NEW PGED Syllabus 2020 - Peace and Global Education as a course deals with the study of values and its PDF

Preview

Summary

Peace and Global Education as a course deals with the study of values and its development. Generally, it emphasizes on the concepts of universal peace understanding the core Filipino values which are essential in the promotion of peace. It highlights human security and its development as an approach...

Description

Revision Status: Revision Date: Recommending Concurred: Approved:

Republic of the Philippines Western Mindanao State University College of Teacher Education BACHELOR OF SCIENCE IN ELEMENTARY EDUCATION

1st Draft 15-July-2020 Prof. Joselito R. Custodio Dr. Nolan S. Iglesia Dr. Ma. Carla A. Ochotorena

RESTRUCTURED OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS IN PEACE AND GLOBAL EDUCATION 1st Semester, SY 2020-2021 W es tern Mi ndanao State Uni vers i ty

College of Teacher Educat ion

Vision

GOALS

The University of Choice for higher learning with strong research orientation that produces professionals who are socially responsive to and responsible for human development; ecological sustainability; and, peace and security within and beyond the region. Mission The Western Mindanao State University, set in a culturally diverse environment, shall pursue a vibrant socio-economic agenda that include:  A relevant instruction paradigm in the education and training of competent and responsive human resource for societal and industry needs;  A home for intellectual formation that generates knowledge for people empowerment, social transformation and sustainable development; and;  A hub where science, technology and innovation flourish enriched by the wisdom of the Arts and Letters, and Philosophy.

a. Provide high quality teacher education that is responsive to educationfor- all in the nation and education-for-sustainable-development needs in the world. b. Realize the threefold institutional thrust of instruction, research and community outreach in higher education; c. Hone students to the competencies and skills of a new breed of 21 st century teachers, such as of information-media literacycommunication skills, civic literacy, and global awareness, among others; d. Create an environment for transformational leadership among students who will be imbued with energy, enthusiasm and passion for positive change in the teaching profession; and e. Instill the value for lifelong learning among graduates who will not only desire to become full fledge professionals but also molders and artists who blend the natural qualities and strong desire to be the best in the profession.

Program Outcomes Specific to a sub – discipline and a major (BEED and BSED) WMSU-VPAA-FR-015.00 Effective Date: 7-DEC-2016

Page 1 of 13

Program Outcomes (PO): The graduate of the College of Teacher Education can: a. Articulate the rootedness of education in philosophical, socio – cultural, historical legal, ethical, psychological, political contexts (PPST – D1) b. Demonstrate mastery of subject matter/discipline and its interconnectedness within and across curriculum areas with critical understanding of application of theories and principles of teaching and learning. (PPST – D1) c. Provide safe, secure, fair and supportive learning environments and manage learner behavior towards attainment of high standards of learning. (PPST – D2) d. Facilitate learning using a wide range of teaching methodologies, delivery modes and resources appropriate to specific learners, their characteristics, experiences and environment; (PPST – D3) e. Plan, develop and implement innovative curricula, instructional plans teaching approaches and resources for diverse learners to address national, local curricular requirements, goals and competencies. (PPST – D4) f. Apply skills in the development and utilization of ICT to promote, quality relevant and sustainable educational practices. (ICT Competencies Standards). g. Demonstrate a variety of thinking skills in monitoring, assessing, documenting and reporting learning processes and outcomes as well as learning needs, progress and achievement; (PPST – D5) h. Practice professional and ethical teaching standards sensitive to the local, national and global realities in establishing school – community partnerships aimed at enriching the learning environment, as well as the community’s engagement in the educative process; (PPST – D6) and i. Pursue lifelong learning for personal and professional growth through professional reflection, and varied experiential and field based opportunities with primary regard to high teacher qualities and standards. (PPST – D7)

COURSE CODE

AS 1 PGED

COURSE NAME

Peace and Global Education

WMSU-VPAA-FR-015.00 Effective Date: 7-DEC-2016

a √

b

√

√

GOALS c d √ √ √

√ √

√ √

√ √

√

√

√

√

√

√

√

√

√

√

√

Page 2 of 13

PREREQUISITE

None

COURSE CREDIT

3 Units

COURSE DESCRIPTION

Peace and Global Education as a course deals with the study of values and its development. Generally, it emphasizes on the concepts of universal peace understanding the core Filipino values which are essential in the promotion of peace. It highlights human security and its development as an approach to peace building and conflict transformation that would lead students to a paradigm shift on the concept of peace as a mere absence of war to attaining fundamental human need, human security and development as the gateway to sustainable peace.

