Syllabus

Reference No.
PNU-MN-2016-UCM-FM-002
Issue No. 01
Rev. No. 05
Taft Ave. Cor. Ayala Blvd., Ermita, Manila 1000 Philippines Date: 01/05/2021
Trunkline: +63-2-317-1768 ▲ www.pnu.edu.ph Page 1 / 19
UCM OBE COURSE SYLLABUS DC No. CC01052021-1226
2PROFED01-Teaching Profession
PNU Philosophy Education for personal renewal and social transformation.

PNU Vision PNU shall become internationally recognized and nationally responsive teacher education university.
As the established producer of knowledge workers in the field of education, it shall be the primary source of high-
quality teachers and education managers that can directly inspire and shape the quality of Filipino students and
graduates in the country and the world.
PNU Mission PNU is dedicated to nurturing innovative teachers and education leaders.
PNU Quality Policy As the National Center for Teacher Education, the Philippine Normal University commits to provide leadership in
teacher education and nurture innovative teachers, education leaders, and research scholars imbued with the
values of truth, excellence, and service.
The university further commits to the continual growth of its Quality Management System through compliance with
International Quality Standards and statutory and regulatory requirements.
PNU shall achieve these commitments through core functions of instruction, research, extension, and production.
Goals
The College of Teacher Development (CTD) is committed to the development of innovative teachers and educational leaders through
the pursuit of its Goals which are aligned with the Philippine Normal University Vision, Mission, Goals, Strategic Development Plan (SDP)
and Quality Objectives.
1. Provide the best teacher preparation and development training through quality, innovative and relevant curricular and co-curricular
teacher education programs which will nurture teachers and professionals who are: excellent in their discipline, globally competitive,
deeply rooted in one's heritage, empowered and committed to social transformation. (SDP1: Shared Vision of Excellence and
SDP 2: Quality Assurance)
2. Advance knowledge generation through quality research in education that are relevant and responsive to the needs of teacher
education and promotive of sustainable strategic actions for Nation building and Sustainable Development (SDP1: Shared Vision
of Excellence and SDP 2: Quality Assurance)
3. Ensure that the Teacher Education programs are quality assured and its management system is compliant with the highest quality
standards both national and global. (SDP 2: Quality Assurance: SDP 9: Sustainability)
(All documents without the PNU QM Stamp or Control Identifier are uncontrolled) 1
Reference No. PNU-MN-2016-UCM-FM-002
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4. Promote a culture of sharing through extension collaboration activities, partnership with communities and organizations, sharing of
scholarship and expertise to educational institutions, stakeholders and relevant agencies for resource generation, advocacy,
sustainable actions and continual improvement. (SDP 8: Responsiveness to Stakeholders; SDP 6: Collaboration and
Partnership)
5. Expand strategic network of collaboration and partnership that strategically positions the College of Teacher Development as a
leader in relevant scholarly and advocacy initiatives (SDP 6: Collaboration and Partnership)
6. Develop products and programs, both conventional and digital that are relevant to the needs of instruction, supportive of students’
optimal learning, contributory to the needs of the profession and helpful in addressing issues and problems of education. (SDP 7:
Product and Service development)
7. Design programs, products and services that promote the PNU brand and CTD as a respected community of scholars providing
insights on education and societal issues and concerns. (SDP 4: Branding)
8. Expand international presence in the field of teacher education and relevant fields through effective networking, collaboration, and
partnership at the international level. (SDP 5: Internationalization)
9. Support professional development and career advancement of the faculty and staff and the College of Teacher Development
through promotion of continual work environment improvement, organizational effectiveness, relevant professional development
programs and enhanced faculty-employee-management engagement. (SDP 10: Human Capital Management)
10. Establish well defined systems-based solutions and sustainability practices to ensure efficiency and effectiveness of
implementation of CTD programs and procedures. (SDP 3: Systems Based Solutions, SDP Sustainability 9)
These goals are envisioned to be achieved through the promotion of CTDs Core function of a) quality instruction, b) relevant research in
education and scholarship of teaching, c) culture of sharing through relevant extension and community partnership programs and d)
production and publication of relevant instructional materials and other resources.
Course Number 2PROFED01
Course Title 2PROFED01-Teaching Profession
Course Pre-requisite None
Course Description The course introduces the educational philosophies and the teachers’ professional ethics, rights, responsibilities, and core values that
uphold the dignity of the teaching profession in the context of national and global teacher standards. In this course, pre-service teachers
are guided to build their own philosophy of education relevant to their professional role as teachers and reflective of their personal high
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regard for the teaching profession. In the end, the pre-service teachers are expected to apply the ethical and legal principles in analyzing
cases related to the practice of the teaching profession and in making education-related decisions.
Program Outcomes
The Professional Education courses are expected to develop competent pre-service teachers who:
1. demonstrate critical understanding of the application of theories and principles to teaching-learning founded on sound
educational philosophy
2. are reflective teachers who continually improve on their teaching practice, value professional growth and active
professional engagement
GAD Themes 1. Gender Inequality – This theme can be gleaned the understanding of the historical, sociological and philosophical development of
education around the globe and in the Philippines.
2. Gender-fair Education - This theme is derived from examining the curricula from various periods of development of education, and
other developments in education that is geared towards mainstreaming and inclusivity.
Instructional Delivery Design

