DON HONORIO VENTURA STATE UNIVERSITY

Villa de Bacolor, Cabambangan, Bacolor, Pampanga

MEXICO EXTENSION CAMPUS

San Juan, Mexico, Pampanga
mexicocampus@dhvsu.edu.ph

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

UNDERSTANDING THE SELF

University Vision
A lead university in producing quality individuals with competent capacities to generate knowledge and technology and enhance professional practices for sustainable
national and global competitiveness through continuous innovation.

University Mission
DHVSU commits itself to provide an environment conducive to continuous creation of knowledge and technology towards the transformation of students into globally
competitive professionals through the synergy of appropriate teaching, research, service and productivity functions.

Core Values
Professionalism
Good Governance
Excellence
Gender Sensitivity and Responsiveness
Disaster Resiliency

University Quality Policy

The Don Honorio Ventura State University is committed to ensure and maximize quality and relevance of instruction, produce holistic and glocally competitive
graduates, engage in viable and relevant research, expand extension and training services, sustain and improve prudent financial management, upgrade and safeguard
physical facilities, strengthen engagement of stakeholders, advocate gender and development initiative, develop a culture of resiliency and transformation, and
continue monitoring and improving the quality management system towards the attainment of customer-centric environs in compliance with relevant statutory and
regulatory requirements. 

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 DON HONORIO VENTURA STATE UNIVERSITY
Villa de Bacolor, Cabambangan, Bacolor, Pampanga

MEXICO EXTENSION CAMPUS

San Juan, Mexico, Pampanga
mexicocampus@dhvsu.edu.ph

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

UNDERSTANDING THE SELF

Course Syllabus Developer Information Course Syllabus Reviser Information

Name of Faculty Developer Laharni M. Solis Name of Reviser
Email-address lmsolis@dhvsu.edu.ph Email-address
Academic Rank Instructor I Academic Rank
Home College/Department College of Social Sciences and Home College/Department
Philosophy
Date Developed November 01, 2022 Date Developed
Academic Year and Semester Utilized A.Y 2022-2023 / 2nd Semester Academic Year and Semester Utilized
Area Chairperson Aira May B. Canlas Area Chairperson
Consultation days/hours Mon & Thurs: 2:30 – 4:00 PM Consultation days/hours
Course Information
Course Code USELF123 Course Title Understanding the Self
Course Credits / Units 3 Units No. of hours/week 3
Pre-requisite/s None Co-requisite/s None
Course Classification General Education Curriculum Basis CMO No. 20 series of 2013
No. of Times Revised None Date of Revision None
Academic Year and Semester A.Y 2022-2023 / First Semester Syllabus Indexing None
The course deals with the nature of identity, as well as the factors and forces that affect the development and maintenance of personal
identity. It is intended to facilitate the exploration of the issues and concerns regarding self and to arrive at a better understanding of
Course Description one’s self. It emphasizes the integration of personal daily experiences of the students with their learning experiences inside the
classroom to encourage them improve themselves for a better quality of life. This course includes the mandatory topics on Family
Planning and Population Education.
Course Structure
Blended Learning
(mode of learning delivery)

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 DON HONORIO VENTURA STATE UNIVERSITY
Villa de Bacolor, Cabambangan, Bacolor, Pampanga

MEXICO EXTENSION CAMPUS

San Juan, Mexico, Pampanga
mexicocampus@dhvsu.edu.ph

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

UNDERSTANDING THE SELF

Program Outcomes
PO-001 Disciplinal Knowledge: Apply scientific and evidence-based practices in the events industry.
PO-002 Competency and Proficiency: Validate acquired knowledge on events management from planning to evaluation through various exercises and
assessments
PO-003 Curriculum and Program Planning, Implementation, Monitoring, and Evaluation: Present event concepts and projects based on given conditions or
criteria
PO-004 Professional Accountability and Responsibility: Present event concepts and projects based on given conditions or criteria.
PO-005 Communication: Communicate effectively with other professionals, and stakeholders.

