Republic of the Philippines

BATANGAS STATE UNIVERSITY

The National Engineering University
JPLPC-Malvar Campus
G. Leviste St., Poblacion, Malvar, Batangas
Tel. Nos.: (043) 778-2170/ (043) 406-0830 loc. 124
E-mail Address: gened.malvar@g.batstate-u.edu.ph|Website Address: http://www.batstate-u.edu.ph
General Education Department

COLLEGE OF TEACHER EDUCATION

BACHELOR OF PHYSICAL EDUCATION
COURSE INFORMATION SYLLABUS (CIS)

VISION A premier national university that develops leaders in the global knowledge economy.
MISSION A university committed to producing leaders by providing a 21st century learning environment through innovations in
education, multidisciplinary research, and community and industry partnerships in order to nurture the spirit of
nationhood, propel the national economy, and engage the world for sustainable development.

Course Title Understanding the Self Course Code GEd 101

Course Category General Education Prerequisite(s) None
Semester/year First Semester/Academic Year 2023-2024 Credit Hours 3-Hour Lecture
Course Instructor Glenda M. Dimaano ID No.: 94-0030 Reference CMO 20 Series of 2013
Master in Edcuational Management Date Prepared January 8, 2024
glendadimaano@g.batstate-u.edu.ph
Period of Study 18 weeks Revision Date --
Course Rationale The course deals with the nature of identity, as well as the factors and forces that affect the development and
and Description maintenance of personal identity. This 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 their selves to attain a
better quality of life. (Adopted from CHED’s prescribed course description)

Contact Hours 3-Hour Lecture

Criteria for 20% - Midterm Examination

Assessment 20% - Final Examination
10% - Semestral Project
25% - Chapter Tests
25% - Oral and Written Activities
Teaching, Teaching and Learning Strategies
Learning, and Lecture. Lecture notes with links to related resources and other Web sites
Assessment embedded in the will be placed forwarded to students and/or on Google Classroom (GED 101) for the learners to
Strategies review. In case of Presentation of lectures via audio or video; and access on Open Educational resources will also be
uploaded in the Google classroom for students to revisit as needed.
Self-Directed Learning.
The study and activity guide will be placed on Google Classroom and/or group chat via FB Messenger to facilitate
individualized and self-paced learning activities. This will allow students to work at a convenient time and pace to
search and utilize vast resources.
The Discussion Group. Students will be asked to reflect on a subject under discussion and
present their views during class.

Assessment Strategies
Oral and Written Activities/Chapter Tests will be given to students to discover by
questions or practical activities or reflection assignments, what the students know about the lesson or what they can do
or like.
Semestral Project. Group and/or individual project including concept papers, and plan development and
implementation, will be required for the students to pursue special interests, write or create and publish or present their
outputs via the internet.
Major Examinations. There will be two (2) written major examinations
including Midterm and Final exams, to be conducted to evaluate the students' progress in the course.
Intended ILO Upon completion of this course, the students should be able to:
Learning ILO1 examine the aspects of the self, and the different influences, factors, and forces that shape the self;
Outcomes (ILO) ILO2 develop critical and reflective thought in analyzing the development of one’s self and identity and integrating
the various aspects of self and identity by developing a theory of the self; and
ILO3 apply new and advance personal and technological skills and learnings about self-care to one’s self and
functioning for a better quality of life.
Assessment Assessment Tasks (AT) Distribution Intended Learning Outcomes Domains
Method and Code Distribution I/R/D % 1 2 3 C P
Distribution Map ME Midterm Examination R 20% 30 30 -- 60 --
FE Final Examination D 20% 20 20 20 60 --
SP Semester Project D 15% 25 50 25 50 20
CT Chapter Tests R 25% 20 40 40 100 --
O/WA Oral/Written Activities
R 25% 25 50 25 70 --

TOTAL 100% 120 190 110 340 20

Note: All internal assessments with feedback will be made available within 2 week after each assessment submission
except Final Examination.
Other Books and 1 Avelino, S.E., Sanchez, C.A. (1996). Personality Development and Human Relations. Rex Book Store Inc., Sta
Articles Mesa Heights, Quezon City, Philippines
2 Personality Traits. Edward Diener and Richard E. Lucas. Accessed July 25, 2020. https://nobaproject.com/mod

3 Self-Understanding & Self-Concept: How We Perceive Ourselves. Natalie Boyd. Accessed July 25, 2020. https

4 Personality. Accessed July 25, 2020. https://sg.inflibnet.ac.in/bitstream/10603/148426/12/12_chapter%205.pdf

5 4 Reasons Why Self-understanding is Essential. Kee’s Blog. Accessed July 25, 2020. https://intuitivehaven.com