Course Learning Outcomes and its Relationships to Program Educational Objectives Course Learning Outcomes

Program Objectives a b

At the end of the semester, the students can: a. Clarify one’s personal values for the development of one’s parenthood; b. Acquire ethical conduct and behavior for appropriate social relationships; c. Be conscious of universal values and to the commitment of the development of peace; d. Develop the attitude of openness and dialogue with the different development of peace; e. Acquire management skill in handling conflict situations and problems; f. Demonstrate an active and positive approach to conflict for harmony, peace and order; g. Critically understand the dimensions of human security and development; h. Creatively apply human security principles to transform the community; i. Acquire the instruments necessary to educate the community on sustainable development to promote peace.

√ √ √ √

√ √ √ √

REFERENCES: WMSU-VPAA-FR-015.00 Effective Date: 7-DEC-2016

√ √

Page 3 of 13

1. Castro, Loretta N. Galace, Jasmin N., Peace Education: A Pathway to a Culture of Peace. Philippines, Center for Peace Education, Miriam College, Quezon City Online Resources: The Power of Personal Values http://www.gurusoftware.com/gurunet/personal/topics/value.htm Moral Values for Students: A Necessary Part of the Curriculum http://paulkuehn.hubpages.com/hun/Teaching-Moral-Values-in-School-A-Necessary-Part-of-the-Curriculum Values, Moraland Ethics http://changingminds.org/explanations/values/values-morals-ethics.htm

Abelardo(2006). Literature for Today’s Children. Villamin and Cruz Teaching the Elementary School Subjects Brown, C. & Carl Tomlinson (2008). Essentials of Chilren’s Literature, 6th Edition. Pearson Education, Inc., Boston, MA, United States of America Parayno, S. Children’s Literature, Revised Edition.

WMSU-VPAA-FR-015.00 Effective Date: 7-DEC-2016

Page 4 of 13

Syllabus for AS1 PGED - BEED120398, BECE120615 & BSED120440

GRADE COMPONENT AND CORRESPONDING WEIGHT: For the 1st Semester, SY 2020-2021 ONLY FINAL RATING Midterm Grade......................40% Final term Grade...................60% 100% MIDTERM GRADE  Midterm Exam (to be administered face to face).....………………  Written Output (can be generated online or offline) ……………. e.g. quizzes, essays, case analysis, reflection paper & etc.  Course Output/Project (can be generated online or offline)…  Participation (can be generated online or offline) ……………….. FINAL TERM GRADE  Final Exam (to be administered face to face)............………………  Written Output (can be generated online or offline) ……………. e.g. quizzes, essays, case analysis, reflection paper & etc.  Course Output/Project (can be generated online or offline)…  Participation (can be generated online or offline) ………………...

40% 30% 20% 10% 100% 40% 30% 20% 10% 100%

SAMPLE COMPUTATION OF PERCENTAGE GRADE FOR A QUIZ OR EXAM Percentage Grade = raw score / total number of items x 100 Example: raw score = 40, total items = 50 GRADE = 40/50 x 100 = 0.80 x 100 = 80% TOTAL SCORE.................................40 correct out of 50 items PERCENTAGE GRADE....................80% NUMERICAL RATING.....................2.00 REMARKS …………………………………. PASSED

% EQUIVALENT

NUMERICA L RATING

96-100

1.0

91-95

1.25

86-90

1.5

81-85

1.75

76-80

2.0

71-75

2.25

66-70

2.5

62-65

2.75

60-61

3.0

Below 60

5.0

Lacks requirements and/or final exam

INC

Authorized Withdrawal (Dropped with permit)

AW

Unauthorized Withdrawal (Dropped from class for nonattendance/non-appearance for 20% of prescribed attendance) COURSE REQUIREMENTS  2 Written Major Exams (Midterm and Final Examination)  Course output/project

CONDITIONS FOR PERFORMANCE EVALUATION  Active participation in all class activities.  At least 60% passing in all exams and other graded requirements.

