ISABELA STATE UNIVERSITY

CITY OF ILAGAN CAMPUS

City of Ilagan 3300 Isabela Philippines

COLLEGE OF EDUCATION
BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION
Course Syllabus
Second Semester, School Year 2021- 2022

TVTEd Prof. 222 CURRICULUM DEVELOPMENT AND EVALUATION WITH 3 3

EMPHASIS ON TRAINERS METHODOLOGY 1
Course Number Course Title Credit Unit/s Hours per week
ISU Vision INSTITUTIONAL OUTCOMES
A leading Research University in the ASEAN Region ISU Expected Graduate Attributes
Skilled Communicator (SC)
ISU Mission  Recognizes and values communication as a tool for conveying and interacting with others, and
The Isabela State University is committed to develop globally competitive human, fostering their own learning.
technology resources and services through quality instruction, innovative research,
responsive community engagement and viable resource management programs for Inquiry-focused and Knowledgeable (IFK)
inclusive growth and sustainable development.  Creates new knowledge and understanding through the process of research and inquiry
 Demonstrates comprehensive theoretical and technical concepts related to their field of
ISU QUALITY POLICY specialization with relevant connections to industry, professional and regional knowledge.
“ISU endeavors to be a lead University in instruction, research, extension and
resource generation, through continual improvement of services and commits to comply Competent and Productive Professional (CPP)
with the standards set by statutory, regulatory and accrediting bodies”  Initiates and innovates better ways of doing things
 Promotes quality and productivity
To uphold Commitment, ISU shall attain the following quality objectives: Collaborative and Effective Leader (CEL)
1. Sustain academic excellence and quality in instructions;  Works in collaboration with others and manages group functioning to meet common goal.
2. Generate research breakthroughs; Lifelong Learner (LL)
3. Engage in sectoral activities for community development  Acquires new skills and adapts to rapid changes in professional and personal environments
4. Develop products for globalization
5. Support students participation to local and international for a to enhance their
potentialities; and
6. Review on periodic basis, the Quality Management System (QMS) and gather
feedbacks on the level of client satisfaction as basis for continual improvement
ISU Core Values Statement
“ONE ISU FOR Q-R”
Outcome-oriented University, Nurturing Nationalism, Environmentalism, Efficiency and
Effectiveness, Imbibing Integrity, Spiritual, Social Responsibility, and Unity towards Quality
and Relevance.

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 PROGRAM OUTCOMES

GOALS OF THE COLLEGE The graduates of the Bachelor of Technical Vocational Teacher Education program must be able to:

In line with the Isabela State University’s vision and mission, the College of
Education is tasked to: 1. Demonstrate the competencies required of the Philippine TVET Trainers – Assessors Qualifications
Framework (PTTQF);

The College is tasked to develop professional educators and train future teachers 2. Demonstrate broad coherent, meaningful knowledge and skills in any of the specific fields in
who are competent, caring, confident, committed and would contribute to the development technical and vocational education;
of the community through education by:
1. enhancing the qualification of educators for academic and professional 3. Apply with minimal supervision specialized knowledge and skills in any of the specific fields in
development equipped with advanced training and educational technical and vocational education;
innovations as well as research and extension capabilities; and
2. preparing and developing highly qualified basic education teachers and
4. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed
skilled technologists through quality and well-rounded pre-service
for higher learning;
training in both academic and vocational fields for diverse communities
of learners.
5. Manifest a deep and principled understanding of the learning processes and the role of the teacher
in facilitating these processes in their students;

6. Show a deep and principled understanding of how educational processes relate to larger historical,
social, cultural, and political processes;

7. Apply a wide range of teaching learning process skills (including curriculum development, lesson
planning, materials development, educational assessment, and teaching approaches); and

8. Reflect of 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 processes in
order to constantly improve their teaching knowledge, skills and practices

Course Description:
This course covers the outcomes required to facilitate the development of competency standards for particular work functions, work processes, work roles and work-related vocational
outcomes. It also deals with the knowledge and skills required to undertake a training needs of individuals or organization. This course will also cover the competency in developing and evaluating
the training curriculum design which includes establishing training requirements, identifying the learner and finalizing the training program.

