Understanding the Self Updated Syllabi (PDF)

**OFFICE OF THE ACADEMIC DEAN** **SYLLABUS TEMPLATE** **SCHOOL OF EDUCATION, CRIMINOLOGY ARTS AND PSYCHOLOGY** **Social Sciences Department** **Curriculum 2018** **Course Information and Syllabus in PDEV 1013** ----------------------- -------------------------------- **Descriptive Title**...

**OFFICE OF THE ACADEMIC DEAN** **SYLLABUS TEMPLATE** **SCHOOL OF EDUCATION, CRIMINOLOGY ARTS AND PSYCHOLOGY** **Social Sciences Department** **Curriculum 2018** **Course Information and Syllabus in PDEV 1013** ----------------------- -------------------------------- **Descriptive Title** Understanding the Self **Credit Units:** **3 units (Lecture 54 hours)** **Pre-requisite/s** None ----------------------- -------------------------------- **Course Description *(as prescribed by CHED)*:** The course deals with the nature of identity, as well as the factors and forces that affect the development and maintenance of personal identity. The directive to Know Oneself has inspired countless and varied ways to comply. Among the questions that everyone has had to grapple with at one time or other is \"Who am I?\" At no other period is this question asked more urgently than in adolescence - traditionally believed to be a time of vulnerability and great possibilities. Issues of self and identity are among the most critical for the young. 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. The 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 raising, among others, the question: \"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. This course includes mandatory topics on Family Planning and Population Education. **GENERAL EDUCATION LEARNING OUTCOMES:** +-----------------------------------+-----------------------------------+ | A. | | +-----------------------------------+-----------------------------------+ | **GE1** | Analyze \"texts\" (written, | | | visual, oral, etc.) critically | +-----------------------------------+-----------------------------------+ | **GE2** | Demonstrate proficient and | | | effective communication (writing, | | | speaking, and use of new | | | technologies) | +-----------------------------------+-----------------------------------+ | **GE3** | Use basic concepts across the | | | domains of knowledge | +-----------------------------------+-----------------------------------+ | **GE4** | Demonstrate critical, analytical, | | | and creative thinking | +-----------------------------------+-----------------------------------+ | **GE5** | Apply different analytical modes | | | in problem solving | +-----------------------------------+-----------------------------------+ | B. | | +-----------------------------------+-----------------------------------+ | **GE6** | Project a mature/extensive | | | awareness of the human condition | +-----------------------------------+-----------------------------------+ | **GE7** | Interpret the human experience | | | from various perspectives | +-----------------------------------+-----------------------------------+ | **GE8** | Examine the contemporary world | | | from both Philippines and global | | | perspectives | +-----------------------------------+-----------------------------------+ | **GE9** | Take responsibility for knowing | | | and being Filipino | +-----------------------------------+-----------------------------------+ | **GE10** | Reflect critically on shared | | | concerns | +-----------------------------------+-----------------------------------+ | **GE11** | Generate innovative practices and | | | solutions guided by ethical | | | standards | +-----------------------------------+-----------------------------------+ | **GE12** | Make decisions based on moral | | | norms and imperatives | +-----------------------------------+-----------------------------------+ | **GE13** | Advocate respect for human rights | +-----------------------------------+-----------------------------------+ | C. | | +-----------------------------------+-----------------------------------+ | **GE14** | Work effectively in a group with | | | diverse culture and backgrounds | +-----------------------------------+-----------------------------------+ | **GE15** | Apply computing tools to process | | | information effectively | +-----------------------------------+-----------------------------------+ | **GE16** | Use current technology to assist | | | and facilitate learning research | +-----------------------------------+-----------------------------------+ | **GE17** | Utilize technology responsibly | +-----------------------------------+-----------------------------------+ | **GE18** | Create solutions to problems in | | | various fields | +-----------------------------------+-----------------------------------+ | **GE19** | Manage one\'s knowledge, skills, | | | and values for responsible and | | | productive living | +-----------------------------------+-----------------------------------+ | **GE20** | Organize one\'s self for lifelong | | | learning | +-----------------------------------+-----------------------------------+ **COURSE LEARNING OUTCOMES:** ------------------------------------------------------------------------------------------------------------- ----------------------------------------- --------- --------- --------- --------- --------- --------- --------- --------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- **COURSE LEARNING OUTCOMES** **GENERAL EDUCATION LEARNING OUTCOMES** **After completion of the course, the students should be able to:** **GE1** **GE2** **GE3** **GE4** **GE5** **GE6** **GE7** **GE8** **GE9** **GE10** **GE11** **GE12** **GE13** **GE14** **GE15** **GE16** **GE17** **GE18** **GE19** **GE20** **CLO 1:** Examine the different influences, factors, and forces that shape the self **I** **E** **D** **E** **I** **E** **I** **I** **D** **I** **CLO 2:** Explore