Passing Grade = 60% WMSU-VPAA-FR-032.00 Effective Date: 24-JUN-2020

UW

Page 5 of 13

Syllabus for AS1 PGED - BEED120398, BECE120615 & BSED120440

Time Frame

Course Content (No. of Hours Per Topic)

WEEK 1

TOPIC 1 (3 hours): a.

WMSU VMGO, Classroom Policies, Course Overview, Course Requirements, Grading System

Desired Student Learning Outcomes/Competencies At the end of each topic and semester, the students can 



Exhibit awareness and appreciation of the University Vision, Mission & Quality Policy, College Goals, and Program objectives. Demonstrate understanding of the classroom policies, course requirements, and grading system.

Outcome-Based (OBA) Activities (Teaching, Learning Activities, & Contextualization) Individual participation in class discussion and group presentation using a rubric to assess quality of participation.

Evidence of Course Content Time (No. of Hours Per Frame (Assessment of Topic) Learning Outcome)

Desired Student Learning Outcomes/Competencies At the end of each topic and semester, the students can

values Rubric score cards of and explain individual and group its elements and participation composition

Topic 2: Unit 1 – Values Education  (9 hours):

Discussion will be in a “Quiz Bee.”

2.3 Enumerate Filipino values and cite the positive and negative side of each and distinguish the distinct Filipino values.

2. Filipino and Moral Values 2.1 Explain key terms related to Filipino and moral values

2.2 Recognize influences on and models of Filipino WMSU-VPAA-FR-032.00 Effective Date: 24-JUN-2020





Explain the key terms related to Filipino and moral values. Recognize influences on and models of Filipino values and explain its elements and composition. Enumerate Filipino values and cite the positive and negative side of each and distinguish the distinct Filipino values.

3.1 Describe how values are taught in Summative test a real classroom Preliminary activity Using concept map, setting. Reaction paper on students will write recent words related to 3.2 Define the role news/article/video that values and moral of coercion and is related to Filipino values. consensus theories Values to the values system Cooperative Learning: of Filipinos. Rubrics for Cooperative The class will be in Learning small groups to 3.3 Cite instances discuss within their that lead to the Guidelines on Quiz Bee groups the topics redefining of assigned to them. Filipino values Then each group will present to the whole 2. Dimensions of

Eviden Outco (Assessm Learning O

class important facts about their topic.

Week 5 - Topic 3: Unit II –  8 Human Security and Development (12 hours)  WEEK 2-4

Outcome-Based (OBA) Activities (Teaching, Learning Activities, & Contextualization)



Describe how values are taught in a real classroom setting. Define the role of coercion and consensus theories to the values systems of the Filipinos. Cite instances that lead to the redefining of Filipino values.

Small group discussion based on video presentation

Paper-pencil Reflection Pa

The topics will be given to the small groups and Envoy will be used in presenting the group topic to the other groups. Discussion through group competition Debate

Page 6 of 13

Conduct clas polls on what milleniall’s va Rubrics for d

Syllabus for AS1 PGED - BEED120398, BECE120615 & BSED120440

Time Frame

Course Content (No. of Hours Per Topic)

Human Security 3.4 Explain important terms included in this topic. 3.5 Discuss the beginnings of human security, its development, relevance with each other and the human rights. 3. Human Security Approaches

Desired Student Learning Outcomes/Competencies At the end of each topic and semester, the students can  

Outcome-Based (OBA) Activities (Teaching, Learning Activities, & Contextualization)

Explain the important Envoy terms included in this topic. Discussion through Discuss the beginnings of group activities human security, its development, relevance with each other and the human rights.

Rubrics for Envoys 4.2 To examine and Rubrics for groupdiscuss the output provisions stipulated in the different legal principles/laws concerning Human Rights

Desired Student Learning Outcomes/Competencies At the end of each topic and semester, the students can

Outcome-Based (OBA) Activities (Teaching, Learning Activities, & Contextualization)

4.2 Look into and elaborate the provisions stipulated in the various legal principles concerning Human Rights

Critical Thinking and Analysis

Rubrics by B

Creation of “Human Rights Tree”

Student – ma

Reflection

Rubrics by B

Video Clip Analysis

Rubrics by B

Group Discussion Group Presentation

Student – ma

4.3 Give appreciation and deeply emulate human rights models here and abroad

4.3 To recognize and appreciate human rights models locally and internationally 

Brainstorm and discuss practical ways of applying human security approaches

3.6 Elaborate and apply human security approaches

Week 9

MIDTERM EXAM (3 hrs)

