Content

1 University Vision, Mission, Goals and Objectives
Learning Episode 1

The Teacher We Remember

2 Learning Episode 2

Embedding Action Research for Reflective Teaching

3 Learning Episode 3

Understanding AR Concepts, Processes and Models

4 Learning Episode 4

Matching Problematic Learning Situation with Probable Action

5 Learning Episode 5

Preparing the Learning Environment: An Overview

6 Learning Episode 6

Enhancing a Face to Face Learning Environment

7 Learning Episode 7

Making Online or Virtual Learning Environment Safe and Conducive

8 Learning Episode 8

Establishing My Own Classroom Routines and Procedures in a Face to Face / Remote Learning
Learning Episode 9

Creating My Classroom / Remote Learning Management Plan

9 - MIDTERM WEEK
10 Learning Episode 10

Writing My Learning / Lesson Plans

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 Learning Episode 11

Delivering My Lessons
11 Learning Episode 12

Selecting Non-Digital or Conventional Resources and Instructional Materials

Learning Episode 13

Utilizing Applications (Apps) for Teaching and Learning

12 Learning Episode 14

Utilizing Learning Management Systems

13 Learning Episode 15

Utilizing Web – Conferencing Apps for Synchronous E – Learning

14 Learning Episode 16

Assessing FOR, AS and OF Learning

15 Learning Episode 17

Using Traditional and Authentic Types of Assessment for Formative and Summative Purposes
16 Learning Episode 18

Grading and Reporting

17 Learning Episode 19

Writing an Initial Action Research Plan

18 - FINALS WEEK

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LEARNING PLAN

Time Learning Outcome Professional Education Content Teaching and Learning Resources Assessment Task
Allotment Course Alignment Activities
(Week)
1 At the end of this course, the students should be University Vision, Class discussion/recitation UEP Code Manual Informal Recitation
able to: Mission, Goals and
Objectives CoEd Student
Be familiarized with the vision. Mission, and Handook
objectives of the university/college

Oriented with the class rules

Determine expectations of the course.

CMO 75, s. 2017 The Teaching Profession Learning Episode 1. Review the qualities of Lucas, M. R.; Observation of FS
1 good teacher based on Borabo, M.; Bilbao, Resource Teacher
6.1.d P.; & Corpuz, B.
PPST, Southeast Asia (2021). Field study 2
and Learners
The Teacher We
6.3.1. g Teachers’ Competency participation and
Remember Framework, Code of teaching
6.3.3. g Ethics for Professional assistantship.
Lorimar Assisting FS
Teachers Publishing, Quezon Resource Teacher
6.3.5. g
City.
2. Viewing of TEDx talks
6.3.6. h
on “What makes a good
6.3.6. n teacher great” and “The Reflection
power of a teacher”.
PPTS Domain – Personal Growth and
Professional Development 3. Participating and
Proposing
assisting FS Resource
• Cite the personal qualities of an problem/s for
Teacher in teaching.
effective teacher. action research

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 • State the professional competencies 4. Noticing, analyzing and
expected of a teacher. reflecting on what were
noticed

5. Completing action
research prompts
2 CHED PO 6.2.c and PPST Domain 2 All Professional Learning Episode Making a list of Lucas, M. R.; Learning Artifacts
Education Courses as 2 Completed Action Borabo, M.; Bilbao,
• Be familiar about action research as content of AR Research by the Teachers
P.; & Corpuz, B.
(2021). Field study 2
a reflective teacher Embedding in the field participation and Scoring rubric
• Foundation/The Action Research teaching
• Underscore the importance of doing ories and for Reflective assistantship.
action research. Concept Teaching Lorimar
Publishing, Quezon
Courses Multiple choice
City.
test
• Pedagogical
Content
Courses

• Experiential
Learning course

- FS 1 Major
Course
Research in
Education

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 3 CHED PO 6.2.c and PPST Domain 3 All Professional Learning Episode Comparing the Three Lucas, M. R.; Learning Artifacts
Education Courses as 3 Models of Action Borabo, M.; Bilbao,
• Use concepts and processes of content of AR Research and Analyzing
P.; & Corpuz, B.
(2021). Field study 2
action research. Understanding AR
the Components of the participation and Scoring rubric
• Foundation/The Concepts, Chosen Model teaching
• Identify sample models of AR such as ories and Processes and assistantship.
of DepEd, 2016; McNiff & Concept Models Lorimar
Whitehead, 2006; and Nelson, 2014. Publishing, Quezon
Courses Multiple choice
City.
test
• Pedagogical
Content
Courses

