FINAL-CED-PRIMER-2022

ANATOMY AND PHYSIOLOGY OF HUMAN MOVEMENT
The course provides and understanding of the structure of the body

and how they operate as systems. Students use anatomical models and
digital media to provide a basis for understanding the structure and
function of the human body in terms of how it responds and adapts to
physical activities in all its forms.

PHYSIOLOGY OF EXERCISE AND PHYSICAL ACTIVITY
The course provides an understanding of the physiological

responses of the body to the acute and chronic stresses of exercise and
training stimuli, and the adaptations that results from these. Students are
expected to: (1) define the physiological responses and adaptations to
exercise and training of different types, intensities and duration; and (2)
report and interpret physiological data and refute the fallacies usually
associated with exercise performance; (3) discuss the mechanisms and
effects of exercise and physical activity on pathology

PRINCIPLE OF MOTOR CONTROL AND LEARNING OF
EXERCISE, SPORTS AND DANCE

This course covers human information processing in relation to the
development of motor skills. The student should be able to apply structure,
present and evaluate effective learning situations when teaching human
movement

RESEARCH I
Deals with the general concepts and methods of research focused
on the physical and health education specialization. The emphasis is on the
actual experience in the research process from the conceptualization of the
problem to gathering of support literature and corresponding
methodology. A research proposal is a requirement in the course.

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SPORTS AND EXERCISE PSYCHOLOGY

This course provides an understanding of the social, psychological
and environmental factors that influence exercise behavior, sports
participation and performance through observation and analysis of sports
and exercise settings.

APPLIED MOTOR CONTROL AND LEARNING OF EXERCISE,
SPORTS AND DANCE

This course covers the application of motor control and learning
concepts and principles to exercise, sports and dance. The student should
be able to skillfully break down various movement skills and devise relevant
strategies to enhance the acquisition of motor learning for students. The
learner of this course should be able to utilize their potential student’s
movement competencies to progress into more complex activities.

CURRICULUM AND ASSESSMENT IN PHYSICAL EDUCATION
AND HEALTH EDUCATION FOR K-12

Covers the basic understanding of K-12 PE and Health curriculum.
It covers the analysis of K-12 Physical Education and Health Education
Curriculum and explores the different curriculum models in PE and
Health. Assessment in the K-12 PE and Health is also tackled in the course.
Curriculum and Assessment analysis in the K-12 PE and Health is expected
at the end of the course.

PROCESS OF TEACHING PE AND HEALTH

The course provides students with opportunities to study, discuss,
organize, and practice instructional methods for teaching PE and Health in
the K-12 PE and Health curriculum. It explores various processes in
teaching PE and Health. A demonstration teaching employing various
instructional strategies and methodologies is expected in the course. Deals
with concepts, principles, and theories for the proper identification of three
different types of disabling conditions. It includes competencies in the
teaching of the physical and motor needs of students with disabilities. A
20-hour practicum includes observation of special education classes in any
private or public schools and the preparation of modified physical
education activities program address the physical, emotional, mental, and
social needs of student with disabilities.

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TECHNOLOGY FOR TEACHING AND LEARNING 2
(TECHNOLOGY APPLICATION IN TEACHING PHYSICAL

EDUCATION AND HEALTH EDUCATION)

Deals with the teaching and learning framework for integrating
technology in the teaching of PE and Health. It includes materials
preparation and the use of technology as an aid for meaningful teaching
and learning of PE and Health. A demonstration teaching applying
technology is expected at the end of the course.

MOVEMENT EDUCATION

The course provides understanding of the movement concepts in
terms of the body, space, effort and relationship that will aid a student in
making connection between physical movement, personal meaning and
aesthetic expression.

PHILIPPINE TRADITIONAL DANCES

Applies practical skills and understanding the rudiments of folk
dancing from the raw materials of published and unpublished dances.
Analysis of dance instructions and technical interpretations from the
written materials are underscored. Emphasis is given to valuing the context
of dance as basis for interpreting dance movements with underpinning of
preserving the legacy of Filipino heritage.

