MODULE 1
[Introduction to Understanding the Self]
PROGRAM: BSE,BSMA,BTVTEd,BSCpE Year Level: First Year Section 11
COURSE CODE: GENE01 DESCRIPTION: Understanding the Self
LEARNING OUTCOMES
1. Identify the course intended learning outcomes;
2. Understand the course requirements;
3. Assess how acquainted the students are of themselves;
4. Recognize the concepts associated with the “self”; and
5. Recognize the importance of understanding one’s self.
Prepared
Reviewed and Checked
JESSICA R. PLATON,RGC,RPm,MAEd
Instructor
Recommending Approval
ENGR. MARIA THERESA B. PRENDA
Program Head/ Dean
Approved
Vice President for Academic Affairs
MICHAEL E. LIRIO, CPA, MMPA
President and College Administrator
Tanauan City College
Learning Module Format
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Program:
BSE,BSMA,BTVTEd,BSCpE
Topic:
Course:
Code
Understanding the Self
GENE01
Module #:
Week #:
I.
1
Self-Core Competency: The Art of
Knowing One’s Self
Instructor: Jessica R. Platon,RGC,RPm MAEd
1
# of Page:
7 pages
Preliminaries
Introduction to
the Module
Objective
The self is first and foremost the collection of beliefs that we hold about ourselves.
What are our important characteristics? What are we good at? What we do poorly?
What kinds of situations do we prefer or avoid? One person may think of himself/herself
academically inclined who plans to become a professor. Another might think of
himself/herself as not academically inclined but good at most sports. A third person
may think of himself/herself primarily in terms of a future goal, such as the desire to
become the biggest real estate mogul in a defined territory such as Delhi/NCR. Thus,
the set of beliefs we hold about who we are is called the self-concept.
Section Topics
Section 1: Self-Core
Competency: The Art of
Knowing One’s Self
.
Learning Outcomes
1. Identify the course intended
2.
3.
4.
5.
learning outcomes
Understand the course
requirements
Assess how acquainted the
students are of themselves
Recognize the concepts
associated with the “self”
Recognize the importance
of understanding one’s self
Assessment/
Evaluation



SelfAwareness
Worksheet
The Johari
Window
Learning
Journal
Modality




Module
Google
Classroom/
Meet
Moodle
Social
media
platforms
II.
Instructions (Keywords and Concepts)
 Self - totality of the individual, consisting of all characteristic attributes, conscious and unconscious,





mental and physical.
Self-concept - the image that we have of ourselves.
Self-image - the way we see ourselves.
Self-esteem - the value we place upon ourselves.
Ideal self - he person or self we would like to be. What you wish you were really like.
Personality - individual differences in characteristic patterns of thinking, feeling, and behaving that
make a person unique.
Content Lecture/ Discussion
DEFINITIONS OF SELF

APA Dictionary of Psychology: Self is the totality of the individual, consisting of all characteristic
attributes, conscious and unconscious, mental and physical.

William James: Self can refer either to the person as the target of appraisal (i.e., one
introspectively evaluates how one is doing) or to the person as the source of agency (i.e., one
attributes the source of regulation of perception, thought, and behavior to one’s body or mind).

Carl Jung: The self gradually develops by a process of individuation, which is not complete until
late maturity is reached.

Alfred Adler: The self is the individual’s lifestyle, the manner in which he or she seeks fulfillment.
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
Karen D. Horney: One’s real self is consists of one’s unique capacities for growth and
development.

Gordon W. Allport: Self is proprium. It is the essence of the individual, consisting of a gradually
developing body sense, identity, self-estimate, and set of personal values, attitudes, and intentions.

Heinz Kohut: Self is the sense of a coherent, stable (yet dynamic) experience of one’s individuality,
continuity in time and space, autonomy, efficacy, motivation, values, and desires.
UNDERSTANDING SELF

Self-understanding is the awareness of and ability to understand one’s own thoughts and actions.

