ANDRES SORIANO COLLEGES OF BISLIG

Mangagoy, Bislig City, Surigao del Sur

GENERAL EDUCATION AREA

First Semesters, A.Y. 2020-2021
TEACHING-LEARNING MODULE

Course Code : UTS

Course Title : Understanding The Self

Class Schedule : MWF 3:00 PM to 4:30 PM 

Room No. : 303
Professor : DARIOZ B. LUCERO 
E-mail Address : darioz.lucero14@gmail.com
Consultation Hours : Friday 4:30 PM to 5:30 PM

A. Course Description

The course deals with the nature of identity, as well as the factors and forces that affect the
development and maintenance of personal identity.

The directive to Know Oneself has inspired countless and varied ways to comply.  Among
the questions that everyone has had to grapple with at one time or another is “Who am I?” At no
other period is this question asked more urgently than in adolescence - traditionally believed to be
a time of vulnerability and great possibilities.  Issues of self and identity are among the most critical
for the young.

The course is intended to facilitate the exploration of the issues and concerns regarding
self and identity to arrive at a better understanding of one’s self. It strives to meet this goal by
stressing the integration of the personal with the academic—contextualizing matters discussed in
the classroom and in the everyday experiences of students—making for better learning, generating
a new appreciation for the learning process, and developing a more critical and reflective attitude
 while enabling them to manage and improve themselves to attain a better quality of life.

            The course is divided into three major parts:  The first part seeks to understand the
construct of the self from various disciplinal perspectives : philosophy, sociology, anthropology,
and psychology - as well as the more traditional division between the East and West- each seeking
to provide answers to the difficult but essential question of “What is the self?” And raising, among
others, the question: “Is there even such a construct as the self? “

               The second part explores some of the various aspects that make up the self, such as the
biological and materials up to and including the more recent Digital Self.  The third and final part
identifies three areas of concern for young students: learning, goal setting, and managing stress.  It
also provides for the more practical application of the concepts discussed in this course and
enables them the hands-on experience of developing self-help plans for self-regulated learning,
goal setting, and self-care.

                 This course includes the mandatory topics on family Planning and Population Education.

B. Course Outcomes:

At the end of the course, the students should be able to:

The Self From Various Perspectives

1. Discuss the different representations and conceptualizations  of the self from various
disciplinal perspectives

2. Compare and contrast how the self has been represented across different disciplines and
perspectives

3. examine the different influences, factors, and forces that shape the self 

4. demonstrate critical and reflective thought in analyzing the development of one’s self and
identity by developing a theory of the self

Unpacking The Self

5. Explore the different aspects of self and identity 

6. Demonstrate critical, reflective thought in integrating the various aspects of self and identity
7. Identify the different forces and institutions that impact the development of various aspects
of self and identity
8. Examine one’s self against the different aspects of self-discussed in class

 Managing and Caring For The Self 

 9. Understand the theoretical underpinnings for how to manage and care for different aspects

of the self

10. Acquire and hone new skills and learnings for better managing of one’s self and behaviors 
11. Apply these new skills to one’s self and functioning for a better quality of life 

C. Course Requirements:
1. The activities such as the class/group discussions may be done prior to the lecture as a means
of eliciting the personal experiences of the students which can be used to begin as well as to
enrich and contextualize the subsequent lecture and/discussion. The discussions may be done
in the middle of the lecture as a means of illustrating a particular theory or concept or even at
the end to wrap up the topic and provide a good way of tying theory and experiences
together.

2. The quikkie survey mentioned in the “Activities” section is a means by which the students
actively participate in gathering data and in pooling together this data to understand the
“pulse of the public” regarding a particular topic or issue. The teacher may pose the pertinent
research question the meeting before so results can be discussed during the class meeting or
it can be assigned at the end of the topic and the results discussed at the next meeting.

Students may be formed into small groups and assigned a particular group/sector/population to focus
on. For instance: in the topic concerning gender, one group can be asked to focus on young males,
another can ask the research question of young females, a third group can focus on older men etc. In
the manner, they collect data which may then be discussed against what is in current research, the
assigned reading or what the students in class themselves believe.

D. Intended Values Formation:   

  

A. Course Description

The course deals with the nature of identity, as well as the factors and forces that affect the
 development and maintenance of personal identity.

