Bachelor in Elementary Education AACCUP Level IV Phase 1
AREA III- CURRICULUM AND INSTRUCTION
AREA III – CURRICULUM AND INSTRUCTION
Exhibits
PARAMETER A: CURRICULUM AND PROGRAM OF STUDIES
SYSTEM – INPUTS AND PROCESSES
A.S.1. The curriculum provides for the development of the following professional competencies:
A.S.1.1. Acquisition of knowledge of theories based on the field of specialization/discipline;
A.S.1.2. Application of the theories to real problems in the field; and
A.S.1.3. Demonstration of pedagogical skills in applying different strategies in the actual work setting.
A.S.2. There is a system of validation of subjects taken from other schools.
A.S.3. The curriculum reflects local, regional and national development goals as well as the institution’s vision and mission.
IMPLEMENTATION
A.I.1. The curriculum/program of study meets the requirements and standards of CHED and the total number of units of the curriculum is equivalent to or judiciously exceeds the prescribed number in consonance with CMO#30, s. 2004 (total units for BEEd – 174 units; BSEd – 174 units):
A.I.1.1. BEEd
A.I.1.1.1 General Education – 63 units
A.I.1.1.2. Professional Education – 54 units
A.I.1.1.3 Specialization – 57 units
A.I.1.2. BSEd
A.I.1.2.1 General Education – 63 units
A.I.1.2.2. Professional Education – 51 units
A.I.1.2.3 Specialization – 60 units
A.I.2. The subjects are logically sequenced and prerequisite courses are identified.
A.I.3. The curricular content is responsive to the needs of the country and the recent developments in the profession.
A.I.4. The curricular content covers the extent of the professional and technical preparation required of its graduates.
A.I.5. The curriculum integrates values reflective of the national customs, culture and tradition in cases where applicable.
A.I.6. Opportunities for participation in hands-on activities such as immersion/practical training and field study are maintained in the curriculum.
A.I.7. The following activities are undertaken to ensure quality in the process of curriculum development:
A.I.7.1. Participative planning and designing of the curriculum by the following stakeholders:
A.I.7.1.1 administration;
A.I.7.1.2 faculty;
A.I.7.1.3 students;
A.I.7.1.4 alumni;
A.I.7.1.5 representatives from the industry sector; and
A.I.7.1.6 others (please specify)
A.I.7.2. periodic review. assessment, updating and approval of the curriculum by the Academic Council; and
A.I.7.3. confirmation of the curriculum by the Board of Regents/ Trustees (BOR/BOT).
A.I.7.4. others (please specify)
A.I.8. Opportunities for participation in hands-on activities such as immersion/practical training and field study are maintained in the curriculum.
OUTPUT
A.O.1. The curriculum is responsive and relevant to the demands of the times.
A.O.2. There is a passing average performance in the Licensure Examination of Teachers (LET).
PARAMETER B: INSTRUCTIONAL PROCESS, METHODOLOGIES AND LEARNING OPPORTUNITIES
SYSTEM – INPUTS AND PROCESSES
Syllabus and Instructional Materials
B.S.1. There is an institutional outcomes-based standard format in the preparation of the course syllabi.
B.S.2. The syllabus includes a list of suggested readings and references of print and electronic resources within the last 10 years.
B.S.3. Copies of all course syllabi during the term are available at the Dean’s office or in any other appropriate repository.
B.S.4. Copies of all course syllabi in previous semesters are filed for reference purposes.
B.S.5. There is provision for remedial measures to strengthen the basic skills in Mathematics and English and other “tool” subjects.
B.S.6. There is a mechanism to facilitate the teaching-learning process.
IMPLEMENTATION
B.I.1. The Dean or official concerned approves the updated syllabus for each subject.
B.I.2. The faculty prepares syllabi with comprehensive contents.
B.I.3. The faculty revise and enhances their syllabi preferably every two years and as needed.
B.I.4. The faculty distributes a copy of the syllabus to each student.
B.I.5. Teaching strategies stimulate the development of the students’ Higher-order Thinking skills (HOTS) such as critical thinking, analytical thinking, creative thinking and problem-solving.
Teaching Strategies
B.I.6. Classroom instruction is enriched through the following strategies:
B.I.6.1. symposia, seminars, workshops, professional lectures;
B.I.6.2. educational tours/learning visits/other co-curricular activities;
B.I.6.3. peer teaching/cooperative learning; and
B.I.6.4. computer-assisted instruction (CAI) and computer-assisted learning (CAL).
