West Visayas State University

COLLEGE OF BUSINESS AND MANAGEMENT

Luna St., La Paz, Iloilo City 5000
Iloilo, Philippines
Unified Outcomes-Based Education
* Trunkline: (063) (033)(OBE)
320-0870 Course Design/Syllabus
to 78 loc.1817* in TME
Telefax No.: (033) 320-0879 201 – Philippine Gastronomical Tourism
* Website: www.wvsu.edu.ph * Email Address: cbm@wvsu.edu.ph

Date Revised/Enhanced: July 24, 2019

I. University

Vision: WVSU as the center for educational excellence in the Visayas and the hub for Human Resource Development in the Asia-
Pacific Region.

Mission: WVSU is committed to provide holistic education geared towards sustainable growth and development.

Core Values: Scholarship Harmony Innovation Nurturance Excellence Service

Institutional Outcomes: Taga-West…

1. is a creative and critical thinker

2. is an effective and responsible communicator
3. has uncompromising personal and professional ethical standards
4. is technologically skilled
5. has teaming and collaborative skills
6. is socially responsible and has strong national identity
7. is globally employable
8. is self-directed, competent, and accountable professional
9. can utilize lifelong learning skills or personal development and excellence in professional practice.

II. College Objectives

1
 Objectives of the College Of Business and Management
At the end of the semester the students must have:
1. assured of quality instruction and industry driven curriculum;
2. emphasized the need for research in business and industry and allied disciplines and disseminate product of research in actual
instruction;
3. innovated, collaborative, and shared expertise; and
4. achieved relentless excellence.

III. Program/Degree:

Bachelor of Science in Hospitality Management

IV. Program/Degree Outcomes

Based on CHED CMO No. 62, Series of 2017

Common to the Business & Management Discipline:

At the end of the semester the students must have:

1. performed the basic functions of management such as planning, organizing, leading and controlling;
2. applied the basic concepts that underlie each of the functional areas of business ( marketing, finance, human resources management,
production and operations management, information technology, and strategic management) and employed these concepts in various
business situations;
3. selected the proper decision making tools to critically, analytically and creatively solved problems and derived results;
4. applied information and communication technology (ICT) skills as required by the business environment;
5. worked effectively with other stakeholders and managed conflict in the workplace;
6. planned and implemented business-related activities;
7. demonstrated corporate citizenship and social responsibility; and
8. exercised high personal, moral and ethical standards.
Common for TOURISM and HOSPITALITY Discipline:

2
 At the end of the semester the students must have:

1. demonstrated knowledge of tourism industry, local tourism products and services;

2. interpreted and applied relevant laws related to tourism industry;
3. observed and performed risk mitigation;
4. utilized information technology applications for tourism and hospitality;
5. managed and marketed a service-oriented business organization;
6. demonstrated administrative and managerial skills in a service-oriented business organization;
7. prepared and monitored industry specific financial transactions and report;
8. performed human capital development functions of the tourism oriented organization; and
9. utilized various communication channels proficiently in dealing with guests and colleagues.

For BS TOURISM MANAGEMENT:

At the end of the semester the students must have:

1. planned, implemented, and monitored tours and sales activities;

2. researched, planned, and conducted various tour guiding activities;
3. developed appropriate marketing programs and arranged the required travel services;
4. planned/organized, implemented and evaluated MICE activities; and
5. planned, developed, and evaluated tourism sites and attractions.

V. TASE ( Tuning Asia- South East) Competencies

3
 At the end of the semester the students must have:

1. worked collaboratively and effectively in diverse contexts;

2. used information and communication technology purposely and responsibly;
3. upheld professional, moral and ethical values;
4. demonstrated responsibly and accountability towards the society and environment;
5. communicated clearly and effectively;
6. thought critically, reflectively and innovatively;
7. ability to understand, value and respect diversity and multiculturalism;
8. carried out lifelong learning and continuous professional development;
9. demonstrated problem solving abilities;
10. initiated, planed, organized, implemented and evaluated course actions;
11. conducted research;
12. demonstrated leadership attributes; and
13. applied knowledge into practice.

