WESTMEAD INTERNATIONAL SCHOOL
Batangas City
OUTCOMES-BASED TEACHING AND LEARNING PLAN
Course Title:
Credit Units:
Hours/Week:
Course Description:
UNDERSTANDING THE SELF
Course Code:
GE 1
3 units
Pre-requisite:
3 hours
Co-requisite:
The course deals with the nature of identity, as well as the factors and forces that affect the development and
maintenance of personal identity This course is intended to facilitate the exploration of the issues and concerns
regarding self and identity to arrive at a better understanding of one's self. It strives to meet this goal by stressing the
integration of the personal with the academic—contextualizing matters 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.
WIS Vision
Westmead International School envisions to be an internationally recognized premier institution which values the pursuit
of truth, the freedom of inquiry, and the expansion of knowledge in the service of humanity through learning.
The school distinguishes itself as a diverse, socially-responsible learning community of high-level scholarship and
academic rigor sustained by truth, peace and equality. Our aim is to provide exemplary basic, specialized
undergraduate and graduate courses through focused skill development and workforce training relevant to
contemporary needs of the Philippines and the global community.
EXCELLENCE – LEADERSHIP – INNOVATION - SERVICE
WIS Mission
Core Values
Course Intended
Learning Outcome
(CILO)
At the end of the course, the students should be 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
A. Explore the different aspects of self and identity
B. Demonstrate critical, reflective thought in integrating the various aspects of self and identity
C. Identify the different forces and institutions that impact the development of various aspects of self and identity
D. Examine one’s self against the different aspects of self discussed in class
Managing and Caring for The Self
A. Understand the theoretical underpinnings for how to manage and care for different aspects of the self
B. Acquire and hone new skills and learnings for better managing of one’s self and behaviors
C. Apply these new skills to one’s self and functioning for a better quality of life
COURSE CONTENT
Time
Allotme
nt
Week 1
Week 23
Intended Learning
Outcomes (ILO)
Content

a. Understand
the
importance
of knowing
one’s self
b. Recognize
the different
perspective
regarding the
nature of
man
c. Assess the
philosophical
perspective
of the self by
Introduction to the
Course
1. The Definition of
Self from Various
Perspectives
a. Who Am I? A
Philosophical
Journey to
Discovering the
Self

Socrates, Plato, St.
Augustine, Rene
Descartes, Locke,
Hume, Kant, Freud,
Ryle, Churchland
and Merleau-Ponty
all try to answer the
Teaching/Learning Activities
Assessment

Class Activity: Getting to know me and you

Game: Simulation

Class Discussion: Raising fundamental questions regarding
the self

Cooperative
Learning

Surfacing students’ beliefs and concerns regarding the self

Discussion of the mechanics of the course

Introducing the requirements and integrative final paper

Lecture

Quiz

Group discussions centering on similarities/differences of selfrepresentations and conceptualizations and the various
identified influences

Graded Activity
and Recitation


Individual Reflection: Identify 5 key events of their life that
greatly shaped who they are through making a timeline

Philosophical Journal: Self-reflection Project (scrap-booking)
Individual
submission of
essay on self.
“How do I
understand
myself? What led
up to this self?”
 Self-reflection
Rubric:
 Visual/Clarity –
30
critiquing the
argument
given


question: Who are
you?

Three things I
learned about
myself from this
topic*
d. Develop their
own answer
to the
question,
Who am I?
Week 45
a. Articulate
what culture
means to the
self as a part
of the society
b. Analyze the
anthropologi
cal and
sociological
constructs of
the self
c. Attribute selfunderstandin
g and
behavior to
b. The Self as a
Social Construct




The Sociological
and Anthropological
View of the Self

Lecture

Quiz

Group Discussions

Seatwork: Pop-up
Questions

Think-Pair-Share

Graded Activity
and Recitation

Video Analysis

Essay Writing

Graphic Organizer
(Differentiating
Western world and
Asian context)