B.I.7. At least three (3) of the following course requirements are used:
B.I.7.1. group/individual projects;
B.I.7.2. group/individual reports;
B.I.7.3. group/individual term papers;
B.I.7.4. performance activities;
B.I.7.5. learning contract;
B.I.7.6. portfolio;
B.I.7.7. learning modules;
B.I.7.8. research study;and
B.I.7.9. others (please specify)
B.I.8 Instruction is enriched through the use of, at least ten (10) of the following techniques/strategies:
B.I.8.1. film showing;
B.I.8.2. projects;
B.I.8.3. group dynamics;
B.I.8.4. case study;
B.I.8.5. workshops;
B.I.8.6. simulations;
B.I.8.7. dimensional question approach;
B.I.8.8. brainstorming;
B.I.8.9. buzz sessions;
B.I.8.10. informal creative groups;
B.I.8.11. interactive learning;
B.I.8.12. team teaching;
B.I.8.13. micro teaching;
B.I.8.14. macro teaching;
B.I.8.15. tandem teaching;
B.I.8.16. peer teaching;
B.I.8.17. multi-media/courseware/ teachware;
B.I.8.18. experiments;
B.I.8.19. problem-solving;
B.I.8.20. type study methods;
B.I.8.21. reporting;
B.I.8.22. panel discussion; and
B.I.8.23. and others (please specify)
B.I.9. Instructional strategies provide for student’s individual needs and multiple intelligences.
B.I.10. Instruction is enhanced through the following:
B.I.10.1. submission of approved and updated syllabus per course;
B.I.10.2. regular classroom observation/supervision;
B.I.10.3. regular faculty meetings with the College/Academic Unit Dean/ Department Head;
B.I.10.4. regular faculty performance evaluation;
B.I.10.5. attendance/participation of faculty in in-service training;
B.I.10.6. conduct of experimental classes; and
B.I.10.7 adoption of alternative instructional delivery modes, such as modular instruction, e-learning and on-line study.
B.I.11. Instructional materials (IMS) are reviewed and recommended by an Instructional Materials Committee(lMC).
B.I.12. Varied, multi-sensory materials and computer programs are utilized.
B.I.13. The College/Academic Unit maintains consortia and linkages with other learning institutions for academic exchange of instructional materials.
B.I.14. The faculty are encouraged to produce their own instructional materials such as modules, software, visual aids, manuals and textbooks.
OUTCOME/S
B.O.1. Course syllabi are updated and approved by concerned authorities.
B.O.2. Varied teaching strategies are efficiently and effectively used.
B.O.3. Instructional materials produced by the faculty are copyrighted/ patented.
PARAMETER C: ASSESSMENT OF ACADEMIC PERFORMANCE
SYSTEM – INPUTS AND PROCESSES
C.S.1 The program of studies has a system of evaluating student performance through a combination of the following:
C.S.1.1. formative tests such as quizzes, units tests;
C.S.1.2. summative tests such as mid-term and final examination;
C.S.1.3. project and term papers;
C.S.1.4. practicum and performance tests; and
C.S.1.5. other course requirements.
C.S.2. The summative tests have the following descriptions:
C.S.2.1. comprehensive enough to test the different levels of cognitive skills and knowledge of content; and
C.S.2.2. based on a well-designed Table of Specifications (TOS).
IMPLEMENTATION
C.I.1 Varied evaluation measures are used, such as:
C.I.1.1. portfolio;
C.I.1.2. rubric assessment;
C.I.1.3. skills demonstration;
C.I.1.4. paper and pencil tests;
C.I.1.5. oral examinations;
C.I.1.6. group/individual reports;
C.I.1.7. group/individual study; and
C.I.1.8. others (please specify)
C.I.2. Evaluation tools/instruments are reviewed and revised periodically.
C.I.3. The faculty are trained how to assess student performance properly.
C.I.4. The College/Academic Unit encourages and supports assessment for multiple intelligences.
C.I.5. Course and test requirements are returned to students after results are recorded, and analyzed.
C.I.6. The system of student evaluation and grading is defined, understood, and disseminated to the:
C.I.6.1. students;
C.I.6.2. faculty;
C.I.6.3. academic administrators; and
C.I.6.4. parents/guardians.
OUTCOME/S
C.O.1. Students’ academic performance is commendable.
C.O.2. Retention rate of students is on the average.
PARAMETER D: MANAGEMENT OF LEARNING
SYSTEM – INPUTS AND PROCESSES
D.S.1. There are policies on management of learning which include the following:
D.S.1.1. students’ attendance in class and other academic activities;
D.S.1.2. schedule of classes;
D.S.1.3. students’ discipline; and
D.S.1.4. maintenance of cleanliness and orderliness,
IMPLEMENTATION
D.I.1. The policies on management of learning are enforced.
