Page

INS 12 pages
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Form
August 1, 2020
Republic of the Philippines Revision: 3
CEBU TECHNOLOGICAL UNIVERSITY Page 1 of 12 pages

COURSE SYLLABUS
in
Ed 111
(Course Code)
THE CHILD AND ADOLESCENT LEARNERS AND THE LEARNING PRINCIPLES
(Descriptive Title)
First Semester, AY 2020 – 2021

Department/Area : Professional Education

Curriculum : Bachelor of Elementary Education and Bachelor of Secondary Education
Curricular Year : First Year
No. of Hours/Sem : 54 hours
Credit Unit(s) :3
Prerequisite : None

Vision of the University : A premier multi-disciplinary technological University

Mission of the University :The University shall primarily provide advanced professional and technical instruction for special purposes, advanced
studies in industrial trade, agriculture, fishery, forestry, aeronautics and land-based programs, arts and sciences, health
sciences, information technology and other relevant fields of study. It shall also undertake research and extension
services, and provide progressive leadership in its areas of specialization. (Sec.2, RA 9744)

Goal of the University : The University shall produce scientifically and technologically oriented human capital equipped with appropriate
knowledge, skills, and attitude. It shall likewise pursue relevant research, strengthen linkage with the industry, community
and other institutions and maintain sustainable technology for the preservation of the environment.
 Page 2 of 12 pages

Program Outcomes : The graduates must have the ability to:

A. Common to all Programs:

a. articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor);
b. effectively communicate in English and Filipino, both orally and in writing;
c. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams (PQF
level 6 descriptor);
d. act in recognition of professional, social, and ethical responsibility;
e. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).

B. Common to the Discipline (Teacher Education):

a. articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts;
b. demonstrate mastery of subject matter/discipline;
c. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments;
d. develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
e. apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices;
f. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
g. practice professional and ethical teaching standards sensitive to the local, national, and global realities;
pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

C. 1. Specific to BEED Program (CMO No. 74, series of 2017)

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

2. Specific to Bachelor of Technology and Livelihood Education Program (CMO No. 78, series of 2017)
a. demonstrate the competencies required of the Philippine TVET Trainers-Assessors Qualifications Framework (PTTQF);
b. demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education;
c. apply with minimal supervision specialized knowledge and skills in technology and livelihood education;
d. demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;
e. manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in
their students;
 Page 3 of 12 pages

f. show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and
political
processes; apply a whole range of teaching process skills (including curriculum development, lesson planning, materials
development, educational assessment, and teaching approaches; and
g. reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the
content/subject matter, and other factors affecting educational process in order to constantly improve their teaching knowledge,
skills and practices.

3. Specific to BSED-Mathematics Program (CMO No. 75, series of 2017)

a. exhibit competence in mathematical concepts to other curricular areas;
b. exhibit proficiency in relating mathematics to other curricular areas;
c. manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics;
d. demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics;
demonstrate proficiency in problem-solving and creating routine and non-routine problems with different levels of complexity; use
effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools; and
e. appreciate mathematics as an opportunity of creative work, moments of enlightenment, discovery and
gaining insights of the world.

4. Specific to BSED-Science Program (CMO No. 75, series of 2017)

a. demonstrate deep understanding of scientific concepts and principles;
b. apply scientific inquiry in teaching and learning; and
c. utilize effective science teaching and assessment methods.

Course Description: The course focuses on child and adolescent development with emphasis on current research and theory on biological,
linguistic, cognitive, social, and emotional dimensions. Further, this includes factors that affect the progress of development
of the learners and shall include appropriate pedagogical principles applicable for each development level.

