Republic of the Philippines

LYCEUM OF THE PHILIPPINES - DAVAO

Km. 11, LPU Drive, C.P. Garcia Highway, Sasa, Davao City

GENERAL EDUCATION

I. Educational Philosophy
Lyceum of the Philippines University, an institution of higher learning, inspired by the ideals of Philippine President Jose P. Laurel, is committed to the advancement of
his philosophy and values: Veritas et Fortitudo” (truth and fortitude) and “Pro Deo et Patria” (for God and Country).

II. Vision Statement

An internationally accredited university dedicated to innovation and excellence in the service of God and country.

III. Mission Statement

Lyceum of the Philippines University, espousing the ideals of Jose P. Laurel is committed to the following mission:
1. Advance and preserve knowledge by undertaking research and disseminating and utilizing the results. – RESEARCH
2. Provide necessary knowledge and skills to meet entrepreneurial development and the managerial requirements of the industry. – INSTRUCTION
3. Provide equitable access to learning through relevant, innovative, industry-based and environment-conscious programs and services in the context of nationalism and
internationalism. – INSTRUCTION
4. Establish local and international linkages that will be the source of learning and growth of the members of the academic community. – INSTRUCTION and
INSTITUTIONAL DEVELOPMENT
5. Support a sustainable community extension program and be a catalyst for social transformation and custodian of Filipino culture and heritage. – COMMUNITY
EXTENSION
6. Build a community of God-centered, nationalistic, environment-conscious and globally-competitive professionals with wholesome values and attitudes. –
PROFESSIONALISM and VALUES

Course Title : Understanding the Self

Course Code : GE001
Pre-Requisite : None
Unit Credit : 3 units
Course Placement : 1st Term, A. Y. 2022-2023
Contact Hours : 36 hours (4 hours per week)
Course Instructor : Cliffordson B. Tagsip
Email : CliffordSon.Tagsip@lpudavao.edu.ph
Contact No. : 09565198750

IV. COURSE DESCRIPTION

This course deals with the nature of identity, as well as the factors and forces that affect the development and maintenance of personal identity. It 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.

This 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 “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.

Lastly, this course includes the mandatory topics on Family Planning and Population Education.

V. Course Expected Outcomes

After successful completion of the course, the students are able to:

The Self from Various Perspectives

a. Discuss the different representations and conceptualizations of the self from various disciplinal perspectives;
b. Compare and contrast how the self has been represented across different disciplines and perspectives;
c. Examine the different influences, factors, and forces that shape the self;
d. Demonstrate critical and reflective thought in analyzing the development of one’s self and identity by developing a theory of
the self;

Unpacking the Self

e. Explore the different aspects of self and identity;
f. Demonstrate critical, reflective thought in integrating the various aspects of self and identity;
g. Identify the different forces and institutions that impact the development of various aspects of self and identity;
h. Examine one’s self against the different aspects of self-discussed in class;

Managing and Caring for the Self

i. Understand the theoretical underpinnings for how to manage and care for different aspects of the self;
j. Acquire and hone new skills and leanings for better managing of one’s self and behaviours; and
k. Apply these new skills to one’s self and functioning for a better quality of life.

VI. COURSE OUTLINE

Intended Learning Outcomes Course Content/ Subject Matter Textbook/ Teaching Learning Activities Assessment Tasks (AT’s) Time
 (ILOs) References (TLAs) Table
Orientation/Introduction to Motivational activity: Individual Assignment: Week 1
course On a piece of paper, ask the Accomplish the Self-
A. School Calendar for the students to write their names, in Awareness Worksheet using
semester capital letters, using their non- this link
B. School/ Classroom Policies dominant hand. Subsequently, https://studylib.net/doc/
C. Course description & instruct them to do the same this 15591216/self-awareness---
syllabus time using the other (dominant) worksheet-1
D. Course hand. Process the activity by
requirements/grading using the introduction found in
system and measurements / the book.
modalities
Class discussions:
Raising fundamental questions
regarding the self.

Surfacing students’ belief and

concerns regarding the self

CHAPTER 1: Defining the self: Personal and Developmental Perspectives on Self and Identity
At the end of the lesson, the LESSON 1: The Self from Understanding the Motivational activity: Think-Pair-Sharing: 2nd week
students should be able to: Various Philosophical Self.1sted., E.J. Alata Process the individual assignment Pair with one of your
Perspectives et al. RBS Inc. 2018 about Self-Awareness Worksheet. classmates and answer each
o explain why it is essential Ask a few students to share their of the following questions:
to understand the self; A. Socrates and Plato The Philosopher’s feelings and realization of the 1. Compare and
B. Augustine and Thomas Way: Thinking activity. contrast the how the
o describe and discuss the Aquinas Critically about self has been
different notions of the C. Rene Descartes Profound Ideas. 5th Advance reading/ assignment represented by:
self from the points-of- D. David Hume ed., Chafee, John. for class discussion: a. Plato and St.
view of the various E. Immanuel Kant 2015 Watch “The Philosophical Augustine
philosophers across time F. Gilbert Ryle Perspectives of the Self” using b. Descartes and
and place; G. Maurice Merleau-Ponty Nation, Self, and this link: Locke
H. Other Philosophers from Citizenship: An https://www.youtube.com/watch?
o compare and contrast across disciplines:-John Invitation to v=ybCAXqkzPhw 2. For Hume, what is it
how the self has been Locke-Sigmund Freud- Philippine Sociology. that makes “your”
represented in different Paul Churchland David, Randolph. Questions for discussions: perceptions
philosophical schools; 200 How would you characterize inaccessible to “me”
and yourself? and vice versa?
YouTube videos:
o examine one’s self https:// What makes you stand out from Individual Assignment:
www.youtube.com/ the rest? Create a symbol or a
against the different
watch? representation of oneself
views of self that were
v=dHkPBwSU4Co What contributed for you to see based on one or two
discussed in class.
yourself as that? perspective/s which you
https:// strongly adhere to or believe