Reflection Journal

Introductory
Exercise
The Self as
Embedded in
Culture
Mead’s
Development
Stages of Self
Content – 40
Creativity – 30
Film Showing:
Ded Na Si Lolo (traditions and beliefs which influenced the
behavior and decisions of the characters in the story)

Explain how the social institutions (Family, School, Church,
and Peer Group) influenced view of the self

Listing country’s material and non-material culture

Provide examples of how Western and Oriental societies
mirror the independent and interdependent view of the self
cultural
factors
d. Recognize
and
appreciate
differences in
cultural
behaviors of
the self,
particularly
from the
Western and
Asian
contexts
e. Explain how
modern
world has
changed our
view of the
self
Week 78

Geertz and His
Concept of the Self
as an Unfinished
Animal

The Self in Western
and Oriental thought

The Self as a
Product of the
Modern World

The Self(ie)
Generation as
Culture Creators

The Self as
Reflected in the
Collectivist
Teachings of
Confucius
a. Demonstrate
critical
analytical
and creative
thinking
c. The Psychological
Self: My Favorite
Mystery

Self/Self-Concept
b. Appreciate
the
complexity of

Real and Ideal
Selves Self-Esteem
and Self-Efficacy

Reflect on the laws of the country that you have a hard time
or struggle to follow

Cultural Self Reflection
PRELIMINARY EXAMINATION
 Interactive discussions

Quiz

Group Activity centering on discovering self (Known to Self &
Not Known to Self)

Seatwork: Pop-Up
Questions (1-10)

Mental Mapping (Words that associate with yourself)

Graded Activity
and Recitation

Pop-Up Questions (Ideal Self vs. Real Self)

Mental Mapping

Individual Presentation: Articulating learner’s own
understanding about the perspective of different disciplines
(Philosophy, Sociology, Anthropology, Psychology, Western
& Oriental & eastern Thought) with regards to the “Self”

Reflection: The
Self from Various
Perspectives
2. Unpacking the Self

Lecture

Quiz
a. THE PHYSICAL
SELF

Group discussion and presentation: Who is beautiful

Pop-Up Questions:
Essay Writing

Individual presentation: Photo Face-Off (comparing filtered
and unfiltered close-up picture of yourself) and answer these
guide questions:
- Are you happy with how you look in your unfiltered photo?
Filtered photo?
- What do you think your answer say about your selfesteem and confidence?

Enrichment
Activity: Me and My
Favorite Things
(what these are
and what they say
about me)
human
condition
c. Examine the
contemporar
y world from
both
Philippines
and global
perspectives
d. Take
responsibility
for knowing
and being
Filipino
e. Reflect
critically on
shared
concerns
Week 9
a. Understand
the biological
concept of
our physical
selves
b. Analyze the
impact of
culture on
body image

Why Do I Look Like
Myself?

Cultural Standards
of Beauty
and selfesteem
c. Celebrate
beauty in
diversity





Week 10
a. Demonstrate
critical
analytical
and creative
thinking.
b. Appreciate
the
The Filipino
Obsession with
Beauty: The Case
of Xander Ford
Writing a letter to the unfiltered self. Open up about struggles
at fitting in with society’s standard of beauty. End the letter by
encouraging the unfiltered self.

A Healthy Body
Image, and Selfesteem in Peril
The Filtered Self
Celebrating Beauty
in Diversity
Development of
Secondary Sex
Characteristics
OBE Project:
(Group work):
Create a 3-minute
video campaign
promoting body
positivity. Include
concepts and ideas
discussed in this
unit.
Rubrics:
 Technical
Soundness =
25pts.
 Discourse =
25pts.
 Organization of
thoughts and
content = 25pts.
 Integration of
Lessons/Conce
pts discussed in
class = 25pts.
You are Who you
Look! Embracing
Your Physical Self
b. THE SEXUAL
SELF: Enter If You
Dare



Lecture/Interactive discussion

Quiz

Propose a metaphor to represent the things or concepts, you
identify with the word/topic: Sex

Reflection: Pop-Up
Questions

Group activity/Presentation: Riff off: Groups will take turns in
singing songs with notion or context of sex – implicit or

Enrichment
Activity: Explain
complexity of
human
condition.
c. Examine the
contemporar
y world from
both
Philippines
and global
perspectives
d. Take
responsibility
for knowing
and being
Filipino.