INTERNATIONAL DANCE AND OTHER FORMS

Focuses on dance skill and techniques of other dances of the regions
such as Asian and Western originated dances from Europe and America.
Other dance forms shall be introduced like ballet, jazz and social dances of
South American culture.

INDIVIDUAL AND DUAL SPORTS (RACKET SPORTS AND
ATHLETICS)

Deals with the acquisition of sports specific skill whereby the
relevant rules are integrated in the instruction. Two different sports
preferably any rackets sports and athletics shall constitute this single
course.

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TEAM SPORTS (I.E. SOCCER, BASKETBALL, VOLLEYBALL,
SOFTBALL, ULTIMATE, HANDBALL, FLOORBALL, FUTSAL)

Deals with the acquisition of sports specific skill whereby the
relevant rules are integrated in the instruction. Any three different sports
shall constitute this single course.

PHILIPPINE TRADITIONAL GAMES AND SPORTS

The course reintroduces Philippine games and sports as a form of
physical activity in conjunction with rules and cultural contexts. (Laro ng
Lahi, Arnis, Sipa). Purposeful play and improvisation constitute the
activities of the said course.

SWIMMING AND AQUATICS

Requires scientific acquisition of knowledge and skills in managing
the body in water. Basic and development skills for scientific swimming are
introduced as well as games and other activities done. Lifesaving skills is
likewise encouraged in the course.

COORDINATED SCHOOL HEALTH EDUCATION PROGRAM

Deals with the activities and services designed to promote the
student’s optimum development. The eight health-related areas cover all
aspects of the school environment. This includes family and community
health involvement, comprehensive school health education, physical
education, school health services, nutrition services, counseling and
psychological social services, healthy school environment and school site,
and health promotion for staff.

PERSONAL, COMMUNITY, AND ENVIRONMENTAL HEALTH

The course covers the different contents of personal, Community,
and Environmental Health. It deals with the understanding of health-
related issues and concerns about personal, community, and
environmental health are required in the course.

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EMERGENCY PREPAREDNESS AND RESPONSE
MANAGEMENT

Demonstrates theory and practices of preparing for and responding
to emergencies in the workplace. Partnership to other related agencies is
encouraged such as Red Cross, Department of Local Government and other
private institutions.

DRUG EDUCATION, CONSUMER HEALTH, AND NUTRITION

The course covers the different contents of Drug Education,
Consumer Health, and Nutrition. It deals with the understanding of health-
related issues and concerns about drug education, consumer health, and
nutrition. Practical activities concerning drugs, consumerism, and
nutrition are required in the course.

ADMINISTRATION AND MANAGEMENT OF PHYSICAL
EDUCATION AND HEALTH EDUCATION PROGRAMS

Prepares the students with the organization and management
function as necessary for the implementation of various physical and health
activities in the school setting. It tackles the different management
functions as applied in various Physical Education and Health Education
Programs. Students are expected to organize and manage Physical
Education and Health Education activities.

NON-TRADITIONAL TEAM SPORTS

Provides playing skills and performances in non-traditional team
sports like ultimate, handball, floorball, futsal etc. The course will cover the
historical development, facilities and equipment, basic skills, strategies,
and rules of each sport.

NON-TRADITIONAL TEAM SPORTS

Provides playing skills and performances in non-traditional team
sports like ultimate, handball, floorball, futsal etc. The course will cover the
historical development, facilities and equipment, basic skills, strategies,
and rules of each sport.

