CENTRAL PHILIPPINES STATE UNIVERSITY

Kabankalan City, Negros Occidental

COLLEGE OF TEACHER EDUCATION

OBE COURSE SYLLABUS in GEC 8 – ETHICS
2nd Semester, S.Y. 2021 - 2022

VISION
CPSU as the leading technology-driven multi-disciplinary University by 2030

MISSION
CPSU is committed to produce competent graduates who can generate and extend leading technologies in multi-disciplinary areas beneficial to the community.

GOAL

To provide efficient, quality, technology-driven and gender-sensitive products and services

CPSU QUALITY POLICY

CPSU commits to deliver quality higher and advanced education through instruction, research, extension, production and administrative support services.
We shall endeavor to:

1. Continually improve its Quality Management System (QMS) at par with International standards;
2. Provide timely, efficient and effective delivery of products and services;
3. Satisfy the needs and expectations of the customers and relevant Interested parties; and
4. Uphold applicable statutory, regulatory, organizational and International standard requirements.

COMMON OUTCOME TO A HORIZONTAL TYPE OF SCHOOL (CMO No. 46, s. 2012)

For universities: an ability to participate in the generation of new knowledge or in research and development projects Graduates of State Universities and Colleges must, in
addition, have the competencies to support “national, regional and local development plans.”
 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

PROGRAM OUTCOMES

A. Common to All Types of School

a.1Articulate and discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
a.2Effectively communicate in English and Filipino, both orally and in writing
a.3 Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
a.4Act in recognition of professional, social, and ethical responsibility
a.5Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)

B. Specific for Teacher Education Program

1. Articulate the rootedness of education in 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. Specific to BSED MATH

1. Exhibits competence in mathematical concepts and procedures.

2. Exhibit proficiency in relating mathematics to other curricular areas.
3. Manifest meaningful and comprehensive pedagogical content knowledge (CPK) of mathematics.
4. Demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics.
5. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different level of complexity.
6. Use effectively appropriate approaches, methods and techniques in teaching mathematics including technological tools.
7. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world.
 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

PROGRAM OUTCOMES

PROGRAM OUTCOMES PERFORMANCE INDICATORS

1. Exhibit competence in mathematical concepts  Explain and illustrate clearly, accurately, and comprehensively the basic mathematical concepts, using relevant
and procedures. examples as needed.
 Demonstrate in detail basic mathematical procedures.
 Show the connections between mathematical concepts that are related to one another.
 Provide examples to illustrate the application of mathematical concepts and procedures.
2. Exhibit proficiency in relating mathematics to  Create a curriculum guide that shows how mathematics can be integrated with other curricular areas.
other curricular areas.  Identify teaching activities which support the implementation of the curriculum guide.
 Develop and utilize instructional materials that support the integration of mathematics with other curricular areas.
 Utilize appropriate technologies to achieve the learning outcomes.
3. Manifest meaningful and comprehensive  Demonstrate skills in various methods of learning in mathematics such as, conducting investigations, modeling,
pedagogical content knowledge (CPK) of and doing research.
mathematics.  Create and utilize learning experiences in the classroom which develop the learners’ skills in discovery learning,
problem solving, and critical thinking.
4. Demonstrate competence in designing,  Design and utilize varied assessment tools in mathematics, including alternative forms of assessment.
constructing and utilizing different forms of  Analyze assessment results and use these to improve learning and teaching.
assessment in mathematics.  Provide timely feedback of assessment results to students.
5. Demonstrate proficiency in problem-solving by  Demonstrate skills in various problem solving heuristics.
solving and creating routine and non-routine  Select suitable examples to explain the various problem solving heuristics.
problems with different level of complexity.  Manifest creativity and critical thinking when selecting examples and problems to be used in the classroom and in
the assessment of students’ learning.
 Use varied resources for selecting and creating problems to develop the students’ problem solving skills.
6. Use effectively appropriate approaches,  Demonstrate knowledge and skills in varied approaches and methods of teaching mathematics.
methods and techniques in teaching  Manifest discretion when selecting approaches or methods that would be effective in teaching particular lessons.
mathematics including technological tools.  Utilizes a variety of student-centered approaches and methods in the classroom.
 Demonstrate skills in the use of common mathematical software for teaching and learning mathematical
concepts, e.g. Graphmatica, Geogebra, and Geometer’s Sketchpad.
 Develop and use materials that guide the students in using a mathematical software for discovering and learning
mathematical concepts.
7. Appreciate mathematics as an opportunity for  Model in class such mathematical attitudes as delight after having found the solution to a problem or a sense of
creative work, moments of enlightenment, wonder at how certain mathematical concepts evolved.
discovery and gaining insights of the world.  Develop lessons that can help students appreciate the use of mathematics in daily life.
 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

PROGRAM OBJECTIVES

B – Bestow munificently the endowed talents, knowledge, skill, and attributes to all clients of learning.

