SOUTHWAY COLLEGE OF TECHNOLOGY

(SOCOTECH)
San Francisco, Agusan del Sur, Philippines
Telefax: (085) 839-4476/1170

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

GENERAL EDUCATION AREA
1ST Semester, A.Y.2020

COMPILATION
IN
UNDERSTANDING THE
SELF
(GE 111)

SUBMITTED BY:
Hanneh Joy C. Rebalde

SUBMITTED TO:
Jesamie A. Frenal
Instructor
 TABLE OF CONTENTS
I. AUTOBIOGRAPHY
II. STATEMENT OF PURPOSE OF THE PORTFOLIO
III. ACKNOWLEGEMENT
IV. MODULES AND EXAMINATION PAPERS
1. MODULE 1- LESSON 1 (TITLE)
2. MODULE 1-2
3. MODULE 1-3
4. PRELIM EXAMINATION………..

V. REFLECTION (GENERAL)
VI. PERSONAL ASSESSMENT OF THE PORTFOLIO
VII. RUBRICS
VII. REFERENCES
 AUTOBIOGRAPHY

PICTURE
 STATEMENT OF PURPOSE OF THE PORTFOLIO

This compiled modules- portfolio in Understanding the self was prepared

and developed to provide and share the views in this subject. Some
difficulties and problems in the activities that she/he had encountered are
mentioned, and the lesson that she/he had learned……….
ACKNOWLEDGEMENT
MODULES IN UTS
 SOUTHWAY COLLEGE OF TECHNOLOGY
(SOCOTECH)
San Francisco, Agusan del Sur, Philippines
Telefax: (085) 839-4476/1170

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

GENERAL EDUCATION AREA

1ST Semester, A.Y.2020

TEACHING-LEARNING MODULE
COURSE CODE GE 111

COURSE TITLE Understanding the self

CLASS SCHEDULE MTH/2:30PM- 4:00PM
ROOM NO. BTVTeD Office
INSTRUCTOR Jesamie A. Frenal
E-MAIL ADDRESS somee.andres@gmail.com
CCONSULTATION MTH/ 2:30PM- 4:00PM
HOURS

A. Course Description

This 3- unit 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
One self has inspired countless and varied ways to comply. Among the questions that
everyone has had to grapple with at one time or other is “Who am I?” At no other period is
the 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 the 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.

The course is divided into three major parts: The first part seeks to understand the
construct of the self from various non-disciplinary 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 material up to and including the more recent Digital Self. The third and final
part identifies the 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 the
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 this course, the learners are expected to:

1. identify the nature, concepts and meaning of self;
2. determine the parts and needs of physical self;
3. show different emotional coping and adjustment techniques;
4. explain the concept rational and moral self;
5. Show competence in managing oneself in different life situations.

A. Course Requirements

The course is divided into three major parts: The first part seeks to understand the
construct of the self from various non-disciplinary 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 material up to and including the more recent Digital Self. The third and final
part identifies the 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 the
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.

UNDERSTANDING
THE SELF

MODULE NO.1
Defining the Self
Module Introduction:
 Before we even had to be in any formal institution of learning, among the many
things that we were first taught as a kids is to articulate and write or names. Growing up, we
were told refer back to this name when talking about ourselves. Our parents painstakingly
thought about our names. Should we be name after a famous celebrity, a respected
politician or historical personality, or even a saint? Where you name after one? Or names
represent who we are. It has not been a custom to just
randomly pick a combination of letters and numbers (or
even punctuation marks) like zhjk756!! to denote our being.
Human being attach names that are meaningful to birthed
progenies because names are supposed to designate us in
the world. Thus, some people get baptized with names
such as”precious”,”beauty”, or “lovely”. Likewise, when our
parents call our names, we were taught to respond to them
because our names represent who we are. As a student,
we are told to always write our names on our papers,
projects, or any output for that matter. Our names signify
us. Death cannot even stop this bond between the person
and her name. Names are inscribed even into one’s
gravestone.

A name is not the person itself no matter how intimately bound it is with the bearer. It
is only a signifier. A person who was name after a saint most probably will not become an
actual saint. He may not even turn out to be saintly! The self is thought to be something
else than the name. The self is something that a person perennially molds, shapes, and
develops. The self is not a static thing that one is simply born with like a mole on one’s face
or is just assigned by one’s parents just like a name. Everyone is tasked to discover one’s
self. Have you truly discovered yours?

