Republic of the Philippines

BATANGAS STATE UNIVERSITY

Pablo Borbon Main 1
Rizal Avenue Extension, Batangas City

COLLEGE OF TEACHER EDUCATION

Secondary Education Department

COURSE SYLLABUS WITH SPECIFICATIONS

UNIVERSITY VISION
A globally recognized institution of higher learning that develops competent and morally upright
citizens who are active participants in nation building and responsive to the challenges of 21st century.

UNIVERSITY MISSION
Batangas State University is committed to the holistic development of productive citizens by
providing a conducive learning environment for the generation, dissemination and utilization of
knowledge through innovative education, multidisciplinary research collaborations, and community
partnerships that would nurture the spirit of nationhood and help fuel national economy for
sustainable development.

COURSE CODE : GEd 101

COURSE TITLE : Understanding the Self
CREDIT UNIT : 3 units
PRE-REQUISITE : None
ACADEMIC YEAR : First Semester AY 2018-2019
REFERENCE CMO : CMO No.74, s.2017

PROGRAM EDUCATIONAL OBJECTIVES:

The BSED program aims to produce secondary teachers who have the ability to:

1. demonstrate comprehensive and up-to-date knowledge in a specific field of specialization in

the secondary education curriculum by engaging in scholarly and research activities and by
maximizing opportunities for lifelong learning;

2. provide meaningful learning experiences to secondary students by using emerging educational

technologies for quality and effective teaching and by creating an environment that
encourages positive social interaction, active engagement and self-motivation;

3. demonstrate competence in teaching and testing through the design, adoption and utilization
of teaching methods, instructional materials, and assessment tools that are appropriate to the
cognitive, affective and psychomotor development of secondary learners;

4. observe the professional code of ethics for teachers and internalize the importance of
continuous professional development, as well as the need to work cooperatively and
harmoniously with all members of the academic community; and

5. establish sustainable partnerships and linkages with the professional community and provide
assistance to the underserved, depressed, illiterate and less skilled members of society through
extension activities and community service.

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PHILOSOPHY
The course deals with the nature of identity, as well as the factors and forces that affects the
development and maintenance of personal identity. It is also 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 its 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 an 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.

AUDIENCE
Understanding the Self is a three-unit course intended for First Year Bachelor of Secondary
Education.

STUDENT OUTCOMES
Graduates are expected to:
a. demonstrate in-depth understanding of the diversity of learners in various
learning areas;
b. manifest meaningful and comprehensive pedagogical content knowledge 
(pck) of the different subject areas;
c. utilize appropriate assessment and evaluation tools to measure learning 
outcomes;
d. manifests skills in communication, higher order thinking and use of tools 
and technology to accelerate learning and teaching;
e. demonstrate positive attitudes of a model teacher, both ass an individual and 
as a professional; and
f. manifest a desire to continuously pursue personal and professional 
development.

INTENDED LEARNING OUTCOMES

1. Discuss the different representations and conceptualizations of the self from various
disciplinal perspectives
2. Compare and contrast how the self has been represented across different disciplines and
perspective
3. Explore the different aspects of self and identity
4. Demonstrate critical, reflective thought in integrating the various aspects of self and identity
5. Identify the different forces and institutions that impact the different aspects of self and
identity
6. Examine one’s self against the different aspects of self-discussed in class

RELATIONSHIP TO STUDENT OUTCOMES

Mapping of Intended Learning Outcomes vs Student Outcomes

Intended Learning Applicable Student Outcomes

Outcomes A B C D E
ILO 1  
ILO 2 
ILO 3  
ILO 4 
ILO 5  
ILO 6 

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SPECIFIC OBJECTIVES

Topics ILO1 ILO 2 ILO 3 ILO 4 ILO 5 ILO 6 ILO 7 ILO 8

1. The Self from Various
Philosophical  
Perspectives
2. The Self, Society, and
 
Culture
3. The Self as Cognitive
 
Construct
4. The Self in Western and
 
Eastern Thoughts
5. The Physical and Sexual
   
Self
6. To Buy or Not to Buy?
   
That Is the Question!
7. Supernaturals: Believe It
   
or Not
8. The Political Self and
   
Being Filipino
9. Who Am I in the
Cyberworld? (Digital    
Self)
10. Learning To Be a Better
 
Learner
11. Do Not Just Dream,
 
Make It Happen
12. Less Stress, More Care  

TEACHING, LEARNING AND ASSESSMENT STRATEGIES

Teaching and Learning Strategies
This course will be taught through a combination of reporting, lecture/discussion, group/individual
activity, video presentation and other related strategies as apply to specific topics.