6 Self and Personality. National Council of Educational Research and Training (NCERT). Accessed July 25, 202

7 What Is Self-Concept? The Psychological Exploration of "Who Am I?". Kendra Cherry. Accessed July 25, 202

8 Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the Self. Malabon
City: Mutya Publishing House Inc.
9 Villafuerte, Salvacion L.(PhD), et al. (2018) Understanding the Self. Quezon City, Philippines: Nieme House
Co. Ltd.
10 Understanding the Self. Accessed July 16, 2020. ched.gov.ph/wp-content/uploads/2017/10/Understanding-the-
Self.pdf
11 Alata, E.J.P., Caslib, B.N., Serafica, J.P.J., Pawilen, R.A. (2018). Unsertanding the Self. Rex Book Store Inc.,
Sta Mesa Heights, Quezon City, Philippines
12 Gazzingan, L. B. et al. (2019). Understanding the Self. Muntinlupa City: Panday-Lahi Publishing House, Inc.
13 Hewstone, et.al. (2015). An Introduction to Social Psychology. UK: British Psychological Society and John
Wiley and Sons Ltd.
14 Krueger, D.W. 2002 Integrating body self and psychological self: Creating a new story in psychoanalysis and p

15 McKinley, N. M. (2012). Continuity and change in self-objectification: Taking a life-span approach to women’

16 Santrock, J (2014) Adolescence. New York, USA: McGraw Hill International edition
17 Santrock, M (2016) Essentials of LifeSpan Development 4th ed. New York, USA: McGraw Hill International
18 Ediction
Arcega, A M., Bersoto, M.A. & Cullar, D. S. (2020). GED101: Understanding the Self Module (Unviersity
General EducationModule 2020) , Batangas State University - The National Engineering University
19 Seventeenth congress (First Regular session). Accessed July 20, 2020.
http://www.congress.gov.ph/legisdocs/first_17/CR00101.pdf
20 Marshall, E. and Tanner, S. Introduction to Psychology. Accessed July 28, 2020. https://opentextbc.ca/introduc

21 Master, A. and Johnson, T. Human Sexual Response. Accessed July 28, 2020. https://canvas.du.edu/courses/24

22 Remez, R. Developing Adolescene. Accessed July 28, 2020. https://www.apa.org/pi/families/resources/develop

23 Rosenthal, M. (2013). Human Sexuality from Cells to Society. Asia: Cengage Learning
24 The Material/Economic Self. Steven C. Valerio's Blog. Accessed July 20, 2020.
https://utsged101portfolio.wordpress.com/section-3-the-material-economic-self/
25 Gaines, J (1980). Material Possession. Accessed July 24, 2020. https://faculty.washington.edu/jdb/452/452_cha
26 Boorstin, D. J. (1973).The Americans: The democratic experience. New York: Random House.
27 Goffman, E. The presentation of Self in everyday life. Accessed July 29, 2020. https://monoskop.org/images/1/

28 The Material/Economic Self. Steven C. Valerio's Blog. Accessed July 20, 2020. https://utsged101portfolio.wor

29 Tuan, J. Extending Theory of self. Accessed July 30, 2020. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.15

30 https://www.actionresearch.net/living/rawalpdf/Chapter7.pdf
31 Daskeo , K. Self-awareness and Self-knowledge. Accessed July 28, 2020. https://gupea.ub.gu.se/bitstream/2077

32 Frankle, V & Stein, G. Examination of Self. Accessed July 28. 2020. https://files.eric.ed.gov/fulltext/EJ116327
33 Frankl, V. Man’s Search for meaning. Accessed July 28, 2020. https://edisciplinas.usp.br/pluginfile.php/340309

34 Giddens, A. Self-Identity in Modernity. Accessed July 30, 2020. https://skemman.is/bitstream/1946/12134/1/Se

35 Magos.J. Invisible Voices. Accessed July 28, 2020. https://www.diva-portal.org/smash/get/diva2:788803/FULL

36 McClenon, J. Handbook of Self and Identity. Accessed July 29, 2020. https://dornsife.usc.edu/assets/sites/782/d

37 The Political Self: Developing Active Citizenshp. Steven C. Valerio's Blog. Accessed July 19, 2020.
https://utsged101portfolio.wordpress.com/section-1-the-political-self-developing-active-citizenship/rio's
 38 The Digital Self: Why Do We Express Ourselves On Social Media Like We Do? Accessed July 27, 2020 from

