Dpe 101 Course Outline

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Republic of the PhilippinesCEBU TECHNOLOGICAL UNIVERSITY

Main Campus, M. J. Cuenco Avenue and R. Palma St., Cebu City(SUC Level IV, AACCUP Accredited and ISO 9001 Certified)

url: http://www.cscst.ph e-mail: [email protected] Tel. No. (032) 416-6585 Fax No. (032) 412-1398

COLLEGE OF EDUCATION

Course Syllabus

In

DPE 101 – FOUNDATIONS OF EDUCATION

Department / Area : College of Education

Curriculum : DPE

Curriculum Year : -

Academic Year : 2014-2015

Semester : First/Second

Course No. : DPE

Course Title : Foundations of Education

No. of Hour/ Week : 3

No. of Weeks/ Sem: 18

Credit Unit : 3

CEBU TECHNOLOGICAL UNIVERSITY

VISION

The center of excellence and development in research, instruction, production, and extension services for progressive leadership transcending global technological, business and industry driven education.

MISSION

Provides advanced professional and technical instruction for special purposes, industrial trade, teacher education, agriculture, fishery, forestry, engineering, aeronautics and land-based programs, arts and sciences, health sciences, information technology and other relevant fields of study. It shall undertake research, production and extension services, and provide progressive leadership across the areas of specialization for global empowerment.

GOALS

mailto:[email protected]

http://www.cscst.ph/

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Produce knowledge-based and globally competent human resource that are reasonably flexible and attuned to the latest technology needs; strengthen academe and industry partnership; and spur effective and efficient technology management.

COLLEGE OF EDUCATION

Philosophy

To develop man in his totality with a critical mind and appropriate technology to adapt to his rapidly changing environment and contribute to the balanced growth and progress to the society he serves.

Vision

The center of development in technology teacher education and training

Mission

The main concern of COED is the preparation of teachers in science and technology, special education, early childhood, and general education imbued with the ideals, aspirations of Philippine life and culture and sufficiently equipped with skills, knowledge, values and attitudes for an effective delivery system.

Aims

1. To train and develop science and technology teachers who will meet the manpower needs in industry and for secondary level of education;

2. To train and develop competent elementary teachers in the field of technology, special education, early childhood education, and general education;

3. To promote researches in the field of technology education, agriculture and fishery education and other related fields of technology education and to disseminate the same through extension services and off campus teaching; and

4. To train students who will become better community extension workers and effective agents of change for global competitiveness.

Course Description

The course delves on synthesis of fundamental psychological, sociological and anthropological data and principles as applied in education, skills and techniques in understanding the scientific principle of human behaviors, and the ability to touch the lives of young people; to make them active agents to change and to instill on them the worthwhile Filipino values needed in fast changing society.

The course also explore or look into the philosophy, history and development of educational theory and practice as they relate to the national goals and ideals of education are the basic concepts of this course. It includes a comprehensive discussion of the Philippine educational system and its legal aspects.

Course Content:

Specific Objectives Topics to be Discussed: Strategies/Activities Reporter

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I. PSYCHOLOGICAL FOUNDATIONS OF EDUCATION

Education depends heavily upon psychology because the kind and amount of education that the learner acquires is conditioned by his psychological traits such as general mental ability, aptitudes, temperament, interests, effort-making capacity, physical conditions, etc. Hence, the principles of education are principally based upon the facts and principles of psychology.

Determine and distinguish different schools or system of psychology upon which many important educational principles are based.

1. Psychological Basis of Education -

a.The System or Schools of Psychology

b.The Eclectic Approachc.The Psychological Factors

that Condition the Intellectual. And Behavioral Development of an individual

Lecture-Discussion

Group Reporting

Cooperative Learning Activities

Film Showing

Learning Resource Material:

CALDERON, Jose F. Foundations of Education (Psychological, Sociological, Anthropological, Historical, Philosophical and Legal Foundations of Education).1998. Rex Printing Company, Inc., Quezon City

ZULUETA, Francisco M. & Elda M. Maglaya. Foundations of Education. (Psychological, Sociological, Anthropological, Historical, Philosophical and Legal Foundations of Education) 2000. National Bookstore, Mandaluyong

MATEO, Rosalinda A. & Maura G. Tangco. Foundations of Education II (Historical,

Look at carefully and review the learner’s characteristics, capacities, and the rest of his personality traits so that ways and means may be devised to enhance his ability to assimilate learning.

