University of Cebu (Lapulapu and Mandaue Campus) : College of Teacher Education 2018-2019 1 July 19, 2018

University of Cebu (Lapulapu and Mandaue Campus) School Year: 2018-2019
College of Teacher Education Semester/Term: 1st

Bachelor of Elementary Education Revision Date: July 19, 2018
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I. Course Information
Course Code: PSYC 101 LEC Units 3 Course Description:
Course Title: Understanding the Self LAB Units: 0 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
Pre-
None LEC Hours: countless and varied ways to comply. Among the questions that everyone has had to grapple with at
requisite(s):
one time or other 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.
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 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
Co-requisite(s): None LAB Hours:
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 material 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.
Prepared by: Noted by: Recommending Approval: Approved by: Page:
MICHELLE TRANGIA/GLENLIE RUIZ MS. ELNA B. SABORNIDO MS. MARYJANE A. OBISPO DR. ANNA LIZA B. SON 1 of 8
(Faculty Member) (Dean) (Program Curriculum Coordinator) (VC Academics)
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II. Institutional Statements of UC- Vision, Mission, Core Values and Graduate Outcomes
UC Vision UC Mission UC Core Values UC Graduate Attributes
UCV1. Democratize University of Cebu commits to: These are the core values that UC believes in: UC Graduates will be able to:
quality UCM1. Serve as an active catalyst in UCCV1. Innovation “Be the visionary and the UCGO1. Demonstrate skills and competencies in one’s educational level
education. providing efficient and effective industry leader." and field of discipline for lifelong learning[LIFELONG LEARNER];
UCV2. Be the delivery of educational services; UCCV2. Camaraderie “Living in the spirit of UCGO2. Express proficiency in both oral and written communication
visionary and UCM2. Pursue excellence in instruction, harmony and approachability." [EFFECTIVE COMMUNICATOR];
industry leader. research and community service UCCV3. Alignment “All activities are geared UCGO3. Demonstrate social accountability and ethical responsibility
UCV3. Give hope and towards social and economic towards core values and priorities." towards the community and the environment
transform lives. development as well as UCCV4. Respect “Always a professional, [SOCIALLY COLLABORATIVE];
environmental sustainability; mindful of God, university, the UCGO4. Exhibit proactive and collaborative attributes in diverse society
UCM3. Acquire, disseminate and utilize community and self." [TEAM PLAYER];
appropriate technology to UCCV5. Excellence “To be great at whatever it UCGO5. Utilize appropriate technology [TECHNICALLY COMPETENT]; and
enhance the university’s is we do and go for the best." UCGO6. Manifest ethical behavior in diverse situations [ETHICALLY
educational service and; RESPONSIBLE].
UCM4. Foster an organizational culture
that nurtures employee
productivity and engagement.
III. UC Graduate Attributes

UC Vision UC Mission UC Core Values UC Program Outcomes
Graduate Attributes (GAs)
1 2 3 1 2 3 1 2 3 4 5 1 2 3 4 5 6
GA1. Lifelong Learner (LL)     
GA2. Effective Communicator (EC)   
GA3. Ethically Responsible (ER)    
GA4. Socially Collaborative (SC)     
GA5. Team Player (TP)       
GA6. Technically Competent (TC)       
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IV. GA-CILO Activation Mapping

Course Intended Learning Outcomes (CILOs) Graduate Attributes
By the end of the course, the students will be able to: LL EC ER SC TP TC
CILO1. Discuss the different representations and conceptualizations of the self from various disciplinal perspective. / / /
CILO2. Compare and contrast how the self has been represented across different disciplines and perspectives. / / /
CILO3. Examine the different influences, factors, and forces that shape the self /
CILO4. Demonstrate critical and reflective thought in analyzing the development of one’s self and identity by developing a theory of the self. / /
CILO5. Explore the different aspects of self and identity.
CILO6. Demonstrate critical, reflective thought in integrating the various aspects of self and identity. / / /
CILO7. Identify different forces and institutions that impact the development of various aspects of self and identity. / /
CILO8. Examine one’s self against the different aspects of self discussed in class. /
CILO9. Understand the theoretical underpinnings for how to manage and care for different aspects of the self. / / /
CILO10. Acquire and hone new skills and learning for better managing of one’s self and behaviors. / / / / /
CILO11. Apply these new skills to one’s self and functioning for a better quality of life. / / / / / /
PO-CILO Activation Mapping