Content Independent Flexible Learning Activities
Session
Course Learning (preferably with Face-to-Face Study/
No. / Assessment
Outcomes focusing / essential Activities Flexible
Duration Synchronous Asynchronous
questions) Learning
Activities
Course Orientation Presentation of PNU Access of the ePNU
VMG and Quality
Dissemination of the
Policy; and
1 PNU Vision, Mission
Sharing of students’
and Goals, Course
expectations
Syllabus and Course
Introduction
Requirements; Class
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Orientation; Discussion
of Course Policies and
Norms
Overview/ Online Access and read on
I. Historical Scoring Rubric on:
Lecture-Discussion the course files in
Foundations of
and Summary of Historical  Group
Education
Analyze content Foundations of Presentation of
significant Essential Question: Education Matrix of historical
educational What are the nature, development
development that aims and influence of Preparation of a
influence certain the different historical Matrix comparing the
educational period to the present educational system
practice educational system? during the Ancient,
Medieval, and
2-3 Modern Periods in
I. A. Education during the terms of the aims,
Ancient Period curriculum, content,
methods of teaching,
▪ Primitive Education and influence to
present Philippine
▪ Oriental Education
Educational System
▪ Greek Education through the ePNU
▪ Roman Education and other platforms.
B. Medieval Education
▪ Monasticism
▪ Scholasticism
▪ Chivalric Education
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▪ Guild System of
Education
C. Modern Education
▪ Reformation
▪ Counter-
Reformation
▪ Formal Discipline
▪ Rationalism
▪ Naturalistic
Conception of
Education
Timeline of the Online Lecture- Access and read on
Analyze II. The Philippine Scoring Rubric
important Discussion and the course files in the
significant Educational System on:
developments in Summary of the Philippine
educational
Essential Questions: Philippine Content Educational System  Constructed
development
1. What are the education timeline of
that influence
different major Preparation of Philippine
certain
challenges faced by Timeline of the educational
4-5 educational
the Philippine important system
practice
Education during its developments in
colonial periods? Education based on
the History of Quiz on Historical
2. How does Philippine Foundations &
education shape the Educational System Philippine
struggle of the through ePNU and Educational
Filipinos for other platforms. System
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nationhood and
societal reforms?
A. Pre-Spanish
Period
B. Spanish Period
C. American Period
D. Commonwealth
Period
E. Japanese Era
F. The Republic
G. New Society
H. Present Period
III. Philosophical Matrix: Online Lecture- Access and read on
Demonstrate an Rubric on:
Foundations of Comparative Discussion and the course files in
in-depth
Education Analysis of the Summary of Content Philosophical  Concept
understanding
different Foundations of Paper: One’s
and appreciation
Essential Question: philosophies of Education Own Teaching
of the nature of
1. How does the teaching Philosophy
the different
different Philosophical One-page concept
educational and
Thoughts influence paper on One’s Own
teaching
6-8 the current: Teaching Philosophy
philosophies
a. Educational
system;
Evaluate the b. Curriculum and
various Pedagogical
educational practices;
theories, beliefs, c. Teacher training;
philosophies as d. Educational
to their research?
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relevance to the A. MAJOR