II. Course No. and Title

TME 201 – Philippine Gastronomical Tourism

Prerequisite: None

III. School Year / Semester Offered

2019-2020/First Semester

IV. Course Description

4
 The course covers the Philippine Cuisine and how these cuisines were developed and its diverse culture is expressed through food and
drink. Special emphasis is given to the study of the history, ingredients, and the procedures for preparing different dishes. This course will
also introduce students to the social, cultural and environmental impacts of local gastronomic tourism in regard to both people and place.
A culminating activity may be conducted or to attend seminars/convention relating to the Philippine gastronomy.

IX. Course Credit / Unit

Lecture- 3 units 3hrs / week

X. Course Outcome

Upon successful completion of this course the students must have:

1. defined and explained terms and concepts related to Philippine gastronomy;

2. understood the food culture and history of different region in the Philippines;
3. determined the different cuisines that are available in every region and explained why those particular foods are prevalent;
4. described how each cuisine are being processed and prepared; and
5. prepared and presented the different cuisines in the Philippines as part of their culminating activity.

XI. Course Design Matrix

5
Desired Learning Outcomes Course Content Subject Textbook and Outcome-Based Assessment Resource Time Table
(DLO) Matter References Teaching of Learning Material
& Learning Outcomes
(OBTL) (ALO)

At the end of the unit, students Unit 0. The university 2013 University Discussion of Graded active Laptop Week 1
must have: mission, vision, and core Code WVSU’s VMGO participation of (3 Hours)
WVSU’s Hymn Projector/TV
values, college objectives students in the
2011 WVSU Screen &
and course outcomes; class
Student Handbook Speaker
1. internalized and Discussion, discussions and
demonstrated the vision, 1. The University’s Bulletin of comparison and interactions
Vision, Mission, Video IDs
mission and core values of Information critiquing
the university, college Core Values and
Outcomes Handbook
program, goals of the college List of Books and
References Library Work: Marked
and degree program; 2. The College of ( Electronic and Research on the
Business Assignment
Published) references
2. Read and analyzed the Management’s materials(published ( Discussion on
course syllabus; clarified with Mission, Vision and OBE Syllabus and electronic) WVSU’s VMGO’s
the professor some questions College Outcomes Template and Hymn)
as regards their expectations
3. The Degree
of the course, including
Outcomes
course requirements written
and oral reports, and others; 4. The Course
3. Submitted list of books, Outcomes and
journals, references and Class Agreements
internet sources about the
course, Curriculum Theory 5. Course Description
of TME 201
and Practice.

6
Desired Learning Outcomes Course Content Subject Textbook and Outcome-Based Assessment Resource Time Table
(DLO) Matter References Teaching of Learning Material
& Learning Outcomes
(OBTL) (ALO)
At the end of unit, students Unit I. Introduction to Barreto, Glenda R., Interactive Class Oral Recitation Books Week 2
must have: Philippine Gastronomy et.al. Kulinarya: A Lecture with Power (3 Hours)
Guidebook to Online
Philippine Cuisine point Presentation Paper and
Documents/
1. defined terms and concepts a. Definition: Food (2016). Tuttle Pencil Test
Journals
related to gastronomical Tourism, Culinary Publishing. Yaekari Brainstorming
tourism; Tourism, Gastronomic Building 3rd Floor Video Analysis
5-4-12 Osaki, Japan. Laptop
Tourism Video clips
2. described the evolution of
Besa, A. & Dorotan, Projector/TV
Philippine gastronomy; b. The Evolution of R. Memories of
Philippine Gastronomy Screen &
Philippine Kitchens
3. analyzed the Philippine food (2012). ABRAMS: The Speaker
culture and its history; c. The Remarkable Art of Book since
Origins of Filipino 1949. 115 West 18th
Cooking Street, New York.
4. identified and analyzed the
challenges for Filipino food to d. Where is Filipino Food Urbano, Chris.
become known globally; and Going Now? The World of Filipino
Cooking: Food and
e. How to enjoy Filipino Fun in the Philippines
5. described the best ways to (2018). Tuttle
Food with Friends
enjoy Filipino foods. Publishing.
Yaekari Building 3rd
Floor
5-4-12 Osaki, Japan.
Value focused:
Enthusiasm World Wide Web

