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

A. Quality & Excellence B. Relevance & Responsiveness C. Efficiency & Effectiveness

1. To provide quality higher education (tech-voc
and physical education) that meets global
standard.
2. To produce topnotchers in the license
examination.
3. To surpass national passing percentage.
4. To be included in the list of top performing
local community colleges in the region.
5. To pursue an aggressive faculty development
program.
6. To grant awards/incentives to exemplary
7. To offer relevant curricular programs that caters and
responds to the needs and demands of the local and
global markets.
8. To sustain, strengthen, and braoden linkages on
academic programs, projects and activities.
9. To monitor effectively and evaluate instructional
programs.
10.To promote wide use of resources and faster
delivery of quality services to students that will
help them develop their potentials.
11. To enhance competitiveness of graduates in
the job market employment.
 perfromning faculty and students.
Course Title
Credit Units
Course Description
(Based on CMO No. 30
Series of 2006 & CMO No.
52 Series of 2007)
Program Intended
Learning Outcomes
(Bachelor of Library
Information System)
Course Intended Learning
Outcomes (CILO)
Geography Course Code
3 Course Pre-/Co-requisites None
The course is an introduction to the major subfields of geography using maps and spatial data at local, regional and global scales. It focuses on
inquiry framed by spatial and environmental perspectives about the places, environments, and cultures on Earth’s surface. It will reflects
traditions and themes about different countries/places around the world.
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.
5. recognize, analyze and constructively solve problems, provide appropriate direction and assistance, and overcome barriers when necessary.
6. identify users' needs and wants through reference interviews, customer surveys, complaint logs and other means in order to evaluate the
effectiveness of current services and improve these and other practices
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
At the end of this course, the students should be able to:
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.

PRELIMINARY Essential Learning Suggested

Intended Learning Outcomes Assessment
Teaching/Learning
Week Content Standards Declarative Knowledge Functional Knowledge (ILO) Tasks (ATs)
Activities (TLAs)
Introduction
Demonstrate understanding of  House rules Defining educational 1. Define educational Flipped Classroom Submission of
the;  Curriculum technology technology in the context of Let students watch five main
guide teaching and learning in the lectures on video. Ask thoughts on
Demonstrate knowledge of Part I : Getting Explaining the role of digital age; questions based on the each of the
the: Grounded: The technology in education lecture they watched on sub-topic.
Geographic Basics 2. Analyze and critique the their own at home. In
Demonstrate competencies in Illustrating the key that constitute the class, assign students to Analytic
the; Chapter 1: Geography: application of the pedagogical framework in discuss what they Rubric.
Understanding a World educational technology in understanding technology; watched. Let them Objective Test
Demonstrate familiarity on of Difference actual teaching and create, collaborate and (Multiple
the: a. Geography: learn at their own pace, choice)
Making Sense of Summarizing the 3. Explain the specific skills and apply what they
It All importance of educational teachers must have to have learned at home in
1st
b. Exposing technology address the learning styles the classroom.
and
Misconceptions: of the 21st century learners.
2nd
More Than
weeks
Maps and Trivia
c. Taking a Look at
the New
Geography
d. Getting to the
Essentials
Chapter 2: Thinking
Like a Geographer
a. Changing the
Way You Think
—
Geographically
 Chapter 3: Grid and Process-Oriented Submission of
Demonstrate understanding of Bear It Explaining the 1. State and demonstrate the Guided Inquiry five main
the; a. Feeling Kind of educational role and educational role and Learning thoughts on
Square functions of a computer functions of computer Assigns text to students, each given
Demonstrate knowledge of b. Telling Someone technology; and then pose a set of sub-topic.
the: Where to Go Describing the role o questions that they can
c. The Global computer as a tutor, tool 2. Assess current personal only answer by Analytic
Demonstrate competencies in Grid: Hip, Hip, or tutee usage of computer applying exploring the text that Rubric,
the; Hipparchus! the tutor-tool-tutee model; was given. Give Objective Test
d. Getting Lined Summarizing the and students any answers or (Multiple
Demonstrate familiarity on Up advantages and benefits facts to memorize. Pose Choice)
the: of computer in education 3. Transform the negative questions that provoke
effects of computer into its the students to look
3rd
Interpreting the educational and more deeply at the text
week
disadvantages and instructional values. they are given. Let
benefits of computer in students develop
education conclusions about the
text they are
interrogating that will
increase their
knowledge. Ask
supplemental questions
that will eventually
move the students
towards thinking deeply
and drawing more
complex conclusions.
4th Chapter 4: Maps That Describing the functions Clustering Technique Analysis and
week Demonstrate understanding of Lie Flat Lie! of system software and 1. Identify and describe the Ask the students to write Interpretation
the; a. Seeing the operating system five categories of as many concepts or on the
Light: Map instructional software in ideas on the assigned concepts/ideas
Demonstrate knowledge of Projections Defining instructional terms of their features, topic. Allow them to learned by the
the: b. Realizing software characteristics and write these concepts in students.
Exactly How applications in teaching and the illustration on the
Demonstrate competencies in Flat Maps Lie Comparing the five learning; board. Let the students Recitation Log,
the; c. Isn’t there a categories of instructional explain their given Objective Test
truthful map software 2. Design a learning activity concepts. (Multiple
Demonstrate familiarity on anywhere? using the appropriate Choice)
 the: d. Different Explaining the instructional software; and
Strokes for advantages of
Different Folks: instructional software 3. Apply the use of
A World of instructional software in
Projections other academic discipline.
e. Mapping a
Cartographic
Controversy!

