GABRIEL TABORIN COLLEGE OF DAVAO FOUNDATION INC.

Lasang, Davao City

UNDERSTANDING THE SELF

First Semester|A.Y. 2017-2018

Prepared by:

MARY ANN J. CAGAY

Instructor
Gabriel Taborin College of Davao

Gabriel Taborin College of Davao

Course Syllabus
1st Semester A.Y. 2017-2018

Course Title Understanding the Self

Credit Units 3 Units

Course Description
This course is designed to help the students understand the nature of identity including factors that influence and shape 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 the 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.

Contact Hours 3 hours per week

Pre-requisite

GTCD Vision Statement

Gabriel Taborin College of Davao Foundation, Inc., a Catholic Educational Institution, anchored on the Spirituality of the Holy Family, envisions a
society that promotes the evangelical values of peace, solidarity, fraternal relationships, and respect of the environment.

GTCD Mission Statement:

GTCD commits to form graduates who are academically competent, technologically skillful, socially committed and spiritually mature

Institutional Graduate Attributes (IGA):

1.) Innovative
2.) Effective Communicator
3.) IT Proficient
4.) Committed
5.) God-Centered

Institutional Graduate Outcomes (IGO):

1.) Utilizes critical thinking and creative skills by providing solutions in consideration of ethical, socio-cultural, and environmental concerns;
2.) Uses English language effectively in both oral and writing in the workplace and the community;
3.) Incorporates advancement of information technology to perform tasks effectively and efficiently;
4.) Performs work beyond the demands of duties and responsibilities with passion and commitment; and
5.) Lives-out the spirituality of the Holy Family in the family, the workplace, and the community.\

Program Educational Objectives (PEO):

Three years after graduation, GTCD Education alumni shall:

1.) have advanced their practice or achievement in the field of Elementary/Secondary Education and/or other endeavors supported by their
acquired education;
2.) strive to be globally competitive through:
a.) living by the GTCD mission values, pursuing continuing education, and practicing continuous quality improvement in their
personal lives; and
b.) continuously scanning, adopting, and building on the best practices in their fields;
3. uphold dignified personality and manifest genuine enthusiasm and pride in teaching as a noble calling.
Program Outcomes (POs):

By the time of graduation, the graduates have the ability:

a. articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor);
b. effectively communicate in English and Filipino, both orally and in writing;
c. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams (PQF level
6 descriptor);
d. act in recognition of professional, social, and ethical responsibility;
e. preserve and promote “Filipino historical and cultural heritage” based on RA 7722;
f. articulate the rootedness of education in philosophical, sociocultural, historical, psychological,and political contexts;
g. demonstrate mastery of subject matter/discipline;
h. facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments;
i. develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
j. apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices;
k. demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes;
l. Practice professional and ethical teaching standards sensitive to the local, national, and global realities;
m. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

Specific to a sub-discipline and major

Bachelor of Secondary Education major in English:
a. possess broad knowledge of language and literature for effective learning;
b. use English as a global language in a multilingual context as it applies to the teaching of language and literature;
c. acquire extensive reading background in language, literature and allied fields;
d. demonstrate proficiency in oral and written communication;
e. shows competence in employing innovative language and literature teaching approaches, methodologies, and strategies;
f. use technology in facilitating language learning and teaching;
g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and
literature;
h. Display skills and abilities to be a reflective and research-oriented language and literature teacher.
Course Intended Learning Outcomes:

At the end of the semester, the students must have:

1. discussed the different representations and conceptualizations of the self from various disciplinal perspectives;

2. compared and contrast how the self has been represented across different disciplines and perspectives;

3. examined the different influences, factors, and forces that shape the self;

4. demonstrated critical and reflective thought in analyzing the development of one’s self and identity by developing a theory of the self;

5. explored the different aspects of self and identity;

6. demonstrated critical, reflective thought in integarting the various aspects and identity;

7. identified the different forces and institutions that impact the development of various aspects of self and identity;

8. examined one’s self against the different aspects of self discussed in class;

9. understood the theoretical underpinnings for how to manage and care for different aspects of the self;

10.acquired and honed new skills and learnings for better managing of one’s self and behaviors; and

11.applied these new skills to one’s self and functioning for a better quality of life.

Course Outline and Timeframe

Week Course Content / Subject Matter

1-2 The Self from Various Philosophical Perspectives

3 and 4 The Self, Society, and Culture

 5 The Self as Cognitive Construct

6 The Self in Western and Eastern Thoughts

7 and 8 The Physical and Sexual Self

9 To Buy or Not to Buy? That Is The Question!

10 and 11 Supernaturals: Believe It or Not!

