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TEACHER EDUCATION DEPARTMENT
Outcomes-Based Education (OBE) Course Syllabus in Spec 104 – Teaching Social Studies in the Intermediate Grades
1st
Semester School Year 2021-2022
Date Enhanced: August 2, 2023
I. Capiz State University
Vision: Center of Academic Excellence Delivering Quality Service to all
Mission: Capiz State University is committed to provide advanced knowledge and innovation; develop skills, talents and values; undertake relevant research,
development and extension services; promote entrepreneurship and environmental consciousness; and enhance industry collaboration and linkages with
partner agencies.
Goals: Globally competitive graduates
Institutionalized research culture
Responsive and sustainable extension services
Maximized profit of viable agro-industrial business ventures
Effective and efficient administration
Core Values: God- Centered
Excellence
Integrity
Transparency and Accountability and;
Dedication to quality Service
Guiding Principles:
Academic Freedom
Responsibility
Academic Standards
Institutional Learning Outcomes:
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A CapSU graduate is knowledgeable, innovator, researcher, master of change, a leader entrepreneur, environmentalist, and effective
collaborator in their respective fields of discipline.
Teacher Education Department Program Outcomes:
To produce teachers who REIGNS
R – Relevant researchers
E – Exemplary “extensionists” and entrepreneurs
I – Innovative instructors, ICT literate
G – God fearing, goal-oriented, globally competitive
N – Nature lovers, networkers, globally competitive
S – Service
II. Campus : Tapaz Satellite College
III. Program/Degree: Bachelor of Elementary Education (BEEd)
IV. Program Outcomes: Based on CMO No. 74, Series of 2017
A. Common to all programs in all types of schools
The graduates have the ability to:
1. Articulate and discuss the latest developments in the specific field of practice.
2. Effectively communicate in English and Filipino, both orally and in writing.
3. Work effectively and collaboratively with substantial degree of independence in multi-disciplinary and multi-cultural teams.
4. Act in recognition of professional, social, and ethical responsibility.
5. Preserve and promote “Filipino historical and cultural heritage”.
B. Common to the Teacher Education
1. Articulate the rootedness of education and philosophical, socio-cultural, historical, psychological, and political contexts.
2. Demonstrate mastery of subject matter/discipline.
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
C. Bachelor in Elementary Education Program Outcomes
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1. Demonstrate in-depth understanding of the diversity of learners in various learning areas.
2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
4. Manifest skills in communication, higher order thinking, and use of tools and technology to accelerate learning and teaching.
5. Demonstrate positive attributes of a model teacher, both as an individual, and as a professional.
6. Manifest a desire to continuously pursue personal and professional development.
D. Common to graduates of horizontal type of institution as defined in CMO 46 s. 2012
1. Graduates of professional institutions demonstrates service orientation in their respective professions.
2. Graduate of colleges are qualified for various types of employment and participate in development activities and public discourses, particularly in
response to the needs of the communities they serve.
3. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects.
V. Course No. and Title: Spec 104 – Teaching Social Studies in the Intermediate Grades
Pre-requisites: None
VI. Semester/School Year Offered: 2nd Semester, School Year 2021–2022
VII. Course Description:
The course aims to equip the students in the BEED program a strong background in culture and geography. This background serves as an avenue for further inquiry of the
available resources in the community for the localization and contextualization of teaching of elementary subjects. Areas to be studied include natural heritage of the locality,
tangible and intangible culture and geography that are of great significance to the socio economic and political activities of the people in the place. In the end they are expected to
come up with the profiling of available cultural resources in the community.
VIII. Course Credit/Unit: 3 units (3 hours lecture/week)
IX. Course Outcomes and Relationship to Program Outcomes:
Course Outcomes (CO) Program Outcomes
After the completion of the course, the Aa Ab Ac Ad Ae B Bb Bc Bd Be Bf Bg Bh Ca Cb C Cd C Cf D Db Dc R E I G N S
student should be able to:
a c e a
CO1 – Trace and analyze the concept of E
social studies in the Philippines.
CO2 - Discuss the development of E E E D
culture and social studies in the
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Philippines especially elementary social
studies which intends to develop nature-
loving and nationalist global citizen.