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Prerequisite/s : NONE

Course Outcome:

At the end of the semester, the students should be able to:

1. Account for the different concepts, theories, and approaches of curriculum development;
2. Adopt best practices in the effective implementation of the curriculum.
3. Develop insights in the implementation of the curriculum programs at different educational levels; and
4. Evaluate and critique a given curriculum in the Philippine setting.

Course Plan

Teaching Number of
Learning Hours
Graduate Program Learning Assessment Assessment
Intended Learning Outcomes Learning Content Teaching Activities Modality
Attributes Outcomes Activities Tasks Tools Lec. Lab.

SC, CEL, State the vision and mission of Vision and Mission of the  Discussion  Sharing of  Recitation Online via  Rubrics for 1.5
Reflect of the the University, quality policy, University  Brainstorming ideas  Quiz Videocon/go Recitation
relationships institutional outcomes and Quality Policy ogle
among the goals of the College. Institutional Outcomes classroom
teaching Goals of the College messenger
process skills,
the learning
Remote
processing in
(Asynchro
the students,
nous)
the nature of module,
the exercises
content/subje
ct matter, and
other factors
affecting
educational
processes in
order to
constantly
improve their
teaching
knowledge,
skills and

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 practices

SC I. Curriculum Online via 7.5

Videocon/go
 Explain the curriculum ogle
from different points A. Concepts, Nature classroom
of view and its major and Purposes messenger
foundations
 Identify and discuss B. Elements/  Lecture/  Rubrics for  Answer
elements/components Discussion Oral Remote Sheet
components of (Asynchrono
of curriculum  Small Group Recitation
curriculum and us) module,
 Describe the Discussion
curricular exercises
curriculum
Approaches
approaches  Role Playing  Rubrics for
 Discuss teaching and  Answer presentatio
learning processes as C. Teaching Learning
Sheet. n
salient components of Process and
the curriculum. Curriculum
Development.

SC  Identify and present II. Crafting the Online via 8

different design models Curriculum Videocon/go
of curriculum ogle
 Discover and discuss the A. Curriculum Models classroom
different structures or and Types  Video messenger  Rubrics for
ways to organize B. Dimension and presentation  Individual individual
curriculum design. principles of  Think-pair- task  Rubrics for presentatio
curriculum Design share  Individual reflection Remote n
(Asynchrono
C. Approaches to  Lecture and and pair  Answer  Answer
us) module,
curriculum design discussion work sheet sheet
exercises
 Rubrics for
individual
presentatio
n

P R E L I M E X A M I N A T I O N - 1.5 hours TOTAL 18 hours

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  Distinguish the persons, III. Implementing the Online via 6
SC institutions, and Curriculum Videocon/go
organizations that are ogle
directly or indirectly A. The Role of Stakeholders classroom
involved in the  Lecture/  Small Group messenger  Answer
in curriculum
implementation of implementation Discussion Discussion sheet
curriculum B. The roles of Technology Remote
 Discuss the crucial role of in Delivering the (Asynchrono
technology in delivering Curriculum us) module,
instruction to learners  Writing  Answer
C. Pilot Testing, Monitoring exercises
 Apply the factors on which  Using concept Reaction sheet  Rubrics for
and evaluating the map Paper Oral
to base selection in
implementation of the Recitation
choosing and using
curriculum  Research
technology
 Explain the different  Group Work  Answer
processes in the investigation Sheet
implementation of
curriculum

SC  Discuss the meaning and IV. Assessing the Online via 10.5
purposes of assessment as Curriculum Videocon/go
they apply to curriculum ogle
A. Intended vs.  Lecture/  Interview classroom  Answer
Implemented vs. Discussion messenger sheet
Achieved Curriculum  Rubrics for
B. Criteria for Curriculum individual
assessment Remote presentatio
C. Tools to Assess (Asynchrono
n
Curriculum us) module,
 Answer
D. Linking Curriculum, exercises
sheet
Instruction and  Rubrics for
Assessment (CIA):
Oral
Making a Fit
Recitation

 Answer
sheet
MIDTERM E X A M I N A T I O N - 1.5 hours TOTAL 18 hours
SC  Identify the Different Issues V. Addressing the Online via 16.5
and concerns of the Future Curriculum Videocon/go

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 Curriculum Innovations ogle
 Lecture/  Small group  Presentatio classroom  Rubrics for
A. Curriculum Discussion discussion n messenger the
innovations; local and representat
global trend  Small group ion
 Lecture/ discussion  Presentatio Remote
B. Issues and concerns Discussion n (Asynchrono  Rubrics for
in curriculum us) module, the
exercises
representat
ion

