MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BTVTED -SYL-EDTM 158

COLLEGE OF TEACHER EDUCATION

Revision No. 0 Page 1 of 9
The Andragogy of Learning including Principles of Trainers Methodology I
Effectivity Date January 13, 2020

VISION OF THE A premier Philippine university by 2028.

UNIVERSITY
MISSION OF THE To develop virtuous human capital and sustainable innovations in a knowledge-driven global economy.
UNIVERSITY
CORE VALUES Knowledge – Upholding knowledge as empowerment, we aim to develop intelligent individuals who can make informed decisions.
Inclusivity – We support and encourage diversity and collaboration, engaging in programs that promote growth and development for all sectors of society.
Professionalism – Reared in a merit-based environment, we commit ourselves to the highest standards of ethics and professionalism.
Spirituality and Social Responsibility – We are committed to providing holistic development that inculcates love and service to God, humanity and the environment.

INSTITUTIONAL Anchored on the university’s Vision, Mission, and Core Values, the Mariano Marcos State University institutional learning outcomes are qualities that MMSU graduates
OUTCOMES must possess.

MMSU graduates should be able to:

1. Demonstrate adequate knowledge, skills, and attitudes to be effectively integrated into a knowledge-driven global economy;
2. Maintain a high degree of ethics, professionalism, discipline and accountability;
3. Communicate effectively and articulate ideas through various modalities and in diverse contexts;
4. Commit themselves to lifelong learning and personal development to achieve excellence;
5. Analyze problems and issues critically, and develop ideas and innovative solutions to respond to the needs of local, national and global communities;
6. Display spiritual values through respect for and service to God, humanity, and country;
7. Practice social and environmental responsibility;
8. Collaborate with and maintain harmonious relationships with others;
9. Respect multicultural diversity;
10. Engage in activities that promote growth and empowerment for all sectors of society;
11. Make informed, intelligent, fair and equitable decisions; and
12. Show appreciation for and contribute to the development and preservation of cultural heritage.

GRADUATE ATTRIBUTES Anchored on the university’s Vision, Mission, and Core Values, MMSU graduates must be:
1. globally competent;
2. professional;
3. effective communicator;
4. lifelong learner;
5. innovative;
6. spiritual;
7. socially responsible;
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 8. collaborative;
9. respectful to diversity;
10. empowered;
11. critical thinker; and
12. culturally responsive.

COLLEGE GOALS 1. Provide quality professional preparation for teachers in the basic education levels.
2. Offer adequate instruction in the elementary, secondary, and collegiate levels.
3. Undertake research and extension on relevant areas to improve the quality of higher education in particular and the quality of life in general.
4. Conduct continuing education and training of teachers and allied clients through the various programs of the Center for Teaching Excellence and
Graduate Education Program.
5. Develop innovative materials for instruction and training.

PROGRAM OUTCOMES Bachelor of Technical Vocational Teacher Education

COURSE OUTCOMES At the end of the semester, the students must have:
1. acquired necessary knowledge and skills in the different industrial arts courses taught in the basic education.
2. demonstrated common competencies in the different areas of industrial arts.
3. performed basic skills in the different competencies required in the areas of industrial arts.
4. prepared competency based learning materials in the different area of industrial arts.
 MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BTVTED -SYL-EDTM 158
COLLEGE OF TEACHER EDUCATION
Revision No. 0 Page 3 of 9
The Andragogy of Learning including Principles of Trainers Methodology I
Effectivity Date January 13, 2020

COURSE SYLLABUS

COURSE CODE BTVTED 158

COURSE TITLE The Andragogy of Learning including Principles of Trainers Methodology I

CREDIT UNITS 3

COURSE PREREQUISITE

COURSE DESCRIPTION This course is focused on the application of adult learning principles and learningstylesin implementing training programs.The student teacher
will be given opportunities to experience the role of a facilitator rather than a lecturer.