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APPENDIX B
MEMORANDUM OF AGREEMENT
Teaching Internship and Field Study Programs

KNOW ALL MEN BY THESE PRESENTS:

This Memorandum of Agreement is hereby entered into by and
between:

The UNIVERSIDAD DE MANILA, a tertiary level institution duly
organized in accordance with law which offers a teacher education degree,
with office address at One Mehan Gardens, Manila, Philippines1000,
represented herein by Dr. Ma. Felma Carlos-Tria, University President
and Chief Academic and Executive Officer, Universidad de Manila,
hereinafter referred to as the FIRST PARTY;

-and-

The DEPARTMENT OF EDUCATION – National Capital Region,
a government entity mandated by law under Batas Pambansa Big. 232,
otherwise known as the "Education Act of 1982”. as amended by Republic
Act No. 9155, otherwise known as “Governance of Basic Education Act of
2001", with office address at 6 Misamis St., Bago Bantay, Quezon City, 1105
Metro Manila represented herein by Wilfredo E. Cabral, Regional
Director, DepEd NCR Officer-in-Charge, Office of the Undersecretary,
Human Resource and Organizational Development, hereinafter referred to
as the SECOND PARTY;

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W I T N E S S E T H:

WHEREAS, the First Party and the Second Party, through the office
of the school principal, are concerned about the pre-service education of
teachers as a key to achieving sustainable quality basic education;

WHEREAS, the First Party and the Second Party are committed to
improve the quality of basic education in the National Capital Region
or Division of City Schools-Manila;

WHEREAS, both parties believe that a major key to reaching that
goal is a quality pre-service training program that will provide teacher
interns opportunities to:

1. develop the competencies set for Beginning Teachers in the
Philippine Professional Standards for Teachers (PPST);

2. apply their theoretical knowledge and pedagogical skills in
actual teaching learning situations;

3. gain comprehensive and realistic perspective of the teaching-
learning situation and day-to-day school activities;

4. reflect on their qualities and commitment vis-a-vis the
demands of the teaching profession, and

5. equip them for the challenges of teaching in the new normal.
WHEREAS, both PARTIES believe that aside from the usual
teaching internship and intensive field study is necessary to adequately
prepare the teacher interns for their functions and responsibilities;

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NOW, THEREFORE, premises considered, the parties hereby

agree to the following:

1. The FIRST PARTY will:

1.1 coordinate with the Schools Division Superintendent and the
identified School Heads on the deployment of the Practice
Teachers (PTs)/Field Study Students (FSSs);
1.1.1 That a maximum of two (2) Practice Teachers (PTs)
are assigned to a Cooperating Teacher (CT) within a
specific term;
1.1.2 That the number of PTs to be assigned in each
cooperating school should not exceed twenty-five
(25) per term;
1.1.3 That a maximum of ten (10) Field Study Students
(FSSs) be allowed to observe per class in DepEd
cooperating school;

• ensure that the PTs/FSSs are proven physically,
mentally, and emotionally fit before deployment.

• ensure that the teacher intern is enrolled in
accident insurance.

• ensure that the health and safety regulations
implemented by the Inter-Agency Task Force for
the Management on Emerging Infectious
Diseases (IATF), Department of Health (DOH),
and local government units are strictly observed.

• conduct at least three (3) virtual meetings with
the PTs/FSSs during their experiential learning
program in the designated cooperating schools.

• conduct virtual meetings with the CTs on the
performance of PTs/FSSs and for the
improvement of the program.

• ensure that the relevant DepEd policies and
guidelines, and applicable law and regulations are
respected and complied with, and that the

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FSSs/PTs are well oriented, informed and guided
to also ensure their compliance.
1.1.4 Honorarium for the Cooperating Principal and
Cooperating Teacher

• That the Cooperating Principal shall receive an
honorarium not exceeding one thousand pesos
(Php 1000) per semester for accommodating
Practice Teachers and Field Study Students
assigned to his/her school. The amount will be
delivered directly to the Cooperating Principal
concerned and the amount will be reviewed
regularly.

• That the Cooperating Teacher (CT) will be
given financial remuneration in the amount of
Php 300 computed on the basis of the number
of Practice Teachers (PTs) handled in a
quarter/semester. The amount will be
delivered directly to the Cooperating Teacher
(CT) concerned; and the amount will be
reviewed regularly.