FINAL E X A M I N A T I O N - 1.5 hours TOTAL 18 hours

Course Requirements:

1. Must pass all quizzes, long exams, prelims, midterm and final exam
2. Satisfactory performance and submit reports and outputs
3. Attend 80% of contact hours within the semester
4. Craft Daily lesson Plan
5. Demonstration Teaching

Grading Scheme Grade Equivalent

1.0 98 – 100
Major Exam……………………………… 65 % 1.25 95 – 97
Prelim - 15% 1.5 92 – 94
Midterm - 25% 1.75 89 – 91
Final - 25% 2.0 86 – 88
2.25 83 – 85
Class Standing ………………………… 35%
2.5 80 – 82
2.75 77 – 79
Quizzes/ activities - 10%
3.0 75 – 76
Lesson Plan - 10% 5.0 74 and below Failed
Demonstration Teaching 15%
Inc. Incomplete
TOTA……………………………………….100%

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References:
1. Curriculum Development by: Purita P. Bibao, Ed. D, Paz I. Lucido, Ph. D, Tomas C. Iringan, Ph. D and Rodrigo B. Javier, Ph. D

LASSROOM POLICIES:
1. Observance of Health Protocols
a. Everybody who is entering the campus and classroom premises is required to wear a face mask – NO FACE MASK, NO ENTRY POLICY
b. Observe at all times, in all places and in all transactions, social / physical distancing of at least 1 meter apart as advocated by the Department of Health.
c. When classes are conducted outside the classroom, physical distancing will still be observed.

2. Uniform and Dress code

a. Students should be in proper uniform, wear ID and appropriate shoes except during laboratory class.
b. On Wednesdays, cross dressing, hip-hop dresses and get-ups are not allowed, e.g. shorts, slippers, spaghetti strap, earrings for males, etc.
c. PE uniforms should be worn only during PE class.

3. Taking Examination
a. Cheating and copying are strictly prohibited. When caught during quizzes and long/units exams, deduction of points will be imposed by the teacher and during midterm or final exam.
Means a grade of 5.0 in the subject.
b. Borrowing of calculators and other exam paraphernalia is not allowed during exam.
c. During prelim, midterm, and final exam, only test papers answer sheets, permits, calculators, pens, pencils and erasers are allowed on the desk; other things should be deposited on a
place designated by the teacher.
d. Other policies will be imposed as deemed necessary and as agreed upon between the students and the subject professor.

4. Other Policies
4.1. Face-to-face FTLM
a. Cellphone should be shut-off or in silent mode during class hours.
b. Chairs should be arranged at least 1.5 meters apart to observe social distancing.
c. Chairs should be arranged before leaving the classroom.
d. Vandalism is strictly prohibited and punishable.
e. No Smoking within the school premises.
f. Students under the influence of liquor are not allowed inside the school compound.
g. Any form of deadly weapons should not be brought to school except cleaning/cutting tools during cleanup days and laboratory classes.
h. Unnecessary noise to the point of creating disturbances is prohibited.
i. Proper grooming should be observed at all times, e.g. short and undyed hair for males.
j. Other policies will be strictly imposed as contained in the student manual.

4.2. Online FTLM (synchronous)

a. Unnecessary noise to the point of creating disturbances is prohibited.

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 b. Participative learning is encouraged
c. Wear proper attire
d. Courtesy and proper decorum should be observed at all times
e. Meeting time set should be strictly observed by both faculty and students
f. Policies on the recording of class lecture is subject to the approval/agreement between the student and faculty which shall be governed by existing laws such as cyber crime act, data
privacy act and intellectual property right laws.
g. Posting of unnecessary comments/messages are prohibited during online classes.

4.3. Remote FTLM (asynchronous)

a. Submit required output on time via online or on designated drop-off / pick up points.
b. Submission of duplicated / copied output is prohibited.
c. Posting of unnecessary comments/messages are prohibited during group chat/discussion forum.

Prepared by: Checked by: Approved by:

RIVERSON V. BARROGA JAIMEE M. SALADINO, MAIE MICHELLE G. QUIJANO, Ph. D

Instructor Program Chair Dean

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