Professional Documents
Culture Documents
COURSE SYLLABUS
PERSONAL DEVELOPMENT
COLLEGE CAS COURSE DESCRIPTION
This course makes senior high school students aware of the developmental stage that they are in, for
DEPARTMENT PSYCHOLOGY them to better understand themselves and the significant people around them as they make
important career decisions as adolescents. The course consists of modules, each of which addresses a
COURSE CODE PD 1 key concern in personal development. Using the experiential learning approach, each module invites
students to explore specific themes in their development. Personal reflections, sharing, and lectures
help reveal and articulate relevant concepts, theories, and tools in different areas in psychology.
COURSE expected outcomes
3. Developmental
3.1 classifiy various
Stages in Middle and
developmental tasks
according to Late Adolescence
developmental stage
EsP-PD11/12DS-Ic-3.1 The skills and tasks
appropriate for
o Performance
3.2 evaluate one’s middle and late
o Problem Based o Rubrics Unit I: Self-
development in adolescence, and
o Didactic Solving o Selected o Answer Development
4 comparison with preparatory to early Activity 3
o Lecture Response Key
persons of the same age adulthood
group EsP-PD11/12DS- (MCQ) PD Textbook
Id-3.2 Make a list of ways
to become
3.3 list ways to become responsible
a responsible adolescent
adolescents
prepared for adult life
prepared for adult
EsP-PD11/12DS-Id-3.3
life
5 4.1 discuss that facing 4. The Challenges of o Didactic o Lecture o Selected o Answer Activity 4 Unit I: Self-
the challenges during Middle and Late o Facilitated Response Key Development
adolescence may able to Adolescence Discussion (MCQ)
clarify and manage the o Selected PD Textbook
demands of teen years The developmental Response
EsP-PD11/12CA-Id-4.1 changes in middle (MCQ)
and late
4.2 express his/her
adolescence, and
feelings on the
expectations of the
expectations of and
significant people from adolescents
around him/her
(parents, siblings, Clarify and manage
friends, teachers, the demands of the
community leaders) teen years (middle
EsP-PD11/12CA-Ie-4.2 and late adolescence
4.3 make affirmations
that help one become
more lovable and
capable as an adolescent
EsP-PD11/12CA-Ie-4.3
5.1 discuss that
understanding stress 5. Coping with Stress
and its sources during in Middle and Late
adolescence may help in Adolescence
identifying ways to cope
and have a healthful life Stress and its
EsP-PD11/12CS-If-5.1 o Selected
sources; various
Response Unit 2: Aspects
stress responses; o Lecture
5.2 identify sources of (MCQ) o Rubrics of Personal
and coping o Facilitated
6 one’s stress and o Didactic o Selected o Answer Activity 5 Development
strategies for Discussion
illustrate the effect of Response Key
stress on one’s system healthful living in
(MCQ) PD Textbook
EsP-PD11/12CS-If-5.2 middle and late
adolescence
5.3 demonstrate
personal ways of coping Identify personal
with stress for healthful ways of coping for
living EsP-PD11/12CS-Ig- healthful living
5.3
6.1 discuss that
understanding the left
and right brain may help
6. The Powers of the
in improving one’s
learning EsP- Mind
PD11/12PM-Ig-6.1
The whole brain
6.2 explore two types of theory, or two o Selected
mind-mapping hemispheres of the o Didactic o Lecture Response Unit 2: Aspects
techniques, each suited brain: artistic (right- o Discover o Facilitated (MCQ) of Personal
7 to right brain- or left brain dominant) and y Discussion o Selected o Forms Activity 6 Development
brain-dominant thinking linear (left-brain o Problem Response
styles EsP-PD11/12PM- dominant) solving (MCQ) PD Textbook
Ig-h6.2
Identify ways to
6.3 make a plan to improve learning
improve learning using
using both the left
left and right brain
and right brain
through mind-mapping
activities EsP-
PD11/12PM-Ih-6.3
7.1 interpret the
concepts of mental
health and psychological
well-being in everyday
observations about
7. Mental Health
mental health problems
during adolescence and Well-being in
EsP-PD11/12MHWB- Middle and Late
Ih7.1 adolescence
o Selected
7.2 identify his/her own The concepts about Response Unit 2: Aspects
o Lecture
vulnerabilities EsP- mental health and o Didactic (MCQ) o rubrics of Personal
o Facilitated
8 PD11/12MHWB-Ii7.2 wellbeing in middle o Problem o Selected o Answer Activity 7 Development
Discussion
and late adolescence solving Response Key
7.3 make a mind map on (MCQ) PD Textbook
ways of achieving Identify his/her own
psychological well-being vulnerabilities and
EsP-PD11/12MHWB- make a plan on how
Ii7.3
to stay mentally
health
7.4 create a plan to stay
mentally healthy during
adolescence
EsP-PD11/12MHWB-
Ii7.4
9 FIRST QUARTER EXAMINATION
ALIGNMENT OF TEACHING LEARNING ACTIVITIES (TLA) WITH COURSE EXPECTED OUTCOMES (CEO)
Homework and Assignment Take home activities will be provided. Students are required to print out their answers and submit it
Particulars: on the next session.
Each student is required to submit and present their portfolio with weekly diary of activities by the
Project Paper Particulars:
end of 4th quarter exam by the end of the final period.
GRADING SYSTEM
The final grade of the student is interpreted as shown on the table below:
FDA (Failure due to Absences) UW (Unauthorized Withdrawal) INC (Incomplete) AW (Authorized Withdrawal) NFE (No Final Examination)
All exercises and requirements for the course are to be complied by the students as part of their
STUDENTS COURSE PORTFOLIO
portfolio and must be made available for inspection by the instructor before the end of the semester
LANGUAGE OF INSTRUCTION ENGLISH
A student who has incurred absences more than twenty percent (20%) of the total number of the school
ATTENDANCE days shall not be given credit to the course regardless of class standing. For further provisions of the said
policy, please refer to the OLFU Student Handbook.
COURSE REVIEW AND ENHANCEMENT MEMBERS Chair: Program Coordinator & Faculty Members