Assessment Strategies
Students will be assessed using any or combination of the rubrics, paper and pencil tests, oral and
paper presentation, individual and group presentation and portfolio/learning journal.

COURSE REQUIREMENTS
Major Examinations
There will be four major examinations preliminary, midterm, semifinal and final examinations.
These exams will be administered on the dates set by the department unless otherwise specified. The
scope of the exam will include but not limited to those topics given in the class schedule for the
specified period. It may include some related topics given before. Exams will commence and end on
the scheduled time. Latecomers will not be given any consideration unless with valid reason.

Quizzes
These quizzes may be given announced or unannounced by the course instructor. These may include
worded problem-solving activities or sets of exercises and drills.

Class Participation
Maximum participation among the enrolled students in this course is highly encouraged and
expected. Students’ level of participation in the class activities particularly in discussion is
considered in giving grades by the instructor.

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Consultation
Students are encouraged to consult their instructor in the set schedule regarding their academic affairs
and experiences while in the college. Consultation hours is scheduled every Monday 2-5 in the
afternoon.

Attendance Policy
Prompt and regular attendance of students is required. Total unexcused absences shall not exceed ten
(10) percent of the maximum number of hours required per course per semester (or per summer
term). A semester has 18 weeks. For example, a semestral subject with :
 3 units (3 hrs lec), 10% x 3 x 18 = 5.4 hrs or 6 hrs.

Please refer to the provisions in the Norms of Conduct for the full text of guidelines for the
attendance.

Missed Exams
Missed exams will be given for authorized university activities only if a student present suitable
documentation (evidence) explaining the absence to the instructor. The instructor/university reserves
the right to disapprove any explanations for absences presented without prior notice and not provide
the opportunity for a Missed exams. Students knowing they will be absent from an announced test
because of personal or business reasons are required to inform the instructor before the absence.

COURSE POLICIES

Grading System
Major Examinations – 60%
Class Standing – 40%
Class standing is composed of different components such as quizzes, attendance,
reflective journal and research related activities.

The work of students shall be graded at the end of each term in accordance with the following
system:

Numerical Grade Percentage Equivalent Description

1.00 98-100 Excellent
1.25 94-97 Superior
1.50 90-93 Very Good
1.75 88-89 Good
2.00 85-87 Meritorious
2.25 83-84 Very Satisfactory
2.50 80-82 Satisfactory
2.75 78-79 Fairly Satisfactory
3.00 75-77 Passing
5.00 Below 75 Failure
Inc. *Incomplete
Drp Dropped

Students who will get a grade of 70-74 must be given a removal examination. A grade of “3.0’ will
be given to those who will pass the removal examination and those who will fail will be given a grade
of “5.0”.

*A grade of “Incomplete” must be complied with by the student within one (1) semester or one
hundred fifty (150) days. A student who fails to complete the deficiency/deficiencies at the end of the
succeeding semester shall automatically obtain a grade of 5.0 in the course.

Academic Dishonesty
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Academic dishonesty includes acts such as cheating during examinations or plagiarism in connection
with any academic work. Such acts are considered major offenses and will be dealt with according to
the University’s Student Norms of Conduct.

Dropping
Dropping must be made official by accomplishing a dropping form and submitting it at the
Registrar’s Office before the midterm examination. Students who officially drop out of class shall be
marked “Dropped” whether he took the preliminary examination or not and irrespective of their
preliminary grades.

A student who unofficially drops out of class shall be given a mark of “5.0” by the instructor.

ACADEMIC INFRASTRUCTURE

Textbook:
Alata, Eden Joy. et al (2018). Understanding Self. Manila. Rex Bookstore Inc.

References:

R1: Chaffee, John. 2015. The Philosopher’s Way: Thinking Critically About Profound Ideas.
5th Ed. Boston: Pearson.

R2: Gebhard, Paul Henry. 2017. Human Sexual Behavior. Accessed October 11, 2017.
https://www.britannica.com/topic/human-sexual-behaviour.

R3: Gleitman, Henry, James Gross, and Daniel Reisberg. 2011. Psychology. 8th Ed. Canada:
W.W.
Norton and Company.

R4: Jhangiani, Rajiv, and Hammond Tarry. 2014. Principles of Social Psychology. 1st Ed.
Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

R5: Marwick, Alice. 2013. “Gender, Sexuality and Social Media.” In Senft, T. & Hunsinger, J.
(Eds), The Social Media Handbook (59–75). New York: Routledge.