At the end of the lesson, the LESSON 2: The Self, Society,
students should be able to: and Culture
o explain the relationship
between and among the
self, society, and
culture;describe and
discuss the different
ways by which society
and culture shape the
self;
o compare and contrast
how the self can be
influenced by the
different institutions in
the society; and
o examine one’s self
against the different
views of self that were
discussed in the class.
www.youtube.com/ in. Provide a brief
watch? explanation of your output.
v=ybCAXqkzPhw
Understanding the Advance reading/ assignment Individual Assignment: 3rd week
Self.1st ed., E.J. Alata for class discussion: Paste a picture of you when
et al. RBS Inc. 2018 Watch the video clip about “The you were in elementary, in
A. What is the Self? Real Life Mowgli” using this high school, and now that
B. The Self and Culture Nation, Self, and link: you are in college. Below
C. The Self and the Citizenship: An https://www.youtube.com/watch? the picture, list down your
Development of the Invitation to v=1307wjKU7nY salient characteristics that
Philippine Sociology. What can you infer from the case you remember. After having
Social World
David, Randolph. of Tarzan and Mowgli? examined your “self” in
D. Mead and Vygotsky 2002 different stages, write your
E. Self in Families Read about Social thoughts on the following:
F. Gender and the Self Mind, Self, and Constructionism or Social A. Similarities in all
Society: From the Constructionist Theory. stages of my “self”
Standpoint of a B. B. Differences in
Social Behaviorist. Case Analysis for discussions: my “self” across
Mead, George Jon is a Math professor in a the three stages of
Herbert. 1934 Catholic university for more than my life
a decade now. Jon has a beautiful C. C. Possible reasons
wife named Joan, which he met in for the differences
college. Joan was Jon’s first and in me
last girlfriend. Apart from being a
husband, Jon is also blessed with
two doting kids, a son and
daughter. He also sometimes
serves in the church too as a
lector and a commentator. As a
man of different roles, one can
expect Jon to change and adjust
his behaviors, ways, and even
language depending on his social
situation. When Jon is in the
university, he conducts himself in
a matter that befits his title as a
professor. As a husband, Jon can
be intimate and touchy. Joan
considers him sweet, something

At the end of the lesson, the
students should be able to:
o identify the different
ideas in psychology
about the “self”;
o create your own
definition of the “self”
that his students will never
conceive him to be. His kids fear
him. As a father, Jon can be stern.
As a lector and commentator, on
the other hand, his church mates
knew him as a guy who is calm,
all-smiles, and always ready to
lend a helping hand to anyone in
need.
Questions:
a. Are we being
hypocritical in doing so?
b. Are we even conscious
of our shifting selves?
c. Is the behavior of Jon
acceptable and expected?
Questions for discussions: What
is the relationship of the external
reality and the self?
How much of you are essential?
How much of who are you are
now a product of your society,
community, and family?
Has your choice of school
affected yourself now?
Had you been born into a
different family and schooled in a
different college, how much of
whom you are now would
change?
LESSON 3: The Self as Understanding the Advance reading/ assignment Group Activity: 4th week
Cognitive Construct Self.1sted., E.J. Alata for class discussion: Do and research and list ten
et al. RBS Inc. 2018 Read about Self-Actualization by (10) things to boost one’s
Carl Rogers and Sigmund Freud’s self-esteem or improve
Psychology. 8th ed., Id, Ego, and Superego one’s self-concept. Cite
Gleitman, Henry et your sources. Analyze
al. 2011Youtube Accomplish the Rosenberg Self- which of those tips are more
videos: Esteem Scale using this link: likely to backfire and make
someone conceited or
 based on the definitions https:// narcissistic and revise them
from psychology; and www.youtube.com/ https://openpsychometrics.org/ to make the statements both
o analyze the effects of watch?v=jzHuKow- tests/RSE.php helpful to the individual as
various factors identified cns or you may download the form well as society in general.
in psychology in the using this link
formation of the “self.” https:// https://fetzer.org/sites/default/
www.youtube.com/ files/images/stories/pdf/
watch? selfmeasures/
v=arJLy3hX1E8 Self_Measures_for_Self-
Esteem_ROSENBERG_SELF-
ESTEEM.pdf

Motivational Activity:
“You Through Others’ Eyes”
First Part:
Draw yourself on a piece of
paper. List 10-15 qualities or
characteristics that others think
define who you are around the
human figure you have drawn.
Read and reflect on what you
have written (give students few
minutes).

