UNIVERSITY OF CALOOCAN CITY
Biglang Awa, Corner Cattleya St., Edsa Caloocan City
COURSE SYLLABUS
COLLEGE
COURSE
COURSE CODE
PREREQUISITE
:
:
:
:
College of Education
Understanding the Self
GE001
None
I.
INSTITUTIONAL VISION:
The University of Caloocan City aims to have a quality higher institution with stakeholders imbued with relevant knowledge, skills, and values for the
attainment of community-driven, industry sensitive, environmentally conscious, resilient, globally competitive university in and for the love of God, country
and people.
II.
INSTITUTIONAL MISSION:
The university calls to develop God-loving, people-driven, patriotic, industry sensitive, environmentally conscious, globally competitive and resilient
graduates.
III.
INSTITUTIONAL GOALS:
1. To be a sought after educational institution integrating quality, competence and servant hood that will produce successful and well-rounded pool
of graduates in their chosen careers and endeavors.
2. To yield graduates that will continue to uplift the already strong ideals of the City of Caloocan through the promotion of desirable values as love
(of God, people and self), environmental consciousness, and resiliency, and
3. To prepare graduates in becoming highly abreast and competitive in a fast-paced, globalized economy through awareness on national issues,
trend and ASEAN integration.
IV.
COLLEGE OF EDUCATION VISION:
A quality teacher education institution in a perpetual quest of producing teachers and school leaders imbued with character and intellect and guided by
strong sense of integrity, excellence, ecological consciousness, and community service.
TEACHING PROFESSION
Page 1
V.
COLLEGE OF EDUCATION MISSION:
To develop future educators and school leaders that will:
a. Deliver exemplary instruction and leadership in the field of education;
b. Exhibit resiliency and competitiveness in any learning environment;
c. Engage in scholarly researches that support sustainable development; and
d. Promote environmental and community-driven services for the general welfare.
VI.
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.
VII.
COURSE EXPECTED OUTCOMES:
After successful completion of the course, the students are able to:
TEACHING PROFESSION
Page 2
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
The Self from Various Perspectives
Discuss the different representations and conceptualizations of the self from various disciplinal perspectives;
Compare and contrast how the self has been represented across different disciplines and perspectives;
Examine the different influences, factors, and forces that shape the self;
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
Explore the different aspects of self and identity;
Demonstrate critical, reflective thought in integrating the various aspects of self and identity;
Identify the different forces and institutions that impact the development of various aspects of self and identity;
Examine one’s self against the different aspects of self-discussed in class;
Managing and Caring for the Self
Understand the theoretical underpinnings for how to manage and care for different aspects of the self;
Acquire and hone new skills and learnings for better managing of one’s self and behaviors; and
Apply these new skills to one’s self and functioning for a better quality of life.
VIII. COURSE OUTLINE
Desired Learning
Course Content/ Subject
Outcomes (DLO’s)
Matter
Orientation/Introduction to
course
 Getting to know
 Discussion of the
mechanics of the
course
 introducing the
requirements and final
paper
TEACHING PROFESSION
Textbook/
References
Teaching and Learning
Activities (TLA’s)
Motivational activity:
On a piece of paper, ask
the students to write their
names, in capital letters,
using their non-dominant
hand. Subsequently,
instruct them to do the
same this time using the
other (dominant) hand.
Process the activity by
Assessment Tasks (AT’s)
Individual Assignment:
Accomplish the Self-Awareness
Worksheet using this link:
Time
Table
Week 1
https://studylib.net/doc/15591216
/self-awareness---worksheet-1
Page 3
using the introduction
found in the book (Lesson
1).
Class discussions:
Raising fundamental
questions regarding the
self.
At the end of the
lesson, the students
should be able to:


explain why it is
essential to
understand the
self;
describe and
discuss the
different
notions of the
self from the
points-of-view
of the various
philosophers
TEACHING PROFESSION
Surfacing students’ belief
and concerns regarding
the self.
CHAPTER 1: Defining the self: Personal and Developmental Perspectives on Self and Identity
LESSON 1: The Self from
Understanding the
Motivational activity:
Think-Pair-Sharing:
st
Pair with one of your classmates
Various Philosophical
Self. 1 ed., E.J. Alata Process the individual
and answer each of the following
Perspectives
et al. RBS Inc. 2018
assignment about Selfquestions:
Awareness Worksheet.
A. Socrates and Plato
The Philosopher’s
Ask a few students to
1. Compare and contrast the
B. Augustine and Thomas Way: Thinking
share their feelings and
how the self has been
Aquinas
Critically about
realization of the activity.
represented by:
C. Rene Descartes
Profound Ideas.
a. Plato and St. Augustine
D. David Hume
5thed.,Chafee, John.
Advance reading/
b. Descartes and Locke
E. Immanuel Kant
2015
assignment for class
F. Gilbert Ryle
discussion:
2. For Hume, what is it that
G. Maurice Merleau-Ponty Nation, Self, and
Watch “The Philosophical
makes “your” perceptions
inaccessible to “me” and
H. Other Philosophers
Citizenship: An
Perspectives of the Self”
vice versa?
from across disciplines: Invitation to
using this link:
https://www.youtube.com/
- John Locke
Philippine Sociology.
Individual Assignment:
watch?v=ybCAXqkzPhw
- Sigmund Freud
David, Randolph.
- Paul Churchland
2002
Week 2
Page 4
across time and
place;
 compare and
contrast how
the self has
been
represented in
different
philosophical
schools; and
 examine one’s
self against the
different views
of self that were
discussed in
class.
At the end of the
LESSON 2: The Self, Society,
lesson, the students
and Culture
should be able to:
A. What is the Self?
B. The Self and Culture
 explain the
C. The Self and the
relationship
Development of the
between and
Social World
among the self,
D. Mead and Vygotsky
society, and
E. Self in Families
culture;
F. Gender and the Self
 describe and
discuss the
different ways
by which society
TEACHING PROFESSION
Youtube videos:
https://www.youtube.c
om/watch?v=dHkPBwS
U4Co
https://www.youtube.c
om/watch?v=ybCAXqkz
Phw
Understanding the
Self. 1st ed., E.J. Alata
et al. RBS Inc. 2018
Nation, Self, and
Citizenship: An
Invitation to
Philippine Sociology.
David, Randolph.
2002
Mind, Self, and
Society: From the
Standpoint of a Social
Questions for discussions:
How would you
characterized yourself?
Create a symbol or a
representation of oneself based
on one or two perspective/s
which you strongly adhere to or
What makes you stand out believe in. Provide a brief
from the rest?
explanation of your output.
What contributed for you
to see yourself as that?
Advance reading/
assignment for class
discussion:
Watch the video clip
about “The Real Life
Mowgli” using this link:
https://www.youtube.com/
watch?v=1307wjKU7nY
What can you infer from
the case of Tarzan and
Mowgli?
Individual Assignment:
Paste a picture of you when you
were in elementary, in high
school, and now that you are in
college. Below the picture, list
down your salient
characteristics that you
remember. After having
examined your “self” in
different stages, write your
thoughts on the following:
A. Similarities in all stages of my
“self”
Week 3
Page 5


and culture
shape the self;
compare and
contrast how
the self can be
influenced by
the different
institutions in
the society; and
examine one’s
self against the
different views
of self that were
discussed in the
class.
TEACHING PROFESSION
Behaviorist. Mead,
George Herbert. 1934
Read about Social
Constructionism or Social
Constructionist Theory.
Case Analysis for
discussions:
Jon is a Math professor in
a Catholic university for
more than a decade now.
Jon has a beautiful wife
named Joan, which he met
in college. Joan was Jon’s
first and 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
B. Differences in my “self”
across the three stages of my
life
C. Possible reasons for the
differences in me
Page 6
husband, Jon can be
intimate and touchy. Joan
considers him sweet,
something 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, allsmiles, 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?
TEACHING PROFESSION
Page 7
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?
At the end of the
lesson, the students
should be able to:


identify the
different ideas
in psychology
about the
“self”;
create your own
definition of the
“self” based on
the definitions
TEACHING PROFESSION
LESSON 3: The Self as
Cognitive Construct
Understanding the
Self. 1st ed., E.J. Alata
et al. RBS Inc. 2018
Psychology. 8th ed.,
Gleitman, Henry et al.
2011
Had you been born into a
different family and
schooled in a different
college, how much of who
you are now would
change?
Advance reading/
assignment for class
discussion:
Read about SelfActualization by Carl
Rogers and Sigmund
Freud’s Id, Ego, and
Superego
Youtube videos:
https://www.youtube.c
om/watch?v=jzHuKowcns
Accomplish the Rosenberg
Self-Esteem Scale using
this link:
Group Activity:
Week 4
Do and research and list ten (10)
things to boost one’s selfesteem or improve one’s selfconcept. 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.
Page 8