Course Learning Outcomes: Within the semester, the students should be able to:
1. articulate and discuss the research-based knowledge in child and adolescent development and principles of teaching and learning
(PO A.a, b; B.b,c, BTI 1.2.1);
2. articulate the rootedness of education in psychological contexts (PO B.a, BTI 1.1.1);
3. apply the researched-based principles and theories in child and adolescent development in real-life and school setting ((PO B. d,e,f);
4. choose materials and activities that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds (PO
B.c, BTI 3.2.1).
 Page 4 of 12 pages

Course Content:

TEACHING TIME REMARKS/

INTENDED LEARNING ASSESSMENT LEARNING
LEARNING CONTENTS REFERENCE ALLOCATION EVALUATION
OUTCOME TASK(S) RESOURCE(S)
ACTIVITY (HRS) NOTES
I. COURSE
OVERVIEW
AND VMGO CTU Manual
Within the semester, the Student handbook
students are able to: 1. CTU/COEd CTU VMGO
Interactive
Mission, Vision Syllabus
Creating discussion
and Goals; CTU/ Student
personal through LMS https://www.ctu.edu.ph/vmgo/
2. Outcomes and Manual http://www.ascd.org/publications/books/107
VMGO with
course 042/chapters/developing-a-vision-and-a-
rubric Slide sharing of mission.aspx 2
1. relate the Vision, description;
the VMGO of http://ched.gov.ph/wp-
Mission and Goals of and content/uploads/2017/11/CMO-No.-74-s.-
the University
the College and the 3. Policies and 2017.pdf
and the https://learning.northeastern.edu/course-
University to the Requirements learning-outcomes/
Outcomes of
course; of the course
the Program
Module 1-VMGO
Free Writing

1. explain the 14 Corpuz, B. B., et. al(2018).The Child and

II. LEARNER Adolescent Learners and Learning
learner-centered Formative Principles. Quezon City: Lorimar Publishing,
Video -CENTERED Internet and Inc.
principles (CLO1); Assessment Presentation PSYCHOLOGIC multimedia Santrock, J.W. (2016). Essentials of Life-span
Development, Fourth Edition. New York,
AL PRINCIPLES NY;McGraw-Hill Education.
2. identify ways on how Creative Teacher- ( LCP ) Referent books Bergin, C. C. and Bergin, D. A. (2012).Child and
to apply the 14 work Adolescent Development in Your Classroom,
Facilitated Chronological
principles in synthesizing Discussion Learning Approach.USA:WadsworthCengage Learning.
instruction as a future the concepts Bjorklund, D. F. and BLASI, H. C. (2012). Child
through LMS Module 2- Exercises and AdolescentDevelopment. An Integrated
teacher (CLO4); and Learner- Approach.Canada:WadsworthCengage
principles Learning. 2
Slogan Making Centered Gordon, A.M. and Browne, K.W. (2017).
learned with with oral Psychological Beginnings & Beyond. Foundations in Early
rubrics presentation Principles ( LCP) Childhood Education, 10th Edition. United
States of America:Cenage Learning.
Havigurt’s Developmental Tasks (May 4,
2018).The Psychology Notes HP. Online
 Page 5 of 12 pages
Resources for Psychology Students.

