Document No.

USA-LSE- SYL-SSE 201 (Lec)

Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 1 of 22

UNIVERSITY OF SAN AGUSTIN

ILOILO CITY
COLLEGE OF LIBERAL ARTS, SCIENCES, AND EDUCATION

COURSE SYLLABUS FOR INTEGRATIVE METHODS IN TEACHING SOCIAL SCIENCE

DISCIPLINE IN BASIC EDUCATION SYLLABUS (SSE 201)

VISION MISSION AUGUSTINIAN GRADUATE ATTRIBUTES

A premier academic community of life-long learners The University of San Agustin is an Augustinian, Catholic An Augustinian graduate is:
working with one mind and one heart to search for, and Filipino educational institution that aims to form the ▪ A transformative community builder oriented
discover and share the Truth (Gaudium de Veritate) for members of its academic community in Virtus et Scientia towards God.
the promotion of authentic human and societal to serve Western Visayas, the Philippines and the world. ▪ A restless critical and creative thinker.
development. ▪ A social communicator of the Truth.

PROGRAM EDUCATIONAL OBJECTIVES (PEO) PROGRAM OUTCOMES (PO)

After 4 to 5 years, the BEEd/BSED graduates shall: By the time of graduation, the students of the BEEd/BSEd program shall have the
ability to:
1. Express clearly the ideals, aspirations, and traditions of Filipinos that are essential A. Articulate the relationship of education to larger historical, social, cultural, and
foundations in the development and transformation of young Filipino learners. political processes.
2. Demonstrate pedagogical skills that would allow learners to experience B. Facilitate learning using a wide range of teaching methodologies in various
opportunities for intellectual, social, and personal growth. types of environment.
3. Create instructional provisions for the development of critical thinking, problem- C. Develop alternative teaching approaches for diverse learners.
solving, and performance skills for all types of learners.
4. Manifest systematic processes in the delivery of classroom instruction through D. Apply skills in curriculum development, lesson planning, materials development,
effective and efficient services in collaboration with other professionals. instructional delivery, and educational assessment.
5. Plan, implement, and evaluate educational programs and projects in accordance E. Demonstrate basic and higher levels of thinking skills in planning, assessing,
to the highest standards. and reporting.
6. Exude the qualities of a model Augustinian teacher who is a living example of an F. Practice professional and ethical teaching standards to respond to the demands
upright citizen of the community. of the community.
 Document No. USA-LSE- SYL-SSE 201 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
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INTEGRATIVE This course is designed to guide the students in demonstrating

METHODS IN understanding on the basic concepts and practices of
TEACHING SOCIAL integrative teaching which is grounded in disciplines that value Credit
Course Title Course Description Course Code SSE 201 3
SCIENCE DISCIPLINE questions, investigations, and a desire to better understand the Units
IN BASIC EDUCATION world and its people.
SYLLABUS
Course Pre-requisites None Course Level/I-E-D
Course Outcomes: At the end of the course, the student shall be able to: PO Code Course Outcomes: At the end of the course, the student shall be able to:
PO Code Link(s)
Link(s)

CO1: identify and understand on the Rationale of Teaching Social Studies and basis CO4: explain and apply pedagogical functions of Integrated Curriculum using
K to 12 Curriculum; Social Science Discipline as a foundation;

CO2: demonstrate content knowledge and its application within and/or across CO5: highlight the importance of integrative methods in teaching social science
curriculum teaching areas; discipline in basic education;

CO3 distinguish and describe the Integrative Methods in Teaching Social Science CO6: value the role of Integrated Thematic Units in Social Science Discipline in
Discipline, Disciplines under Social Science, and the scope of Basic Basic Education.
Education in the Philippines;
 Document No. USA-LSE- SYL-SSE 201 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 3 of 22

LEARNING CO LINK COURSE CONTENT REFERENCES TEACHING AND ASSESSMENT RESOURCE BTI’s
OUTCOMES (LO) LEARNING ACTIVITIES TASKS (ATs) MATERIALS
(TLAs)

