BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

COURSE SYLLABUS IN ETHICS

Course Title: HUMANITIES - ETHICS Instructor: ARLYN R. DIMAANO

Prerequisite: NONE Class Schedule: I-B4: Monday 9:00 – 12:00

Thursday 8:00 – 11:00
Friday: 8:00 – 11:00

Credit Units: 3 Consultation Hours: Tuesday 8:00 – 12:00

Number of Hours: 9 Term: Summer Class, A.Y. 2025-2026

VISION:
The Mindoro State University is a center of excellence in agriculture and fishery, science,
technology, culture and education of globally competitive lifelong learners in a diverse yet
cohesive society.

MISSION:
The University commits to produce 21st century skilled professionals and generate and
commercialize innovative technologies by providing excellent and relevant services in instruction,
research, extension, and production through industry-driven curricula, collaboration,
internationalization, and continual organizational growth for sustainable development.

The commitment of MinSu to produce professionals of relevant skills with the global market
through upholding the culture of excellence in instruction, research, extension, and production.
Relevance is of utmost importance as we collaboratively work to respond to the global challenges
and move towards internationalization for organizational growth and sustainability.

CORE VALUES

R- Resilience

We strive hard to regain the University’s strength quickly amidst adversities for sustained growth and empowerment.

I- Integrity

We adhere to the value of respect and champions the practice of upright moral code crucial in the attainment of the
University’s vision and mission.

C- Commitment,

We internalize the value of dedication to hard work to meet the quality standards and shares this value as zeal
towards achieving excellent performance.

E- Excellence

We uphold outstanding performance of the University’s quadruple functions - instruction, research, extension and
production.

PROGRAM: BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION (BTVTEd)

Program VISION, MISSION, GOALS AND OBJECTIVES:

MISSION
The program is committed to produce globally competitive, motivated, and principled teachers, trainers, assessors,
and researchers in technical vocational education institutions and industry practitioners in their field of specialization.

VISION

The Mindoro State University is a center of excellence in agriculture and fishery, science, technology, culture, and
education of globally competitive lifelong learners in a diverse yet cohesive society.

GOAL

To produce self-reliant and globally competitive Technical Vocational Teacher Education graduates, equipped with
specialized knowledge and skills based on the Philippine TVET Trainers Qualification Framework, morally upright
and responsive to modern teaching and technological works.

OBJECTIVES

[Link] develop competent, principled, and gender-sensitive graduates for global competitiveness.
[Link] provide the students with 21st century knowledge and employable skills through instruction, seminars,
conferences and trainings.
[Link] generate relevant and innovative researches in various fields of specializations for the enhancement of
instruction, strengthening community extension, and possible technology commercialization.
[Link] establish linkages in instruction, research and development, extension, and production.
[Link] extend relevant trainings and seminars responsive to the need of the community and industry.

PROGRAM OUTCOMES
The minimum standards for the BTVTEd program are expressed in the following set of learning outcomes:

Common to all programs in all types of schools

The BTVTEd graduates have the ability to:
a. Articulate and discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
b. Effectively communicate orally and in writing using both English and Filipino
c. Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
d. Act in recognition of professional, social, and ethical responsibility
e. Preserve and promote “Filipino historical and cultural heritage” “based on RA 7722)

Common to the discipline (Teacher Education)

a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political
context
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific
learners and their environments
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable
educational practices
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes
and outcomes
g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
h. Pursue lifelong learning for personal and professional growth through varied experiential and filed-based
opportunities.

COURSE DESCRIPTION:
This course aims to provide knowledge regaring priniciples of ethical behavior in modern society at the
level of the person, society, and in interaction with the environment and other shared resources
COURSE OUTCOMES:
At the end of the summer class, the students should be able to:

1. Differentiate between moral and non-moral problems.

2. Describe what a moral experience is as it happens in different levels of human existence
3. Explain the influence of Filipino culture on the way students look at moral experiences and solve moral
dilemmas
4. Describe the elements of moral development and moral experiences
 5. Develop sensitivity to the common good
6. Understand and internalize the principles of ethical behavior in modern society at the level of the person,
society, and in interaction with the environment and other shared resources

LINK TO PROGRAM OUTCOMES:

PROGRAM OUTCOMES

Common to all
COURSE OUTCOMES Specific to Psychology
programs

After completing this course, the students must have: 1 2 3 4 5 1 2 3 4 5 6 7

1. Differentiate between moral and non-moral

P P P P O P P P P P P P
problems
2. Describe what a moral experience is as it happens
in different levels of human existence P P P P P P P P P P P P
3. Explain the influence of Filipino culture on the way
students look at moral experiences and solve moral
L P P P L P P P P P P P
dilemmas

4. Describe the elements of moral development and

P P P P P P P P P P P P
moral experiences
5. Develop sensitivity to the common good
P P L L P P P L L P P L
6. Understand and internalize the principles of ethical P P P P P P P P P P P P
behavior in modern society at the level of the
person, society, and in interaction with the
environment and other shared resources

Legend:
L – Facilitate learning of the competencies (input is provided and competency is evaluated)
P – Allows students to practice competencies (no input but competency is evaluated)
O – Opportunity for development (no input or evaluation but there is opportunity to practice the competencies)

COURSE OUTLINE

LEARNING TEACHING/ LEARNING ASSESSMENT

TOPICS
OUTCOMES ACTIVITIES STRATEGIES

WEEK 1 At the end of the Module 1-Course Students will take a video Video presentation
lesson, the students Introduction while reciting the VMGO
are expected to: MinSU VMGO Reflective journal
1. Internalized the CORE VALUES They will write their writing
Vision, Mission, Goal, reflection on the VMGO.
Core Values and They will submit their
Objectives of the
College and output via Google Class,
Department VMGO e-mail or messenger

WEEK At the end of this MODULE 2. Course Discussion

1 session, students are Orientation and The  The lessons will
(3 hours) expected to: Importance of Rules be discussed and
explained Pretest
 Learning Activities
1. Recall rules they  Accomplishing Application and
have to follow. Tasks: Form Assessment
2. Explain why they groups of five (5).
have to follow Recall and share
with your group a Seat work
rules
rule that you have
to follow at school Summative Test
and the reason
behind such rule.
Question and Answer
Students will answer the
given questions base on
the topic:
 What if there were
no rules? What
are possible
consequences?
 Are rules
important? Why or
why not?
 Do you find them
constricting? Why
or why not?
WEEK 2 At the end of this Module 3: Moral and Discussion Pretest
(3 hours) Module, you are Non-Moral Standards  The lessons will be
expected to: discussed and Mastery test
A. Ethymology and explained
1. Distinguish meaning of Ethics Learning Activities
between moral Students will perform the Application and
and non-moral B. Moral Standards Assessment:
Learning Activities base
standards or Moral on the given topic and Here are two
Frameworks and they will submit their questions:
Non-Moral outputs a) Can one eat
Standards  Accomplishing while praying?
C. Classification of Tasks: Classify
b) Can one pray
the Theories of moral standards
and non-moral while eating?
Moral Standards
standards from the
D. The Origin of given Which is a moral
Moral Standards: phrases/sentence. question? Which
Theist and Non- Question and Answer is non-moral
Theist Students will answer the question?
given questions cogently
and honestly.
1. I did not dress Seat work
appropriately
formally for a formal Reflection
party. Which did I fail
to observe? Moral or
non-moral
standards?
2. Lady B dressed
indecently to expose
her body. What did
she violate – moral
or non-moral
standards?
WEEK 3 At the end of the Module 4: MORAL Discussion
(3 hours) session, the students DILEMMAS  The lessons will be
are expected to: discussed and
1. Explain A. Meaning of explained
moral Moral Learning Activities
dilemma as Students will perform the Pretest
dilemma
a moral Learning Activities base
dilemma as B. Meaning of on the given topic and Mastery test
 a moral False they will submit their
experience. dilemma outputs Application /
2. Distinguish C. What to Do  Accomplishing Reflection ( what is
between a When Faced Tasks: a moral dilemma that
moral Examples /
dilemma and with a Moral Situations of you have
a false Dilemma moral dilemma experienced directly
dilemma. (defend your or vicariously (from
answer) reading)? Are you
 As a group happy with how you
compose your own addressed the moral
moral dilemma.
dilemma you went
Question and Answer
Students will answer the through? Or do you
given questions base on agree with how the
the topic moral dilemma that
you read was
addressed?