S – Specialize more fully the field of discipline through further exploration of knowledge and professional advancement.

E – Embody the Cenphilian spirit of exercising academic freedom and spirit of innovation.

D - Develop a sense of urgency to respond to the changing needs of society, the country and the world.

OBE COURSE SYLLABUS IN GEC 8 - ETHICS

I. PROGRAM : BSED 1-MATH

II. COURSE NUMBER : GEC 8
III. COURSE TITLE : ETHICS

IV. COURSE DESCRIPTION : Designed for teachers of ethics under the new CHED General Education Curriculum, the seminar course serves as a training also for
those who will teach Ethics to students throughout the country. Thus, the course deals with both the substance as well as the pedagogy of
ethics. The former concerns the principles of ethical behavior in modern society at the level of the person, society, and interaction with the
environment and other shared resources (CMO 20 s2013), while the latter pertains to the various methods of teaching the course, as well as
the skills necessary to accomplish it, in a way that incorporates the most recent principles of and insights into teaching in the college level.

V. CREDIT : 3 UNITS

VI, CREDIT HOURS : 3 hours classroom contact per week and 54 hours per semester

VII. COURSE OUTCOMES : At the end of the semester, the students must have:

1. Differentiated between moral and non-moral problems.

2. Explained the influence of Filipino culture on the way the students look at moral experiences and solve moral dilemmas.
3. Described what a moral experience is as it happens in different levels of human existence.
4. Described the elements of moral development and moral experience.
5. Used ethical frameworks or principles to analyze moral experiences.
 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

6. Made sound ethical judgments based on principles, facts, and the stakeholders.
7. Developed sensitivity to the common good; identified and managed group dynamics, and facilitating discussions.
8. Understood and internalized the principles of ethical behavior in modern society at the level of the person, society, and in interaction
with the environment and other shared resources.
9. Demonstrated the skills necessary and appropriate in the teaching of ethics in the college level, such as identifying and manage group
dynamics, and facilitating discussions.

VIII. COURSE PREREQUISITE : NONE

IX. LEARNING PLAN

Desired Learning Outcomes Course Content References Time Teaching and Assessment Task Resources
(DLO) Frame Learning Materials
(hrs) Activities
Midterm

Course Orientation and Student Hand Book  Orientation on By means of a Rubric to

At the end of each lesson, the the Institutional Vision, the Vision, diagram show measure
students are expected: Mission, Core values, and Mission, Goals alignment of course students’
outcomes with creative
Goals 1.5 and Objectives
program outcomes
hours performance
in teacher education
 Show the alignment of the  The alignment of the  Interactive issued by CHED and
Institutional Vision, Institutional Vision, Lecture using with the institutional
Mission Statements, Mission Statements, flow charts outcomes, vision
Institutional Outcomes, Institutional Outcomes, and mission
Program Outcomes and  Group statements.
Program Outcomes and
Course Outcomes Course Outcomes Discussion
 Gained full understanding  Course Description,
of the course description General Desired
Objectives, Class Policies
At the end of the unit, the Unit 1: Introduction 10.5
students must have: ANGELES, hrs. Essay Test Powerpoint
 What is Ethics? ANTONETTE AND Class Discussion Presentation
1. Defined Ethics  How is Ethics defined? ROWENA AZADA. Portfolio
 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

2. Understood the term  Difference Between “Medicine Prices, Quiz

3. Differentiated between Moral and Non Moral Control and the Assessment Hands out
Pharmaceutical Graded Recitation
moral and Non Moral Standards
Industry.”
Standards  Moral Dilemmas Monograph produced
4. Recognized and recalled a  Three Levels of Moral by the Jose B.
moral experience Dilemma Fernandez, Jr. Ethics
5. Detected moral dilemmas  Freedom as Foundation Center and theAteneo
Graduate School of
6. Identified the 3 levels of for Moral Acts Business, 2011.
moral dilemmas
7. Understood freedom and
how should be lived.