The key to self-knowledge is continuous self-awareness. Self-awareness is merely understanding
who we are.

To attain the insight in your attitudes, motives, defenses, reactions, weaknesses, and strengths.

Understanding self represents the sum total of people’s conscious perception of their identity as
distinct from others. It is not a static phenomenon, but continues to develop and change throughout
lives. – George Herbert Head

Understanding the self equips individuals with making more effective career and life choice, the
ability to lead, guide and inspire with authenticity.
SELF-CONCEPT
Who are you? What makes you “you?” You might answer with “I’m a daughter,” or, “I’m a student,” or
maybe, “I’m a believer,” “I’m a good friend,” “I’m a brother.” Maybe you answer with, “I am excellent at my
studies,” “I’m a skilled singer,” or “I’m a successful artist.” Other responses might fall into the category of
traits: “I’m a kind-hearted person,” “I’m intelligent and hard-working,” or “I’m laid-back and easy-going.”
According to Ackerman (2021), these responses come from your internal sense of who you are. This sense
is developed early in life, but it goes through constant evaluation and adjustment throughout the lifespan.
This sense of self has a specific term: self-concept.

Self-concept is the image that we have of ourselves. It our personal knowledge of who we are,
encompassing all of our thoughts and feelings about ourselves physically, personally, and socially.

Self-concept also includes our knowledge of how we behave, our capabilities, and our
individual characteristics. For example, beliefs such as "I am a good friend" or "I am a kind
person" are part of an overall self-concept.

To be aware of oneself is to have a concept of oneself.

Our self-concept develops most rapidly during early childhood and adolescence, but self-concept
continues to form and change over time as we learn more about ourselves. As you age and learn
who you are and what’s important to you, these self-perceptions become much more detailed and
organized.
Self-concepts are rarely all positive or all negative; someone may have both positive and some
negative self-concepts in different domains.
Some examples of positive self-concepts include:

A student sees herself as an intelligent person.
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
A student views himself as a diligent and responsible person.
On the flip side, these people could have negative self-concepts like:

A student sees herself as stupid and slow.

A student views himself as lazy and irresponsible.
We all have many of these mini or domain-specific self-concepts that encompass our self-concept. Some
may be more positive or negative than others, and each is an important piece of what makes us who we
are.
COMPONENTS OF SELF CONCEPT
Carl Rogers, one of the founders of humanistic psychology, suggested that self-concept includes three
components.
1. SELF-IMAGE

The way we see ourselves.

Includes what we know about ourselves physically
(e.g. brown hair, blue eyes, tall), our social roles
(e.g. wife, brother, gardener), and our personality
traits (e.g. outgoing, serious, kind).

Self-image doesn’t always match reality. Some
individuals hold an inflated perception of one or
more of their characteristics. These inflated
perceptions may be positive or negative, and an
individual may have a more positive view of certain aspects of the self and a more negative view of
others.
2. SELF-ESTEEM

The value we place upon ourselves.

How much you like, accept, or value yourself, which
can be impacted by a number of factors including how
others see you, how you think you compare to others,
and your role in society.

Individual levels of self-esteem are dependent on the
way we evaluate ourselves.
When we compare ourselves to others and find that we are better at something than others and/or that
people respond favorably to what we do, our self-esteem in that area grows. On the other hand, when we
compare ourselves to others and find we’re not as successful in a given area and/or people respond
negatively to what we do, our self-esteem decreases. We can have high self-esteem in some areas ("I am
a good student") while simultaneously having negative self-esteem in others ("I am not well-liked").
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3. IDEAL SELF

The person or self we would like to be. What
you wish you were really like.

It is an idealized version of yourself created out
of what you have learned from your life
experiences, the demands of society, and what
you admire in your role models.

A self-ideal is essentially an ideal future version
of “you” that encompasses your personality,
beliefs, values, and behavior under various
conditions.