39 Goal-Setting Theory. Accessed July 21, 2020

https://gostrengths.com/what-is-goal-setting-theory/#:~:text=Goal%2Dsetting%20theory%20refers%20to,who
%20set%20general%2C%20easy%20goals.
40 Golden Rules for Goal-Setting. Accessed July 21, 2020.
41 https://www.mindtools.com/pages/article/newHTE_90.htm
Healthy Lifestyle: 5 Keys to a Longer Life. Accessed July 21, 2020
https://www.health.harvard.edu/blog/healthy-lifestyle-5-keys-to-a-longer-life-2018070514186
42 Living Healthy Lifestyle. Accessed July 27, 2020 (https://apps.who.int/iris/handle/10665/108180).
43 Healthy Lifestyles for College Students. Accessed July 27, 2020 from https://miami.asa.edu/about-asa/news/ma

44 Managing Stress. Accessed July 29, 2020 from https://campusmindworks.org/help-yourself/self-care/managing

45 Self Care and Wellness: Taking Care of Yourself So You Can Be Your Best. Accessed July 28, 2020 from http

46 Raphailia Michael, MA. What Self-Care Is- and What It Isn’t. Last updated: 8 Jul 2018. Accessed June 11,
2020. https://psychcentral.com/blog/what-self-care-is-and-what-it-isnt-2/.
Institutional IGAs Institutional Graduate Attributes (IGA) Statements
Graduate IGA1 Knowledge Competence
Attributes (IGA) Demonstrate a mastery of the fundamental knowledge and skills required for functioning effectively as a
professional in the discipline, and an ability to integrate and apply them effectively to practice in the
workplace.
IGA2 Creativity and Innovation
Experiment with new approaches, challenge existing knowledge boundaries and design novel solutions to solve
problems.
IGA3 Critical and Systems Thinking
Identify, define, and deal with complex problems pertinent to the future professional practice or daily life
through logical, analytical and critical thinking.
IGA4 Communication
Communicate effectively (both orally and in writing) with a wide range of audiences, across a range of
professional and personal contexts, in English and Pilipino.
IGA5 Lifelong Learning
Identify own learning needs for professional or personal development; demonstrate an eagerness to take up
opportunities for learning new things as well as the ability to learn effectively on their own.
IGA6 Leadership, teamwork, and Interpersonal Skills
Function effectively both as a leader and as a member of a team; motivate and lead a team to work towards
goal; work collaboratively with other team members; as well as connect and interact socially and effectively
with diverse culture.
IGA7 Global Outlook
Demonstrate an awareness and understanding of global issues and willingness to work, interact effectively and
show sensitivity to cultural diversity.
IGA8 Social and National Responsibility
Demonstrate an awareness of their social and national responsibility; engage in activities that contribute to the
betterment of the society; and behave ethically and responsibly in social, professional and work environments.
Student Student Outcomes (SO) Statements
SO
Outcomes (SO) Intellectual Competencies
SO1 Demonstrate higher level of comprehension (textual, visual, etc.).
SO2 Demonstrate proficient and effective communication (writing, speaking, and use of new technologies).
SO3 Apply basic concepts across the domains of knowledge.
SO4 Demonstrate critical, analytical, and creative thinking.
Personal and Civic Responsibilities
 SO5 Appreciate the complexity of human condition.
SO6 Interpret the human experience from various perspectives.
SO7 Examine the contemporary world from both Philippine and global perspectives.
SO8 Take responsibility for knowing and being Filipino.
SO9 Reflect critically on shared concerns and think of innovative, creative solutions guided by ethical standards.
SO10 Demonstrate appreciation and contribution to artistic beauty.
SO11 Manifest in-depth understanding and respect for human rights.
SO12 Demonstrate the ability to contribute personally and meaningfully to the country’s development.
Practical Skills
SO13 Work effectively in a group.
SO14 Manifest the ability to negotiate the world of technology responsibility.
SO15 Create solutions to problems in various field.
SO16 Manage one’s knowledge and skills for responsible, productive living, and lifelong learning.
CDIO CDIO CDIO Skills
Framework Skills CDIO1 Disciplinary Knowledge & Reasoning
Knowledge of underlying mathematics and sciences, core engineering fundamental knowledge, advanced
engineering fundamental knowledge, methods and tools
CDIO2 Personal and Professional Skills & Attributes
Analytical reasoning and problem solving; experimentation , investigation and knowledge discovery; system
thinking; attitudes, thoughts and learning; ethics, equity and other responsibilities
CDIO3 Interpersonal Skills: Teamwork & Communication
Teamwork, communications, communication in a foreign language
CDIO4 Conceiving, Designing, Implementing & Operating Systems
External, societal and environmental context, enterprise and business context, conceiving, systems engineering
and management, designing, implementing, operating
Sustainable SDG SDG Skills
Development SDG1 Envisioning
Goals Skills Establish a link between long-term goals and and immediate actions, and motivate people to take action by
SDG2 harnessing their deep
Critical Thinking aspirations.
and Reflection
Examine economic, environmental, social and cultural structures in the context of sustainable development,
and challenges people to examine and question the underlying assumptions that influence their world views by
SDG3 having them
Systemic reflect on unsustainable practices.
Thinking
Recognise that the whole is more than the sum of its parts, and it is a better way to understand and manage
complex situations.
SDG4 Building Partnerships
Promote dialogue and negotiation, learning to work together, so as to strengthen ownership of and commitment
to sustainable action through education and learning.
SDG5 Participation in Decision Making
Empower oneself and others through involvement in joint analysis, planning and control of local decisions.

