Work Based Learning With Emphasis On Trainers Methodology

Republic of the Philippines
BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY

City of Naga
Telephone No. (054) 472-0416 Loc. 132/127 Fax No. (054) 472-0415
Website : www.biscast.edu.ph E-mail Address : vpaa@biscast.edu.ph
OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS
VISION PROGRAM EDUCATIONAL OBJECTIVES: In three to five years, BTVTED graduates are COLLEGE: Education
The premier college for creative and expected to:
innovative applied sciences and PROGRAM: Bachelor of Technical
technology PEO1 demonstrate mastery of pedagogical competencies required in delivering the Vocational Teacher
content areas based on the Philippine TVET Trainers Qualification Framework. Education (BTVTEd)-
MISSION (PTTQF) FSM/DGFT
Produce exemplary graduates who are PEO2 engage in professional advancement and other vocational-technical competencies
globally competitive, ecologically through industry immersion and entrepreneurial endeavor. YEAR LEVEL/SEMESTER:
sensitive, and socially responsive to the PEO3 practice professional and ethical requirements of the teaching profession by being 3rd year
needs of the community through quality ecologically sensitive and socially through community linkages and professional 2nd Semester, S/Y:
applied sciences and technology engagement 2020-2021
education. REVISION NO.: 0
CORE VALUES EFFECTIVITY DATE: January 2022

B – Brilliance
I – Integrity PROGRAM LEARNING OUTCOMES: after graduation, our BTVTED graduates should be
S – Student-centric able to: COURSE CODE: EDUC017
C – Competence
A – Adaptability PLO1 articulate and discuss the latest developments in the specific field of practice. COURSE TITLE:
S – Service-Excellence PLO2 effectively communicate orally and in writing using both English and Filipino. Work-Based Learning with Emphasis on
T – Teamwork PLO3 work effectively and independently in multi-disciplinary and multi-cultural teams Trainers Methodology
PLO4 act in recognition of professional, social, and ethical responsibility.
GOAL PLO5 preserve and promote “Filipino historical and cultural heritage”. CREDIT UNITS: 3
Develop highly competent and PLO6 articulate the rootedness of education in philosophical, socio-cultural, historical,
committed teachers and leaders in psychological and political contexts. NO. OF CONTACT HOURS PER WEEK:
PLO7 demonstrate mastery of subject matter/discipline.
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scientific and technological education PLO8 facilitate learning using a wide range of teaching methodologies and delivery modes 3 hours
to meet the demands and challenges appropriate to specific learners and their environment.
of the changing environment. PLO9 develop innovative curricula instructional plans, teaching approaches, and COURSE PRE/CO-REQUISITE: none
resources
for diverse learners.
PLO10 apply skills in the development and utilization of ICT to promote quality, relevant,
and
sustainable educational practices.
PLO11demonstrate a variety of thinking skills in planning, monitoring, assessing, and

reporting learning processes and outcomes
PLO12 practice professional and ethical teaching standards to sensitive to the local,
national, and global realities.
PLO13 pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities.
PLO14 demonstrate the competencies required of the Philippines TVET Trainers-
Assessors
Qualifications Framework (PTTQF).
PLO15 demonstrate broad, meaningful and coherent knowledge and skills in any of the
specific fields in technical and vocational education.
PLO16 apply with minimal supervision specialized knowledge and skills in any of the
specific
fields in technical teacher education.
PLO17 demonstrate higher level literacy, communication, numeracy, critical thinking,
learning skills needed for higher learning.
PLO18 manifest a deep and principled understanding of the learning processes and the
role
of the teacher in facilitating these processes and the role of the teacher in
facilitating
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these processes in their students.
PLO19 show a deep and principled understanding of how educational processes relate to
larger historical, social, cultural and political processes.
PLO20 apply a wide range of teaching process skills (including curriculum development,
lesson planning, materials development, educational assessment, and teaching
approaches)
PLO21 reflect on the relationship among the teaching process skills, the learning
processing
in the students, the nature of the content/subject matter, and other factors affecting
educational processes in order to constantly improve their teaching knowledge,
skills
and practices.
PLO22 BTVTED graduates of professional institutions demonstrate a service orientation in
one’s profession.
PLO23 BTVTED graduates of colleges participate in various types of employment,