At the end of the unit, the Unit II: Moral Agents

students must have: John Santrock, 13.5hrs Reporting Summative test PowerPoint
 Culture and Moral Educational Presentation
1. Manifested positively their Behavior Psychology Report Compilation Classroom Recitation
development morally both Hands out
 Cultural Relativism,
at home and in the school. Filipino
2. Explained why human  Moral Identity
beings can be ethical  Universal Values
3. articulated what culture
means
4. Understood cultural
relativism and its
application to being
Filipino
5. Evaluated the strengths
and weaknesses cultural
relativism
Identified the universal values
 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

At the end of the unit, the Unit III: The Act PowerPoint
students must have: Presentation
 Stages of Moral John Santrock, 15hrs Reporting Summative test
1. Reflected their own stages Development Reason and Educational Hands out
Impartiality, Feelings and Psychology Report Compilation
of development
2. Shared experiences of Reason
Reporting Classroom
 7 Step Moral Reasoning
growing morally Participation
Model Report compilation
 Difference Between Graded Recitation
Reason and Will

Moral Theories : Frames of

Moral Experiences

Midterm Examination 1.5 hrs. Examination

Paper
At the end of the unit, the Unit III: The Act PowerPoint
students must have: Presentation
 Stages of Moral John Santrock, 15hrs Reporting Summative test
3. Reflected their own stages Development Reason and Educational Hands out
Impartiality, Feelings and Psychology Report Compilation
of development
4. Shared experiences of Reason
Reporting Classroom
 7 Step Moral Reasoning
growing morally Participation
Model Report compilation
 Difference Between Graded Recitation
Reason and Will
 Moral Theories : Frames
of Moral Experiences

At the end of the unit, the Unit IV: Frameworks and PowerPoint
students must have: Principles Behind our Moral AQUINAS, THOMAS. 12 hrs. Reporting Presentation
“On Law, Eternal Law, Engaged in all
Disposition
1. Differentiated Aristotelian and Natural Law.” Report Compilation classrooms activities Hands out
and St. Thomas Aquinas’ Summa like brainstorming,
 Aristotelian Ethics
Theologiae. Vol 28, discussion, role
Ethics
edited by Thomas
2. Practiced positively playing, graded
 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

utilitarianism  St. Thomas Ethics Gilby, 5-97. New sharing, group

3. Being just and fair  Kant and Rights York: Black sharing etc.
Friars/McGraw Hill,
4. Reflected the present  Utilitarianism
1966.
generation he/she is in.  Justice as Fairness
 Globalization and its ARISTOTLE.
Ethical Challenges Nicomachean Ethics.
 Millennias and Filinnials : Translated by Martin
Oswald. Indianapolis:
Ethical Challenges and Bobbs-Merrill
Responses Educational
 Conclusion Publishing,
1983.CAMPBELL,

John Santrock,
Educational
Psychology
Examination
Midterm Examination 1.5 hrs.
Paper

IX. COURSE REQUIREMENTS :

1. Major Examinations
2. Grade oral recitation
3. Projects and Activities (per unit outputs as specified in the assessment)
4. End of course learning log (reflective journal) and portfolio (compilation of assessment outputs) on test development and reflection papers
5. Attendance (online)

X. GRADING SYSTEM:

Knowledge : 40%
60% - Written Examination
40% - Summative Test
Skills : 50%
40 % - Output (Projects, Portfolio and others)
30 % - Class Participation
 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

15 % - Activities
15% - Assignments
Attitude : 10%
50% - Class Behavior
50% - Participation, Awareness, Interest
Total 100%

XI. REFERENCES :
 AQUINAS, THOMAS. “On Law, Eternal Law, and Natural Law.” Summa Theologiae. Vol 28, edited by Thomas Gilby, 5-97. New York:
Black Friars/McGraw Hill, 1966.
 ARISTOTLE. Nicomachean Ethics. Translated by Martin Oswald. Indianapolis:Bobbs-Merrill EducationalPublishing, 1983.CAMPBELL,
 ANGELES, ANTONETTE AND ROWENA AZADA. “Medicine Prices, Control and the Pharmaceutical Industry.”Monograph produced by
the Jose B. Fernandez, Jr. Ethics Center and the Ateneo Graduate School of Business, 2011.

XII. RESOURCE MATERIALS ON THE TEACHING-LEARNING PROCESS

a. Rubrics (Portfolio: Different Types of Grading System, TOS Samples, Different Type of Test)

Criteria 91-100 (Excellent) 81-90 (Very Satisfactory) 71-80 (satisfactory) 61-70 (Good/Need to
Improve)
A. Organization an Accuracy All required data are well All required data are Required data are included but A significant number required
of required Items organized, accurate data are organized, accurate data are data’s are not well organized data are missing and are not
included, with a significant included, with few significant and accurate. included.
numbers of addition. numbers of additions.

