Bohol Northern Star College, Inc.

August 2022
College of Teacher Education January 2023
Education 1st Semester
Vision Mission
A pioneering Educational Institution in the northeastern part of To provide highly trained facilitators responsive to the needs
Bohol offering quality education empowered by the virtues of, of the community.
educated mind, noble hearts, and helpful hands, to be globally
competent.
College Goals
1. Implement programs and policies for faculty and staff to pursue professional growth and development.
2. Train students to be good and productive citizens, internalizing the virtues of nationalism and values of life.
3. Produce graduates who are proficient, disciplined, and world-class professionals.
4. Institutionalized research and development programs and projects.
5. Comply with relevant government-mandated training policies, programs, and standards.
Program Outcomes (from CMO No. 75, s. 2017 p. 5):
6.3.6. b. Demonstrate knowledge and understanding of various philosophical and theoretical underpinnings of teaching values
education.
c. Demonstrate understanding how psychological, moral, spiritual, and socio-cultural shape human values.
e. Show passion and commitment in becoming advocates of universal values of openness, peace, tolerance, social justice
and respect for human rights.
f. Become an exemplar of Filipino values.
g. Show understanding of the theories, principles and application and application of strategies for effective intra and
interpersonal skills.
h. Demonstrate commitment to students' development for personal renewal and social transformation.
k. Demonstrate in-depth knowledge in developing and using traditional and non-traditional strategies for assessing
learner's performance in values education.
n. Show reflective skills in applying strong moral and ethical principles in their decisions and actions as values education
teacher.
 Class Information Instructor's Information
Course Description
Section Industrial Technology 1 B2
At the end of this course, the learnerInstructor's Name
will Examines Ma. Cecilia
the biological basis ofO.behavior,
Budiongan MAEd
how it works to control
behavior and sense the world, and what happens when itOffice
malfunctions. Topics include learning and memory, development, sex,
Schedule Monday – Wednesday College Instructor
drugs, sleep, the senses, emotions, and mental disorders. Designation
8:00 – 10:00am, 11:00 – 12:00pm
Time 8:00 – 9:00am Office Hours
1:00 – 3:00pm , 4:00 – 5:00pm
Course Learning Outcomes Mobile
Venue Industrial Technology Building +639507949269
Number
At the end of the course, the students should be able to:
Term 1st Semester
a.Define psychology and describe the main focus of each E-mail
majorAddress budionganmacecilia@yahoo.com
area of applied psychology including clinical, counseling, school,
and industrial/organizational psychology.
b. Summarize the major tenants of the various psychological perspectives including the psychodynamic, behavioral, humanistic,
cognitive, and biological schools of thought.
Course Information
c.Outline the steps of the scientific method.
Course Named. Identify the Understanding
differences between correlational and
the Self experimental
Course Code researchPsycho
methods101including the advantages and
disadvantages/potential confounds of each.
3 units, 3 hrs./wk. (18 weeks, 54 hrs.
Pre-requisite Subjectthe key
e.Identify None Course
functions of the neurotransmitters and Credit
brain structures described
total)in the course as they relate to human
behavior.
Course Requirements
• Written Works
f. Describe the processes of classical and operant conditioning.
• Performance
g. Describe the key processes of memory including encoding, storage, and retrieval and strategies to enhance these processes
• Reflective
to reduceJournal/ Portfolio
forgetting.
• Major Examsthe major perspectives on how personality traits develop including the psychodynamic, behavioral, humanistic, and
h. Identify
Grading System/ Averaging:
biological perspectives.
Written Works - 20%
i. List the defining symptoms
Performance - 20% of psychological disorders including anxiety, mood, somatoform, dissociative, personality, and
Reflectiveschizophrenic disorders.
Journal/Portfolio - 20%
Major Exams - 40%
Total - 100%
Time Intended Learning Outcomes Suggested Suggested
Allotmen (ILOs) Content Teaching Assessment Indicator
 Learning
t
Activities
Week 1 At the end of the lesson, students LESSON 1: GETTING TO  Instructor and Activity No. 1: Submitted
are expected to: KNOW YOURSELF Students Introduce to his/ their activities
a. Acquire self-awareness with interaction her self And write with educated
regards to its his/her self. (Offline Teaching-Learning short expectation minds and
Activities)
b. Explain the differences of his to the Instructor noble hearts.
or her classmates. (Offline Assessment)
c. Show the importance of one,
and give respect to others.
Weeks At the end of the lesson, students CHAPTER 1: THE SELF FROM  Brief Lecture:  Activity No.1: Submitted
