Province of Camarines Sur

GOVERNOR MARIANO E. VILLAFUERTE COMMUNITY COLLEGE - GARCHITORENA

Pambuhan, Garchitorena, Camarines Sur
CEB RES. No. 955-2017

COURSE INFORMATION

Course Code: EDUC 214

Course Title/Credit: THE ANDRAGOGY OF LEARNING INCLUDING PRINCIPLES OF TRAINERS
METHODOLOGY I
st
Term: 1 semester,2020-2021
Schedule Room: Room 5
Instructor
e-mail:
Consultation Time: Friday 8:00-12:00 Am
Consultation Venue Faculty Lounge

SYLLABUS
COLLEGE VISION – MISSION I. COURSE CODE: EDUC 214 PROGRAM OUTCOMES (CMO No. 79 S. 2017)
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 Province of Camarines Sur
GOVERNOR MARIANO E. VILLAFUERTE COMMUNITY COLLEGE - GARCHITORENA
Pambuhan, Garchitorena, Camarines Sur
CEB RES. No. 955-2017
Vision PROGRAM: Bachelor of Technical-Vocational Common to tall programs in all types of schools
Teacher Education (BTVTEd) The BTVTEd graduates have the ability to:
“DEVELOP GRADUATE AS SELF – RELIANT AND COMPETITIVE COURSE TITLE:THE ANDRAGOGY OF LEARNING a. Articulate and discuss the latest developments in
PROFESSIONAL” INCLUDING PRINCIPLES OF TRAINERS METHODOLOGY the specific field of practice (PQF level 6 descriptor)
I b. Effectively communicate orally and in writing using
Mission CREDIT UNITS: 3 units LABORATORY: both English and Filipino
PRE-REQUISITES: None c. Work effectively and independently in multi-
“PROVIDE FREE QUALITY EDUCATION IN REVISION NO.: REVISION DATE: disciplinary and multi-cultural teams (PQF level 6
GEOGRAPHICALLY INACCESSIBLE AND DISADVANTAGE EFFECTIVITY: 1st PAGE NO.: descriptor)
AREAS AND NEARBY COMMUNITIES” Semester d. Act in recognition of professional, social, and ethical
II. COURSE DESCRIPTION responsibility
“ASSURE ADEQUATE AND APPROPRIATE RESOURCES TO e. Preserve and promote “Filipino historical and
LEARNERS” cultural heritage” (based on RA 7722)
COLLEGE GOALS/OBJECTIVES This course is focused on the application of adult Common to the discipline (Teacher Education)
learning styles in implementing training programs. The a. Articulate the rootedness of education in
The Governor Mariano E. Villafuerte Community College – student teacher will be given opportunities to philosophical, socio-cultural, historical psychological
Garchitorena is geared towards protecting, fostering and promoting experience the role of a facilitator rather than a lecturer. and political contexts.
the right of all citizens to accessible, affordable and quality b. Demonstrates mastery of subject matter/discipline.
education particularly in Geographically Inaccessible and c. Facilitate learning using a wide range of teaching
Disadvantaged Areas in Garchitorena and its nearby municipalities. methodologies and delivery modes appropriate to
The college aims to develop graduates to become self specific learners and their environments.
– reliant and technically competent, not only as job seekers but also d. Develop innovative curricula, instructional plans,
CORE VALUES teaching approaches and resources for diverse
a future employer and business owner.
1. Establish, maintain a college that shall enable Competence – being able to cope with the demand of learners.
students to have effective training and have a practical the changing world thru wise use of time for efficient e. Apply skills in the development and utilization of
application of what they learned and giving the graduates outcome. ICT to promote quality, relevant and sustainable
the assurance of: educational practices.
1.1. Using the skills and competency into the Respect – giving importance or appreciation to every f. Demonstrate a variety of thinking skills in planning,
individual regardless of gender, color, beliefs, monitoring, assessing and reporting learning
development of the areas where currently living.
1.2. Being competitive in the exercise of their personality or status in life; thus befriending everyone processes and outcomes.
as brothers and sisters. g. Practice professional and ethical teaching standards
profession.
1.3. Having gainful business and employment. sensitive to the local, national and global realities.
2. Develop and offer courses responsive to: h. Pursue lifelong learning for personal and
Service – providing quality but affordable education professional growth through varied experiential and
2.1. the needs of the community in the
services to clienteles as an expression of love for field-based opportunities.
development of the local economy.
everyone.
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 Province of Camarines Sur
GOVERNOR MARIANO E. VILLAFUERTE COMMUNITY COLLEGE - GARCHITORENA
Pambuhan, Garchitorena, Camarines Sur
CEB RES. No. 955-2017
2.2. the needs and demands of the industries and Specific to a sub-discipline and a major
abroad. (Technical-Vocational Teacher Education)
3. Give the indigent families the opportunity to secure a. Demonstrate the competencies required of the
higher education. Philippine TVET Trainers-Assessors Qualifications
Framework (PTTQF);
b. Demonstrate broad and coherent, meaningful
knowledge and skills in any of the specific fields in
technical and vocational education;
c. Apply with minimal supervision specialized
knowledge and skills in any of the specific fields in
technical and vocational education;
d. Demonstrate higher level literacy, communication,
numeracy, critical thinking, learning skills needed for
higher learning;
e. Manifest a deep and principled understanding of
the learning processes and the role of the teacher in
facilitating these processes in their students;
f. Show a deep and principles understanding of how
educational processes relate to larger historical,
social, cultural and political processes;
g. Apply a wide range of teaching process skills
(including curriculum development, educational
assessment and teaching approaches); and
h. Reflect on the relationship 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.
Common to a horizontal type as defined in CMO
46, 2012
a. BTVTEd graduates of professional institutions
demonstrate a service orientation in one’s profession,
b. BTVTEd graduates of colleges participate in various
types of employment, development activities, and