Course Learning Outcomes Vis-à-vis Program Outcomes (POs)

Course Learning Outcomes
Program Outcomes Code
Upon completion of the course, the students should be able to:
Understand the theoretical underpinnings to acquire, hone and apply new knowledge and skills for better PO-004
CLO-001
management of one’s behavior and self, towards better quality of life.
Cognitive
CLO-002
CLO-003
Examine, compare, contrast and thus, discuss reflectively the different representations and PO-001
CLO-004
conceptualizations of the self from various disciplinal perspectives
Affective
CLO-005
CLO-006
Psychomoto Explore and demonstrate critical thoughts on integrating various aspects of self and identity to examine PO-002
CLO-007
r one’s self while analyzing the influences, factors, and forces involve.
CLO-008

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 DON HONORIO VENTURA STATE UNIVERSITY
Villa de Bacolor, Cabambangan, Bacolor, Pampanga

MEXICO EXTENSION CAMPUS

San Juan, Mexico, Pampanga
mexicocampus@dhvsu.edu.ph

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

UNDERSTANDING THE SELF

CLO-009

Course Policies Criteria for Grading

Active Participation is essential to maximum/total learning experience. Grading System Component Percentage
In a blended learning course, a student is required to participate both on Laboratory/Task Performance 30%
face-to-face and distance learning modalities. This means that in order to
get full credit for participation, a student should have to complete
CP-001 (face-to-face)
projects, discussion forums, assignments, lesson assignments and
quizzes on a timely basis. Consistent failure to participate in class will CS- Class Standing 30%
result in being dropped from the course.

In the conduct of any self-paced place-based or online activity (be it a ME- Major Exam 30%
learning task or formative/summative assessment), you are expected to
always adhere to the agreed contents of the Academic Integrity Contract. CA- Character/Attendance 10%
CP-002 (online learning) You shall accomplish the tasks assigned to you with full honesty. You
may be allowed (if the instruction permits), to use credible sources to Total 100%
justify your claims/ideas but must be acknowledged through proper
citations. Any form of plagiarism is strictly prohibited.

Course Design Matrix

INSTRUCTIONAL ASSESSMENT
GENDER CORE
INTENDED LEARNING COURSE CONTENT/ DELIVERY DESIGN OF LEARNING TIME
REFERENCE/S SENSITIVENESS VALUES
OUTCOMES (ILO) SUBJECT MATTER OUTCOMES TABLE
Face-to-Face Online Learning (GAD) INTEGRATION
(ALO)
At the end of the lesson, the Vision, Mission, Core 1, 2 Teacher-facilitated Student Category Portfolio Use of non- sexist Rapport 1 week

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 DON HONORIO VENTURA STATE UNIVERSITY
Villa de Bacolor, Cabambangan, Bacolor, Pampanga

MEXICO EXTENSION CAMPUS

San Juan, Mexico, Pampanga
mexicocampus@dhvsu.edu.ph

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

UNDERSTANDING THE SELF

Course Design Matrix

INSTRUCTIONAL ASSESSMENT GENDER CORE
INTENDED LEARNING COURSE CONTENT/
REFERENCE/S DELIVERY DESIGN OF LEARNING SENSITIVENESS VALUES TIME
OUTCOMES (ILO) SUBJECT MATTER
Face-to-Face Online Learning OUTCOMES (GAD) INTEGRATION TABLE
students must have: values and Outcomes discussion of the 1: (ALO)
assessment words
(VMCO): University’s VMCO Printed Module  Academic Initiative
1. Internalized and and Hymn, student Integrity Respect regardless of
demonstrated the vision, 1. The University handbook, and course Student Category Contract gender and social Awareness
mission, core values of Vision, Mission and syllabus. 2:  Checklist on position
the university, the college Core Values Digital module, Lecture Academic Integrity
and department; 2. The College Mission Students will cite their Recorded Readings Reduce barriers in and Honesty
2. Demonstrated obedience and Goals ways to contribute their Discussion,  Assessment developing a
in the rules and 3. DHVSU Hymn share in the attainment 15 to 25 minutes of Timetable personal and Self-confidence
regulations and observe 4. Introduction to the of the University’s online class (per academic success
proper conduct. Course and the aspirations. week), Recorded created by sexism
requirements 15 to 25 minutes of and gap in learning
5. Set-up on learning Printed/digital copies of online class modes
under New normal: student handbook,
the modes, academic course syllabus and Student Category
policy and other learning system 3:
concerns Digital module,
Oral discussion Recorded
Discussion,
Oral feedback 15 to 25 minutes of
online class (per
Accomplish the week), Recorded
Academic Integrity 15 to 25 minutes of
Contract online class