My ideal self is who I want to become…

My ideal self is the best version of myself in every situation…

The “ideal you” is, therefore “you”, however it is not the person you are today, but rather the person
you are striving to become tomorrow, next week, next month, next year, and so on.
A person’s ideal self may not be consistent with what
actually happens in the life and experiences of the
person. Hence, a difference may exist between a
person’s ideal self and actual experience. This is called
incongruence. This incongruity can negatively impact
one’s self-esteem.
Where a person’s ideal self and actual experience are
consistent or very similar, a state of congruence exists. Rarely, if ever does a total state of congruence
exist; all people experience a certain amount of incongruence.
OTHER SELF-CONCEPT THEORIES
According to social psychologist Henri Tajfel's social identity theory, self-concept is composed of two key
parts:

Personal identity: The traits and other characteristics that make you unique.

Social identity: Who you are based on your membership in social groups, such as sports teams,
religions, political parties, or social class.
Psychologist Bruce A. Bracken believed self-concept was multidimensional and could be broken down into
six independent traits:

Academic: Your success or failure in school

Affect: Your awareness of emotional states

Competence: Your ability to meet basic needs

Family: How well you work in your family unit

Physical: How you feel about your looks, health, physical condition, and overall appearance

Social: Your ability to interact with others
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OTHER CONCEPTS RELATED TO “SELF”

Self-awareness: involves being aware of different aspects of the self including traits, behaviors,
and feelings.

Self-confidence: feeling of trust in own abilities, qualities, capacities, and judgment.

Self-efficacy: individual’s belief in his or her capacity to execute behaviors necessary to meet the
challenges ahead of us and complete a task successfully.
Self-Awareness

The capacity of a person to become aware of the totality of his being as much as he could (including
strengths, weaknesses, thoughts, beliefs, motivation and emotions)

Essentially, it is a psychological state in which oneself becomes the focus of attention.

Self-awareness is one of the first components of the self-concept to emerge.
The Johari WIndow
The Johari Window was developed in 1955. The name came about by merging the names of its founders –
John Luft and Harry Ingram. It consists of four panes, which are arranged in a two-by-two matrix. You have
a couple of axes: one being stuff that you know and stuff that you don’t know as well as stuff that’s
perceived by you and by others. By combining them, you end up with four areas.
1. Open/self-area or arena – Here the information about the person his attitudes, behaviour, emotions,
feelings, skills and views will be known by the person as well as by others.
2. Blind self or blind spot – Information about yourselves that others know in a group but you will be
unaware of it. Others may interpret yourselves differently than you expect.
3. Hidden area or façade – Information that is known to you but will be kept unknown from others. This
can be any personal information which you feel reluctant to reveal. This includes feelings, past
experiences, fears, secrets etc. we keep some of our feelings and information as private as it affects the
relationships.
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4. Unknown area – The Information which are unaware to yourselves as well as others. This includes the
information, feelings, capabilities, talents etc. This can be due to traumatic past experiences or events
which can be unknown for a lifetime. The person will be unaware till he discovers his hidden qualities and
capabilities or through observation of others.
Question: Which among the four panes needs to increase?
-Of course, your OPEN area.
The ways to increase your open area

Disclose more about yourself

Reflect on experience, discover more about yourself

Seek out feedback-challenge your blindspot.
PERSONALITY
Personality is something that people tend to think a
lot about. When we meet new people, whether
through work, school, or social events, it is often
their personality on which we immediately focus.
Whether they are nice, helpful, outgoing, or shy are
just a few of the things that we assess as we
evaluate the people around us.
One effective way to understand ourselves is to know our personality. But what do we mean when we say
personality? And why is it necessary to know what type of personality we have for us to understand
ourselves?
DEFINING PERSONALITY

The word personality itself stems from the Latin word persona, which refers to a theatrical mask
worn by performers in order to either project different roles or disguise their identities.