Second Part:
Trim down the list by crossing
out the qualities/characteristics
that you feel and think are not
always true to you.

Process the activity by answering

the following questions:
a. What aspects do you
think are not really part
of your personality?
Why do you say so?
b. What might have
contributed or caused
others to say that you
possess such quality/
characteristic?

At the end of the lesson, the LESSON 4: The Self in Western Understanding the Advance reading/ assignment Individual Assignment: 5th week
students should be able to: and Eastern Thoughts Self 1st ed., E.J. Alata for class discussion: Create a representation,
et al. RBS Inc. 2018 Read about Confucianism using diagram, or concept map of
o differentiate the concept A. Confucianism this link: the SELF according to
 of self according to
Western thought against
Eastern/ Oriental
perspectives;
o explain the concept of
self as found in Asian
thoughts; and
o create a representation of
the Filipino self.
At the end of the lesson, the LESSON 5: The Physical and
students should be able to: Sexual Self
o discuss the
developmental aspect of
the reproductive system
o describe the erogenous
zones;
o explain human sexual
behavior;
o sexually transmitted
diseases; and
differentiate natural and
artificial methods of
B. Taoism Psychology. 8th ed., https://www.britannica.com/ Filipino culture. Provide a
C. Buddhism Gleitman, Henry et topic/Confucianism brief explanation of your
al. 2011 output. You can also cite
Read about Taoism using this books and researches about
Understanding link: Filipino culture, self, and
Different Cultural https://www.ancient.eu/Taoism/ identity to further elaborate
Patterns or #:~:text=Taoism%20(also on the topic.
Orientations Between %20known%20as%20Daoism,a
East and West. %20philosophy%20and%20a
Qingxue, Liu. 2003 %20religion.
https://
pdfs.semanticscholar. Read about Buddhism using this
org/7dea/ link:
8a4f24558602688120 https://www.history.com/topics/
aef0972496d751b2f7. religion/
pdf buddhism#:~:text=Buddhism
%20is%20a%20faith%20that,of
In the Search of the %20the%20major%20world
Self: Eastern versus %20religions.
Western
Perspectives. Wolter, Questions for discussions:
Derek C. 2012 What are the factors that make the
https:// Philippines similar or different
digitalcommons.kenn from its Asian neighbors?
esaw.edu/cgi/ Is there also a difference between
viewcontent.cgi? regions or ethno linguistic groups
article=1003&contex in the Philippines?
t=ojur
PRELIM EXAM (6th week)
CHAPTER 2: Unpacking The Self
Understanding the Case Analysis for discussions: Group Activity: 7th – 8th
Self 1sted., E.J. Alata Watch the documentary on Propose a program in school week
et al. RBS Inc. 2018 Gender Neutral Parenting on or community that will raise
A. Diseases Associated with Brigada using this link: the awareness of the
the Reproductive System Natural and Artificial https://www.youtube.com/watch? students and to help
B. Erogenous Zones Methods of v=dQgikSIZgvg eliminate sexually
C. Human Sexual Behavior Contraception. 2017 transmitted diseases
D. Types of Behavior https:// Watch the documentary about especially among the youth.
o Solitary Behavior nurseslabs.com/ Polyamorous Relationship using
o Socio-sexual family-planning- this link:
Behavior methods/
E. Physiology of Human https://www.youtube.com/watch?
Sexual Response Sexually Transmitted v=g3P3h2AgIMk
o Excitement phase Disease. CDC Fact
 contraception o Plateau phase Sheets Questions for discussions:
o Sexual climax https:// How does the society shape the
o Resolution phase www.cdc.gov/std/ sexual behavior of an individual?
F. Nervous System Factors healthcomm/
G. Sexual Problems fact_sheets.htm Can we really change our natural
H. Sexually Transmitted or innate sexual organ and sexual
Diseases Essentials of Human response?
o Chlamydia Anatomy and
o Gonorrhea Physiology. 6th ed.
o Syphilis Marieb, Elaine N.
o Chancroid 2001
o Human
Papillomavirus Human Sexual
o Herpes Simplex Virus Behavior. Gebhard,
Paul Henry. 2017
o Trichomonas
https://
Vaginalis
www.britannica.com/
I. Natural and Artificial
topic/human-sexual-
Methods of
activity/Sociosexual-
Contraception
activity
o Natural Methods
o Artificial Methods
Erogenous Zones.
o Surgical Methods
2019
https://
www.healthline.com/
health/healthy-sex/
erogenous-zones#11-
unexpected-hot-spots