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 Province of Camarines Sur
GOVERNOR MARIANO E. VILLAFUERTE COMMUNITY COLLEGE - GARCHITORENA
Pambuhan, Garchitorena, Camarines Sur
CEB RES. No. 955-2017
public discourses, particularly in response to the
needs of the communities one serves
c. BTVTEd graduates of universities participate in the
generation of new knowledge or in research and
development projects in technical education.
Moreover, graduates of State Universities and
Colleges (SUCs) must have the competencies to
support “national, regional and local development
plans” (RA7722).

III. PROGRAM EDUCATIONAL OBJECTIVES AND RELATIONSHIP TO THE COLLEGE VISION AND MISSION
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER MISSION
EDUCATION (BTVTEd) PROGRAM EDUCATIONAL Globally Aware
PEO Highly Competent & Ethical & Socially
OBJECTIVES VISSION Partner in Nation
NO. Competitive Responsible
Building
After 5 years, the graduates of BTVTed program shall: (1) (2)
(3)
Develop highly competent and motivated teachers in technical
1.    
and vocational education in their area of specialization.
Practice the teaching profession in the field of specialization,
serve as TVET trainers and assessors, or proceed to practice
2.    
careers in various sectors of industry as entrepreneurs or as
employees.

IV. PROGRAM OUTCOMES AND RELATIONSHIP TO PROGRAM EDUCATIONAL OBJECTIVES

PROGRAM EDUCATIONAL
OBJECTIVES
BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION (BTVTED) PROGRAM OUTCOMES
(1) (2)

a) Demonstrate the competencies required of the Philippine TVET Teachers– assessors qualification framework (PTTQF)  
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 Province of Camarines Sur
GOVERNOR MARIANO E. VILLAFUERTE COMMUNITY COLLEGE - GARCHITORENA
Pambuhan, Garchitorena, Camarines Sur
CEB RES. No. 955-2017
b) Demonstrate broad meaningful and coherent knowledge and skills in any of the specific fields in technical and vocational  
teacher educations.
c) Apply with minimal supervision specialized knowledge and skills in any of the specific fields in teacher technical education.  
d) Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning.  
e) Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes  
in their students.
f) Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political  
processes.
g) Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development,  
educational assessment, and teaching approaches).
h) Reflect on the relationships among the teaching 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 Outcomes and Relationship to Program Outcomes

CO’s Course Outcomes, (CO) Program Outcomes, (PO)

