TECHNOLOGY FOR TEACHING AND LEARNING 1 - BEE 2-II-3 2PROFED09 (T/F 07:00AM-09:00AM/07:00AM-09:00AM)
INTRODUCTION TO THE COURSE LEARNING PACKAGE
Welcome to the Learning Course Package (LCP) for 2PROFED09 – Technology for Teaching and Learning!
This toolkit is intended to facilitate the teaching and learning of the said course using a flexible learning modality. While it may appear to be a complete learning resource, the Course Learning Package serves as a springboard to learn the content in focus. We look at the course as an application of the different Professional Education Courses and does not limit itself to the use of high technology in teaching and learning. We also encourage everyone to explore other relevant resources available by various means. Likewise, it will assist pre-service teachers to achieve the Course Intended Learning Outcomes (CILOs) within the term, even with very limited technological capabilities and minimum supervision.
The learning activities incorporated in the 2PROFED09 LCP are designed to purposefully engage pre-service teachers in asynchronous and synchronous learning tasks, as planned in the Flexible Course Plan. This LCP follows the IDEA Instructional Design Model (Sigua, Tuga, Bautista, & Aggarao, 2014) with the given descriptions below. A critical understanding of each phase will help in making sense of the given activities under each phase. With the principle of flexibility in mind, the stated activities in each phase are suggestive in nature. The faculty assigned to your class may opt to follow the activities or he/she may provide other activities appropriate to the intended learning outcome.
This phase prompts and stimulates the learners to develop a shared understanding and common language.
This phase deals with the application or transfer of the generalized concepts established in the Dissection of Concepts phase. The experiential episodes may take the form of one or a combination of two or three of the modalities: real-life or field experiences, simulated experiences, and vicarious experiences.
This phase deals with the presentation and development of concepts and observes the logical presentation of the lesson from facts and attributes to the concepts and their analysis and the formulation of generalization.
This phase focused on the use of assessment methods that simulate true-to-life situations. This could be in the form of objective tests that reflect real-life situations or alternative methods parallel to what we experience in actual life.
Aside from the Instructional Design, two other components are included: Key Points to Remember to summarize the content and Links to engage learners for suggested activities like further readings.
This LCP may be accessed in various formats – Online through the ePNU Classroom, course files saved in flash drives, and printed materials.
Welcome to the Learning Course Package (LCP) for 2PROFED09 – Technology for Teaching and Learning!
This toolkit is intended to facilitate the teaching and learning of the said course using a flexible learning modality. While it may appear to be a complete learning resource, the Course Learning Package serves as a springboard to learn the content in focus. We look at the course as an application of the different Professional Education Courses and does not limit itself to the use of high technology in teaching and learning. We also encourage everyone to explore other relevant resources available by various means. Likewise, it will assist pre-service teachers to achieve the Course Intended Learning Outcomes (CILOs) within the term, even with very limited technological capabilities and minimum supervision.
The learning activities incorporated in the 2PROFED09 LCP are designed to purposefully engage pre-service teachers in asynchronous and synchronous learning tasks, as planned in the Flexible Course Plan. This LCP follows the IDEA Instructional Design Model (Sigua, Tuga, Bautista, & Aggarao, 2014) with the given descriptions below. A critical understanding of each phase will help in making sense of the given activities under each phase. With the principle of flexibility in mind, the stated activities in each phase are suggestive in nature. The faculty assigned to your class may opt to follow the activities or he/she may provide other activities appropriate to the intended learning outcome.
This phase prompts and stimulates the learners to develop a shared understanding and common language.
This phase deals with the application or transfer of the generalized concepts established in the Dissection of Concepts phase. The experiential episodes may take the form of one or a combination of two or three of the modalities: real-life or field experiences, simulated experiences, and vicarious experiences.
This phase deals with the presentation and development of concepts and observes the logical presentation of the lesson from facts and attributes to the concepts and their analysis and the formulation of generalization.
This phase focused on the use of assessment methods that simulate true-to-life situations. This could be in the form of objective tests that reflect real-life situations or alternative methods parallel to what we experience in actual life.
Aside from the Instructional Design, two other components are included: Key Points to Remember to summarize the content and Links to engage learners for suggested activities like further readings.
This LCP may be accessed in various formats – Online through the ePNU Classroom, course files saved in flash drives, and printed materials.
ESL/EFL FOUNDATIONS - BEE 2-II-3 2S-ENG01 (T/F 03:00PM-05:00PM/03:00PM-05:00PM)
Course Description
This course provides students with knowledge of the theoretical foundations of human communication, which bear influence on teaching of the four macro components of language in terms of content, preparation of instructional materials, choice of methods and strategies, and assessment of language skills.
Course Outcomes
By the end of this course, students shall:
-understand the process of acquiring English as a first and second language to shed light on the parallelism between first and second language acquisition
-be familiar with the theories of second language acquisition from sociolinguistic, psycholinguistic, and neurolinguistic perspectives
-be familiar with the key issues in second language learning and adjust their pedagogy strategies and methods accordingly
-be able to formulate their own unified theory of second language acquisition that integrates the various concepts and variables at play
This course provides students with knowledge of the theoretical foundations of human communication, which bear influence on teaching of the four macro components of language in terms of content, preparation of instructional materials, choice of methods and strategies, and assessment of language skills.
Course Outcomes
By the end of this course, students shall:
-understand the process of acquiring English as a first and second language to shed light on the parallelism between first and second language acquisition
-be familiar with the theories of second language acquisition from sociolinguistic, psycholinguistic, and neurolinguistic perspectives
-be familiar with the key issues in second language learning and adjust their pedagogy strategies and methods accordingly
-be able to formulate their own unified theory of second language acquisition that integrates the various concepts and variables at play