At the end of the lesson, the
students should be able to:
o explain the association of
self and possessions;
o identify the role of
consumer culture to self
and identity; and
o appraise one’s self based
on the description of
material self.
LESSON 6: To Buy or Not to
Buy? That is the Question
A. Material Self
B. We Are What We Have
Understanding the Read about the Principles of Minute Paper: 9th week
Self 1sted., E.J. Alata Psychology by William James “We regard our possessions
et al. RBS Inc. 2018 using this link; as part of ourselves. We are
https://psychclassics.yorku.ca/ what we have and what we
Classics in the James/Principles/prin10.htm possess.” –Russel Belk
History of (1988) Do you agree or
Psychology. Green, Motivational Activity: disagree with Russel Belk’s
Christopher. 1997 “Debit Card Challenge” point of view? Explain your
https:// answer.
psychclassics.yorku.c You are given a debit card by a
a/James/Principles/ wealthy person and told you to Individual Assignment:
prin10.htm use it as much as you want to Create a collage of your
make yourself happy. Make a list treasured possessions. You
Are we what we own? of what you want to have. Write may use symbols or
Belk,Russell.1988 as many as you want. pictures. Put a short note
http:// why you treasure each item.
tingle.faculty.writing. Check each item on your list. Put

At the end of the lesson, the
students should be able to:
o identify various religious
practices and beliefs;
o understand the self in
relation with religious
beliefs; and
o explain ways of finding
the meaning of life.
ucsb.edu/courses/ a mark on the left side of each
W2ACE/AREWE2.pdf item with the following
categories:
B-related with your body
C-related with clothes
F-intended to your family
H-related with home
Answer the following questions:
a. Which among the categories
you have the most in your list?
b. What do you think these things
tell you about yourself?
LESSON 7: Supernaturals: Understanding the Advance reading/ assignment Minute Paper: 10th – 11th
Believe It or Not! Self 1st ed., E.J. Alata for class discussion: Reflect on Viktor Frankl’s week
et al. RBS Inc. 2018 sources of the meaning of
A. Religion Read about Logotherapy using life.
B. Ritual Classics in the this link:
C. Some World Religious History of http:// Group Activity:
Beliefs and Practices Psychology. Green, www.logotherapyinstitute.org/ Research about Filipino
o Buddhism Christopher. 1997 About_Logotherapy.html Rituals and ceremonies
o Christianity https:// covering all regions of the
o Hinduism psychclassics.yorku.c Read about Religion and Belief Philippines.
o Islam a/James/Principles/ Guide using this link:
o Judaism prin10.htm https://www.gold.ac.uk/media/ Individual Assignment:
D. Finding and Creating images-by-section/staff-and- Create a profile about your
Meaning of Life Religion and Belief students/students/chaplaincy/ Religion, Rituals, Beliefs,
o The Psychiatrist Guide. Goldsmiths, 20180031_Religion-and-Belief- Customs and Practices that
o Logotherapy University of Guide_ReligionBooklet_BP.pdf you personally practice,
o Basic Concepts of London.2017 observe and believe in. You
https:// Read about Rituals using this may use pictures or
Franklian Psychology
www.gold.ac.uk/ link: symbols. Then, write a short
o Logotherapy
media/images-by- https://www.britannica.com/ explanation for each
Assumptions
section/staff-and- topic/ritual category.
o Franki’s Sources of
students/students/
Meaning chaplaincy/ Case Analysis for discussions:
20180031_Religion- Watch the video about
and-Belief- Agnosticism and Atheism using
Guide_ReligionBookl this link:
et_BP.pdf https://www.youtube.com/results?
search_query=agnostic
Ritual. Penner,
Hans.1998 What are your thoughts about
https:// people who consider themselves
www.britannica.com/ an agnostic or an atheist?

At the end of the lesson, the
students should be able to:
o develop a Filipino
identity;
o identify different Filipino
values and traits; and
o reflect on your selfhood
in relation to your
national identity
topic/ritual
Questions for discussions: How
is the belief on higher being
related to yourself?
Do you consider having a
spiritual self? Why or Why not?
When was the first time you
realized that there is a higher
being than yourself?
How old were you then? What
made you believe that there is a
higher being?
*** if you have students who
consider themselves as an
atheist or agnostic
When was the first time you
realized that you do not believe in
higher being? How old were you
then? What made you believe in
agnosticism/atheism?
LESSON 8: The Political Self Understanding the Advance reading/ assignment Think-Pair-Sharing: 12th week
and Being Filipino Self 1sted., E.J. Alata for class discussion: Identify other ways on how
et al. RBS Inc. 2018 Read about Filipino Traits and to be a good Filipino.
A. Who is a Filipino? Characteristics using this link:
B. Filipino Values and Nation, Self, and https://owlcation.com/social- Individual Assignment:
Traits Citizenship: An sciences/Filipino-Traits-and- Create a paper doll of
o The Filipino Invitation to Characteristics yourself dressed in a
Hospitality Philippine Sociology. Filipino costume or
o Respect for Elders David, Questions for discussions: clothing. Paste it on the left
o Close Family Ties- Randolph.2002 What makes a Filipino a genuine side of the bond paper.
Cheerful Personality Filipino? Then, beside the paper doll
o Self-sacrifice make an acrostic which will
o Bayanihan How extensive are the effects of describe you, in relation to
o “Bahala Na” Attitude being a Filipino in your selfhood? your being a Filipino:
o Colonial Mentality F–
Are you proud of being a I–
o “Mañana” Habit
Filipino? Why or Why not? L–
o “Ningas Kugon”
I–
o Pride-Crab Mentality P–
o Filipino Time I–
o Filipino Markers N–