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.

9th Chapter 7: Giving Earth

week Demonstrate understanding of a Facelift Defining blended 1. Identify and describe the Hot Seat Submission of
the; a. Getting Carried instruction various models of blended Group the students into questions and
Away learning; group of fives. Ask them their answers
Demonstrate knowledge of b. Changing the Explaining models of to formulate some related to the
the: Landscape blended learning 2. Differentiate the two types questions. Designate one topic.
of online communication; member of each group
Demonstrate competencies in Differentiating types of to take the hot seat to Assessment
the; online communication 3. Name and critique the answer the questions. Tools:
and forms of online different forms of online He/She may request Analytic
Demonstrate familiarity on interaction interaction; replacement as needed. Rubric,
the: Recitation Log
Describing teacher to 4. Explain vicarious
student interaction, interaction using blended
 student to content learning; and
interaction, student to
student interaction, and 5. Demonstrate station rotation
teacher to content model of blended learning in
interaction a stimulated learning
environment.
Interpreting vicarious
interaction

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

12th Chapter 10: From Explaining the five Submission of

week Demonstrate understanding of Rainforests to Ice Caps: standards of effective 1. Tell with confidence the Round Robin the
the; The Geography of pedagogy of learning underlying principles behind Group the students into contribution of
Climates the science of learning; and groups of fives. Each each member
Demonstrate knowledge of a. Giving Class to Determining the benefits group of students of the group in
the: Climates and constraints of 2. Connect and make an engage in rudimentary the formulation
b. Mixing Sun and pedagogical models account of the value of brainstorming. Each of 4 to 6 main
Demonstrate competencies in Rain: Humid understanding the pedagogy person is given the thoughts.
the; Tropical Interpreting the learning of learning in the context of opportunity to say one
Climates and thinking process using technology in teaching word or phrase Assessment
Demonstrate familiarity on c. Going to and learning. surrounding the Tools: Analytic
the: Extremes: Dry Enumerating and essential question Rubric,
Climates describing the types of formulated by the Objective Test
d. Enjoying the In- learning instructor focused on the (Multiple
between: Humid central concept. After Choice)
Mesothermal Differentiating the that individual has
Climates learning styles contributed, the next
e. Cooling Off: person is given the
Humid opportunity to add an
Microthermal additional word or
Climates phrase to the list. The
f. Dropping Below activity concludes after
Freezing: Polar all members have
 Climates participated. Each
group should list their
four to six main
thoughts as a means of
summarizing the topic.
Oral presentation
follows.

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)

14th Chapter 12: Shift Explaining integration of

week Demonstrate understanding of Happens: Migration technology in teaching 1. Clarify technology Matching Pairs Submission of
the; a. Populating the and learning process integration as a process; Give a concept or ideas 5 concepts and
Planet to match. Ask the explanation.
Demonstrate knowledge of b. Choosing to Describing the different 2. Compare and critique the students to mill around
the: Migrate technology integration SMAR model with the TPAK to look for their pairs. Assessment
c. Giving a Good models model of technology Tell them to discuss Tools: Analytic
Demonstrate competencies in Impression integration; and what they got before Rubric,
the; Discussing the benefits of reporting to the class. Objective Test
 effective technology 3. Relate the value of using (Multiple
Demonstrate familiarity on integration in the technology integration models Choice)
the: teaching-learning process in designing earning activities.

