Republic of the Philippines

Mindanao State University

Marawi City
COLLEGE OF EDUCATION
COURSE SYLLABUS
SSE117 Integrative Methods in Teaching Social Science Discipline In Basic Education

1. COURSE INFORMATION

A. Course Code: SSE117

B. Course Title: Integrative Methods in Teaching Social Science Discipline In Basic Education

C. Course Description: The course helps students demonstrate understanding of the fundamental concepts and practices of integrative teaching which is grounded in
disciplines that value questions and a desire to better understand the world and its people. It also encourages them to apply connecting skills and
knowledge from various sources and experiences, as well as demonstrate understanding of issues and the use of diverse and opposing
viewpoints.

D. Credits: 3 hrs./wk. (18 weeks, 54 hrs. total)

E. References
Drake, S. M., & Reid, J. L. (2018). Integrated curriculum in the primary program. Ontario Ministry of Education.
https://www.education.ne.gov/wp-content/uploads/2017/07/IC.pdf

Brown, S., & Bousalis, R. (2018). Curriculum integration in contemporary teaching practice: Emerging research and opportunities. IGI Global.
https://doi.org/10.4018/978-1-5225-4065-6

Bower, K., Coyle, D., Cross, R., & Chambers, G. N. (Eds.). (2020). Curriculum integrated language teaching: CLIL in practice. Cambridge University
Press. https://www.scribd.com/document/573895834/Curriculum-Integrated-Language-Teaching-CLIL-in-Practice-2020

Fudge, T. P., & Ferebee, S. S. (Eds.). (2021). Curriculum development and online instruction for the 21st century. Information Science Reference.
https://doi.org/10.4018/978-1-7998-7653-3​:contentReference[oaicite:0]{index=0}

Bouslog, M. (2020). Experiential learning activities to try in your classroom. TeachHub.

https://www.teachhub.com/classroom-activities/2020/07/experiential-learning-activities-to-try-in-your-classroom/

This course guides the students to demonstrate knowledge on the nature, history, philosophical and theoretical perspectives in Social Studies/Science as a body of
knowledge. It also deals with the comparative analyses and relationships of the various Social Science disciplines.
 Gawron, H. W. (2016). What the heck is inquiry-based learning? Edutopia. https://www.edutopia.org/blog/what-heck-inquiry-based-learning-
heather-wolpert-gawron
F. Grading System / Components Grading System

Individual Output – 50%

Group Output – 30%
Major Examination – 20%
Total: 100%
Revision Number and Date REV04: April 22, 2025

2. VMGO

MINDANAO STATE UNIVERSITY – MARAWI CAMPUS

PHILOSOPHY

MSU System is committed to the development of man and to the search for truth, virtue and academic excellence.

VISION
MSU System aspires to be a center of Excellence and Instruction, Research and Extension transforming itself into a premier and globally competitive national peace university.

MISSION

MSU System is committed to:

1. Lead in social transformation through peace education and integration of the Muslims and other cultural minority groups into the mainstream society;
2. Ensure excellence in instruction, research development, innovation, extension, and environmental education and discovery;
3. Advance national and international linkages through collaborations and,
4. Demonstrates greater excellence, relevance and inclusiveness for Mindanao and the Filipino nation.

GOALS
This course guides the students to demonstrate knowledge on the nature, history, philosophical and theoretical perspectives in Social Studies/Science as a body of
knowledge. It also deals with the comparative analyses and relationships of the various Social Science disciplines.
The MSU-Marawi is committed to:
1. Promote and strengthen academic excellence in all levels of education to produce graduates who are competent to meet future needs of humankind;
2. Enhance the visibility of the University through production of high-impact researches and innovations
3. Respond to globalization trends through partnerships and collaborative relationships with national and international universities, research institutions, and industries
4. Secure and preserve the University resources and facilities
5. Integrate peace education programs in the University curricula
6. Strengthen and sustain extension services
7. Transform the University through investments in human resource development, infrastructures, and equipment.