At the end of the lesson, the
students should be able to:
o define online identity;
o compare real identity
versus online identity;
o describe the influence of
internet on sexuality and
gender; and
o discuss the proper way of
demonstrating values and
attitudes online
At the end of the lesson, the
C. How To Be A Good O–
Filipino
Discuss how being a
Filipino affects your “self.”
MIDTERM EXAM (13th week)
LESSON 9: Who Am I in the Understanding the Advance reading/ assignment for Minute Paper: 14th week
Cyberworld? (Digital Self) Self 1st ed., E.J. Alata class discussion: Describe the influence of
et al. RBS Inc. 2018 Read about Self-presentation internet on sexuality and
A. Selective Self- using this link: gender. Does it really
presentation and Digital in 2017. We http:// affect? Why or Why not?
Impression Management are Social and psychology.iresearchnet.com/
B. Gender and Sexuality Hootsuite. 2018 social-psychology/self/self- Group Activity: Create a
Online http:// presentation/ slogan or a poster about
C. Performing Gender wearesocial.com/sg/ becoming a responsible
Online blog/2017/01/digital- Read about Impression internet user. Use coloring
D. Setting Boundaries To in-2017-global- Management using this link: materials to improve your
Your Online Self: Smart overview https://study.com/academy/ output.
Sharing lesson/impression-management-
E. Rules to Follow in-sociology-theory-definition- *** After all
examples.html slogans/posters have been
checked. Instruct the
Case Analysis for discussions: students to post or share it
Watch the video about Social on their Facebook account
Media vs Reality using this link: for Netiquette Information
https://www.youtube.com/watch? Drive.
v=0EFHbruKEmw
Discuss your thoughts about the
fake identity that some people
create and show in social media.
Questions for discussions:
How do people portray
themselves online?
What are the things you want to
post/share online?
What are the things you want
others to share online?
CHAPTER 3: Managing and Caring for the Self
LESSON 10: Learning To Be a Understanding the Advance reading/ assignment Minute Paper: 15th week
students should be able to: Better Learner Self 1st ed., E.J. Alata for class discussion: Make a list of your “Top 5
et al. RBS Inc. 2018 Answer the Metacognitive Tips/Secrets for Studying”
o explain how learning Awareness Inventory (MAI) and based on your personal
occurs; Metacognitive evaluate yourself as a learner. Use experiences/preferences.
o enumerate various Awareness Inventory. this link: Share your answer in class.
metacognition and n.d. 2017 https://services.viu.ca/sites/
studying techniques; and https:// default/files/metacognitive- Individual Assignment:
o identify the services.viu.ca/sites/ awareness-inventory.pdf Scenario: You are about to
metacognitive techniques default/files/ study for your final
that you find most metacognitive- Read about Metacognition using examinations and it is as if
appropriate for yourself. awareness- this link: the universe conspired for a
inventory.pdf https://www.activelylearn.com/ heavy finals week. All your
post/metacognition subjects provided at least
Lucas, M.R.D. & three new reading materials
Corpuz, B.B. (2014). https://saylordotorg.github.io/ and topics one week (7
Facilitating text_leading-with-cultural- days) before the
Learning: A intelligence/s06-02-what-is- examination period. Create
Metacognitive metacognition.html a diagram or schedule using
Process 4thEdition. at least five of the
Lorimar Publishing, Watch the video on “The Power metacognitive strategies,
Inc. Quezon City, of Habit” using this link: skills, and studying
Philippines. https://www.youtube.com/watch? techniques mentioned in this
v=5Ws2WfeD6d8 lesson on how you would
Aquino, Avelina M. prepare for the next seven
(2015). Facilitating Questions for discussions: days before your final
Human Learning Do you agree with the results of examination.
2ndEdition. Rex your MAI? Why or Why not?
Books Store, Inc.
Quezon City, What type of learner are you?
Philippines (Visual, Auditory, Kinesthetic,
etc.)

