College of Teacher Education GED 222 - Course Outline
College of Teacher Education GED 222 - Course Outline
College of Teacher Education GED 222 - Course Outline
COURSE INFORMATION
1. Course Number : GED 222
2. Course Name : Facilitating Learning
3. Course Description : This course is designed to present and explain the different theories, concepts
and principles related to teaching, learning, motivation, students’ development
and classroom processes. These will provide prospective teachers the needed
knowledge and understanding to facilitate quality learning and teaching.
4. Pre-requisite : None
5. Co-requisite : None
6. Credit : 3.0 units
7. Class schedule : 5 hours per week
8. Program Educational Objectives (PEO) of BEED/BSED:
Three to five years after graduation, the BEED/BSED graduates are expected to:
A. Demonstrate updated and deep knowledge of the subject matter they teach;
B. Apply a wide range of teaching process skills particularly on lesson planning, materials development,
teaching approaches, and ethical considerations;
C. Demonstrate ethical responsibility in teaching profession; and
D. Engage in continuing professional education and trainings.
Legend: I = Upon attainment of this CO, students will have been introduced to the SO.
E = Upon attainment of this CO, students will have enabled themselves to attain the SO.
D = Upon attainment of this CO, students will have demonstrated partly or fully the SO.
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College of Teacher Education
GED 222 – Course Outline
National Competency-Based Teacher Standards
Program Educational Objectives (PEO) (NCBTS)
Assessment Task
CO Theory-based Practice-based Assessment Coverage
Schedule
1. Explain the Metacognitive and learner- Multiple Choice Short essay First Exam Part 1: Module 1-2
centered psychological principles. Questions
2. Utilize the different learners’ Multiple Choice Brief lesson plan Second Exam Part 2: Module 3-6
development theories in understanding the Questions making
nature of learners.
3. Utilize various learning development and Multiple Choice Classroom Third Exam Part 3: Module 7-18
motivational theories in facilitating quality Questions Situation Part 4: Module 19-25
teaching and learning, and classroom Analysis
processes.
*Final assessment will be a comprehensive examination (from first topic to the last) in a Multiple Choice Questions
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College of Teacher Education
GED 222 – Course Outline
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College of Teacher Education
GED 222 – Course Outline
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College of Teacher Education
GED 222 – Course Outline
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College of Teacher Education
GED 222 – Course Outline
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College of Teacher Education
GED 222 – Course Outline
12. TEXTBOOK: Lucas, M. R. & Corpuz, B. (2014). Facilitating Learning: A Metacognitive process
References:
1. Efklides, A. (2014). How does metacognition contribute to the regulation of learning? an integrative
approach. Psychological Topics, 23(1), 1-30.
2. Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers' Metacognitive knowledge and
pedagogical understandings of metacognition. Metacognition and Learning, 5(3), 269-288.
3. Joseph, N. (2010). Metacognition needed: Teaching middle and high school students to develop strategic
learning skills. Preventing School Failure, 54(2), 99-103.
4. Annan, J., Bowler, J., Mentis, M., & Somerville, M. P. (2011). Between theory and practice falls the shadow:
The learning theories profile. Journal of Cognitive Education and Psychology, 10(3), 238-252.
5. Wang, V. C. X. (2012). Understanding and promoting learning theories. International Forum of Teaching and
Studies, 8(2), 5-11.
6. Botty, H. M. R. H., & Shahrill, M. (2014). The impact of Gagné, Vygotsky and skinner theories in pedagogical
practices of mathematics teachers in Brunei Darussalam. Review of European Studies, 6(4), 100-109.
7. Chiang, M. (2010). How does preservice teachers' learning about learning theories influence their beliefs about
learning?
8. Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: Potential and
limitations. Journal of Educational Technology & Society, 8(1).
9. Ivie, S. D. (1998). Ausubel's learning theory: An approach to teaching higher order thinking skills. The High
School Journal, 82 (1), 35.
10. Ahmad, A. R., Seman, A. A., Awang, M. M., & Sulaiman, F. (2015). Application of multiple intelligence theory
to increase student motivation in learning history. Asian Culture and History, 7(1), 210-219.
11. Sengodan, V., & Iksan, Z. H. (2012). Students' learning styles and intrinsic motivation in learning
mathematics. Asian Social Science, 8(16), 17-23.
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College of Teacher Education
GED 222 – Course Outline
Assessment Methods
Weights
EXAMINATIONS
A. Exam 1 – 3 30%
B. Final Exam
- MCQ and Performance-based 30%
CLASS PARTICIPATIONS
C. Quizzes 10%
D. Research 15%
E. Oral recitation 10%
F. Assignments 5%
Total 100%
VIRGINIA CAINTIC
AVP – LIC Librarian
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College of Teacher Education
GED 222 – Course Outline
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