Republic of the Philippines

Catanduanes State University

Virac, Catanduanes Page 1 of 11
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College of Education

OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS IN

EDUC 412 – FS 2 – Participation and Teaching Assistantship
Date revised/enhanced: August 2024

I. School 1st Semester, SY 2024-2025

Year/Semester
II. University Vision: A globally-recognized green research University committed to excellent service to the nation.
Mission Foster excellence, holistic and inclusive education attuned to the demands of the diverse world towards the
formation of productive and value-laden lives.
Goal Uphold the tradition of excellence in instruction, research, extension and production geared towards a strong
academe-industry interface for societal development.
Core Values Respect, Integrity, Social Responsibility, Excellence, Commitment
Institutional Outcomes:
A. A Professional who is morally upright, socially responsible and globally employable
B. A Leader and Innovator who inspires others and is committed to social transformation and national
development.
C. An Environmental Advocate committed to research, extension and production initiatives.

III. College/Campus College of Education – CSU Main Campus

IV. Program/Degree All Teacher Education Programs
V. Program The graduates have the ability to:
Outcomes
A. Articulate and discuss the latest developments in the specific field of practice (PQF Level 6 descriptor). D
B. Effectively communicate orally in writing using both English and Filipino. D
C. Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF Level 6 descriptor). D
D. Act in recognition of professional, social and ethical responsibility. D
E. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722). D
F. Participate in the generation of new knowledge or in research, extension and development projects. D
G. Support local, regional and national development plans along education, environment, socio-economic, health, gender and D
development, science and technology.

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H. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts. D
I. Demonstrate mastery of subject matter/discipline. D
J. Facilitate learning using a wide-range of teaching methodologies and delivery modes appropriate to specific learners and their D
environments.
K. Develop innovative curricula, instructional plans, teaching approaches and resources for diverse learners. D
L. Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices. D
M. Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes. D
N. Practice professional and ethical teaching standards sensitive to the changing local, national and global realities. D
O. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities. D

I – Introduced P – Practiced D – Demonstrated

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VI. Course Code/Title EDUC 412 – FS 2 – Participation and Teaching Assistantship

VII. Course A school-based course which allows pre-service teachers to participate and assists in limited actual teaching-learning activities that relate to
Description 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.
VIII. Course Credit 3 units (Lecture)
IX. Prerequisite All professional education and specialization courses
X. Contact Hours 3 contact hours per week (54 hours a semester)
XI. Course Outcomes At the end of the course, the students shall be able to:

COs Description A B C D E F G H I J K L M N O
Create a safe and secure learning environment that contributes to the
CO1 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
physical, socio-emotional and cognitive development of learners.
Demonstrate ways of addressing learners’ diversity in terms of gender,
CO2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
needs, interests, cultural background and difficult circumstances.
Reflect on how a teacher manifest her/his personal and professional
CO3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
competencies.
Participate in the teaching-learning process and use instructional
CO4 materials, including ICT to promote quality, relevant and sustainable 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
educative process.
Apply the various classroom management strategies, concepts, theories
CO5 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
and principles in curriculum development in actual classroom setting.
CO6 Demonstrate assessment & reporting practices done in the classroom. 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
Write an initial action research plan with the purpose of improving
CO7 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
teaching practice.

1 – CO has minor contribution to the PO 2 – CO has moderate contribution to the PO 3 – CO has major contribution to the PO

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XII. Course Outline/Learning Plan

Textbooks/ Teaching and Instructional
Desired Learning Course Content/ Assessment Time
POs COs References Learning Activities Resources/
Outcomes Subject Matter Tasks Table
(TLAs) Materials
Course Orientation
• Vision, Mission, Goal, Core Values, Institutional Outcomes
• OBE Syllabus
• School Policies, Classroom Policies, Grading System
• Levelling of Expectations and contributions
• Learning Agreement/Contract
A 1 At the end of this chapter, A. Experiential Practice Teaching Lecture/Panel Completion of Modules (hard 6.0
B 2 the pre-service teachers Learning 1: The Handbook Discussion, Experiential and soft copies)
C 3 should be able to: Teacher We Interactive learning Learning 1
D 4 • Demonstrate knowledge Remember Abundo, R., Cantar, M. and Brainstorming Activities Experiential
E 5 and understanding on 1. Competency C., Molod, Q. A., & Learning 2
F 6 the different Frameworks: Molod, C. (2020). Infographics on the Scoring Rubrics for Activity
G 7 competency frameworks CFSAT 21, Development and Different Infographics and Template
H in the local and global PPST, CMO Evaluation of Competency Essay
I context; related to one’s Practice Teachers Frameworks Laptop, Desktop
J • Cite personal qualities specialization Handbook. Scoring Rubric for Computer or
K of an effective teacher; and DepEd College of Actual Classroom Experiential Mobile Devices
L • State the professional Orders Education, Participation and Learning 1
M competencies expected 2. Participation and Catanduanes Teaching Handouts and
N of a teacher; and Teaching State University. Assistantship PowerPoint
O Create an essay on what Assistantship presentations
makes a good and effective 3. Reflections and Lucas, M. R. D., Borabo, Interview your
teacher. Documentations M. L., Bilbao, P. P., resource teacher Messenger,
B. & Corpuz, B. B. answering the Google
(2020). Field Study question “What Classroom,
2: Participation and makes an effective Zoom and/or
Teaching teacher?” Google Meet
Assistantship.
Lorimar Publishing, Creating an essay
Inc. titled “Gusto Kong