• Experiential
Learning course

- FS 1 Major
Course
Research in
Education
4 CHED PO 6.2.c, 6.2.d, and PPST Domain 3 All Professional Learning Episode Identifying Problematic Lucas, M. R.; Learning Artifacts
Education Courses as 4 Classroom Situation and Borabo, M.; Bilbao,
• Analyze teaching learning problems Content of AR Matching with
P.; & Corpuz, B.
(2021). Field study 2
prevailing in the classroom. Matching Appropriate Action participation and Scoring rubric
• Foundation/ Problematic teaching
• List matching action as a probable Theories and Learning Situation assistantship.
solution to the teaching-learning Concept with Probable Lorimar
problems. Publishing, Quezon
Courses Action Multiple choice
City.
test

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 • Pedagogical
Content
Courses

• Experiential
Learning Course

- FS 1 Major
Course
Research in
Education
5 CHED PO 6.2.d and PPST Domain 2 All Professional Learning Episode Participating and assisting Lucas, M. R.;
Education Courses as 5 in the classroom by: Borabo, M.; Bilbao,
• Assist in the preparation of the Content of AR
P.; & Corpuz, B.
(2021). Field study 2
traditional face-to-face learning Preparing the - Making a Bulletin
participation and
environment and • Foundation/ Learning Board Display teaching
Theories and Environment: An assistantship.
• Explore the different ways of Concept Overview - Conducting a Lorimar
establishing a safe and conducive Small Group Publishing, Quezon
Courses
virtual or on-line learning Discussion City.
classrooms. • Pedagogical
- Checking Class
Content
Attendance in a
Courses
Virtual Classroom
• Experiential
Learning Course

- FS 1 Major
Course
Research in
Education

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 6 CHED PO 6.2.d, and PPST Domains 2, 3, 4 All Professional Learning Episode Enhancing the current Lucas, M. R.; Learning artifacts
Education Courses as 6 Face-to-Face Learning Borabo, M.; Bilbao,
• Assist in the preparation of the Content of AR Environment to a
P.; & Corpuz, B.
(2021). Field study 2
traditional face-to-face learning Enhancing a Face-
Conducive One participation and Scoring rubric
environment and • Foundation/ to-Face Learning teaching
Theories and Environment assistantship.
• Explore the different ways of Concept Lorimar
establishing a safe and conducive Publishing, Quezon
Courses Multiple choice
virtual or on-line learning City.
test
classrooms. • Pedagogical
Content
Courses

• Experiential
Learning Course

- FS 1 Major
Course
Research in
Education
7 CHED PO 6.2.c, 6.2.b, 6.2.d, and PPST All Professional Learning Episode Organize a virtual Class Lucas, M. R.; Learning artifacts
Domains 2, 3, 4 Education Courses as 7 via Zoom, Google Meet or Borabo, M.; Bilbao,
P.; & Corpuz, B.
Content of AR any platform (2021). Field study 2
• Assist in the preparation of the Making Online or
participation and Scoring rubric
traditional face-to-face learning • Foundation/ Virtual Learning
teaching
environment and Theories and Environment Safe assistantship.
and Conducive Lorimar
Concept
• Explore the different ways of Courses
Publishing, Quezon Multiple choice
establishing a safe and conducive City.
test
virtual or on-line learning classrooms

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 • Pedagogical
Content
Courses

• Experiential
Learning Course

- FS 1 Major
Course
Research in
Education
8 CHED PO 6.2.b, 6.2.d, and PPST Domains 2,4 The Teacher and the Learning Episode Participating and assisting Lucas, M. R.; Learning Artifacts
School Curriculum 8 my Resource teacher in Borabo, M.; Bilbao,
• Establish my classroom routines establishing routines and
P.; & Corpuz, B.
(2021). Field study 2
and procedures before during and Establishing My
procedures, in the face to participation and Scoring Rubric
after classes on a face to face or in Own Classroom face or in remote learning teaching
Facilitating Learner Routines and
remote learning. assistantship.
Centered Teaching Procedures in a Lorimar
• Explain the classroom routines Face-to-Face /
Publishing, Quezon Multiple choice
(what to do, how to do it, when to City.
Remote Learning Assessment
do it, and why those need to be
done).

• Reflect on the basic questions

when building my classroom
routines and procedures in the
classroom and in remote learning.

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 • List down some possible topics for
action research on classroom
routines and procedures.