Erogenous Zones

Understanding
Human Sexual
Response

Diversity of Sexual
Orientation

Sexually
Transmitted
Infections (STIs)

Family
Panning/Contracepti
on
explicit. After the riff off, based on the songs sung, infer two
things:
a. Possible factors that contributed to the creation/popularity
of the songs
b. Possible effects it may have on its listeners, society, and
culture
and justify the
prosed metaphor

OBE Project
(Group work):
STOP! AND GO:
From what have
learned from the
chapter on sexual
self, propose a
campaign or public
service
announcement or
infographic that
can help educate
others protect
themselves from
the perils of sexual
violence.

Quiz

Reflection: Pop-Up
Questions (1-10)

OBE Project:
Produce a 5-to-10minute vlog (video
e. Reflect
critically on
shared
concerns
Week
11-12
a. Explore the
different
aspects of
self and
identity.
b. Demonstrate
critical,
c. COGITO ERGO
CONSUME:
Consumer
Culture and the
Material Self


MIDTERM EXAMINATION
Lecture/Interactive Discussion
Individual Reflection: Look for at least five things in your room
that you think ideally capture who you are. List them down on
the activity sheet and state the reason for choosing each
reflective
thought in
integrating
the various
aspects of
self and
identity.

The Material Self:
Living in a Material
World
Using at least 5 images (Cut from newspapers or magazines)
create a mood board and label it “My Material Self”. Include
the brief explanation

Best Buys:
Consumer Culture
and the Self
I Saw the Sign: The
Semiotics of
Consumption
Keep the list of everything that you will buy for a week. In the
worksheet, file each either under “necessary buy” or “impulse
buy”

c. Identify the
different
forces and
institutions
that impact
the
development
of various
aspects of
self and
identity
d. Examines
one’s self
against the
different
aspects of
selfdiscussed in
class.

Language and
Parole

Denotation and
Connotation

Anchorage and
Relay

How Do I Decide
What to Buy?

The Calvinist
Principle

The Marxist
Perspective

Commodity
Fetishism

Alienation
Look at three print advertisement, identify the primary
element in each (celebrity endorser, the product itself, or
something else), and write about both its denotative and
connotative meanings

Group Discussion
Share at least five things you consider or take into account
first before buying

Interview at least two people from different walks of life about
their opinion on wealth and consumption. Compare and
contrast their answers.

Write about a material possession that you have worked hard
to be able to afford or buy. Ask one of your classmates the
same question and compare and contrast his/her answer/s
with yours
blog) that will
chronicle a day in
your life as a
consumer.
Integrate your
learnings in the
output.
Rubrics:





Technical
Soundness =
25pts.
Discourse =
25pts.
Organization of
thoughts and
content = 25pts.
Integration of
Lessons/Conce
pts discussed in
class = 25pts
Additional
Research =
20pts
Week 13
a. Understand
the
distinction
between the
belief in
supernatural
beings and
practice of
religion.
D. THE SPIRITUAL
SELF
b. Distinguish
the different
ways by
which culture
and people
understand
Dungan,
spirit, or soul.

c. Appreciate
the function
of rituals and
ceremonies.
d. Differentiate
religion,
magic, and
witchcraft
e. Search and
speculate on
the meaning



Lecture/Interactive discussion

Quiz

Group presentation: Human Tableau (each group must create
a human tableau of a scene involving supernatural powers:
a. A group of nocturnal creatures scaring people
b. Several supernatural spirits at war
c. Wedding of spirits

Reflection: Pop-Up
Questions

Enrichment
Activity: How does
your membership
in the religion
shape you?