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DepEd. (2017). Philippine Maging Magaling na

Professional Guro”
Standards for
Teachers.
Department of
Education.
https://www.deped
.gov.ph/wp-
content/uploads/20
17/08/DO_s2017_
042-1.pdf
A 1 At the end of this chapter, C. Experiential Practice Teaching Lecture/Panel Completion of Modules (hard 7.5
B 2 the pre-service teachers Learning 2: Handbook Discussion, Experiential and soft copies)
C 3 should be able to: Introduction to Interactive learning Learning 2
D 4 • Demonstrate knowledge Action Research in Abundo, R., Cantar, M. and Brainstorming Activities Experiential
E 5 and understanding on Education C., Molod, Q. A., & Learning 2
F 6 the basics of action 1. Introduction to Molod, C. (2020). Analyzing Action Paper and Pen Activity
G 7 research; Action Research Research Samples Test on Action Template
H • Use concepts and 2. Using Action Lucas, M. R. D., Borabo, guided by various Research Basics
I processes of action Research M. L., Bilbao, P. models Laptop, Desktop
J research; Concepts and P., & Corpuz, B. B. Reflective Essays: Computer or
K • Identify and analyze Processes (2020). Comparison and As future teacher, Mobile Devices
L various models of action 3. Action Research Contrast: Action is conducting an
M research; and Models DepEd. (2017). Research and action research Handouts and
N • Provide clear 4. Participation and Traditional Form of worth doing? How PowerPoint
O explanation on why Teaching DepEd Order No. 016, s. Research can action presentations
educators need to Assistantship 2017. Research research be useful
conduct action research. 5. Reflections and Management Writing at least 3 for a teacher? Messenger,
• Write an action research Documentations Guidelines possible topics for Google
proposal using the action research with Scoring Rubric for Classroom,
DepEd format. DepEd Order No. 26, s. justifications Experiential Zoom and/or
2021 titled, Learning 2 Google Meet
"Amendment to Developing Initial
DepEd Order No. Action Research
016, s. 2017 Plan
(Research
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Management Beginning Writing

Guidelines) Action Research
Proposal (Draft)

Actual Classroom
Participation and
Teaching
Assistantship
A 1 At the end of this chapter, D. Experiential Practice Teaching Lecture/Panel Completion of Modules (hard 6.0
B 2 the pre-service teachers Learning 3: Handbook Discussion, Experiential and soft copies)
C 3 should be able to: Embedding Action Interactive learning Learning 3
D 4 • Demonstrate knowledge Research for Abundo, R., Cantar, M. and Brainstorming Activities Experiential
E 5 and understanding of Reflective Teaching C., Molod, Q. A., & Learning 3
F 6 action research for 1. Action Research Molod, C. (2020). Analyzing Action Reflective Essays: Activity
G 7 reflective teaching; for Reflective Research Samples What have you Template
H • Underscore the Teaching Lucas, M. R. D., Borabo, (problems, actions noticed to the
I importance of action 2. Sample Local M. L., Bilbao, P. and processes) problems and Laptop, Desktop
J research; and International P., & Corpuz, B. B. issues? Can there Computer or
K • Identify and analyze Action (2020). Seeking additional be solutions? Mobile Devices
L problems and issues Researches information from Explain how.
M prevailing in the 3. Participation and DepEd. (2017). resource teacher Handouts and
N classroom; and Teaching about problems and Scoring Rubric for PowerPoint
O • Suggest probable Assistantship issues in classroom Experiential presentations
solutions and actions to 4. Reflections and teaching Learning 3
the identified issues and Documentations Messenger,
problems. Analyzing Sample Google
Classroom Classroom,
Scenarios Zoom and/or
Google Meet
Writing Action
Research Proposal
– Continuation
(Draft)

Actual Classroom
Participation and
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Teaching
Assistantship