COURSE POLICIES
A. GRADING SYSTEM
The grading system adopted by this course is as follows:
Excellent 1 98 - 100
Superior 1.25 94 - 97
Very Good 1.5 90 - 93
Good 1.75 88 - 89
Meritorious 2 85 - 87
Very Satisfactory 2.25 83 - 84
Satisfactory 2.5 80 - 82
Fairly Satisfactory 2.75 78 - 79
 Passing 3 75 - 77
Failure 5 Below 70
Incomplete INC
*Students who got a computed grade of 70-74 will be given an appropriate remedial activity in which the final grade should be either
passing (3.0) or failure (5.0).
B. CLASS POLICY
Prompt and regular attendance of students is required. Total unexcused absences shall not exceed ten (10) percent of the maximum
number of hours required per course per semester (or per summer term). A semester has 18 weeks.
MISSED EXAMINATIONS
Students who failed to take the exam during the scheduled date can be given a special exam provided he/she has a valid reason. If it is
a health reason, he/she should provide the faculty with the medical certificate signed by the attending Physician. Other reasons shall
be assessed first by the faculty to determine its validity.
Academic dishonesty includes acts such as cheating during examinations or plagiarism in connection with any academic work. Such
acts are considered major offenses and will be dealt with according to the University’s Student Norms of Conduct.
DROPPING
Dropping must be made official by accomplishing a dropping form and submitting it at the Registrar’s Office before the midterm
examination. Students who officially drop out of class shall be marked “Dropped” whether he took the preliminary examination or not
and irrespective of their preliminary grades.
A student who unofficially drops out of class shall be given a mark of “5.0” by the instructor.
C. OTHER COURSE POLICIES AND REQUIREMENTS
Show up! To succeed in this course, you must choose to accomplish every scheduled class sessions and activities in its entirety. See
“Course Schedule” for your reference.
Do the work! To succeed in this class, you must choose to do your very best work in studying for each class session and on all your
assignments and activities. See “Course Schedule”, for additional information on completing assignments.
Respect. You will be exposed to a variety of viewpoints, values and opinions in college that will differ from your own. All students in
this class should feel comfortable expressing their viewpoints and concerns in class. You are an important part of creating an
atmosphere that makes this possible.
Flex Days/Late Work. Due dates for every assignment/activities are provided on the Study and activity guide (to be forwaded to the
students and/or be posted in Google Classroom and GED 101 group chat via FB messenger). Unless otherwise stated,
assignments/activities are due on those days.
However, I recognize that sometimes “life happens.” In these instances, you may use your allotted two flex days. These days allow
you to submit an assignment up to two days late without penalty. You can use these days for any assignment and for any reason. You
do not need to provide me with the reason: simply message me and tell me how many of your flex days you would like to use.
Once you’ve exhausted your flex days, then point deductions will occur for any assignment submitted after the deadline.
- An assignment submitted 24 hours after the due date will only be eligible for 80% of the maximum number of points allotted.
- Assignments submitted more than 24 hours after the due date will not be accepted.
Take care of yourself. Do your best to maintain a healthy lifestyle this semester by eating well, exercising, avoiding drugs and
alcohol, getting enough sleep, and taking time to relax.
Teaching, Learning, and Assessment (TLA) Activities
Ch. Wks Topic Outcomes ILO SO Delivery Method
 COURSE ORIENTATION & INTRODUCTION 1
Red Spartan Spirit Course Orientation Develop a sense of school spirit
and identity with the culture of
Reading List: GED 101 Course Information Syllabus the course
(CIS) GED 101 Study Guide
Lecture and Discussion
Demonstrate positive attitude
Group (via Google
towards the start of the classes
Classroom and/or FB
and encourage students to think
messenger (Group chat))
critically and independently
about their identity, values and
beliefs by taking the challenge
through all the UTS activities

1 UNDERSTANDING THE SELF 1,2 1,5,

Differentiate the concepts of 6,1
Introduction to Self Understanding self, personality, traits, and its 5 Self Directed Learning,
Personality Traits contribution to self-knowing
Lecture, and Group
and understanding.
Determinants of Personality Discussion (via Google
Classroom and/or FB
Personal growth and development Evaluate their understanding of
2 themselves for personal growth messenger (Group chat))
Who am I?
Reading List: 1-7 and development.