the different aspects of self and identity **I** **E** **E** **D** **E** **E** **E** **E** **E** **D** **E** **E** **I** **CLO 3:** Demonstrate critical, reflective thought in integrating the various aspects of self and identity **E** **E** **E** **D** **E** **E** **E** **E** **E** **D** **E** **E** **I** **CLO 4:** Evaluate the theories and concepts on how to manage and care for different aspects of the self **I** **E** **D** **D** **D** **E** **D** **E** **D** **D** **E** **I** **CLO 5:** Apply new skills in self-management for a better quality of life for the self and community **E** **D** **D** 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Included in this terminal requirement is the compilation of the *Three Things I Learned About Myself* which they were required to answer after every section of the course. **Service Learning Program: Community Engagement** The students shall create guidance classes in different partner schools. the guidance class shall focus on understanding their personality, skills and relationships.The students shall create committees for specific activities and tasks where they shall be involved in. They shall develop and use the outputs they have made inside the classroom for their service learning program where they shall present topics to the pupils and students in identified partner communities. This activity intends to extend their learning experience beyond the four walls of the classroom by applying and sharing what they have learned throughout the course. *The activity may be implemented with other service learning programs from other courses.* **ASSESSMENT TOOLS: (Note: These are used to assess the CLO)** ------------------------------------------------------------------------------------------------------------- -------------------------------------------------------- ------------------------ **CLO** **ASSESSMENT TOOLS** **DOMAIN** **CLO 1:** Examine the different influences, factors, and forces that shape the self Group Work and Quizzes Affective **CLO 2:** Explore the different aspects of self and identity Reflection papers and Seatworks Cognitive **CLO 3:** Demonstrate critical, reflective thought in integrating the various aspects of self and identity Journals and Experiential acitivities Psychomotor/ Affective **CLO 4:** Evaluate the theories and concepts on how to manage and care for different aspects of the self Forums and Mini-Research Affective/ Cognotive **CLO 5:** Apply new skills in self-management for a better quality of life for the self and community Major Requirement (including Service Learning Program) Psychomotor ------------------------------------------------------------------------------------------------------------- -------------------------------------------------------- ------------------------ **Grading System:** ---------------------------- ------------ ------------- ------------ **Distribution of Grades** **Prelim** **Midterm** **Finals** **Class Standing** **50%** **50%** **50%** **Major Examinations** **50%** **50%** **50%** **Total** **100%** **100%** **100%** ---------------------------- ------------ ------------- ------------ **[RUBRIC FOR TABLE OF COMPARISON]** -------------------------- ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------- **Criteria** **Poor** **Fair** **Excellent** **Chart Requirements**  The chart is lacking in elements required and in resources used. There are many gaps in the information presented. The chart includes some of the required elements. There is not enough information presented.  The chart includes all required elements of the project and includes a clear, strong comparison. Goes beyond what was expected.  **Work quality/effort** Work is done with little effort, quality is not what the learners are capable of. It is evident that the work was rushed and little time was spent on the final product. Work is incomplete.  Work is done with fair effort, but the quality is still not what the learners are capable of. It is evident that the work was rushed. The work done exceeds all expectations and shows that the learners are proud of their work.  **Visual Presentation**  The chart lacks a clear presentation and there are several errors.  The chart is presented in a satisfactory manner. Not all parts are clear.  The chart has an element of creativity and style. It is well labeled and presented in a clear and concise manner.  -------------------------- ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------- **[RUBRIC FOR PERSONAL NARRATIVE PROJECT]** ------------------------ -------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------- **Criteria** **Poor** **Fair** **Excellent** **Effort**  Little effort is observed by the neatness, creativity, images and overall look and feel of the presentation.  Some effort is observable by the neatness, creativity, images and overall look and feel of the presentation.  Great effort is observable by the neatness, creativity, attention to detail and images and overall look and feel of the presentation.  **Content** Student did not fill out the chart completely or used vague words/sentences in describing themselves. Student provided 1-3 pieces of information about themselves as required in the chart. Student provided more than 5 pieces of information about themselves as required in the chart. **Meaningful Images**  Little observable thought was put into the images chosen and how they relate to the student as the unique individual that he/she is. Some observable thought was put into the images chosen and how they relate the student as the unique individual that he/she is. Great thought and effort was put into the images chosen and how they relate to the student as the unique individual that he/she is.  ------------------------ -----------------------------------------------------------------------------------