CONTENT OUTLINE AND TIMEFRAME

TIME FRAME COURSE CONTENT /SUBJECT MATTER

6 Hours Chapter 1 – Andragogy of learning

A. Historical development
B. Pedagogy of learning
C. Assumptions of pedagogy
D. Pedagogy vs andragogy
E. The adult learning theory by Malcolm S. Knowles
1. Knowles 5 Assumption of Adult Learners
2. Knowles 4 principles of adult learning
16 Hours Chapter 2 - The Principles of Competency Based Learning
A. 10 principles of CBT
B. Characteristic of CBT
1. Implication for using CBT
2. Advantages and limitation of CBT
C. Principles of Adult learning
1. Key characteristic of adult learning
D. Delivery Plans
1. Useful guides for facilitator
2. The nine events of instructions
E. Learning Stations
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
 MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BTVTED -SYL-EDTM 158
COLLEGE OF TEACHER EDUCATION
Revision No. 0 Page 4 of 9
The Andragogy of Learning including Principles of Trainers Methodology I
Effectivity Date January 13, 2020

1. Different learning station set-up

F. Training Activity Matrix
1. Guidelines in making training activity matrix

13 hours Chapter 3 - Conduct Pre-Assessment

A. Recognition of Prior-Learning
1. Advantage of RLP
2. Evidences for RPL
3. RPL assessment
B. Pre-assessment
1. Purpose of pre-assessment
2. Pre-assessment activities
3. Before and after pre-assessment

13 hours Chapter 4 - Facilitate Training Session

A. Competency Based Training Delivery
B. Preparing a Demonstration-Performance Method Training Session
C. CBT monitoring Tools
1. Progress Chart
2. Achievement Chart
D. Facilitate Training Sessions
E. Focussed group Discussion

6 hours Chapter 5 –Review Delivery of Training Session

A. CBT Review and Evaluation
B. Pretest-PostTest Analysis
C. Analyze Training Evaluation
LEARNING PLAN:

Desired Learning Outcomes (DLO) Course Content / Subject Matter Resource Materials Values
Teaching and Learning Assessment Task Time Infused/
Activities (TLA’s) (AT’s) Table Competencie
s

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to compliance to the Documented Information Procedure
established by MMSU.
At the end of the chapter, the student Chapter 1 – Andragogy of learning
must have:

1. Discussed the historical A. Historical development Lecture-discussion on Quizzes – selected Laptop 6 hours
development of adult learning. B. Pedagogy of learning the listed topics response type,
2. Differentiated pedagogy vs andragogy C. Assumptions of pedagogy constructed response LCD Projector
of learning. D. Pedagogy vs andragogy type
3. Explained the assumption E. The adult learning theory Power point
of pedagogy. by Malcolm S. Knowles Oral questioning presentations
4. Discussed the adult learning 1. Knowles 5 Assumption of
theory by Malcolm Knowles Adult Learners
5. Explained the 5 assumptions and 2. Knowles 4 principles of
Priciples of adult learners by adult learning.
Malcolm Knowles.

At the end of the chapter, the student Chapter 2 - The Principles of

must have: Competency Based Learning

1. Discussed the 10 principles of A. 10 principles of CBT Lecture-discussion on Quizzes – selected Laptop 15

CBT that can be applied in B. Characteristic of CBT the listed topics. response type, hours
designing training program. 1. Implication for using CBT constructed response LCD Projector
2. Explained the Implication, 2. Advantages and limitation Small group discussions type
advantages, and limitation of of CBT Power point
CBT. C. Principles of Adult learning Brainstorming sessions Oral questioning presentations
3. Prepared appropriate training 1. Key characteristic of
facilities resources based on adult learning Long examination - Modules
the training activities. D. Delivery Plans Act as facilitator in training selected response
4. Described the nine events being 2. Useful guides for facilitator session type, constructed Information Sheet
done to ensure effecient 3. The nine events of instructions response type
learning. E. Learning Stations Set up learning station
5. Enumerated and explained the 1. Different learning station set-up
important activities that a trainer F. Training Activity Matrix Designed Task Sheet
should implement to make 1. Guidelines in making Presentation of outputs performance- and
training effective. training activity matrix. product-oriented
6. Prepared and setup learning tasks
stations according to Learning
 activities.
7. Prepared and setup tools and
equipments to be used according to
 learning activities.
8. Discussed the important of
training matrix.
9. Developed a training activity matrix.
At the end of the chapter, the student Chapter 3 - Conduct Pre-Assessment Lecture-discussion on Quizzes – selected Laptop 13
must have: the listed topics response type, hours
constructed response LCD Projector
1. Defined RPL; A. Recognition of Prior-Learning Small group discussions type
2. Explained the important of RPL 1. Advantage of RLP Power point
3. Discussed the advantages of RPL 2. Evidences for RPL Worksheet or activity sheet Oral questioning presentations
4. Determined the evidences 3. RPL assessment (rubrics)
of competencies B. Pre-assessment Samples of
5. Identified the criteria in 1. Purpose of pre-assessment Conduct pre assessment Simulation on the certipicate
assessing evidences in RPL. 2. Pre-assessment activities procedures conduct of pre-
6. Performed pre 3. Before and after pre-assessment assesment
assessment procedures. Presentation of outputs Activity sheets
7. Explained the purpose of
pre- assessment.
8. Enumerated the materials to be
used in the pre-assessment.