At the end of the lesson, the LESSON 11: Do Not Just Dream, Understanding the Advance reading/ assignment Think-Pair-Sharing: 16th week
students should be able to: Make It Happen Self 1st ed., E.J. Alata for class discussion: Using Canfield’s quote on
et al. RBS Inc. 2018 Watch the video about Albert success:
o use Bandura’s self- A. Albert E. Bandura’s Bandura’s Self Efficacy Theory
efficacy theory for self- Self-efficacy Psychology. 8thed., using this link: “By taking the time to stop
assessment; B. Carol S. Dweck’s Fixed Gleitman, Henry et https://study.com/academy/ and appreciate who you are
o differentiate growth and and Growth Mindset al. 2011 lesson/albert-banduras-theory-of- and what you have achieved
fixed mindset by Dweck; Theory self-efficacy.html –and perhaps learned
and C. Edwin A. Locke’s Goal Albert Bandura- through few mistakes,
o design personal goals Setting Theory Social Learning Read about Carol Dweck’sFixed stumbles and losses –you
adapting Locke’s goal Theory. and Growth Mindset Theory actually can enhance
setting theory. https://www.simplyps using this link: everything about you. Self-
ychology.org/bandur https://www.learning- acknowledgment and
theories.com/mindset-theory- appreciation are what give

At the end of the lesson, the
students should be able to:
o explain the effects of
stress to one’s health;
o examine cultural
dimension of stress and
coping; and
o design a self-care plan.
a.html fixed-vs-growth-mindset-
dweck.html
Read about Edwin Locke’s Goal
Setting Theory using this link:
https://gostrengths.com/what-is-
goal-setting-theory/#:~:text=Goal
%2Dsetting%20theory%20refers
%20to,who%20set%20general
%2C%20easy%20goals.
Questions for discussions:
What is your perception on goal
setting?
What are your motivations in
achieving your goals in life?
LESSON 12: Less Stress, More Understanding the Advance reading/ assignment
Care Self 1st ed., E.J. Alata for class discussion:
A. Stress and Human et al. RBS Inc. 2018 Use the College Student’s
Response Stressful event Checklist to assess
B. Techniques to Counter Setting Goals For your stress level as college
Chronic Stress Life and happiness. student. Use this link:
C. The Cultural Dimension In Snyder & Lopez https://students.asu.edu/files/
of Stress and Coping (eds.) Handbook of StressChecklist.pdf
D. Self-care Therapy positive Psychology.
E. Self-compassion Looke, E. 2002 ***Change the third item about
Therapy “Divorce between parents” to
Article of Micheal “Separation between parents.”
Tan at
http:/pcij.org/ Take note of your score and
stories/stress-and- interpretation. Likewise, circle all
the-filipino/ the events you can identify with.
APA: 3 Types of Read about Eustress and Distress
Stress using this link:
https://crmhs.org/ https://blog.zencare.co/eustress-
apa-3-types-of- vs-distress/
stress/#:~:text=Stress
%20management Questions for discussions:
%20can%20be Is the result near to your present
%20complicated,mos perceived stress level?
you the insights and
awareness to move forward
toward higher goals and
accomplishments.” –identify
the elements of bandura,
dweck, and Locke’s
Theories. Give explanation
to your answer.
Minute Paper:
Make a goal setting plan
(short term for one semester
only) based on what you
learned from Locke’s goal
setting theory.
Individual Assignment:
Make your dream board,
five years after college
graduation.
Minute Paper: 17th week
Make a reaction paper about
the article “Stress and
Filipino” by Michael L. Tan
from the Philippine Center
for Investigative Journalism
(2006). the article is
available through this link:
https://old.pcij.org/stories/
stress-and-the-filipino/
Use the lesson on the social
and cultural dimension of
stress in making your
reaction paper.
Individual Assignment:
Design for your self-care
plan for the whole school
year.
 t%20common
%20form%20of How do you feel with the result?
%20stress.
How do these identified life
Eustress vs. Distress. events affect your life now?
Zencare.
https:// What is your perception about
blog.zencare.co/ stress and self-care?
eustress-vs-distress/

FINAL EXAM (18th week)

VII.Course Requirements

The activities designed for each module will form the “pieces of the puzzle”, that at the end of the term, a course portfolio will be submitted, be it in the online learning or
offline learning. Portfolio must have three (3) sections namely: Activity, Analysis, and Application / Assessment. These sections will be gradually filled – up with specific
contents that need to be accomplished for each module. Rubrics for grading the portfolio, integrated with the reflective writing activities are found at the appendices of this
instructional material.

VIII. Other Requirements and Assessments

Aside from the final output, the student will be assessed at other times during the term by the following:

 Quizzes
 Oral Recitation
 Reflection/Reaction Paper
 Performance Tasks
 Final Paper (ePortfolio)

Format for Papers (Reflections, Critiques, Analysis)

o Font style and size: Century Gothic, 12
o Margin: 1” for all sides
o First line: Your name –e.g. Joshua Jay O. Eden (left align)
o Second line: Year and Section –e.g. BSTM 1A (left align)
o Third line: Title of Paper –e.g. Reflection Paper No. 1
o For the body of your paper, it must be “justify aligned” with single spacing
o For reference or citations, use single spacing and use the APA format
o Include page numbers; the maximum number of your paper is 2 pages.
 *Rubric for each method of assessment will be used.

