Course Learning Intended Learning Detailed Course Content Time Frame Resources Teaching- Assessment

Outcomes (CLO) Outcomes (ILO) Learning

Activities
Internalize the VMGO of 1. Explain the meaning of 1. PRELIMINARIES 1. LCD Interactive Recitation
the university the VMGO of the Projector Discussion with PPT
1.1 University VMGO
university and its 2. Course Presentation
relation/implications to 1.2. SSU-PC Goals and Program Sylllabus Question and
the one’s role as Objectives Answer
graduate students and
practitioners in the field 2. Orientation/Course Overview
1 hour
of education 2.1 Introduction Course Overview
2.2 House Rules/Classroom Policies

Demonstrate knowledge 1. Defining the Identity of Indigenous 2 hours 1.Handouts Lecture with PPT Summative Quiz
gained from the discussion People 2. LCD Presentation Worksheet
about the identity of Projector Interactive Learning Completion
indigenous people. Graphic Brainstorming and Recitation
Organizer Group Dynamics
Video Clips Discussion
Identify factors that 2. Negotiating Identities 2 hours 1.Handouts Panel Discussion Oral Recitation
contribute to the 2. LCD Interactive Learning (Rubrics
diversification of Projector Brainstorming and Assessment)
indigenous people. Group Dynamics Worksheet
Discussion Completion

Demonstrate knowledge 3. The Indigenous People of the 5 hours 1.Handouts Interactive Learning Summative Quiz
gained from the discussion Philippines 2.Newspaper with PPT Recitation
about the demographic -Demographic Profile of Indigenous 3.LCD Presentation Worksheets
profile, distribution, and People Projector Brainstorming and completion
socio-cultural features of -Distribution and Socio-Cultural 4.Graphic Group Dynamics
indigenous people Features of Indigenous People Organizer Discussion
 MIDTERM EXAMINATION 2 hours

Demonstrate knowledge A. Region 1 and CAR 5 hours 1.Handouts Panel Discussion

gained from the discussion a.1 Ways of Life 2.Newspaper Interactive Learning Summative Quiz
about the Indigenous a.2 Folk Beliefs and Superstitions 3.LCD Brainstorming and Recitation
People of Region I and Car a.3 Folk Songs and Folk Dances Projector Group Dynamics Worksheets
a.4 Festivals 4.Graphic Discussion completion
Appreciate their Organizer
contribution towards
cultural identity
Demonstrate knowledge B. Region 1 5 hours 1.Handouts Panel Discussion Summative Quiz
gained from the discussion b.1 Ways of Life 2.Newspaper Interactive Learning Recitation
about the Indigenous b.2 Folk Beliefs and Superstitions 3.LCD Brainstorming and Worksheets
People of Region I. b.3 Folk Songs and Folk Dances Projector Group Dynamics completion
b.4 Festivals 4.Graphic Discussion
Appreciate their Organizer
contribution towards
cultural identity
Demonstrate knowledge C. The Rest of Luzon (Regions III, IV and V) 5 hours 1.Handouts Panel Discussion Summative Quiz
gained from the discussion c.1 Ways of Life 2.Newspaper Interactive Learning Recitation
about the Indigenous c.2 Folk Beliefs and Superstitions 3.LCD Brainstorming and Worksheets
People of the rest of Luzon c.3 Folk Songs and Folk Dances Projector Group Dynamics completion
c.4 Festivals 4.Graphic Discussion
Appreciate their Organizer
contribution towards
cultural identity
Demonstrate knowledge D. Island Groups (Regions IV, VI, VII and 5 hours 1.Handouts Panel Discussion Summative Quiz
gained from the discussion VIII) 2.Newspaper Interactive Learning Recitation
about the Indigenous d.1 Ways of Life 3.LCD Brainstorming and Worksheets
People of Island Groups d.2 Folk Beliefs and Superstitions Projector Group Dynamics completion
d.3 Folk Songs and Folk Dances 4.Graphic Discussion
Appreciate their d.4 Festivals Organizer
contribution towards
cultural identity
Demonstrate knowledge 4 .Historical Perspective on State Policies 5 hours 1.Handouts Panel Discussion Summative Quiz
gained from the discussion 4.1 Towards Indigenous People Spanish 2.Newspaper Interactive Learning Recitation
about the historical Colonization 3.LCD Brainstorming and Worksheets
perspectives on state 4.2 American Regime Projector Group Dynamics completion
policies towards indigenous 4.3 Post-Colonial Administration 4.Graphic Discussion
people on the different Organizer
eras.

Develop critical thinking

with regards to the
condition of indigenous
people on a given period.
Identify and discuss key 5.Key Elements of the Indigenous People 3 hours 1.Handouts Panel Discussion Summative Quiz
elements of Indigenous Policy 2.Newspaper Interactive Learning Recitation
People Policy 3.LCD Brainstorming and
Projector Group Dynamics
4.Graphic Discussion
Organizer
Demonstrate knowledge 6. The Indigenous People Right Act 4 hours 1.Handouts Panel Discussion Summative Quiz
gained from the discussion 2.Newspaper Interactive Learning Recitation
about the Indigenous 3.LCD Brainstorming and
People Right Act. Projector Group Dynamics
4.Graphic Discussion
Appreciate the contribution Organizer
of the policy to the welfare
of indigenous people

Demonstrate knowledge 7. The National Commission of Indigenous 4 hours 1.Handouts 1.Handouts

gained from the discussion People 2.Newspaper 2.Newspaper
about the National 3.LCD 3.LCD Projector
Commission of Indigenous Projector 4.Graphic Organizer
People. 4.Graphic
Organizer
Value the effort exerted by
the commission towards
the benefit of indigenous
people,

Demonstrate knowledge 8. The Indigenous Peoples Education 4 hours 1.Handouts 1.Handouts

gained from the discussion 2.Newspaper 2.Newspaper
about the Indigenous 3.LCD 3.LCD Projector
Peoples Education Projector 4.Graphic Organizer
4.Graphic
Share best practices Organizer
observed in the delivery of
Indigenous Peoples
Education.

Value the contribution of

the Department of
Education and other
organizations to uplift the
condition of indigenous
people

FINAL EXAMINATION 2 hours

Total No. of Hours 54 hours