Republic of the Philippine Doc.

Code: SLSU-QF-IN01-B
Revision: 00
SOUTHERN LEYTE STATE UNIVERSITY Date: 29 July 2019
College of Teacher Education

COURSE SYLLABUS
Maj. GEd 210 (Content and Pedagogy in the Mother Tongue)
1st Semester, AY 2020-2021

National Goal : The attainment of globally competitive Filipinos through quality and excellent education, relevant and responsive to changing environment,
accessible and equitable to deserving students, and efficient and effective in optimizing returns and benefits.

Vision : A high quality corporate University of Science, Technology and Innovation.

Mission : SLSU will:

 Develop Science and Technology and Innovation leaders and professionals;
 Produce high-impact technologies from research and innovations;
 Contribute to sustainable development through responsive community engagement programs;
 Generate revenues to be self-sufficient and financially viable.

University Goals :
 Develop the quality of instruction with emphasis on Science, Technology and Innovations.
 Provide responsive and pro-active Student Programs and Quality Services for optimum student welfare and development.
 Intensify human capability development for Research and Innovation.
 Imbibe research attitude in the university.
 Develop and sustain a culture of research and innovation.
 Implement responsive extension programs/projects/activities for sustainable development.
 Generate sustainable revenue streams to implement SLSU Development Plans and Programs.
 Enhance the transparency, efficiency and effectiveness.

Quality Policy : We, at Southern Leyte State University, commit enthusiastically to satisfy our stakeholders’ needs and expectations by adhering to good
governance, relevance, and innovations of our instruction, research, extension and other support services and to continually improve the
effectiveness of our quality management system in compliance to ethical standards and applicable statutory, regulatory, industry and
stakeholders’ requirements.
The management commits to maintain, monitor and continually improve our Quality Management System and ensure that adequate
resources are available.
Core Values :
Service Excellence
Leadership Competence
Stewardship and Accountability
Unity and Diversity

Goal of the College of Teacher Education:

The SLSU-CTE aims to:
1. Produce Science and Technology oriented teachers imbued with reflective thinking and with theoretical, technical, and practical
competence;
2. Develop a sense of progressive leadership in helping build an economically viable community through S$T-based research and extension;
3. Optimize future teachers’ abilities to transfer the technology of one’s field of specialization to communities and other service areas;
4. Capacitate prospective teachers with the skills in managing their professional, social and personal aspects of living; and
5. Imbibe SLSU’s core values of Service excellence, Leadership competence, Stewardship and accountability and Unity in diversity.

Program Objectives of the (BEEd)

The SLSU-CTE will prepare Elementary School Teachers who:
1. Possess a wide range of theoretical and pedagogical competence in facilitating diverse types of learners in a variety of settings.
2. Apply knowledge and skills in promoting the culture of research and involvement in extension activities as a means of helping improve
the quality of life;
3. Maximize the use of technology in order to promote its adoption by the community;
4. Exhibit professional and ethical behaviors that would inspire others towards a sensible outlook in life; and
5. Internalize the values of service, leadership, accountability and unity the SLSU way.

Program Outcome:
Common to all Program in all types of School
At the end of this program, the graduates have the ability to:
a. Articulate and discuss the latest developments in the specific field of practice; (PQF level 6 description)
b. Effectively communicate in English and Filipino, both orally and in writing;
c. Work effectively and collaboratively with substantial degree of independence in multidisciplinary and multicultural teams; (PQF level 6
description)
d. Act in recognition of professional, social and ethical responsibility; at
e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 722).
Common to the Discipline (Teacher Education)
a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political context;
b. Demonstrate mastery of subject matter/discipline;
c. Facilitate learning using a wide range of teaching methodologies delivery modes appropriate to specific learners and their environments;
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
e. Apply skills in the development and utilization of ICT to promote quality relevant, and sustainable educational practices;
 f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
g. Practice professional and ethical teaching standards sensitive to local, national and global realities; and
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

Specific to the Bachelor of Elementary Education program

a. Demonstrate in-depth understanding of the diversity of learners in various learning areas.
b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
c. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching.
e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional.
f. Manifest a desire to continuously pursue and professional development.