from
psychology; and
analyze the
effects of
various factors
identified in
psychology in
the formation
of the “self.”
https://www.youtube.c
om/watch?v=arJLy3hX1
E8
https://openpsychometrics.o
rg/tests/RSE.php
or you may download the
form using this link
https://fetzer.org/sites/defa
ult/files/images/stories/pdf/
selfmeasures/Self_Measures
_for_SelfEsteem_ROSENBERG_SELFESTEEM.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
TEACHING PROFESSION
Page 9
that you feel and think are
not always true to you.
At the end of the
lesson, the students
should be able to:


differentiate the
concept of self
according to
Western
thought against
Eastern/
Oriental
perspectives;
explain the
concept of self
as found in
TEACHING PROFESSION
LESSON 4: The Self in Western
and Eastern Thoughts
A. Confucianism
B. Taoism
C. Buddhism
Understanding the
Self 1st ed., E.J. Alata
et al. RBS Inc. 2018
Psychology. 8th ed.,
Gleitman, Henry et al.
2011
Understanding
Different Cultural
Patterns or
Orientations Between
East and West.
Qingxue, Liu. 2003
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?
Advance reading/
assignment for class
discussion:
Read about Confucianism
using this link:
Individual Assignment:
Create a representation,
diagram, or concept map of the
SELF according to Filipino
culture. Provide a brief
https://www.britannica.com explanation of your output. You
/topic/Confucianism
can also cite books and
researches about Filipino
Read about Taoism using this culture, self, and identity to
link:
further elaborate on the topic.
Week 5
https://www.ancient.eu/Tao
ism/#:~:text=Taoism%20(als
o%20known%20as%20Daois
m,a%20philosophy%20and%
20a%20religion.
Page 10

https://pdfs.semanticsc
holar.org/7dea/8a4f245
58602688120aef097249
6d751b2f7.pdf
Asian thoughts;
and
create a
representation
of the Filipino
self.
In the Search of the
Self: Eastern versus
Western Perspectives.
Wolter, Derek C. 2012
Read about Buddhism using
this link:
https://www.history.com/to
pics/religion/buddhism#:~:te
xt=Buddhism%20is%20a%20
faith%20that,of%20the%20
major%20world%20religions.
Questions for discussions:
https://digitalcommons. What are the factors that
kennesaw.edu/cgi/view make the Philippines
content.cgi?article=100 similar or different from
3&context=ojur
its Asian neighbors?
At the end of the
lesson, the students
should be able to:


discuss the
developmental
aspect of the
reproductive
system;
describe the
erogenous
zones;
TEACHING PROFESSION
LESSON 5: The Physical and
Sexual Self
Is there also a difference
between regions or
ethnolinguistic groups in
the Phillipines?
CHAPTER 2: Unpacking The Self
Understanding the
Case Analysis for
Self 1st ed., E.J. Alata
discussions:
et al. RBS Inc. 2018
Watch the documentary
on Gender Neutral
Natural and Artificial
Parenting on Brigada using
Methods of
this link:
https://www.youtube.com/
Contraception.2017
A. Diseases Associated
with the Reproductive
System
B. Erogenous Zones
C. Human Sexual Behavior https://nurseslabs.com/
family-planningD. Types of Behavior
methods/
- Solitary Behavior
- Sociosexual
Behavior
Group Activity:
Propose a program in school or
community that will raise the
awareness of the students and
to help eliminate sexually
transmitted diseases especially
among the youth.
Week 67
watch?v=dQgikSIZgvg
Watch the documentary
about Polyamorous
Relationship using this link:
Page 11