Quiz on
Philippine WESTERN
Philosophical
education and PHILOSOPHIES
Foundations
the teaching ▪ Idealism
profession.
▪ Realism
▪ Pragmatism/
Experimentalism
B.
CONTEMPORARY
PHILOSOPHIES
▪ Perennialism
▪ Essentialism
▪ Progressivism
▪ Existentialism
▪ Social
Reconstructionism
C. EASTERN
PHILOSOPHIES
Hinduism
▪ Buddhism
▪ Confucianism
▪ Taoism
▪ Zen Buddhism
▪ Islam
MID-TERM EXAMINATION
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Demonstrate an IV. LAWS Desk research Online Lecture- Access and read on Scoring Rubric on
in-depth PERTAINING TO on Case/ Discussion and the course files in the Case Analysis
understanding of EDUCATIONAL Evidence Summary of Content Laws Pertaining to
the structure, SYSTEM AND Analysis Educational System
governance and GOVERNANCE and Governance
management of Brainstorming
the Philippine Essential Questions: on Case/
educational Evidence
1. What is the
system Analysis
present structure
the educational
system?
2. What is the
system of
governance and
9-10
management in the
educational
system?
A. The 1987
Constitution: Article
XIV – Education,
Science and
Technology, Sports
B. The Structure of
the Philippine
Educational System
(BP 232, DepEd,
CHED, TESDA)
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C. DepEd Order No.

42, s. 2017 or The
Philippine Professional
Standards for Teachers
(PPST)
Demonstrate solid ▪ Online Lecture- Access and read on
V. LAWS Scoring Rubric
appreciation of Reading Discussion and the course files in the
PERTAINING TO on:
ethical and legal newspaper Summary of Content Laws Pertaining to
TEACHERS
considerations articles/ actual Teachers ▪ Case Analysis
relevant to the Essential Questions: court cases Write-Up
teaching 1. What are the Group Case Analysis
profession rights and on Related Issues in
responsibilities of the Teaching Peer & self-
teachers as Profession evaluation
professionals?
2. What are the
10-12 different ethical
rules governing the Quiz on
teaching Relevant Laws
profession?
A. Republic Act No.
4670 : Magna Carta
B. Republic Act :
7836 : Philippine
Professionalization
Act of 1994
C. Code of Ethics for
Professional Teachers
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FINAL EXAMINATION
Debriefing/ Clearing House Submission, Presentation and Checking of Requirements

Course References I. Historical Foundations of Education
Bazerman, C. (1997). Involved: Writing for College, Writing for Your Self. Houghton Mifflin. 166-191.
Doqueña, Jr. F. T., Palacpac, J.L., Manuel, A. D., Forcado, J. V., Lalamunan, L. C., Villegas, G. P., Pauli, S. A., & Torrano, C. R. (2016).
Philosophical, Psychological and Socio-Historical Foundations of Education (Compilation of Reports, New Era University) Academia
Open Access. https://www.academia.edu/28590402/Philosophical_Psychological_and_Socio-
Historical_Foundations_of_Education_Educ201A_-_Compilation_of_Reports_of_the_Students_in_Master_of_Arts_in_Education_
Ferriter, B. (2009). Learning with blogs and wikis. Educational Leadership, 66 (5), 34-38.
Historical development of education presentation transcript. http://fcc-
educ110.weebly.com/uploads/2/3/6/3/23636704/historical_foundations_of_education_presentation_transcript.pdf
Legazpi, J. (2016). Lesson for Foundation of Education [Powerpoint Slides]. https://www.slideshare.net/bgninja03/historical-foundations-of-
education-61809770
Mead, M. (1943). Our Educational Emphases in Primitive Perspective. American Journal of Sociology, 48 (6), 633-639.
https://doi.org/10.1086/219260
Molagun, H. M., & Taiwo, B. M. (n.d.). Historical Foundations of Education.
https://kwcoeilorin.edu.ng/publications/staff_publications/molagun_mh/historical-foundations-of-education-introduction-theory-and-
practice-education.pdf
Ornstein, A. C., & Levine, D. U. (2008). Foundations of education. (10th ed.). Houghton Mifflin Company. 53-91.
https://puspitarahayuari.files.wordpress.com/2014/12/allan_c-_ornstein__daniel_u-
_levine_foundations_of_education_student_text___tenth_edition____2007.pdf
Philippine Normal University. (2013). A Reviewer for the Licensure Examination for Teachers. Manila: PNU Press.
The Albert Team (1 June 2020). The 5 most important historical thinking skills for the AP World History Test. https://www.albert.io/blog/5-most-
important-historical-thinking-skills-for-the-ap-world-history-test/
II. The Philippine Educational System