•
Use professional reflections and
learning to improve practice.
CHED PO 6.2.b, 6.2.f and PPST Domains 1, 2 Facilitating Learner- Learning Episode Designing My Lucas, M. R.; Learning Artifacts
and 4 Centered Teaching 9 Management Learning Borabo, M.; Bilbao,
P.; & Corpuz, B.
Plan (2021). Field study 2
• Explain the importance of my Creating My
participation and Scoring rubric
classroom management plan. Classroom / teaching
Remote Learning assistantship.
• Enumerate the components of my Management Lorimar
classroom engagement plan. Publishing, Quezon Multiple Choice
Plan
City.
Test
• Write my classroom management
plan.

• Use professional reflections and

learning to improve practice.
9 - MIDTERM WEEK
10 CHED PO 6.2.b, 6.2.d, 6.2.f, and PPST Facilitating Learner- Learning Episode Preparing My Learning Lucas, M. R.; Learning Artifacts
Domains 1 and 4 Centered Teaching 10 Plans Borabo, M.; Bilbao,
P.; & Corpuz, B.
(2021). Field study 2
• Explain the importance of lesson/ Writing My
participation and Scoring rubric
learning plans. Learning / Lesson
teaching
The Teacher and the Plans assistantship.
• Write learning/ lesson plans using School Curriculum Lorimar
the specified learning competencies Publishing, Quezon Multiple choice
City.
test

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 reflections, and effective
communication skills.

• Revise the lesson / learning plans

based on the feedback given by the
Resource Teacher

• Cite some problems encountered in

writing lesson / learning plans.

•Use professional reflection and

learning to improve practice.
CHED PO 6.2.e and PPST Domains 1, 4, 7 Facilitating Learner- Learning Episode Completing the Matrix Lucas, M. R.; Learning Artifacts
Centered Teaching 11 using Gagne’s Events of Borabo, M.; Bilbao,
• Explain the importance of lesson / Instruction
P.; & Corpuz, B.
(2021). Field study 2
learning plans. Delivering My
participation and Scoring rubric
Lessons teaching
• Execute my lessons/demonstration Technology for Teaching
assistantship.
lesson well. and Learning Using classroom Lorimar
observation sheet to Publishing, Quezon Multiple choice
• Apply all given suggestions of my evaluate the delivery of City.
test
Resource Teacher. the lessons
The Teacher and the
• Demonstrate the ability to teach two School Curriculum
or more lessons or subjects using
appropriate Teaching competencies
and multiple teaching strategies.

• Reflect on the instructional process

to improve quality of instruction.

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 •
Use professional reflection and
learning to improve practice (PPST
7.4.1).
11 CHED PO 6.2.f and PPST Domain 5 Facilitating Learner- Learning Episode - Planning the use Lucas, M. R.; Learning Artifacts
Centered Teaching 12 of Borabo, M.; Bilbao,
• Demonstrate knowledge of the researches/mater
P.; & Corpuz, B.
(2021). Field study 2
design and use of formative Selecting Non- ials for participation and Scoring rubric
assessment; and digital Resources teaching
instruction
and Instructional assistantship.
• Explain the importance of formative Materials Lorimar
assessment Publishing, Quezon Multiple choice
City. test
CHED PO 6.2.b, 6.2.d, 6.2.f, and PPST Technology for Teaching Learning Episode - Evaluating apps Learning Artifacts
Domain 5 and Learning 1 and 2 13 using a set of
criteria
• Select applications that are most Utilizing
Scoring rubric
appropriate to the different aspects Application - Using an app to
of the teaching-learning process to (APPS) for deliver
address learning goals. (PPST 4.5.1) Teaching and instruction
Learning. Multiple choice
• Show skills in the positive use of test
applications for student engagement
in teaching and learning. (PPST 1.3.1)

• Demonstrate positive attitude

towards the use of technology tools.
(ICT CST 7.1.2).