MODULE 1: INTRODUCTION IN TEACHING SOCIAL STUDIES

(WEEK 1) A. ONLINE APPROACH A. ONLINE APPROACH 1. Reference 5.1.1;
A. Understand the Bilbao, P. et al (2015). The Textbooks 1.5.1;
rationale of teaching CO1; I. Introduction to Teaching Teaching Profession. Lorimar 1. Live online 1. Graphical and 2. Journals 4.5.1
social studies in the CO2 Social Studies Publishing, Inc. lecture/discussion via Statistical Data Relevant for this
Basic Education; social media platforms Interpretation and Course:
A. Rationale of Teaching Corpuz, B. & Salandanan, G. such as Google Critique
Social Studies; and (2013). Principles of Teaching. Classroom, Zoom and 2. Summary/Analysis a. International
B. Evaluate the K to 12 Lorimar Publishing, Inc. Google Meet. 3. Hyperlink Teacher- Journal of
Curriculum based on B. Basis of K to 12 2. Pre-recorded instructional made Quizzes/Tests Human
the recent data; and Curriculum Corpuz, B. & Salandanan, G. video and audio clips of (with time limit) Sciences;
(2015). Principles of Teaching 2. the lessons uploaded to 4. Interactive Quiz via
Lorimar Publishing, Inc. social media platforms as Kahoot.it and b. A Journal of
C. Appreciate the role virtual classrooms Quizizz.com Educational
social studies in the https://newsinfo.inquirer.net/967 3. Learning Playlists (Series 5. Hyperlink Teacher- Strategies,
nation building and 145/filipinos-among-most- of learning activities) made Summative Issues and
citizenry. ignorant-on-issues-concerning- 4. Critiquing of Vlogs with Tests and Exams (with Ideas;
the-nation-says-survey
themes related to the time limit)
topics 6. Online checklist c. Journal of
5. Assigned Reading/Text 7. Oral Reports via Academic
http://uis.unesco.org/en/glossary
(e.g. journal articles, blogs, Google Meet or Zoom Social
-term/functional-literacy
multimedia presentation) 8. Presentation of PPT Science
6. Peer Review slides via Google Meet Studies
https://psa.gov.ph/sites/default/fil 7. Webquest or Zoom
es/2008%20FLEMMS%20FINAL 8. 1-minute reflection (to be 9. Portfolios 3. Hyperlinks and
%20REPORT.pdf posted via Padlets and 10. Compilation of Hypertexts of
Google Classroom) Insight Papers videos and
uploaded to Google
 Document No. USA-LSE- SYL-SSE 201 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
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Implementing Rules and 9. Reflective Essays (to be Classroom, Edmodo, articles related
Regulations of the Enhanced uploaded via Google or Schoology on time to the topics
Basic Education Act (2013). Classroom, Schoology or 11. Blended Learning 4. PPT Slides
Official Gazette. Retrieved from: Edmodo). Assessment 5. Google Sheets
https://www.officialgazette.gov.p 10. Peer and group (preparation and 6. Vlogs
h/2013/09/04/irr-republic-act-no- Quescussions presentations of PPT 7. Youtube video
10533/ 11. Insight Paper slides) clips
12. Respond, React, Reply 8. E-Brochures
https://www.officialgazette.gov.p 9. E-Magazines
h/k-12/ B. MODULAR 10. Online Case
B. MODULAR APPROACH: APPROACH: studies
https://www.deped.gov.ph/wp-
11. E-Journals
1. Printed lecture notes 1. Graphical and 12. Uploaded files in
content/uploads/2019/01/AP-
and lesson handouts Statistical Data online platforms
CG.pdf
provided in the module Interpretation and such as Google
2. Pre-recorded video and Critique Classroom,
https://www.philstar.com/headlin audio clips of 2. Summary/Analysis Edmodo,
es/2019/12/05/1974505/literacy- supplementary lectures, 3. Activity Sheets Schoology, etc.
group-blames-philippines- discussions and/or 4. Pretest and Posttest 13. Multimedia
reading-comprehension-rank- instructional materials that for every lesson materials
study-materials are available in social 5. Journals
media virtual classrooms 6. Reflective Writing
https://www.ipsos.com/sites/defa or in USB or CD 7. Unit/Summative
ult/files/ct/news/documents/2017 3. Activity Sheets and Tests
-12/ipsos-mori-perils-of- Guide Questions provided 8. Major Exams
perception-2017-charts.pdf in the printed module 9. Portfolio
4. Reflective/Insightful 10. Recorded
Perils of Perception: What the Questions provided in the Video/Audio Clips of
Filipinos and the World get printed module Insightful Learnings
Wrong (2016). Retrieved from: 5. Reflective Essays
https://www.ipsos.com/en- 6. Feature Essays
ph/perils-perception-what- 7. Printed Articles for
filipinos-and-world-get-wrong Critiquing
 Document No. USA-LSE- SYL-SSE 201 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
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MODULE 2: PRELUDE TO INTEGRATIVE METHODS IN TEACHING SOCIAL SCIENCE DISCIPLINE IN BASIC EDUCATION
(WEEK 2) A. ONLINE APPROACH A. ONLINE APPROACH 1.5.1;
A. Evaluate the Basic Education (n.d). Official 1. Reference 5.1.1;
pedagogical function CO3; II. Prelude to Integrative Gazette. Retrieved from 1. Live online 1. Graphical and Textbooks 4.5.1
of Integrative Methods CO4; Methods in Teaching https://www.officialgazette.go lecture/discussion via Statistical Data 2. Journals Relevant
in Teaching Social Social Science Discipline v.ph/k-12/ social media Interpretation and for this Course:
Science Discipline; and in Basic Education platforms such as Critique
K to 12 Gabay Pangkurikulum Google Classroom, 2. Summary/Analysis a. International
sa Araling Panlipunan (2016) Zoom and Google 3. Hyperlink Teacher- Journal of Human
B. Appreciate the role A. Integrative Methods . Department of Education. Meet. made Quizzes/Tests Sciences;
of Integrative Methods Retrieved from: 2. Pre-recorded (with time limit)
in Teaching Social B. Social Science https://www.deped.gov.ph/wp instructional video 4. Interactive Quiz viab. b. A Journal of
Science Discipline in Discipline; and -content/uploads/2019/01/AP- and audio clips of the Kahoot.it and Educational
Basic Education.. CG.pdf lessons uploaded to Quizizz.com Strategies, Issues
C. Basic Education social media 5. Hyperlink Teacher- and Ideas;
platforms as virtual made Summative
classrooms Tests and Exams (with c. c. Journal of
3. Learning Playlists time limit) Academic Social
(Series of learning 6. Online checklist Science Studies
activities) 7. Oral Reports via
4. Critiquing of Vlogs Google Meet or Zoom 3. Hyperlinks and
with themes related to 8. Presentation of PPT Hypertexts of videos
the topics slides via Google Meet and articles related
5. Assigned or Zoom to the topics
Reading/Text (e.g. 9. Portfolios 4. PPT Slides
journal articles, blogs, 10. Compilation of 5. Google Sheets
multimedia Insight Papers 6. Vlogs
presentation) uploaded to Google 7. Youtube video
6. Peer Review Classroom, Edmodo, clips
7. Webquest or Schoology on time 8. E-Brochures
8. 1-minute reflection (to 11. Blended Learning 9. E-Magazines
be posted via Padlets Assessment 10. Online Case
and Google (preparation and studies
Classroom) presentations of PPT 11. E-Journals
slides)
 Document No. USA-LSE- SYL-SSE 201 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 6 of 22