No. At the end of the course, the students would be able to: a b C d e f g h

1. Demonstrate understanding of theoretical basis of learning. D D DP D DP D DP D

2. Apply their understanding of adult learning theory to their own experience and skills. D D DO D DP D DP D

3. Evaluate the differences between pedagogy and andragogy. D D DP D DP D DP D

4. Demonstrate an understanding of different learning strategy. D D DP D DP D DP D

5. Demonstrate an understanding of life long learning. D D DP D DP D DP D

6. Demonstrate efficiently the knowledge learned by student teacher as a role of a facilitator rather than a lecturer. D D DP D DP D DP D

LEGEND:

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 Province of Camarines Sur
GOVERNOR MARIANO E. VILLAFUERTE COMMUNITY COLLEGE - GARCHITORENA
Pambuhan, Garchitorena, Camarines Sur
CEB RES. No. 955-2017
I – Introductory. The students get introduced to concepts/principles.
E – Enabling this means that the CO has moderate contribution to PO.
D – Demonstrated the students demonstrate the competencies across different settings with minimal supervision.
P – Practiced the students practices the competencies with supervision.

Graded Activities Instructional

Teaching-Learning
Intended Learning Outcomes Content Standard/Course Topics and Assessment resources/materials Time Frame
Activities
Task
 Apprehend and appreciate the Discuss the College VMO. Lecture and Class Insight Paper LCD PowerPoint
College vision and mission. Discussion presentation
Recitation Week 1
 Accustom and acquaintance of Orientation of the Course Outline. Hand out
contents, course requirements, Small Group
and basis for evaluation of Discussion Insight paper
performance in the course.

 Demonstrate knowledge in the  Introduction to Trainers Lecture and Class Insight Paper LCD PowerPoint
introduction of Trainers Methodology I as part of the Discussion presentation Week 2
Methodology I. course Recitation
Hand out

Insight paper
Modular
 Describe adult learning theories  Exploring the world of leaning Insight paper LCD PowerPoint
applied to andragogy. theory presentation
 Identify their own metacognitive  Theories of learning Small group Week 3-4
abilities.  Adults Learner’s Traits Group discussion discussion Hand out
 Compare and contrast their own
learning with adult learning Short quiz Insight paper
traits.

module
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 Province of Camarines Sur
GOVERNOR MARIANO E. VILLAFUERTE COMMUNITY COLLEGE - GARCHITORENA
Pambuhan, Garchitorena, Camarines Sur
CEB RES. No. 955-2017
 Describe pedagogical theories  Learning Theory: Pedagogy Small group LCD PowerPoint
 Differentiate between the  Learning Theory: Andragogy Lecture presentation presentation Week 5-6
theories of pedagogy and  Pedagogy vs. Andragogy
andragogy  Andragogy as a scientific Group discussion Short quiz Hand out
discipline
 Andragogical Cycle

 Interpret the behavioral theories  Behavioral theories of Reporting Insight paper LCD PowerPoint
of learning. learning presentation
 Interpret the cognitive theories of  Cognitive theories of Lecture Small group
learning including metacognition. learning presentation Hand out Week 7-8
 Identify the contributions of  Maslow Learning Theory Group discussion
Maslow and Bloom learning  Bloom Learning Theory Long quiz Activity sheet
theory.  Perry Schema
 Describe the Perry Schema of  Adaptive Control of Thought
college student development Model
 Explain the Adaptive Control of
Thought Model
 Synthesize the learning styles and
multiple intelligences research.
Week 9
Midterm exam

 Describe and demonstrate the  Different Theories of Teaching Reporting Small group LCD PowerPoint Week 10, 11
different learning strategies.  Different Learning Strategies activity presentation
 Discuss Whole-Part-Whole  Rehearsal Strategy Lecture
Learning Model  Elaboration Strategy Quiz Hand out
 Organization Strategy Group discussion
 The future Andragogy Insight paper Activity sheet
 Whole-Part-Whole Learning
Model Presentation

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 Province of Camarines Sur
GOVERNOR MARIANO E. VILLAFUERTE COMMUNITY COLLEGE - GARCHITORENA
Pambuhan, Garchitorena, Camarines Sur
CEB RES. No. 955-2017

 Explain how adults pursue  Guidelines for the Use of

lifelong learning. Learning Contracts modular Small group LCD PowerPoint
 Evaluate the role of experience in  Core competencies Diagnostic activity presentation Week 12-13
lifelong learning. and Planning Guide Lecture
 Adult Learning Style Inventory Online Quiz Hand out
 Training Delivery Problems Group discussion
and Solutions Activity sheet

