Outcomes - Based Teaching and Learning Plan in Geography: Vision Mission Motto Core Values
Outcomes - Based Teaching and Learning Plan in Geography: Vision Mission Motto Core Values
Outcomes - Based Teaching and Learning Plan in Geography: Vision Mission Motto Core Values
The Institute of Education, sharing in the mission of The Institute of Education as a locally recognized community
the City College of Angeles, envisions itself as a college fulfills its vision by:
leader in local and regional higher education Offering challenging learning opportunities in a supportive
institution in Angeles City. It offers programs that and diverse environment;
meet local needs, support excellence in teaching and Creating and supporting researche, scholarship, and inquiry * Excellence
learning, and work with the community to develop in education; and “Totalis Humanae” * Stewardship
intellectual, cultural, economic, and human resources. Serving the community through collaborative relationships; * Resilency
and working with schools, agencies and communities to
offer programs that prepare professionals who work
competently, collaboratively, and ethically to improve
educational outcomes from all.
OBJECTIVES
1. To provide quality higher education (tech-voc 7. To offer relevant curricular programs that caters and 10.To promote wide use of resources and faster
and physical education) that meets global responds to the needs and demands of the local and delivery of quality services to students that will
standard. global markets. help them develop their potentials.
2. To produce topnotchers in the license 8. To sustain, strengthen, and braoden linkages on 11. To enhance competitiveness of graduates in
examination. academic programs, projects and activities. the job market employment.
3. To surpass national passing percentage. 9. To monitor effectively and evaluate instructional
4. To be included in the list of top performing programs.
local community colleges in the region.
5. To pursue an aggressive faculty development
program.
6. To grant awards/incentives to exemplary
perfromning faculty and students.
At the end of this program, graduates will have the ability to:
1. select, evaluate, organize and disseminate print, multimedia, electronic and digital information resources
2. effectively communicate orally and in writing, at the same time, use a variety of communication methods in a manner that best enables the
message to be understood
3. demonstrate logical and systematic approaches to the accomplishment of tasks.
4. formulate objectives, policies and processes as well as design and manage resources in anticipation of future educational or organizational
changes.
Program Intended 5. recognize, analyze and constructively solve problems, provide appropriate direction and assistance, and overcome barriers when necessary.
Learning Outcomes 6. identify users' needs and wants through reference interviews, customer surveys, complaint logs and other means in order to evaluate the
(Bachelor of Library effectiveness of current services and improve these and other practices
Information System) 7. work well in groups and seek ways to build team efforts to solve problems and achieve common goals
8. understand library's automation systems and the use of computer hardware, software and peripherals, including online collaboration tools
(the Internet, the worldwide web, and social networking sites).
9. develop information technology solutions (e.g., library automation system. Website, e-mail system, etc.).
10. conduct significant research proJects that will benefit the library and the organization.
11. evaluate and debate information policy (e.g., copyright law, plagiarism cybercrimes, etc.) and ethical issues applicable in local, national or
global context
12. participate in continuing education activities organized by library associations and other entities
Course Intended Learning At the end of this course, the students should be able to:
Outcomes (CILO)
1.Define educational geography and explain its relationship with other terms in the teaching learning situation;
2.Determine the roles and function of geography in everyday life;
3.Organize and present researches regarding the common misconception about geography
4.Explain the importance of knowing thy cultures of different places around the world.
5.Evaluate own country’s geography.
6.Create an independent research of a particular place to describes it physical geography.
Chapter 5: Getting the Tracing the historical 1. Illustrate the nature and Student as Resource Submission of
Demonstrate understanding of Message of Maps development of the characteristics of the Speaker the template
the; a. Checking Out internet and world wide Internet and the World Wide Assign a student to talk using power
the Basic Map web Web; on a specific topic. Let point
Demonstrate knowledge of Components the student discuss the presentation.
the: b. Taking It to Defining basic web- 2. Evaluate and critique the topic by presenting the
Scale related terms and instructional value of the details of the concepts. Analytic
Demonstrate competencies in c. Showing the concepts World Wide Web; and Let the other students Rubric.
the; Ups and Downs: raise questions. Objective Test
Topography Explaining the 3. Create real life scenarios to (Multiple
Demonstrate familiarity on d. Using Symbols instructional value of the illustrate both the positive choice)
5th the: to Tell the Story internet and web and the negative use of the
and e. Gathering Internet and the Web.