Name
DAY 1
LESSON NO. 1
LESSON TITLE The Self From Various Philosophical Perspective
DURATION/ 1 hour and 30 minutes
HOURS
Specific Learning During the student’s learning engagements, they will able to:
Outcomes:
1. Construct your own philosophy;
2. Explain why is essential to understand the self;
3. Describe and discuss the different notions of the self from the
points-of-view of the various philosophers across time and
place; and
4. Examine one’s self against the different views of the self that
were discussed in class.

TEACHING LEARNING ACTIVITIES

 Opening Guide Questions: ( 5 minutes)

1. What would you characterize yourself?
 ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________

2. What makes you stand out from the rest? What makes yourself special?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________

3. How has your self-transformed itself?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________

4. How is your self-related to other selves?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________

5. What will happen to you self when you die?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________

Engaging Activity: MY Philosophy (10 minutes)

(Outcome: Construct your own Philosophy) (15 points)
 My
Philosophy

Intro-instruction: Watch the video “Who am I- The Self in Philosophical Perspectives _

Understanding the Self” at https://www.youtube.com/watch?v=3Ulw8BLCwbQ and answer
the following questions (20 minutes) (15 points)

1. What do you mean by self? According to famous philosophers:

a) Socrates, Plato and Augustine-

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________

b) Rene Decartes-
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________

c) John Locke-
___________________________________________________________________
___________________________________________________________________
 ___________________________________________________________________
_________

d) David Hume-
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________

e) Paul Churchland-
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________

2. What are your feelings or reactions about the video?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________

3. Are you Agree with the philosophical perspective of the philosophers?

If Yes, why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________

If No, why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______

DISCUSSION (30 minutes)

SOCRATES AND PLATO

For Socrates, every man is composed of body and soul. This means that every human
person is dualistic, that is he is composed of two important aspects of his personhood.
For Socrates, this means all individuals have an imperfect, impermanent aspect to him,
and the body, while maintaining that there is also a soul that is perfect and permanent.

Plato, Socrates‘s student, basically took off from his master and supported the idea that
man is a dual nature of body and soul. In addition to what Socrates earlier espoused,
Plato added that there are three components of the soul: the rational soul, the spirited
soul, and the appetitive soul. In his magnum opus,” The Republic” (Plato 2000), Plato
emphasizes that justice in the human person can only be attained if the three parts of the
soul are working harmoniously with one another. The rational soul forged by reason and
intellect has to govern the affairs of the human person, the spirited part which is in charge
of emotions should be kept at bay, and the appetitive soul in charge of base desires like
eating, drinking, sleeping, and having sex are controlled as well. When this ideal state is
attained, then the human person’s soul becomes just and virtuous.

AUGUSTINE AND THOMAS AQUINAS

Augustine’s view of the human person reflects the entire spirit of the medieval world
when it comes to man. Following the ancient view of Plato and infusing it with the
newfound doctrine of Christianity, Augustine agreed that man is of a bifurcated nature. An
aspect of man dwells in the world and is imperfect and continuously yearns to be with the
divine and the other is capable of reaching immortality. The body is bound to die on earth
and the soul is to anticipate living eternally in a realm of spiritual bliss in communion with
God. This is because the body can only thieve in the imperfect, physical reality that is the
world, whereas the soul can also stay after death in an eternal realm with the all-
transcendent God.
Thomas Aquinas, the most eminent thirteenth century scholar and stalwart of the
medieval philosophy, appended something to this Christian view. Aquinas said that that
indeed, man is composed of two parts: matter and form. Matter (“hyle” Greek word
means “common stuff that makes up everything in the universe”). Form ( “morphe” Greek
word mean “ essence of a substance or thing” ). To Aquinas, the soul is what animates
the body; it is what makes us humans.