 Apply the knowledge in  From Teacher to Facilitator of Modular Small group LCD PowerPoint
andragogy of learning with learning presentation presentation
emphasis on Trainers Week 14-15
Methodology I in teaching- Group discussion Long quiz Hand out
learning process as a facilitator
rather than a teacher. Activity sheet
 Demonstrate skills from teacher
to facilitator of learning.
Learning communities Flexibility Modular
a. Online learning Online modules Week 16-17
 Explain how adults benefits from b. Online discussion Online discussion pre3sentations
the flexibility of learning c. Teaching for critical thinking
communities. d. Using discussion method Reflection paper
e. Democratizing the classroom
f. Teaching using the creative arts

FINAL EXAM Week 18

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 Province of Camarines Sur
GOVERNOR MARIANO E. VILLAFUERTE COMMUNITY COLLEGE - GARCHITORENA
Pambuhan, Garchitorena, Camarines Sur
CEB RES. No. 955-2017
VI. COURSE COVERAGE

Course Requirements VII. ASSESSMENT SYSTEM AND PERFORM STANDARDS

Grading System
Class attendance is required and expected from the students. Because important
course work is done during each class, their presence is absolutely essential to passing Students activity shall be rated as follows:
this course. They are to comply the following requirements in order to pass the course:
 Lecture Course or Non-Laboratory Course
1. A notebook to take notes in class and outside of class.
2. A portfolio to hold class hand-outs, outputs, test papers, and quizzes. Grading Component Percentage of
3. Two (2) Periodical Examinations. converted final raw
4. Fifty-four (54) hours of attendance. score (CFRS)
5. Nine (9) homework assignments.
Class Standing 40%
6. An excused absence is defined as an absence notified in advance of the class
 Activities/quizzes 10%
you intend to miss. Acceptable absences include a death in the family, illness or
 Behaviour/participation 10%
a pre-arranged absence that you have discussed with me.
 projects 20%
7. If you are absent, you are responsible for obtaining hand-outs, assignments,
and notes from your peers, and anything else required to complete the course Midterm Examination 30%
work. Final Examination 30%
TOTAL 100%

Printed Learning Resources/References/Textbooks

 https://ala.asn.au/adult-learning/the-principles
 https://elearningindustry.com/theadultlearningtheory-andragogy
 https://www.learning-theories.com/andragogy

Rubric for small group presentation

Category Outstanding Very Satisfactorily Very Satisfactorily Needs Improvement
(4) (3) (2) (1)
Task focus and Very self-directed and consistently Focuses on the task and can be Focuses on the task some of the time. Rarely focuses on the task and let
Participation focus on the task and what needs counted on to complete the Must be reminded of the task by other others do the work. Does not
20% to be done. assigned work of the group. members. participate.

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 Province of Camarines Sur
GOVERNOR MARIANO E. VILLAFUERTE COMMUNITY COLLEGE - GARCHITORENA
Pambuhan, Garchitorena, Camarines Sur
CEB RES. No. 955-2017
Dependability Consistently on time for group Usually punctual for group Sometimes late for group meetings and Late for most group meetings and
20% meetings and turns all work on meetings and turns in most of frequently turns the work after the misses deadlines for turning on
time. Complete all task and does the time. Complete most task deadline. Does not complete most work. Seldom completes assigned
not depend on others to do the and is a productive member of assigned task. work. Depend on other to do all the
work. the group. work.

Listening and Respectfully listens, interacts, and Respectfully listen and Has some difficulty listening respectfully. Has great difficulty listening in a
discussing discusses ideas with the entire contribute to the group Tends to dominate the discussion or not group setting. Argues with group
20% group. Helps the group reach the discussion. Contribute ideas and contribute. members and is unwilling to
consensus. ask questions. compromise.
Research and Routinely gathers research and Usually provides useful ideas Sometimes provides useful ideas to the Rarely provides any information to
information sharing share useful ideas with the group. and completes research tasks. group but often neglects the research the group due to lack of research
40% Rethinks ideas relating to the tasks. skills or inability to finish the task.
group goals.

Prepared by: Endorsed by: Approved by:

`
Instructor Program Head College Administrator

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