Course Intended Learning Outcomes (CILOs) PROGRAM OUTCOMES
By the end of the course, the students will be able to: A B C D E F G H
CILO1. Discuss the different representations and conceptualizations of the self from various disciplinal perspective. I - - I I P - -
CILO2. Compare and contrast how the self has been represented across different disciplines and perspectives. P - P P I I - I
CILO3. Examine the different influences, factors, and forces that shape the self P P -- D D D D D
CILO4. Demonstrate critical and reflective thought in analyzing the development of one’s self and identity by developing a theory of the self. D D D D D D D D
CILO5. Explore the different aspects of self and identity. - - - - - I I I
CILO6. Demonstrate critical, reflective thought in integrating the various aspects of self and identity. D D D D D D D D
CILO7. Identify different forces and institutions that impact the development of various aspects of self and identity. D P - P P P P D
CILO8. Examine one’s self against the different aspects of self discussed in class. P - - P P P P P
CILO 9. Understand the theoretical underpinnings for how to manage and care for different aspects of the self. P P P P P P P P
CILO 10. Acquire and hone new skills and learning for better managing of one’s self and behaviors. D D D D D D D D
CILO 11. Apply these new skills to one’s self and functioning for a better quality of life. D D D D D D D D
V. Course Outputs / Summative Assessment Tasks (SATs) (appropriate rubrics may be shown below or in separate page)
CILO# Required Output Weight Specification / Remarks
Critique of audio-video contents
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Portfolio
Audio-video production
TOTAL:
VI. Teaching and Learning Plan

Specific Intended Learning Formative
Outcomes (SILOs) Teaching &Learning Assessment Tasks Learning Resources / Time
CILO# Topics
At the end of the unit/lesson, the Activities (TLAs) (FATs) References Frame
student will be able to:
 Explain UC’s statements of philosophy  University and College VMGO-Core Values  Presentation  Questioning  DLP Day 1
and objectives and its impact to his/her and Graduate Outcomes / Attributes  Discussion  Reflection  UC Portal
education / holistic formation. Orientation  UC Student Manual
 Describe how the course, with its  Course / CILO Orientation
intended learning outcomes relate to
the statements of philosophy and
objectives of the university as well as its
contribution to the entire curriculum.
1. Discuss the  1. The Self From Various Perspective   

different
representations A. Philosophy
and * Socrates, Plato and Agustine to Descartes,
conceptualization Locke, Hume, Kant, Freud, Ryle, Churchland,
s of the self from and Merleau-Ponty ( All to answer the
various disciplinal question – “Who are you?”
perspective.
2. Compare and B. Sociology   Think pair share  DLP
contrast how the * The self as a product of modern society  Modified  UC Portal
self has been among other constructions differentiated  TED talks
represented * Mead and the Social Self instruction  Zaption
across different  Critiquing  Inanimate Alice
disciplines and  Role Playing  Downloaded audio
perspectives.  Quizzes materials
 Interactive Exercises
 Games
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 Interview
 Round table
discussions
 Message Relay
 Impromptu Speeches
 Cloze Test
 Dictation
3. Examine the Anthropology

different * The self and person in contemporary
influences, anthropology
factors, and forces * The self embedded in culture
that shape the self Psychology
* The self as a cognitive construction:
- William James and Me-Self; I-Self
- Global vs. differentiated models
- Real and Ideal Self- concepts
- Multiple vs. unified selves
- True vs. False selves
4. Demonstrate The Self in Western and Oriental/Eastern