WEEK 10-15

Topic 4: Unit III – Key Peace Education Themes (18 hours)

Critical Thinking and Analysis Group presentation Group activity

1. Upholding Human Dignity Discussion 4.1 Define and explain the 4.1 To define and explain the meaning meaning of human dignity. of human dignity. WMSU-VPAA-FR-032.00 Effective Date: 24-JUN-2020

Evidence of Course Content Time (No. (Assessment of of Hours Per Frame Topic) Learning Outcome)

Think – Pair – Share

Eviden Outco (Assessm Learning O

Rubrics in video analysis 2. Challenging Prejudice and Rubrics for groupBuilding output Tolerance 4.4 Discuss thoroughly the 4.4 To discuss the theories and types of theories and types of prejudism. prejudism 4.5 To express the importance of acquiring the attitude of tolerance as the key foundation of democracy and human Rubric score cards for rights class participation 4.6 To spot biases towards certain

4.5 State the importance of learning the attitude of tolerance with other people.

4.6 Pin point and identify Poster – Slogan biases towards certain groups Making Page 7 of 13

Rubrics for output/produ

Syllabus for AS1 PGED - BEED120398, BECE120615 & BSED120440

Time Frame

Course Content (No. of Hours Per Topic)

groups or individuals

Desired Student Learning Outcomes/Competencies At the end of each topic and semester, the students can

Outcome-Based (OBA) Activities (Teaching, Learning Activities, & Contextualization)

Evidence of Course Content Time (No. of Hours Per Frame (Assessment of Topic) Learning Outcome) presentation

or individuals.

Rubrics by BEAM 4.12 To discuss the definition of war, its possible causes, its effects and mention ways to effectively mitigate it

3. Promoting Non – Violence

4.13 To state the immense significance of teaching Peace Rubrics by BEAM Education to wrestle against war

4.8 Discuss the three options in responding to violence.

Video Clip Analysis

4.9 To discuss the concept of non – violence and its principles

4.9 Discuss the concept of non – violence and its principles (PPST 2.6.1)

4.10 To expound Non – Violent Direct Action Methods and the goals of non – violent action

4.10 Elaborate Non – Violent Small Group Direct Action methods and Discussion the goals of non – violent action

4.11 Follow, role play or simulate the steps in doing 4.11 To follow of simulate the steps in non – violent action (PPST doing non – violent 2.6.1) direct action

WMSU-VPAA-FR-032.00 Effective Date: 24-JUN-2020

Brainstorming and Discussion

Simulated News Broadcasting

Outcome-Based (OBA) Activities (Teaching, Learning Activities, & Contextualization)

Eviden Outco (Assessm Learning O

4. Challenging the War System

Creating Graphic 4.7 To name various 4.7 Name various ways towards building an inclusive Organizer ways towards environment. (PPST 2.2.1) building an exclusive environment

4.8 To state three options in responding to violence

Desired Student Learning Outcomes/Competencies At the end of each topic and semester, the students can

4.14 To identify Checkup activities safety measures implemented in the country to promote peace thus prevent armed conflicts. Checkup activities 5. Resolving and Transforming Conflict Rubrics by BEAM 4.15 To define the word conflict, its causes and discuss the factors that hinder conflict resolution

4.12 Converse on the definition of war, its possible causes, its effects and mention ways to effectively mitigate it.

Cooperative Group Work

Rubrics by B

Agree/Disagree Chart

Rubrics by B

4.13 Clearly state the immense significance of teaching Peace Education to wrestle against war. (PPST 3.5.1)

Oral Report

Rubrics by B

4.14 Name safety measures implemented in the country to promote peace, thus prevent armed conflicts. (PPST 3.4.1) (PPST 2.1.1)

Mind Map

Rubrics by B

Simulation News Broadcasting

Rubrics by B

4.15 Discuss the word conflict, its causes and discuss the factors that hinder conflict resolution.

White Thinking Hat Brainstorming

Rubrics by B

Fishbone Diagram

Rubrics for

Page 8 of 13

Syllabus for AS1 PGED - BEED120398, BECE120615 & BSED120440

Time Frame

Course...