TEACHING TIME REMARKS/

INTENDED LEARNING ASSESSMENT LEARNING
LEARNING CONTENTS REFERENCE ALLOCATION EVALUATION
OUTCOME TASK(S) RESOURCE(S)
ACTIVITY (HRS) NOTES
Learner- III. Basic https://www.psychologynoteshq.com/developme
Teacher Concepts and nt-tasks/
Interactive Issues on Levine, L. E. and Munsch, J. (2016).Child
1. state the definition of Reflection Discussion Human Development from Infancy to Adolescence,
An Active Approach. Thousand Oaks,
the basic terms in the Essay/Rubri through LMS Development California. SAGE Publications, Inc.
study of human cs Santrock, J.W. (2016).Essentials of Life-span
Development, Fourth Edition.New York, NY.
development (CLO1); Brainstorming McGraw-Hill Education.
Module 3- Retrieved from https://youtu.be/LqpJcB2TzLE
http://www.jodypaul.com/LCT/LCT.PsychPrinc.ht
2. explain the Observational Meanings, ml 2
Internet and
characteristics, Creative learning Concepts And https://www.naeyc.org/resources/topics/12-
multimedia principles-of-child-development
causes, rates and work Principles Of Source:(http://www.ce71a.com/New_U
implications of growth synthesizing Human niversity_School/principles_of_child_developme
Referent books nt.htm) Taken from
and development the concepts Development website: http://www.naeyc.org/about/positions/d
(CLO1, CLO2); and Reflective ap3.asp
http://www.howkidsdevelop.com/developSkills.ht
principles learning ml
Learning
3. take a stand on the learned with Module 4: The 2
Exercises https://us.corwin.com/sites/default/files/upm-
issues on the study of rubrics Video Capture Stages of binaries/9397_008824ch1.pdf
human development of Poster/ Development https://courses.lumenlearning.com/wmopen-
Powerpoint lifespandevelopment/chapter/human-
(CLO1); and Picture and development/
Formative Clippings/Sloga Developmental https://books.google.com.ph/books?id=pZknDwA
Videos AQBAJ&pg=PA4&lpg=PA4&dq=Development+th
4. discuss the role of Test n Making with Tasks e+qualitative+changes+involving+the+process+o
teachers as oral f+orderly,+cumulative,++directional+and+agerel 2
ated+behavioral+reorganizations&source=bl&ots
consumers and Summative presentation =1bzRuQznzt&sig=ACfU3U18GH8umNcfQpFsr
Graphic
producers of Test Module 5: Issues K1SHsTPLQc_wQ&hl=ceb&sa=X&ved=2ahUKE
Organizers wjm4IaE2KvrAhWJy4sBHVfWBq8Q6AEwEHoE
developmental on Human CAEQAQ#v=onepage&q=Development-
research (CLO 3, Case Study Development %20the%20qualitative%20changes%20involving
%20the%20process%20of%20orderly%2C%20c
CLO4). Analysis umulative%2C%20%20directional%20and%20a
Module 6: ge-
related%20behavioral%20reorganizations&f=fals
Research in e 2
Picture Child and https://www.expii.com/t/grow-and-develop-
characteristics-of-life-10032
Analysis Adolescent
Development
 Page 6 of 12 pages

Prelim Exam 1
TEACHING TIME REMARKS/
INTENDED LEARNING ASSESSMENT LEARNING
LEARNING CONTENTS REFERENCE ALLOCATION EVALUATION
OUTCOME TASK(S) RESOURCE(S)
ACTIVITY (HRS) NOTES
Within the semester, the Oral
students are able presentation of IV. DEVELOPMENTAL Acero, Victoria D., et. Al. 2011. Child and
Adolescent Development. Quezon City: Rex
to: assigned THEORIES
Printing Company, Inc
topics/Video/R Bjorklund, David F. & Blasi, Carlos Hernandez.
ubrics Module 7: Freud’s 2015. Child and Adolescent Development: An