Activity #1: The Mini-IPIP (International The activity guide will be

Personality Item Pool Representation of the NEO Reinforce understanding of
sent via Google Classroom
PI-R) Scale some of the topics covered in
(Classwork) and/or FB
Week 1
Messenger (Group Chat)
2 THE SELF ACCORDING TO PHILOSOPHY 1,5,
6,1 Self Directed Learning,
Socrates, Plato, St. Augustine, Descartes, Locke, Compare and contrast the
5 Lecture, and Group
Hume, Kant, Freud, Ryle, Churchland, Merleau-Ponty different philosophical
Discussion (via Google
foundations and
Classroom and/or FB
conceptualization of self
2 1,2 messenger (Group chat))
Reading List: 8, 11, 13
Activity #2: SELF IN ONE LINE The activity guide will be
Assess understanding of the sent via Google Classroom
topics covered in Week 2 (Classwork) and/or FB
Messenger (Group Chat)
3 THE SELF ACCORDING TO SOCIOLOGY 1,5,
AND ANTHROPOLOGY 6,1
5
The Self as a product of modern society among other
constructions Examine various sociological
Mead and the Social Self and anthropological
perspectives that shapes the self. Self Directed Learning,
The Self and person in contemporary anthropology Lecture, and Group
Understand these broad fields Discussion (via Google
The Self embedded in culture and other Indigenous take an interdisciplinary Classroom and/or FB
studies 3 approach to looking at human 1,2 messenger (Group chat))
culture and educational peace
The self in sociological and anthropological history of talks from both past and present.
people in the community

Reading List: 8, 11, 13

 ACTIVITY #3: COMPARE ME UP! The activity guide will be
Assess understanding of the sent via Google Classroom
topics covered in Week 3 (Classwork) and/or FB
Messenger (Group Chat)
4 THE SELF ACCORDING TO PSYCHOLOGY 1,2 1,5,
6,1
The Self as a Cognitive Construction 5
Analyze the psychological
William James and the Me-Self and I-Self underpinnings that describe the
self pursuing good mental
Real and Ideal Self Self Directed Learning,
health.
Lecture, and Group
Multiple versus Unified Self Discussion (via Google
Examine the self as an essential
Classroom and/or FB
True versus False Self construct in psychology that
4 fulfill goals, can implement messenger (Group chat))
The Self as Proactive and Agentic principles and operate in the
society.
The importance of Good health and Well-being
Reading List: 8, 11, 13
ACTIVITY # 4: THE VERSUSES! The activity guide will be
Assess understanding of the sent via Google Classroom
topics covered in Week 4 (Classwork) and/or FB
Messenger (Group Chat)
5 THE SELF IN THE WESTERN AND 1,5,
ORIENTAL/EASTERN THOUGHT 6,1
Individualistic versus Collective Self 5

The Social Construction of the Self in Western Understand the western,

Thought oriental, and eastern
perspectives on the formation of
The Self as embedded in relationships and through self. Self Directed Learning,
spiritual development in Confucian thought Examine through researching Lecture, and Group
and studying Indigenous culture Discussion (via Google
and literature Classroom and/or FB
Definition of the self embedded in the context of
different cultural thoughts like western and oriental 5 Evaluate the differences of 1,2 messenger (Group chat))
western and oriental eastern
eastern thoughts of self

Differences of Western and Orientation thoughts for

Internalization of views of the self

Reading List: 8, 11, 13

ACTIVITY # 5: MY SELF: AN Assess understanding of the The activity guide will be

INDIVIDUALISTIC OR COLLECTIVE? topics covered in Week 5 sent via Google Classroom
(Classwork) and/or FB
LONG TEST #1 Messenger (Group Chat)
6 UNPACKING OF THE SELF
THE PHYSICAL SELF Describe the concept of Physical 1,5,
The concept of Physical Self self and how the self-impacted 6,1
by the body 5

The self as impacted by the body Assess how some traditional

practices and culture Self Directed Learning,
Lecture, and Group
6 to
The impact of Technological advancement used for Discussion (via Google
7 Evaluate how to understand
physical self their own physical self through Classroom and/or FB
technological advancement and 1,2 messenger (Group chat))
applications
 Assess how some traditional
practices and culture Self Directed Learning,
Lecture, and Group
6 to
Discussion (via Google
7 Evaluate how to understand
their own physical self through Classroom and/or FB
technological advancement and 1,2 messenger (Group chat))
The impact of culture on body image and Self-esteem applications