D.I.2. Students’ activities are well-planned and implemented.
D.I.3. Assignments are designed to reinforce teaching which results to student’s maximum learning.
D.I.4. The maximum class size of 50 for undergraduate course is observed.
D.I.5. Classroom discipline is maintained in accordance with democratic practices.
D.I.6. The class officers and assigned students assist in maintaining the cleanliness of classrooms, laboratories, corridors and the school campus.
D.I.7. Independent work and performance are encouraged and monitored in the following activities:
D.I.7.1. case studies/reports;
D.I.7.2. field practice;
D.I.7.3. practice teaching;
D.I.7.4. on-the-job training(OJT)
D.I.7.5. thesis; and
D.I.7.6. others (please specify)
D.I.8. In practicum courses (field study, OJT, practice teaching, etc.) the number of trainees by each coordinator does not exceed 50.
OUTCOME/S
D.O.1. Learning is efficiently and effectively managed.
PARAMETER E: GRADUATION REQUIREMENTS
SYSTEM – INPUTS AND PROCESSES
E.S.1. There is a policy on graduation requirements.
IMPLEMENTATION
E.I.1. The students are regularly informed of the academic requirements of their respective courses.
E.I.2. The College/Academic Unit Implements a system for student returnees and transferees to meet the residence and other graduation requirements.
E.I.3. Graduating students conduct research/or undergo practicum/OJT or other activities prescribed in their respective curricula.
E.I.4. The College/Department of Undergraduate Teacher Education (BEEd) assists the graduating students with academic deficiences, disciplinary cases and other problems which hinder issuance of clearances.
E.I.5. A Clearance from academic and financial accountabilities and responsibilities is required before graduation.
OUTCOME/S
E.O.1. At least 60% of students enrolled in the program are able to graduate within the regular time frame
PARAMETER F: ADMINISTRATIVE SUPPORT FOR EFFECTIVE INSTRUCTION
SYSTEM – INPUTS AND PROCESSES
F.S.1. The institution has policies on:
F.S.1.1. substitution or special arrangements whenever a teacher is on leave or absent;
F.S.1.2. giving awards and/or recognition for faculty and students with outstanding achievements; and
F.S.1.3. supervision, monitoring and evaluation of faculty performance.
IMPLEMENTATION
F.I.1. The institution implements rules on the attendance of the faculty in their respective classes and other academic related activities.
F.I.2. Dialogues are regularly conducted by the administration with the:
F.I.2.1. faculty; and
F.I.2.2. students
F.I.3. Quality instruction is assured through the following strategies:
F.I.3.1. conducting seminar/workshop on syllabi making;
F.I.3.2. holding workshops on test construction and the corresponding table of specifications;
F.I.3.3. conducting competency assessment;
F.I.3.4. conducting supervisory visit of classes and providing assistance, if necessary;
F.I.3.5. holding of regular faculty meetings;
F.I.3.6. requiring consultations between the students and the faculty;
F.I.3.7. conducting studies on the academic performance of students; and
F.I.3.8. providing opportunities for the participation of the faculty in in-service training activities.
F.I.4. Periodic faculty performance evaluation on teaching and in other functions is done by at least three of the following:
F.I.4.1. the Dean/Academic Head/Department Chair;
F.I.4.2. the students;
F.I.4.3. the faculty member himself/herself;
F.I.4.4. peers; and
F.I.4.5. others (please specify)
F.I.5. The results of the performance evaluation are used to improve the performance/competencies of the faculty.
F.I.6. Students are given recognition for exemplary academic and non- academic performances.
F.I.7. Outstanding achievement of students is recognized and encouraged through the following:
F.I.7.1. inclusion in the honor roll, Dean’s list, etc.;
F.I.7.2. grant of tuition scholarships;
F.I.7.3. award of honor medals and merit certificates;
F.I.7.4. membership in honor societies/honor class/sections, etc;
F.I.7.5. grant of special privileges such as opportunities in leadership and others (excluding exemption from major exams on all professional subjects); and
F.I.7.6. grant of awards and recognition for outstanding academic accomplishments e.g., Best Thesis, Student Researcher of the Year, etc.
F.I.8. Indicators on performance of graduates are studied such as:
F.I.8.1. analysis of performance of graduates in the Licensure Examination for Teachers (LET);
F.I.8.2. employability of graduates; and
F.I.8.3. feedback from employers regarding performance of graduates.
OUTCOME/S
F.O.1. The faculty members and students have commendable performance as a result of administrative support.
F.O.2. The graduates of the program are employable.