R6: Neff, Kristin. 2012. “The Science of Self-Compassion.” In Compassion and Wisdom in
Psychotherapy edited by C. Germer and R. Siegel. New York: Gilford Press. Accessed
October 31, 2017. http://self-compassion.org/wp-content/ uploads/publications/SC-Germer-
Chapter.pdf

R7: Papaleontiou-Louca, Eleonora. 2003. “The Concept and Instruction of Metacognition.”

Teacher Development Vol. 7, No. 1. DOI: 10.1080/13664530300200184.

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TENTATIVE COURSE OUTLINE/CALENDAR

Week Suggested
Topic Strategies OLE ILE
# References
Alata, Group Activity: Group
Course Introduction Eden Joy. Acquaintance Activity: Learning
1
et al Game Acquaintance Journal
Game
The Self from Alata, Eden Activity: Self Activity: Self Learning
Various Joy. et al Analysis Analysis Journal
Philosophical Discussion
Perspectives Reporting
CILO 1: Discuss the
2 different
representations and
conceptualizations of
the self from various
disciplinary
perspectives
The Self, Society, Alata, Eden Activity: Self Activity: Self Reflection
and Culture Joy. et al Through the Through the Paper
CILO 1: Compare and Years Years
contrast how the self Discussion
3-4
has been represented Reporting
across different
disciplines and
perspective
The Self as Cognitive Alata, Eden Activity: You Activity: You Learning
Construct Joy. et al through others’ through Journal
CILO 1: Examine the eyes others’ eyes
5
different influences, Discussion
factors, and forces that Reporting
shape the self
PreliminaryExamination
The Self in Western Alata, Eden Activity: Two Activity: Two Concept
and Eastern Joy. et al Sides of the Sides of the Map
Thoughts Same Planet Same Planet
CILO 1: Demonstrate Discussion
critical and reflective Reporting
6
thought in analyzing
the development of
one’s self and identify
by developing a
theory of the self
The Physical and Alata, Activities: Activities: Learning
Sexual Self Eden Joy. -Defining Beauty -Defining Journal
7 CILO 1: Explore the et al -Debate Beauty
different aspects of -Debate
self and identity
To Buy or Not to Alata, Activity: Activity: Collage
Buy? That Is the Eden Joy. -Debit card -Debit card making
Question! et al challenge challenge
CILO 1: Demonstrate Discussion
8
critical, reflective Reporting
thought in integrating
the various aspects of
self and identity
Week Topic Suggested Strategies OLE ILE

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 # References
Supernaturals: Alata, Activity: Art Activity: Art Multi-media
Believe It or Not Eden Joy. Recall Recall Presentatio
CILO 1: Examine et al n
9
one’s self against the
different aspects of
self discussed in class
Midterm Examination
The Political Self Alata, Acrostics
and Being Filipino Eden Joy. Activity: Who Activity:
CILO 1: Identify the et al is a Filipino? Who is a
different forces and Filipino?
10
institutions that Discussion
impact the different Reporting
aspects of self and
identity
Who Am I in the Alata, Eden Learning
Cyberworld? Joy. et al Activity: Three Activity: Journal on
(Digital Self) Facts, One Three Facts, Fake News
11 CILO 1: Examine Fiction One Fiction
one’s self against the Discussion
different aspects of Reporting
self discussed in class
Learning To Be a Alata, Eden Activity: How Activity: Study
Better Learner Joy. et al do you think How do you Plan/Diagra
CILO 1: Understand about thinking? think about m
the theoretical thinking?
12-13
underpinnings for how Discussion
to manage and care Reporting
for different aspects of
the self
Semi-Final Examination
Do Not Just Dream, Alata, Eden Activities: 5- Activities: 5- Graphic
Make It Happen Joy. et al 10-20 Selfie 10-20 Selfie Organizer
CILO 1: Acquire and Goal Setting Goal Setting Dream
14-15 hone new skills and Plan Plan Board
learning for better Discussion
managing of one’s self Reporting
and behaviors
Less Stress, More Alata, Eden Activities: Activities: Graphic
Care Joy. et al Self Stress Self Stress Organizer
CILO 1: Apply the Assessment Assessment Dream
new skills to one’s self Self Self Board
16-18
and functioning for a compassionate compassionat
better quality of life letter e letter
Discussion
Reporting
Final Examination

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Prepared by:

Dr. MARIA GLORIA R. DATINGUINOO

Instructor
Date Signed

Reviewed by:

Dr. NORRIE E. GAYETA

Department Chair
Date Signed

Approved by:

Dr. ROWENA R. ABREA

Dean, College
Date Signed

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