9. Reflective Essays (to 12. Uploaded files in

be uploaded via online platforms such
Google Classroom, as Google
Schoology or B. MODULAR Classroom, Edmodo,
Edmodo). APPROACH: Schoology, etc.
10. Peer and group 13. Multimedia
Quescussions 1. Graphical and materials
11. Insight Paper Statistical Data
12. Respond, React, Interpretation and
Reply Critique
2. Summary/Analysis
B. MODULAR APPROACH: 3. Activity Sheets
4. Pretest and Posttest
1. Printed lecture notes for every lesson
and lesson handouts 5. Journals
provided in the module 6. Reflective Writing
2. Pre-recorded video and 7. Unit/Summative
audio clips of Tests
supplementary lectures, 8. Major Exams
discussions and/or 9. Portfolio
instructional materials that 10. Recorded
are available in social Video/Audio Clips of
media virtual classrooms Insightful Learnings
or in USB or CD
3. Activity Sheets and
Guide Questions provided
in the printed module
4. Reflective/Insightful
Questions provided in the
printed module
5. Reflective Essays
6. Feature Essays
7. Printed Articles for
Critiquing
 Document No. USA-LSE- SYL-SSE 201 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 7 of 22

MODULE 3: INTEGRATED CURRICULUM

(WEEK 3) A. ONLINE APPROACH A. ONLINE APPROACH 1.5.1;
A. Evaluate the 1. Reference 5.1.1;
pedagogical function CO3; III. Integrated Curriculum Agno, L. (2008). Building 1. Live online 1. Graphical and Textbooks 4.5.1
of Integrated CO4; Bridges across Disciplines in lecture/discussion via Statistical Data 2. Journals Relevant
Curriculum; and CO5 Basic Education. C & E social media Interpretation and for this Course:
A. Nature of Integrated Publishing, Inc. platforms such as Critique
Curriculum Google Classroom, 2. Summary/Analysis a. International
K to 12 (n.d). Official Gazette. Zoom and Google 3. Hyperlink Teacher- Journal of Human
B. Appreciate the role B. Integrated Curriculum Retrieved from Meet. made Quizzes/Tests Sciences;
of Integrated in Social Science https://www.officialgazette.go 2. Pre-recorded (with time limit)
Curriculum in Social Discipline; and v.ph/k-12/ instructional video 4. Interactive Quiz viab. b. A Journal of
Science Discipline in and audio clips of the Kahoot.it and Educational
Basic Education. C. Common Elements of K to 12 Gabay Pangkurikulum lessons uploaded to Quizizz.com Strategies, Issues
an Integrated sa Araling Panlipunan (2013) social media 5. Hyperlink Teacher- and Ideas;
Curriculum . Department of Education. platforms as virtual made Summative
Retrieved from: classrooms Tests and Exams (with c. c. Journal of
https://www.deped.gov.ph/wp 3. Learning Playlists time limit) Academic Social
-content/uploads/2019/01/AP- (Series of learning 6. Online checklist Science Studies
CG.pdf activities) 7. Oral Reports via
4. Critiquing of Vlogs Google Meet or Zoom 3. Hyperlinks and
Meaning of Integrate. with themes related to 8. Presentation of PPT Hypertexts of videos
Retreived from: the topics slides via Google Meet and articles related
https://www.merriam- 5. Assigned or Zoom to the topics
webster.com/dictionary/integr Reading/Text (e.g. 9. Portfolios 4. PPT Slides
ate journal articles, blogs, 10. Compilation of 5. Google Sheets
multimedia Insight Papers 6. Vlogs
presentation) uploaded to Google 7. Youtube video
6. Peer Review Classroom, Edmodo, clips
7. Webquest or Schoology on time 8. E-Brochures
8. 1-minute reflection (to 11. Blended Learning 9. E-Magazines
be posted via Padlets Assessment 10. Online Case
and Google (preparation and studies
Classroom) presentations of PPT 11. E-Journals
slides)
 Document No. USA-LSE- SYL-SSE 201 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 8 of 22

