CENTRAL PHILIPPINES STATE UNIVERSITY

Kabankalan City, Negros Occidental

COLLEGE OF TEACHER EDUCATION

OBE COURSE SYLLABUS in CONTENT AND PEDAGOGY FOR THE MOTHER TONGUE
2nd Semester, C.Y. 2022-2023

VISION

CPSU as the leading technology-driven multi-disciplinary university by 2030.

MISSION

CPSU is committed to produce competent graduates who can generate and extend leading technologies in multi-disciplinary areas beneficial to the community.

GOAL

To provide efficient, quality technology-driven and gender- sensitive products and services.

CPSU QUALITY POLICY

CPSU commits to deliver quality higher and advanced education through instruction, research, extension, production and administrative support services.
We shall endeavor to:

1. Continually improve its Quality Management System (QMS) at par with International standards;
2. Provide timely, efficient and effective delivery of products and services;
3. Satisfy the needs and expectations of the customers and relevant Interested parties; and
4. Uphold applicable statutory, regulatory, organizational and International standard requirements.

COMMON OUTCOME TO A HORIZONTAL TYPE OF SCHOOL (CMO No. 46, s. 2012)

For universities: an ability to participate in the generation of new knowledge or in research and development projects Graduates of State Universities and Colleges
must, in addition, have the competencies to support “national, regional and local development plans.”

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Kabankalan City, Negros Occidental

PROGRAM OUTCOMES

a. Common to All Types of School

a.1 Articulate and discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
a.2 Effectively communicate in English and Filipino, both orally and in writing.
a.3 Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi cultural team. (PQF level 6 descriptor)
a.4 Act in recognition of professional, social, and ethical responsibility.
a.5 Preserve and promote “Filipino historical and cultural/heritage” (based on RA 7722).

b. Specific for Teacher Education Program

b.1 Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
b.2 Demonstrate mastery of subject matter/discipline.
b.3 Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
b.4 Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
b.5 Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
b.6 Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
b.7 Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
b.8 Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

c. Specific to BEED Program

c.1 Demonstrate deep understanding of the diversity of learners in various learning areas.
c.2 Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
c.3 Utilize appropriate assessment and evaluation tools to measure learning outcomes.
c.4 Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching.
c.5 Demonstrate positive attributes of a model teacher, both as an individual and as professional.
c.6 Manifest a desire to continuously pursue personal and professional development.

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Kabankalan City, Negros Occidental

PROGRAM OUTCOMES FOR BEED

Program Outcomes Performance Indicators
 Identify various types of learners and provide them with appropriate, culturally-relevant learning activities and
experiences.
a. Demonstrate deep understanding  Develop and utilize relevant materials that match the learner’s critical and creative thinking skills.
of the Diversity of learners in  Select instructional strategies for the development of learners’ critical thinking skills.
various learning areas.  Utilize developmentally appropriate activities in teaching the different learning areas.
 Utilize appropriate technologies to achieve the learning outcomes.
 Apply theories of learning in designing learning-teaching experiences.
 Explain subject matter content clearly, accurately and comprehensively.
 Relate current content with past and future lessons.
b. Manifest meaningful and
 Integrate recent developments in education and in the specific field to enrich learning.
comprehensive pedagogical
 Provide examples from real life to make learning meaningful.
content knowledge (PCK) of the
different subject areas.  Utilize appropriate teaching-learning methods and technology for specific subject matter content.
 Keep abreast with educational issues, trends and practices vis-a-vis local and global context to provide relevant learning
experiences.
 Design authentic assessment, evaluation instruments and alternative assessment tools.
c. Utilize appropriate assessment
 Interpret assessment results and use these to improve learning and teaching.
and evaluation tools to measure
 Keep accurate and updated records of the learner’s performance using technology tools were feasible and appropriate.
learning outcomes.
 Provide timely feedback of assessment results to parents and other stakeholders.
 Demonstrate skills in creative and critical thinking, logical reasoning, problem solving, and decision making in various
d. Manifest skills in communication, classroom situations.
higher order thinking and use of
 Create learning experiences that develop the learners’ higher order thinking skills.
tools and technology to
 Provide opportunities that develop the learner’s communication skills.
accelerate learning and teaching.
 Use tools and technology to enhance learning and teaching.
 Act according to the norms of the teaching profession in dealing with students, parents, colleagues and other
e. Demonstrate positive attributes stakeholders.
of a model teacher, both as an  Manifest positive personal and professional qualities of a teacher.
individual and as a professional.  Observe integrity and professionalism in handling issues, conflicts, and controversies related to student welfare as well
as parents’ and community concerns.
f. Manifest a desire to continuously  Pursue personal growth and professional development through attendance in seminar-workshops, participation in
pursue personal and professional demo-fests, conducting action research, and other education-related activities.
development.