Abulencia, A. S. (2018). “Exploring the Education agenda of the 16th congress of the Philippines” in ATIKAN: Jurnal Kajian Pendidikan, 8 (1),
41-58. Minda Masagi Press.
https://www.researchgate.net/publication/330533774_Exploring_the_Education_Agenda_of_the_16_th_Congress_of_the_Philippines
Issue No. 01
Rev. No. 05
Aggabao, B. A., Aggabao, N. T., Antiado, D. F. , and Castillo, F. G. (2018). Educational transformation in the Philippine education system:
Towards global competitiveness. The International Journal of Business Management and Technology, 2 (2), 66-70.
http://www.theijbmt.com/archive/0920/238971531.pdf
Brown, A. G. (2018). What makes a photo essay unforgettable? https://www.format.com/magazine/resources/photography/how-to-make-photo-
essay-examples
Calderon, M.T. F. (2014). A critique of K-12 Philippine education system. International Journal of Education and Research, 2 (10), 541-550.
http://www.ijern.com/journal/2014/October-2014/42.pdf
Casambre, N. J. (1982). The Impact of American Education in the Philippines. Educational Perspectives, 21 (4), 7-14.
https://scholarspace.manoa.hawaii.edu/bitstream/10125/47216/EDPVol21%234_7-14.pdf
Department of Education. (n.d.). Historical perspective of the Philippine educational system. https://www.deped.gov.ph/about-deped/history/
Florido, A. M. (2006). Educational profile of the Philippines and best practices in Filipino schools and classrooms. Garinger High School Charlotte
Mecklenburg Schools [Handout].
https://www.academia.edu/7574715/EDUCATIONAL_PROFILE_OF_THE_PHILIPPINES_AND_BEST_PRACTICES_IN_FILIPINO_SCH
OOLS_AND_CLASSROOMS
International Reading Association and National Council of Teachers of English (2014). Timeline Rubric.
http://www.readwritethink.org/files/resources/lesson_images/lesson398/rubric-timeline2.pdf
MasterClass (2020). How to create a photo essay: step-by-step guide with examples. https://www.masterclass.com/articles/how-to-create-a-
photo-essay#4-photo-essay-examples
Musa, S., and Ziatdinov, R. (2012). Features and historical aspects of the Philippines educational system. European Journal of Contemporary
Education, 2 (2), 155-176. https://files.eric.ed.gov/fulltext/EJ1057820.pdf
Nediger, M. (2020). How to create a timeline infographic: the definitive guide. https://venngage.com/blog/how-to-create-a-timeline-infographic-
in-6-steps/
Sanchez, G. (2015). Infographic layout: how to portray history using timelines. https://piktochart.com/blog/layout-5-portraying-history-with-
timelines/
Slideuplift (2019). 7+ creative timeline templates plus tips and examples. https://slideuplift.com/blog/7-creative-timeline-templates-plus-tips-and-
examples/
Steinbock-Pratt, S. (2019). Educating the Empire: American Teachers and Contested colonization in the Philippines. Cambridge University
Press.
III. Philosophical Foundations of Education