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 DON HONORIO VENTURA STATE UNIVERSITY
Villa de Bacolor, Cabambangan, Bacolor, Pampanga

MEXICO EXTENSION CAMPUS

San Juan, Mexico, Pampanga
mexicocampus@dhvsu.edu.ph

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

UNDERSTANDING THE SELF

Course Design Matrix

INSTRUCTIONAL ASSESSMENT GENDER CORE
INTENDED LEARNING COURSE CONTENT/
REFERENCE/S DELIVERY DESIGN OF LEARNING SENSITIVENESS VALUES TIME
OUTCOMES (ILO) SUBJECT MATTER
Face-to-Face Online Learning OUTCOMES (GAD) INTEGRATION TABLE
1. Demonstrate The Philosophical 3, 4 Teacher-facilitated (ALO)
Portfolio Reduce barriers in Appreciation of 2 weeks
understanding on the Perspective of the Self discussion assessment with developing a personal different
range of representations  Socrates rubrics: and academic success philosophers and
and conceptualizations  Plato Collaborative  Post discussion created by sexism their perspectives
of the self from various  Aristotle discussions highlighting activity 1: The and gap in learning
disciplinal perspectives;  St. Augustine the similarities and Concept of the modes Initiative
2. Compare and contrast  Rene Descartes differences on self- Self
how the concept of self  David Hume representations and Post discussion
has been represented  Immanuel Kant conceptualizations of activity 2: Know
across disciplines and the philosophers and the Thyself
 Gilbert Ryle
perspectives; various identified
 Maurice Merleau-
influences.
Ponty
1. Recognize what B. The Self as a 3, 4, 6 Teacher-facilitated , Portfolio Expressing oneself Awareness 1 week
sociology tells about Product of Society discussion of the course assessment with about the topic being
understanding the self  Sociological content. rubrics: discussed regardless Appreciation and
and others; Perspective of the Post discussion of gender love on different
2. Discuss how Self Printed/digital copies of activity 3: Me, background and
individuals view the self  Mead and lectures Myself and I Observation of non- culture
as a product of Development of sexist terms
socialization; Social World Oral Discussion
3. Appreciate own social  Role Taking Recognize gender
experiences that has Theory Group activities issues arising from
been particularly helpful  Vygotsky and the different social
in understanding the Social Oral Feedback position and gender
self. Development roles

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 DON HONORIO VENTURA STATE UNIVERSITY
Villa de Bacolor, Cabambangan, Bacolor, Pampanga

MEXICO EXTENSION CAMPUS

San Juan, Mexico, Pampanga
mexicocampus@dhvsu.edu.ph

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

UNDERSTANDING THE SELF

Course Design Matrix

INSTRUCTIONAL ASSESSMENT GENDER CORE
INTENDED LEARNING COURSE CONTENT/
REFERENCE/S DELIVERY DESIGN OF LEARNING SENSITIVENESS VALUES TIME
OUTCOMES (ILO) SUBJECT MATTER
Face-to-Face Online Learning OUTCOMES (GAD) INTEGRATION TABLE
Theory (ALO)