Personality refers to individual differences in characteristic patterns of thinking, feeling, and
behaving that make a person unique. It is believed that personality arises from within the individual
and remains fairly consistent throughout life.

Personality makes us who we are. It influences nearly every aspect of our lives including what we
choose to do for a living, how we interact with our families, and our choices of friends and romantic
partners.
PERSONALITY TRAITS
People have unique personalities that make them who they are. There are many different types of
personality traits, including some that are positive and some that are negative. Personality traits reflect
people’s characteristic patterns of thoughts, feelings, and behaviors.
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Positive Personality Traits

Drive, determination and persistence can help keep a student going no matter what.

Courage and confidence can help a student choose to do what is right in tough situations.

A student who is optimistic tends to look for the bright side of situations rather than forcing on the
negative.
Negative Personality Traits

Being quick to anger will damage relationships and turn people away.

Those who are unfriendly are often viewed as disrespectful and/or uninterested in connecting with
other people.

Being full of laziness and excuses for failing to meet deadlines is sure to suffer consequences in
the end.
Why learn more about your personality?

It answers the question of WHY: It can help you better understand yourself and other people. You
can understand why you think, feel, and act the way you do.

It helps you figure out HOW: It can help you find better answers to questions like, “how can I be
happier”, “how do I find a career I’m passionate about”, “how can I better communicate with my
friends and classmates”, “how do I stay motivated?”, or “how can I make better decisions.”

Personality + Situation = Behavior: Knowing your personality and reading about different
situations, you can start to predict your own behavior then you can change your behavior.

It’s about YOU, and it’s also about THEM: It can tell you a lot about yourself and you will
understand better the people around you.
OTHER RELATED CONCEPTS
Character

Objective. Represents who we actually are.

Indicates the traits of a person which are hidden from sight. It includes traits that reveal themselves
only in specific – and often uncommon – circumstances, traits like honesty, virtue, and kindness.

Expression of inner true traits of a person.
Attitude

Standpoint or the opinion one has towards something. It represents an individual’s degree of likes or
dislikes for a particular thing, topic, person, place or situation.

Behaviour or way of response or thinking in any particular situation of an individual shows the
attitude. It keeps changing according to the situation.
Behaviour

What we do. What a person does.

The way a person acts or reacts to other persons and their surroundings in general. It is about how
a person expresses himself or herself.

It is based on the situation and therefore changes a lot.
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CONCLUSION

Everyone has their own self-concept.

Self-concept can be both positive and negative.

Knowing one’s personality is essential in understanding the self.

Everyone has unique personalities.

Character, attitude, behaviour, and personality are different from each other.

