Syllabus TLED 113 PDF

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Republic of the Philippines BATANGAS STATE UNIVERSITY ROSARIO Namunga, Rosario, Batangas

COLLEGE OF TEACHER EDUCATION Bachelor of Technology and Livelihood Education Major in Home Economics

COURSE SYLLABUS WITH SPECIFICATION UNIVERSITY VISION A premier national university that develops leaders in the global knowledge economy.

UNIVERSITY MISSION A university committed to producing leaders by providing a 21st century learning environment through innovations in education, multidisciplinary research, and community and industry partnerships in order to nurture the spirit of nationhood, propel the national economy, and engage the world for sustainable development.

COURSE CODE: TLED 113 COURSE TITLE: Home Economics Literacy CREDIT UNIT: 3 PRE-REQUISITE: none ACADEMIC YEAR: 2020 - 2021 REFERENCE CMO: CMO No. 78 Series of 2017

PROGRAM EDUCATIONAL OBJECTIVES The BTLED program aims to produce secondary teachers who have the ability to: 1. demonstrate comprehensive and up-to-date knowledge in a specific field of specialization in the technology and livelihood education curriculum by engaging in scholarly and research activities and by maximizing opportunities for lifelong learning; 2. provide meaningful learning experiences to secondary students by using emerging educational technologies for quality and effective teaching and by creating an environment that encourages positive social interaction, active engagement and selfmotivation; 3. demonstrate competence in teaching and testing through the design, adoption and utilization of teaching methods, instructional materials, and assessment tools that are appropriate to the cognitive, affective and psychomotor development of learners; 4. observe the professional code of ethics for teachers and internalize the importance of continuous professional development, as well as the need to work cooperatively and

harmoniously with all members of economic community; and Page 1 of 9

5. establish sustainable partnerships and linkages with the professional community and provide assistance to the underserved, depressed, illiterate and less skilled members of society through extension activities and community service.

PHILOSOPHY This is an overview of the home economics discipline including philosophy, areas of specialization, role in societal development. It includes history and philosophy of Home Economics, areas of specialization and careers, family and society, and household resource management.

AUDIENCE The course is intended for first year students enrolled in Bachelor of Technology and Livelihood Education major in Home Economics.

STUDENT OUTCOMES A. demonstrate the competencies required of the Philippine TVET

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Trainers-Assessors Qualifications Framework (PTTQF); B. demonstrate broad and coherent, meaningful knowledge and skills in

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technology and livelihood education; C. apply with minimal supervision specialized knowledge and skills in

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technology and livelihood education; D. demonstrate higher level literacy, communication, numeracy, critical

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thinking , learning skills needed for higher learning; E. manifest a deep and principled understanding of the learning

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processes and the role of the teacher in facilitating these processes in their students; F. show a deep and principled understanding of how educational process

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relate to larger historical, social, cultural and political processes; G. apply a wide range of teaching process skills including curriculum

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development, lesson planning, materials development, educational assessment, and teaching approaches); and H. reflect on the relationship among the teaching process skills the learning processing in the students, the nature of the content/subject matter and other factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practices.

INTENDED LEARNING OUTCOMES At the end of the course, the students are expected to be able to:

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1.

obtain knowledge and understanding of the basic information about Home Economics;

2.

value the important contributions of Home Economics to individuals, family and nation; and

3.

explain the basic principles in the different areas/ fields of Home Economics.

RELATIONSHIP TO STUDENT OUTCOMES Mapping of Intended Learning Outcomes vs Student Outcomes Intended Learning

Applicable Student Outcomes

Outcomes

A

B

C

D

ILO 1

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ILO 2

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ILO 3

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E

F

G

H

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SPECIFIC OBJECTIVES Topics

ILO 1

ILO 2

ILO 3

Overview of the Home Economics

1.

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Define what is Home Economics

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Know the history of Home Economics and trace how it evolve

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Determine the philosophy of Home Economics and its objectives

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Role of Home Economics in Societal Development

2.

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Recognize the role of Home Economics

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Areas of Specialization and Careers in Home Economics

3.

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Identify and explain the various areas of specialization in

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Home Economics 

Describe the careers in Home Economics

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Elaborate the three major areas of specialization in Home

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Economics

TEACHING, LEARNING AND ASSESSMENT STRATEGIES Teaching and Learning Strategies The different teaching and learning strategies that will be used in order to attain the intended learning outcomes are enumerated and described below:

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Lecture – It is a primary method of transmitting information which can be a talk, address or any other type of verbal presentation to students by the instructor/professor. Its uses or value includes creating interest in a topic or subject; transmitting knowledge to

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students; presenting students with new information, explanation, interpretation, and generalization; helping students clarify and gain a better understanding of a subject, topic, matter or event; and organizing and systematizing knowledge.

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Discussion – It is another widely used method of teaching which is usually intermingled with lecture. Its uses or value includes transmitting knowledge to students; assisting students in organizing knowledge and developing concepts and generalizations; answering students’ questions; clarifying understanding; showing how to solve a problem or do something; giving students opportunity to interact with each other and with the instructor/professor; and improving students’ ability to speak on a subject, to organize thoughts and to communicate effectively.

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Question-and-Answer Method – It is another universal method of teaching which is also known as the Socratic Method. It is impossible to consider adequately methods of teaching without recognizing the question as an essential element in all teaching procedures. The question is the key to all educative activity above the habit-skill level. Questions challenge thought and test the students’ knowledge.

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Problem Solving Method – It is a process of raising reflective thinking in arriving at a rational solution of the problem. It primarily develops the thinking and reasoning power of the students. Reflective thinking is characterized by a process of careful consideration of facts, beliefs or other items of mental experience for the purpose of arriving at rational conclusions about some problems or perplexity.

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Inductive Method – Induction is the process of reasoning from the particular to the general. The inductive method is a procedure through which one may arrive at a fact, principle, truth or generalization.

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Deductive Method – Deduction is the process of reasoning from the general to the particular. The deductive method is the reverse of the inductive method. It starts with a generalization, principle or rule that is then applied to specific cases.

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Cooperative Learning – It is a relatively new approach to teaching and learning. In this approach, students work on activities in small, heterogeneous groups, and they receive rewards or recognition based on the overall group performance. Students tutor one another so that everyone can succeed and each is accountable for learning.

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Assessment Strategies The following are the assessment tools that correspond to the teaching and learning strategies described above:

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Test or Examination – This is a test, quiz or examination that will be used to assess students’ learning from lecture, discussion, problem-solving, induction and deduction.

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Recitation – This is an oral test or examination that corresponds to discussion, questionand-answer, induction and deduction.

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Individual Task, Homework, and Research Work – These are also written works or requirements for the assessment of students’ learning from lecture, discussion, and problem-solving.

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Collaborative Work/ Homework – This assessment activity corresponds lecture, discussion, problem-solving and cooperative learning.

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Rubrics - This is used to assess the project output/outcomes made by the students.

COURSE REQUIREMENTS 

Quizzes and Major Examinations

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Oral and Written Report

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Class Participation

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Project Output

COURSE POLICIES Grading System Major Examinations

50%

Class Standing

50%

Quizzes Homework / Individual Task Projects Recitation

________

TOTAL

100%

The work of students shall be graded at the end of each term in accordance with the following system: Numerical Grade 1.00

Percentage Equivalent 98-100

Description Excellent...