explain human
sexual behavior;
describe
sexually
transmitted
diseases; and
differentiate
natural and
artificial
methods of
contraception.
At the end of the
lesson, the students
should be able to:
TEACHING PROFESSION
E. Physiology of Human
Sexual Response
- Excitement phase
- Plateau phase
- Sexual climax
- Resolution phase
F. Nervous System
Factors
G. Sexual Problems
H. Sexually Transmitted
Diseases
- Chlamydia
- Gonorrhea
- Syphilis
- Chancroid
- Human
Papillomavirus
- Herpes Simplex
Virus
- Trichomonas
Vaginalis
I. Natural and Artificial
Methods of
Contraception
- Natural Methods
- Artificial Methods
- Surgical Methods
LESSON 6: To Buy or Not to
Buy? That is the Question!
Sexually Transmitted
Disease. CDC Fact
Sheets
https://www.cdc.gov/st
d/healthcomm/fact_she
ets.htm
Essentials of Human
Antomy and Physiology.
6th ed. Marieb, Elaine N.
2001
https://www.youtube.com/
watch?v=g3P3h2AgIMk
Questions for discussions:
How does the society
shape the sexual behavior
of an individual?
Can we really change our
natural or innate sexual
organ and sexual
Human Sexual Behavior. response?
Gebhard, Paul Henry.
2017
https://www.britannica.
com/topic/humansexualactivity/Sociosexualactivity
Are you in favor of
including sex education in
school curriculum? why or
why not?
Erogenous Zones. 2019
https://www.healthline.
com/health/healthysex/erogenouszones#11-unexpectedhot-spots
Understanding the
Self 1st ed., E.J. Alata
et al. RBS Inc. 2018
Advance reading/
assignment for class
discussion:
Minute Paper:
“We regard our possessions as
part of ourselves. We are what
Week 8
Page 12



explain the
association of
self and
possessions;
identify the role
of consumer
culture to self
and identity;
and
appraise one’s
self based on
the description
of material self.
A. Material Self
B. We Are What We Have
Classics in the History
of Psychology. Green,
Christopher. 1997
https://psychclassics.yo
rku.ca/James/Principles
/prin10.htm
Are we what we own?
Belk,Russell.1988
http://tingle.faculty.writ
ing.ucsb.edu/courses/W
2ACE/AREWE2.pdf
Read about the Principles
of Psychology by William
James using this link
https://psychclassics.yorku.c
a/James/Principles/prin10.ht
m
Motivational Activity:
“Debit Card Challenge”
You are given a debit card
by a wealthy person and
told you to use it as much
as you want to make
yourself happy. Make a list
of what you want to have.
Write as many as you
want.
we have and what we possess.”
– Russel Belk (1988)
Do you agree or disagree with
Russel Belk’s point of view?
Explain your answer.
Individual Assignment:
Create a collage of your
treasured possessions. You may
use symbols or pictures. Put a
short note why you treasure
each item.
Check each item on your
list. Put a mark on the left
side of each 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:
TEACHING PROFESSION
Page 13
a. Which among the
categories you have the
most in your list?
b. What do you think
these things tell you about
yourself?
At the end of the
lesson, the students
should be able to:



identify various
religious
practices and
beliefs;
understand the
self in relation
with religious
beliefs; and
explain ways of
finding the
meaning of life.
TEACHING PROFESSION
LESSON 7: Supernaturals:
Believe It or Not!
A. Religion
B. Ritual
C. Some World Religious
Beliefs and Practices
- Buddhism
- Christianity
- Hinduism
- Islam
- Judaism
D. Finding and Creating
Meaning of Life
- The Psychiatrist
- Logotherapy
- Basic Concepts of
Franklian
Psychology
- Logotherapy
Assumptions
- Franki’s Sources of
Meaning
Understanding the
Self 1st ed., E.J. Alata
et al. RBS Inc. 2018
Classics in the History
of Psychology. Green,
Christopher. 1997
https://psychclassics.yo
rku.ca/James/Principles
/prin10.htm
Religion and Belief
Guide. Goldsmiths,
University of
London.2017
https://www.gold.ac.uk
/media/images-bysection/staff-andstudents/students/chap
laincy/20180031_Religi
on-and-BeliefGuide_ReligionBooklet_
BP.pdf
Advance reading/
assignment for class
discussion:
Read about Logotherapy
using this link:
Minute Paper:
Reflect on Viktor Frankl’s
sources of the meaning of life.
http://www.logotherapyinsti
tute.org/About_Logotherapy
.html
Group Activity:
Research about Filipino Rituals
and ceremonies covering all
regions of the Philippines.
Read about Religion and
Belief Guide using this link:
https://www.gold.ac.uk/med
ia/images-by-section/staffandstudents/students/chaplainc
y/20180031_Religion-andBeliefGuide_ReligionBooklet_BP.p
df
Individual Assignment:
Create a profile about your
Religion, Rituals, Beliefs,
Customs and Practices that you
personally practice, observe and
believe in. You may use pictures
or symbols. Then, write a short
explanation for each category.
Week 910
Read about Rituals using
this link:
https://www.britannica.com
/topic/ritual
Page 14
Ritual. Penner,
Hans.1998
https://www.britannica.
com/topic/ritual
Case Analysis for
discussions:
Watch the video about
Agnosticism and Atheism
using this link:
https://www.youtube.com/r
esults?search_query=agnosti
c
What are your thoughts
about people who consider
themselves an agnostic or an
atheist?
Questions for discussions:
How is the belief on higher
being related to your self?
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?
TEACHING PROFESSION
Page 15
*** if you have students
who consider themselves
as an atheist or agnostic
At the end of the
lesson, the students
should be able to:



develop a
Filipino identity;
identify
different
Filipino values
and traits; and
reflect on your
selfhood in
relation to your
national
identity.
TEACHING PROFESSION
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?
MIDTERM EXAMINATION
LESSON 8: The Political Self
Understanding the
Advance reading/
st
and Being Filipino
Self 1 ed., E.J. Alata
assignment for class
et al. RBS Inc. 2018
discussion:
A. Who is a Filipino?
Read about Filipino Traits
B. Filipino Values and
Nation, Self, and
and Characteristics using
Traits
Citizenship: An
this link:
https://owlcation.com/social
- The Filipino
Invitation to
-sciences/Filipino-Traits-andHospitality
Philippine Sociology.
- Respect for Elders
David, Randolph.2002 Characteristics
- Close Family Ties
Questions for discussions:
- Cheerful
What makes a Filipino a
Personality
genuine Filipino?
- Self-sacrifice
- Bayanihan
How extensive are the
- “Bahala Na”
effects of being a Filipino
Attitude
in your selfhood?
- Colonial Mentality
- “Mañana” Habit
Think-Pair-Sharing:
Identify other ways on how to
be a good Filipino.
Week 11
Week
12-13
Individual Assignment:
Create a paper doll of yourself
dressed in a Filipino costume or
clothing. Paste it on the left side
of the bond paper. Then, beside
the paper doll make an acrostic
which will describe you, in
relation to your being a Filipino:
FILIPIPage 16
At the end of the
lesson, the students
should be able to:




define online
identity;
compare real
identity versus
online identity;
describe the
influence of
internet on
sexuality and
gender; and
discuss the
proper way of
demonstrating
values and
attitudes online.
TEACHING PROFESSION
- “Ningas Kugon”
- Pride
- Crab Mentality
- Filipino Time
- Filipino Markers
C. How To Be A Good
Filipino
LESSON 9: Who Am I in the
Cyberworld? (Digital Self)
A. Selective Selfpresentation and
Impression
Management
B. Gender and Sexuality
Online
C. Performing Gender
Online
D. Setting Boundaries To
Your Online Self: Smart
Sharing
E. Rules to Follow
Are you proud of being a
Filipino? Why or Why not?
NODiscuss how being a Filipino
affects your “self.”
Understanding the
Self 1st ed., E.J. Alata
et al. RBS Inc. 2018
Digital in 2017. We
are Social and
Hootsuite. 2018
Advance reading/
assignment for class
discussion:
Read about Selfpresentation using this
link:
http://psychology.iresearchn
http://wearesocial.com/ et.com/socialsg/blog/2017/01/digital psychology/self/selfpresentation/
-in-2017-globaloverview
Read about Impression
Management using this link:
https://study.com/academy/
lesson/impressionmanagement-in-sociologytheory-definitionexamples.html
Minute Paper:
Describe the influence of
internet on sexuality and
gender. Does it really affect?
Why or Why not?
Week 14
Group Activity:
Create a slogan or a poster
about becoming a responsible
internet user. Use coloring
materials to improve your
output.
*** After all slogans/posters
have been checked. Instruct the
students to post or share it on
their Facebook account for
Netiquette Information Drive.
Case Analysis for
discussions:
Watch the video about
Social Media vs Reality
using this link:
Page 17
https://www.youtube.com/
watch?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?
At the end of the
lesson, the students
should be able to:


explain how
learning occurs;
enumerate
various
metacognition
and studying
techniques; and
TEACHING PROFESSION
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/
st
Better Learner
Self 1 ed., E.J. Alata
assignment for class
et al. RBS Inc. 2018
discussion:
Answer the Metacognitive
Metacognitive
Awareness Inventory
Awareness
(MAI) and evaluate
Inventory.n.d.2017
yourself as a learner. Use
https://services.viu.ca/s this link:
ites/default/files/metac
ognitive-awarenessinventory.pdf
https://services.viu.ca/sites/
default/files/metacognitiveawareness-inventory.pdf
Minute Paper:
Week 15
Make a list of your “Top 5
Tips/Secrets for Studying” based
on your personal
experiences/preferences. Share
your answer in class.
Individual Assignment:
Scenario: You are about to study
for your final examinations and
it is as if the universe conspired
Page 18

identify the
metacognitive
techniques that
you find most
appropriate for
yourself.
Lucas, M.R.D. &
Corpuz, B.B. (2014).
Facilitating Learning:
A Metacognitive
Process 4th Edition.
Lorimar Publishing,
Inc. Quezon City,
Philippines.
Aquino, Avelina M.
(2015). Facilitating
Human Learning 2nd
Edition. Rex Books
Store, Inc. Quezon
City, Philippines
for a heavy finals week. All your
Read about Metacognition subjects provided at least three
using this link:
new reading materials and
https://www.activelylearn.c topics one week (7 days) before
om/post/metacognition
the examination period. Create
a diagram or schedule using at
https://saylordotorg.github.i least five of the metacognitive
o/text_leading-with-culturalstrategies, skills, and studying
intelligence/s06-02-what-istechniques mentioned in this
metacognition.html
lesson on how you would
prepare for the next seven days
Watch the video on “The
before your final examination.
Power of Habit” using this
link:
https://www.youtube.com/
watch?v=5Ws2WfeD6d8
Questions for discussions:
Do you agree with the
results of your MAI? Why
or Why not?
What type of learner are
you? (Visual, Auditory,
Kinesthetic, etc.)
At the end of the
lesson, the students
should be able to:
TEACHING PROFESSION
LESSON 11: Do Not Just
Dream, Make It Happen
Understanding the
Self 1st ed., E.J. Alata
et al. RBS Inc. 2018
Advance reading/
assignment for class
discussion:
Think-Pair-Sharing:
Using Canfield’s quote on
success:
Week 16
Page 19



use Bandura’s
self-efficacy
theory for selfassessment;
differentiate
growth and
fixed mindset
by Dweck; and
design personal
goals adapting
Locke’s goal
setting theory.
TEACHING PROFESSION
A. Albert E. Bandura’s
Self-efficacy
B. Carol S. Dweck’s Fixed
and Growth Mindset
Theory
C. Edwin A. Locke’s Goal
Setting Theory
Psychology. 8th ed.,
Gleitman, Henry et al.
2011
Watch the video about
Albert Bandura’s Self
Efficacy Theory suing this
link:
“By taking the time to stop and
appreciate who you are and
what you have achieved – and
perhaps learned through few
Albert Bandura- Social https://study.com/academy/ mistakes, stumbles and losses –
lesson/albert-bandurasLearning Theory.
you actually can enhance
https://www.simplypsyc theory-of-self-efficacy.html
everything about you. Selfhology.org/bandura.ht
acknowledgment and
Read about Carol Dweck’s appreciation are what give you
ml
Fixed and Growth Mindset the insights and awareness to
Theory using this link:
move forward toward higher
https://www.learninggoals and accomplishments.” –
theories.com/mindsetidentify the elements of
theory-fixed-vs-growthbandura, dweck, and Locke’s
mindset-dweck.html
Theories. Give explanation to
your answer.
Read about Edwin Locke’s
Goal Setting Theory using
Minute Paper:
this link:
https://gostrengths.com/wh Make a goal setting plan (short
term for one semester only)
at-is-goal-settingtheory/#:~:text=Goal%2Dset based on what you learned from
ting%20theory%20refers%20 Locke’s goal setting theory.
to,who%20set%20general%2 Individual Assignment:
C%20easy%20goals.
Make your dream board, five
years after college graduation.
Questions for discussions:
What is your perception
on goal setting?
Page 20
At the end of the
lesson, the students
should be able to:



explain the
effects of stress
to one’s health;
examine
cultural
dimension of
stress and
coping; and
design a selfcare plan.
LESSON 12: Less Stress, More
Care
A. Stress and Human
Response
B. Techniques to Counter
Chronic Stress
C. The Cultural Dimension
of Stress and Coping
D. Self-care Therapy
E. Self-compassion
Therapy
Understanding the
Self 1st ed., E.J. Alata
et al. RBS Inc. 2018
Setting Goals For Life
and happiness. In
Snyder & Lopez (eds.)
Handbook of positive
Psychology. Looke, E.
2002
Article of Micheal Tan at
http:/pcij.org/stories/str
ess-and-the-filipino/
APA: 3 Types of Stress
https://crmhs.org/apa3-types-ofstress/#:~:text=Stress%
20management%20can
%20be%20complicated,
most%20common%20fo
rm%20of%20stress.
Eustress vs. Distress.
Zencare.
https://blog.zencare.co/
eustress-vs-distress/
What are your
motivations in achieving
your goals in life?
Advance reading/
assignment for class
discussion:
Use the College Student’s
Stressful event Checklist
to assess your stress level
as college student. Use
this link:
https://students.asu.edu/file
s/StressChecklist.pdf
***Change the third item
about “Divorce between
parents” to “Separation
between parents.”
Take note of your score
and interpretation.
Likewise, circle all the
events you can identify
with.
Minute Paper:
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:
Week 17
https://old.pcij.org/stories/stressand-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.
Read about Eustress and
Distress using this link:
https://blog.zencare.co/eust
ress-vs-distress/
Questions for discussions:
TEACHING PROFESSION
Page 21
Is the results near to your
present perceived stress
level? How do you feel
with the result?
How do these identified
life events affect your life
now?
What is your perception
about stress and self-care?
FINALS / DEPARTMENTAL EXAMINATION
IX.
GRADING SYSTEM
Class Standing
Major Examinations TOTAL
-
X.
1.
2.
3.
4.
Week 18
50%
50%
100%
COURSE REQUIREMENTS
Quizzes
Oral Recitation
Midterm and Final Exam
Final paper (Portfolio)
FORMAT FOR PAPERS (REFLECTIONS, CRITIQUES, ANALYSIS)
● Font style and size: Century Gothic, 12
● Margin: 1” for all sides
● First line: Your name – e.g. Joshua Jay O. Eden (left align)
TEACHING PROFESSION
Page 22
●
●
●
●
●
Second line: Year and Section – e.g. BSE-English/Chinese 2A (left align)
Third line: Title of Paper – e.g. Reflection Paper No. 1
For the body of your paper, it must be “justify aligned” with single spacing
For reference or citations, use single spacing and use the APA format
Include page numbers; the maximum number of your paper is 2 pages.
RUBRIC FOR EVALUATION: Rubrics for all activities should be indicated below.
TECHNICALITY
CLARITY
EVIDENCE/
ARGUMENT
RELEVANCE
RUBRIC FOR ESSAY/ESSENTIAL QUESTIONS
SCORE
3 – The
2 – The
1 – The
0.5 – The
0–
3 – The
2 – The
1 – The
0.5 – The
0–
2 – The
1.5 – The
1 – The
0.5 – The
0–
2 – The
1.5 – The
1 – The
1.5 – The
0–
explanation is
directly relevant
to the topic. Every
detail points
toward the topic.
explanation shows
at least 9
correct/valid
evidences to
support his/her
answer.
explanation is
clear, has a very
good flow of
discussion, every
detail is
connected to
each other.
explanation has
no error in
grammar, spelling,
and punctuations.
explanation is
relevant to the
topic. Most of the
details contribute
to the
development of
the topic.
explanation
shows at least 6
to 8 correct/valid
evidences to
support his/her
answer.
explanation is
clear, has a good
transition, most of
the details are
connected to
each other.
explanation has 1
to 2 errors in
grammar,
spelling, and
punctuations.
explanation is
quite relevant to
the topic. Only few
of the details
contribute to the
development of
the topic.
explanation shows
at 3 to 5
correct/valid
evidences to
support his/her
answer.
explanation is
somewhat clear
and has a rough
transition from one
idea to another.
explanation has 3
to 4 errors in
grammar, spelling,
and punctuations.
explanation is not
clear and has a
very rough
transition of idea.
The details are
not relevant to
the topic.
explanation
shows at most 2
correct/valid
evidences to
support his/her
answer.
explanation is not
clear and has a
very rough
transition of
ideas.
explanation has
at least 5 errors in