Abulad, R. E. (2019). Pilosopiyang Pinoy: Uso Pa Ba?: The relevance of Filipino Philosophy in social renewal. Kritike, 13, (2), 16-36.
https://www.kritike.org/journal/issue_25/kritike_december2019.pdf#page=23
Issue No. 01
Rev. No. 05
Gripaldo, R. M. (2013). Filipino Philosophy: A Western Tradition in an Eastern Setting. [Conference Paper Presentation].
https://philarchive.org/archive/GRIFPA
Hassan, A., Jamaludin, N. S., Sulaiman, T., & Baki, R. (2010). Western and Eastern Educational Philosophies [Conference Presentation].
Philosophy of Education Society of Australasia. https://bit.ly/EasternWesternPhilo
Nooteboom, B. (2014). Eastern and Western Philosophy. https://www.bartnooteboom.nl/wp-content/uploads/2017/03/Eastern-and-Western-
philosophy.pdf
O’Neal, C. Meizlish, D., & Kaplan, M. (2007). Writing a statement of teaching philosophy for the academic job market. CRTL Occasional Papers
Center for Research on Learning and Teaching, University of Michigan, no. 3. https://bit.ly/GuideandRubricforPhiloStatement
Ornstein, A. C., & Levine, D. U. (2008). Foundations of education. (10th ed.). Houghton Mifflin Company. 159-198.
https://puspitarahayuari.files.wordpress.com/2014/12/allan_c-_ornstein__daniel_u-
_levine_foundations_of_education_student_text___tenth_edition____2007.pdf
Rafael, V. L. (2013/2014). Mis-education, translation and the Barkada of Languages: Reading Renato Constantino with Nick Joaquin. Kritika
Kultura, 21/22, 1-29. https://bit.ly/Rafael_MisEducFil
Sadker, D. M. Sadker, M. P. (2004). What is your Philosophy of Education? Teachers, Schools, and Society, (7th ed.). McGraw-Hill Humanities/
Social Sciences/ Languages. http://highered.mheducation.com/sites/0072877723/student_view0/chapter9/what_do_you_think_.html
Shrivastava, K. K. (2003). Philosophical foundations of education. Kanishka Publishers, Distributors.
Tan, C. (2006). Philosophical perspectives on education. In Ta, C., Wong, B., Chua, J. S. M. & Kang, T. (Eds.), Critical Perspectives on
Education: An Introduction. Prentice Hall, pp. 21-40.
https://www.researchgate.net/publication/305655612_Philosophical_perspectives_on_education
Unit IV. Laws Pertaining to the Educational System & Governance

Article XIV, 1987 Philippine Constitution. https://www.chanrobles.com/article14.htm#.Xx3x5J4zbIU
Abaja, K. C., & Lavadia, M. S. (n.d.). Education in this country is trifocalized, should we continue implementing this or should we only have one
department of education? [Written Debate and Final Exam, Polutechnic University of the Philippines, Graduate School-College of
Education]. SlideShare.net. https://www.slideshare.net/kathyabaja/trifocalization-in-the-educational-system-of-the-philippines
Estrada, J (2020). Education Law [Video Presentation] https://web.facebook.com/watch/live/?v=2990154321065111&ref=watch_permalink
Governance of Basic Education Act 2001. https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-
9155/#:~:text=Third%20Regular%20Session-,Republic%20Act%20No.,EDUCATION%2C%20AND%20FOR%20OTHER%20PURPOSES
Higher Education Act 1994. https://lawphil.net/statutes/repacts/ra1994/ra_7722_1994.html
National Adoption and Implementation of the Philippine Professional Standards for Teachers 2017. https://www.deped.gov.ph/wp-
content/uploads/2017/08/DO_s2017_042-1.pdf
Issue No. 01
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Technical Education and Skills Development Act 1994. https://tesda.gov.ph/uploads/File/REPUBLIC%20ACT%20NO.%207796.pdf
Unit V. Laws Pertaining to Teacherss