Common to Graduates of a University

a. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects.

Institutional Outcomes:
Creative, innovative, and competent leaders and professionals.

Graduate Attributes:
 S & T Leader
 Competent and Competitive
 Effective Communicator
 Value-Oriented Individual

A. COURSE DETAILS

COURSE NAME Maj. GEd 210 CONTENT AND PEDAGOGY FOR THE MOTHER TONGUE

This course includes both the content and the pedagogy of the mother. The subject matter content includes the structure
COURSE DESCRIPTION of the mother tongue as a language literature in the mother tongue, methods and techniques of teaching the language, development
of instructional materials and assessment.

NUMBER OF UNITS 3 units

PREREQUISITE None
B. COURSE OUTCOME AND RELATIONSHIP TO PROGRAM OUTCOMES

Course Outcomes Program Outcomes

At the end of the course, all the Common to all programs Common to the Discipline (Teacher Education) Specific to the Bachelor of Common to
learners should have: in all types of school Elementary Education Graduates
program of a
University
A B C D E A B C D E F G H I A B C D E F A

1.Demonstrate and in-depth D P P P I D P I P D D P P P D P P I I I P

understanding of the diversity of the
target learners. (BTI # 3.1.1)

2.Manifest meaningful comprehensive I P P P I I D I I D D P P P D I P I I I D

pedagogical content knowledge of
mother-tongue. (BTI # 2.1.1)
3.Manifest skills n communication using D P P P I D D I P D D P P P D D I P P P P
mother-tongue. (BTI # 1.6.1)
4.Exhibit skills in higher order thinking D P P P D D D I I I D I I I D I I I I I D
through art of questioning. (BTI # 1.5.1)
5.Utilize tools and technology to D P P P D D D I P P P P P P P P P P P P P
accelerate learning and teaching the
mother-tongue. (BTI # 1.7.1)

C. COURSE DESIGN MATRIX

Intended Learning Outcomes (ILO) Allotted Teaching-Learning Instructional

Topics Assessment Tasks
time in Activities Materials
Hours
A.At the end of the orientation, all the
students should be able to: Orientation:
Group dynamics: ‘paint Oral presentations Rubric
1.Articulated and explained the Vision 1.National Goal the future’ assessment of
and Mission of the University as well as 2.SLSU Vision and Mission the output
the campus, program and course 3.Campus Goals/Objectives 1.5 Discussion
objectives, course outline and 4.Program Objectives
requirements and the grading system. 5.Course Objectives
6.Course Outline
Values: 7.Grading System
Appreciation of the SLSU VMGO and 8.Course Requirements
development of commitment to its
attainment.
B.At the end of the lesson, all the
students should have: Lecture/Discussion Participation Rubrics
a.Discussed the importance of studying Lesson 1:
Mother Tongue-Based Multilingual A. Literature in the Mother Think-Pair-Repair Written preparation PowerPoint
Education among the lives of the Tongue Presentation
students; 3 hrs. Multimedia Posting output to an
b.Valued the elements of MTB-MLE B. Mother Tongue-Based Presentation online platform
through language, beliefs and ideology ; Multilingual Education
c.Exercised effectively the learning Brainwriting
theories applied in studying MTB-MLE, C. Language Beliefs and
and; Ideology
d.Developed comprehension through
analysis.

Values:
Appreciated the importance of MTB-
MLE to the students’ lives.
C.At the end of the lesson, all the Lesson 2:
students should have:
a.Discussed and appreciated the A. Language Management Jigsaw Oral and/or
acquisition of language to the lives of B. Mother Tongue and Compare and contrast written
the students; and Concept Mapping the language communicati
Language Acquisition
b.Critiqued and analyzed the language Multimedia Presentation management and on
management and practices by reading it C. Language Practices 8.5 hrs. practices in the
thoroughly. Vinn Diagram Philippines

Values: Written Preparation

Appreciated the importance of
Language Acquisition to the students’
lives.