MSU-MARAWI CORE VALUES

Derived from the MSU Charter Mandate, MSU-MAIN is a community characterized by “Unity in Diversity '' motivated with the following core values:

1. Mutual Respect - the university stakeholders and constituents respect and understand individuals regardless of race, culture, and religion.
2. Service Orientedness - the university stakeholders provide efficient and effective services.
3. Unity and Teamwork - the university stakeholders collaboratively exercise in all aspects in accordance with national and global standards, interlink with colleagues and in
other academic institutions, government, and industry through sharing and collaboration of knowledge, expertise and skills towards career development and job placement.
4. Multiculturalism - with Means-tested Benefits, acceptance and tolerance of other cultures geared towards social welfare and development.
5. Academic Excellence - the university maintains its highest standard of excellence both in academic and service performance as it’s mandated through instruction, research,
extension, community services, peace development, innovations, production, entrepreneurship, and globalization.
6. Integrity and Trustworthiness - the university lead with Transparency, Respect, Understanding, Service and Teamwork (TRUST) in upholding public trust. Different activities
are or will be performed with the highest standard of honesty, accountability and transparency.
7. Nobility and Professionalism -the university ensures strong camaraderie among stakeholders, intellectual discourse among other colleagues is encouraged upholding the
great ideals of ethical behavior and genuine understanding with each other.

GRADUATE ATTRIBUTES

The College of Education at Mindanao State University (MSU) in Marawi aims to produce graduates with specific attributes and outcomes. Here are some of the key graduate attributes
and program education outcomes: Graduate Attributes

 Competitive and Effective Teachers: The College of Education prepares students to become competitive and effective teachers who can transform society.
 Strong Sense of Social Justice: Graduates are molded to become professional teachers with a strong sense of social justice, making a significant change in their communities.
 Peace Advocates: The college aims to develop highly skilled, competent, and globally competitive teachers, educational leaders, and peace advocates.
_________________________________________________________________________________________________________________________________________

This course guides the students to demonstrate knowledge on the nature, history, philosophical and theoretical perspectives in Social Studies/Science as a body of
knowledge. It also deals with the comparative analyses and relationships of the various Social Science disciplines.
MSU – COLLEGE OF EDUCATION

VISION

The College envisions to “enhancing the image of the teaching profession through relevant programs conducted in an excellent educational environment for the development of
quality teaching competencies and positive values and attitudes, placing teaching at the helm of all professions.

MISSION

1. Attract the most capable and deserving students to the teaching profession;
2. Develop highly skilled, competent & innovative educational leaders & administrators who can work effectively within the context of a unique cultural environment;
3. Offer relevant curricular programs to meet the needs of the Muslims & other indigenous groups;
4. Share expertise with other educational institutions, particularly the Madaris;
5. Lead in the preservation & enrichment of the cultural heritage of the country;
6. Conduct researches on teacher education & other related fields;
7. Contribute to the enrichment of existing national efforts in the transformation process towards a culture of peace & development.

GOALS

To develop highly skilled, competent, and globally competitive teachers, educational leaders and peace advocates.

OBJECTIVES

1. To provide quality education and training for prospective teachers in MINSUPALA region and the BARMM;
2. To help develop professional training for teachers and school administrators in the MINSUPALA region and the BARMM;
3. To provide skills training for out-of-school youths, adults and other members of the community who cannot avail of the formal training, thru its extension programs; and,
4. To lead and provide the way for better understanding between and among Muslims and Christians and their culture; respect for human rights and duties of citizenship, and
promote and enhance unity among its studentry.

CED CORE VALUES

Competent Excellent Driven

This course guides the students to demonstrate knowledge on the nature, history, philosophical and theoretical perspectives in Social Studies/Science as a body of
knowledge. It also deals with the comparative analyses and relationships of the various Social Science disciplines.
 1. Competent: Aspiring teachers develop essential knowledge, skills, and abilities in pedagogy, subject matter, and culturally responsive teaching practices relevant to the diverse
learning environments within and other nearby regions and the nation as a whole.