IX. Learner’s Assessment (Grading System)

Prelim Grade
Class Performance 50%
Quizzes
Recitation/Participation
Assignment
ePortfoilo
Performance Task
Examination 50%
TOTAL 100%

Midterm Grade
Prelim Grade 33.33%
Class Performance 33.33%
Examination 33.34%
TOTAL 100%

Final Grade
Midterm Grade 33.33%
Class Performance 33.33%
Examination 33.34%
TOTAL 100%

X. Class Policies

1. Regular attendance is required for all students; Students are allowed 20% of the total number of school days or 14 hours of absences inclusive of tardiness. All
absences after that shall mean excessive absences, which will merit a grade of 0.00. Attendance policies found in the Student Handbook apply.
2. Should the students fail to submit a requirement the following will be considered such that:
a. they will be given a score of zero (0) with a corresponding grade of zero percent (0%) in a requirement which is not submitted under the following conditions:
a.1. they are given a chance to make-up for the said requirement and
a.2. they are given enough time to work on the make-up requirement.
b. they will be given a score of zero (0) with a corresponding grade of zero percent (0%) in a quiz which is given during their absence, under the following
conditions:
b.1. the absence is unexcused;
b.2. they are offered a make-up quiz and still fail to show-up during the given time and
b.3. they are given enough time to prepare for the make-up quiz.
c. In case the students submitted a requirement given by the instructor/professor to make-up for their lost grade, a certain percent will be deducted on their actual
grade.
 c.1. The deduction will be determined by the subject teacher.
d. Home works will be due at the beginning of the class. No homework shall be accepted thereafter.
e. Special major examinations are scheduled a week after the administration of the major examinations. No special examination will be given thereafter EXCEPT
IN SPECIAL SITUATIONS. Moreover, there are no special practical examinations that will be given to those who failed to take it on the scheduled date.
3. Students are expected to participate in small-group exercises and/or other class learning activities.
4. Cellular/Mobile phones and the likes should always be in silent mode during class hours; the use of cellular phones is prohibited in class unless a special permission
is sought. Tablets and laptops may be used to TAKE DOWN NOTES and may not be used to browse online resources at the time of discussion otherwise such
devises will be confiscated throughout the duration of the class except with the permission of the professor.
5. Manage your time in consideration of the other modules to be accomplished from other courses. AVOID PROCRASTINATION. Remember to sustain
quality education. You are advised to read and understand the tasks given to you and settle with an output which is of quality and high standard.
6. Cheating and plagiarism in any form will merit a final grade of 0.00. To avoid cheating during examinations, handkerchief, jackets and gadgets like cellphones,
tablets and calculators (teacher’s prerogative) should be placed inside the school bags. Furthermore, these school bags should be placed in front of the teacher’s table.
a. Plagiarism is a form of cheating which will be strictly dealt with, in accordance to the provisions stipulated in the Student’s Manual.
7. Any concerns (teaching, grades, interrelationship inside and relative to the class, etc.) should be properly addressed to the subject-teacher for appropriate action.
Students may seek the help and guidance of their academic/registration adviser in resolving the issue with the subject–teacher.
8. Others (agreed upon by the class)

All other policies (attendance, tardiness, decorum, grievance, etc.) will be subject to the provisions of the latest version of the Student Handbook.

XI. Announcement

I will be in regular contact with everyone throughout the term, so please pay attention to every announcement posted on Canvas as they may contain very important
updates and information. It is highly suggested that you turn on your Canvas notifications on your smartphone to stay instantly up-to-date with messages and
announcements from the professor.

Begin each week by doing the following:

o Click on the “Modules” tab on the left.
o Click the dropdown menu for the “Week 01” and follow each slide in sequential order.
o The lectures and slides are designed to move at your pace, so don’t feel like you need to rush.
o At the end of each week, you will be required to complete a discussion post and quiz. Please pay attention to deadlines so you don’t miss any points.
o Repeat all of the previous steps for the next unit.

XII. Netiquette

In any social interaction, certain rules of etiquette are expected and contribute to a more enjoyable and productive communication:
o Remember that the classmate who is receiving your message is someone like you, who deserves and appreciates courtesy and respect. BE RESPECTFUL.
o Direct thoughtful messages have the greatest impact.
o Your messages reflect on YOU. Take time to make sure that you are proud of their form and content.
o Use descriptive subject headings in email messages.
 o Be careful with humor and sarcasm; without the voice inflections and body language of face-to-face communication, internet messages can be easily
misinterpreted.
o When making follow p comments, summarize the parts of the message to which you are responding.
o Avoid repeating what has already been said. Needless repetition is ineffective communication.