OBE Project:
Religious
Understanding (To
broaden the mind
in understanding
different religion
and religious
practices).
Participates in or
observe keenly a
religious ritual that
you don’t practice
in your own religion
or in a religion that
you are not familiar
with. Interview 5
people belonging
on that religion
regarding their
beliefs and
Belief and Practices
in Supernatural
Being and Power
The Practice of
Religion
The Concept of
Dungan-Spirit or
Soul

Rituals and
Ceremonies: Why
do we do them?

Religion, magic, and
Witchcraft

Finding and creating
Meaning

Think-Pair-Share: Compare and contrast two different
religions
of life and
what makes
them unique
for an
individual.
Week 14
practices. Post the
3-minute video with
an analysis of what
you have found
out.
a. Appreciate
the
complexity of
the human
condition
e. THE POLITICAL
SELF: The Filipino
Citizen

Seeking the identity
b. Interpret the
human
experience
from the
political
perspective

Historical
background – Indio
to Filipino

Democracy – From
Theirs to Ours
c. Develop a
consciousne
ss for the
Filipino
Identity,
values, traits,
community
and
institutional
factors

Perception of a
Filipino’s Role in
Democratic Setting

Filipino Citizenship
vs. Me, Family,
Institution, Cultural
Citizenship

Philippine Political
Culture – A problem
of variation
d. Establish a
democratic
culture

Lecture/Interactive discussion

Quiz

Individual Simulation: I am a Filipino

Reflection: Pop-Up
Questions (1-5)

OBE Project:
Deconstructing the
Philippine National
Anthem “Lupang
Hinirang” (to make
people feel and
have a deeper
understanding of
the Philippine
National Anthem
through your posts)
Draw a caricature of a typical Filipino male and female. Divide
the body in vertical line. On the left side of the body, identify
the negative qualities of a Filipino. Include also a
characteristic that will show bad citizen. On the right, identify
the positive qualities and add characteristics that will show a
good citizen.

Group Discussion: How can I be a Good Citizen?
Rubrics:
 Visual Clarity =
30
 Content = 40
 Creativity = 30
e. Take
responsibility
for knowing
and being a
Filipino

Movement Towards
the Common Good

Developing a
Democratic Culture
f. Examine
from
contemporar
y world from
both
Philippine
and global
perspective
Week 15
a. Explore the
different
aspects of
self and
identity
b. Demonstrate
critical,
reflective
thought
integrating
the various
aspects of
self and
identity
c. Identify the
different
f. THE VIRTUAL
YOU: The Self in
the Cyberspace



Lecture/Interactive discussion

Quiz

Individual sharing:

Grade Activity and
recitation
Share a memorable communication encounter for each social
networking sites that has impacted yourself positively or
negatively

Reflection: Pop-Up
Questions (1-7)
Group Discussion

Reaction Paper:
Video Analysis
Advantages and disadvantages of engaging in a virtual
romantic relationship

Enrichment
Activity: Creating
an Ask.fm account
and try to answer
questions within
the span of the day
and write reflection
The Other I: Love in
the Time of Social
Media
Reality as
Abstraction

Real-Life Reality

Simulation

Augmented Reality

Virtual Reality


Think-Pair-Share:
Types of Abstraction (excluding Real-Life Reality)
forces and
institutions
that impact
the
development
of various
aspects of
self and
identity
d. Examine
one’s self
against the
different
aspects of
selfdiscussed in
class.
Week 16
a. Comprehend
the
importance
of care for
the needs of
the self
b. Develop and
learn new
skills by
interacting