9. Reflective Essays (to 12. Uploaded files in

be uploaded via online platforms such
Google Classroom, B. MODULAR as Google
Schoology or APPROACH: Classroom, Edmodo,
Edmodo). 1. Graphical and Schoology, etc.
10. Peer and group Statistical Data 13. Multimedia
Quescussions Interpretation and materials
11. Insight Paper Critique
12. Respond, React, 2. Summary/Analysis
Reply 3. Activity Sheets
4. Pretest and Posttest
B. MODULAR APPROACH: for every lesson
5. Journals
1. Printed lecture notes 6. Reflective Writing
and lesson handouts 7. Unit/Summative
provided in the module Tests
2. Pre-recorded video and 8. Major Exams
audio clips of 9. Portfolio
supplementary lectures, 10. Recorded
discussions and/or Video/Audio Clips of
instructional materials that Insightful Learnings
are available in social
media virtual classrooms
or in USB or CD
3. Activity Sheets and
Guide Questions provided
in the printed module
4. Reflective/Insightful
Questions provided in the
printed module
5. Reflective Essays
6. Feature Essays
7. Printed Articles for
Critiquing
 Document No. USA-LSE- SYL-SSE 201 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 9 of 22

MODULE 4: INTEGRATIVE METHOD TEACHING SOCIAL SCIENCE DISCIPLINE USING THEMATIC TEACHING
(WEEK 4) A. ONLINE APPROACH A. ONLINE APPROACH 1. Reference 5.1.1
1. Live online 1. Graphical and Textbooks
A. Create a Lesson CO1; IV. Integrative Method K to 12 (n.d). Official Gazette. lecture/discussion via Statistical Data 2. Journals Relevant
Plan using CO2 Teaching Social Science Retrieved from social media Interpretation and for this Course:
Integrative/Thematic CO3 Discipline using Thematic https://www.officialgazette.go platforms such as Critique
Method; CO4; Teaching v.ph/k-12/ Google Classroom, 2. Summary/Analysis a. International
CO5; Zoom and Google 3. Hyperlink Teacher- Journal of Human
B. Evaluate the CO6 A. Integrative Method in Meet. made Quizzes/Tests Sciences;
relevance of Teaching Social K to 12 Gabay Pangkurikulum 2. Pre-recorded (with time limit)
Integrative/Thematic Science Discipline using sa Araling Panlipunan (2013) instructional video 4. Interactive Quiz viab. b. A Journal of
Method in K to 12 Thematic . Department of Education. and audio clips of the Kahoot.it and Educational
Curriculum; and Retrieved from: lessons uploaded to Quizizz.com Strategies, Issues
B. Teaching Thematic https://www.deped.gov.ph/wp social media 5. Hyperlink Teacher- and Ideas;
C. Appreciate the role Approach in Social -content/uploads/2019/01/AP- platforms as virtual made Summative
of Integrative/Thematic Science Discipline in CG.pdf classrooms Tests and Exams (with c. c. Journal of
Teaching in Education. Basic Education 3. Learning Playlists time limit) Academic Social
(Series of learning 6. Online checklist Science Studies
C. Thematic Units activities) 7. Oral Reports via
4. Critiquing of Vlogs Google Meet or Zoom 3. Hyperlinks and
with themes related to 8. Presentation of PPT Hypertexts of videos
the topics slides via Google Meet and articles related
5. Assigned or Zoom to the topics
Reading/Text (e.g. 9. Portfolios 4. PPT Slides
journal articles, blogs, 10. Compilation of 5. Google Sheets
multimedia Insight Papers 6. Vlogs
presentation) uploaded to Google 7. Youtube video
6. Peer Review Classroom, Edmodo, clips
7. Webquest or Schoology on time 8. E-Brochures
8. 1-minute reflection (to 11. Blended Learning 9. E-Magazines
be posted via Padlets Assessment 10. Online Case
and Google (preparation and studies
Classroom) presentations of PPT 11. E-Journals
9. Reflective Essays (to slides)
be uploaded via
 Document No. USA-LSE- SYL-SSE 201 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 10 of 22

Google Classroom, 12. Uploaded files in

Schoology or online platforms such
Edmodo). B. MODULAR as Google
10. Peer and group APPROACH: Classroom, Edmodo,
Quescussions 1. Graphical and Schoology, etc.
11. Insight Paper Statistical Data 13. Multimedia
12. Respond, React, Interpretation and materials
Reply Critique
2. Summary/Analysis
B. MODULAR APPROACH: 3. Activity Sheets
1. Printed lecture notes 4. Pretest and Posttest
and lesson handouts for every lesson
provided in the module 5. Journals
2. Pre-recorded video and 6. Reflective Writing
audio clips of 7. Unit/Summative
supplementary lectures, Tests
discussions and/or 8. Major Exams
instructional materials that 9. Portfolio
are available in social 10. Recorded
media virtual classrooms Video/Audio Clips of
or in USB or CD Insightful Learnings
3. Activity Sheets and
Guide Questions provided
in the printed module
4. Reflective/Insightful
Questions provided in the
printed module
5. Reflective Essays
6. Feature Essays
7. Printed Articles for
Critiquing
 Document No. USA-LSE- SYL-SSE 201 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 11 of 22