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 •
Use professional reflection and
learning to improve practice. (PPST
7.4.1).
12 CHED PO 6.2.g and PPST Domain 7 Technology for Teaching Learning Episode - Navigating and Lucas, M. R.; Learning Artifacts
and Learning 1 and 2 14 using an LMS Borabo, M.; Bilbao,
• Identify the components of an LMS P.; & Corpuz, B.
(2021). Field study 2
as a virtual learning environment. Utilizing Learning - Assessing
participation and Scoring rubric
Management features of the teaching
• Demonstrate skills in using a Systems LMS assistantship.
learning management system (LMS) Lorimar
as a platform for teaching and Publishing, Quezon Multiple Choice
learning.(PPST 4.5.1) City.
Test

• Demonstrate positive attitude

towards use of technology tools. (ICT
CST7.1.2)

•
Use professional reflection and
learning to improve practice. (PPST
7.4.1)
13 CHED PO. 6.2.h and PPST Domain 7 Technology for Teaching Learning Episode - Using the Lucas, M. R.; Learning Artifacts
and Learning 1 and 2 15 features/ tools of Borabo, M.; Bilbao,
• Identify features and functions of web-conferencing
P.; & Corpuz, B.
(2021). Field study 2
web conferencing application that Utilizing Web- apps participation and Scoring rubric
are useful to instruction. Conferencing teaching
Apps for - Analyzing the use assistantship.
• Demonstrate skills in using a web Synchronous E- of web- Lorimar
conferencing app for synchronous Publishing, Quezon Multiple Choice
learning. conferencing
teaching and learning. (PPST 4.5.1) City.
apps using the Test

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 • Demonstrate positive attitude community of
towards use of technology tools. (ICT Inquiry Model
CST 7.1.2)

•
Use professional reflection and
learning to improve practice. (PPST
7.4.1)
14 CMO 74, s. 2017 Assessment in Learning Learning Episode Observation of FS Lucas, M. R.; Learning Artifacts
1 16 Resource Teacher and Borabo, M.; Bilbao,
6.2.f P.; & Corpuz, B.
learners (2021). Field study 2
Assessing FOR, AS
6.2.h participation and Scoring rubric
and OF learning teaching
Assessment in Learning
• Distinguish among assessment for assistantship.
2 Assisting FS Resource Lorimar
learning, assessment as learning and Teacher – formulating Publishing, Quezon Multiple Choice
assessment of learning. assessment task City.
Test
• Cite ways of doing assessment for
learning and assessment as learning.
Reflection
• Explain the effect of assessment for
learning and assessment as learning
on summative assessment.
Proposing problem/s for
action research
15 CMO 75. S. 2017 Assessment in Learning Learning Episode Observation of FS Lucas, M. R.; Learning Artifacts
1 17 Resource Teacher and Borabo, M.; Bilbao,
6.3.3.d P.; & Corpuz, B.
learners (2021). Field study 2
Using Traditional
6.3.4.c participation and Scoring rubric
and Authentic teaching
6.3.6.k Types of assistantship.
Assessment for Lorimar

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 • Determine if assessment task is Assessment in Learning Formative and Assisting FS Resource Publishing, Quezon Multiple Choice
aligned to the intended learning 2 Summative Teacher – formulating City. Test
outcome. Purposes assessment task

• Evaluate traditional and authentic

assessment tasks in the light of the
Reflection
principles of test construction.

• Identify a problem related to

traditional and authentic assessment Proposing problem/s for
for an action research. action research
16 PPST Domain 5 Assessment in Learning Learning Episode Observation of FS Lucas, M. R.; Observation of FS
1 18 Resource Teacher and Borabo, M.; Bilbao, Resource Teacher
Strand 5.1. P.; & Corpuz, B.
learners (2021). Field study 2 and learners
Grading and
Strand 5.2. participation and
Reporting teaching
Assessment in Learning
Strand 5.3. assistantship.
2 Assisting FS Resource Lorimar Assisting FS
Strand 5.4. Teacher – formulating Publishing, Quezon Resource Teacher –
assessment task City. formulating
Strand 5.5. assessment task

Domain 6. Community Linkages and

Professional Engagement Reflection
Reflection
Strand 6.2.

Strand 6.2.1 Proposing problem/s for

action research Proposing
• Interpret scores correctly. problem/s for
action research

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 • Compute grades based on DepEd’s
grading policy.

•
Report grades to parents
meaningfully.
17 CHED PO 6.2.a, 6.2.d and PPST Domain 2 and All professional Learning Episode Developing an Initial Lucas, M. R.; Learning Artifacts
6 Education Courses an 19 Research Action Plan Borabo, M.; Bilbao,
P.; & Corpuz, B.
Content of AR (2021). Field study 2
• Develop an initial Action Research Writing an Initial
participation and Scoring rubric
Plan • Foundation/ Action Research teaching
Theories and Plan assistantship.
Concept Lorimar
Publishing, Quezon
Courses Multiple Choice
City.
Test
• Pedagogical
Content
Courses