To be aware of oneself is to have a concept of oneself.
III.
Viable and vibrant Activities
Activity 1:
Self-Awareness Worksheet
This Self-Awareness worksheet focuses on discovering “Who am I?.” It is an all-encompassing worksheet
that addresses talents, qualities, values, perception, and self-reflection.
Self-Awareness Worksheet Self-Awareness happens through reflection. You can have numerous
experiences in your life, but still lack self-awareness. You need to take the time to step outside of your
experiences and reflect on them. The key areas for self-awareness include our personality traits, personal
values, emotions, habits, and the psychological needs that motivate our behaviors.
Self-awareness and/or Self Discovery is about knowing and understanding:
 your beliefs and principles
 What you value and what is important to you
 what motivates you
 your own emotions
 your thinking patterns
 your tendencies to react to certain situations
 what you want out of life
Instruction: Answer completely the following questions.
Who I am?
To get you thinking about your personal development plan and your mission statement, spend some time
contemplating the following:
TALENTS
What are your greatest talents or skills?
__________________________________________________________________________________
__________________________________________________________________________________
Which of your talents or skills gives you the greatest sense of pride or satisfaction?
__________________________________________________________________________________
__________________________________________________________________________________
What talents or skills do you admire most in others?
__________________________________________________________________________________
__________________________________________________________________________________
What talent or skill do you wish to develop for yourself?
__________________________________________________________________________________
__________________________________________________________________________________
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TRAITS/QUALITIES
What are your five greatest strengths?
1.
2.
3.
4.
5.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
What do you feel are your two biggest weaknesses?
 ______________________________________________
 ______________________________________________
What are your best qualities/characteristics?
__________________________________________________________________________________
__________________________________________________________________________________
What qualities do you wish you had?
__________________________________________________________________________________
__________________________________________________________________________________
What qualities or traits do you most admire in others?
__________________________________________________________________________________
__________________________________________________________________________________
What behaviors, traits, or qualities do you want other people to admire in you?
__________________________________________________________________________________
__________________________________________________________________________________
VALUES
What are ten (10) things that are really important to you?
1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
What are the three most important things to you?
 ______________________________________________
 ______________________________________________
 ______________________________________________
PERCEPTION
How is the “public you” different from the “private you”?
__________________________________________________________________________________
__________________________________________________________________________________
What makes it hard to be yourself with others?
__________________________________________________________________________________
__________________________________________________________________________________
How are you trying to please others with the way you live your life?
__________________________________________________________________________________
__________________________________________________________________________________
What do you want people to think and say about you?
__________________________________________________________________________________
__________________________________________________________________________________
What do you least want people to think about you?
__________________________________________________________________________________
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__________________________________________________________________________________
Is it more important to be like by others or to be yourself? Why?
__________________________________________________________________________________
__________________________________________________________________________________
ACCOMPLISHMENTS
What three things are you most proud in your life?
 ______________________________________________
 ______________________________________________
 ______________________________________________
What do you hope to achieve in life?
__________________________________________________________________________________
__________________________________________________________________________________
If you were to receive an award, what would you want that award to represent? Why?
__________________________________________________________________________________
__________________________________________________________________________________
REFLECTION
List three (3) things that you are:
 ______________________________________________
 ______________________________________________
 ______________________________________________
List three (3) things that you are not:
 ______________________________________________
 ______________________________________________
 ______________________________________________
What is something that represents you? (e.g. song, animal, flower, poem, symbol, jewelry, etc…) why?
__________________________________________________________________________________
__________________________________________________________________________________
What do you like best about yourself?
__________________________________________________________________________________
__________________________________________________________________________________
What do you like least about yourself?
__________________________________________________________________________________
__________________________________________________________________________________
What three things would you like to change most about yourself?
 ______________________________________________
 ______________________________________________
 ______________________________________________
What are three things you believe you need in order to have a great life?
 ______________________________________________
 ______________________________________________
 ______________________________________________’
What do you stand for (Principles)?
__________________________________________________________________________________
__________________________________________________________________________________
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Finish the sentence
I do my best when…
__________________________________________________________________________________
__________________________________________________________________________________
I struggle when…