WEEK 4 At the end of the Module 4: THE Discussion

(3 hours) session, the students THREE LEVELS OF  The lessons will be
are expected to: MORAL DILEMMA discussed and
1. Discuss and explained
illustrate the A. Individual Learning Activities
three levels Students will perform the Mastery test
B. Organization
of moral Learning Activities base
dilemma al on the given topic and Application and
2. Differentiate C. Structural they will submit their Assessment
of the three D. Resolving outputs
levels of Moral  Accomplishing Reflection (what
moral Dilemma Tasks: Cite some
structural dilemma
dilemma examples of each
three levels of have you
moral dilemma experienced? How
that you might did you deal with it?
encounter Are you happy with
Question and Answer how you deal with it?
Students will answer the
given questions base on
the topic

WEEK 5 At the end of the Module 5: Freedom Discussion

(3 hours) session, the students as Foundation for  The lessons will be
are expected to: Moral Acts discussed and
1. Explain why explained Pretest
human A. Ethics Applies Learning Activities
beings can Only to Human Students will perform the
be ethical Learning Activities base Mastery test
persons on the given topic and
B. Freedom and they will submit their Reflection ( what
moral Choice outputs choice have you
 Accomplishing made in life recently?
Tasks: Bernard
Are you happy with
Haring says
“morality is for that choice? Are you
persons,’ what grateful you have the
does this mean capacity to choose
Question and Answer freely?
Students will answer the
given questions base on Debate
the topic

WEEK 6 At the end of the Module 6: Culture: Discussion

session, the students How it Defines Moral  The lessons will be
(3 hours) are expected to: Behavior discussed and
 1. Articulate A. What is Culture? explained
what culture, B. Enculturation, Learning Activities Pretest
enculturation Inculturation and Students will perform the
, Acculturation Learning Activities base Mastery test
inculturation, on the given topic and
and C. How culture they will submit their
acculturation shapes the moral outputs Application and
mean agent  Accomplishing Assessment:
2. Attribute Tasks: 1. Cite two more
facets of Brainstorming proofs that
personal  Marriage Practices culture influences
behavior of Question and Answer
human behavior.
culture Students will answer the
3. Explain how 2. Cite a behavior of
given questions base on
culture yours which is an
the topic
shapes the influence of your
moral agent culture. Is that
behavior morally
right?

WEEK 7 At the end of the Module 7: The Discussion

session, the students Filipino Character  The lessons will be
are expected to: discussed and Application and
1. Analyze crucial A. The Filipino explained Assessment:
qualities of the Character: Learning Activities
Filipino moral identity Students will perform the Complete the Table
Strengths and about Filipino Traits
2. Evaluate elements Learning Activities based
of the Filipino Weaknesses on the given topic, and
character B. Values Education they will submit their Reflection Paper
in Schools outputs Among the
C. Other studies on  Accomplishing weaknesses of the
Filipino Moral Tasks: Identify at
Filipino character
character least three (3)
strengths of the which applies to you?
Filipino character What have you done
Question and Answer the moral person you
Students will answer the are called to be?
given questions base on
the topic Written work
Filling out the Table
 Your strengths of the Filipino
sometimes also character
become your
weaknesses. Do
you agree?

Week 8 FINAL 100% written

EXAMINATION examination

COURSE POLICIES

1. Treat your instructor and classmates with respect in email or any other communication
2. You should do all the tasks given in the module on time.
3. Use clear and concise language
4. Avoid slang terms such as “wassup?” and texting abbreviations such as “u” instead of “you.”
5. Submission of written outputs should only be made on or before the deadline.
6. Academic dishonesty like cheating in any examination, plagiarism and the like will be penalized as
stipulated in the MinSU Student Handbook.
7. Students are expected to comply with all the requirements of the course.
8. Students should be able to attend 80% of the required hours for the course.
9. Cellphones are not allowed during class hours.
[Link] times of tardiness is equivalent to 1 absent.
COURSE REQUIREMENTS:

 Major Exams (Midterm and Final)

 Written Outputs
 Performance Task

ASSESSMENT
30% Written Output (assignment, quizzes, etc.)
40% Performance Tasks (Research paper, portfolio, laboratory exercises if applicable)
30% Midterm/Final

100% Total
Final Grade = (Midterm Grade + Tentative Final Grade) / 2

PREPARED BY:

ARLYN R. DIMAANO
Instructor I

CHECKED AND ENDORSED BY:

RONIE F,MAGSINO,MAT-FT
Program Chairperson, BTVTEd

APPROVED:

WILMA R. LONTOC,Ed.D
DEAN, College of Teacher Education