CO3 – Explain the Geography and E
identify the natural resources of the
Philippines
Where: I – Introductory E – Enabling D – Demonstrated
X.Course Design Matrix
Topics Most Essential Learning Outcomes Learning ActivitiesAssessment Tasks References Time
(MELO) Frame
Chapter 1 The Study about Social During and upon the completion of the course, the Modular Learning Enrichment Activity Brenson Y. Andres et al. Week
Studies students should have been able to: Asynchronous Evaluation 2020
1. The concept and definition of Social Online learning Teaching Social Studies 1, 2 & 3
Studies 1. Analyze the concept and definition of social in the Elementary Grades,
2. The development of culture and socialstudies.
studies in the Philippines 2. Discuss the development of culture and social
3. Social Studies as Interdisciplinary studies in the Philippines
Curriculum 3. Examine the Interdisciplinary Curriculum
Chapter 2 Social Studies as During and upon the completion of the course, the Modular Learning Individual Brenson Y. Andres et al. Week
Integrated Curriculum students should have been able to: Synchronous Presentation of the 2020
Online learning meaning, concept Teaching Social Studies 4 & 5
1.Social Studies as Integrated 1. Describe Social Studies as Integrated Curriculum and importance of in the Elementary Grades,
Curriculum 2. Define the meaning of Integrated Curriculum Interne
integrated
2.Definition of Integrated Curriculum 3. Analyze the Importance of an Integrated
3.Importance of an Integrated Curriculum curriculum
Curriculum Evaluation
Chapter 3 Basic of Instructional During and upon the completion of the course, the Modular Learning Sharing of views and Brenson Y. Andres et al. Week
Planning students should have been able to: Synchronous notion about 2020
instructional Teaching Social Studies
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1.Definition of Planning and 1. Describe the process of Instructional Planning Online learning planning in the Elementary Grades,6,7 & 8
Instructional Planning 2. Differentiate the types of Instructional Planning Enrichment Activity
2.Different types of Instructional 3. Explain the importance on Instructional Planning Evaluation
Planning
3. Importance of Instructional Planning
Midterm Week 9
Chapter 4 Instructional Models for During and upon the completion of the course, the Modular Learning Enrichment Activity Brenson Y. Andres et al. Week 10
Social Studies students should have been able to: Asynchronous Evaluation 2020 & 11
Online learning Teaching Social Studies
1. Direct instruction model 1. Define instructional model and explain its in the Elementary Grades,
2. Inquiry model importance in instructional planning
3. Cooperative learning model 2. Compare the different instructional models for
social studies
3. Explain the procedures for each instructional
model.
Chapter 5 Elementary Social Studies During and upon the completion of the course, the Modular learning Reflection on the Brenson Y. Andres et al. Week 12
Curriculum students should have been able to: Asynchronous desired goals of 2020 & 13
Online learning elementary pupils Teaching Social Studies
1. Features of the Elementary Araling 1.Describe the features of the Elementary Araling in the Elementary Grades,
Panlipunan Curriculum Panlipunan
2.Themes of Social Studies Curriculum Curriculum
3.Desired goals of Elementary pupils 2.Enumerate and explain the themes in Araling
Grade 1, 2, 3, 4, 5 and 6 Panlipunan Curriculum
3.Critic the different desired goals of Elementary
pupils from grade 1-6.
Chapter 6 The Geography of the During and upon the completion of the course, the Modular Learning Familiarization of Agoncillo, Teodoro A. Week
Philippines students should have been able to: Asynchronous the map (2010) 14 & 15
Online learning Enrichment Activity Philippine History
1. Definition of Geography 1. Explain the Geography of the Philippines Valenzuela, Edwin, 2017
Evaluation
2. Different natural resources of the2. Identify the natural resources of the Philippines World Geography
Philippines 3. Examine the Geography of the World
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3. Geography of the World
Chapter 7 Concepts of Geography, During and upon the completion of the course, the Modular Learning Familiarization of Agoncillo, Teodoro A. Week 16
the Earth and the Solar System students should have been able to: Asynchronous the map (2010) & 17
Online learning Enrichment Activity Philippine History
1. Basic understanding and concepts1. Enumerate some basic understanding and Evaluation
Valenzuela, Edwin, 2017
about Geography concepts about Geography World Geography
2. The Earth as a Planet 2. Describe the earth as a planet
3. The Solar System 3. Discuss each member of the Solar System
Final Examination Week 18
XI. Criteria for Grading
Enrichment Activities/Output 40 %
Evaluation 20
Midterm/Final Period 40
TOTAL 100 %
Final Grade = 0.30 Midterm + 0.70 Tentative Final
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XII. Rubrics: Rubric for Reflection Paper
Criteria Superior (5) Sufficient (4) Minimal (3) Unacceptable (2) No Reflection
Paper Submitted
(1)
Depth of Response demonstrates an in- Response demonstrates a general Response demonstrates a minimal Response demonstrates a lack of
Reflection depth reflection on, and reflection on, and personalization of, reflection on, and personalization of, the reflection on, or personalization of, the
personalization of, the theories, the theories, concepts, and/or theories, concepts, and/or strategies theories, concepts, and/or strategies
___/5 concepts, and/or strategies strategies presented in the course presented in the course materials to date. presented in the course materials to date.
presented in the course materials materials to date. Viewpoints and Viewpoints and interpretations are Viewpoints and interpretations are
to date. Viewpoints and interpretations are supported. unsupported or supported with flawed missing, inappropriate, and/or
interpretations are insightful and Appropriate examples are provided, as arguments. Examples, when applicable, unsupported. Examples, when
well supported. Clear, detailed applicable. are not provided or are irrelevant to the applicable, are not provided.
examples are provided, as assignment.
applicable.