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Kabankalan City, Negros Occidental

 Participate actively in the school’s community outreach activities.

COURSE OUTCOME

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

1. Understand comprehensively the MTB-MLE program being implemented in the Philippines.

2. Equip yourself with the pedagogical knowledge and skills pertinent to teaching Mother Tongue as a subject.
3. Develop instructional plans for the Mother Tongue with sound, interesting, and meaningful activities, materials, and assessments.
4. Implement Mother Tongue Instructional Plan through demonstration teaching.

I. PROGRAM : BEED 2A & 2B

II. COURSE NUMBER : MTB 1

III. COURSE TITLE : Content and Pedagogy for the Mother Tongue

IV. COURSE DESCRIPTION : This course includes both the content and the pedagogy of the mother tongue. The subject matter content includes the
structure of the mother tongue as a language, literature in the mother tongue, methods and techniques of teaching the
language, development of instructional materials and assessment.

V. CREDIT : 3 units

VI. CREDIT HOURS : 3 hour per week (54 hours per semester)

VII. COURSE PREREQUISITE : None

VIII. LEARNING PLAN :

TIME
DESIRED LEARNING TEACHING AND ASSESSMENT RESOURCE
COURSE CONTENT REFERENCES TABLE
OUTCOMES LEARNING ACTIVITIES TASKS/TOOLS MATERIALS
(Hr.)
Unit 0: Course Orientation
 Gain full understanding of and the Institutional Student Handbook Discussion Recitation of the Student

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Kabankalan City, Negros Occidental

the nature and the general

desired outcomes of the Vision, Mission, Core,
course Learning Values, and Outcomes
Assessment Strategy,
including the class policy,  Course Description,
 Implementing the
and institutional grading General Desired
rules and regulations Mission and
criteria. Objectives, Class 2
of the school vision of the Handbook
Policies
 Building rapport to school.
 Internalize and demonstrate  The University
the students
the vision, mission, core Vision, Mission,
values of the University and Values, Outcomes,
the institutional, college, and Quality Policy
degree, course outcomes,
and quality policy
UNIT 1: MOTHER  6 Independent learning Individual Power-point
TONGUE-BASED activity Activities presentation
MULTILINGUAL
EDUCATION Online Discussion Internet
through zoom Oral Recitation Sources
 Identify the different 1. What is MTB-MLE?
contexts in communication; Film viewing textbooks
 Understand the relationship Graded activity
between language, heritage, Laptop,
culture, and communication; TV
 Discuss the personal factors Film
involved in learning a analysis/reactio Video clips
second language; n paper
 Appreciate the comfort and
complexity of the generation
they are born into.

 Discuss the reasons why 2. Why MTB-MLE

learning a second language
is important;

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 Discuss the personal factors

involved in learning second
language;
 Understand the Lingua
Franca Education Project
and its connection to Mother
Tongue-Based Multilingual
Education (MTB-MLE);
 Give a brief description of
MTB-MLE

 Understand the framework 3. Content of the MTB-

of the MTB-MLE; MLE
 Gain deeper insight on the
MTB-MLE curriculum;
 Draft a proposal on
refinements/improvements
of the curriculum;
 Suggest ways of integrating
MTB-MLE issues into the
curriculum;

 Grasp the essence of 4. Constructivist theory

constructivist learning theory in teaching MTB-
 Relate the constructivist MLE
learning theory with learning
a language;
 Formulate methods for
teaching MTB through the
constructivist approach;

 State their own definition of 5. Pedagogical

culture and list other related competencies in
concepts; teaching mother
 Explain the various tongue