development activities and public discourses, particularly in response to the needs
of
the communities ones serve.
PLO24 BTVTED graduates of universities participate in the generation of new knowledge
or in research and development projects in technical education.
COURSE LEARNING OUTCOMES (CLO): At the end of the course, the students should be able COURSE DESCRIPTION:
to:
This course deals on different modalities
CLO1. Establish training requirements for trainees of work-based learning such as, dual
CLO2. Monitor Work- Based Training training, apprenticeship, on-the-job
CLO3. Review and evaluate work-based training effectiveness training and others. It covers the
knowledge and skills in establishing the
training requirements for trainees,
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supervising and monitoring work-based
training, and evaluating its effectiveness
in the attainment of the training programs
objectives
OBJECTIVES MATRIX OF PEO, VISION, MISSION AND PLO
PLO
VISIO
PEO MISSION PL PL PL PLO PLO PL PLO PLO PLO PL PLO PLO PLO PL PO
N PLO PLO
O
PLO PLO PLO
O
PLO PLO PLO
O
PLO
13 14 O 16 17 18 O 20 21 22 O 24
1 2 4 5 6 8 9 10 12
3 7 11 15 19 23
PEO1 / / / / / `/ / / / / / / / / / /
PEO2 / / / / / / / / /
PEO3 / / / / / / / / / / / / / / /
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OUTCOMES MATRIX OF CLO AND PLO
PLO
CLO
PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
CLO1 P P I I I I I P I I P I P I
CLO2 P I P I I I D P I
CLO3 I I P I
Legend: I – Introduced P- Practiced D – Demonstrated
LEARNING PLAN
TEACHING-LEARNING ACTIVITIES ASSESSMENT

SCHEDULE LEARNING OUTCOMES INSTRUCTIONAL CONTENT EXPECTED OUTCOMES
ASYNCHRONOUS SYNCHRONOUS TASKS
Week 1 At the end of this rating Course Orientation Reading of course syllabus, Google Meeting: GTKY Oral questioning 85-100% of the students will
period, the students should a. BISCAST Vision, Mission, school policies and (Getting To Know You) be familiarized with the
have: Goals, and Objectives guidelines in flexible Class orientation course requirements and
b. Rules and policies learning. policies
● Disseminate and
governing the whole class Name that Tunes: Song Guess
discuss the BISCAST c. Be aware of the Give task for asynchronous
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VMGO Introduce the course subject-
class Work-Based Learning
Discuss the overview of the Work-Based Learning with
with Focus on Trainers
topics covered in the whole requirements and grading Focus on Trainers
Methodology
semester as well as the rules system of the course Methodology
and policies governing the
whole glass
Work Based Learning
Define and explain Work-
Types of Work Training
Based Learning Read Learning Material: 1 What Movie Am I in? Movie
Job shadowing
Enumerate the objectives of Work Based Learning Guess 85-100% of the students can
Internship Google Form: Short
work-based training define and explain Work-
Week 2 Apprenticeship Program Quiz
Answer Activity Sheet 1 Google Meet: Discuss the Based Learning
Learnership Program Essay
(CLO1) Turning in of outputs in the Work Based Learning .
Dual Training System
google classroom
School- Based Enterprise
Define dual training system Jamboard-Word Guess