critical and Thought
reflective thought * The social construction of the self in
in analyzing the Western thought
development of * The Self as embedded in relationships and
one’s self and through spiritual development in Confucian
identity by thought
developing a
theory of the self.
5. Explore the UNPACKING THE SELF

different aspects A. The Physical Self ;The self as impacted by
of self and the body
identity. * The impact of culture on body image and
self-esteem: The importance of beauty
B. Sexual Self
* Development of Secondary Sex
characteristics and the human reproductive
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system
* Discussing the erogenous zones
* Understanding the human sexual response
and the biology of sexual behaviors
* Understanding the chemistry of lust, love
and attachment
*Diversity of sexual behavior heterosexual,
homosexual, and bisexual, transsexual
*Sexually transmitted diseases (STI’s)
*Methods of contraception (Natural and
artificial)
6. Demonstrate The Material /Economic Self:
critical, reflective * Shaping the way we see ourselves: The role
thought in of consumer culture on our sense of self and
integrating the identity
various aspects of
self and identity.
7. Identify The Spiritual Self:

different forces * The practice of religion: Belief in
and institutions supernatural being and power
that impact the * The concept of “Dungan” spirit or soul
development of *Rituals and ceremonies
various aspects of - the function of rituals
self and identity. - religion, magic, and witchcraft
* Finding and creating meaning
 - Three ways of discovering meaning in
life
8. Examine one’s Political Self
self against the
different aspects * Developing a Filipino Identity:
of self discussed in
class. Values, Traits, community and
Institutional factors
 *Establishing a democratic culture

9. Understand the MANAGING AND CARING FOR SELF
theoretical A. Learning to be a better student
underpinnings for * What happens during learning? Brain and
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how to manage behavior changes

and care for *Metacognition and study strategies
different aspects *managing your own learning: self-
of the self. regulated learning
10. Acquire and  Setting Goals for Success   Think pair share  DLP
hone new skills * The importance of goals ( Bandura’s Self  Modified  UC Portal
and learning for efficacy, Dwecks’s Mindset (growth vs. fixed) differentiated  TED talks
better managing * Locke’s goal setting instruction  Zaption
of one’s self and  Critiquing  Inanimate Alice
behaviors  Role Playing  Downloaded videos
 Quizzes
 Interactive Exercises
 Games
 Round table
discussions
 Cloze Test
 Carousel
brainstorming
11. Apply these  Taking charge of one’s health   

new skills to one’s * Stressors and responses
self and *Sources of coping and strength
functioning for a *Stress and Filipinos: the social and cultural
better quality of dimensions of stress
life. *Taking care of the self: The need for self-care
and compassion
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VII. Textbook(s) and References

Textbook (APA Format): References (APA Format including citations):
VIII. Other Information (Classroom Rules and Policies/ Teacher Information, etc.)
1.

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University of Cebu (Lapulapu and Mandaue Campus) School Year: 2018-2019

College of Teacher Education Semester/Term: 1st

Prepared by: Noted by: Recommending Approval: Approved by: Page:

III. UC Graduate Attributes

Prepared by: Noted by: Recommending Approval: Approved by: Page:

IV. GA-CILO Activation Mapping

PO-CILO Activation Mapping

VI. Teaching and Learning Plan

1. Discuss the  1. The Self From Various Perspective   

Prepared by: Noted by: Recommending Approval: Approved by: Page:

3. Examine the Anthropology

4. Demonstrate The Self in Western and Oriental/Eastern

5. Explore the UNPACKING THE SELF

Prepared by: Noted by: Recommending Approval: Approved by: Page:

7. Identify The Spiritual Self:

 *Establishing a democratic culture

Prepared by: Noted by: Recommending Approval: Approved by: Page:

how to manage behavior changes

11. Apply these  Taking charge of one’s health   

Prepared by: Noted by: Recommending Approval: Approved by: Page:

VII. Textbook(s) and References

Prepared by: Noted by: Recommending Approval: Approved by: Page:

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