RENE DECARTES
Father of Modern Philosophy, conceived of the human person as having a body and a
mind. The Meditations of first philosophy, he claims that there is so much that we should
doubt. In fact, he says that since much of what we think and believe are not infallible,
they may turn out to be false. One should only believe that since which can pass the test
of doubt. Descartes thought that the only thing that one cannot doubt is the existence of
the self, for even if one doubts oneself, that thinks and therefore, that cannot be doubted.
One of his famous line is “Cogito ergo sum” which means “I think before, I am” The self
for Descartes is also a combination of two distinct entities: “Cognito” the things that
thinks, which is the mind, and the “Extenza” or extension of mind, which is the body. His
views is that the body is nothing else but a machine that is attached to the mind.
Descartes says, “But what then, am I? A thinking thing. It has been said. But what is a
thinking thing? It is a thing that doubts understands (conceives), affirms, denies, wills,
refuses: that imagine also, and perceives”

DAVID HUME
A Socottish philosopher, as an empiricist who believes that one can know only what
comes from the sense experiences. Empiricism is the school of thought that espouses
the idea that knowledge can only be possible if it is sensed and experience. For example,
Jack knows that Jill is another human person not because he has seen her soul. He
knows she is just like him because he sees her, hears her, and touches her.
According to Hume, Self are categorized into two: Impressions and Ideas. Impressions
are the basics objects of our experience or sensation, they form the core of our thoughts.
For example, you touch the ice cubes, the cold sensation is an impression. Therefore
impressions are vivid because they are products of our direct experience with the world.
Ideas, are copies of impressions. Because of this, they are not as lively and vivid as our
impressions. When one imagines the feeling of being in love for the first time, that still is
an idea. The self, according to Hume, is simply “a bundle or collection of different
perceptions, which succeed each other with an inconceivable rapidity, and are in a
perpetual flux and movement“

IMMANUEL KANT
The thinking of the “Self” as a mere combination of impressions was a problematic to
Kant. Kant recognizes the veracity of Hume’s account that everything starts with
perception and sensation of impressions. To Kant, there is necessarily a mind that
organizes the impressions that men get from the external world. Time and space, for
example, are ideas that one cannot find in the world, but is built in our minds. Kant calls
these the apparatuses of the mind. Without the self, one cannot organize the different
impressions that one gets in relation to his own existence. Kant therefore suggests that it
is an activity engaged intelligence in man that synthesizes all knowledge and experience.

GILBERT RYLE
He solves the mind-body dichotomy (division) that has been running for a long time in
the history of thought by blatantly denying the concept of an internal, non- physical self.
For Ryle, what truly matters is the behavior that a person manifests in his day-to-day life.
For Ryle, looking for and trying to understand a self as it really exists is like visiting your
friend’s, university and looking for the “university”. One can roam around the campus,
visit the library and the football field, and meet the administrators and faculty and still end
up not finding the “university”. This is because the campus, the people, the systems, and
territory all form the university. Ryle suggests that the “self” is not an entity one can locate
and analyze but simply the convenient name that people use to refer to all the behaviors
that the people make.

MERLEAU-PONTY
He is a Phenomenologist (study of structures of consciousness) who asserts that the
mind-body bifurcation that has been going on for a long time is a futile endeavor and an
invalid problem. Unlike Ryle who simply denies the “self”, Merleau-Ponty instead says
that mind and body are so intertwined that they cannot be separated from one another.
One cannot find any experience that is not embodied experience. All experience is
embodied. One’s body is his opening toward his existence to the world. Because of these
bodies, men are in the world. Merleau-Ponty dismisses the Cartesian Dualism that has
spelled so much devastation in the history of man. For him, the Cartesian problem is
nothing else but plain misunderstanding. The living body, his thoughts, emotions, and
experiences are all one.

Follow up Questions: (5 minutes)

1. What philosophical views contradict to each other?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________
2. What are your insight gain about the lesson?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________
3. Is the philosophical perspective of philosophers’ answers your questions in mind?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________

ASSESSMENT (20 minutes) (30 points)

Direction: In your own words, state what “SELF” is for each of the following philosophers.
After doing so, explain how your concept of “SELF” is compatible with how they conceived
of the self.