2. Excellent: Future teachers from the College of Education strive for high standards, innovation, peace education relevance, and continuous improvement in their teaching,
demonstrating a commitment to outstanding student outcomes and reflective practices attuned to the local and global context.

3. Driven: Motivated educators demonstrate a strong internal force and determination to make a positive impact on the holistic success and well-being of their students,
understanding and addressing the unique needs and aspirations within their communities and the broader Filipino society.

3. PROGRAM EDUCATIONAL OUTCOMES

In 4-5 years, the Education graduates of MSU - College of Education shall:

PEO1. Become active leaders in various development programs

PEO2. Be equipped with ethical and pedagogical skills, theoretical knowledge, and practical experiences

PEO3. Engage in research extension services, and innovative programs in advancing educational standards

PEO4. Manifest inclusivity, diverse and peaceful learning environment

PEO5. Pursue continuing professional development towards academic excellence

4. PROGRAM OUTCOMES

4.1 Common to All Programs in All Types of Schools

The graduates have the ability to:

a. Articulate and discuss the latest developments in the specific field of practice
b. Effectively communicate in English and Filipino, both orally and writing
c. Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams
d. Act in recognition of professionals, social, and ethical responsibility
e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)
4.2 Common in the Discipline (Teacher Education)
CPO1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
CPO2. Demonstrate mastery of subject matter/discipline
CPO3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
This course guides the students to demonstrate knowledge on the nature, history, philosophical and theoretical perspectives in Social Studies/Science as a body of
knowledge. It also deals with the comparative analyses and relationships of the various Social Science disciplines.
 CPO4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
CPO5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
CPO6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
CPO7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
CPO8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities

4.3 Bachelor of Secondary Education Major in Social Studies

PROGRAM OUTCOMES

PO1. Utilize appropriate various sociocultural and historical materials in explaining current issues
PO2. Organize communities towards self-reliance and self-sufficiency
PO3. Demonstrate leadership skills that will help in teaching or training students who will empower their communities
PO4. Integrate local and global perspectives in teaching the principle of the common goods
PO5. Employ principles of sustainable development in teaching and learning
PO6. Show scholarship in research and further learning
PO7. Display the qualities of an innovative teacher who has mastery of the subject matter
PO8. Apply context-based assessment and evaluation practices that are responsive to the awareness of civic duties and responsibilities in a democratic society
and cultural realities of learners in MINSUPALA.
PO9. Collaborate with local communities, families, and institutions to promote inclusive, peace-oriented, and learner-centered mathematics education in MINSUPALA.

Alignment of Program Educational Outcomes and Program Outcomes:

PROGRAM EDUCATIONAL OUTCOMES

PROGRAM OUTCOMES
PEO1 PEO2 PEO3 PEO4 PEO5

PO1. Utilize appropriate various sociocultural and historical materials in explaining current issues ✔ ✔ ✔

PO2. Organize communities towards self-reliance and self-sufficiency ✔ ✔

PO3. Demonstrate leadership skills that will help in teaching or training students who will empower their communities ✔ ✔ ✔ ✔

PO4. Integrate local and global perspectives in teaching the principle of the common goods ✔ ✔ ✔

PO5. Employ principles of sustainable development in teaching and learning ✔ ✔ ✔ ✔

PO6. Show scholarship in research and further learning

PO7. Display the qualities of an innovative teacher who has mastery of the subject matter ✔ ✔ ✔ ✔

This course guides the students to demonstrate knowledge on the nature, history, philosophical and theoretical perspectives in Social Studies/Science as a body of
knowledge. It also deals with the comparative analyses and relationships of the various Social Science disciplines.
 PO8. Apply context-based assessment and evaluation practices that are responsive to the awareness of civic duties and responsibilities in ✔ ✔ ✔
a democratic society.and cultural realities of learners in MINSUPALA.