grammar,
spelling, and
punctuations.
Has no
explanation
Has no
explanation
Has no
explanation
Has no
explanation
OVERALL SCORE:
TEACHING PROFESSION
Page 23
Category
Idea
Creation
Explanation
RUBRIC FOR SYMBOLIC DRAWING/ CREATIVE WORK
5 – Very Good
3 – Good
1 – Fair
Student picks an
appropriate selection from
the text that displays
understanding of imagery
to base his/her drawing
about.
Student creates an artistic
representation that clearly
displays connections to
imagery and their scene
from the text. The
creation is creative, neat,
and well executed.
Student has tried to pick
an appropriate idea to
base his/her drawing on.
The thought and
originality could be
better.
Student creates an
artistic representation
that has some
connections to their
scene and imagery.
Creation lacks somewhat
in planning and
creativity.
Student can give an indepth 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 are used in
art and literature.
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
comprehension of the
link between simple
ideas and imagery and
symbolism.
Score
Student picks an excerpt
from the text that is not
easily represented by a
drawing, and the idea has
not been well thought
out.
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
imagery.
OVERALL SCORE
XI.
CLASSROOM POLICIES
A. During synchronous discussion: (via Google Meet)
a. Students are expected to join the live lecture and participate in the discussion via chat forum. Students are expected to standby 10 minutes before the schedule of
each live discussion.
b. Mute your microphones while listening, unmute when the facilitator asks a question or use the raise hand application or chatbox to ask questions.
c. Do not multi-tasks to focus and understand the lesson clearly.
TEACHING PROFESSION
Page 24
d. Do not interfere either with your facilitator or any of your classmates to better understand each other’s point of view.
e. Read all the lessons given prior to the scheduled synchronous discussion to ensure active participation. TAKE DOWN NOTES.
f. Considering pre-requisite or lessons which should have been learned prior to the next lessons, students are required to submit activities as scheduled through
google classroom(or any platform as appropriate). Be mindful of the instructions given for each task such as deadlines, format including number of pages as required
etc.
g. Be polite in expressing your concepts or ideas in any chat box available. Remember to respect one’s idea. Bear in mind that individuals are unique thus, diversity
will surely arise in many aspects. Before posting your queries, kindly browse and check previous posts to avoid duplication.
h. 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.
i. You can post your questions and clarifications in the Chat box. These will be attended by the professor either during, as necessary, or after the lecture. The
participation of everyone during the discussion is highly encouraged.
B. You may request a consultation meeting with the professor thru google meet (for group work/activities as necessary). It shall be set 1 week prior to schedule.
C. Any form of academic dishonesty, e.g. plagiarism and cheating shall not be tolerated. This will be dealt accordingly based on the degree of the offense.
D. This course guide is intended only for students enrolled in this particular subject and schedule. You are prohibited to share and post videos and learning materials
related in this course to any platform. Violators will be dealt accordingly.
E. For questions, ask the professor.
XII.
REFERENCES:
Understanding the Self 1st ed., E.J. Alata, B.N. Caslib Jr., J.P.J. Serafica, & R.A. Pawilen. Rex Book Store Inc. Manila, Philippines. 2018
Understanding the Self. S.L. Villafuerte, A.F. Quillope, R.C. Tunac, & E.I. Borja. Nieme Publishing House Co. LTD. 2018
Prepared by:
Prof. Cielito Y. Sullivan
Instructor III, UCC North Campus
TEACHING PROFESSION
Prof. Maria Cecilia M. Saenz
Guidance Specialist/Instructor, UCC South Campus
Page 25
Reviewed by:
Approved by:
_________________________
Signature over printed name
_________________________
Signature over printed name
Revised by:
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.
TEACHING PROFESSION
Page 26