6th Information: Critiquing websites
week Sources for evaluation criteria
Pinpointing
Objects Determining the
f. Getting challenges of web
Computerized resources
MIDTERMS
7th Part II : Getting Defining web-based Submission of
and Demonstrate understanding of Physical: Land, Water, instruction 1. Explain the pedagogical Reaction Sheets 5 lingering
the; and Air principles behind the Choose a number of questions and
Chapter 6: Taking Determining the development of web-based broader, overarching perceived
Demonstrate knowledge of Shape: The Land We categories of web-based instruction; questions based off of implication of
the: Live On instruction the out of class material these
a. Starting at the 2. Identify and differentiate that the students would questions.
Demonstrate competencies in Bottom: Inside Explaining the benefits of the three categories of web- have read. Once in-
the; Earth web-based instruction based instruction; and class, give each student Analytic
b. Getting Down to questions. Each student Rubric.
Demonstrate familiarity on Theory: Earth Assessing the application 3. Propose the instructional spends ten minutes to Objective Test
the: Benedict?! of WBI in training and value of Web-based write everything that (Multiple
c. Making industry-based instruction in promoting comes to mind in choice)
8th Mountains Out organizations non-formal education and in relation to the topic.
weeks of Molehills functional literacy Afterwards, each student
d. Experiencing programs. review his/her answers
Earthquakes: and may add additional
Shake, Rattle comments. Each student
and Roll! solidify his
e. Subducting understanding of a
Plates: Volcano special topic or a
Makers threshold concept that
the entire class needs to
understand properly.
Chapter 8: Water, Water 1. Identify and critique the Think Pair Share
Demonstrate understanding of Everywhere Describing virtual various pedagogical Let the students form a Submission of
the; a. Taking the learning environment principles and practices in pair. Raise a question. the list of
Plunge: Global online teaching; Let them think of the answers/interpr
Demonstrate knowledge of Water Supply Explaining community of answer. Ask them to pair etations
the: b. Shaping Our inquiry model 2. Demonstrate the functions off to give and share formulated by
World: Oceans of the different tools and their answers to their each pair of
Demonstrate competencies in c. Getting Fresh Organizing learning resources in a typical pair. students
the; with Water management system in management system; and
the classroom Assessment
Demonstrate familiarity on 3. Design specific learning Tools: Analytic
10th
the: Testing tools and tasks to show the relationship Rubric,
week
resources of LMS of social presence, cognitive Objective Test
presence , and teaching (Multiple
presence in the Community Choice)
Creating virtual learning of inquiry Model.
environment in the
classroom
Differentiating
synchronous from
asynchronous sessions in
classroom management
Chapter 9: Warming Up Defining instructional
Demonstrate understanding of and Chilling Out: Why design 1. Discuss and put in context Panel Discussion Submissions of
the; Climates Happen the principles of Assign the topic to questions and
a. Getting a Grip Explaining ADDIE model instructional design; selected students who answers given
Demonstrate knowledge of on Climate in teaching shall act as the panelists. during the
the: b. Playing the 2. Design an instructional plan Let the rest of the class panel
Angles Describing the do’s and for online delivery; and to raise some questions discussion.