Psychoanalytic Integrated Approach. Pasig City: Cengage 2

Theory Learning Asia Pte Ltd.
Formative Test
Corpuz, Brenda B., et.al. 2015. Child and
Adolescent Development: Looking at Learners at
Different Life Stages. Quezon City: Lorimar
1. explain each Case Study Module 8: Publishing Inc.
developmental theory Analysis Piaget’s Stages of Lim-Borabo, Milagros and Lim-Borabo, Heidi 2
(CLO 1, CLO2); and Summative Cognitive Dev’t. Grace. 2015. Interactive and Innovative
Teaching Strategies, vol. 1. Metro Manila:
Test Picture Internet and Lorimar Publishing, Inc.
Analysis Module 9: multimedia
Creative work Erikson’s Psycho- https://courses.lumenlearning.com/suny-
educationalpsychology/chapter/moral-
2. draw some principles synthesizing Social Theory of Referent development-forming-a-sense-of-rights-and- 2
responsibilities/
of teaching and the concepts books https://owlcation.com/academia/How-to-Apply-
learning from each and principles Powerpoint Module 10: Kohlbergs-Theory-of-Moral-Development-in-the-
developmental theory learned with Presentation Kohlberg’s Stages Learning Classroom-as-a-Teacher
https://link.springer.com/chapter/10.1007/978-3-
(CLO 3, CLO4). rubrics of Moral Dev’t. Exercises 030-15191-1_2 2
Video
Module 11: McLeod, S. (2020). Retrieved from
presentation https://www.simplypsychology.org/vygotsky.html
Graphical Vygotsky’s Socio- https://psychohawks.files.wordpress.com/2010/1 2
Cultural Theory 1/screen-shot-2010-12-09-at-00-15-49.png
presentation/ Case Studies https://educationlearningtoys.com/knowledge-
Rubrics Module base/piaget-vs-vygotsky/
https://www.simplypsychology.org/Zone-of-
Proximal-Development.html
Quiz Model 12: https://www.slideserve.com/tyra/bronfenbrenner-
Bronfenbenner’s s-ecological-systems-theory
https://www.gracepointwellness.org/28-child- 1
Ecological Theory adolescent-development-overview/article/7930-
urie-bronfenbrenner-and-child-development
(https://www.psychologynoteshq.com/bronfenbre
nner-ecological-theory/)
 Page 7 of 12 pages

Midterm Exam 1
TEACHING TIME REMARKS/
INTENDED LEARNING ASSESSMENT LEARNING
LEARNING CONTENTS REFERENCES ALLOCATION EVALUATION
OUTCOME TASK(S) RESOURCE(S)
ACTIVITY (HRS) NOTES
IV. LEARNERS
Within the semester, the AT
students are able to: VARIOUS Corpuz, B. B., et. al(2018).The Child and
STAGES Adolescent Learners and Learning
Principles. Quezon City: Lorimar Publishing,
Inc.
Module 13: Pre-
Acero, Victoria D., et. al. 2011. Child and
natal Adolescent Development. Quezon City: Rex 2
1. trace the early Development Printing Company, Inc.

beginnings of life and Bjorklund, David F. & Blasi, Carlos Hernandez.

see the principle and Module 14: 2015. Child and Adolescent Development: And
Integrated Approach. Pasig City: Cengage
pattern of Physical Learning Asia Pte Ltd.
development from Presentation of Development of 1
http://www.yale.edu/ynhti/curriculum/units/1980/
conception to full-term assigned Infants and Internet and 5/80.05.03.x.html#f
Interactive Toddlers https://courses.lumenlearning.com/boundlessps
fetal development topic/video/ multimedia
Discussion ychology/chapter/prenatal-development/
identify essential and Rubrics
thru LMS Module 15:
hazardous factors Referent http://www.mccl.org/Document.Doc?Id=159
affecting prenatal Graded oral Cognitive books 1
Movie Development of http://www.getreadytoread.org/early-learning-
development (CLO 1, recitation
Analysis “In Infants and childhood-basics/early-childhood/understanding-
CLO 2); Writing/arts physical-development-in-preschoolers
the Womb” Toddlers
Movie analysis/ materials https://www.google.com/search?q=children+play
Rubrics ing+slide&rlz=1C1GGRV_enPH911PH911&sour
Module 16: ce=lnms&tbm=isch&sa=X&ved=2ahUKEwjB7oO
Socio-Emotional 6scTrAhWHw4sBHaeXDXAQ_AUoAXoECA4QA
1
w&biw=1366&bih=625
2. trace the physical, Development of
cognitive, and socio- Infants and https://www.healthline.com/health/parenting/type
s-of-play#2.-Independent-or-solitary-play-
emotional Toddlers
https://thevirtualinstructor.com/blog/the-stages-
development of Module17: of-artistic-development
infants, toddlers and Preschooler’s https://www.youtube.com/watch?v=BKJzl8P3pR
primary pupils (CLO 1, Physical 4 1
CLO2), Development