At the end of chapter, students Barreto, Glenda R., Interactive Class Paper and Books Week 3-4
7
Desired Learning Outcomes Course Content Subject Textbook and Outcome-Based Assessment Resource Time Table
(DLO) Matter References Teaching of Learning Material
& Learning Outcomes
(OBTL) (ALO)
must have: Chapter II. What is et.al. Kulinarya: A Lecture with Power Pencil Test (6 Hours)
Filipino Food? Guidebook to point Presentation Online
Philippine Cuisine Documents/
1. understood the fundamentals (2016). Tuttle Oral Recitation
Journals
of Filipino cooking a. The Fundamentals of Publishing. Yaekari Buzz Session
Filipino Cooking Building 3rd Floor Sharing of
5-4-12 Osaki, Japan.
Laptop
2. identified the unique Literature review views on
b. Unique Ingredients reading
ingredients use in Filipino Besa, A. & Dorotan, Projector/TV
R. Memories of assignment
cooking; and Use in Filipino Cooking Screen &
Philippine Kitchens
(2012). ABRAMS: The Speaker
3. identified and described c. Appetizers Art of Book since
well-known Filipino 1949. 115 West 18th
d. Soups Street, New York.
appetizers, soups,vegetables
and salads, main dishes, e. Vegetables and Salads Urbano, Chris.
snacks, desserts, and The World of Filipino
beverages. f. Main Dishes Cooking: Food and
Fun in the Philippines
(2018). Tuttle
g. Snacks Publishing.
Yaekari Building 3rd
h. Desserts Floor
5-4-12 Osaki, Japan.
i. Beverages
World Wide Web
Value focused:
Enthusiasm

At the end of unit, students Chapter III. National Barreto, Glenda R., Paper and Books Week 5-6
et.al. Kulinarya: A Interactive Class
8
Desired Learning Outcomes Course Content Subject Textbook and Outcome-Based Assessment Resource Time Table
(DLO) Matter References Teaching of Learning Material
& Learning Outcomes
(OBTL) (ALO)
must have: Capital Region Guidebook to Lecture with Power Pencil test Online (6 Hours)
Philippine Cuisine point Presentation Documents/
1. understood the food culture (2016). Tuttle Journals
a. Kalookan Publishing. Yaekari Sharing of
and history of the National
b. Las Pinas Building 3rd Floor Group Reporting views on
Capital Region cuisine reading Laptop
c. Makati 5-4-12 Osaki, Japan.
Reading assignment
d. Malabon
2. identified the different Besa, A. & Dorotan, assignment Projector/TV
e. Mandaluyong R. Memories of
cuisine under the National Screen &
f. Manila Philippine Kitchens Buzz session
Capital Region (2012). ABRAMS: The
Speaker
g. Marikina
Art of Book since
h. Muntinlupa 1949. 115 West 18th
3. determined the food that are i. Navotas Street, New York.
available and explained why j. Paranaque
those particular foods are k. Pasay Urbano, Chris.
prevalent; and The World of Filipino
l. Pasig Cooking: Food and
m. Quezon City Fun in the Philippines
4. described how each cuisine n. San Juan (2018). Tuttle
are being processed and Publishing.
o. Taguig
prepared. Yaekari Building 3rd
p. Valenzuela Floor
q. Pateros 5-4-12 Osaki, Japan.

World Wide Web

Value focused:
openness, curious

At the end of these chapters, Chapter IV. Cordillera Barreto, Glenda R., Interactive Class Paper and Books Week 7

9
Desired Learning Outcomes Course Content Subject Textbook and Outcome-Based Assessment Resource Time Table
(DLO) Matter References Teaching of Learning Material
& Learning Outcomes
(OBTL) (ALO)
students must have: Administrative Region et.al. Kulinarya: A Lecture with Power Pencil Test (3 Hours)
Guidebook to point Presentation Online
1. understood the food culture Philippine Cuisine Documents/
a. Abra Class
and history of Cordillera (2016). Tuttle Journals
b. Apayao Group reporting Interaction/
Publishing. Yaekari
Administrative Region and Participation
c. Benguet Building 3rd Floor
Ilocos Region 5-4-12 Osaki, Japan.
Laptop
d. Ifugao Group Dynamics Sharing of
e. Kalinga Besa, A. & Dorotan, views on Projector/TV
2. identified the different
f. Mt. Province R. Memories of Reading reading Screen &
cuisine under the Cordillera Philippine Kitchens assignment assignment Speaker
Administrative Region and (2012). ABRAMS: The
Chater V. Region I- Art of Book since
Ilocos Region
Ilocos 1949. 115 West 18th
Street, New York.
3. determined the food that are
a. Ilocos Sur
available and explained why Urbano, Chris.
b. Ilocos Norte The World of Filipino
those particular foods are
c. La Union Cooking: Food and
prevalent; and Fun in the Philippines
d. Pangasinan
(2018). Tuttle
4. described how each cuisine Publishing.
are being processed and Yaekari Building 3rd
Floor
prepared. 5-4-12 Osaki, Japan.
Value focused:
World Wide Web
openness, curious