PO9. Collaborate with local communities, families, and institutions to promote inclusive, peace-oriented, and learner-centered ✔ ✔ ✔ ✔
mathematics education in MINSUPALA.

5. COURSE OUTCOMES:

CO1. Demonstrate an understanding of research-based knowledge, basic concepts and practice of integrative teaching;

CO2. Demonstrate connecting skills and knowledge from multiple sources and experiences; understanding issues and utilizing diverse and even opposing

perspectives towards differentiated teaching to suit diverse learners; needs and backgrounds;

CO3. Prepare developmentally sequenced teaching and learning processes in teaching Social Science.

Alignment of Course Outcomes and Program Outcomes:

PROGRAM OUTCOMES
COURSE OUTCOMES
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9

CO1. Demonstrate an understanding of research-based knowledge, basic concepts and practice of ✔ ✔ ✔ ✔ ✔ ✔

integrative teaching;

CO2. Demonstrate connecting skills and knowledge from multiple sources and experiences; ✔ ✔ ✔ ✔ ✔ ✔ ✔
understanding issues and utilizing diverse and even opposing perspectives towards differentiated
teaching to suit diverse learners; needs and backgrounds;

CO3. Prepare developmentally sequenced teaching and learning processes in teaching Social Science. ✔ ✔ ✔ ✔ ✔ ✔

This course guides the students to demonstrate knowledge on the nature, history, philosophical and theoretical perspectives in Social Studies/Science as a body of
knowledge. It also deals with the comparative analyses and relationships of the various Social Science disciplines.
6. LEARNING PLAN

Time
Intended Learning
Allotmen Content Course Outcomes Teaching learning activities Learning Resources Assessment
Outcomes
t
Week 1 At the end of the week, the Course Orientation The students will read the University VMGO Reflective Essay on
pre-service teacher (PST) CO1, CO3, CO3 materials provided by the Document the relevance of the
should be able to: A. University Vision and instructor. course to VMGO
Sample infographics
a. Reflect on the relevance of Mission
the course to the Vision and B. College of Education Reflective Writing: The students Infomercial
Devices for
Mission of the university, the Goals will reflect on the relevance of
presentation
the course in the attainment of Infographics
goal of the college, and the C.Program Objectives (laptop/projector)
program objectives. D. Overview of the the VMGO.
Curriculum Integration Printed handouts
(VMGO)
Course

Week 2 Students will be able to: I. Curriculum Integration CO1, CO2, CO3 Lecture-discussion on the process Handouts on Written Work:
a. Explain the significance of A. What is an Integrated and theories of curriculum curriculum integration Students explain key
curriculum integration in Curriculum? integration. principles and concepts of
fostering interdisciplinary theories. curriculum integration
learning. B. Spectrum of Group activity on analyzing and its application in
b. Identify the spectrum of Integrated Curriculum examples of integrated Visual aids (e.g., education.
curriculum and discussing their charts, diagrams)
curriculum integration
application. explaining different Reflection Essay:
approaches and explain their C. Theories Supporting
models of integrated Students reflect on
application in different Curriculum Integration Case study analysis of integrated curriculum. the importance of
contexts. curriculum models used in various curriculum integration
c. Discuss key theories D. Principles in educational settings. Sample curriculum and its relevance to
supporting curriculum Integrating Big Ideas plans showcasing their teaching
integration, and explain how and Strategies Reflection on how curriculum integrated practice.
these theories can be integration applies to learners' approaches.
applied in classroom E. Common Elements of contexts and practical classroom Group Activity:
settings. an Integrated scenarios. Students will analyze a
d. Demonstrate Curriculum F. Planning case study of an
understanding of the Integrated Instruction integrated curriculum
principles involved in and propose
improvements.
This course guides the students to demonstrate knowledge on the nature, history, philosophical and theoretical perspectives in Social Studies/Science as a body of
knowledge. It also deals with the comparative analyses and relationships of the various Social Science disciplines.
 Time
Intended Learning
Allotmen Content Course Outcomes Teaching learning activities Learning Resources Assessment
Outcomes
t
integrating big ideas and
strategies into the
curriculum.
e. Identify and apply
common elements of an
integrated curriculum,
tailoring them to meet
learners' needs.