A 1 At the end of this chapter, E. Experiential Practice Teaching Lecture/Panel Completion of Modules (hard 6.0
B 2 the pre-service teachers Learning 4: Handbook Discussion, Experiential and soft copies)
C 3 should be able to: Preparing the Interactive learning Learning 4
D 4 • Revisit the concept of Learning Abundo, R., Cantar, M. and Brainstorming Activities Experiential
E 5 teaching and learning Environment in the C., Molod, Q. A., & Learning 4
F 6 environment in the New Normal Molod, C. (2020). Infographics (Face Writing Classroom Activity
G 7 context of the current 1. Learning to Face Leaning Management Plan Template
H teaching and learning Environment Lucas, M. R. D., Borabo, Environment and
I situation; Overview M. L., Bilbao, P. Flexible Learning Reflective Essay: Laptop, Desktop
J • Explore different ways of 2. Safe and P., & Corpuz, B. B. Environment “The Future Computer or
K establishing a safe and Conducive (2020). Learning Mobile Devices
L conducive various Various Portfolio Entry: Face Environment”
M learning environments. Learning DepEd. (2017). to Face Learning Handouts and
N • Establish effective Modalities Environment Today Scoring Rubric for PowerPoint
O classroom routines and 3. Establishing Experiential presentations
procedure; and Classroom Establishing Learning 4
• Use professional Routines Classroom Routines Messenger,
reflections and learning 4. Participation and and Procedures Google
to improve teaching and Teaching Classroom,
learning practices. Assistantship Writing Action Zoom and/or
5. Reflections and Research Proposal Google Meet
Documentations – Continuation
(Draft)

Actual Classroom
Participation and
Teaching
Assistantship

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MID-TERM EXAMINATION 1.5

A 1 At the end of this chapter, F. Experiential Practice Teaching Lecture/Panel Completion of Modules (hard 12.0
B 2 the pre-service teachers Learning 5: Handbook Discussion, Experiential and soft copies)
C 3 should be able to: Development and Interactive learning Learning 5
D 4 • Prepare Implementation of Abundo, R., Cantar, M. and Brainstorming Activities Experiential
E 5 developmentally Flexible Learning C., Molod, Q. A., & Learning 5
F 6 sequenced teaching and Instructional Plans Molod, C. (2020). Lesson Planning Scoring Rubrics on Activity
G 7 learning process to 1. Writing Lesson Lesson Plan and Template
H meet curriculum Plans Lucas, M. R. D., Borabo, Demo-Teaching Demo-Teaching
I requirements; (Instructional M. L., Bilbao, P. Laptop, Desktop
J • Show skills in the Planning) P., & Corpuz, B. B. Reflection: Areas on Self-Evaluation of Computer or
K selection, development 2. Demonstration (2020). Strengths and Areas Lesson Plan and Mobile Devices
L and use of teaching and Teaching of Improvement Actual Demo-
M learning resources, (Delivery of DepEd. (2017). Teaching Handouts and
N including IT to address Instruction) on Peer Evaluation/ PowerPoint
O learning goals; Selected D.O. 42 s. 2016. Policy Overall Impressions Scoring Rubric for presentations
• Revise the Learning Guidelines on Experiential
lesson/learning plans Modality Daily Lesson Writing Action Learning 5 Messenger,
based on the feedback 3. Participation and Preparation for the Research Proposal Google
given by the resource Teaching K to 12 Basic – Continuation Classroom,
teacher; Assistantship Education (Draft) Zoom and/or
• Cite some problems 4. Reflections and Program Google Meet
encountered in writing Documentations Actual Classroom
lesson/learning plans; Participation and
and Teaching
• Execute the learning Assistantship
plan prepared in the
specific learning
modality.
A 1 At the end of this chapter, G. Experiential Practice Teaching Lecture/Panel Completion of Modules (hard 13.5
B 2 the pre-service teachers Learning 6: Handbook Discussion, Experiential and soft copies)
C 3 should be able to: Finalizing Action Interactive learning Learning 6
D 4 • Refine the action Research Proposal Abundo, R., Cantar, M. and Brainstorming Activities Experiential
E 5 research proposal in (DepEd Format) C., Molod, Q. A., & Learning 6
F 6 Experiential Learning 2; 1. Classroom- Molod, C. (2020). Action Research Rubric on Action Activity
G 7 Based Action Proposal Research Proposal Template
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H • Demonstrate skills in Research Lucas, M. R. D., Borabo, Consultation to (Rationale –

I presenting the action (CBAR) M. L., Bilbao, P. Experts (e.g. context and Laptop, Desktop
J research proposal; Proposal P., & Corpuz, B. B. researchers, proposed Computer or
K • Formulate a research (2020). resource teacher) innovation/interven Mobile Devices
L instrument and justify it tion, Research
M according to the DepEd. (2017). Finalizing Action questions, Handouts and
N research problem and Research Proposal Methods, Timeline PowerPoint
O research design and DepEd Order No. 016, s. and Cost Estimate) presentations
methodology; and 2017. Action Research
• Organize the final copy Proposal Defense Scoring Rubric for Messenger,
of the action research DepEd Order No. 26, s. Experiential Google
proposal. 2021 Actual Classroom Learning 6 Classroom,
Participation and Zoom and/or
Teaching Google Meet
Assistantship
FINAL EXAMINATION 1.5