MODULE 5: DESIGNING INTEGRATED THEMATIC UNITS IN SOCIAL SCIENCE DISCIPLINE

(WEEK 5) A. ONLINE APPROACH A. ONLINE APPROACH 5.1.1
A. Write a Lesson Plan CO1; Agno, L. (2008). Building 1. Reference
using CO2; V. Designing Integrated Bridges across Disciplines in 1. Live online 1. Graphical and Textbooks 1.5.1
Integrative/Thematic CO3; Thematic Units in Social Basic Education. C & E lecture/discussion via Statistical Data 2. Journals Relevant
4.5.1;
Units; CO4; Science Discipline Publishing, Inc. social media Interpretation and for this Course:
2.5.1
CO5; platforms such as Critique
B. Evaluate the CO6 A. Introduction to Integrated K to 12 (n.d). Official Gazette. Google Classroom, 2. Summary/Analysis a. International
pedagogical function Thematic Units Retrieved from Zoom and Google 3. Hyperlink Teacher- Journal of Human
of Integrated Thematic https://www.officialgazette.go Meet. made Quizzes/Tests Sciences;
Units; and B. Function of Integrated v.ph/k-12/ 2. Pre-recorded (with time limit)
Thematic Units instructional video 4. Interactive Quiz viab. b. A Journal of
C. Value the role of K to 12 Gabay Pangkurikulum and audio clips of the Kahoot.it and Educational
Integrated Thematic C. Approaches in Integrated sa Araling Panlipunan (2013) lessons uploaded to Quizizz.com Strategies, Issues
Units in Social Science Thematic Units . Department of Education. social media 5. Hyperlink Teacher- and Ideas;
Discipline in Basic Retrieved from: platforms as virtual made Summative
Education. https://www.deped.gov.ph/wp classrooms Tests and Exams (with c. c. Journal of
-content/uploads/2019/01/AP- 3. Learning Playlists time limit) Academic Social
CG.pdf (Series of learning 6. Online checklist Science Studies
activities) 7. Oral Reports via
4. Critiquing of Vlogs Google Meet or Zoom 3. Hyperlinks and
with themes related to 8. Presentation of PPT Hypertexts of videos
the topics slides via Google Meet and articles related
5. Assigned or Zoom to the topics
Reading/Text (e.g. 9. Portfolios 4. PPT Slides
journal articles, blogs, 10. Compilation of 5. Google Sheets
multimedia Insight Papers 6. Vlogs
presentation) uploaded to Google 7. Youtube video
6. Peer Review Classroom, Edmodo, clips
7. Webquest or Schoology on time 8. E-Brochures
8. 1-minute reflection (to 11. Blended Learning 9. E-Magazines
be posted via Padlets Assessment 10. Online Case
and Google (preparation and studies
Classroom) presentations of PPT 11. E-Journals
slides)
 Document No. USA-LSE- SYL-SSE 201 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 12 of 22

9. Reflective Essays (to 12. Uploaded files in

be uploaded via online platforms such
Google Classroom, as Google
Schoology or B. MODULAR Classroom, Edmodo,
Edmodo). APPROACH: Schoology, etc.
10. Peer and group 13. Multimedia
Quescussions 1. Graphical and materials
11. Insight Paper Statistical Data
12. Respond, React, Interpretation and
Reply Critique
2. Summary/Analysis
B. MODULAR APPROACH: 3. Activity Sheets
4. Pretest and Posttest
1. Printed lecture notes for every lesson
and lesson handouts 5. Journals
provided in the module 6. Reflective Writing
2. Pre-recorded video and 7. Unit/Summative
audio clips of Tests
supplementary lectures, 8. Major Exams
discussions and/or 9. Portfolio
instructional materials that 10. Recorded
are available in social Video/Audio Clips of
media virtual classrooms Insightful Learnings
or in USB or CD
3. Activity Sheets and
Guide Questions provided
in the printed module
4. Reflective/Insightful
Questions provided in the
printed module
5. Reflective Essays
6. Feature Essays
7. Printed Articles for
Critiquing
 Document No. USA-LSE- SYL-SSE 201 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 13 of 22

CULMINATION
Week 6-8
Remediation
Completion of Requirements
Final Assessment
AUGUSTINIAN GRADUATE ATTRIBUTES
TEACHING AND LEARNING ASSESSMENT TASKS
ATTRIBUTES
ACTIVITIES
A transformative community builder oriented towards God.
A restless critical and creative thinker. A. ONLINE APPROACH A. ONLINE APPROACH
1. Live online 1. Graphical and Statistical Data Interpretation
A social communicator of the Truth. lecture/discussion via and Critique
social media platforms 2. Summary/Analysis
such as Google 3. Hyperlink Teacher-made Quizzes/Tests
Classroom, Zoom and (with time limit)
Google Meet. 4. Interactive Quiz via Kahoot.it and
2. Pre-recorded instructional Quizizz.com
video and audio clips of 5. Hyperlink Teacher-made Summative Tests
the lessons uploaded to and Exams (with time limit)
social media platforms as 6. Online checklist
virtual classrooms 7. Oral Reports via Google Meet or Zoom
3. Learning Playlists (Series 8. Presentation of PPT slides via Google Meet
of learning activities) or Zoom
4. Critiquing of Vlogs with 9. Portfolios
themes related to the 10. Compilation of Insight Papers uploaded to
topics Google Classroom, Edmodo, or Schoology on
5. Assigned Reading/Text time
(e.g. journal articles, 11. Blended Learning Assessment (preparation
blogs, multimedia and presentations of PPT slides)
presentation)
6. Peer Review
7. Webquest B. MODULAR APPROACH:
8. 1-minute reflection (to be 1. Graphical and Statistical Data Interpretation
posted via Padlets and and Critique
Google Classroom) 2. Summary/Analysis
 Document No. USA-LSE- SYL-SSE 201 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 14 of 22