12 The Political Self and Being Filipino

13 Who Am I in the Cyberworld? (Digital Self)

14 Learning To Be a Better Learner

15 and 16 Do Not Just Dream, Make It Happen

17 and 18 Less Stress, More Care

Course Learning Plan

Desired Learning Course Content/Subject Matter Textbooks/ Teaching and Learning Assessment Task Resource Time
Outcome (DLO) References Activities (TLAs) (ATs) Materials Table

 Explain why it Defining the Self: Personal and Alata, Caslib, Do You Truly Know Paper and Pen Self Projector, Week 1-2
is essential to Developmental Perspectives on Serafica and Yourself? Assessment laptop, manila
understand Self and Identity Pawilen (2018) paper, marker,
self; ( A quick survey about fact sheets,
A. Philosophy one’s self) rubrics
 Describe and
 discuss the - Socrates and Plato
different
notions of the - Augustine and Thomas Aquinas
self from the - Descartes Interactive Classroom Graded Oral
points-of-view Discussion Recitation
of the various - Hume
philosophers
across time -Kant
and place;
- Ryle
 Compare and
- Merleau-Ponty
contrast how
Small Group Activity
the self has
(Venn Diagram)
been Output Presentation
represented in with Rubrics
different
philosophical Knowing the Concept of
schools; and Self

 Examine (Students will answer

some questions about Essay Writing
one’s self
against the their self concept or how
different views they conceive their self)
of self that
were
discussed in
class.

 Explain the The Self, Society, and Culture Alata, Caslib, Interactive Reporting Group Report with Projector, Week
relationship Serafica and Rubrics laptop, manila
between and -What is Self? Pawilen (2018) paper, marker, 3-4
among the fact sheets,
- The Self and Culture
self, society, rubrics
and culture; -The Self and the Development of
the Social World
 Describe and - Mead and Vygotsky
discuss the
different ways -Self in Families
by which - Gender and the Self
society and
culture shape -
the self;

 Compare and
contrast how Small Group Discussion Graded Oral
the self can Recitation with
be influenced Rubrics
by the
different
institutions in
the society;
and
My Self Through the Presentation of
 Examine
Years (an individual Output with Rubrics
one’s self
activity examining one’s
against the
self)
different views
of self that
were
discussed in
the class.
 Identify the The Self as Cognitive Construct Alata, Caslib, Interactive Reporting Reporting with Projector, Week 5
different ideas Serafica and Rubrics laptop, fact
in psychology Pawilen (2018) sheets, rubrics
about the
“self”;

 Create your
own definition “You” Through Others’
of the “self” Eye ( The activity has Graded Individual
based on the two parts that try to Presentation with
definitions compare how we look at Rubrics
from ourselves against how
psychology; people perceive us
and depending on how we
present ourselves to
 Analyze the them.)
effects of
various
factors
identified in
psychology in
the formation
of the “self”.

FIRST TRINAL EXAM

 differentiate The Self in Western and Eastern Alata, Caslib, Two Sides of the Same Output Presentation Projector, Week 6
the concept of Thoughts Serafica and Planet ( Using the table, with Rubrics laptop, manila
self according Pawilen (2018) students will write five paper, marker,
to Western differences between fact sheets,
thought Western and Eastern rubrics
against society, culture, and
Eastern/Orien individuals.)
tal
perspectives;
Interactive Reporting with
Discussion/Reporting Rubrics

 explain the
concept of Draw It!
self as found (Students will create a Output Presentation
in Asian diagram, representation, with Rubrics
thoughts; and or concept map of the
 create a SELF according to
representation Filipino culture.)
of the Filipino
self.
 discuss the Unpacking the Self Alata, Caslib, Interactive Classroom Reporting with Projector, Week 7-8
developmenta Serafica and Discussion/Reporting Rubrics laptop, manila
l aspect of the -Reproductive System Pawilen (2018) paper, marker,
reproductive fact sheets,
- Diseases Associated with the
system; rubrics
Reproductive System
 describe the - Erogenous Zones Short Debate:
erogenous
zones; - Human, Sexual Behavior Agree or Disagree