Required Response includes all components Response includes all components and Response is missing some components Response excludes essential components
Components and meets or exceeds all meets all requirements indicated in the and/or does not fully meet the and/or does not address the requirements
requirements indicated in the instructions. Each question or part of requirements indicated in the indicated in the instructions. Many parts
___/5 instructions. Each question or part the assignment is addressed. All instructions. Some questions or parts of of the assignment are addressed
of the assignment is addressed attachments and/or additional the assignment are not addressed. Some minimally, inadequately, and/or not at
thoroughly. All attachments and/or documents are included, as required. attachments and additional documents, if all.
additional documents are included, required, are missing or unsuitable for
as required. the purpose of the assignment.
Structure Writing is clear, concise, and well Writing is mostly clear, concise, and Writing is unclear and/or disorganized. Writing is unclear and disorganized.
organized with excellent well organized with good Thoughts are not expressed in a logical Thoughts ramble and make little sense.
___/5 sentence/paragraph construction. sentence/paragraph construction. manner. There are more than five There are numerous spelling, grammar,
Thoughts are expressed in a Thoughts are expressed in a coherent spelling, grammar, or syntax errors per or syntax errors throughout the response.
coherent and logical manner. and logical manner. There are no more page of writing.
There are no more than three than five spelling, grammar, or syntax
spelling, grammar, or syntax errors per page of writing.
errors per page of writing.
Evidence Response shows strong evidence Response shows evidence of synthesis Response shows little evidence of Response shows no evidence of
and Practice of synthesis of ideas presented and of ideas presented and insights gained synthesis of ideas presented and insights synthesis of ideas presented and insights
insights gained throughout the throughout the entire course. The gained throughout the entire course. Few gained throughout the entire course. No
___/5 entire course. The implications of implications of these insights for the implications of these insights for the implications for the respondent's overall
these insights for the respondent's respondent's overall teaching practice respondent's overall teaching practice teaching practice are presented, as
overall teaching practice are are presented, as applicable. are presented, as applicable. applicable.
thoroughly detailed, as applicable.
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Rater
g Professor
Supervisin
Mentor
Criteria
Self
5 4 3 2 1
1. Visual Appeal Very Colorful, Ordinary, Very Colorful, Ordinary, Plain Ordinary, Not Very ordinary, Not
Extraordinary attractive Attractive attractive attractive
2. Organization Very organized with Organized with labels Organized with labels on Fair organized with Disorganized with no
labels on all sections on all sections and some sections and labels on most sections labels on sections and
and entries entries entries and entries entries
3. Variety of Entries 5 or more types of 4 types of entry 3 types of entry included 2 types of entry 1 type of entry included
entry included included included
4.Reflection Reflections in 3 Reflections on most Reflections on most Reflections on most No reflection on all
dimensions on all entries in 3 dimensions entries in 2 dimensions entries in 1 dimensions entries noted.
entries noted noted noted
5. Readability Label and texts in Label and text with Label and text with some Label and text with Label and text with lots
correct grammar and some entries incorrect incorrect grammar and most incorrect grammar incorrect grammar and
clear prints grammar and some some unclear prints and some unclear prints lots unclear prints
unclear prints
6. Prompt Submitted 3 or more Submitted 1 or more Submitted on due date Submitted 3 days after Submitted 3 or more
Submission days before due date days before due date due date days after due date
TOTAL RATING:
RATER’S SIGNATURE:
RUBRICS FOR EVALUATING PORTFOLIO
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XIII. Other Requirements:
A student who fails to comply with all the requirements (per module) is given an incomplete grade regardless of the accumulated points.
XIV. Classroom Policies: (Virtual/Online Classes if applicable)
1. Be on time
2. Mute the microphone if unnecessary.
3. Open the camera if being requested to answer/talk.
4. Use complete name as account name.
XV. Consultation: The students are encouraged to regularly seek advice to the course facilitator based on the consultation time of the faculty. The students can set appointment at
available time of the course facilitator.
XVI. Remarks: This syllabus is flexible and may include additional topics and activities deemed necessary by the faculty.
Prepared by:
ROLLY G. GIMOTO, MAT
Course Facilitator
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Noted: Recommending Approval:
REMIA G. GARDE, MAT MELANIE C. LECCIO, Ed. D.
Quality Assurance Chair Program Chairperson
Approved:
ARLENE C. GONZALES, Ph.D.
Satellite College Director