9. Reflective Essays (to be 3. Activity Sheets

uploaded via Google 4. Pretest and Posttest for every lesson
Classroom, Schoology or 5. Journals
Edmodo). 6. Reflective Writing
10. Peer and group 7. Unit/Summative Tests
Quescussions 8. Major Exams
11. Insight Paper 9. Portfolio
12. Respond, React, Reply 10. Recorded Video/Audio Clips of Insightful
Learnings
B. MODULAR APPROACH:
1. Printed lecture notes and
lesson handouts provided in
the module
2. Pre-recorded video and
audio clips of supplementary
lectures, discussions and/or
instructional materials that are
available in social media
virtual classrooms or in USB
or CD
3. Activity Sheets and Guide
Questions provided in the
printed module
4. Reflective/Insightful
Questions provided in the
printed module
5. Reflective Essays
6. Feature Essays
7. Printed Articles for
Critiquing
 Document No. USA-LSE- SYL-SSE 201 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
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PERFORMANCE STANDARDS AND EVALUATION SYSTEM OF OBA RESULTS FINAL RATING EVALUATION SYSTEM
Attendance Policy
Attendance is required during all class sessions. Excused absences are dealt with on an individual
basis in accordance to the Student Handbook. Contact the instructor prior to any sessions that you will Components of the Term Grade Percentage
miss and take responsibility for getting notes and handouts from class members.
Class attendance – unexcused absence should not exceed 20% of the total number of Summative Tests (Midterm or Final) 40%
schooldays.
Punctuality Performance-based Assessments 60%
Twenty (20) minutes late considered absence from class (1 assessment per module), Virtual
Participation, Individual Activities and
Research Analysis
_______
TOTAL 100%

Midterm Grade + End Term Grade = Final Grade

2
Prepared by Reviewed by: Approved for Implementation:

DR. JERRY LEGO JUSTINE T. TABLAC MA. DELSA P. GANGE, Ph.D. NENELYN DE LA FUENTE, Ph.D.
Subject Teacher Librarian, CLASE Academic Supervisor, Education Dean

Date: Date: Date:

January 28, 2022
LIST OF RESOURCES
PRINTED LEARNING RESOURCES WEB AND OTHER LEARNING RESOURCES
1. Agno, L. (2008). Building Bridges across Disciplines in Basic Education. C & E Publishing, Inc.
2. Bilbao, P. et al (2015). The Teaching Profession. Lorimar Publishing, Inc. 1.https://lens.csuandrews.net/pluginfile.php/103361/course/summary/COURSE
3. Corpuz, B. & Salandanan, G. (2013). Principles of Teaching. Lorimar Publishing, Inc. %20OUTLINE%20IN%20INTEGRATIVE%20METHODS%20IN%20TEACH
ING%20SOCIAL%20SCIENCE%20DISCIPLINE%20IN%20BASIC%20EDU
4. Corpuz, B. & Salandanan, G. (2015). Principles of Teaching 2. Lorimar Publishing, Inc.
CATION.docx
 Document No. USA-LSE- SYL-SSE 201 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
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Professor’s Email Availability and Policies

I can be reached via e-mail daily. Responses to sent e-mail will be subject to my availability within 24-48 hours. Kindly indicate in your e-mail your Section and
Course Title in the subject line and your Complete Name followed by a brief Query and/or other Related Concern in the message box.

Virtual Office Hours

Course Policies
THINGS TO BE PONDERED:

General Course Expectations (My Expectations vs your Expectations)

You can expect me:

• To start and end class on time.

• To assign homework that adequately covers the material and meets the learning objectives of the course while adhering to the time expectations for
a 3 unit course.
• To give exams that accurately reflect the material covered in class and assigned in homework.

I can expect you:

• To come to class on time.

• To be attentive and engaged in class.
• To refrain from using laptops, cell phones and other electronic devices during class.
• To spend an adequate amount of time on the homework each week, trying to solve and understand each problem.
• To engage with both the abstract and computational sides of the material.
• To seek help when appropriate.
“Now I see you, Now I don’t”

In this distance learning course, your attendance will be tracked by participation in the discussion forum, completion of e-mail assignments, and other activities
as assigned. Attendance will be strictly monitored via online platforms during asynchronous and synchronous online sessions and/or submissions of outputs.
 Document No. USA-LSE- SYL-SSE 201 (Lec)
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Date of Effectivity: January 28, 2022
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“Be an online platforms enthusiast”

Everyone is required to have a personal gmail account for it is prerequisite in creating and/or joining in social media platforms such as google classroom, google
meet, zoom, schoology, and Edmodo.