XIII. Educational References

o Understanding the Self 1st ed., E.J. Alata, B.N. Caslib Jr., J.P.J. Serafica,& R.A. Pawilen. Rex Book StoreInc.Manila, Philippines.2018
o Understanding the Self. S.L. Villafuerte, A.F. Quillope, R.C. Tunac, & E.I. Borja. Nieme Publishing House Co. LTD. 2018

XIV. Rubric for Evaluation

The following rubrics shall be used for assessment as applicable:

Reflective Essay Rubric

Category 4 Target 3 Approaching the Standard 2 Attempts the Standard 1 Baseline Points

Focus
The single controlling point
made with an awareness of task
about a specific topic
Content
The presence of ideas developed
through facts, examples,
anecdotes, details, opinions,
statistics, reasons, and/or
explanations
Organization
The order developed and
sustained within and across
paragraphs using transitional
devices and including
introduction and conclusion
Style
The choice, use and arrangement
of words and sentence structures
that create tone and voice
Conventions
Sharp, distinct controlling
point made about a single
topic with evident awareness
of task
Substantial, specific, and/or
illustrative content
demonstrating strong
development and
sophisticated ideas
Sophisticated arrangement of
content with evident and/or
subtle transitions
Precise, illustrative use of a
variety of words and sentence
structures to create consistent
writer’s voice and tone
appropriate to audience
Evident control of grammar,
Apparent point made about a
single topic with sufficient
awareness of task
Sufficiently develop content
with adequate elaboration or
explanation
Functional arrangement of
content that sustains a logical
order with some evidence of
transitions
Generic use of a variety of
words and sentence structures
that may or may not create
writer’s voice and tone
appropriate to audience
Sufficient control of grammar,
No apparent but evidence
of a specific topic
Limited content with
inadequate elaboration or
explanation
Confused or inconsistent
arrangement of content
with or without attempts at
transition
Limited word choice and
control of sentence
structures that inhibit voice
and tone
Minimal control of
Minimal evidence of a
topic
Superficial and/or
minimal content
Minimal control of
content arrangement
Minimal variety in word
choice and minimal
control of sentence
structures
The number of spelling
Grammar, mechanics, spelling, mechanics, spelling, usage
usage and sentence formation and sentence formation
Category 20 Exceeding
Idea Student picks an appropriate
selection from the text that
displays understanding of
imagery to base his/her
drawing about.
Interpretation All symbols are clearly
interpreted as representing an
abstract idea or concept (or
referencing an allusion).
Analysis Higher order thinking is
evident in analysis of ALL
symbols. Information
available is used to form
intelligent inferences/draw
insightful conclusions.
Creativity Student creates an artistic
representation that clearly
displays connections to
imagery and their scene from
the text. The creation is
creative, neat, and well
execute.
Conventions / Explanation Student can give an in-depth
explanation as to why the
drawing and imagery relate.
(Can give sufficient details to
support this)Shows great
comprehension of the link
between ideas and imagery
and symbolism and why they
mechanics, spelling, usage
and sentence formation
Symbolism Drawing Rubric
15 Approaching
Student picks an appropriate
choice of ides from the text
that displays understanding of
imagery to base his/her
drawing about.
Most symbols are clearly
interpreted as representing an
abstract idea or concept (or
referencing an allusion).
Higher order thinking is
evident in analysis of many
symbols. Information
available is used to form
inferences/draw conclusions.
Student creates an artistic
representation that closely
shows connections to imagery
and their scene from the text.
The creation is put together
well and appropriately
creative and well-executed.
Student can give a
comprehensive and thorough
explanation as to why the
drawing and imagery relate.
(Can give just enough details
to support this)Shows good
comprehension of the link
between ideas and imagery
grammar, mechanics,
spelling, usage and
sentence formation
10 Progressing
Student has tried to pick an
appropriate idea to base
his/her drawing on. The
thought and originality
could be better.
Some symbols are
interpreted as representing
an abstract idea or concept
(or referencing an
allusion), though others
may be directly or literally
interpreted.
Higher order thinking is
evident in analysis of some
symbols, while most have
been interpreted literally,
or analysis is too shallow.
Student creates an artistic
representation that has
some connections to their
scene and imagery.
Creation lacks somewhat
in planning and creativity.
Student gives an
explanation as to why the
drawing and imagery are
related. Explanation is
lacking some detail and
depth, but thought was
demonstrated in the
project. Shows decent
errors significantly
distracts from the
readability of the piece.
5 Basic Points
Student picks an excerpt
from the text that is not
easily represented by a
drawing, and the idea has
not been well thought out
Few symbols are
interpreted as
representing an abstract
idea or concept; most
interpretations are direct,
literal, or obvious.
Little evidence of higher
order thinking. All or
most symbols taken from
study guides, or analysis
may be inaccurate,
shallow, or literal.
Student creates an artistic
representation that has
little or no application to
his/her scene and
imagery. Creation is
thrown together and lacks
thought, planning,
neatness and originality
Student is lacking an
explanation of how and
why she/he created the
drawing to represent the
scene and imagery.
Shows little or no
comprehension of the
link between text and
 are used in art and literature. and symbolism and why they comprehension of the link imagery.
are used in art and literature. between simple ideas and
imagery and symbolism

Prepared by: Reviewed: Approved:

DR. MARIBETH Q. GALINDO DR. CLARISSE D. APALE

CLIFFORDSON B. TAGSIP Program Coordinator Dean, College of Arts and Sciences
Course Instructor

NOTE:
This syllabus can be revised according to your best judgment. If improvements or revisions were done, kindly notify the department head concerned or the dean. Your
suggestions/recommendations are important for the refinement of our syllabus