Read Learning Material: 2 85-100% of the students can
Enumerate the objectives of Unscramble Me: Word Guess
Educational philosophies define the dual training
the dual training system Act Google Form: Short
system
Week 3 of 1994 Dual Training System Googlemeet: Discuss dual Quiz
Answer Activity Sheet 2 Enumerate the objectives of
training system
Turning in of outputs in the the dual training system Act
(CLO 1) .
google classroom of 1994.
Slideshow Presentation
Read Learning Material 3:
Describe the activities
Industry linkage
needed to establish linkage Google Form: Short 85-100% of the students can
Industry linkage
with the industry for Googlemeet: Discuss the Quiz describe the activities needed
Week 4 purposes of work-based Industry linkage. Rubrics for to establish linkage with the
Systematic Procedures in Answer Activity Sheet 3
learning Slideshow Presentation performance Task industry for purposes of work-
Establishing Linkage Task Sheet 2.2: History
(CLO1 & CLO2) based learning
Turning in of outputs in the
google classroom
Week 5 Enumerate the The responsibilities of trainers in Read Learning Material 4: Googlemeet: Discuss The Google Form: Short 85-100% of the students can
responsibilities of trainers in work-based learning The responsibilities of responsibilities of trainers in Quiz describe the responsibilities
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trainers in work-based
learning
work-based learning
work-based learning Essay of trainers in work-based
(CLO1 & CLO3)
Answer Activity Sheet 4 Video Presentation learning
google classroom
Read Learning Material: 5
Determine the current Current competencies of the 85-100% of the students can
Googlemeet: Discuss Current Google Form: Short
competencies of the trainees Current competencies of the trainees / group of trainees Create a self-assessment
competencies of the trainees / Quiz
Week 6 / group of trainees trainees / group of trainees checklist in identifying the
group of trainees Essay
(CLO1) Answer Activity Sheet 5 training requirements
Video Presentation
google classroom
Trainees’ Training
Google Form: Short
Requirement Picture Gallery
Identify trainees’ training Quiz 85-100% of the students can
Googlemeet: Discuss Trainees’
Week 7 requirements (CLO2) Trainees’ Training Requirement Rubrics for determine the training
Answer Activity Sheet 6 Training Requirement
Performance Task requirements
Task Sheet 2.5: Slideshow Presentation
google classroom
Define a training plan.
Differentiate a training plan Read Learning Material: 7
from session plan Training Plan and Session
Googlemeet: Discuss Training 85-100% of the students can
Identify the parts of the plan Google Form: Short
Training Plan Plan Prepare a Training Plan for
Week 8 training plan; and describe Quiz
Steps in preparing training plan Steps in preparing training plan specific qualification
how to accomplish each Answer Activity Sheet 7
Slideshow Presentation Slideshow Presentation
column of the training plan Turning in of outputs in the
(CLO1) google classroom
MIDTERM EXAMINATION
Week 9
(March 7-12, 2022)
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School and Community
Training Facilities for Work- Googlemeet: Discuss Work- Google Form: Short 85-100% of the students can
Monitor Work- Based Training partnership
Based Learning Based Training Quiz Identify Training Facilities for
Week 10 Trainer Facilities for Work-Based
(CLO2) Trainer Facilities for Work- Essay Work-Based Learning
Training Answer Activity Sheet 8
Based Training
google classroom
Work- Based Training
Googlemeet: Discuss Work-
Trainer Facilities for Work- 85-100% of the students can
Monitoring Tools for Work- Monitor Work- Based Training Based Training Google Form: Short
Based Training Create Trainees’ Record
Week 11 Based Training Trainer Facilities for Work-Based Trainer Facilities for Work- Quiz
Book and Trainees Progress
Feedback (CLO3) Training Based Training Essay
Answer Activity Sheet 9 sheet
Video Presentation
google classroom
Read Learning Material: 10 Google Form: Short
Identify tools for monitoring
Organizational leadership Googlemeet: Discuss Tools for Quiz
work-based training Monitoring Tools for Work- 85-100% of the students can
styles monitoring work-based training
Week 12 . Based Training identify tools for monitoring
Answer Activity Sheet 10
(CLO3) work-based training
google classroom
Read Module: 11 Training
Explain the importance of plan
monitoring training activities Trainee’s Record Book Googlemeet: Discuss the 85-100% of the students can
Training plan Google Form: Short
in work- based training. Trainees’ Progress Sheet importance of monitoring Identify list of tools,
Week 13 Trainee’s Record Book Quiz
(CLO3) training activities in work- equipment, and materials in
Trainees’ Progress Sheet
Answer Activity Sheet 11 based training specific NCII
google classroom
Week 14 Provide the necessary Feedback Read Learning Material 12: Googlemeet: Discuss the Google Form: Short 85-100% of the students can
feedback to trainers Feedback importance of feedback Quiz Provide the necessary
State the purpose of feedback to trainers
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feedback
Answer Activity Sheet 12
Identify the characteristic of
an effective feedback
google classroom
(CLO3)
Google Form: Short
Enumerate ways of Read Learning Material: 13
Quiz 85-100% of the students can
evaluating the effectiveness Ways of evaluating the School Culture Googlemeet: Discuss Ways of
create a training session
Week 15 of work-based training effectiveness of work-based Answer Activity Sheet 13 evaluating the effectiveness of
Rubrics for evaluation form and self-
(CLO3) training Turning in of outputs in the work-based training
Performance Task evaluation
google classroom
Explain how to prepare Google Form: Short
Work-based training -Googlemeet: Discuss the 85-100% of the students can
work-based training Work-based training evaluation Quiz
evaluation tools Work-based training evaluation Create a training session
Week 16 evaluation tools tools Rubrics for
Answer Activity Sheet 14 tools evaluation form and self-
(CLO3) Performance Task
Turning in of outputs in the Video Presentation/Slideshow evaluation tools
google classroom
Read Module: 15 Google Form: Short
Evaluation results -Googlemeet: Discuss the Quiz
Analyze evaluation results
evaluation results Essay 85-100% of the students can
Week 17 (CLO3) Evaluation results
Answer Activity Sheet 15 -Slideshow Presentation Presentation of Work- Analyze the evaluation result.
Turning in of outputs in the based training
google classroom
Week 18 Final Exam