2-3 are expected to: VARIOUS PERSPECTIVES With visual aid Identification their activities
a. Discuss the Philosophical  Who am I and power point and Reflection with educated
Perspective on the Self. LESSON 1: presentation on his/her self. minds and
b. Compare and contrast the PHILOSOPHICAL  Provides the (Online/Offline noble hearts.
Assessment)
philosophical perspective on PERSPECTIVES ON THE SELF. overview topic
the self.  Socrates given.
(Offline Teaching-Learning
 Activity No. 2:
c. Examine yourself against the  Plato
Activities) List down four
different philosophical vies on  St. Ausugtine Philosopher and
the self.  Rene Descrates their views on
d. Differentiate the philosophical  John Locke the self.
perspective on the self.  David Hume (Online/Offline
 Immanual Kant Assessment)
 Sigmund Frued
 Gilbert Ryle
 Paul Churchland, Patricia
Churchland, and Maurice
Merleau-Ponty.
Weeks At the end of the lesson, the LESSON 2:  Brief Lecture:  Activity No. 1: Submitted
4 students are expected to: THE SELF FROM THE With visual aid Identification and their
a. Discuss the self from the SOCIOLOGICAL PERSPECTIVE. and power point Self-reflection activities
sociological Perspective.  Social Self by George Mead’s presentation (Online/Offline with
Assessment)
b. Identify the sociological  I and Me Self  Provides the educated
perspective about the self.  Looking-glass Self by Charles overview topic minds and
c. Demonstrate critical and Horton Cooley’s given. noble hearts
 reflective thinking in showing  Private Self, Public Self, and (Online/Offline Teaching-
Learning Activities)
different aspects of the self. Collective Self.
d. Examine yourself using Charles  Social Identity Theory
Horton Cooleys.  Postmodern View of the Self.
 Presentation of self in everyday
Life.
 Saturated or Multiplicitous Self
Week 5 PRELIM EXAMINATION
Weeks At the end of the lesson, the LESSON 3:  Brief Lecture:  Activity No. 1: Submitted
6 -7 students are expected to: THE SELF FROM THE With visual aid Word Hunt their
a. Define and explain how culture ANTHROPOLOGICAL and power point Activity and activities
affects or shapes ones identity. PERSPECTIVE presentation. Identification. with
b. Examine your sense of self  Cultural Identity and National  Provides the (Online/Offline educated
Assessment)
through the different positions Identity. overview topic minds and
and the three fundamental of  Anthropology of the self by given. noble
(Online/Offline Teaching-
 Paper-pencil
selves. Brian Morris’s hearts.
Learning Activities) Assessment
c. Reflect on your own identity  Dialogical Self. (Online/Offline
struggles by writing an essay.  Individual Self Assessment)
 Relation Self
 Collective Self
 Identity Struggles
Week 8 At the end of the lesson, the LESSON 4: THE SELF FROM THE  Brief Lecture:  Activity No. 1: Submitted
students are expected to: PSYCHOLOGICAL With visual aid Identification and their
a. Discuss the self from the PERSPECTIVE and power point Enumeration activities
psychological perspective.  Self-Theory William James’s and presentation (Online/Offline with
Assessment)
b. Identify the real self and ideal Self-Theory Carl Theory  Provides the educated
self and true self and false  Self-concept overview topic minds and
self.  True self and false and False given. noble
c. Analyze and assess yourself Self. (Online/Offline Teaching- hearts.
Learning Activities)
base on the global and  Global Verse Differentiated
differentiated models of self. Models
Week 9 At the end of the lesson, the LESSON 5: THE SELF IN  Brief Lecture:  Activity No. 1: Submitted
students are expected to: WESTERN AND EASTERN With visual aid Differentiate their
a. Discuss the self in western and THOUGHTS. and power point between activities
eastern thought.  Individualism Vs. Collectivism presentation Individualism and With
 b. Differentiate the individualism  Buddhism  Provides the Collectivism educated
and collectivism.  Confucianism overview topic (Online/Offline minds and
Assessment)
c. Evaluate the philosophies  Taoism given. helpful
according to their relevance to  Hinduism (Online/Offline Teaching- hands.
Learning Activities)
yourself.
Week 10 At the end of the lesson, the CHAPTER 2  Brief Lecture:  Activity No. 1: Submitted
students are expected to: UNPACKING THE SELF With visual aid Identifying the their
a. Define the physical aspect of LESSON 6: PHYSICAL ASPECT and power point self as the body. activities
self OF SELF presentation (Online/Offline With
Assessment)
b. Discuss how culture shapes  The Self as the body  Provides the educated
 Activity No. 2
the nation of beauty and how  Impact of culture on beauty and overview topic minds and
Write an
it affects the self. body image given. helpful
Reflection on
c. Appraise a movie about  Will there be beauty if there is (Online/Offline Teaching- hands.
Learning Activities) Achieving
physical self and beauty. no sight?
Physical well-
 Achieving Physical well-being.
being.
(Online/Offline
Assessment)