1. Socrates

2. Plato

3. Augustine

4. Descartes
5. Hume

6. Kant

7. Ryle

8. Merleau-Ponty

MODULE NO.1
Defining the Self
Module Introduction:

Across time and history, the self has been debated, discussed, and fruitfully or
otherwise conceptualized by different thinkers in philosophy. Eventually, with the advent of
the social sciences, it became possible for new ways and paradigms to reexamine the true
nature of the self. People put a halt on speculative debates on the relationship between the
body and soul, eventually renamed body and the mind. Thinkers just eventually got tired of
focusing on the long-standing debate since sixth century BC between the relationships of
these two components of the human person. Thinkers just settled on the idea that there are
two components of the human person and whatever relationship these two have is less
important than the fact that there is a self. The debate shifted into another locus of
discussion. Given the new ways of knowing and the growth of the social sciences, it
became possible for new approaches to the examination of the self to come to the fore.
One of the loci, if not the most important axis of analysis is the relationship between the self
and the external world.
What is the relationship between external reality and the self? In the famous Tarzan story,
the little boy named Tarzan was left in the middle of the forest. Growing up, he never had
an interaction with any other human being but apes and other animals. Tarzan grew up
acting strangely like apes and unlike human persons. Tarzan became an animal, in effect.
His sole interaction with them made him just like one of them. Disappointedly, human
persons will not develop as human persons without intervention. This story, which was
supposed to be based on real life, challenges the long- standing notion of human persons
being special and being a particular kind of being in spectrum of living entities. After all, our
selves are not special because of the soul infused into us. We may be gifted with intellect
and the capacity to rationalize things but at the end of the day, our growth and development
and consequentially, our selves are truly products of our interaction with external reality.

Name
DAY 2
LESSON NO. 2
LESSON TITLE The Self, Society, and Culture
DURATION/ 1 hour and 30 minutes
HOURS
Specific Learning During the student’s learning engagements, they will able to:
Outcomes:
1. Make a collage about “myself through the years”;
2. Explain the relationship between and among the self, society,
and culture;
3. Examine one’s self against the different views of self that
were discussed in the class; and
4. Create an Insta-family tree.

TEACHING LEARNING ACTIVITIES

Opening Guide Questions: (10 minutes)
1. How much of you are essential?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________.
2. How much of who you are now a product of society, community, and family?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________.

3. Has your choice of school affected yourself now?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________.

4. Had you been born into a different family and schooled in a different college, how
much of who you are now would change?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________.

Engaging activity 1: My Self through the Years (20 minutes) (20 points)
(Outcome 1: Make a collage about your “Self”)

Direction: Paste a picture of you when you were in elementary, high school, and now that
you are in college. Below the picture, list down your salient characteristics that you
remember. (You can use another sheet of paper)

My Elementary Self My High School Self My College Self

Rubrics
5 4 3 2
TOTAL

Intro-Instruction: After having examined your “self” in its different stages, fill out the table
below.

Similarities in all stages of Differences in my “self” Possible reasons for the

my “self” across the three stages of differences in me
my life

DISCUSSION (30 minutes)

For Information Sheet 1.2.
Download the link that can be found in our google classroom.
Engaging Activity 2: How’s My “Self” (20 minutes) (20 points)
(Outcome 2: Examine one’s self)

Direction: Answer the following questions cogently but honestly. Write your answers in the
space provided.(Use another sheet of paper if needed)
1. How would you describe yourself?

2. What are the influences of family in your development as an individual?

3. Think of a time when you felt you were your “true self”. What made you think you
were truly who you are during this time of your life?

4. What social pressures help shape yourself? Would you have wanted it otherwise?

5. What aspects of your self do you think may be changed or you would like to
change?

ASSESSMENT: Insta-Family Tree (20 MINUTES) (30 points)

 Direction: Create a family tree in an Instagram format.
Write caption to every family member.
Use another sheet of paper.

Rubrics

No Points Two Points Four Points Six Points Score

Title / No title, name Does not give Gives very Poster is easily
Labels or date; no any little readable and
labels for identifying information understandable
graphics or elements about about the
identifying the family family
elements
about the
family
Graphics No pictures, Provides a few Graphic Graphic
graphics, or graphic representations representations
clipart; lacks representations are visually are visually
details, pleasing but pleasing and
confusing not placed placed well on
well the poster
Content Little or no A few facts Several facts Contains
information but no details are given numerous facts
about the are given with
family is interesting
given details
Writing Frequent Two or more Only one or Perfect
grammar errors two errors spelling and
and/or grammar
spelling errors
Neatness/ Poster was Poster is Poster is Poster could
Clarity haphazardly understandable somewhat stand on its
put together after understandable own and still
explanation be understood
only
Total 30
REFERENCES
 https://www.lee.k12.nc.us/cms/lib03/NC01001912/Centricity/Domain/2065/collage
%20presentation%20grade%20rubric.pdf
 https://www.warrenhills.org/cms/lib/NJ01001092/Centricity/Domain/79/Family%20Tree
%20Rubric.doc
 https://www.warrenhills.org/cms/lib/NJ01001092/Centricity/Domain/79/Family%20Tree
%20Rubric.doc
 www.warrenhills.org › cms › lib › Centricity › Domain