(May 16-21, 2022)
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TEXTBOOKS AND REFERENCES COURSE REQUIREMENTS COURSE EVALUATION CLASS ENGAGEMENT
1. Students must get a minimum final rating of Modified Grading System (Policy on Students of this course are expected to:
75% or equivalent of 3.0 to pass the subject. Flexible Learning During Covid-19
TESDA, Pascual, N. Agub, R. 2012. Supervised 2. The flexible learning strategy will be utilized Pandemic, Approved per ADCO Res. No. A. For Synchronous Mode
Work-Based Learning. Marikina City; National in delivering instruction using appropriate 260 s. 2020) 1. Participate actively during recitation,
TVET Trainer Academy learning platforms. individual or group activities, discussion,
3. ICT Requirements. Criteria: etc.
3.1 Students with internet access must I. 50% Quizzes, Seatwork, Assignment, 2. Attend class punctually and regularly (if
understand the G Suite applications Written Outputs, Worksheets, and other situation permits).
(Google Classroom, Mail, Drive, forms of performance task. 3. Be always ready to recite (or to open
Sheets, and Docs). camera) when called.
3.2 All synchronous discussions are II. 50% Midterm and Final Exam or any 4. Mute the device's microphone. (Students
done in Google Meet or other video equivalent projects, research, term paper, may unmute when requested by the
conferencing platform will be prototypes, and other forms of assessment Instructor/Professor.
recorded and provided to the of knowledge and skills. 5. Act and speak respectfully.
students. 6. Wear uniform or dress-up
4.Communication. Equivalence Remarks appropriately/decently for online class.
4.1 Google classroom will serve as the 1.0 99-100 Excellent 7. Maximize the use of chat box for comments,
primary method of asynchronous 1.1 98 Excellent reactions, and clarifications.
communication between the 1.2 97 Excellent 8. Ask permission to record the session. The
professor and students. Therefore, 1.25 96 Superior teacher will record the session and have it
students should check their google 1.3 95 Superior uploaded in the Google classroom so that
classroom at least once daily. 1.4 94 Superior other students who missed the meeting may
4.2 Messenger Chat Group may serve as 1.5 93 Superior be able to review it asynchronously; and
an informal communication channel 1.6 92 Superior 9. Keep the class code confidential. (Students
of the class. 1.7 91 Very Good must not share it with non-class members or
5.Consultation. The professor is available for 1.75 90 Very Good non Asteans).
consultation daily at Tuesday and Thursday; 1.8 89 Very Good
from 10:00-11:30 am and 2:30 -4:00pm. 1.9 88 Very Good B. For Asynchronous Mode
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Only matters relative to course concerns 2.0 87 Very Good (Modules will be provided weekly or bi-weekly via the
shall be entertained. 2.1 86 Good Google classroom)
6.Academic Honesty Policy. 2.2 85 Good
6.1 Students are expected to maintain 2.25 84 Good 1. Submit outputs/activities on the designated
high standards of integrity and 2.3 83 Good time; and
honesty in all their scholastic work. 2.4 82 Good 2. Consult teacher/s for clarification and other
Integrity is one of the college core 2.5 81 Good concerns.
values exemplified by the high 2.6 80 Fair
standard of behavior and 2.7 79 Fair
transparency adhering to values, 2.75 78 Fair
ethical and moral principles. 2.8 77 Fair
6.2 Academic dishonesty includes, but is 2.9 76 Fair
not limited to, cheating, plagiarizing, 3.0 75 Passing
fabricating information, or sources, 5.0 Below 75 Failed
facilitating acts of dishonesty by
others, having unauthorized Supplementary Rating
possession of examinations, P - Passed
submitting the work of another D - Dropped
person or work previously used in F - Failed
another class, or tampering with the IP - In Progress
academic work of other students INC - Incomplete
6.3 All research papers will be subject to
submission for textual similarity
review to Turnitin for the detection of
plagiarism.
7. Syllabus Change/Modification Policy. This
syllabus is a guide for the course. However,
circumstances and events such as
unexpected emergencies may make it
necessary for the instructor to modify the
syllabus during the semester and may
depend, in part, on the progress, needs, and
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experiences of the students. Changes to the
syllabus will be made with advance notice.
RUBRIC FOR ASSESSMENT OF PRESENTATION