D.At the end of the lesson, all the Lesson 3:

students should have:
a.Discussed and appreciated the A. Language and Culture The One-Minute Paper Commentaries from Information
Language, Culture Acquisition and Acquisition and Language 6 hrs. the video shown Literacy
Language Learning, and; Real-Time reactions
 b.Critiqued and analyzed the given Learning Problem Scenario Ability to use
Curriculum for Language by reading it Chain Notes Technology
thoroughly. B. Mother Tongue and Multiple
Language Curriculum Contributions from Enhance the
Values: the students questioning
C. The Curriculum for
Appreciated the importance of Culture ability of the
Language
Acquisition and Language Learning to students
the students’ lives.
E.At the end of the lesson, all the Lesson 4:
students should have:
A. Mother Tongue and Lecture Discussion Peer Review of Ability to
a.Deepened the students’ understanding Language Teachers student’s essay and critically
of the policy, practices of Mother Peer Review proposal analyze
B. Professional Standards for
Tongue Language Teachers; and 6 hrs.
Language Teachers
b.Examined the Professional Standards Sketch noting Information
for Language Teachers through C. Mother Tongue Policy Sketch a picture Literacy
interactive learning.
D. Mother Tongue Practice
Values:
Appreciated the importance of
policy and practices of Mother Tongue
and Professional Standards for
Language Teachers to the students’
lives.

Midterm Examination

F.At the end of the lesson, all the

students should have: Lesson 5:
A. Mother Tongue and K to 12
a.Discussed and critiqued the Mother Curriculum: Content and Lecture Discussion Individual Student Rubrics
Tongue and K to 12 Curriculum it’s Pedagogy Activities
content and pedagogy, the Domains of B. The Domains of Literary in 12 hrs Oral and/or
Literary in the K to 12 Language the K to 12 Language Buzz Session Written
Curriculum ; and Curriculum Student Group Communicati
b.Articulated human values learned  Developing Oral Multimedia Presentation Activities on
out from the given Language Language
Curriculum.  Phonological Portfolio
Awareness
 Book and Print
Values: Knowledge
Appreciated the importance of  Handwriting
domains in the Language Curriculum  Phonic and Word
to the students’ lives. Recognition
 Spelling and
Grammar
G.At the end of the lesson, all the
students should have: Lesson 6:
A. Mother Tongue Teaching: Student Reporting Problem Scenario Rubrics
a.Discussed and critiqued the materials Development of Materials Discussion
and assessment in the Mother Tongue and Assessment 13 hrs Observation on the Information
Teaching; and  Development of Multimedia Presentation development of Literacy
Instructional Film Showing Materials
b.Demonstrated a Mother Tongue Materials Ability to
Teaching from the developed  Importance of Peer Review critically
Instructional Materials. instructional analyze
Materials Case Study
Values:  Cultural Relevance
Appreciated the importance of of Instructional
Instructional Materials and Assessment Materials
to the students’ lives.
H.At the end of the lesson, all the Lesson 7:
students should have: A. Assessment
 An Observation Brainstorming Journal Rubrics
a.Developed an Observation Tool for Tool for Effective 2 hrs
Effective Mother Tongue Pedagogy; and Mother Tongue
Pedagogy Lecture Discussion Portfolio Information
b.Assessed the Observation Tool  The Mother Tongue Literacy
developed by the student. Assessment Pack Peer Review

Values:
Appreciated the importance of
Effective Tool for Mother Tongue
Pedagogy to the lives of the student.