“Zero Tolerance of Cheating & Plagiarism”

Plagiarism means using words, ideas, or arguments from another person or source without citation. Cite all sources consulted to any extent (including material
from the internet), whether or not assigned and whether or not quoted directly. For quotations, four or more words used in sequence must be set off in
quotation marks, with the source identified.
Any form of cheating will immediately earn you a failing grade for the entire course. These are graded as components of the overall score.

“Avoid being ONDA (On the Day of the Submission)”

Although it is still okay to pass your outputs on the day of the deadline, avoid doing that for all the right reasons. Make sure to submit works before the
deadline get rid of cramming. Those who failed to submit on time will be given another chance, however subject to valid reasons or emergency cases only
and/or early notification through a formal letter.

Major Outputs and Exams- basic!

One who fails to take the major exam and/or submit a major output on time will be given a 2-day completion period. This will be subject to approval upon
submission of a formal letter which clearly states a valid reason and a concrete action plan for completion.

Faculty Information

JERRY M. LEGO, Ph.D.

Faculty, College of Liberal Arts, Sciences and Education
▪ Contact Number: 0998 899 0627
▪ E-mail: [email protected]
▪ Hours for Synchronous and Asynchronous activities:
▪ Consultation Days/Time: Sunday/8AM to 7PM
▪ Unavailable Days/Time:
 Document No. USA-LSE- SYL-SSE 201 (Lec)
Revision No. 01
Date of Effectivity: January 28, 2022
Issued by: LSE
Page No. Page 18 of 22

RUBRIC/S FOR THIS COURSE

For Graphical and Statistical Data Interpretation/Analysis
%
Poor Fair Very Good Excellent Score/
Points
Criterion 1:
Conceptual explain or demonstrate: partially able to explain or able to explain and in various contexts, appropriately
Understanding demonstrate: demonstrate: explains and demonstrates:
– ways to collect data
Shows understanding – methods of organizing Data – ways to collect data – ways to collect data – ways to collect data
by explaining and/or – common attributes of line – methods of organizing data – methods of organizing data – methods of organizing data
demonstrating: plots – common attributes of line – common attributes of line – common attributes of line plots
1. ways to collect and – common attributes of bar plots plots – common attributes of bar
graphs – common attributes of bar – common attributes of bar graphs
organize data to – conclusions based on a bar graphs graphs – conclusions based on a bar
answer questions graph – conclusions based on a bar – conclusions based on a bar graph
2. common attributes graph graph
of line plots and bar
graphs
3. drawing
conclusions based on
a bar graph
Criterion 2:
Procedural limited accuracy; often partially accurate; makes generally accurate; accurate; rarely makes
Knowledge makes major errors or frequent minor errors or makes few errors or errors or omissions in:
omissions in: omissions in: omissions in: – recording and
Accurately: – recording and – recording and – recording and organizing data
1. records and organizing data organizing data organizing data – creating line plots
organizes data using – creating line plots – creating line plots – creating line plots – interpreting line plots
tally marks, charts, – interpreting line plots – interpreting line plots – interpreting line plots – creating bar graphs
lists – creating bar graphs – creating bar graphs – creating bar graphs – interpreting bar
2. creates and – interpreting bar – interpreting bar – interpreting bar graphs
interprets line plots graphs graphs graphs – answering questions
– answering questions – answering questions – answering questions using data
 Document No. USA-LSE- SYL-SSE 201 (Lec)
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Date of Effectivity: January 28, 2022
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3. creates and using data using data using data

interprets bar graphs
including labels (title
and axes)
4. answers questions
using data
Criterion 3: does not select and use with limited help, selects selects and uses selects and uses
Problem Solving appropriate strategies to and uses some appropriate strategies to appropriate strategies to
solve problems using strategies to solve solve problems using solve problems using
Selects and uses bar graphs successfully problems using bar bar graphs successfully bar graphs with a high
appropriate strategies graphs with partial degree of success
to solve problems success
involving
bar graphs
Criterion 4: does not record records procedures and records procedures and records procedures and
Communication procedures or explain explains reasoning with explains reasoning explains reasoning with
reasoning clearly and partial clarify; may be clearly and completely precision and
Records procedures completely incomplete thoroughness
and explains
reasoning clearly and
completely using
mathematical
language (e.g., data,
axes)
TOTAL

For Press Summary/Analysis

%
FAIL FAIR VERY GOOD EXCELLENT Score/
Points
Criterion 1: Content The content does not refer to The content either refers to The content refers to both the The content refers to the course
the course material. the course material or at least course material and at least material and more than one
one scholarly article. The link one scholarly article. The link scholarly article. The link
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The link between the press between the press release and between the press release and between the press release and the
release and the referenced the referenced material is the referenced material is referenced material as well as the
material is not well established. weakly established. clear. contribution of the essay are well
introduced.
Criterion 2: Language, The text is filled with The text contains a significant The text is readable with few The text suffers from no
grammar, style, grammatical and punctuation number of errors in grammar, grammatical and punctuation grammatical or punctuation
clarity and structure mistakes; It suffers from punctuation or spelling. mistakes. The structure is mistakes; It uses rich and
fractured syntax; The text is The text is semantically correctly followed. The text is specialized vocabulary. The text is
written in a colloquial style. consistent. The text follows written in an economic style well-structured and fluently
The text is unstructured, sloppy and the general structure of the with an analytical tone. written in an academic style.
half-hearted. template. The text is written
in a journalistic style or lacks
analytical tone.
Criterion 3: No scientific reference or a The text references a at least The text reference at least one The text references more than one
Quality of scholarly reference from a non-scholarly one article but a few are from article, all from peer-reviewed article, all from leading peer
article article. non-peer reviewed journals. journals. reviewed journals in the field.
Total