Week 3 At the end of the week, the II. Curriculum CO1, CO3 Lecture on Makabayan Sample curriculum Written Work
pre-service teacher (PST) Integration in integration guides
should be able to: Makabayan Group Presentation
Group comparison task - Sample Integrative teaching
a. Explain the role of A. Elementary activity design charts Reflection Paper
curriculum integration in the Makabayan
Sample lesson plans
Makabayan subject area.
B. Secondary
Makabayan
b. Compare and contrast the
integrative approaches used C. Modes of Integrative
in Elementary and Secondary Teaching
Makabayan.

c. Demonstrate
understanding of modes of
integrative teaching through
sample applications.

Week 4 At the end of the week, the II. Curriculum CO1, CO3 Workshop on designing Template for activity Sample Integrated
PST should be able to: Integration in integrative lessons design Activity
Makabayan Worksheets for lesson
a. Apply the principles and Peer sharing and critique of crafting Peer Evaluation Sheet
modes of integrative Application Phase outputs
teaching in creating
instructional materials for
This course guides the students to demonstrate knowledge on the nature, history, philosophical and theoretical perspectives in Social Studies/Science as a body of
knowledge. It also deals with the comparative analyses and relationships of the various Social Science disciplines.
 Time
Intended Learning
Allotmen Content Course Outcomes Teaching learning activities Learning Resources Assessment
Outcomes
t
Makabayan.

b. Design sample integrated

activities for elementary or
secondary learners.

Week 5 At the end of the week, the III. Thematic Teaching in CO1, CO2, CO3 Lecture on thematic teaching Sample thematic units Quiz
PST should be able to: Basic Education
a. Define thematic teaching A. Thematic Teaching Analysis of thematic unit samples Slides on unit Worksheet Activity
and its purpose in Basic B. Thematic Units development
Education.

b. Identify key features of

thematic units.

Week 6 At the end of the week, the III. Thematic Teaching in CO2, CO3 Group work on unit planning Unit planning Thematic Unit Plan
PST should be able to: Basic Education template
Presentation and feedback Peer Feedback Form
a. Design a multidisciplinary C. Thematic Teaching session Rubric for unit design
thematic unit suitable for D. Thematic Units
basic education.

b. Collaboratively present a
thematic unit plan.

Week 7 At the end of the week, the IV. Components in CO1, CO2 Writing SMART objectives Bloom's Taxonomy Quiz
PST should be able to: Designing Integrated workshop chart
Thematic Units Objective writing task
a. Classify instructional Objective classification exercises SMART Objective
objectives in different A. Classification of samples
domains. Instructional Objectives

b. Write SMART objectives. B. Preparing Objectives

This course guides the students to demonstrate knowledge on the nature, history, philosophical and theoretical perspectives in Social Studies/Science as a body of
knowledge. It also deals with the comparative analyses and relationships of the various Social Science disciplines.
 Time
Intended Learning
Allotmen Content Course Outcomes Teaching learning activities Learning Resources Assessment
Outcomes
t
Week 8 At the end of the week, the IV. CO1, CO3 Thematic brainstorming Organizer templates Graphic Organizer
PST should be able to: Output
C. Choosing Themes Graphic organizer creation Sample themes and
a. Identify themes and content maps Thematic Map
organize content for D. Organizing Integration simulation
integration. Knowledge

b. Match objectives with E. Teaching Approaches

graphic organizers.
F. Graphic Organizers
c. Apply values integration
and study skills. G. Study Skills

H. Integrating Values

Week 9 At the end of the week, the V. Teaching Models and CO1, CO2 Lecture and discussion Teaching model Quiz
PST should be able to: Instructional Strategies visuals
Sample model analysis Reflective Journal
a. Explain the role of models A. Teaching Models Video examples
and strategies in
instructional design.