• Experiential
Learning Course

- FS 1Major
Course-
Research in
Education
18 - FINALS WEEK

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References Required Readings and Other Materials
A. Books
- Bilbao, P., Dequilla, M., Rosano, D. and Boholano, H. (2019). Technology for teaching and learning 1. Lorimar Publishing, Inc. Quezon City.
- Boettcher, J. and Conrad, R. (2016). The online teaching survival guide 2nd ed. Josset-Bass Books, USA.
- Corpuz, B. and Lucido P. (2012). Educational technology 1. Lorimar Publishing, Inc. Quezon City
- Habulan, N. (2016). Pedagogical foundations in educational technology. Lorimar Publishing, Inc. Quezon City.
- Jean McNiff and Jack Whitehead (2005). Action Research: A practical guide. David Fulton Publisher. London & New York
- Lucas, M. R.; Borabo, M.; Bilbao, P.; & Corpuz, B. (2020). Field study 1 observations of teaching and learning in actual school environment. Lorimar
Publishing, Quezon City.
B. Periodicals/Journals
- Ahrens, C.; Brant, May Ellen and Lee, Suzanne (2007). Using action research to improve teaching and learning. College Teaching Methods and Styles
Journal Vol. 3, No. 4 [Link]
- Burnaford, G., Fischer, J. and Hobson, D. Eds. (2001). Teacher doing research the power of action research through inquiry. Laurence Elbaum, Inc. New
Jersey, USA
- Campbell, K. (2004). Effective Writing for e-learning environments. Information Science Publishing, United Kingdom.
- Colin, Lankshear and Michelle Knobel (2004). A Handbook for teacher research from design to implementation. Open University Press Mc Graw Hill
England.
- DepEd Order No. 16.s. 2017 Research Management Guidelines
- Lydia Arnold (2015). Action research for higher education practitioners: A practical guide. [Link].
C. Websites
- Erwin, Jonathan (2016). 10 Ways Teachers Can Create a Positive Learning Environment. [Link]
- Moore, Robert (2016). Interacting at a distance: creating engagement in online learning environments: Book Chapter in K.B. Lydia, B. Joseph, N. Esther
& A. Cynthia (Eds) Handbook of research on strategic management of interaction presence and participation in online courses.
[Link]
D. Culminating Activities
• Writing Assessment
• Chapter Tests
• Midterm/Final Examination
• Group Report

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 Suggested Readings
- Apple’s official guide to teaching with apps. (n.d) Retrieved March 8, 2021, from [Link].
- Bilbao, P. (2018). Embedding Action Research in the Curriculum. PPT presentation BCB Series 3 BEST-CHED
- Carrington, A. The pedagogy wheel model. (n.d) Retrieved from: For Android: [Link] For Apple:
[Link]
Class Materials
• Module
• Power point
• Hand outs

Classroom Policies
Course Requirements 1. Regular class attendance and class participation;
1. Attendance 2. Submission of accomplished assessments in the modules on time;
2. Class participation 3. Active online communication
3. Written activities 4. Be honest. Any output that you submit should be your own work.
4. Modules 5. Have proper manners during discussion and some conversation in class sessions.
5. Midterm and final examinations 6. Take part in class discussion and activities.
6. Oral examination 7. This is a flexible blended modality of instruction. Students are expected to focus and manage time in achieving the
demands of the course.
8. Deadlines are set accordingly.

Website/Videos/ Film Clips

• Youtube
• Encyclopedia
• Google

Course Requirements: Class Policies:

Journals/Class Activities 1. Be honest. Any output that you submit should be your own work.
Quizzes 2. Have proper manners during discussion and some conversation in class sessions.

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Online/Class Interaction 3. Take part in class discussion and activities.
Portfolio/Reporting 4. This is a flexible blended modality of instruction. Students are expected to focus and
Midterm and Final Examination manage time in achieving the demands of the course.
5. Deadlines are set accordingly.

Grading System Professor: Consultation Hours:

Class activities, Journals, Quizzes, Reporting - 45% Dr. Mylene C. Padora 9:00-10:00/1:00-4:00 (MWF)
Midterm & Final Exams – 30% 10:00-11:30/2:30-5:00 (TTh)
Online/Class Participation – 25% Email Address: ▪ Email
padoramylene@[Link] ▪ Facebook Messenger

Prepared by: Checked by: Approved by:

MYLENE C. PADORA, PhD MIRIAM B. CABRITO, PhD TITO M. CABILI, PhD

Subject Professor Department Chair Dean, College of Education
Date: Date: Date:

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