Reading List: 8,13-17

ACTIVITY #6: MY BODY, MY LIFE 6 Reinforce understanding of the The activity guide will be
topics covered in Week 6 and 7 sent via Google Classroom
ACTIVITY #7: BIRTH OF A BEAUTY
7 (Classwork) and/or FB
ACTIVITY #8: HOW IT AFFECTS ME? Messenger (Group Chat)
7 THE SEXUAL SELF 1,2
Development of Secondary Sex Characteristics, 1,5,
Erogenous zones and human reproductive system 6,1
Developmental goals and understanding of Gender 5
and Development Elaborate on the different
constructs and principles of
secondary characteristics,
Understanding Human Sexual response
erogenous zones, STIs, SOGIE
The basic biology of sexual behavior and methods of contraception
Self Directed Learning,
Understanding the chemistry of lust, love and Lecture, and Group
attachment 7 to Evaluate the importance of
Discussion (via Google
8 understanding and respecting
The Psychological Aspect: What turns people on the gender identities of both Classroom and/or FB
oneself and others messenger (Group chat))
The diversity of sexual behavior and gender
differences, solitary, heterosexual, homosexual, Compose a personal
bisexual, transsexual poem/song/spoken word to
express their goal of achieving
Sexually Transmitted Diseases (STIs) gender equality and
empowerment
Methods of Contraception

Reading List: 8, 13, 20-23

ACTIVITY #9: SEXUAL SELFHOOD
7
OUTPUT# 1: CASE ANALYSIS The activity guide will be
Reinforce understanding of the sent via Google Classroom
ACTIVITY #10: EXPLORING LOVE
topics covered in Week 8 and 9 (Classwork) and/or FB
OUTPUT#2: PHOTOJOURNAL (by group) 8 Messenger (Group Chat)
LONG TEST #2

MIDTERM EXAMINATION 9 Evaluate the students' progress

8 THE MATERIAL SELF/ECONOMIC SELF Understand the different aspect 1,2 4, 9

I shop, therefore, I am: I have therefore I am? of material/economic self and
examine one’s self against the
consumer culture of the
Shaping the way we see ourselves: the role of community.
consumer culture on our sense of self and identity Evaluate special topics on Self Directed Learning,
technological advancement, Lecture, and Group
10 consumerism, and economic Discussion (via Google
Social Status, Money management and Economic life opportunity Classroom and/or FB
principles of one's consumer self messenger (Group chat))

Differences of Men and Women Buying behavior:

Wants and Needs
Reading List: 8, 13, 24-29
 ACTIVITY #11: SEMIOTIC ANALYZING Reinforce understanding of the
topics covered in Week 11 The activity guide will be
sent via Google Classroom
(Classwork) and/or FB
Assess understanding of the Messenger (Group Chat)
ACTIVITY #12: WHAT IS THE FUNCTION? topics covered in Week 11
9 THE SPIRITUAL SELF 1,2 4,9
The practice of religion: belief in supernatural being Examine the practices of
and power religion, beliefs in supernatural
Filipino Spiritual Identification, Cultural Spirituality, being and power
other Indigenous beliefs and its importance Evaluate Filipino Spiritual
Identification and other Cultural Self Directed Learning,
Concept of Spiritual Self Lecture, and Group
The concept of "dungan" spirit or soul and how it Discuss the meaning of life Discussion (via Google
translate to Filipino Beliefs according to the background and Classroom and/or FB
messenger (Group chat))
11 values in life
Religion, Spirituality, Magic, Witchcraft and Identity
Finding and creating meaning
Three ways of discovering meaning in life
Reading List: 8, 12-13, 16, 30-36
ACTIVITY #13: ARE YOU RELIGIOUS? Reinforce understanding of the The activity guide will be
topics covered in Week 12 sent via Google Classroom
OUTPUT #3: MEANING OF LIFE (Classwork) and/or FB
Messenger (Group Chat)
10 THE POLITICAL SELF 4,9
Politics, Citizenship, and the Self Discuss the nature of politics,
elements of active citizenship, Self Directed Learning,
Active Citizenship
and how they shape one’s Lecture, and Group
Defining Conflicts and Peace Education in political political self Discussion (via Google
self understanding Define conflict and peace Classroom and/or FB
Impact of Active Citizenship to self education in political self messenger (Group chat))
12 1,2
Elaborate in the impact of active
Reading List: 8, 37 citizenship
ACTIVITY # 14 DEVELOPING CITIZENSHIP Reinforce understanding of the The activity guide will be
topics covered in Week 13 sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)

11 THE DIGITAL SELF 1,2, 4,9

The Self in the Digital World Discuss the development of the 3
digital self in a worldwide
The Digital Self: Why do we express ourselves on Self Directed Learning,
perspective
Social Media like we do? Lecture, and Group
Examine the impact of
Technology Advancement and the future of innovative technological advancement to Discussion (via Google
ideas one’s self Classroom and/or FB
13 Elaborate the right usage and messenger (Group chat))
A World view of Digital self
Usage and Conservation of Energy conservation of Energy