Parameters Excellent (5) Good (4) Needs Improvement (3)
Content Demonstrates full knowledge of content. Demonstrates knowledge of content. Demonstrates limited knowledge of the
Provides clear purpose and subject: pertinent Has somewhat clear purpose and subject: some subject/topic
examples, facts and/or statistics. examples, facts and/or statistics that support the Attempts to define purpose and subject provides
Supports conclusions/ideas with evidence. subject. weak examples, facts and/or statistics which do not
Includes some data or evidence that supports adequately support the topic.
conclusions. Includes very thin data or evidence
Organization The lecture is well thought of and easy to follow The lecture contains necessary information but The lecture does not reflect a thoroughly
difficult to follow studied/prepared presentation
Presentation Skills The lecturer can communicate well through the The lecturer lacks one of the following: good use of The lecturer has only one of these: good use of
use of good language, modulation of voice, and language, modulation of voice, proper eye contact. language, modulation of voice, proper eye contact.
proper eye contact
Visual Aids Presentation includes extremely helpful and Presentation includes appropriate and helpful visual Presentation includes few helpful visual aids.
interesting visual aids. aids but not very engaging.
Accuracy Information included in the presentation is Information is well researched with one or two Information is poorly researched with many
accurate and very well researched inaccurate details inaccuracies
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RUBRIC FOR ASSESSMENT OF REFLECTION PAPER

Reflective Statement Voice The paper is written in a personal tone that is The paper is written in a general tone. The paper is written as a list of events but not
reflective of independent and original thought There is an attempt to be reflective at some point but reflective.
lacks introspection. Lacks independent and original thought
Tends to shift in point of view.
Focus and Details There is a well-focused discussion for reflection. Some discussions are well focused. Main ideas are somewhat clear.
Main ideas are clear and supported by detailed Main ideas are clear but are not well supported by Discussions tend to be vague with limited detailed
and accurate information. detailed information. information
Organization Smooth flow of ideas is displayed with the use of The flow of idea is not smooth; no transition devices The paper was written without organizing thoughts
transitions. used. and information.
Conventions Correct grammar, punctuations, capitalization, etc. There are some errors (3-4) in grammar, There are many errors in grammar, punctuations,
are observed. punctuations, capitalization, etc. capitalization, etc.
RUBRIC FOR ASSESSMENT OF PROJECTS

Concept and originality Shows clear picture of what is trying to be Shows a fairly clear picture of what is trying to be Shows little understanding of what is trying to be
achieved. achieved. achieved.
Shows a large amount of original thought. Shows some original thought. Little evidence of original thinking.
Ideas are creative and inventive Shows new ideas and insights
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Presentation/Content All requirements are met and exceeded All requirements are met One or two requirements are not met.
Ideas are presented well with the use of Ideas are presented well but with some unrefined Some details are rudimentary and unpolished
appropriate materials/tools and exemplary details. details. The project does not present a clearly stated
There is a compelling theme that holds viewer’s The elements are connected with the theme. theme.
attention
Timeliness Submitted on or one day before the due date. Submitted 1-2 days after the due date. Submitted after more than two days past the due
date.
Quality and Aesthetics Project reflects thorough preparation with the use Projects reflects preparation with appropriate design. Project reflects mediocre preparation.
of appropriate designs and artwork. Designs and artwork are present, but they are not Limited or no design/artwork to enhance the
Makes excellent use of effects to enhance the very aesthetically pleasing. presentation
presentation
RUBRIC FOR ASSESSMENT OF LESSON PLANS