1.2 Certificate of Appreciation
The Cooperating Principal/Department
Head/Cooperating Teacher will receive a Certificate of
Appreciation for his/her work at the end of each term
regardless of the number of Practice Teachers he/she has
handled.

1.3 Other Optional Incentives
• Discount on Tuition Fees on graduate studies.
• Discount on TEI-initiated Seminars/Conferences.
• Professional Advancement Support Activities.

•

2. The SECOND PARTY shall:
2.1 authorize cooperating school principals and teachers to
participate in orientation trainings/workshops on teaching
internship program implementation.
2.2 ensure that the health and safety regulations implemented by

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the Inter- Agency Task Force for the Management on
Emerging Infectious Diseases (IATF), Department of Health
(DOH), and local government units are strictly observed in
the conduct of experiential learning activities.
2.3 endorse to the principals of the cooperating schools, the
following responsibilities:

2.3.1 mentoring of the Practice Teachers from the
First Party (See attached file of the list of the
names of the teaching interns).

2.3.2 ensure that there is orientation/briefing of
FSSs and PTs on the school learning
environment and the community support
system.

2.3.3 provide PTs/FSSs the best resource
teachers/mentors handling various
academic classes and ensure that these
resource teachers and mentors have been
oriented on their responsibilities.

2.3.4 coordinate with parents/guardian and seek
permission to observe the conduct of school
activities at home through virtual means.

2.3.5 allow PTs/FSSs to observe classes and school
activities or the schools' respective Learning
Delivery Modality (e.g. TV or Radio-based
instruction, Modular approach, etc.) for
instruction.

2.3.6 ensure that activities provided promote
professionalism and the development of
beginning teachers.

2.3.7 allow the PTs/FSSs access to school
information for research and instructional
purposes.

2.3.8 evaluate PTs' performance and submit
reports of ratings, and

2.3.9 provide the FIRST PARTY with feedback
on the College Supervisors' performance.

2.4 allow the FIRST PARTY to supervise the activities of
their PTs In coordination with the cooperating school
heads or their representatives.

2.5 attend virtual meetings with the CSs on the performance

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of PTs/FSSs and for the improvement of the program.

3. Intellectual Property
All intellectual property rights, proprietary rights, titles, and interests
in all materials belonging to, and those developed by, a Party
pursuant to this MOA, to be made and/or brought into use in the
course of the delivery of services covered by this MOA shall belong to
the said Party. Each Party grants the other party the authority to use
said materials for the purpose of and during the implementation of
the said MOA. Such grant excludes the right to sub-lease any and all
licenses and copyrights and to modify any material, instrument, or
courseware under the MOA, without the prior written agreement of
both parties. All materials developed jointly by the TEI and the
DepEd, pursuant to this MOA, shall be jointly owned, and each shall
be free to use the same. Should either Party wishes to mention the
other Party in any public disclosure, said Party shall seek prior
consent from the other Party prior to such action.

4. Settlement of Disputes
Both parties shall exert their best effort to reconcile any differences
that may arise during the course of the deployment of pre-service
teachers for Field Study and Teaching Internship. In the event the
concerns and disagreements escalate, the Dean of the TEI and the
Regional Director or the Schools Division Superintendent shall
work towards the resolution of the issue. Unresolved issues will be
referred to the Teacher Education Council.

5. This Agreement will be subject for review by both parties at the end
of every school year.

This AGREEMENT shall take effect immediately upon signing by all
parties concerned, and shall remain in force from SY 2022 until SY 2023.

IN WITNESS WHEREOF, parties of the agreement hereunto

affixed their signatures this day of , 20 at the City

of , Philippines.