Week 11 MIDTERM EXAMINATION

Week 12 At the end of the lesson, the students LESSON 7: SEXUAL ASPECT OF  Brief Lecture:  Activity No. 8: Submitted
are expected to: SELF With visual aid Make a reflection their
a. Discuss and familiarize with the  The desire for pleasure by and power point of their self- activities
human reproductive system and Sigmund Freud presentation development. With
the human sexual responses, and (Online/Offline
 Development of secondary Sex  Provides the educated
behaviors that comprise the Assessment)
characterized and the human overview topic minds
sexual aspect of the self.
b. Demonstrate reflective through reproductive system. given.
 Male reproductive system (Online/Offline Teaching-
different stages of love. Learning Activities)
c. Explain the Various sexually
transmitted Diseases and
infection and ways to prevent
them through methods of
contraception.
Week 13 At the end of the lesson, the LESSON 8:  Oral Recitation  Activity No. Students
students are expected to: MATERIALS ASPECT OF SELF (Offline Teaching-Learning 1:Students submitted
Activities)
a. Explain the aspects of material  Material Self differentiate their
self.  The consumer culture on ones between needs Worked.
 b. Assess the role of consumer sense of self and identity  Small group and wants. With
culture in your sense of self  Needs vs. Wants discussion (Online/Offline educated
(Offline Teaching-Learning Assessment)
and identity. minds and
Activities)  Activity No. 2:
c. Different between needs and LESSON 9: SPIRITUAL ASPECT helpful
Make an essay
wants. OF SELF hands.
 Think-pair-share about his/her
d. Explain the practice of religion  The practice of Religion (Offline Teaching-Learning Noble
Religion
and the belief in the  The concept of soul, Dungan the Activities) (Online/Offline hearts.
supernatural. bisayan concept the soul. Assessment)
e. Examine the different concepts  Religious Rituals
of soul and the importance of  Essence vs. Existences
ritual.
f. Evaluate the varying views
about the meaning of life.
WeeK At the end of the lesson, the LESSON 10: POLITICAL  Brief Lecture/  Activity No. 1: Students
14 students are expected to: ASPECT OF SELF Class Discussion Identification and submitted
a. Define what is constitutes the  Man as a political Animal With the aid of Enumeration their
political aspect of self.  Why is politics Necessary book which (Offline Assessment) Worked.
 Political Culture provides the  Activity No. 2:
b. Identify positive and negative  Establishing Democratic Culture overview topic Essay about why
Filipino values and their  Ideal Citizen given. politics is Educated
implications to economic  Governance (Offline Teaching-Learning necessary Mind
Activities) (Online/Offline
development.  Filipino Values Assessment)