1. Recognize the C. The 3, 4 Teacher-facilitated Portfolio Raising awareness, Appreciation of 1 week

contribution of Anthropological discussion of the course assessment with acceptance and different culture and
anthropology in Conceptualization of content. rubrics: respect for the perspectives
understanding the Self; Self Post discussion members of the three
2. Understand how culture  Concept of the self Printed/digital copies of activity 4: gender Respecting
and Self are in two societies lectures Bicultural boundaries brought
complementary  The Cultural Connections in Reduce barriers in by cultural and
concepts; Construction of Self Oral Discussion Me developing a personal individual
3. Discuss the cultural and Identity Post discussion and differences
construction of the Self  The Self as Debate activity 5: academic success
and social identity. Embedded in Explain Yourself created by culture
Culture Oral Feedback and differences
1. Define and describe D. The Psychological 3, 4, 5 Teacher-facilitated Portfolio Expressing oneself Understanding, 2 weeks
different psychological Perspective of the Self discussion of the course assessment with about the topic being accepting and loving
concepts of the self;  William James’s content. rubrics: discussed regardless one’s self and other
2. Differentiate the various Concept of Self Post-discussion of gender and people
concepts of the self and  Carl Roger’s Self Printed/digital copies of activity 6: What background
identify their Theory lectures appeals to me, Understanding and
interrelationships;  The Self as the reflects me respecting
3. Explain how the Central Archetype Oral Discussion boundaries with
concept of the Self  Sigmund Freud’s individual difference
influence behavior,  The Role of Erik Debate on “What
thinking and emotion; Erikson contributes more: .
Nature or nurture?”

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 DON HONORIO VENTURA STATE UNIVERSITY
Villa de Bacolor, Cabambangan, Bacolor, Pampanga

MEXICO EXTENSION CAMPUS

San Juan, Mexico, Pampanga
mexicocampus@dhvsu.edu.ph

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

UNDERSTANDING THE SELF

Course Design Matrix

INSTRUCTIONAL ASSESSMENT GENDER CORE
INTENDED LEARNING COURSE CONTENT/
REFERENCE/S DELIVERY DESIGN OF LEARNING SENSITIVENESS VALUES TIME
OUTCOMES (ILO) SUBJECT MATTER
Face-to-Face Online Learning OUTCOMES (GAD) INTEGRATION TABLE
(ALO)
Oral Feedback

1. Discuss and compare E. The Western and 3, 4 Teacher-facilitated Portfolio Observation of non- Appreciation and 1 week
Eastern and Western Eastern Concepts of discussion of the course assessment with sexist terms respecting
views of the self; Self content. rubrics: individual and
2. Examine own  Individualistic self- Post-discussion cultural difference
conceptualization of self versus Printed/digital copies of activity 7: Two
Collectivistic self lectures Sides of the
 Same Planet
Oral Discussion

Individual research

1. Identify the stages of II. Unpacking the Self 3, 4 Teacher-facilitated Portfolio Reduce barriers in Love and 1 week
life and explain the A. The Physical Self discussion of the course assessment with developing a personal appreciation for
physical changes that  Problems content. rubrics: and academic success oneself including his
occur on each stage; associated with Post-discussion created by sexism thoughts, body and
2. Describe the factors that Physical self Printed/digital copies of activity 10: My relationship with
affect body image;  Physical growth lectures Timeline across Reduce gender- others
3. Examine the impact of and development Student discussion- the Years based biases Making proud of
culture on body image  Theories of facilitation on beauty one’s physical
and self; Physical Self standards and their body appearance and
image gender

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 DON HONORIO VENTURA STATE UNIVERSITY
Villa de Bacolor, Cabambangan, Bacolor, Pampanga