Reading List: 8, 9, 38
ACTIVITY # 15 ME AND MY SOCIAL MEDIA Assess understanding of the The activity guide will be
ACTIVITY # 16 NETIQUETTE topics covered in Week 13 sent via Google Classroom
(Classwork) and/or FB
LONG TEST #3 Messenger (Group Chat)
12 MANAGING AND CARING FOR THE SELF
LEARNING TO BE A BETTER STUDENT Discussion of the workings of 1,2, 3,8,
How Learning Happens in the Human Brain the brain 3 16
Elaborate on the advantages of
Quality education that will
result to metacognition
Examine one’s study strategies
and self-regulated learning Self Directed Learning,
strategies Lecture, and Group
 Discussion of the workings of 1,2,
the brain 3
Advantages of Quality education: Metacognition and Elaborate on the advantages of
Study Strategies Quality education that will
result to metacognition
Managing your Own Learning: Self-Regulated
Examine one’s study strategies
Learning Self Directed Learning,
and self-regulated learning
Reading List: 8, 9 strategies Lecture, and Group
13 SETTING GOALS FOR SUCCESS Expound on importance of Goal Discussion (via Google
Setting to self Classroom and/or FB
The Importance of Goals
messenger (Group chat))
Goal- Setting Theory 14 Understand the Sustainable
Golden Rules for Goal-Setting Developmental Goals and its
impact to self
Understanding Sustainable Developmental Goals and
Write their own goals in life
its impact to Self

Reading List: 8, 9,39-40

ACTIVITY # 17 EFFECTIVE LEARNING The activity guide will be
STRATEGY sent via Google Classroom
ACTIVITY# 18 PLANNING WITH GOAL- (Classwork) and/or FB
SETTING SHEET Messenger (Group Chat)

TAKING CHARGE OF ONE’S HEALTH Develop personal self-care

14
routine plan to demonstrate Self Directed Learning,
Living a Healthy Lifestyle one's understanding of Lecture and Group
Managing Stress, Self-care and Wellness 15 managing and caring for one Discussion ( via Google
Managing a Healthy life and Well-being self Classroom and/orFB
Understanding their own messenger (group Chat))
Reading List: 8, 9, 41-46 Wellbeing
LONG TEST #4 The activity guide will be
OUTPUT#4 GET REFRESHED: A 15-DAY sent via Google Classroom
16
CHALLENGE PLAN TO TAKE BETTER CARE (Classwork) and/or FB
OF YOURSELF Messenger (Group Chat)

FINAL EXAMINATION 17 Evaluate the students' progress

Assessment Schedule Week No.

Distribution 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Assessment Method

Midterm Examination X
Final Examination
Semester Project X
Long Tests X X X
Activities/Exercises/Quizzes/
X X X X X X X X X X X X X
Projects/Outputs/Recitation

STUDENT OUTCOMES (SO): Mapping of Assessment Tasks (AT)

ILO-SO and ILO-CPA Mapping

ILOs
SO1 SO3 SO4 SO5 SO6 SO8 SO9 SO15 SO16 C P
ME,
ME, FE, ME, FE, FE, LT, ME, FE,
FE, LT, LT, AEQ
ILO1 AEQ
LT, AEQ LT, AEQ AEQ LT, AEQ
POR
POR POR POR POR
POR
FE, LT, ME, FE, ME, FE,
AEQ
ILO2 AEQ LT, AEQ LT, AEQ
POR, SP
POR POR POR

FE, LT, FE, LT, FE, LT,

FE, LT, SP
ILO3 AEQ
AEQ POR
SP AEQ AEQ AEQPOR
POR POR POR
 INSTITUTIONAL GRADUATE ATTRIBUTES (IGA): Mapping of Assessment Tasks (AT)
ILOs
ILO-IGA Mapping

1 2 3 4 5 6 7
ME, FE, LT, ME, FE, LT,
ILO1 AEQ POR AEQ POR
FE, LT, AEQ
ILO2 POR
FE, LT, AEQ
ILO3 FE, LT, AEQ POR
POR

CDIO Skills SDG Skills

ILOs 1 2 3 4 1 2 3 4
ILO-CDIO-SDG

ME, FE, LT, ME, FE, LT,

Mapping

ILO1 AEQ POR AEQ POR

FE, LT, AEQ

ILO2 POR
FE, LT, AEQ
ILO3 POR

Prepared by: Reviewed by: Approved by:

Asst. Prof. MYRELLE S. DE CASTRO Dr. NORA V. MARASIGAN

Faculty Head, General Education Dean, College of Teacher Education
Date: January 8, 2024 Date: January 9, 2024 Date: January 10, 2024