__________________________________________________________________________________
__________________________________________________________________________________
I am comfortable when…
__________________________________________________________________________________
__________________________________________________________________________________
I feel stress when…
__________________________________________________________________________________
__________________________________________________________________________________
I am courageous when…
__________________________________________________________________________________
__________________________________________________________________________________
One of the most important things I learned was…
__________________________________________________________________________________
__________________________________________________________________________________
I missed a great opportunity when...
__________________________________________________________________________________
__________________________________________________________________________________
One of my favorite memories is…
__________________________________________________________________________________
__________________________________________________________________________________
My toughest decisions involve...
__________________________________________________________________________________
__________________________________________________________________________________
Being myself is hard because…
__________________________________________________________________________________
__________________________________________________________________________________
I can be myself when…
__________________________________________________________________________________
__________________________________________________________________________________
I wish I was more….
__________________________________________________________________________________
__________________________________________________________________________________
I wish I could…
__________________________________________________________________________________
__________________________________________________________________________________
I wish I would regularly…
__________________________________________________________________________________
__________________________________________________________________________________
I wish I had…
__________________________________________________________________________________
__________________________________________________________________________________
I wish I knew…
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__________________________________________________________________________________
__________________________________________________________________________________
I wish I felt…
__________________________________________________________________________________
__________________________________________________________________________________
I wish I saw…
__________________________________________________________________________________
__________________________________________________________________________________
I wish I thought…
__________________________________________________________________________________
__________________________________________________________________________________
Life should be about…
__________________________________________________________________________________
__________________________________________________________________________________
I am going to make my life about…
__________________________________________________________________________________
__________________________________________________________________________________
Activity 2:
The Johari Window
Instructions: Fill out the Johari Window. Write at least 3 answers per panes.
IV.
Opportunity to reflect and articulate students’ acquired knowledge.
Purpose of the activity
1. To assess how acquainted the students are of themselves;
2. To be able to reflect on themselves to improve self-awareness; and
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3. To explore own personality traits, personal values, emotions, habits, and psychological needs
that motivate their behaviors.
Criteria for Evaluation (Self-Awareness Worksheet & The Johari Window)
Each section will be scored (5 pts. each) according to the following Criteria:
5 points – if answers are complete with rich information, demonstrate reflective, honest, and sincere
thought in answering the questions, and with occasional grammatical or stylistic error.
4 points – if answers are complete but with substantial information, demonstrate reflective, honest, and
sincere thought in answering the questions, and with few grammatical or stylistic errors.
3 points – if answers are incomplete, somewhat demonstrate reflective, honest, and sincere thought in
answering the questions, and with obvious grammatical or stylistic errors.
2 points – if are incomplete, do not demonstrate reflective, honest, and sincere thought in answering the
questions, and with obvious grammatical errors.
0 point – no work submitted
Summary and Reflection
Please refer to student’s Learning Journal.
V.
Textbooks and other References
Ackerman, C. E. (2021, January 30). What is Self-concept theory? A Psychologist explains. [2019 Update].
PositivePsychology.com. https://positivepsychology.com/self-concept/.
American Psychological Association. (n.d.). Personality. American Psychological Association.
https://www.apa.org/topics/personality#:~:text=Personality%20refers%20to%20individual%20differences,
such%20as%20sociability%20or%20irritability.
Cherry, K. (2021, April 18). What is self-concept and how does it form? Verywell Mind.
https://www.verywellmind.com/what-is-self-concept-2795865.
Destiny’s Odyssey Self-Awareness Worksheet. Retrieved from https://destinysodyssey.com/wpcontent/uploads/2011/08/Self-Awareness-Workshop.pdf
in Communication Models, G. C. (2014, July 10). The johari window model. Communication Theory. Retrieved
August 19, 2022, from https://www.communicationtheory.org/the-johari-window-model/
Melissa. (2017, April 18). 6 Reasons Why Knowing Your Personality Type Can Change Your Life. MBTIonline.
https://www.mbtionline.com/en-US/Articles/2017/April/6-Reasons-Why-Knowing-Your-Personality-TypeCan-Change-Your-Life.
Vinney, C. (2018, November 12). What is self-concept in psychology? ThoughtCo.
https://www.thoughtco.com/self-concept-psychology-4176368.
The TCC Learning Module Component Details
Each course module shall independently design from students’ available resource to ensure
that students will learn from the designed teaching and learning materials. Further, it is intentionally
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designed containing components with acronym PIVOT which is the same acronym of the City
Government and the College Core Values (Professionalism, Integrity, Value for Excellence, Open for
Innovation, Teamwork) to instill amongst TCCians the spirit of these core values exceptionally in the
midst of crisis.
P
reliminaries. An introduction to the module objectives, contents, its rationale or purpose, list of
assignments, activities, lecture notes, test/quizzes, and due dates. This is a place to provide a
rationale and highlight the module’s relevance by describing how it fits into the course, and
may provide a brief overview of new material. It is also a place to remind students what they have
already learned and how this new information will build on their previous knowledge.