MEXICO EXTENSION CAMPUS

San Juan, Mexico, Pampanga
mexicocampus@dhvsu.edu.ph

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

UNDERSTANDING THE SELF

Course Design Matrix

INSTRUCTIONAL ASSESSMENT GENDER CORE
INTENDED LEARNING COURSE CONTENT/
REFERENCE/S DELIVERY DESIGN OF LEARNING SENSITIVENESS VALUES TIME
OUTCOMES (ILO) SUBJECT MATTER
Face-to-Face Online Learning OUTCOMES (GAD) INTEGRATION TABLE
4. Develop a positive body (ALO)
image. Activities
1. Explain the B. The Sexual Self 3, 4, 5 Teacher-facilitated Portfolio Understand Making oneself 1 week
development of sex  Development of discussion of the course assessment with individual self open-minded, critical
characteristics and the Sex Characteristics content. rubrics: thinker and goal-
human reproductive and the Human Pre-Discussion Recognize individual oriented
system; Reproductive Printed/digital copies of Activity 4: differences such as
2. Differentiate attraction, System lectures Exploring Sexual gender identity, Appreciation and
love and attachment;  Human Sexual Life orientation, personal respect on every
3. Explain sexual behavior Collaborative Post discussion preferences and gender and gender
orientation;  Sexual Arousal and Discussion Activity 11: societal roles roles.
4. Identify the causes and Erogenous Zones: Creative Word
consequences of What Turns People Activities Post discussion Reduce barriers Making proud of
sexually transmitted On activity 12: between genders in one’s physical
infections and early  Attraction, Love Debate Narrate me personal and appearance and
pregnancy; and Attachment academic success gender
Reflect on the  Sexual Orientations Oral Feedback .
importance of  Methods of
contraception and Contraception and
Reproductive Health the Reproductive
Law. Health (RH) Law
MIDTERM EXAM (Student Category 1: Modular approach, Student category 2 and 3: Digital approach)
1. Explain the concept of C. The Material / 3, 4, 7 Teacher-facilitated Portfolio Reduce gender-based Love and 1 week
material self; Economic Self discussion of the course assessment with biases appreciation for
2. Discuss the influence of  Categories of content. rubrics: oneself including his
media in people’s material self Post-discussion thoughts, body and

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 DON HONORIO VENTURA STATE UNIVERSITY
Villa de Bacolor, Cabambangan, Bacolor, Pampanga

MEXICO EXTENSION CAMPUS

San Juan, Mexico, Pampanga
mexicocampus@dhvsu.edu.ph

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

UNDERSTANDING THE SELF

Course Design Matrix

INSTRUCTIONAL ASSESSMENT GENDER CORE
INTENDED LEARNING COURSE CONTENT/
REFERENCE/S DELIVERY DESIGN OF LEARNING SENSITIVENESS VALUES TIME
OUTCOMES (ILO) SUBJECT MATTER
Face-to-Face Online Learning OUTCOMES (GAD) INTEGRATION TABLE
acquisition of material  The Role of Printed/digital copies of (ALO)
activity 14: My relationship with
possessions; Material lectures most prized others
3. Develop qualities of a possessions on the possession
wise-buyer. Sense of Self and Oral Discussion Humbling oneself
Identity regardless of status in
Activities the society

1. Demonstrate an D. Spiritual Self 3, 4 Teacher-facilitated Portfolio Recognize Respect for the 1 week
understanding of the  Spirituality discussion of the course assessment with individual beliefs of others
spiritual self;  Religions and their content. Also, teacher rubrics: differences such as regardless of
2. Explain the importance basic includes Viktor Frankl’s Post-discussion gender identity, gender and religion
of spirituality in one’s Characteristics Man’s Search for activity 15: How orientation,
life;  Search for the Meaning (highlight of Spiritual Are personal
3. Discuss how spirituality Meaning of Life his concentration camp You? preferences
is connected to religion and the Logo experiences) Post-discussion
and vice versa; therapy activity 16:
4. Describe how  The Practice of Printed/digital copies of Finding meaning
spirituality develops the Animism lectures
Self.
Collaborative
Discussion
1. Describe the nature, E. The Political Self 3, 4 Teacher-facilitated Portfolio Respect individual Understanding and 1 week
functions, and origins of  Understanding discussion of the course assessment with differences and respecting
political self; Politics content. rubrics: preferences boundaries with
2. Discuss the role of  Political Self and Post-discussion individual difference

For God, for Honor, and for Man… Page 10 of 15

ISO 9001: 2015 QMS-Certified
 DON HONORIO VENTURA STATE UNIVERSITY
Villa de Bacolor, Cabambangan, Bacolor, Pampanga