At the end of these chapters, Chapter VI. Region II- Barreto, Glenda R., Guided Classroom Paper and Books Week 8-9

10
Desired Learning Outcomes Course Content Subject Textbook and Outcome-Based Assessment Resource Time Table
(DLO) Matter References Teaching of Learning Material
& Learning Outcomes
(OBTL) (ALO)
students must have: Cagayan Valley et.al. Kulinarya: A Discussion Pencil Test (4.5 hours)
Guidebook to Online
1. understood the food culture Philippine Cuisine Documents/
a. Batanes (2016). Tuttle Group Reporting/ Video Analysis
and history of Cagayan Journals
b. Cagayan Publishing. Yaekari Presentation
Valley and Central Luzon
c. Isabela Building 3rd Floor Class
cuisines 5-4-12 Osaki, Japan.
Laptop
d. Nueva Vizcaya Video Clips Participation
e. Quirino Besa, A. & Dorotan, Projector/TV
2. identified the different
R. Memories of Screen &
cuisine under the Cagayan Philippine Kitchens
Chapter VII. Region Speaker
Valley and Central Luzon (2012). ABRAMS: The
III- Central Luzon Art of Book since
1949. 115 West 18th
3. determined the food that are
a. Aurora Street, New York.
available and explained why
b. Bataan
those particular foods are Urbano, Chris.
c. Bulacan The World of Filipino
prevalent; and
d. Pampanga Cooking: Food and
e. Nueva Ecija Fun in the Philippines
4. described how each cuisine (2018). Tuttle
f. Tarlac
are being processed and Publishing.
g. Zambales Yaekari Building 3rd
prepared.
Floor
Value focused: 5-4-12 Osaki, Japan.
openness, curious
World Wide Web
Week 9
MIDTERM EXAMINATIONS
(1.5 hours)
At the end of this chapter,
students must have: Chapter VIII. Region Barreto, Glenda R., Guided Classroom Paper and Books Week 10
IV- Southern Tagalog et.al. Kulinarya: A Discussion Pencil Test (3 hours)
11
Desired Learning Outcomes Course Content Subject Textbook and Outcome-Based Assessment Resource Time Table
(DLO) Matter References Teaching of Learning Material
& Learning Outcomes
(OBTL) (ALO)
1. understood the food culture Guidebook to Online
and history of Southern a. Batangas Philippine Cuisine Group Reporting/ Problem Documents/
(2016). Tuttle Journals
Tagalog cuisines b. Cavite Publishing. Yaekari Presentation Recognition
c. Laguna Building 3rd Floor Tasks
Laptop
identified the different d. Quezon 5-4-12 Osaki, Japan. Problem
cuisine under the Southern e. Rizal solving/Case Study Class
Besa, A. & Dorotan, Projector/TV
Tagalog region f. Marinduque R. Memories of participation Screen &
g. Occidental Mindoro Philippine Kitchens Buss session Speaker
2. determined the food that are h. Oriental Mindoro (2012). ABRAMS: The
i. Palawan Art of Book since
available and explained why 1949. 115 West 18th
j. Romblon
those particular foods are Street, New York.
prevalent; and
Urbano, Chris.
The World of Filipino
3. described how each cuisine Cooking: Food and
are being processed and Fun in the Philippines
prepared. (2018). Tuttle
Value focused: Publishing.
openness, curious Yaekari Building 3rd
Floor
5-4-12 Osaki, Japan.