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Kabankalan City, Negros Occidental

definitions of culturally-
responsive education and its
principles;
 List some examples of the
elements of culture from
observing their local
communities’ culture;
UNIT 2: INSTRUCTIONAL . 6 Individual Internet
PLANNING FOR THE Graded Sources
MOTHER TONGUE Activities
Independent learning textbooks
 Select and rank according to 1. Components of activity
importance guide questions instructional Oral Recitation Laptop,
to consider in planning planning Classroom Discussion
TV
instruction;
 Identify events that must be Film viewing Graded activity
included in an instruction
plan;
 Characterize effective
instructional plan

 Explain the importance and

2. Instructional
purpose for instructional
planning cycle
planning cycle
 Examine the ADDIE
instructional planning model;
 Discuss relationship among the
steps in ADDIE instructional
design process;
 Prepare for an instructional
plan using the ADDIE
instructional design template
3. Instructional

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 Recall the description and planning models for

meaning of the principles that mother tongue
govern the teaching and instruction
learning of Mother Tongue;
 Relate principles of Mother
Tongue to instructional
planning;
 Examine instructional planning
models for their merits and
applicability to one’s teaching
and learning context;
4. Developing
instructional plans
 Determine the nature of for Mother Tongue
competencies; instruction
 Identify topic or content of
instruction;
 Select assessment strategies;

UNIT 3: TEACHING AND  Government 6 Independent learning Individual Internet

LEARNIN THE MOTHER Documents: activity (Module) Graded Sources
TONGUE  NEDA. National Activities
Development Online Discussion textbooks
1. The Macro skills of Agenda; Regional through zoom
 Familiarize macro skills that communication Agenda Oral Recitation Laptop,
are essential to  Filipino Great Men Film viewing
TV
communicate effectively and Women
 Draw out possible topics for  Great Filipino
instruction based on their Inventions
understanding of the macro
skill and the sample
classroom activities;
 Create a “proficiency
criteria” for each macro

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skills

 Differentiate teaching for 2. Teaching for

meaning and accuracy; meaning and
 Analyze various instructional accuracy
activities;
 Create instructional
activities using the
competencies from DepEd’s
Curriculum Guide of Mother
Tongue

 Identify the different sources 3. Choosing on-

of instructional materials for
grade and
Mother Tongue instruction;
 Evaluate instructional
culturally relevant
materials for Mother Tongue instructional
instruction vis-à-vis learning materials
goal, distinctive features,
and grade-level
appropriateness;
 Choose on-grade and
culturally relevant materials
in teaching Mother Tongue
as a learning area.

 Recall a short story, poem,

or any piece of literature 4. Developing on-
using mother tongue grade and
language; culturally relevant
 Write, edit, and translate instructional
Level 1 stories using mother materials
tongue language;
 Create a story book using
own stories written in

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mother tongue.

 Acquire strategies for

teaching listening and
viewing;
 Distinguish between bottom-
up and top-down models of
listening;
5. Language
 Categorize listening skills
and activities as involving teaching strategies
bottom-up or top-down for mother tongue
approaches;
 Design activities for selected
listening skills;
 Design activities that target
the development of viewing
skills.
UNIT 4: ASSESSING  3 Independent learning Internet
STUDENT LEARNING activity Sources
FOR THE MOTHER Oral Recitation
TONGUE Classroom Discussion textbooks
 Explain the definition of 1. Principles of Film viewing Graded activity Laptop,
assessment in education; language TV
 Differentiate between the assessment
five principles of language
assessment;
 Compare various models of
language assessment;
 Familiarize themselves with
the traditional and non-
traditional assessments
pertinent to Mother Tongue
instruction;
 Analyze sample

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 CENTRAL PHILIPPINES STATE UNIVERSITY
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assessments in Mother
Tongue

 Differentiate between 2. Language

various methods of assessment
assessment and its
strategies
sustainability to different
learning objectives;
 Formulate a language
assessment scheme based
on various learning
objectives;

 Explain the definition of a

performance task 3. Designing
assessment and identify its performance tasks
four integral parts;
 Differentiate the various
types of performance task
assessment;
 Formulate a strategy to use
performance task
assessment to gauge
student learning;

 Describe the five principles 4. Grading

of language assessment; performance task
 Recite the definition of a
rubric, identify its parts, and
discuss its advantages and
disadvantages;
 Compare and contrast an
analytic and holistic rubric;
 Construct your own rubric
with the appropriate

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characteristics of each
criterion and each
description.