 Beilharz,,P. and Trevor, H. (2002). Social Self, Global Culture: An introduction to Sociological Ideas.
New York: Oxford University Press.
 Chaffee,J J. (2015) The Philosopher’s Way: Thinking Critically about Profound Ideas. 5 th Ed. Boston:
Pearson.
 David,R. (2002). Nation, Self and Citizenship: An Invitation to Philippine Sociology. Department of
Sociology, College of Social Sciences and Philosophy, University of the Philippines.
 Ganeri, J. (2012). The self: Naturalism, Consciousness, and the First Person Stance. New York:
Oxford University Press.
 MODULE NO.1
Defining the Self
Module Introduction:
As discussed in the previous lessons, every field of study, at least in the social
sciences, have their own research, definition, and conceptualization of self and identity.
Some are similar while some specific only in their field. Each field also has thousands of
research on self and identity as well as related or synonymous terms. The trend of the
lessons also seems to define the concept of the “self” from a larger context (i.e., culture and
society) down to the individual. However, it must be pointed out that modern researches
acknowledge the contributions of each field and this is not some sort of a nature vs. nature,
society/culture vs. individual/brain, and other sciences vs. psychology debate. Psychology
may focus on the individual and the cognitive functions, but it does not discount the context
and other possible factors that affect the individual. For students who take up psychology,
discussions on theories, and development, among others actually take at least one
semester and there are still more to be learned about the concept of “self”. This lesson
provides an overview of the themes of psychology regarding the said concept.
Name Date Produced
DAY 3 Date Submitted
LESSON NO. 3
 LESSON TITLE The self as Cognitive Construct
DURATION/ 1 hour and 30 minutes
HOURS
Specific Learning During the student’s learning engagements, they will able to:
Outcomes:
1. Compare how we look at ourselves against how people
perceive us depending on how we present ourselves to them;
2. Identify the different ideas in psychology about the “self”; and
3. Analyze the effects of various factors identified in psychology
in the formation of the “self”.

TEACHING LEARNING ACTIVITIES

Opening Guide Questions: (10 minutes)
5. If you are who you are, then who you are that makes you who you are?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________.
6. What do you think your greatest qualities that others don’t have?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________.

7. Does this different qualities makes you uncomfortable or give you confidence?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________________________________.

Engaging activity: “YOU” Through Others’ Eyes (30 minutes)

(Outcome: Compare how we look at ourselves against how people perceive us depending
on how we present ourselves to them.)

This activity has two parts that try to compare how we look at ourselves against how people
perceive us depending on how we present ourselves to them.
For the first part, list ten (10) qualities or things that you think define who you are around
the human figure representing you.
For the second part, in the space below, write “I am ____________ (your name). Who do
you think I am based on what you see me do or hear me say?” Pass your paper around for
two to three (2-3) minutes without looking who writes on it. As you fill out the paper of your
classmates, write briefly and only those that you observe about the person. Do not use any
bad words and do not write your name. After the allotted period, pass all the paper to your
teacher who will distribute them to the respective owners.
“I am _____________________________.
Who do you think I am based on what you see me do or hear me say?”
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Intro-instruction: Compare what you wrote about yourself to those written by your
classmates by the help of this following guided questions:

1. What aspects are similar and which are not?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________
2. What aspects are always true to you?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________
3. What aspects are sometimes true or circumstantial?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________

4. What aspects do you think are not really part of your personality?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________

DISCUSSION (30 minutes)

For Information Sheet Lesson 2
Download the link that can be found in our google classroom.

Reflection
Write a reflection paper in a space provided below. Write your reflection as influenced by
your culture and society on the statement, “I am who I am?”