Introduction: A general statement about the nature of the module and its relation to the
course as a whole. The introduction should not only introduce the topic of the module, but
should also forecast the content and organization of the module itself.
Module Learning Objectives: These objectives should be the specific outcomes that relate to
each individual module, not the objectives that relate to the entire course. Students should be
explicitly and clearly told what they are expected to learn in each module. It is very important to
make sure that the module outcomes align properly with the assessments in the same module.
Learning outcomes are direct statements that describe the knowledge, skills, and attitudes
that students are expected to reliably demonstrate in successfully completing a course. They
describe learning that is significant and durable– learning that really matters in the long term.
Learning Outcomes should be observable, assessable in some way, and both rigourous and
flexible (rigourous in that they specify the complexity of learning expected and flexible in that
the learning may be demonstrated in a variety of ways).
I
nstructions. This part of the module discourses the subject matter. It contains lectures and
instructions supported by any reading or visual material like instructor prepared text, PowerPoint
slides, Web sites, articles, graphic organizers, or other media and material. This would also be the
place to link discussion boards, audio files, video conferencing, and chat room discussions that are
serve as the means of interaction between students and faculty for this module period and help
students meet the objectives associated with this period of time in the course.
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Key Words and Concepts: A list of keywords with definitions, perhaps listed for emphasis so
that the student will be on the alert for an explanation or definition later in the module.
Content Lectures/Discussions: This can be a very broad area to cover and may include
multiple topics separated into sections. Therefore, you may want to link your discussion to your
presentation related to the module.
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iable and vibrant Activities. This is where faculty would list assignments/activities related to
this specific course module. This section contains activities that ways for students to engage
with each other in discussion and with the information and concepts. This section actively
engages students with the course material and explicitly practice or review, apply, analyze or
synthesize through discussion, exercises, laboratories, problem solving, case studies, role plays, test,
quiz, essay, journal or portfolio entry, peer evaluation, or self-evaluation and other methods.
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Collaborative and interactive activities that will facilitate communication between and
among students, including group projects, discussion questions, or other types of
communication and collaboration.
Assignments. While the assignments were listed in the preliminaries, here is a chance to
describe the assignments in detail and to provide students with the needed information and
resources, including the due dates. If there are more than one type of assignment the module
may have a page for each.
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UNDERSTANDING THE SELF
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pportunity to reflect and articulate students’ acquired knowledge. This section provides
clear and explicit details on how students will evaluate/ assess their work/performance. This
section encourages students to fill up the college Standard Learning Journal (SLJ), it further,
explained how the faculty will give feedback to students regarding their learning and accomplishment
of the module objectives.
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Evaluations. All assessments should contain detailed explanations of their purpose, with full
descriptions of how students are to complete and submit them. Assessment and Evaluation
tools are specified under this section.
Summary and Reflection. This section provides a way to engage the student in a dialogue
about what they have learned by completing the module. This dialogue might take place in an
online or classroom discussion, in a small-group activity, or through a writing assignment. It
might also contribute to a student’s grade for participation.
Standard Learning Journal. A standardized form use to record the collection of notes,
observations, thoughts and other relevant materials built up over a period of time and maybe a
result of a period of study, learning and/or working experience. Its purpose is to enhance
student’s learning through the process of writing and thinking about your learning experiences.
Student learning journal is personal to them and will reflect their personality, preferences and
experiences. (With Attached copies of Learning Journal Guidelines and SLJ Form).
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extbooks and other References. This part contains textbook and reference used in the
module. It also covers possibly additional resources supplemental or complementary materials
relevant to the module essential for students to extend their learning through enriching
activities and evaluation. Be certain to clearly and explicitly designate a note for optional materials or
required materials. Specify a time period within the duration of the module for student to browse the
required materials.
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