Remarks:
1. The syllabus is to be distributed to the students in the first week of the semester.
2. Any changes to the syllabus shall be communicated (in writing) to the Program Chair and the approved revised version must be
communicated to the students.
3. The course instructor may set a more stringent similarity percentage (minimum 20%) for their respective courses pertaining to student's
submissions. However, it must be communicated in writing to the respective Program Chair and the approved revised version must be
communicated to the students.
.edu.ph

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tps://nobaproject.com/modules/personality-traits#discussion-questions

ccessed July 25, 2020. https://study.com/academy/lesson/self-understanding-and-self-concept.html

26/12/12_chapter%205.pdf
0. https://intuitivehaven.com/4-reasons-why-self-understanding-is-essential/

RT). Accessed July 25, 2020. http://www.ncert.nic.in/NCERTS/l/lepy102.pdf

erry. Accessed July 25, 2020. https://www.verywellmind.com/what-is-self-concept-2795865

nding the Self. Malabon

Philippines: Nieme House
017/10/Understanding-the-

Self. Rex Book Store Inc.,

hi Publishing House, Inc.

ogical Society and John

ory in psychoanalysis and psychotherapy. Accessed date: July 24, 2020. https://psycnet.apa.org/record/2003-06051-000

e-span approach to women’s experiences of objectified body consciousness. Accessed date: July 24, 2020. https://doi.org/10.1037/12304-005

n
McGraw Hill International
Self Module (Unviersity
ering University

ps://opentextbc.ca/introductiontopsychology/chapter/6-3-adolescence-developing-independence-and-identity/

//canvas.du.edu/courses/24161/files/1152570

/families/resources/develop.pdf
ning

ngton.edu/jdb/452/452_chapter_02.pdf
dom House.
s://monoskop.org/images/1/19/Goffman_Erving_The_Presentation_of_Self_in_Everyday_Life.pdf

ps://utsged101portfolio.wordpress.com/section-3-the-material-economic-self/

ey.com/doi/abs/10.1111/j.1559-1816.1998.tb01685.x

pea.ub.gu.se/bitstream/2077/30157/1/gupea_2077_30157_1.pdf

c.ed.gov/fulltext/EJ1163278.pdf
sp.br/pluginfile.php/3403095/mod_resource/content/1/56ViktorFrankl_Mans%20Search.pdf

/bitstream/1946/12134/1/Self-Identity%20in%20Modernity.pdf

ash/get/diva2:788803/FULLTEXT01.pdf
fe.usc.edu/assets/sites/782/docs/handbook_of_self_and_identity_-_second_edition_-_ch._4_pp._69-104_38_pages.pdf

ed July 19, 2020.

tive-citizenship/rio's
 cessed July 27, 2020 from https://sensum.co/blog/the-digital-self-why-do-we-express-ourselves-on-social-media-like-we-do

heory%20refers%20to,who

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0665/108180).
.asa.edu/about-asa/news/maintaining-healthy-habits-college/#:~:text=LOAD%20UP%20ON%20HEALTHY%20FOODS,fresh%20foods%20for%20each

yourself/self-care/managing-stress/
sed July 28, 2020 from https://www.ferris.edu/RSS/eccc/tools/wellness.htm

018. Accessed June 11,

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Delivery Method
 Lecture and Discussion
Group (via Google
Classroom and/or FB
messenger (Group chat))

Self Directed Learning,

Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))

The activity guide will be

sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)

Self Directed Learning,

Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))

The activity guide will be

sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)

Self Directed Learning,

Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))
 The activity guide will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)

Self Directed Learning,

Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))

The activity guide will be

sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)

Self Directed Learning,

Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))

The activity guide will be

sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)

Self Directed Learning,

Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))
 Self Directed Learning,
Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))

The activity guide will be

sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)

Self Directed Learning,

Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))

The activity guide will be

sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)

Self Directed Learning,

Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))
 The activity guide will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)

Self Directed Learning,

Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))

The activity guide will be

sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)

Self Directed Learning,

Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))

The activity guide will be

sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)

Self Directed Learning,

Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))

The activity guide will be

sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)

Self Directed Learning,

Lecture, and Group
 Self Directed Learning,
Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))

The activity guide will be

sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)

Self Directed Learning,

Lecture and Group
Discussion ( via Google
Classroom and/orFB
messenger (group Chat))

The activity guide will be

sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)

16 17 18

AT)
P A

LT, AEQ LT, AEQ

POR POR

AEQ AEQ
POR, SP POR, SP

AEQPOR AEQPOR
ment Tasks (AT)
7 8

y:

RA V. MARASIGAN
lege of Teacher Education
y 10, 2024

d version must be

es pertaining to student's
vised version must be