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Teacher Education Institution
DR. MA. FELMA CARLOS-TRIA
University President
Universidad de Manila
Basic Education School
DR. WILFREDO E. CABRAL
Regional Director, Dep-Ed-NCR
OIC-Office of the Undersecretary,
Human Resource and Organizational Development

SIGNED IN THE PRESENCE OF:
DR. RONALD A. HERRERA
Vice President for Academic Affairs
DR. AMALFI B. TABIN, JR.
Dean, College of Education
Universidad de Manila

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ACKNOWLEDGEMENT

Republic of the Philippines)
City of ____________________)

BEFORE ME, personally appeared the following persons:

Name Competent Proof Date/Place Issued
of Identity

personally known to me to be the same persons who executed the foregoing
instrument for and on behalf of the entities represented herein, and they
acknowledged to me that the same is their free and voluntary act and deed
as well as that of the principals represented herein.
I hereby certify that this document, consisting of six (6) pages, including
this page on which this acknowledgment is written, has been signed by the
Parties and their instrumental witnesses at the foot thereof and on each and
every page of this Memorandum of Agreement.
IN WITNESS WHEREOF, I have hereunto set my hand and affixed my
notarial seal this ______ day of ______________, 20 _____ at
___________________, Philippines.

NOTARY PUBLIC
Doc. No. ________;
Page No. ________;
Book No. ________;
Series of ________.

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APPENDIX C

FACULTY PERFORMANCE AUDIT

First Semester SY 20222-2023

Name of Faculty: __________________________________
Subject Taught: ___________________ Section: __________
Time/Day: _______________________ Room: __________

5 – Outstanding
4 – Very Satisfactory
3 – Satisfactory
2 – Fair
1 – Poor

I. TEACHING EFFECTIVENESS

No. Knowledge of the Subject 5 4 3 21
Matter

1 Explains the subject matter
clearly.

2 Integrates subject matter
with relevant topics.

3 Answers questions directly
and clearly.

4 Gives relevant examples and
illustrations.

5 Presents the lesson
systematically.

6 Reviews past lessons before
discussing new lessons.

7 Cites timely and up-to-date
information on the subject.

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No. Teaching Skills 5 4 3 21

1 Communicates in English

and/or Filipino fluently.

2 Expresses his ideas clearly
and well.

3 Summarizes the lesson at the

end of the class.

4 Adjusts teaching methods to
student’s needs, interests,

and capabilities.

5 Uses variety of techniques,
approaches, and strategies to

make the lesson more
interesting.

6 Displays effective gestures in

explaining the lesson.

7 Relates the lesson to existing
condition, real-life situations

and other courses.

8 Encourages students to ask
questions.

9 Provides challenging tasks,

problems, or assignments.

No. Classroom Management 5 4 3 2 1
and Evaluation Skills

1 Utilizes class period
productively.

2 Returns students’ corrected
papers and tests immediately.

3 Defines course expectations,
enforce school policies, and
regulations.

4 Comes and leaves class on
time.

5 Maintains class discipline
properly.

6 Available for consultation.

7 Explains the basis for grading
clearly.

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8 Evaluates student’s
performance fairly.

9 Regularly checks the
student’s attendance and

warns students who are
frequently absent and/or

tardy.

10. Helps students in correcting
undesirable behavior.

No. Motivation and 5 4 3 2 1
Strategies in Teaching

1 Stresses important points of

the subject matter by
repeating, underlining, or

giving them more time than
the less important ones.

2 Tries to find out if the

students have learned the
subject matter by asking

questions or by encouraging
students to ask questions.

3 Praise or expresses approval

of students who show
desirable academic behaviors

like doing assignments,
participating in class

activities, etc.

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II. PERSONALITY AND PUBLIC RELATIONS

No. Indicators 543 2 1

1 Shows self-confidence.

2 Treats students fairly.

3 Observes proper manner
among his students.

4 Is approachable anytime.

5 Dresses appropriately,

decently, and neatly.

6 Shows refinement in
manners, language and

behavior in the class.

7 Maintains eye contact with
the students when speaking.

8 Shows recognition to

students by smiling, nodding,
greeting, etc. when he/she

meets them outside the class.