The directive to Know Oneself has inspired countless and varied ways to comply.  Among
the questions that everyone has had to grapple with at one time or another is “Who am I?” At
no other period is this question asked more urgently than in adolescence - traditionally believed
to be a time of vulnerability and great possibilities.  Issues of self and identity are among the
most critical for the young.

The course is intended to facilitate the exploration of the issues and concerns regarding
self and identity to arrive at a better understanding of one’s self. It strives to meet this goal by
stressing the integration of the personal with the academic—contextualizing matters discussed
in the classroom and in the everyday experiences of students—making for better learning,
generating a new appreciation for the learning process, and developing a more critical and
reflective attitude while enabling them to manage and improve themselves to attain a better
quality of life.

            The course is divided into three major parts:  The first part seeks to understand the
construct of the self from various disciplinal perspectives : philosophy, sociology, anthropology,
and psychology - as well as the more traditional division between the East and West- each
seeking to provide answers to the difficult but essential question of “What is the self?” And
raising, among others, the question: “Is there even such a construct as the self? “

The second part explores some of the various aspects that make up the self, such as the
biological and materials up to and including the more recent Digital Self.  The third and final part
identifies three areas of concern for young students: learning, goal setting, and managing stress. 
It also provides for the more practical application of the concepts discussed in this course and
enables them the hands-on experience of developing self-help plans for self-regulated learning,
goal setting, and self-care.

                 This course includes the mandatory topics on family Planning and Population
Education.

B. Course Outcomes:

At the end of the course, the students should be able to:

The Self From Various Perspectives

1. Discuss the different representations and conceptualizations  of the self from various
disciplinal perspectives
 2. Compare and contrast how the self has been represented across different disciplines and
perspectives

3. examine the different influences, factors, and forces that shape the self 

4. demonstrate critical and reflective thought in analyzing the development of one’s self and
identity by developing a theory of the self

Unpacking The Self

5. Explore the different aspects of self and identity 

5. Demonstrate critical, reflective thought in integrating the various aspects of self and
identity

5. Identify the different forces and institutions that impact the development of various
aspects

of self and identity

5. Examine one’s self against the different aspects of self-discussed in class

 Managing and Caring For The Self 

9. Understand the theoretical underpinnings for how to manage and care for different
aspects

of the self

9. Acquire and hone new skills and learnings for better managing of one’s self and behaviors 

9. Apply these new skills to one’s self and functioning for a better quality of life 

C. Course Requirements:
1. The activities such as the class/ group discussions may be done prior to the lecture as a
means of eliciting the personal experiences of the students which can be used to begin as
well as to enrich and contextualize the subsequent lecture and/discussion. The discussions
may be done in the middle of the lecture as a means of illustrating a particular theory or
concept or even at the end to wrap up the topic and provide a good way of tying theory
and experiences together.

2. The quikkie survey mentioned in the “Activities” section is a means by which the students
actively participate in gathering data and in pooling together this data to understand the
“pulse of the public” regarding a particular topic or issue. The teacher may pose the
pertinent research question the meeting before so results can be discussed during the class
meeting or it can be assigned at the end of the topic and the results discussed at the next
meeting.
 Students may be formed into small groups and assigned a particular group/sector/population to
focus on. For instance: in the topic concerning gender, one group can be asked to focus on young
males, another can ask the research question of young females, a third group can focus on older
men etc. In the manner, they collect data which may then be discussed against what is in current
research, the assigned reading or what the students in class themselves believe.

D. Intended Values Formation:   

MODULE 3
MANAGING AND CARING FOR THE SELF
Module Introduction:
Knowing the “self” is not enough. Since “who you are” is partly made up of your choices, you must
also have the ability to choose especially to be better “you”. In the school setting, your knowledge
of yourself should at least enable you to become a better student.

