The Bachelor of Elementary Education Program is a four-year program that prepares its students for the art and science of teaching. It builds know-how in pedagogy, such as foundations of education, principles of teaching, facilitating learning, curriculum development, child and adolescent psychology, assessment of student learning, educational technology and instructional materials preparation, and classroom management, among others, as well as would-be teachers’ disciplinal expertise. Among the areas of specialization offered by the program are: Pre-school Education and Special Education. The program culminates with an intensive one-year practice teaching in the cooperating schools, where student teachers receive active mentoring from highly-experienced professional teachers.
Outcomes-Based Teaching and Learning (OBTL)
At the heart of the educative process in the College of Education is the outcomes-based teaching and learning. Each course follows well-defined learning outcomes, anchored on the program goals and program intended learning outcomes. The intended learning outcomes are reinforced through performance tasks that allow for an authentic, contextualized, and real-life application of learning. At the end of the four-year program, student teachers are expected to be individuals who are lifelong learners, creative and critical thinkers, effective communicators and collaborators, and servant leaders. These outcomes are revisited after each periodic dialogue with stakeholders, such as the government, employers and parents, to ensure their alignment with global and national standards and continued relevance.
Field Study and Practice Teaching
Each professional education course is coupled with a separate 1-unit field study (FS) course that provides for an opportunity to observe actual classroom contexts and explore the dynamics of the topic, issue, or problem in-focus. Students analyze and reflect on real issues in the school thus enabling them to come up with relevant outputs that may be used for their future teaching. By their fourth year, student teachers undergo the clinical component of their program through a one-year practice teaching in partner cooperating schools. Student teachers are immersed in the actual preparation of instructional plans consistent with emerging designs of instruction vis-à-vis instructional materials and assessment tasks; proactive classroom management; assessment procedures; and performance of teacher ancillary tasks.
Service Learning Project (SLP)
Driven by a reconstructionist philosophy of education, the service learning project (SLP) is co-curricular an innovative undertaking that provides senior education students with the opportunity to address a pressing social concern through an application of their individual and collective learnings in their courses. The SLP is conducted for an entire year, commencing with the preparation phase, which includes the identification of the needs of the community (First Term), followed by the Action, Reflection, and Demonstration Phase (Second Term). Students are given the liberty to choose the type of service (direct, indirect, advocacy and research) to deliver to their chosen target community.
How We Assess
Students of the Elementary Education Program are assessed consistent with the principles underlying the practice of Outcomes-Based Education. Fifty-percent (50%) of their grading component comes from the performance tasks (PETA), which may come in the form of teaching demonstration, lesson plans, instructional materials, research or term papers, video outputs, role plays and live performances, dioramas, brochures, essays or blogs, models, and more. Long tests and major examinations are given 30% and 20% allotments, respectively. Each PETA is graded through a teacher and student-agreed upon analytic rubrics, which is provided prior to the task.