III. Comments/suggestions.
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WHAT A
JOURNEY IT HAS

BEEN?

118

LICENSURE EXAMINATION TEACHER PASSERS
JUNE 2022

THE FORMER DEAN, ASSOCIATE DEAN, AND PROGRAM CHAIRS

119

The new Dean, Dr. AMALFI B. TABIN, JR.,
as holder of the Maze during the 24th
Commencement Exercises together with the
University President Dr. MA. FELMA
CARLOS-TRIA, and Ms. ANALYN B.
DATU, Program Chair of BTVTE.

120

The former Dean, Associate Dean and Program Chairs
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Reigning Ms. University Belt 2022and 3rd year BSED English Ms. Verily S.
Aquino hosting the inauguration of the UDM Henry Sy Building

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Face-to-Face Classes
LET ENHANCEMENT PROGRAM
123

Deployment of CED Pre-Service
Teachers at UDM SHS

CED Deployment of Pre-
Service Teachers

124

DEMONSTRATION TEACHING
125

126

127

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Education Student Council in Action
129

130

Dominating the UDM 27th Founding Anniversary Sportsfest
131

Deployment of Field Study Students
132

133

Partnership with Aloysian Publication
134

Surprise Visit of ACULTURA Group
135

Management Development Program
Canyon Woods, Laurel, Batangas

The New Designated College Officials
136

Free On-line LET Review Program
137

Learning Environment Lesson in Field Study 1
138

Sporstfest Spearheaded by the Alumni Association
139

140

SPORTS
FACILITIES

141

Swimming Pool Facilities
Batang Paraiso

142

Function Room
Batang Paraiso

143

Comfort Rooms
Batang Paraiso

144

Cover Court
Universida de Manila

145

Mehan Garden
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Educational Technol0gy Room
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SUMMARY OF TEACHING LOADS

BACHELOR OF PHYSICAL
EDUCATION

First Semester SY 2022-2023

NO. NAME Rank RL EL Total

FULL TIME

1. ALBENER, ERIC E. Instructor 15 15 30
2. ALCANTARA, RANDY B. III 15 0 15

Instructor I

3. DIAZ, ESTELA F. Associate 15 15 30
Professor II 15 15 30
4. DIAZ, HERNANDO P. 15 8 23
Assistant 15 14 29
5. GARCIA, FLORDELIZA V. Professor II 15 14 29
Instructor
6. MARCELINO, ARIEL
CHRISTOPHER E. III
Instructor I
7. PEREZ, RENELYN G.
Instructor I

8. SEVILLEJA, LOURDES B. Instructor I 15 9 24

9. TABIN, AMALFI JR. B. Professor II 15 15 30

PAaR. T TIME

10. APOSTOL, RAYMOND N. Lecturer III 12 6 18

11. ARCEO, ALELI S. Lecturer III 12 0 12

12. BAUTISTA, RAQUEL S. Lecturer III 12 4 16

13. BULATAO, ARSENIO Lecturer III 12 2 14
WALDO B. Lecturer III 8 0 8

14. BUTLIG, DR. MARIO S.

15. CARPIO, AURINE Lecturer III 8 0 8

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16. CHENG, LOUELLA Lecturer III 8 0 8
MARICAR O. 0 8

17. DANABAR, PHILLINE R. Lecturer III 8 4 16
0 12
18. DEMAPILIS, NENITA J. Assistant 12 2 14
Professorial 0 8
19. FAJARDO, ALLADIN C. Lecturer IV 12
Lecturer III 12 4 16
20. FERRER, MELCHOR P. 8 10 22
21. FRANCISCO, EDGAR D. Lecturer III 0 10
12
22. HOFILEÑA, RIZALDY Lecturer III 0 8
12
23. MULI, MARIFEL R. Associate 10
Professorial
24. OKAFOR, NORMITA R. Lecturer II 8
Lecturer III
REYES, RAMON S.
25. Lecturer III

Assistant
Professorial
Lecturer IV

150