Week 1: Course Introduction Prof Ed 112 CALLP
Prof Ed 112 THE CHILD AND ADOLESCENT LEARNERS
AND LEARNING PRINCIPLES
COURSE DETAILS
Credit: 3 units Curriculum Component: Professional Education
Lecture: 3 hours/week Year Level/Sem Offered: 1st Year/1st Semester
Prerequisite: None
Course Description
This course focuses on child and adolescent development with emphasis on current
research and theory on biological, linguistic, cognitive, social and emotional dimensions
of development. Further, this includes factors that affect the progress of development of
the learners and shall include appropriate pedagogical principles applicable for each
developmental level. (CMO No. 75, series of 2017).
COURSE OUTCOMES (CO)1
1. Demonstrate mastery of theories, principles, and concepts related to the
biological, linguistic, cognitive, and socio-emotional dimensions of human
development.
2. Explain the factors that affect the learning progress of children and adolescents.
3. Analyze personal learning and development, employing the different theories
and principles of biological, linguistic, cognitive, and socio-emotional
development.
Assessment Tasks Addressing the CO
Assessment Task Weight (%) with Satisfactory Contribution to
respect to CO Rating Final Grade (%)
CO1 Quizzes 30
Exams 60 60% 40
Module Exercises 10
CO2 Quizzes 30
60% 20
Graphical Presentation 70
CO3 Quizzes 30
60% 40
Case Analysis 70
Total 100
1 See Appendix A on Page 4 for the alignment of course outcomes to the USM VMGO
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Week 1: Course Introduction Prof Ed 112 CALLP
COURSE CONTENT
Course Introduction (Week 1)
• USM VMGO
• Course outcomes and requirements, Grading system, Classroom policies
• Overview of the topics
Basic Concepts and Issues on Human Development (Week 2)
• Human Development: Meaning and Concepts
• Developmental Periods and Processes
• Developmental Issues
• Principles of Human Development
14 Learner-Centered Psychological Principles (Weeks 3 & 4)
• Cognitive and Metacognitive Factors
• Motivational and Affective Factors
• Developmental and Social Factors
• Individual Differences
Biological Development (Week 5)
• Patterns of Development
• Motor Skills Development
• Brain Development: Myelination, Pruning, Lateralization, Plasticity
Cognitive and Linguistic Development (Weeks 6, 7, 9, 10)
• Piaget’s Theory on Cognitive Development
• Vygotsky’s Socio-cultural Theory
• Bronfenbrenner's Bioecological Theory
• Language and Literacy Development
Socio-emotional Development (Weeks 11-14)
• Parenting Styles, Attachment
• Erikson's Psychosocial Theory
• Marcia's Identity Statuses
• Development of Gender and Sexual Identity
• Piaget's and Kohlberg's Moral Development Theory
Individual Differences (Week 15)
• Intelligence
• Learning Styles
TEXTBOOK/REFERENCES
1. Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2018). The child and
adolescent learners and learning principles. Quezon City: Lorimar Publishing, Inc.
2. Santrock, J.W. (2018). Educational psychology. New York, NY: McGraw-Hill
Education.
1st Sem 2020–2021 ⭐ jmmillare@usm.edu.ph ⭐ Page 2 of 4
Week 1: Course Introduction Prof Ed 112 CALLP
3. Slavin, R.E. (2018). Educational psychology: Theory and Practice. New York, NY:
Pearson Education, Inc.
4. Sternberg, R.J. & Williams, W.M. (2009). Educational psychology. Upper Saddle
River, NJ: Pearson/Merrill.
5. Woolfolk, A. (2016). Educational psychology. Harlow, England: Pearson Education
Limited.
CLASSROOM POLICIES AND REMINDERS
1. Make learning your primary goal. Whether participating in discussions or
completing the requirements, give your best effort not mainly for the grade but
for deeper understanding and improvement of skills. Always ask yourself “What
important ideas or skills can I learn?” Guide your efforts with the course
outcomes (CO) as well as instructional learning objectives (ILO) presented/
discussed to you in advance. To reinforce understanding or clarify confusions, ask
questions related to these targets.
2. Be self-directed. Remote learning poses a lot of challenges that may affect your
motivation to learn. Take control. Manage your time. Plan well. Start working on
requirements way ahead of the deadline. Keep track of your progress/
accomplishments, and ensure you complete requirements as scheduled. Take
careful note of specific instructions and important announcements related to
course requirements. Use self-reinforcement and active learning strategies.
Motivation to learn can be enhanced when you interact with others. Connect.
Ask questions. Initiate discussions. Communicating to others what you have
learned helps you deepen your understanding.
3. All submissions must be your original work. Plagiarism and any other forms of
academic dishonesty get a corresponding grade of 5.0. Although cheating may
help you achieve short-term goals (or maintain friendships if you are the
source), in the long run, it robs you of the opportunity to build your character
by persevering in the face of challenging situations. Learning takes hard work.
Maintain integrity so you can stand truly proud of your accomplishments.
4. Maintain a respectful attitude and observe basic rules of courtesy online
(netiquette) when interacting with your instructor/professor and classmates. This
applies to all forms of communication including group chats, emails, personal
messages, and other discussion platforms. Use a more formal language —
whether Filipino or English. Refrain from using textspeak (shortened version of
words). Send a personal message only when a group chat/public forum is
inappropriate. With emails, include a clear subject line and always write a
message even when sending attachments. Include your full name and year/
course/section in personal messages and emails.
“Intelligence plus character—that is the goal of true education.”
Martin Luther King, Jr.
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Week 1: Course Introduction Prof Ed 112 CALLP
APPENDIX A
USM VMGO
Mission: Help accelerate socio-economic developmentM1,
promote harmony among the diverse culturesM2, and
improve quality of lifeM3 through instruction, research,
extension, and resource generation in Southern Philippines.
PEO1: Provide leadership in various PEO5: Pursue continuing
PEO3: Engage into education-
development programs both public professional development in
related entrepreneurial activities.
and private institutions. education and other related fields.
PEO2: Be equipped with content, pedagogical, PEO4: Manifest appreciation for the
pedagogical-content knowledge, and human uniqueness of diverse cultures.
resource skills.
POa POi
POb POj
POc POg: Articulate the rootedness of POk
POh: Demonstrate mastery of
POd
education in philosophical, subject matter/discipline. POl
sociocultural, historical and
POe psychological and political context. POm
POf POn
CO1: Demonstrate mastery of theories, CO3: Analyze personal learning and
principles, and concepts related to the development, employing the different
biological, linguistic, cognitive, and socio- theories and principles of biological,
emotional dimensions of human linguistic, cognitive, and socio-emotional
development. development.
CO2: Explain the factors that affect the
learning progress of children and
adolescents.
Figure 1a. Alignment of ProfEd 112 Course Outcomes (CO)2 to teacher education
Program Outcomes (PO) and Program Educational Outcomes (PEO), as well as the
USM VMGO.
2 The Course Outcomes (CO) are deep understandings and/or skills expected of you to acquire from Prof Ed
112. These COs are aligned to two Program Outcomes (PO)—POg and POh which are in turn aligned to PEO2
and M1. POs are competencies you need to possess as a pre-service teacher upon graduation; PEOs are
longer-term goals the university envisions that you characterize 3-5 years after graduation, so you can help fulfill
the USM VMGO, particularly its first mission (M1)—to help accelerate the socioeconomic development in this
part of the country. (References: CMO 75 s 2017; Course Syllabus for the Child and Adolescent Learners and
Learning Principles, Revision 1)
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