I am who I am

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
ASSESSMENT: “My Self-Esteem Booster” (20 minutes)
(Outcome: Analyze the effects of various factors identified in psychology in the formation of
the “self”)

Do a research and list ten (10) things to boost your self-esteem or improve your self-
concept. Cite your sources. Analyze which of those tips are more likely to backfire and
make someone conceited or narcissistic and revise them to make the statements both
helpful to the individual as well as society in general.
My searched self-esteem My revised self-esteem Sources
booster booster
REFERENCES
 Elmore, Kristen, George Smith and Daphna Oyserman.2012. “Self-concept and
identity. “ Handbook of self and Identity. 2 nd Ed. Edited by Mark R. Leary and June
Price Tangney: 69-95. New York: The Guildford Press.
 Gleitman, Henry, James Gross, and Daniel Reisberg.2011. Psychology.8 th Ed.
Canada: W.W. Norton and Company.
 Hogg, Micheal, and Graham Vaughan.2010. Essentials of Social Psychology. Italy:
Pearson Education Limited.
 Jhangiani, Rajiv, and Hammond Tarry. 2014. Principles of Social Psychology. 1 st Ed.
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
REFLECTION
 Personal Self-Assessment of Portfolio
This Form will assist you in monitoring your portfolio and determining the strengths and
weaknesses of your writing.
PART I: Read the statements below. Check the box of number that most honestly reflects
your self-assessment.
5 4 3 2 1
1. My portfolio contains all of the items required by my teacher.
2. My portfolio provides strong evidence of my improvement
over the course of the unit.
3. My portfolio provides strong evidence of my ability to report
factual information.
4. My portfolio provides strong evidence of my ability to write
effectively.
5. My portfolio provides strong evidence of my ability to think
and write creatively.
SCALE: 5= Strong 4= moderately strong 3= average 2=moderately weak 1=weak

PART II: On the table below, write the topic of each activity. Rate your effort for each piece.
In the space below write one suggestion for improving that piece.
 Rate Activities Suggestions
TITLE /MODULE/LESSON
1

SCALE: 5= strong effort, 1= weak effort

PART III: In assessing my overall portfolio, I find it to be (check one)

 Very satisfactory
 Somewhat satisfactory
 Satisfactory
 Unsatisfactory

Source: Goerses, D.V. (1993). Portfolio Assessment: A work in process. Middle School
journal, 25(2), 20-24.

SOUTHWAY COLLEGE OF TECHNOLOGY

(S O C O T E C H)
San Francisco, Agusan del Sur, Philippines
Telefax: (085) 839-4476/1170

FINAL ASSESSMENT IN UNDERSTANDING THE SELF

PORTFOLIO RUBRIC
EXCELLENT SATISFACTO UNSATISFACTOR RATING WEIG SCOR
(4) RY Y (2) HT E
(3)
Table Of Table of contents is  Table of No table of
Contents complete and aggress with content is contents 5
the locations of all work/ present Papers have a
artifacts  One or two confusing
items are arrangement
out of
order
Overview Section includes:  This This section
Section  Autobiography section includes one or
 Statement of purpose only fewer artifacts
of the portfolio missing and/or included 5
  Acknowledgement several artifacts are very
 Content (modules, artifacts poorly presented
quizzes, assignment, listed to
exams) the left
 Reflection  Artifacts
 Personal assessment are in
of portfolio good form

Artifact  All artifacts are well- A majority of There is little or no

Selection chosen artifacts are effort in the 5
And Content  Student incorporates suitable for selections are
feedback portfolio missing
presentation
Artifact  All reflections are Reflection Reflection does not
Reflection included does support support the chosen 5
 Reflection are well the chosen skill but not written
written and presented in skill but not well
final draft written well
Appearance  Outstanding in  Contents  Portfolio is not
And appearance are clean suitable for
Organizatio  Suitable for presentation and neatly presentation
n  Cover is attractive and arranged  Artifacts are
appropriate for the  Portfolio is poorly 5
purpose in overall displayed
 Personal identification is good  No
clear/neat. condition identification on
 Cover the cover
identificati
on is
appropriat
e to
portfolio
purpose
HIGHEST SCORE = 100

SCORING GUIDE: Rate each category on a scale of 4(excellent) to 2(unsatisfactory).

Multiply your rating by the weight of that category to achieve the final score. Use the back of
this page for additional comments. 90 pts possible; 75 pts needed for your portfolio to
“pass”.
REFERENCES