c. Demonstrate critical though

about democracy and
politicians in the Philippines.
Week 15 SEMI-FINAL EXAMINATION
Week 16 At the end of the lesson, the LESSON 11: DIGITAL ASPECT OF  Class  Activity No. 1: Students
students are expected to: SELF Discussion Identification and submitted
a. Assess your digital self-using  Me, myself, and my online (Offline Teaching-Learning Enumeration their
Activities)
an online identity. identity. (Online/Offline Worked.
Assessment)
b. Distinguish what types of  Front and back stage of the self Noble
 Brainstorming  Activity No. 2:
information can be shared or  Digital self (Offline Teaching-Learning hearts and
Essay about
not on social media.  What not to post online Activities) Educated
What not to post
c. Write an essay about being a  Dichotomies of the self Mind
 responsible netizen.  Are you responsible netizen in online
 How to fight social media (Online/Offline
Assessment)
addiction
At the end of the lesson, the CHAPTER 3: MANAGING AND  Group  Activity No. 1: Students
students are expected to: CARING FOR THE SELF Reporting Identification and submitted
a. Define learning and explain (Offline Teaching-Learning Enumeration their
Activities)
the characteristics of LESSON 12: (Online/Offline Worked.
Assessment)
learning’s. BECOMING A BETTER STUDENT
Week 17  Brainstorming  Activity No. 2:
b. Identify the changes that  Characteristics of Learning (Offline Teaching-Learning Write an essay Noble
happen during learning.  What happens during learning Activities)
about Good study hearts and
c. Develop ways to become an  Becoming a self-regulator
habits Educated
effective learner. learner (Online/Offline
d. Discuss various theories on  learning to be a better students Assessment) Mind
goal setting and self-efficacy.  Good study habits  Activity No. 3:
e. Explain the relationship  meaning learning Make an essay
between goal setting and self- about The
efficacy. LESSON 13: importance of
f. Appreciate the importance of SETTING GOALS FOR SUCCESS goals and success
goals.  The importance of goals (Online/Offline
Assessment)
 The theory of self-efficacy
 The growth of mindset theory
 Success
Week 18 FINAL EXAMINATION

REFERENCE LIST
Almond, G. A. & Verba, S. (1965). The civic culture. Boston, MA: Little, Brown and Co.

Andersen, M. L. & Taylor, H. F. (2013). Sociology: The essentials (7th ed.). CA: Wadsworth Cengage Learning.
Anderson, W. T. (1997). The future of the self: Inventing the postmodern person. New York: Jeremy P. Tarcher/Putnam.

Baumeister, R. F. (Ed.). (1999). The self in social psychology. Philadelphia: Psychology Press

Belk, R. W. (1988). Possessions and the extended self. Journal ofConsumer Research, 15(2), 139-168. doi: 10.1086/209154

Bernstein, D., Penner, L., Clarke-Stewart, A., & Roy, E. (2012). Psychology (9th ed.). CA: Wadsworth Cengage Learning.

Bessiere, K., Seay, A. F., & Kiesler, S. (2007). The ideal self: Identity explorations in world of warcraft. Cyberpsychology and Behavior, 10 (4),
530-535. doi: 10.1089/cpb.2007.9994 Brook, A. (2013). Kant's view of the mind and consciousness of self. Retrieved from
https://plato.stanford.edu/entries/kantmind

Buffardi, L. E. & Campbell, K. W. (2008). Narcissism and social networking web sites. Personality and Social Psychology Bulletin, 34, 1303-1314.
doi: 10.1177/0146167208320061

Corpuz, R., Dela Cruz, R., Estoque, R., & Tabotabo, C. (2007). Ethics: Standards of human conduct. Manila: Mindshapers Co. Inc.

Crossman, A. (2018). The presentation of self in everyday life: An overview of the famous book by Erving Goffman. Retrieved from
https://www.thoughtco.com/the-presentation-of-self-in everyday-life-3026754

Prepared by:
MA. CECILIA O. BUDIONGAN MAEd Checked by:
College Instructor SANTIFA M. AUXILIO PhD
Dean, College of Teacher Education
Approved by:

LEONARDA D. LOAYON, EdD

Vice-President, Academic Affairs