Presentation All components of the lesson plan are included All components of the lesson plan are included There are missing elements in the lesson plan
There is smooth transition from one part to the Follows all the parts of the lesson plan but transition Some parts are not followed correctly.
next is not smooth. There are gaps in between.
Lesson Outcomes/Objectives The objectives are SMART and include higher One objective is not observable in the execution of Objectives are unclear and some not related to
and activities level thinking skills. the lesson. overall purpose
The activities are all appropriate to attain the One of the activities is not appropriate to carry out Some objectives are not reflected in the activities.
objectives of the lesson. the objectives.
Approach, Methods, and The whole lesson plan is student-centered, There are student-centered activities but most of the The lesson is teacher centered.
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Strategies connects to the “real world”, and effectively time, the teacher gives lectures. Activity is limited
integrates appropriate technology
Creativity in meeting The strategies are meaningful, motivating, The activities are interesting. Activities are routinary or typically done in the
individual needs intellectually stimulating, and provide choices for Tasks partially allow for individual differences classroom
all abilities Tasks do not allow for individual differences
Evaluation Variety of assessment strategies included, and Some assessment strategies included, but one or Limited or no assessment strategies included
consistent with objectives two need to be consistent with objectives
Prepared by: Reviewed: Approved:
Committee Chair (Program Chair):
SHEILA D. BELGICA, PhD GERALDINE C. ALVINA, PhD.

Part-Time Instructor LELIT M. ODIAME, Phd Dean
Assistant Professor II
Members:
ARACELI Q. ROSARI, MAT

Associate Professor IV
MARIA LOURDES O. PADUA, Ph.D.

Assistant Professor IV
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DELIE JEAN N. MARTINEZ, MAED

Associate Professor 1
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Work Based Learning With Emphasis On Trainers Methodology

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Republic of the Philippines

BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY

OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS

CORE VALUES EFFECTIVITY DATE: January 2022

July 2021 Rev. 1 Page 1 of

OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS

PLO11demonstrate a variety of thinking skills in planning, monitoring, assessing, and

July 2021 Rev. 1 Page 2 of

OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS

PLO23 BTVTED graduates of colleges participate in various types of employment,

July 2021 Rev. 1 Page 3 of

OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS

OBJECTIVES MATRIX OF PEO, VISION, MISSION AND PLO

July 2021 Rev. 1 Page 4 of

OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS

Legend: I – Introduced P- Practiced D – Demonstrated

TEACHING-LEARNING ACTIVITIES ASSESSMENT

July 2021 Rev. 1 Page 5 of

OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS

Define dual training system Jamboard-Word Guess

July 2021 Rev. 1 Page 6 of

OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS

July 2021 Rev. 1 Page 7 of

OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS

July 2021 Rev. 1 Page 8 of

OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS

Week 18 Final Exam

July 2021 Rev. 1 Page 9 of

OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS

TEXTBOOKS AND REFERENCES COURSE REQUIREMENTS COURSE EVALUATION CLASS ENGAGEMENT

July 2021 Rev. 1 Page 10 of

OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS

July 2021 Rev. 1 Page 11 of

OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS

RUBRIC FOR ASSESSMENT OF PRESENTATION

July 2021 Rev. 1 Page 12 of

OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS

RUBRIC FOR ASSESSMENT OF REFLECTION PAPER

RUBRIC FOR ASSESSMENT OF PROJECTS

July 2021 Rev. 1 Page 13 of

OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS

RUBRIC FOR ASSESSMENT OF LESSON PLANS

July 2021 Rev. 1 Page 14 of

OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS

Prepared by: Reviewed: Approved:

Committee Chair (Program Chair):

SHEILA D. BELGICA, PhD GERALDINE C. ALVINA, PhD.

ARACELI Q. ROSARI, MAT

MARIA LOURDES O. PADUA, Ph.D.

July 2021 Rev. 1 Page 15 of

OFFICE OF THE VICE-PRESIDENT FOR ACADEMIC AFFAIRS

DELIE JEAN N. MARTINEZ, MAED

July 2021 Rev. 1 Page 16 of

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