Civil Code (Family Code) Art. 218 & 219. 1987. https://www.chanrobles.com/executiveorderno209.htm#.Xyg2ihMzY_U
Code of Ethics for Professional Teachers. http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf
Commission on Filipinos Overseas – Philippine Schools Overseas (2018, June 18). Addressing legal and ethical issues in teaching.
[Presentation Slides]. 16th Conference of Philippine Schools Overseas. http://www.cfo-pso.org.ph/images/pdf/2018/Addressing-legal-and-
Ethical-Issues-in-Teaching.pdf
Lucman, S. T. (2015). Filipino Schoolteachers in their own eyes: A study on the self-image and social status of Filipino teachers. Asian Journal
of Social Sciences & Humanities, 4 (3), 46-58. http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.4(3)/AJSSH2015(4.3-05).pdf
Magna Carta for Public School Teachers. 1966. https://www.lawphil.net/statutes/repacts/ra1966/ra_4670_1966.html
PapersOwl. (2020). Main tips on how to write case study analysis. https://papersowl.com/blog/how-to-write-a-case-study-analysis
Philippine Teachers Professionalization Act of 1994. https://www.prc.gov.ph/uploaded/documents/PROFESSIONAL%20TEACHERS-
LAW1.PDF
Presidential Decree No. 1006. 1976. https://www.officialgazette.gov.ph/1976/09/22/presidential-decree-no-1006-s-1976/
Revised Penal Code Art. 148 and 152. 1930. https://www.chanrobles.com/revisedpenalcodeofthephilippinesbook2.htm#.XygzKxMzY_U
REPUBLIC ACT NO. 10931 https://www.lawphil.net/statutes/repacts/ra2017/ra_10931_2017.html
REPUBLIC ACT NO. 10627 https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/
RA 7784 https://www.officialgazette.gov.ph/1994/08/04/republic-act-no-7784/
Learning Resources Video materials of the PNU Vision, Mission and Quality Policy
Course Files:
▪ Presentation Materials
▪ Video materials
▪ Pamphlets and newspaper clippings
▪ Podcast/ Videocast
Google Sheet Matrix
Scoring Rubrics
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Guidelines in Creating a Concept Paper
Course Performance Indicator Evidence of Performance Performance Standard
✓ Demonstrate an in depth understanding ❖ Produce a comparative analysis of the ❖ Content 50% Unity, consistency of
Performance of the nature of the different educational different philosophies of teaching in giving evidences and elaboration
Indicator and and teaching philosophies variety of formats ❖ Organization and structure 20%
Evidence of ✓ Evaluate the various educational ❖ Develop one’s own philosophy of Introduction, body and conclusions
Performance theories, beliefs, philosophies as to their teaching based on the comparative and flow of ideas, Presentation 30%
relevance to Philippine education and the philosophies of teaching Oral presentation
teaching profession ❖ Prepare a case analysis of actual legal
✓ Demonstrate appreciation of the learning and ethical cases in education
theories and teaching philosophies in the
teaching profession *75 % minimum compliance of all the
of the requirements
✓ Demonstrate solid appreciation of ethical
and legal considerations relevant to the
teaching profession
✓ Observe legal and ethical considerations
in conducting research –related activities
Grading System Based on BOR Resolution No. U-3007 dated June 24, 2019, the following is the PNU Grading System of the University.
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Course
Requirements Requirement Percentage
Examinations (Mid-term and Final) 25%
Assignments 25%
25%
Projects (Concept Paper, Case Analysis & Experiential Learning 35%
Worksheet) 25%
Participation (Synchronous & Asynchronous Discussions) 15%
S – 25%
A – 25%
Total 100%
The following course policies are to be presented and clarified to the class during the first session, if possible, of the school
Face to Face term:
Delivery
1. Regular attendance and punctuality are to be strictly observed and monitored in all sessions. University policy on
excessive absences (20%) is to be enforced unless these are valid and supported by appropriate documents. Coming
to class after 15 minutes is considered late but not after 30 minutes. However, 2 consecutive tardiness would be
equivalent to 1 absence. This would teach a valuable lesson on management of time, particularly punctuality, to
prospective teachers and prevent distractions.
2. The nature of the course calls for active class participation from every student. Critical thinking is enhanced. This
Course Policies
criterion is to be monitored and evaluated by the faculty with the aid of seat plan.
3. Examination will be announced. Failure to take it due to valid reason would be given a chance for make up. Otherwise,
a failing grade would be given. The make-up should not extend beyond a week from the time student has reported back
to the class unless there are special or unavoidable circumstances that would warrant an extension..
4. Paper presentation on assigned topics/problems should be accompanied by a handout on salient points and the use of
audio-visual aids or technology. English is the medium of communication.
5. Deadline of submission of position paper is to be announced. No late submission is allowed to enable the faculty to
submit final grade on time in conformity with the University policy.
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Rev. No. 05
6. Failure to comply with the course requirements would merit incomplete rating and this has to be completed within the
next semester.
Students with Disability:
Students with disabilities who seek accommodations in a course must be registered with the OSASS and inform their
instructors about their condition (visual acuity, functional vision, visual efficiency) at the beginning of the semester for
accommodation services.
o Students with visual impairments (blindness and low vision) should first be oriented with the classroom environment,
most especially with the gymnasium and laboratory equipment. They can also have their preferred seating.
o Tactile aids and manipulative materials (embossed relief maps and diagrams, three-dimensional (3D) models, tactile
models) should be prepared for students with blindness. PowerPoint presentations, e-books and other materials
preferably in Braille, must also be given to them ahead of time. Likewise, they should be allowed to use their assistive
devices such as talking computers and calculators, iPad, audio recorders, smart phones, to serve as their notes in
class discussions.
o For students with low vision, large-print books and handouts with large-print size scan be given to them ahead of
time.
o Teachers should talk in slow and clear manner, and most importantly should describe ALL discussions for students
with visual impairments. Instead of plainly writing on the board, the teacher should describe what is to be written or
drawn on the board. This should also be done while presenting PowerPoint presentations, video clips, pictures and
the like.
o Extra time must be given to the students with disabilities as they travel from one class to the next. Sighted guides,
preferably classmates, must be oriented and be allowed to help them in travelling. It is however recommended that
students with disabilities become self-sufficient in travelling, most especially if they experienced a year of orientation
and mobility in the university.
o During examinations, teachers can prepare test papers in Braille for students with blindness. But if not possible, they
can dictate the test items to the students or have one sighted guide to do the dictation while the teacher assists. For
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Rev. No. 05
students with low vision, print materials could be prepared using large-print sizes (36-point type), in bold and black
font, that are visible for them.
o Teachers should model inclusive teaching among their students and therefore should NOT isolate any student,
specifically those with disabilities from any class or school activity.
Proper accommodations must be prepared and consulted with experts in the discipline if needed.
Flexible Delivery
Consultation Period
MAVILLE A. DIZON, Ph.D. (SGD)