World Wide Web

At the end of this chapter,

students must have: Chapter IX. Region V- Barreto, Glenda R., Interactive Paper and Books Week 11
Bicol et.al. Kulinarya: A
Discussion with Pencil Test (3 hours)
12
Desired Learning Outcomes Course Content Subject Textbook and Outcome-Based Assessment Resource Time Table
(DLO) Matter References Teaching of Learning Material
& Learning Outcomes
(OBTL) (ALO)
1. understood the food culture Guidebook to Philippine Powerpoint Online
and history of Bicol cuisines a. Albay Cuisine (2016). Tuttle Presentation Case Study Documents/
b. Camarines Norte Publishing. Yaekari Journals
Building 3rd Floor Rubric
c. Camarines Sur Group Reporting
2. identified the different 5-4-12 Osaki, Japan.
d. Catanduanes Laptop
cuisine under the Bicol Instant
e. Masbate Besa, A. & Dorotan, R. Case Study
region f. Sorsogon Reporting
Memories of Philippine Projector/TV
Kitchens (2012). Collaborative Screen &
3. determined the food that are ABRAMS: The Art of Learning
Book since 1949. 115
Speaker
available and explained why Value focused:
West 18th Street, New
those particular foods are openness, curious York.
prevalent; and
Urbano, Chris.
The World of Filipino
4. described how each cuisine
Cooking: Food and Fun
are being processed and in the Philippines
prepared. (2018). Tuttle
Publishing.
Yaekari Building 3rd
Floor
5-4-12 Osaki, Japan.

World Wide Web

At the end of this chapter, Chapter X. Region VI- Barreto, Glenda R., Interactive Paper and Books Week 12
students must have: Western Visayas et.al. Kulinarya: A
Discussion with Pencil Test (3 hours)
Guidebook to Philippine
13
Desired Learning Outcomes Course Content Subject Textbook and Outcome-Based Assessment Resource Time Table
(DLO) Matter References Teaching of Learning Material
& Learning Outcomes
(OBTL) (ALO)
1. understood the food culture a. Aklan Cuisine (2016). Tuttle Powerpoint Online
and history of Western b. Antique Publishing. Yaekari Presentation Case Study Documents/
Building 3rd Floor Journals
Visayas cuisines c. Capiz 5-4-12 Osaki, Japan. Rubric
d. Guimaras Group Reporting
Besa, A. & Dorotan, R. Laptop
2. identified the different e. Iloilo Instant
Memories of Philippine Case Study
cuisine under the Western f. Negros Occidental Reporting
Kitchens (2012). Projector/TV
Visayas region ABRAMS: The Art of Collaborative Screen &
Book since 1949. 115 Learning
West 18th Street, New
Speaker
3. determined the food that are
York.
available and explained why
those particular foods are Value focused: Urbano, Chris.
prevalent; and openness, curious The World of Filipino
Cooking: Food and Fun
in the Philippines
4. described how each cuisine (2018). Tuttle
are being processed and Publishing.
prepared. Yaekari Building 3rd
Floor
5-4-12 Osaki, Japan.

World Wide Web

Chapter XI. Region VII-

At the end of these chapters, Central Visayas Barreto, Glenda R., Interactive Classroom Books Week 13-14
et.al. Kulinarya: A
students must have: a. Bohol Discussion with Opinion Polls (4.5 hour)
Guidebook to Philippine Online
b. Cebu Cuisine (2016). Tuttle Powerpoint
1. understood the food Documents/
14
Desired Learning Outcomes Course Content Subject Textbook and Outcome-Based Assessment Resource Time Table
(DLO) Matter References Teaching of Learning Material
& Learning Outcomes
(OBTL) (ALO)
culture and history of c. Negros Oriental Publishing. Yaekari Presentation Paper and Journals
Central and Eastern d. Siquijor Building 3rd Floor Pencil Test
5-4-12 Osaki, Japan. Laptop
Visayas cuisines Group Reporting
Chapter XII. Region Besa, A. & Dorotan, R. Class
Memories of Philippine Projector/TV
2. identified the different VIII- Eastern Visayas Think-Pair- Share Participation/Int
Kitchens (2012). Screen &
cuisine under the Central ABRAMS: The Art of eraction
Speaker
and Eastern Visayas a. Biliran Book since 1949. 115 Collaborative
region b. Eastern Samar West 18th Street, New Learning
c. Leyte York.
3. determined the food that d. Northern Samar Urbano, Chris.
are available and e. Southern Leyte The World of Filipino
explained why those f. Western Samar Cooking: Food and Fun
in the Philippines
particular foods are (Samar)
(2018). Tuttle
prevalent; and Publishing.
Yaekari Building 3rd
4. described how each Floor
5-4-12 Osaki, Japan.
cuisine are being Value focused:
processed and prepared. openness, curious World Wide Web