Hyperreality
The Cyberself

The Dramaturgy of
the Self

The Elements of the
Dramaturgical Self

Identity Crisis:
Anonymity and
Pseudonymity in the
Cyberspace

The Disinhibited
Self

Online Disinhibition:
The Causes
3. Managing and
Caring for the Self


Think of at least 2 online behaviors that will fall under each of
the six factors that cause online disinhibition

Film Showing:
Watch the “Black Mirror” episode entitled “Nosedive” 9Season
03, Episode 01) and write a reaction paper on how it has
explored the issue of self-representation in the cyberspace

Lecture/Interactive discussion

Quiz

Finding Partner:

Graded Activity
and recitation
Ask 5 personal information to a partner, memorize it and
present it to the class

Reflection: Pop-Up
Questions (1-5)
Thin-Pair-Share:
Teaching New Skills

Enrichment
Activity: Individual
constructions of the
personal self
Learning to be a
better student: Be
the best You Can
be

What happens
during learning?
Brain and behavior
changes
paper about the
experience in
relation to the
concept of
anonymity

Individual Presentation: Learning “Understanding the Self” My
Way – Teaching Demo
with other
people
Week 17
c. Control and
manage
emotions in
relation to
thinking and
applying
skills needed
in present
situations
a. Identify and
absorb the
importance
of goals
“My Teaching Strategy for Students to Learn

Learning and
Education

Metacognition and
study strategies

Managing your own
learning: Selfregulated learning
Managing and Caring for
the Self by Setting goals
for Success

b. Understand
and apply
the concept
of:
 Bandura’s
self-efficacy
 Dweck’s
Mindset
(growth vs.
fixed)
 Locke’s Goal
setting
Theory
c. Determine
which of
Why must we set
goals?

The importance of
goals

Bandura's Self
efficacy Theory
Dweck's Mindset
(growth vs fixed)


Locke's Goal setting
Theory (Setting
Goals for Life and
Happiness)

Goals
illustrating how the
different aspects
are situated
relative to the other

Lecture/Interactive Discussion

Quiz

Puzzle Solving (Group Activity): Not knowing one’s goal will
make it difficult, if not, impossible to succeed.

Graded Activity
and Recitation

Short Film Showing: Summary of Growth Mindset Theory

Video Analysis
(Growth Mindset
Theory)

Reflection: Pop-Up
Questions (Setting
Goal for Success)

Project: OBE
Roadmap of your
Life. Make a map
showing who you
are supposed to
be. Identify at least
10 major values
that you have (it
https://youtube.be/KUWn_TJTrnU?list=FL2WDjJqAkhw30uAI
CHtLw
these three
would be
most
applicable

can be more). On
the top of the map,
indicate the
ultimate goal/value
and the definition
of success at the
bottom of the map.
Goals Setting
Theory
d. Have clear
definition of
success
Rubrics:
Week 18
a. Demonstrate Taking Charge of One's
proficient
Health: I am in Control
and effective
communicati
 Stress
on (writing,
speaking,
 Stressors and
and use of
responses
new
technologies)
 Sources of Coping
.
and Strength
b. Demonstrate
 Stress and Filipinos:
critical,
The social and
analytical,
cultural dimensions
and creative
of stress
thinking
 Taking care of the
c. Appreciate
self: The need for
the
self-care and
complexity of
compassion



Visual clarity = 30
Content = 40
Creativity = 30

Lecture/Interactive Discussion

Quiz

Individual Reflection: What Stress you out?

Graded Activity
and Recitation


Group Discussion: How to deal with stress?
Release the Stress – Create a comic strip of you defeating
one or most of your stresses away.