2. The Learner –a.The Biological and

Physiological Development of the Learner

b.Developmentalismc. Individual Differences

Under Heredity Under Environment

Review and analyze emotional dispositions of an individual, and his experiences that affect emotions to varying degrees that renders his emotional state pleasant and unpleasant.

3. Temperament -a.Emotion as It Affects the

Learnerb.Theories of Emotionc. Importance of Emotiond.Methods of Eradicating

Undesirable Emotional Behavior

e.Means of Indirect Adjustment to Frustration

Examine and go through the different traits, characteristics and patterns of adjustments of an individual’s that sets him apart or makes him different from other individuals.

4. Personality –a.Components of Personalityb.Theories of Personalityc.Type Theories

Trait Theories Developmental

Theories’ Theories of

Personality Dynamics Overcompensation

Theory Need Theories of

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Personality Philosophical and Legal Foundations of Education). 2003. Katha Publishing Co. Inc., Quezon City

Assessment Schemes Paper/Pencil Test Graded Group

Presentation of Outputs

Submission of Group Outputs

Ascertain and find out the nature of how the learner learns and the nature of learning process.

5. The Learning Process –a.The Nature of Learningb.Types of Learningc.The Tests of Learningd.Other Kinds of Learninge.Theories of Learning

Trial and Error Association or

Stimulus-

Response Theories Thorndike’s

Connectionisms Theory

Conditioning Theories Cognitive Field

Theories of Learningf. Factors Affecting the

Transfer of Learning

Identify, realize and comprehend the important elements that promote the learner’s performance in activities that they are engaged in.

6. Motivation –a.Importance of Motivationb.Motivation as

Differentiated from Motive and Incentive

c.Classes of Motivationd.Classification of Motivese.Motivational Cyclef. Source Theories of

Motivation

Determine factors or components that encourages and enhance learner’s to act in such a manner that will create classroom conditions conducive to the attainment of instructional objectives.

7. Discipline and Guidance –a.Objectives of Disciplineb.Approaches to Disciplinec.Developmental Stages in

Disciplined.Guidance and Counseling

Meaning of Guidance and Counseling

Objectives of Guidance and Counseling

Choosing a Vocation or Profession

Discover and associate roles of teachers in the teaching-learning situation, facilitation of learning, and the evaluation of the students’ achievements.

8. The Teacher and the Policy Maker –

a.The Teacher Tips for an Effective

Teaching-Learning Situation

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b.The Policy Maker The Scope of

Educational Laws or Policies

II. SOCIOLOGICAL FOUNDATIONS OF EDUCATION

Major concerns of society which forms the sociological foundations of education are the following: 1) conservation, development, and improvements of human resources; 2) conservation, development, and utilization of natural resources; 3) production, distribution, and conservation of economic goods; 4) land, water, and air transportation and communication; 5) communication of facts and ideas; 6) utilization of leisure time; 7) expression of ethical impulses; 8) expression of aesthetic impulses; 9) organization and administration of government; 10) changes in society; 11) social stratification; 12) social groups; 13) social problems; and 14) cultural values.

Determine the effect or influence of social stratification, social status, social mobility, status symbols, and roles in learning and teaching process and development.

9. Social Stratificationa. Meaning of Societyb. Meaning of Social

Stratificationc. Social Statusd. Determinants of Social

Status of Class Occupational and

Income Scale Education House Type Dwelling Area

e. Effects of Social Stratification in Learning

f. Social Mobilityg. Status Symbolsh. Rolei. Effects of Social

Stratification in Learning

Lecture-Discussion

Group Reporting


Film Showing



ZULUETA, Francisco M. & Elda M. Maglaya. Foundations of Education. (Psychological, Sociological, Anthropological, Historical, Philosophical and Legal Foundations of Education) 2000. National Bookstore,

Determine the effect or influence of social groupings in learning and teaching process and development.

10. Social Groups –a. Two General Types of

Groupsb. General Functions and

Advantage of Social Groups

c. Kinds of Voluntary Groups Peer Group Idolized Group The We-group and the

They-group Formal Voluntary

Associations

Determine the effect or influence of the different institutional group of agencies for education that serves as

11. Institutional Group Agencies for Educationa. The Familyb. Classification of the

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agencies for learning to students and teachers.