At the end of these chapters, Chapter XIII. Region Barreto, Glenda R., Classroom Guided Paper and Books Week 14-15
students must have: IX- Western Mindanao et.al. Kulinarya: A Discussion Pencil Test (3 hour)
Guidebook to Philippine Online
1. understood the food Cuisine (2016). Tuttle Documents/
a. Zamboanga Del Publishing. Yaekari Group Reporting Video Analysis Journals
15
Desired Learning Outcomes Course Content Subject Textbook and Outcome-Based Assessment Resource Time Table
(DLO) Matter References Teaching of Learning Material
& Learning Outcomes
(OBTL) (ALO)
culture and history of Norte Building 3rd Floor
Western and Northern b. Zamboanga Del Sur 5-4-12 Osaki, Japan. Video Clips Class Laptop
Mindanao cuisines c. Zamboanga Besa, A. & Dorotan, R. Participation
Sibugay Memories of Philippine Assignment Projector/TV
2. identified the different Kitchens (2012). Portfolio Screen &
ABRAMS: The Art of Speaker
cuisine under the Chapter XIV. Region X- Book since 1949. 115
Western and Northern Northern Mindanao West 18th Street, New
Mindanao region York.
a. Bukidnon
b. Camiguin Urbano, Chris.
3. determined the food that The World of Filipino
c. Lanao Del Norte
are available and d. Misamis Occidental Cooking: Food and Fun
explained why those e. Misamis Oriental in the Philippines
(2018). Tuttle
particular foods are
Publishing.
prevalent; and Yaekari Building 3rd
Value focused: Floor
openness, curious 5-4-12 Osaki, Japan.
4. described how each
cuisine are being
World Wide Web
processed and prepared.

At the end of these chapters, Chapter XV. Region XI- Barreto, Glenda R., Interactive Paper and Books Week 15-16
students must have: Southern Mindanao et.al. Kulinarya: A Discussion with Pencil Test (4.5 hour)
Guidebook to Philippine Online
Cuisine (2016). Tuttle Powerpoint
1. understood the food Documents/
a. Compostela Valley Publishing. Yaekari Presentation Class Journals
16
Desired Learning Outcomes Course Content Subject Textbook and Outcome-Based Assessment Resource Time Table
(DLO) Matter References Teaching of Learning Material
& Learning Outcomes
(OBTL) (ALO)
culture and history of b. Davao Del Norte Building 3rd Floor Participation/Int
Southern and South c. Davao Del Sur 5-4-12 Osaki, Japan. Group Reporting eraction Laptop
Central Mindanao d. Davao Oriental
Besa, A. & Dorotan, R.
cuisines Memories of Philippine Video Clips Video Analysis Projector/TV
Unit XV. Region XII- Kitchens (2012). Screen &
South Central Mindanao ABRAMS: The Art of Speaker
2. identified the different Book since 1949. 115
cuisine under the West 18th Street, New
a. Cotabato (North
Southern and South York.
Cotabato)
Central Mindanao region b. Sarangani Urbano, Chris.
c. South Cotabato The World of Filipino
3. determined the food that d. Sultan Kudarat Cooking: Food and Fun
are available and in the Philippines
(2018). Tuttle
explained why those
Value focused: Publishing.
particular foods are Yaekari Building 3rd
openness, curious
prevalent; and Floor
5-4-12 Osaki, Japan.
4. described how each
World Wide Web
cuisine are being
processed and prepared.