Reflection: Pop-up
Questions (1-5)

Enrichment
Activity: Comic
strip campaign

Things I have
learned in this
course
human
condition.
d. Apply
different
analytical
modes in
problem
solving
FINAL EXAMINATION
REFERENCES
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ofevil.html
Kant, Immanuel. 1781. (J.M.D. Meiklejohn Trans). The Critique of Pure Reason
Locke, John. 1689. An Essay Concerning Human Understanding, Pennsylvania State
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Winch, G. (October 15, 2014). 10 Things you didn’t know About Self-esteem. Psychology Today.
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Cummings, M. R. (2016). Human heredity: principles & issues. Australia: Cengage Learning.
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Arvidsson, A. (2014). Christianity and Consumer Culture. Religion and Marketing. 3, 1-11.
Marx, K. (1964). Preface to the Contribution to the Critique of Political Economy in Karl Marx; Selected Writings in Sociology and Social Philosophy.
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Anthony, D. (2017). Religious Beliefs in the Philippines. Retrieved
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Stein and Stein. (2011). Ritual in the Anthropology of Religion, Magic aNd Witchcraft. Prentice Hall
1987 Philippine Constitution
Diokno, MS (1997). Becoming a Filipino Citizen. In Perspective on Citizenship and Democracy. UP Third World Studies Center. 17-38
Cover, R. (2016). Digital Identities: Creating and Communicating the Online Self. Massachusetts: Academic Press
Cormie, J. (2016). Your Amazing Brain. The Thinking Business. Rettrievedo April 11, 2018 from https://www.thethinkingbusiness.com/your-amazingbrain
Malamed, C. (2016).Metacognition and Learning: Strategies For Instructional Design. Retrieved on April 4, 2018 from
http://theelearningcoach.com/learning/metacognition-and-learning/
Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review (28) 2, 191-215
Dweck, C. (2006). Mindset: The New Psychology of Success. Ballantine Books
Locke, Albert, 1968 article “Toward a Theory of Task Motivation and Incentives”. Organizational Behavior and Human Performance. Vol. 3, Issue 2,
Pages 157-189
2015 Stress in America. (2018). Stress Snapshot. American Psychological association. Retrieved on March 21, 2018 from
http://www.apa.org/news/press/releases/stress/2015/snapshot.aspx
Conversano, C., Rotondo, A., Lensi, E., Della Vista, O., et al., (2010). Optimism and Its Impact on Mental and Physical Well-Being. Clinical Practice and
Epidemiology in Mental Health: CP & EMH, 6, 25-29. Retrieved from http://doi.org/10.2174/1745017901006010025
COURSE REQUIREMENTS:
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3 written major examinations (Prelims, Midterms, and Finals)
Article Reviews/assignments
Compiled Lectures and Reports
Compiled Assignment
Quizzes
Attendance
Final Integration Activity incorporated in Final Examination (to be further discussed by the college instructor)
CLASSROOM POLICIES
Academic Dishonesty: CHEATING is a major offense. (Please refer to Student Handbook,
Absences/Tardiness: Students are only allowed to have at least 3 absences for the whole term. Two (2) instances of tardiness are equivalent to 1 absent.
Submission of Assignments: (As discussed by the professor)
Compliance with Final Integration Activity: (As discussed by the professor)
Quizzes and Major Examinations: (As discussed by the professor)
GRADING SYSTEM:
Final Grade = (Average of 4 Major Exams * 70%) + (Class Standing * 30%)
Class Standing Criteria:
Recitation/Reporting
10%
Quizzes
10%
Attendance
5%
Assignments
5%
Numerical
Percentage
1.00 --------------- 98-100
1.25 --------------- 96-97
1.50 --------------- 94-95
1.75 --------------- 91-93
2.00 --------------- 88-90
2.25 --------------- 85-87
Numerical
Percentage
2.50 --------------- 82-84
2.75 --------------- 79-81
3.00 --------------- 75-78
4.00 --------------- conditional
5.00 --------------- failure
DRP --------------- officially dropped
CONSULTATION SCHEDULE:
Monday-Friday 8:00 AM – 5:00 PM
PREPARED BY:
NOTED BY:
MARGIELYN C. MACALALAD, LPT
Instructor
DR. MARITES D. MANLONGAT
Vice President for Academic Affairs