Identifying and
determining the levels of
technology integration in
the teaching-learning
process

Chapter 13: Culture: Defining learning

Demonstrate understanding of The Spice of Life and environment 1. Explain the fully concept of Dyadic Essays Submission of
the; Place a constructivist learning Students come to class three essay
a. Being Different Explaining constructivist environment; prepared with an essay questions and
Demonstrate knowledge of 15,000 Times principles question they have answers
the: Over 2. Discuss and put in context written concerning the
b. Spreading the Differentiating traditional the various constructivist topic or concept learnt Assessment
Demonstrate competencies in Word on Culture classroom from learning principles; and online, as well as an Tools: Analytic
the; c. Calling a Halt: constructivist classroom ideal response to that Rubric,
Barrier Effects 3. Create a technology- question. Once in class, Objective Test
Demonstrate familiarity on d. Getting Designing a lesson using supported constructivist students will share their (Multiple
the: Religion: How It technology in learning environment. essay question with a Choice)
Moves and constructivist learning partner, who will
Grows environment respond to it.
15th e. Getting in a Afterwards, each student
week Word about Describing the teachers’ can discuss his or her
Language role in constructivist response and compare it
f. Creating a learning environment to an ideal response
Single Global (prepared by the
Culture instructor) and discuss
how they differ and how
the responses relate to
the concept.
 Chapter 14: Where Do
Demonstrate understanding of You Draw the Line? Explaining technology 1. Present with confidence the Critical Debate Submission of
the; a. Drawing and evaluation concept of technology Group the students into list of concepts
Re-Drawing the evaluation; fives. Choose a and
Demonstrate knowledge of Boundaries of Differentiating the types controversial topic, and observations
the: the World of technology evaluation 2. Illustrate the various determine what side of during the
b. Typecasting evaluation methods that may the argument the conduct of the
Demonstrate competencies in Boundary Lines Determining the goals of be used in technology students would be in activity. Note
the; c. Living with the technology evaluation evaluation; and favor of during the out the specific
Consequences of class task. Once in- contribution of
Demonstrate familiarity on d. Drawing Comparing the methods 3. Account for the importance class, separate the each student.
the: Electoral of evaluation of technology evaluation in students into groups
District the context of effective based on their alignment Assessment
Boundaries Explaining the benefits of teaching and learning. and have them argue for Tools:
the use of technology their chosen position Analytic
16th
evaluation in teaching Have students in each Rubric,
week
group choose specific Objective Test
roles in the debate (Multiple
process, and after Choice)
having sufficient time to
prepare an argument
(thirty minutes or so),
have each group pair up
with a group of the
opposing viewpoint and
engage in a debate.
Afterwards, synthesize
the various points of
debate in a larger class
discussion.

17th Chapter 15: Getting

week Demonstrate understanding of Down to Business
the; a. Categorizing
Economic
Demonstrate knowledge of Activity
the: b. Putting
Economic
 Demonstrate competencies in Systems into
the; Place
c. Understanding
Demonstrate familiarity on Location Factors
the: d. Looking Toward
Location Trends
of Tomorrow

Chapter 16: Impacts on

Demonstrate understanding of the Environment
the; a. Grasping the
Basics —
Demonstrate knowledge of Environmentally
the: Speaking
b. Contributing
Demonstrate competencies in Factors:
the; Pollution on the
18th Move
week Demonstrate familiarity on c. Going Global:
the: Multiple
Sources Affect
an Entire
Population
d. Taking on the
Challenges of
Tomorrow

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)

Prelim Grade + Raw Midterm Grade = Midterm Grade

2
c.Raw Final Grade = Class Standing (.60) + Final Exam Rating (.40)

Midterm Grade + Raw Final Grade = Final Grade

2
*Class Standing (CS) for lecture
60%- Quizzes
20% - Recitation
15%- Seatwork
5%-Assignment

*Class Standing (CS) for laboratory

70%-Quizzes
20%-Laboratory Performance
10%- Laboratory Manual

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.

5. Requirements such as assignments/projects should be submitted/posted on or before the given deadline.

6. Coordinate with the professor, using various modes given on concerns/problems regarding the requirements.
7. Non-submission of requirements will be incomplete from the course.
Committee Members Committee Leader: Alma Flor C. David

Consultation Schedule Faculty Member :

Contact Number :
E-mail address :
Consultation Hours :
Time and Venue :

Course Title A.Y. Term of Effectivity Prepared by: Reviewed and Verified by: Approved by: No. of Pages

Educational Technology 1 Second Semester, 15

A.Y. 2016 -2017 MS. ALMA FLOR C. DAVID MS. EDEN D. DIZON DR. FILIPINAS L. BOGNOT
Instructor, Coordinator Dean, Institute of Education