IX. COURSE REQUIREMENTS:

a. institutional mandated exams (Midterms and Finals)

b. authentic assessments
c. course output / project
d. scrapbook / portfolio
e. teaching demonstration

X. GRADING SYSTEM:
Knowledge : 40%

60% - Written Examinations (Long tests, e.g. unit tests, chapter tests)

40% - Summative Tests (Midterm and Final exams)

Skills : 50%

40 % - Course Output (Projects, Portfolio and others)

30 % - Class Participation/Reporting
20 % - Activities/seatwork and other outputs indicated in the module/learning material
10 % - Assignments
Attitude : 10%

50% - Timeliness/Promptness in submitting course requirements and other class outputs

50% - Active engagement/participation in class

Total 100% (Final Grade: 40% (MG) + 60% (TFG))

XI. REFERENCES:

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Ahmadi, S., & Leong, L. (2017). An analysis of Factors Influencing Learners’ English Speaking Skill. International Journal of Research in English
Education. Retrieved 5 September, 2019 from http://ijreeonline.com/article-1-38-en.pdf.

Ahmed, R. (2015). Five essential listening skills for English learners. Retrieved from https://www.britishcouncil.org/voices-magazine/five-essential-
listening-skills-english-learners

Ambridge, B., & Lieven, E. V. (2011). Language Acquisition Contrasting theoretical approaches. Cambridge

Benner, M., Brown, C., & Jeffry, A. (2019). Elevating student voice in education. Retrieved from http://www.american progress.org/issues/education-k-
12/reports/2019/08/14/473197/elevating-student-voice-education/.

Braxton, S., Bronico, K., & Looms, T. (2000). ADDIE Model. http://www.seas.gwu.edu/-sbraxton/ISD/general_phases.html.

Brookhart, S.M. (2013). How to create and use rubrics for formative assessment and grading. Ascd.

Chapelle, C.A., & Voss, E. (2016). Utilizing technology in language assessment. Language Testing Assessment, 1-3.

Dawson, P. (2017). Assessment rubrics: towards clearer and more replicable design, research and practice. Assessment and evaluation in higher
education, 42(3), 347-360

Fromkin, V., Rodman, R., & Hyams, N. (2018). An introduction to language. Cengage Learning.

Fulcher, G., and Davidson, F. (2007). Language testing and assessment. New York Routledge.

Hedge, T. (2000). Oxford handbooks for language teachers. Oxford: Oxford University Press.

K to 12 Curriculum Guide Mother Tongue , K to 12 Curriculum Guide mother Tongue (2016)

Mother-Tongue 2001 Census (n.d.). Retrieved from https://www12.statcan.gc.ca/english/census01/Products/Reference/dict/pop082.htm

Resource development for mother tongue teaching. (n.d.). Retrieved from http://kkhsou.in/4mobile/deledunits/Course6Eng/unit3.pdf

The K to 12 Basic Education Program: K to 12 Write-up, The K to 12 Basic Education Program: K to 12 Write-up (2012)

Tomlinson, B. (2003). Developing Materials for language teaching. London:Continuum.

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United Nations (UN). (2007). United nations Declaration on the rights of Indigenous People. Retrieved from
https://www.un.org/development/desa/indigenouspeoples/wp-content/uploads/sites/19/2018/11/UNDRIP_E_web.pdf

XII. RESOURCE MATERIALS:

A. Rubrics
Holistic Rubric for the Mother Tongue Instructional Plan
For each indicator, the teacher assigns points ranging from 1-4. 4 (Highly effective), 3 (Effective), 2 (Developing), 1 (Ineffective)
SCORE
Domain Indicators of effectiveness
1 2 3 4
 Goals and objectives are clear and measurable.
Learning Goals and  Goals and objectives support the standards.
Objectives  Goals and objectives guide the development of the instructional procedures, learning
experiences, and assessments.
 The motivation is clear aligned with the standards and objectives.
 The motivation engages the student interest and links previous knowledge with present
Instructional Process:
topic.
Motivation
 The motivation considers students’ academic, social, and/ or cultural characteristics, as
well as their prior knowledge, strengths, and weaknesses.
 The learning experiences are described in detail and are thoroughly aligned with the
standards and objectives.
 Learning experiences are organized and delivered in innovative ways that provide clear,
appropriate, and challenging learning for all students.
Instructional process:  Instructional procedures address the range of student diversity, including developmental
Learning Experiences needs, learning styles, backgrounds, prior experiences, interests, and context.
 Independent, collaborative, small group and wholes class instruction are used effectively
to support individual learning.
 Learning experiences provide opportunities for understanding of concepts and actual use
of the language.
Instructional Process:  Presentation of content always includes visuals that establish the purpose of the lesson