XIII. Suggested List of DepEd COVID-19 Memoranda from https://www.deped.gov.ph/wp-content/uploads/2021/02/20210123_Summary-of-DepEd-COVID-19-

Readings and Memoranda_v19.pdf
References List of DepEd Policies FY 2021 from https://www.deped.gov.ph/wp-content/uploads/2021/08/AnnexB-FY-2021-BAR-1-Q2.pdf
List of DepEd Policies FY 2020 from https://www.deped.gov.ph/wp-content/uploads/2020/07/FY-2020-BAR-1-Q1-Annex-B.pdf
DepEd Order No. 14 S. 2020 – Guidelines on the Required Health Standards in Basic Education Offices and Schools from
https://www.deped.gov.ph/wp-content/uploads/2020/06/DO_s2020_014.pdf
Policy Guidelines on the K-12 Basic Education Program from https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf
CHEd Memorandum Orders relevant to your field of specialization: CMO No. 74 (BEEd), 75 (BSEd), 79 (BTVTEd), 80 (BPEd) and 82 (BCAEd)
s. 2017
DepEd Child Protection Policy (DO No. 40 S. 2012) from https://www.deped.gov.ph/wp-content/uploads/2012/05/DO_s2012_40.pdf
DepEd Order No. S. 2015 – Hiring Guidelines for Teacher I Positions Effective School Year 2015-2016 from
https://www.deped.gov.ph/2015/03/27/do-7-s-2015-hiring-guidelines-for-teacher-i-positions-for-school-year-sy-2015-2016/
Republic Act 7836: Philippine Teachers Professionalization Act of 1994 from https://pcw.gov.ph/republic-act-7836-philippine-teachers-
professionalization-act-of-1994/
Guidelines on the Implementation of Flexible Learning (CMO No. 4 S. 2020) from https://ched.gov.ph/wp-content/uploads/CMO-No.-4-s.-2020-
Guidelines-on-the-Implementation-of-Flexible-Learning.pdf
Republic Act 10173 – Data Privacy Act of 2012 from https://www.privacy.gov.ph/data-privacy-act/
Republic Act 10627 – Anti-Bullying Act of 2013 from https://lawphil.net/statutes/repacts/ra2013/ra_10627_2013.html
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Republic Act 4670 – Magna Carta for Public School Teachers from https://lawphil.net/statutes/repacts/ra1966/ra_4670_1966.html
XIV. Course A. Written (Midterm and Finals) Examinations
Requirements B. Projects/Outputs/Performances, Quizzes, Written Reports, Reaction/Reflection Papers
C. Attendance and Recitation/Active Participation in the class
D. Reflection Papers
E. FS Experiential Learning Activities and Action Research Proposal
XV.Course Policies A. Only students with reasonable absences from the class will be given examination and quizzes missed.
B. Projects will be due a week before the midterm and final examination or as agreed upon. Late submission shall no longer be given a grade
higher than 2.0.
C. Cheating and plagiarism are NOT allowed. Students caught doing these acts shall be dealt with in accordance with the provisions in the
Student Handbook.
D. All sanctions for major college offenses, major academic offenses and major personal offenses will be dealt with accordingly as reflected in
the student handbook (approved as Per Board of Regents Resolution No. 44 series 2018).
XVI. Grading System
(Per Approved Quizzes/Homework/Seatwork/Problem Sets 30%
Board Resolution Written Output/Performance (Skills-Based; Psychomotor) 40%
No. 3, 4 & 5 series Midterm Exam/Final Exam 30%
2016 dated March TOTAL 100%
8, 2016) Midterm Grade = 50%
Final Grade = 50%

XVII. Consultation
Weekdays 08:00-12:00-01:00-05:00 Music Room
Time/Venue

Prepared by:

JOSE Z. TRIA, Ph.D. AMY T. MORAÑA, MAEM, MAEd ENA MARIE M. SARMIENTO-GIANAN, MATP
Faculty Faculty Faculty

ERIC V. EVANGELISTA, MAEd JOSEPH G. ZAFE, Ed.D. JOWI B. RESAYAGA, MaST, MaGC
Faculty Faculty Faculty

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NENITA T. ROBLES, Ph.D. ROSANA S. ABUNDO, Ed.D. MARIA CHARLENE A. CANTAR, Ph.D.
Faculty Faculty Faculty

Reviewed by: Approved by:

ERIC V. EVANGELISTA, MAEd MARIA SHEILA R. GREGORIO, Ed.D.

Department Chairperson Dean, College of Education
Date: __________ Date: _________

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