For Insight Papers/Reflective Essays

Criteria Superior Sufficient Minimal Unacceptable
Depth of Response demonstrates an in- Response demonstrates a general Response demonstrates a Response demonstrates a lack of
Reflection depth reflection on, and reflection on, and personalization of, minimal reflection on, and reflection on, or personalization of,
personalization of, the theories, the theories, concepts, and/or personalization of, the theories, the theories, concepts, and/or
concepts, and/or strategies strategies presented in the course concepts, and/or strategies strategies presented in the course
presented in the course materials materials to date. Viewpoints and presented in the course materials materials to date. Viewpoints and
to date. Viewpoints and interpretations are supported. to date. Viewpoints and interpretations are missing,
interpretations are insightful and Appropriate examples are provided, interpretations are unsupported inappropriate, and/or unsupported.
well supported. Clear, detailed as applicable. or supported with flawed Examples, when applicable, are not
examples are provided, as arguments. Examples, when provided.
applicable. applicable, are not provided or
are irrelevant to the assignment.
Required Response includes all Response includes all components Response is missing some Response excludes essential
Components components and meets or and meets all requirements indicated components and/or does not components and/or does not address
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exceeds all requirements in the instructions. Each question or fully meet the requirements the requirements indicated in the
indicated in the instructions. part of the assignment is addressed. indicated in the instructions. instructions. Many parts of the
Each question or part of the All attachments and/or additional Some questions or parts of the assignment are addressed
assignment is addressed documents are included, as required. assignment are not addressed. minimally, inadequately, and/or not
thoroughly. All attachments Some attachments and additional at all.
and/or additional documents are documents, if required, are
included, as required. missing or unsuitable for the
purpose of the assignment.
Structure Writing is clear, concise, and Writing is mostly clear, concise, and Writing is unclear and/or Writing is unclear and disorganized.
well organized with excellent well organized with good disorganized. Thoughts are not Thoughts ramble and make little
sentence/paragraph construction. sentence/paragraph construction. expressed in a logical manner. sense. There are numerous spelling,
Thoughts are expressed in a Thoughts are expressed in a coherent There are more than five grammar, or syntax errors
coherent and logical manner. and logical manner. There are no spelling, grammar, or syntax throughout the response.
There are no more than three more than five spelling, grammar, or errors per page of writing.
spelling, grammar, or syntax syntax errors per page of writing.
errors per page of writing.
Evidence and Response shows strong evidence Response shows evidence of Response shows little evidence Response shows no evidence of
Practice of synthesis of ideas presented synthesis of ideas presented and of synthesis of ideas presented synthesis of ideas presented and
and insights gained throughout insights gained throughout the entire and insights gained throughout insights gained throughout the
the entire course. The course. The implications of these the entire course. Few entire course. No implications for
implications of these insights for insights for the respondent's overall implications of these insights for the respondent's overall teaching
the respondent's overall teaching teaching practice are presented, as the respondent's overall teaching practice are presented, as applicable.
practice are thoroughly detailed, applicable. practice are presented, as
as applicable. applicable.

For Critique Papers and Jourrnals

Criteria Superior Sufficient Minimal Unacceptable
Structure Clear structure (introductory Clear structure (introductory Structure (introductory Structure is attempted, but
paragraph, sufficient body paragraph, sufficient body paragraph, sufficient body structural issues (no/weak thesis
paragraphs, and concluding paragraphs, and concluding paragraphs, and concluding statements, disconnected
paragraphs) paragraphs paragraphs) is present, but there paragraphs, etc) impede
are some structural issues (short understanding the essay
paragraphs, no transitions) that
need improvement
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Date of Effectivity: January 28, 2022
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Grammar Grammar, spelling, and Grammar, spelling, and punctuation Grammar, spelling, and Grammar, spelling, and
punctuation are always accurate are mostly accurate punctuation are sometimes punctuation are inconsistent
accurate
Writing Flow Writing flows/ideas are Writing flows/ideas are connected, Writing is sometimes staccato Writing is staccato (choppy), and
connected for the most part (choppy); some ideas are the ideas are not connected or
connected some ideas are connected, but the
ideas may not answer the questions
in the prompt
Application Theory is consistently analyzed, Theory present, but the analysis Theory present but analysis is Rare instances of analysis present
of theories not summarized could have been more succinct or brief; may read more like a
from more detailed summary
educational
psychology
Application Stage indicated and the research Stage indicated but the research is Stage missing from the research The research presented is unrelated
of the is clearly applied not aligned discussion to educational psychology
research to
one of the
stages of
child
development
Citations Evidence from text(s) is always Evidence from text(s) is used, for Evidence from text(s) is This paper lacked suitable structure
included used the most part sometimes used

APA format All citations are correct Less than 3 errors Less than 6 errors Greater than 6 errors