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and preview the organization of the lessons, examples, illustrations, analogies, and labels
for new concepts and ideas.
Presenting
 There is effective modeling of thinking process by the teacher and/or students guided by
Content/Topic
the teacher to demonstrate performance expectations.
 There is no relevant, confusing, or nonessential information.
 Assessments are measurable and clearly aligned to standards/objectives.
 Both formative (progress monitoring and instructive feedback given to students during the
Instructional Process: lesson) and summative assessments (evidence of student learning collected at the end
Assessment of the lesson) are present.
 Rubrics and/or other consideration of differentiation is evident. Accommodations and
modifications are addressed.
 The stated closure or synthesis activities bring the lesson to an appropriate close, offer
Instructional Process:
appropriate extensions, and align with the standards and objectives.
Closure/Topic
 The synthesis accommodates for student.
 The instructional materials, resources, and technology are clearly aligned to the
Materials, Resources, objectives.
and technology  The instructional materials are varied and appropriate to student’s ability levels and
actively engage students.
 The instructional plan uses correct and appropriate language.
Overall  It follows prescribed template by the instructor.
 It includes a list of all references used.
TOTAL SCORE

Rubrics for the Teaching Demonstration

Exceeds Expectations (10 Does not meet expectation (5
Criteria Meets Expectation (7 points)
points) points)
Knowledge of the subject Demonstrates mastery of the Demonstrates adequate Demonstrate below average
matter subject matter knowledge of the subject matter knowledge of the subject matter
Demonstrates impressive ability Demonstrates an adequate
Communicate poorly his or her
Delivery to communicate his or her ideas ability to communicate his or
ideas to the class
to the class her ideas to the class
Quality of teaching Uses creative and effective Uses creative and effective Fails to use creative and

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teaching methods on the

teaching methods at all times effective teaching methods
average level
Demonstrates superior ability to Demonstrates an average
Does not appear to be prepared
Evidence of preparation organize and implement the ability to organize and
for the demonstration
lesson implement the lesson
Demonstrates a clear, sound,
Demonstrates a clear, sound,
and logical flow from one Does not demonstrate a logical
Organization and logical flow from one
activity to the next, but needs flow of activities
activity to the next
minor improvements
Uses relevant, and quality
Consistently uses relevant, Does not use relevant creative
Use of visual aids and visual aids and instructional
creative, and quality visual aids and quality visual aids and
instructional materials materials, but needs a little
and instructional materials instructional materials
improvement

XIII. Course Mapping

PROGRAM OUTCOMES
COURSE OUTCOMES/
a. a. a. b. b. b. b. b. b. b. b. c. c. c. c. c.
RELATIONSHIP TO PROGRAM OUTCOME a.3 a.4 c.6
1 2 5 1 2 3 4 5 6 7 8 1 2 3 4 5
1. Understand comprehensively the MTB-MLE
I D P D P
program being implemented in the Philippines.
2. Equip yourself with the pedagogical knowledge
and skills pertinent to teaching Mother Tongue D P I D
as a subject.
3. Develop instructional plans for the Mother
Tongue with sound, interesting, and meaning- I D
ful activities, materials, and assessments.
4. Implement Mother Tongue Instructional Plan
I D P I
through demonstration teaching.
Legend: I - Introduced P – Practiced D - Demonstrated

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Prepared by: ANAMAE D. CLAMOR, LPT Date: ____________________________

Name of Faculty

Reviewed by: EVELYN P. PAGUNTALAN, MAEd Date: ____________________________

Asst. Program Head

Noted by: CHIM C. MISAJON, PhD Date: ____________________________

Dean of Instruction

Recommending Approval: CHIM C. MISAJON, PhD Date: ____________________________

Campus Administrator

Approved: FERNANDO ABELLO, PhD Date: ____________________________

Vice President for Academic Affairs

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