Final Examination
D. REFERENCES
1. Calilung, R., et.al. (2012) Diwang Kayanakan. Kawatasang Kapampangan (Sunis 1) Pampanga: Katatagan Inc.
2. Kamhi, A., & Catts, H. (2013). Language and Reading Disabilities. Boston: Pearson Education, Inc.
3. Levey, S. & Polirstok S. (2011). Language Development. United States of America: SAGE Publications, Inc.
4. Roe, B. (2019). Teaching Reading in Today’s Elementary Schools. 12th Edition. Boston: Cengage Learning.
5. Salkind, N. (2017). Test and Measurement for People Who Think They Hate Test and Measurement. University of Kansas: SAGE
6. Slabakora, R. (2016). Second Language Acquisition. United Kingdom: Oxford University Press
WEBSITES:
https://www.ceap.org.ph/upload/download/20136/417420447
https://amandajgay.files.wordpress.com/2013/10/mta-final-publication
https://www.researchgate.net/publication/27708044 An observation tool for effective L2 pedagogy in Content and Language Integrated Learning CLIL
http://www.apjmr.com/wp-content/uploads/2018/02/APJMR-2017.6.2.08
http://www.earlyliteracylearning.org/ta_pdf/SelfGuided_Training_DOMAINS
https://raporgph.files.wordpress.com/2014/07/pado

E. COURSE REQUIREMENTS

1. Attendance and Oral Participations

2. Quality Outputs and Performances
3. Excellent performances in group presentations, examinations, individual performances, and other related subject tasks.
4. Samples of class products must be in working portfolio
5. Case Study
6. Essay

F. GRADING SYSTEM
Learning Tasks : 60%
Output : 40%
Total : 100%

G. AUTHENTIC ASSESSMENT TOOL

1. Conducting Research and Writing a Report
2. Character Analysis
3. Developing Instructional Materials
4. Experiments- trial and error Learning
5. Discussion Partners or Groups
6. Presentations
 7. Projects
8. Portfolios

H. PROVISION FOR FLEXIBILITY

 Students with special needs shall be dealt with appropriately depending on the course’s activities/requirements.
 .

.
Prepared by:

KAREN L. MOLINA, MAT _

Faculty

Reviewed by:

IT PHEBEUGER M. TORION, Ph.D. JUVY P. OBUS, MTE

Chairman, Review Committee Member, Review Committee

Recommending Approval; Approved by:

JUVY P OBUS, MTE IT PHEBEUGER M. TORION, Ph.D.

Program Chair Head, Teacher Education Department
 CONFIRMATION AND ACKNOWLEDGEMENT RECEIPT

This is to confirm that the contents of the course syllabus in Maj. Ged 210, 1st semester of AY 2020-2021 at SLSU Sogod, Southern Leyte, were discussed to
us during the first day of class and a copy of which was provided for reproduction and individual reference and guide.

Names Signature Names Signature

1.Abordo, Raymart 31.Suerte, Maria Vanessa
2.Aguelo, Rudlon 32.Vertudazo, Jewel
3.Amarille, Meril
4.Avila, Cheska
5.Bagohin, Ma. Socorro
6.Bahinting, Gemma
7.Bahinting, Kenneth Dave
8.Berdin, Nikka
9.Buyoc, Richalie
10.Cuares, Marjorie
11.de la Victoria, Edjen
12.Dulfo, Mhelden
13.Gacilo, Jundy Lyn
14.Galdo, Edmaly
15.Garbo, Aprilyn
16.Gayo, Angelica
17.Lariba, Vary
18.Lilang, Chris Faye
19.Macion, Jessa Mae
20.Maimot, Jonalie
21.Malate, Maribel
22.Malazarte, Jodan Mae
23.Mosot, Zynssa Faye
24.Ocba, Annabel
25.Palermo, Janica Mae
26.Pimentel, Raisa
27.Pino, Lady Mae
28.Sabala, Mary Joanne
29.Solamillo, Jenica
30.Somosa, Jorgie