This lesson will present several techniques that you can adapt depending on your situation and
preferences to make you a better learner. Learning should not just mean studying for your quizzes
and exams in school. Learning could also occur outside the confines of a book or classroom, like
when you want to acquire a new move in your favorite sport, or the skills for a certain hobby,
among others.
DAY 23

LESSON NO. 12
LESSON TITLE Learning to Become a Better Student

DURATION/HOURS 1.5 hours

Outcomes: During the students' learning engagements, they will be able to:

LO 1 Examine their learning experience

LO 2 Evaluate the different metacognitive techniques and study

strategies

LO 3 Assess the metacognitive techniques that is most applicable

for them

LO 4 Design a diagram or schedule of activities incorporating the

different metacognitive techniques and study strategies

TEACHING LEARNING ACTIVITIES

Opening Guide Questions: (5-minute-the WHATs)

1. What is Metacognition?

2. What are the various metacognition?

3. What are the various studying techniques?

Engaging Activity 1: The METACOGNITIVE-AWARENESS-INVENTORY (MAI) (30 minutes)

(Outcome 1: Examine their learning experience by using the metacognition-awareness-inventory

they will discover how they learn)

How do you think about thinking? 

Evaluate yourself by answering the Metacognitive Awareness Inventory (MAI). A copy of a MAI can
also be downloaded from the following link:

https://services.viu.ca/sites/default/files/metacognitive-awareness-inventory.pdf
SYNTHESIS:

Closing Guide: (15 Minutes)

1. What is Metacognition?
2. What are the different metacognitive techniques?
3. What are the various studying techniques?

Each of us is unique in our own ways of dealing with things and these differences do not imply a
weakness in us. Learning differently as such shows strength on how we do things creatively and
think of the “out of the box” possibilities. The content of this module incorporates the concept of
metacognition techniques and study strategies that could help an individual assess their learning
techniques and in determining different strategies appropriate for you. 

REFLECTION STATEMENTS

What is more important at this moment is that you learn how to

learn these things. Here is a quote from Abigail Adams for you to
ponder.

“Learning is not attained by chance, it must be sought for with

ardor and attended to with diligence.”

ASSESSMENTS
(Outcome 4: Design a You are about to study for your final examinations and it is as if the
diagram or schedule of universe conspired for a heavy finals week, all your subjects
activities incorporating the provided at least four new reading materials and topics one week 
different metacognitive before the examination period. How would you prepare for the next
techniques and study seven (7) days before your final examinations?
strategies)
(30 minutes)  Express your answer by creating a diagram or schedule using at
least five of the metacognitive strategies, skills, and studying
techniques as discussed in our lesson.

Criteria:
5- The diagram is relevant, attainable, well-organized, and free from
grammatical errors.
4-The diagram is relevant, attainable, well-organized but contains g
grammatical errors.
3- The diagram is relevant, attainable, but not well-organized and
contains
grammatical errors.
 2-The diagram is relevant but not attainable, not well-organized and
contains grammatical errors.
1-The diagram is not relevant, not attainable, not well-organized and
contains grammatical errors.
ASSIGNMENTS Make a bookmark and list your top 5 effective study plans and
strategies as a learner.

Criteria:

Category 3 2 1 Total
Selection of
Materials
Appropriate
for project
Color
combination
Texture and
shapes used
Originality
Capture
attention
Shows
imaginative
use of
materials and
ideas
Quality of
Workmanshi
p
Neatness
Good use of
technique
Overall
Presentation
Design
related to
intended use
Appropriately
finished
Balance,
harmony at
first
impression
Total /12

Note: Any available material for bookmark will do

RESOURCES: Alata, Eden Joy et.al.(2018). Understanding the Self. 856 Nicanor
 Reyes, Sr. Street Recto   

            Avenue Manila Philippines: Rex Bookstore.  

J.Dunlosky,K.A.Rawson,E.J.Marsh,M.J. Nathan, & D.T. Willingham

(2013). Improving  Students’

         Learning with Effective Learning Techniques : Promising

Directions from Cognitive and 

         Educational Psychology.Psychological Science in the Public

Interest

         https://journals.sagepub.com

Metacognitive Awareness Inventory. n.d. Accessed July 21,

2020.         

https://services.viu.ca/sites/default/files/metacognitive-awareness-
inventory.pdf.    

  

15 quotes to inspire you to keep learning. (2019, May 25). Learning

in Bloom.  

          https://learninginbloom.com/learning-quotes/

Developed by:

1. DARIOZ B. LUCERO (Andres Soriano Colleges of Bislig)

2. CHRISTINE JOY C. PAGARAN (Caraga State University- Main Campus)

3. ARLEN G. MARTIN,RGC (PNU - Mindanao)

Prepared by: Reviewed by: Verified and Approved by:

validated by:

Instructor Program Chair Dean, College of Vice President for Academic

Services