INTENDED LEARNING ASSESSMENT TEACHING CONTENTS LEARNING REFERENCES TIME REMARKS/

 Page 8 of 12 pages
OUTCOME TASK(S) LEARNING RESOURCE(S) ALLOCATION EVALUATION
ACTIVITY (HRS) NOTES

Module 18:
Cognitive
Development of 2
Preschoolers
Reflective
Essay/ Rubrics
Graded oral Module 19: Corpuz, B. B., et. al(2018).The Child and
recitation Socio-Emotional Adolescent Learners and Learning
Development of Principles. Quezon City: Lorimar Publishing,
3. describe the Inc.
1
Chunking the Preschoolers
learners in preschool Corpuz, Brenda B., et.al. 2015. Child and
and primary school Data/ Scoring Adolescent Development: Looking at Learners at
Reflective Different Life Stages. Quezon City: Lorimar
(CLO 1, CLO2); and Publishing Inc.
learning Module 20:
Interactive Physical Acero, Victoria D., et. al. 2011. Child and 1
Discussion Development of Adolescent Development. Quezon City: Rex
Printing Company, Inc.
Research thru LMS the Primary
Pupil Bjorklund, David F. & Blasi, Carlos Hernandez.
presentation/ 2015. Child and Adolescent Development: And
Rubrics Observational Integrated Approach. Pasig City: Cengage
4. draw implications Learning Asia Pte Ltd.
learning Module 21: 1
and processes to
Forced Research Cognitive Corpuz, Brenda B., et.al. 2015. Child and
parenting and Adolescent Development: Looking at Learners at
Analogy/ work Development of
caregiving (CLO 3, Different Life Stages. Quezon City: Lorimar
Rubrics Primary Pupils Publishing Inc.
CLO4).
Lim-Borabo, Milagros and Lim-Borabo, Heidi
Module 22: Grace. 2015. Interactive and Innovative 1
Socio-Emotional Teaching Strategies, vol. 1. Metro Manila:
Lorimar Publishing, Inc.
Development of
Primary Pupils

Semi-Final Exam 1
 Page 9 of 12 pages
TEACHING TIME REMARKS/
INTENDED LEARNING ASSESSMENT LEARNING
LEARNING CONTENTS REFERENCES ALLOCATION EVALUATION
OUTCOME TASK(S) RESOURCE(S)
ACTIVITY (HRS) NOTES
Module 23:
Physical
Development
of the 2
Intermediate
Within the semester, the Pupil
students are able to:
Module 24:
Cognitive
Corpuz, B. B., et. al(2018).The Child and
Development Adolescent Learners and Learning Principles. 2
of the Quezon City: Lorimar Publishing, Inc.

1. identify the physical, Intermediate

Acero, Victoria D., et. al. 2011. Child and
cognitive and socio- Pupil Adolescent Development. Quezon City: Rex
emotional Interactive Printing Company, Inc.
Internet and
characteristics of Discussion Module 25: Bjorklund, David F. & Blasi, Carlos Hernandez.
Oral recitation/ multimedia
intermediate pupils and thru LMS Socio- 2015. Child and Adolescent Development: And
Scoring Integrated Approach. Pasig City: Cengage
highs chool students Emotional Learning Asia Pte Ltd. 2
Referent books
(CLO 1, CLO 2); Movie analysis Development https://www.slideshare.net/jhanuz02/physical-
Movie analysis development-of-the-intermediate-pupil-module-
“High School of the 21#:~:text=2.,in%20terms%20of%20physical%20mat
Rubrics Writing/arts
Musical 1 and Intermediate urity.&text=%EF%83%98Many%20of%20the%20bo
materials dily,for%20both%20girls%20and%20boys.
2” Pupil
https://shodhganga.inflibnet.ac.in/bitstream/10603/24
1892/10/09%20chapter%201.pdf
2. discuss the ways and
practices that will aid Module 26: https://shodhganga.inflibnet.ac.in/bitstream/10603/24
1892/10/09%20chapter%201.pdf
the children and Physical
adolescents in Development
developing of High 2
successfully (CLO 3, School
CLO 4); Learners
 Page 10 of 12 pages