Demonstrate competencies in c. Tilt-a-World: don’ts in using the about the topic. Student
11th the; The Reasons for instructional design 3. Illustrate the value and panelists can ask for Assessment
week the Seasons models application of instructional replacement after Tools:
Demonstrate familiarity on d. Hot or Cold? design principles in answer the first or Recitation log,
the: Adjust Your Comparing the use of materials development for second questions. Objective Test
Altitude instructional design lifelong learning. (Multiple
e. Gaining Heat, models in teaching Choice)
Losing Heat
f. Going with the
Flow: Ocean
Currents
g. Living Under
Pressure
FINALS
Part III : Peopling the
Demonstrate understanding of Planet Explaining the 1. Clarify and tell with Affinity Grouping Submission of
the; Chapter 11: Nobody application of technology confidence the underlying Students individually list of
Here but Us Six Billion in teaching for principles behind the write down ideas on a concepts and
Demonstrate knowledge of a. Going by the understanding teaching for understanding piece of paper and then observations
the: Numbers paradigm; in a group attempt to during the
b. Going Ballistic: Analyzing teaching for classify them while conduct of the
Demonstrate competencies in Population understanding 2. Demonstrate “performance discussing why certain activity. Note
the; Growth perspectives” of items deserve to be the specific
13th c. Checking Differentiate traditional understanding in the categorized together. contribution of
week Demonstrate familiarity on Behind the teaching from teaching process of learning; and Helps with ensuring each student.
the: Curve: for understanding students are on the same
Population 3. Decipher the value of using page before embarking Assessment
Change Designing a lesson using instructional technology in on a more complicated Tools:
d. Considering technology in teaching teaching for understanding. in-class activity Analytic
“Overpopulation for understanding Rubric,
” Objective Test
(Multiple
Choice)
Identifying and
determining the levels of
technology integration in
the teaching-learning
process
Basic Readings Getis, Getis, & Fellman. (2008). Introduction to Geography (11th ed.). McGraw Hill.
Extended Readings 1. The World Resources Institute (http://www.wri.org) seeks to educate people “to live in ways that protect Earth’s environment and its
capacity to provide for the needs and aspirations of current and future generations.”
2. WorldClimate.com (http://www.worldclimate.com) offers climate data for 85,000 locations around the world.
3. The Perry-Castañeda Library Map Collection, University of Texas at Austin
4. (http://www.lib.utexas.edu/maps), is home to more than 250,000 maps of all parts of the world.
5. The Mother of All Geography Web Sites (http://geography.about.com)
Course Assessment
a.Preliminary Grade = Class Standing (.60) + Prelim Exam Rating (.40)
b.Raw Midterm Grade = Class Standing (.60) + Midterm Exam Rating (.40)
Course Policies 1. Attendance. Please refer to the CCA Student Handbook (p. 12).
2. Because this is a classroom, mandatory attendance will be reduced to project presentation days. As per college policy, students are
expected to complete assignments on-time. While some projects span the entire semester, others are due on specific dates throughout
the semester. Ten percent (10%) of the total points available (or a minimum of 1 point) are deducted from a student's grade on a
project when it is received after the stated due time (usually 11:00 a.m.) on the due date unless otherwise stated on the rubric for the
individual project/assignment. An additional 5% (or a minimum of 1 point) is deducted for each day the project/assignment is late.
Work that is more than one week late will not be accepted without a doctor's note submitted to the instructor or proof of other
emergency beyond the student's control. Be sure to consult the rubric for the individual project for more complete details. Students
who are unable to complete the work during the semester are eligible for an Incomplete only if the reason fits the College's
guidelines for an incomplete. If an Incomplete is granted, it will automatically convert to the grade of F if the work is not completed
by the end of the following semester.
3. Tests and Make-ups
All quizzes for this course must be completed. The final examination will be delivered during class schedule.
4. Extra Credit. Students are expected to complete the projects as required for the class and to do the best they can on each project
throughout the semester. Thus, it is the policy of the instructor not to give additional assignments for extra credit for students who
wish to pull up their grades at the end of semester.
Every attempt is made to provide a complete syllabus that provides an accurate overview of the courses. However, circumstances and
events may make it necessary for the instructor to modify the syllabus during the semester. This may depend, in part, on the progress,
needs and experiences of the students.
5. Students participate in the discussion, and answer the discussion questions. Failure to do those in 3 weeks will mean dropping from
the course.
Course Title A.Y. Term of Effectivity Prepared by: Reviewed and Verified by: Approved by: No. of Pages