Week 10 At the end of the week, the V. CO1, CO2, CO3 Workshop on strategy selection Strategy cards Strategy Matching
pre-service teacher (PST) Task
should be able to: B. Instructional Matching activities Content samples
a. Apply matching strategies Strategies and Worksheet
and techniques in content Techniques Submission
areas.
b. Analyze and evaluate
various instructional
strategies for effective
integration of content in
different disciplines.
c. Demonstrate the ability to
This course guides the students to demonstrate knowledge on the nature, history, philosophical and theoretical perspectives in Social Studies/Science as a body of
knowledge. It also deals with the comparative analyses and relationships of the various Social Science disciplines.
 Time
Intended Learning
Allotmen Content Course Outcomes Teaching learning activities Learning Resources Assessment
Outcomes
t
select appropriate teaching
strategies tailored to specific
content areas and student
needs.

Week 11 At the end of the week, the V. CO1, CO4 Graphic organizer design activity Design guides Graphic Organizer
PST should be able to: a. C. Designing Graphic Output
Create and use graphic Organizers Peer review session Sample outputs
organizers aligned with Peer Review Form
teaching models.

Week 12 At the end of the week, the V. (Conclusion) CO1, CO4 Finalization Workshop: PSTs Poster Boards Final Graphic
PST should be able to: refine and finalize graphic Organizer Portfolio:
organizers that align with course Organizer Rubrics PSTs submit a
a. Finalize graphic organizer objectives and models. completed portfolio
sets that match models and containing all finalized
objectives. Gallery Walk of Outputs: PSTs graphic organizers,
present their finalized organizers demonstrating
to peers for feedback. alignment with
b. Demonstrate ability to
models and
revise and improve objectives.
organizers based on peer
and instructor feedback.

c. Justify the selection and

structure of graphic
organizers for specific
content and grade levels.

Week 13 At the end of the week, the VI. Activities in CO1, CO4, Presentation of Examples: The Interdisciplinary Activity Classification
PST should be able to: Interdisciplinary Instructor presents different Samples Chart: PSTs complete
Teaching types of interdisciplinary a chart that
a. Identify types of activities. Sorting Tools categorizes and
interdisciplinary activities. A. Quick and Easy explains different
Small Group Classification Task: types of
This course guides the students to demonstrate knowledge on the nature, history, philosophical and theoretical perspectives in Social Studies/Science as a body of
knowledge. It also deals with the comparative analyses and relationships of the various Social Science disciplines.
 Time
Intended Learning
Allotmen Content Course Outcomes Teaching learning activities Learning Resources Assessment
Outcomes
t
PSTs work in small groups to interdisciplinary
b. Distinguish between B. Class-long Exercises classify various interdisciplinary activities based on the
short-term and long-term activities. examples provided.
interdisciplinary learning
tasks (e.g., quick and easy vs.
class-long exercises).

c. Analyze the suitability of

different interdisciplinary
activities for diverse learning
contexts and subject areas.

Week 14 At the end of the week, the VI. CO1, CO3 Group Planning Workshop: PSTs Planning Templates Activity Plan
PST should be able to: C. Interdisciplinary Unit work in groups to develop Submission: PSTs
Examples interdisciplinary activities for Rubrics submit a developed
a. Develop interdisciplinary specific grade levels. interdisciplinary
activities for specific grade activity plan, including
levels. Peer Feedback and Improvement: peer feedback and
revisions.
Groups exchange their developed
activities for peer review and
improvement.