At the end of the chapter, the student Chapter 4 - Facilitate Training Session Lecture-discussion on Written test Laptop 13
must have: F. Competency Based Training the listed topics hours
Delivery Oral questioning LCD Projector
1. Explained the appropriate training G. Feedback Mechanism Small group discussions
methods to be used based on the H. Preparing a Demonstration- Power point
level and characteristics of a learners. Performance Method Group demonstartion Demonstration- presentations
2. Illustrated the sequence of activities Training Session evaluation
in CBT workshop. I. CBT monitoring Tools Worksheets
3. Discussed the role of a traianers and 3. Progress Chart Evalaution of output
a trainor. 4. Achievement Chart Activity sheets
4. Explained the importance of J. Facilitate Training Sessions
feedback mechanism to ensure Focussed group Discussion
effective learning.
5. Discussed the different feedback
strategies use in the delivery of the
training program.
6. Enumerated the monitoring tools
use in CBT.
7. Differentiated progress chart
from achievement chart.
8. Identified the proper content
applied in the monitoring tools.
9. Explained the imporatant of
focussed group discussion in processing
observation result.
10. Explained how focussed group
discussion imporatant in the program
evaluation.
At the end of the chapter, the student Chapter 5 –Review Delivery of Lecture-discussion on the Quizzes Laptop 6 hours
must have: Training Session listed topics
LCD Projector
1. Explained importance of CBT review A. CBT Review and Role play (assessor-candidate
and evaluation. Evaluation conference) Power point
2. Determined the components of B. Pretest-PostTest Analysis presentations
the training that needs to be C. Analyze Training Evaluation Presentation of outputs:
evaluated. Forms of evidences
3. Discussed the different ways Evaluation results Task sheets
of reviewing and evaluating Job sheet
training sessions.
4. Explained the advantages of
pretest- postest in testing knowledge
and skills for the trainees.

Textbook/References
Corpuz, B. B. (2015). Field Study 5 Learning Assessment Strategies. Quezon City, Philippines: LORIMAR Publishing, Inc.

De Guzman-Santos, R. (2007). Assessment of Learning 2 Advanced Methods in Educational Assessment and Evaluation. Quezon City, Philippines: LORIMAR Publishing, Inc.

Lucido, P.I. and B. B. Corpuz (2010). Field Study 5 Learning Assessment Strategies. Quezon City, Philippines: LORIMAR Publishing, Inc.
 Navarro, R. L. and R. G. Santos (2013). Assessment of Learning 2 Authentic Assessment of Student Learning Outcomes. 2nd Edition. Philippines: LORIMAR Publishing, Inc.
Training Methodologies 1 Modules
Planning Training Session
Facilitating Learning Sessions
Supervising Work-based Learning
Conducting Competency Assessment
Utilizing Electronic Media in Facilitating learning

COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT CRITERIA)

Training Matrix 20% Midterm Test

CBLM 25% Final Test
Information sheet 30% Major Outputs/Practicums
Task sheet 25% Class Standing
Progress chart 100%

COURSE POLICIES  Attendance is a must.

 Always be in proper uniform.
 Compliance to all requirements reflected in the syllabus.
 Pass all written and practical examinations.

CONSULTATION PERIOD 2:00 -4:00 PM MWF, Supply Office MMSU-CIT Campus

FACULTY-IN-CHARGE JAMES M. VICENTE
Academic Rank: Associate Professor 2
PRC # 0741065
Mobile: 09982222213
Email Address: [email protected]

PREPARED BY: RECOMMEND APPROVAL: APPROVED:

EDWIN B, RIVERA EDWIN B. RIVERA ELIZA T. SAMSON PRIMA FE R. FRANCO
Faculty-In-Charge Chair, TVLED Department Dean Vice President for Academic Affairs
January 10, 2020