B. Concept and Contents Items are clearly demonstrate Items clearly demonstrate Items demonstrate some of Items do not demonstrate
that the desired learning most of the desired learning the desired learning outcomes basic learning outcomes for
outcomes for the term have outcomes for the term. The for the term. The student has the term. The student has
been achieved. The students students gained a general gained some understanding of limited understanding of the
gained a significant understanding of the concepts the concepts and attempts to concepts.
understanding of the concepts and applications. apply them.
and applications.
C. Overall Presentation of the Data are clearly introduced, Data are introduced and well Data are not well introduced Data are not introduced and
Output well organized, and creatively organized, showing and somewhat organized, lack of organization.
displayed, showing connection connection between items and showing some connection
 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

between items and presented presented neatly. between items.

neatly.

(Presentation- Oral or through video)

CATEGORY 4 3 2 1

Shows a full understanding of Shows a good understanding Shows a good understanding Does not seem to understand
Content
the topic. of the topic. of parts of the topic. the topic very well.
Volume is loud enough to be Volume is loud enough to be Volume is loud enough to be
Volume often too soft to be
heard by all audience heard by all audience heard by all audience
heard by all audience
members throughout the members at least 90% of the members at least 80% of the
Volume and Speaks members. Often mumbles or
presentation. Speaks clearly time. Speaks clearly and time. Speaks clearly and
Clearly cannot be understood OR
and distinctly all (100-95%) the distinctly all (100-95%) the distinctly most (94-85%) of the
mispronounces more than
time, and mispronounces no time, but mispronounces one time. Mispronounces no more
one word.
words. word. than one word.
Stands up straight, looks
Stands up straight and
relaxed and confident. Slouches and/or does not
establishes eye contact with Sometimes stands up straight
Posture and Eye Contact Establishes eye contact with look at people during the
everyone in the room during and establishes eye contact.
everyone in the room during presentation.
the presentation.
the presentation.
Facial expressions and body
Facial expressions and body Very little use of facial
Facial expressions and body language sometimes generate
language are used to try to expressions or body
language generate a strong a strong interest and
generate enthusiasm, but language. Did not generate
Enthusiasm and interest and enthusiasm about enthusiasm about the topic in
seem somewhat faked. The much interest in topic being
Preparedness the topic in others. Student is others. Student seems pretty
student is somewhat prepared, presented. Student does not
completely prepared and has prepared but might have
but it is clear that rehearsal seem at all prepared to
obviously rehearsed. needed a couple more
was lacking. present.
rehearsals.
Presentation is less than 3
Presentation is 5-6 minutes
Time-Limit Presentation is 4 minutes long. Presentation is 3 minutes long. minutes OR more than 6
long.
minutes.
 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

B. Course Mapping – Relationship of Course Outcomes to Program Outcomes

COURSE OUTCOMES PROGRAM OUTCOMES

RELATIONSHIP TO PROGRAM OUTCOME a.1 a.2 a.3 a.4 a.5 b.1 b.2 b.3 b.4 b.5 b.6 b.7 b.8
1. Differentiated between moral and non-moral problems. I D

2. Explained the influence of Filipino culture on the way the students look at moral experiences and
solve moral dilemmas. I P P

3. Described what a moral experience is as it happens in different levels of human existence. D

4. Described the elements of moral development and moral experience. P I P

5. Used ethical frameworks or principles to analyze moral experiences. I P

6. Made sound ethical judgments based on principles, facts, and the stakeholders. I P P

7. Developed sensitivity to the common good; identified and managed group dynamics, and
facilitating discussions. I I P P

8. Understood and internalized the principles of ethical behavior in modern society at the level of the
person, society, and in interaction with the environment and other shared resources. I P

9. Demonstrated the skills necessary and appropriate in the teaching of ethics in the college level,
such as identifying and manage group dynamics, and facilitating discussions. D D D D

Legend:
I – Introductory
P – Practice (with supervision)
D- Demonstrated
 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

Designed by : NICEA EUNICE D. SERVENTO Date: ______________________________

Part-Time Instructor

Reviewed by : MANELYN L. MANANAP Date: _____________________________

Program Head, College of Teacher Education

Noted by : KARLA C. SALVALLON, Ph.D. Date: _____________________________

Dean of Instruction

GREGORIO D. PREDO Date: _____________________________

Campus Administrator

Approved by : FERNANDO D. ABELLO, Ph.D. Date: _____________________________

Vice President for Academic Affairs