Family According to Structure According to the

Number of Spouses According to Line of

Descent According to

Residence According to

Dominancec. General Functions of the

Familyd. Educative Function of the

Family (Home)e. The School

Functions of a School Relationship Between

the School and the Community

Evaluation of a Schoolf. The Church

How Teaching is Done What are Learned in

the Church Characteristics of

Divine Values

Mandaluyong

MATEO, Rosalinda A. & Maura G. Tangco. Foundations of Education II (Historical, Philosophical and Legal Foundations of Education). 2003. Katha Publishing Co. Inc., Quezon City

Determine, relate, and distinguish factors and/or elements that would enable students to carry on their daily activities cooperatively, peacefully, and according to schedule.

Classify, categorize, causes, features, reasons, issues, elements and basis of good human relations, important divine values as well as socially accepted human values that enable a person/student to live well and with others.

12. Human Relations and Leadership

a. Human Relations Ten Commandments

of Human Relations Short Course in

Human Relationsb. Leadership

Qualities of a Leader Leadership Foundation

Defines Leadership Theories About the

Emergence of Leaders Kinds or Types of

Leaders A

ccording to Status A

ccording to Managerial Grid

According to Manner of Participation

According to Democratic

Lecture-Discussion

Group Reporting


Film Showing



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Practices Functions and Roles

of a Leader in an Organization

How a Leader Deals with his Subordinates

Methods of a Leader May Use in Influencing the Group in Decision-Making

Functions and Roles of a Leader in

The Problem-Solving Process of a Leader may Use

Salesmanship General Functions of

a Leader






Identify the common social problems and its effects, influence, and contributions to society.

13. Social Problemsa.Drug Addiction

Evil Effects of Drugsb.Juvenile Delinquencyc.Lack of Peace and Orderd.Sex Problems

Sex Problems in the Country

Causes of Sex Problems

Negative Effects of Sex Problems

e.Population Explosion Negative Effects of

Overpopulationf. Povertyg.Gambling

Negative Effects of Gambling

h.Alcoholism Negative Effects of

Alcoholismi. Traffic Congestion

Negative Effects of Traffic Congestion

j. Brownouts Adverse Effects of

Brownoutsk.Deforestation

Negative Effects of Deforestation

l. Pollution Negative Effects of

Pollution

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m. Unemployment Adverse Effects of

Unemployment

III - ANTHROPOLOGICAL FOUNDATIONS OF EDUCATIONWhat is anthropology? How can anthropology be a foundation of education?

Distinguish the meaning of anthropology

14. Introduction to Anthropological Foundations

a. Meaning of Anthropologyb. Man

Biological Behaviorally

c. Divisions of Anthropologyd. Uses of Anthropology

Lecture-Discussion

Group Reporting


Film Showing




MATEO, Rosalinda A. & Maura G. Tangco.

Find out and characterize the meaning, classification, characteris-tics, and function of culture vis-à-vis society.

15. Culture –a. Meaning of Cultureb. Classification of Culture

According to dynamism

According to stability According to Form or

Componentc. Characteristics of Cultured. Functions of Culturee. Societyf. Culture and Society

Be familiar with the meaning, characteristics, elements, functions, mechanical aids, importance and relation between language and writing vis-à-vis education.

16. Language and Writing –a. Language

Characteristics of Language

Elements of Language

Functions of Language

Mechanical Aids in Oral Communication

b. Writing Development of

Writing Mechanical Aids to

Writing Functions and

Importance of Writing Relation Between

Language and Writing

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Foundations of Education II (Historical, Philosophical and Legal Foundations of Education). 2003. Katha Publishing Co. Inc., Quezon City

Assessment Schemes

Be familiar with the meaning, beliefs and practices, instrument, leaders, classification, functions, uses, roles and disadvantages of religions vis-à-vis education.

17. Religion –a. Some Religious Beliefs

and Practicesb. Instrument of Religionc. Religious Leaders or

Officialsd. Classification of Religions

According to the Number of God

Worshippede. Functions, Uses, and

Roles of Religionf. Disadvantages of Religiong. The World Religions

Be familiar with the meaning, classification, uses, functions and variations of arts vis-à-vis education.

18. The Arts –a. Definitionb. Classification of Artc. Uses and Functions of Artd. Variations in Art Values

Be familiar with the meaning, classification, and objectives of geography vis-à-vis education.

19. Geography -a. Definitionb. Classification of

Geographyc. According to Scope in

Spaced. According to Scope in

Naturee. Objectives of Studying

GeographyBe acquainted with the meaning, classification, characteristics, and functions of values.