MEXICO EXTENSION CAMPUS

San Juan, Mexico, Pampanga
mexicocampus@dhvsu.edu.ph

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

UNDERSTANDING THE SELF

Course Design Matrix

INSTRUCTIONAL ASSESSMENT GENDER CORE
INTENDED LEARNING COURSE CONTENT/
REFERENCE/S DELIVERY DESIGN OF LEARNING SENSITIVENESS VALUES TIME
OUTCOMES (ILO) SUBJECT MATTER
Face-to-Face Online Learning OUTCOMES (GAD) INTEGRATION TABLE
family, school, church, Identity Printed/digital copies of (ALO)
Activity 17: Ang
peer groups, and media  The Origins of lectures Pangarap Kong Being updated,
in the development of Political Self Pilipinas modern and
political self;  Theories of Oral Discussion Post-discussion objectively sensitive
3. Determine the Political Self activity 18: For
importance of social  Who are the Activities Love of Country Dignity and Pride of
interaction in Filipinos: Values, Post-discussion being a Filipino
developing the political Traits, and Markers Debate activity 19: Hoy!
self;  How to be a Good Pinoy ako!
Identify and describe Filipino Role play
the theoretical
perspectives in the
development of political
self.
1. Define digital self; F. The Digital Self 3, 4 Teacher-facilitated Portfolio No gender bias Professionalism 1 week
2. Explain the role of  Self-Presentation discussion of the course assessment with
mobile phones, internet, and Impression content. rubrics: Reduce barriers in Sensitiveness
and social networking in Management Post-discussion developing a
developing the digital  Expression of Printed/digital copies of Activity 20: 3 personal and
self; Gender and lectures Facts, 1 Fiction academic success
3. Identify the Filipino Sexuality Online Post discussion created by social
values of social  The Importance of Debate on the impact of activity 21: Who roles and gap in
networking; Digital Technology online interaction on the am I in the Cyber learning modes
4. Explain the role of the  Impact of Online Self world?
government, school, and Interactions on the
church in the prevention Self Role play

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ISO 9001: 2015 QMS-Certified
 DON HONORIO VENTURA STATE UNIVERSITY
Villa de Bacolor, Cabambangan, Bacolor, Pampanga

MEXICO EXTENSION CAMPUS

San Juan, Mexico, Pampanga
mexicocampus@dhvsu.edu.ph

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

UNDERSTANDING THE SELF

Course Design Matrix

INSTRUCTIONAL ASSESSMENT GENDER CORE
INTENDED LEARNING COURSE CONTENT/
REFERENCE/S DELIVERY DESIGN OF LEARNING SENSITIVENESS VALUES TIME
OUTCOMES (ILO) SUBJECT MATTER
Face-to-Face Online Learning OUTCOMES (GAD) INTEGRATION TABLE
of identity theft, false  Setting Boundaries (ALO)
information, and fake to your Online Self
news;
5. Describe the provisions
of the Data Privacy Act
of 2012.
1. Explain learning and how III. Managing and 3, 4, 5 Collaborative discussion Portfolio Reduce barriers in Love and 1 week
it works with man; Caring for the Self on how to develop assessment with developing personal appreciation for
2. Describe the importance A. Learning to be a effective study plans rubrics: and academic success oneself
of neuroplasticity and its Better Learner and strategies for Pre-Discussion
implications in learning;  Learning examination (self- Activity 5: The Respect individual Self-awareness
3. Discuss the influence  What happens in regulated learning Secret recipe differences and
of metacognition and the brain during program) Post discussion preferences
self-regulation in learning activity 22:
learning.  Metacognition and Printed/digital copies of Present me
Self-regulated lectures Post discussion
learning activity 23: MAI-
 General benefits of Activities ding myself
Metacognition and Student’s
Self-regulation in Role play Feedback
Learning
 How to develop Oral Feedback
Metacognitive and
Self-Regulated Viewing of TEDtalks
Learning Behaviors such as “the Power of
Habit”

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ISO 9001: 2015 QMS-Certified
 DON HONORIO VENTURA STATE UNIVERSITY
Villa de Bacolor, Cabambangan, Bacolor, Pampanga