Date: October 14, 2022
Prepared by
GERRY C. ARETA
JERICK C. FERRER (SGD)
Name of Faculty
Signature above Printed Name
Reviewed by
MA. TERESA MANICIO, Ph.D. (SGD) Date: October 17, 2022

Associate Dean, Faculty of Education Sciences
Issue No. 01
Rev. No. 05
Approved by
RUTH A. ALIDO, Ph.D. (SGD) Date: October 17, 2022

Dean, College of Teacher Development

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Reference No.

PNU Philosophy Education for personal renewal and social transformation.

Instructional Delivery Design

relevance to the A. MAJOR

C. DepEd Order No.

Debriefing/ Clearing House Submission, Presentation and Checking of Requirements

II. The Philippine Educational System

III. Philosophical Foundations of Education

Unit IV. Laws Pertaining to the Educational System & Governance

Technical Education and Skills Development Act 1994. https://tesda.gov.ph/uploads/File/REPUBLIC%20ACT%20NO.%207796.pdf

Unit V. Laws Pertaining to Teacherss

REPUBLIC ACT NO. 10931 https://www.lawphil.net/statutes/repacts/ra2017/ra_10931_2017.html

REPUBLIC ACT NO. 10627 https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/

Guidelines in Creating a Concept Paper

Course Performance Indicator Evidence of Performance Performance Standard

MAVILLE A. DIZON, Ph.D. (SGD)

JERICK C. FERRER (SGD)

MA. TERESA MANICIO, Ph.D. (SGD) Date: October 17, 2022

RUTH A. ALIDO, Ph.D. (SGD) Date: October 17, 2022

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