20. Valuesa. Definitionb. Classification of Values

According to the Field or Purpose of Application

According to Source According to the

Benefit Derives According to the

Nature of Occurrence

According to Importance

According to the Effect of Practicing

According to Rationality

According to the Number of People Affected or Involved

c. Characteristics of Values

Lecture-Discussion

Group Reporting


Film Showing


CALDERON, Jose F. Foundations of Education (Psychological, Sociological, Anthropological, Historical, Philosophical and Legal Foundations of Education).1998. Rex

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d. Spiritual Valuese. Human Valuesf. Functions of Valuesg. Important Filipino Cultural

Valuesh. Process of Valuing

Printing Company, Inc., Quezon City




IV. HISTORICAL FOUNDATIONS OF EDUCATION

These early educational systems became the prototypes of the present educational systems of the world.

Review and be familiar with the earliest educational system of the world.

Determine their outstanding contributions to the present educational system.

21. ANCIENT, ORIENTAL, SUMERIAN, EARLY EGYPTIAN AND JEWISH EDUCATION

Lecture-Discussion

Group Reporting


Film Showing




22. ANCIENT CHINESE EDUCATION, EARLY HINDU EDUCATION AND EARLY HEBREW EDUCATION

23. EARLY GREEK EDUCATION AND ROMAN EDUCATION

24. EARLY CHRISTIAN EDUCATION AND MUSLIM EDUCATION

25. THE MEDIEVAL CONCEPT OF SPIRITUAL, INTELLECTUAL, POLITICAL AND ECONOMIC EDUCATION

26. RENNAISANCE PERIOD

27. EDUCATIONAL REALISM,

V. PHILOSOPHICAL FOUNDATIONSOF EDUCATION

Be familiar with the different philosophies of education that influences Philippine educational system.

28. Classical and Contemporary Educational Theories and Philosophies

a.Idealismb.Pragmatismc.Humanism

Lecture-Discussion

Group Reporting


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d.Essentialisme.Realismf. Naturalismg.Rationalismh.Progressivismi. Existentialismj. Disciplinism

Film Showing







Be acquainted with the different educational philosophies of frontier thinkers of education vis-à-vis

29. The Educational Philosophies of Frontiers Thinkers of Education

a.Socratesb.Platoc.Aristotled.Confuciuse.John Amos Comeniusf. John Lockeg.Jean Jacques Rousseauh.Johann Heinrich

Pestalozzii. Johann Friedrich Herbartj. Friedrich Froebelk. John Deweyl. Spencer

30. Eastern Philosophya. Major Philosophical and

Religion Traditionb. Indian Philosophiesc. Chinese Philosophiesd. Japanese Philosophiese. Korean Philosophiesf. Islam: Muslim

Philosophiesg. Christian Philosophies

VI. LEGAL BASES OF EDUCATION

In a democratic state like the Philippines, it is essential that the citizens are literate, socially responsible, useful, and law-abiding. Hence, the government, through the Constitution and other laws, has established a comprehensive educational system which is envisioned to make the citizen literate, socially responsible, useful, and law-abiding. A very significant factor in education in this country is the fact the government has taken unto itself the responsibility of educating the citizenry.

Be familiar with the different current educational practices in the Philippine educational system as provided by major

31. Article XIV – EDUCATION (The 1987 Philippine Constitution)

-Discussion

Group Reporting

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laws.


Film Showing


1987 Constitution of the Republic of the Philippines

______. Laws on Education. Reprinted 2002. Neo Asia Publishing, Inc., Quezon City

BUSTOS, Alicia S. & Socorro C. Espiritu. Foundations of Education II (Historical, Philosophical and Legal Foundations of Education). 1996. Katha Publishing Co. Inc., Quezon City

OMAS-AS, Roberta L. Foundation of Education 2 (Historical, Philosophical and Legal Foundations of Education). 2005. Great Books Publishing, Quezon City.