TEACHING TIME REMARKS/

INTENDED LEARNING ASSESSMENT LEARNING
LEARNING CONTENTS REFERENCES ALLOCATION EVALUATION
OUTCOME TASK(S) RESOURCE(S)
ACTIVITY (HRS) NOTES
3. discuss the important
factors that affect
cognitive
development of inter-
mediate school
Flashback
children and high
(experiences)pr
school students
esentation with
enumerate ways on
guide
how students can
questions/
promote creativity in Corpuz, B. B., et. al(2018).The Child and
Scoring Module 27:
their learning Adolescent Learners and Learning Principles.
Cognitive Quezon City: Lorimar Publishing, Inc.
environment,
Quiz Reflective and Socio-
learning activities, Corpuz, Brenda B., et.al. 2015. Child and
learning Emotional
and instructional Moral check/ Adolescent Development: Looking at Learners at
Brainstorming Development Different Life Stages. Quezon City: Lorimar
3
materials(CLO 2, Scoring Publishing Inc.
of High
CLO 3, CLO 4);
School Lim-Borabo, Milagros and Lim-Borabo, Heidi
Graphical Learners Grace. 2015. Interactive and Innovative
4. draw implications of presentation/ Teaching Strategies, vol. 1. Metro Manila:
Lorimar Publishing, Inc.
these physical, Rubrics
cognitive and socio-
emotional Graded
developmental recitations
concepts to teaching
and learning and Quiz
parenting
intermediate and
high schoolers (CLO
3, CLO 4).

Final Exam 1
 Page 11 of 12 pages

Course Requirements:
1. Attendance
2. Active Participation in On-line/Off-line LMS
3. Formative Assessments
4. Research Paper, Projects, Assignments, Reporting, Oral Recitation
5. Summative Assessments
6. Documentation / Portfolio

Evaluation Procedures: (Approved Grading System applicable to the course/program)

Class Standing---------------------------------------------- 60%

Quizzes (30%)
Graded Oral participation (20%)
Projects/ Assignments/Final Reports (10%)
Term Examinations------------------------------- --------40%
Total-----100%

Revision Date: August 1, 2020

Consultation Hours:
Contact details: 09287223085/marthajoyce.garciano @ctu.edu.ph.; 093225319487/charina.bardoquillo@ctu.edu.ph.;
Prepared by: 09778550070/ israeli.caminos@ctu.edu.ph.; 09289041402/ zarmielis.briones@ctu.edu.ph.;
09176348588/ pedrito.pontillas@ctu.edu.ph.; 09109820215/ virginia.albarracin@ctu.edu.ph
mata.purity@ctu.edu.ph.; christine.mabulay@ctu.edu.ph.; margie.aller@ctu.edu.ph.; glynne.bate@ctu.edu.ph

CHARINA G. BARDOQUILLO, M. Ed Math MARTHA JOYCE G. GARCIANO, MAEd ISRAELI S. CAMINOS, Ed. D.
Instructor I Associate Professor III Associate Professor III

MARGIE C. ALLER, Ph.D. TM VIRGINIA ALBARRACIN, Ed. D. PURITY V. MATA, Dev. Ed. D.
Associate Professor IV Instructor I

CHRISTINE C. MABULAY, Dev. Ed. D. ZARMIE LIS R. BRIONES, Dev. Ed. Ph.D PEDRITO C. PONTILLAS, Ed. D.
Associate Professor V Associate Professor I Professor IV
 Page 12 of 12 pages

GLYNNE P. BATE, Dev.Ed. D

Date Submitted: _____________________

Upon Recommendation by the Committee:

LYNNETTE MATEA S. CAMILLO, D.A

Language Expert

CRISTIE ANN JACA, Ph.D.

University Director for Curriculum and Development
.

WILSON M. SAYABOC, Ph.D.

University director for Instructional Delivery, Monitoring and Evaluation

APPROVED:

HEDELIZA A. PINEDA, Ph.D.

University Dean of Instruction