Week 17-18
Paper and Books ( 4.5 hours)
At the end of these chapters, Chapter XVI. Region Barreto, Glenda R., Pencil Test
et.al. Kulinarya: A Online
students must have: XIII- CARAGA Guidebook to Philippine Documents/
1. understood the food Cuisine (2016). Tuttle Class Journals
17
Desired Learning Outcomes Course Content Subject Textbook and Outcome-Based Assessment Resource Time Table
(DLO) Matter References Teaching of Learning Material
& Learning Outcomes
(OBTL) (ALO)
culture and history of a. Agusan Del Norte Publishing. Yaekari Participation/Int
CARAGA and ARMM b. Agusan Del Sur Building 3rd Floor eraction Laptop
c. Dinagat Islands 5-4-12 Osaki, Japan.
cuisines
d. Surigao Del Norte Projector/TV
Besa, A. & Dorotan, R. Video Analysis
e. Surigao Del Sur Memories of Philippine Screen &
2. identified the different
Kitchens (2012). Speaker
cuisine under the Chapter XVII. Region ABRAMS: The Art of
CARAGA and ARMM XIV-Autonomous Book since 1949. 115
region Region of Muslim West 18th Street, New
York.
Mindanao
3. determined the food that Urbano, Chris.
are available and a. Basilan The World of Filipino
explained why those b. Lanao Del Sur Cooking: Food and Fun
c. Maguindanao in the Philippines
particular foods are
(2018). Tuttle
prevalent; and d. Shariff Kabunsuan
Publishing.
e. Sulu Yaekari Building 3rd
f. Tawi-Tawi Floor
4. described how each
5-4-12 Osaki, Japan.
cuisine are being Value focused:
processed and prepared. openness, curious World Wide Web

Week 18
FINAL EXAMINATION
1.5 Hours

Note: This syllabus is flexible and may include additional topics and activities deemed necessary to the students and teacher

XII. Course Requirements

18
Portfolio/ Culminating Activity/Seminars

XIII. Grading System

MIDTERM (1/3)
FINAL (2/3)

Quizzes/Long Exam 30
Midterm Exam 40
Class Participation (Attendance/Recitation/Reporting) 10
Supplementary Output:
Portfolio/Culminating Activity/Assignment/Seminars/Video Presentation 20
Total ------------------------------------------------------------------------------------------100%

XIV. Course Mapping

A. Course Outcomes in relation to Program Outcomes and TASE ( Tuning Asia-South East ) Competencies

19
 Course Outcomes Business & Tourism and Hospitality Degree TASE Generic Competencies
Management Discipline Outcomes Program
Discipline Outcomes
Outcomes

1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 9 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 11 12 13

1. defined and explained

terms and concepts related ⁄
⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄
to Philippine gastronomy ⁄ ⁄ ⁄

2. understood the food

culture and history of
different region in the ⁄
⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄
Philippines
⁄
3. determined the different
cuisines that are available in
every region and explained ⁄ ⁄
why those particular foods ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄
are prevalent

4. described how each

cuisine are being processed ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄
⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄
and prepared

5. prepared and presented

the different cuisines in the
Philippines as part of their
culminating activity.
⁄
⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄ ⁄
⁄

B. Course Outcomes in relations to Teaching Learning Activities and Assessment Strategies

Course Outcomes Teaching & Learning Activities Assessment Strategies

1. defined and explained terms and concepts Interactive class lecture with power point presentation, Oral recitation, graded group work presentation, video

20
 related to Philippine gastronomy; reading assignments, collaborative learning, and video analysis and paper & pencil test.
clips
2. understood the food culture and history of Guided classroom discussion, brainstorming, small group Paper & pencil test, oral recitation, instant reports, video
different region in the Philippines; discussion, buzz session, group reporting, reading analysis, and sharing of views on reading assignment.
assignment, and video clips.
3. determined the different cuisines that are Interactive class lecture with power point presentation, Paper & pencil test, graded class
group reporting, group dynamics, case study and video interaction/participation, case study rubric, and video
available in every region and explained clips. analysis.
why those particular foods are prevalent;
4. described how each cuisine are being Guided classroom discussion, brainstorming, small group Paper & pencil test, oral presentation, graded group
discussion, buzz session, group reporting, collaborative work presentation, instant reports, sharing of views on
processed and prepared; and
learning, reading assignment, and video clips. reading assignment.
5. prepared and presented the different Lecture, video clips, think-pair-share- , group reporting Paper & pencil test, video analysis, oral recitation,
cuisines in the Philippines as part of their problem solving tasks, case study rubric,
culminating activity.

Designed and Prepared by: Recommending Approval: Approved:

ZENDLE ANN D. BINOBO DENNIS C. OBERION MA. EVERLY N. SUDARIO

Instructor Chair, Division of Tourism Management Dean

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