32. The Educational Decree of 1972 otherwise known as the Presidential Decree 6-A

33. The Educational Act of 1982 otherwise known as Batas PambansaBlg. 232

34. Board Resolution No. 435, Series of 1997 “Code of Ethical and Professional Standards for Professional Teachers”

35. RA No. 4670 – The Magna for Public School Teachers

36. Republic Act No. 7836 “An Act to Strengthen the Regulation and Supervision of the Practice of Teaching in the Philippines and Prescribing a Licensure Examination for Teachers and for other purposes

37. Republic Act No. 9293 “An Act Amending Certain Section of Republic Act No. 7836”

38. Presidential Decree No. 1006 “Providing for the Professionalization of Teachers, Regulating their Practice in the Philippines and for other purposes

39. Republic Act No. 7722 or the “Commission of Higher Education”

40. Republic Act No. 7796 or the “Technical Education Skills Development Act of 1994” of the TESDA Act of 1994

41. Republic Act No. 9155 The governance Basic Education Act of 2001 “DepEd”

42. Republic Act No. 7610 Special Protection of Children Against

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Child Abuse, Exploitation and Discrimination Act”


Submission of Group 43. Republic Act No. 7877 An Act Declaring Sexual Harassment Unlawful in the Employment, Education or Training Environment and for other Purposes

44. Republic Act No. 3019 “Anti Graft and Corrupt Practices Act”

: Lecture = 50 hrs Long Exams (Prelim, Mid-Term, Semi-final & Final) = 4 hrs TOTAL NUMBE OF HOURS = 54 hrs

Requirement of the Course: Grading System:

1. Report/Reaction Paper Components Unit Critique a curriculum/curricula implemented

1. Daily Quizzes 20%Evaluation Techniques 2. Class standing

A. Formative 2.1 recitation 20%1. Oral examination 2.2 project 20%2. quizzes 3. Major exams 40%3. chapter test Total = 100%

B. Summative

References:

1987 Constitution of the Republic of the Philippines

____________. Laws on Education.Reprinted 2002. Neo Asia Publishing, Inc., Quezon City

BUSTOS , Alicia S. & Socorro C. Espiritu. Foundations of Education II (Historical, Philosophical and Legal Foundations of Education). 1996. Katha Publishing Co. Inc., Quezon City


EMBER, Carol. Anthropology.Tenth Edition.Copyright 2002. Pearson Education, Inc.

EMBER, Carol. Anthropology.Fifth Edition.Copyright 1988. Pearson Education, Inc.

GAERLAN , J. and D. Limpingco. General Psychology. Fourth Edition.Copyright 1994.Ken, Incorporated. Quezon City

HUNT, Chester L., Socorro C. Espiritu, Lourdes R. Quisumbing and Justin J. Green. Sociology in the Philippine Setting. Fifth Edition. 1998. SIBS Publishing House, Inc., Quezon City

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KAHAYON, Alicia and Gaudencio Aquino. General Psychology. Copyright 1985.National Book Store. Quezon City.

MATEO, Rosalinda A. & Maura G. Tangco.Foundations of Education II (Historical, Philosophical and Legal Foundations of Education). 2003. Katha Publishing Co. Inc., Quezon City

NOLLEDO, Jose N. The Education Act of the Philippines Annotated. 1990. Rex Book Store., Quezon City

NOLLEDO , Jose N. The Education Act of the Philippines Annotated. 1996. Rex Book Store, Quezon City

OMAS-AS, Roberta L. Foundation of Education 2 (Historical, Philosophical and Legal Foundations of Education). 2005. Great Books Publishing, Quezon City.

PANOPIO , Isabel S. Sociology Focus on the Philippines. Third Edition. 1994. Ken Incorporated. Quezon City

TULIO, Doris D. Foundations of Education II (Historical, Philosophical and Legal Foundations of Education). 1999. National Bookstore, Mandaluyong City

ZULUETA , Francisco M. & Elda M. Maglaya. Foundations of Education.(Psychological, Sociological, Anthropological, Historical, Philosophical and Legal Foundations of Education) 2000. National Bookstore, Mandaluyong City

ZULUETA , Francisco M. General Sociology. Revised Edition.Copyright 2002. Academic Publishing Corporation. 2000. Quezon City

Prepared by: Checked by:

ELPIDIO A. MELGO, Ed. D. RICARDO Q. YBANEZ, M. Ed. Associate Professor V Chair, Professional Educ. Area

Upon the recommendation of the Curriculum Committee

TERESITA T. ROJAS, Ed. D. D.Asso. Dean, COED Regular Programs

Chair, Student TeachingChairman

ELPIDIO A. MELGO, Ed. D. RICARDO Q. YBANEZ, M. Ed. CLEMENCIA B. BURGOS, MAVEDAsso. Dean, COED Special Programs Chair, Professional Educ. Area Chair, Home Mechanics AreaChair, COED Extension Services Member MemberMember

APPROVED:CECILIA ELENA P. DE LOS REYES, Ed. D.

Dean, COED

Documents

Dpe 101 Course Outline