Week 15 At the end of the week, the VI. (Conclusion) CO1, CO3, CO4 Teaching Demonstration: PSTs Evaluation Forms Demonstration
PST should be able to: present their interdisciplinary Evaluation: PSTs are
activities through a simulated Video Recording Tools evaluated on their
a. Present interdisciplinary teaching session. ability to present
activities in simulated interdisciplinary
teaching. Feedback Session: Peers and activities in a
simulated teaching
instructor provide feedback on
setting.
b. Demonstrate appropriate the teaching demonstration.
use of strategies and
integration of multiple
content areas.

This course guides the students to demonstrate knowledge on the nature, history, philosophical and theoretical perspectives in Social Studies/Science as a body of
knowledge. It also deals with the comparative analyses and relationships of the various Social Science disciplines.
 Time
Intended Learning
Allotmen Content Course Outcomes Teaching learning activities Learning Resources Assessment
Outcomes
t

c. Respond to feedback and

reflect on the effectiveness
of the presented activity.

Week 16 At the end of the week, the VII. CO1, CO3 Mini-Lecture: The Instructor Activity Checklist Written Reflection:
PST should be able to: Strategies/Approaches provides a brief lecture on the PSTs submit a
principles of active and Sample Strategies reflection on the
a. Explain active learning and Active Learning experiential learning. active and experiential
experiential learning learning strategies
principles. Experiential Learning Simulation and Reflection: PSTs they experienced.
Participation Rubric:
participate in a simulated activity
PSTs are assessed on
b. Participate in and reflect to experience these strategies
their active
on experiential and active and reflect on their effectiveness. participation in the
learning strategies. simulation and
c. Assess the reflection process.
appropriateness of these
strategies for use in social
studies or interdisciplinary
teaching.

Week 17 At the end of the week, the VII. Project-Based CO1, CO4 Lesson Planning Workshop: PSTs Sample Projects Lesson Plan Output:
PST should be able to: a. Learning - Adaptive design lesson plans incorporating PSTs submit a lesson
Apply Project-Based Learning Learning PBL and Adaptive Learning Planning Templates plan that
(PBL) and Adaptive Learning strategies. demonstrates the use
in lesson planning. of PBL and Adaptive
Resource Adaptation Activity: Learning strategies,
showcasing their
PSTs adapt various learning
integration into the
resources to align with PBL and
lesson.
Adaptive Learning techniques.

Week 18 At the end of the week, the VII. (Conclusion) CO1, CO2, CO3, Final Teaching Demonstration: Rubric for Teaching Final Demo Teaching:
PST should be able to: Strategy Integration PSTs deliver a final lesson that Demonstration PSTs are evaluated on
integrates multiple teaching their ability to

This course guides the students to demonstrate knowledge on the nature, history, philosophical and theoretical perspectives in Social Studies/Science as a body of
knowledge. It also deals with the comparative analyses and relationships of the various Social Science disciplines.
 Time
Intended Learning
Allotmen Content Course Outcomes Teaching learning activities Learning Resources Assessment
Outcomes
t
a. Integrate various strategies learned throughout the Peer and Teacher integrate and deliver a
strategies in a culminating course. Feedback Forms lesson using multiple
lesson demonstration. teaching strategies.
Feedback and Reflection: A Self-Reflection Essay:
feedback session follows where PSTs submit a final
PSTs reflect on their strategy reflective essay
evaluating their
integration and teaching
development and
approach.
teaching strategies
used throughout the
course.

Prepared by: Recommending Approval: Approved by:

MONASALAM M.DISANGCOPAN,Ph.D. ROSENIYA G. TAMANO, Ph.D. MINERVA-SAMINAH M. NAGA, Ph.D.

Faculty Chairperson Dean

_________________________ _________________________ _________________________

Date Date Date
Received & Read by (student): Received & Read by (parent/guardian):

_______________________________ _______________________________
Signature over Printed Name of the Student Signature over Printed Name of the Student
_________________________ _________________________
Date Date

This course guides the students to demonstrate knowledge on the nature, history, philosophical and theoretical perspectives in Social Studies/Science as a body of
knowledge. It also deals with the comparative analyses and relationships of the various Social Science disciplines.