MEXICO EXTENSION CAMPUS

San Juan, Mexico, Pampanga
mexicocampus@dhvsu.edu.ph

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

UNDERSTANDING THE SELF

Course Design Matrix

INSTRUCTIONAL ASSESSMENT GENDER CORE
INTENDED LEARNING COURSE CONTENT/
REFERENCE/S DELIVERY DESIGN OF LEARNING SENSITIVENESS VALUES TIME
OUTCOMES (ILO) SUBJECT MATTER
Face-to-Face Online Learning OUTCOMES (GAD) INTEGRATION TABLE
(ALO)
1. Identify the types of B. Setting Goals for 3, 4, 5 Collaborative discussion Portfolio Respect individual Academic Integrity 1 week
motivation; Success of the course content. assessment with differences and Honesty
2. Determine one’s short-  Bandura’s Self- rubrics: regardless of
term and long-term efficacy Printed/digital copies of Post-discussion preferences, gender Self-awareness
goals;  Dweck’s mind set lectures activity 24: Find and religion
3. Recognize the theory the Bind Self-efficacy
importance of goal  Locke’s Goal- Role play Post discussion
setting; setting theory and activity 25: Self-
Enumerate ways on how its rules Evaluation of
to achieve goals.  How to set goals Goals
effectively?
1. Explain the concept of C. Taking charge of 3, 4, 5 Teacher-facilitated and Portfolio Raising awareness, Love and care for the 1 week
stress; one’s health collaborative discussion assessment with acceptance and body
2. Discuss the dimensions  General Stress of the course content. rubrics: respect for
of stress; Syndrome Post discussion everyone Mindfulness
3. Explain how stress  The Brain when Printed/digital copies of activity 26:
affects health; stress lectures Stress and the Self-awareness
4. Identify strategies to  The Physiological Filipinos
control stress; and Cognitive Class exercises on Disaster resilient
5. Develop own self-care Factors of Stress “Emotion Freedom
plan. Techniques”

FINAL EXAM (Student Category 1: Modular approach, Student category 2 and 3: Digital approach)
Note: This course design is flexible and may include additional topics and activities deemed necessary by the instructor/professor.

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San Juan, Mexico, Pampanga
mexicocampus@dhvsu.edu.ph

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

UNDERSTANDING THE SELF

List of References:
Printed Materials Online references (hyperlinks)
Don Honorio Ventura State University. (n.d.). DHVSU code. Bacolor, Pampanga: Author. Chowdhury, M. R. (2020) The Science & Psychology Of Goal-Setting 101. Netherlands
Don Honorio Ventura State University. (n.d.). Student handbook. Bacolor, Pampanga: Author. Stanisławski, K (2019). The Coping Circumplex Model: An Integrative Model of the Structure
of Coping with Stress. Cardinal Stefan Wyszyński University Warsaw, Poland
Alata, E. J. P., Caslib Jr., B. N., Serafica, J. P. J. & Pawilen, R. A. (2018). Understanding the Stangor, C. & Walinga, J. (2014). Introduction to Psychology-1st Canadian edition. BCcampus
Self. Manila: Rex Book Store.
Go-Monilla, M.J.A. & Ramirez, N.C. (2018). Understanding the Self. Metro Manila, Quezon Gonzales, Amy & Hancock, Jeffrey. (2010). Mirror, mirror on my facebook wall: Effects of
City: C & E Publishing, Inc. exposure to facebook on self-esteem. Cyberpsychology, Behavior and Social Networking. 14.
79-83. 10.1089/cyber.2009.0411.
Feist, J., and Feist, G.J. (2009). Theories of Personality McLeod, S. A. (2018, Aug 05). Lev Belk (2013). Extended self in a digital world. Journal of a Consumer Research. 40. 3. 477-500.
Vygotsky
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 DON HONORIO VENTURA STATE UNIVERSITY
Villa de Bacolor, Cabambangan, Bacolor, Pampanga

MEXICO EXTENSION CAMPUS

San Juan, Mexico, Pampanga
mexicocampus@dhvsu.edu.ph

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN

UNDERSTANDING THE SELF

LAHARNI M. SOLIS, MAGC AIRA MAY B. CANLAS, MBA VICKY P. VITAL, EdD
Instructor I Area Chairperson, DMC-CABEHM Director, Mexico Campus

Cc: Head, Curriculum Development, Review and Enhancement Unit

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