 explain - Types of Behavior Oral Recitation with

human sexual Rubrics
behavior; *Solitary Behavior

 characterize *Sociosexual Behavior

the diversity
- Physiology of Human Sexual
of sexual
Response
behavior; Creative Work:
-Nervous System Factors
 describe Students will propose a
sexually -Sexual Problems program in school or Output Presentation
transmitted community that will raise with Rubrics
diseases; and -Sexually Transmitted Diseases the awareness of the
students and to help
 differentiate -Natural and Artificial Methods of
eliminate sexually
natural and Contraception
transmitted diseases
artificial
especially among the
methods of
youth.
contraception.
 explain the To Buy or Not to Buy? That Is the Alata, Caslib, Interactive Classroom Reporting with Projector, Week 9
association of Question Serafica and Discussion/Reporting Rubrics laptop, fact
self and Pawilen (2018) sheets, rubrics
possessions; - Material Self

 identify the -We Are What We Have

role of Collage Making Output Presentation
consumer with Rubrics
culture to self
and identify;
and

 appraise
one’s self-
based on the
description of
material self.
 identify Supernaturals: Believe It or Not! Alata, Caslib, Interactive Classroom Reporting with Projector, Week 10-
various Serafica and Discussion/Reporting Rubrics laptop, fact 11
religious -Religion Pawilen (2018) sheets, rubrics
practices and - Ritual
beliefs; Video Clip
-Some World Religious Beliefs and
 understand Practices (Student will make a
the self in video clip with reflection
relation with *Buddhism Video Presentation
on the any of the given
religious with Rubrics
topics.)
beliefs; and *Christianity
Documentary (Students Documentary
 explain ways *Islam Presentation with
will make a documentary
of finding the Rubrics
*Judaism about World War II
meaning of Filipino Survivor following
life. - Finding and Creating Meaning of the given features.)
Life

*The Psychiatrist

*Logotherapy

-Basic Concepts of Franklian

Psychology

-Logotheraphy Assumptions

-Frankl’s Sources of Meaning

SECOND TRINAL EXAM

 develop a H The Political Self and being Alata, Caslib, Who is a Filipino? Output Presentation Projector, Week 12
Filipino Filipino Serafica and with Rubrics laptop, manila
identity; Pawilen (2018) (Students will cut out paper, marker,
- -Who is a Filipino pictures or illustrations fact sheets,
 identify from magazines and rubrics
different - Filipino Values and Traits newspaper that show
Filipino values -Filipino Markers what being a Filipino is
and traits; and about.)
- How to be a Good Filipino
 reflect on your
selfhood in
relation to Acrostic
your national (Students will make an
identity. acrostic using the word
FILIPINO.)
Output Presentation
Writing a Reflection with Rubrics
Paper

Reflection Paper
with Rubrics

 define online Who Am I in the Cyberworld? Alata, Caslib, Small Group Discussion Presentation with Projector, Week 13
identity; (Digital Self) Serafica and Rubrics laptop,bond
Pawilen (2018) papers, coloring
 compare real - Selective self-presentation and materials, fact
identity versus Impression Management Three Facts, One Fiction
sheets, rubrics
online identity; (Students will write four Presentation with
- Gender and Sexuality Online sentences about Rubrics
 describe the themselves stating a fact
influence or -Performing Gender Online and another sentence
Internet on which is a fiction.)
-Setting Boundaries To Your Online
sexuality and Self:Smart Sharing
 gender; -Rules to Follow

 discuss the Poster and Slogan Presentation with

proper way of Making Rubrics
demonstrating
values and
attitude
online.

 explain how Learning To Be a Better Learner Alata, Caslib, How Do You Think About Presentation with Projector, Week 14
learning Serafica and Thinking? Rubrics laptop, fact
occurs; -Metacognition/Metacognitive Pawilen (2018) sheets, rubrics
Knowledge (answering the
 enumerate Metacognitive
various Awareness Inventory)
metacognition
and studying
techniques; Interactive Classroom Reporting with
and Rubrics
Discussion
 identify the
metacognitive
techniques Role Playing Presentation with
that you find Rubrics
most
appropriate
for yourself.
 use Bandura’s Do Not Just Dream, Make It Alata, Caslib, 5-10-20 Selfie Presentation with Projector, Week 15-
self-efficacy Happen Serafica and Rubrics laptop, manila 16
theory for self- Pawilen (2018) (Envisioning “Future paper, marker,
assessment; - Albert E. Bandura’s Self-efficacy Self”) fact sheets,
rubrics
 Differentiate - The Bobo Doll Experiment
growth and - Summary of Self-efficacy Theory Envisioned Self Plan Presentation with
fixed mindset Rubrics
by Dweck; - Carol S. Dweck’s Fixed and
and Growth Mindset Theory
Interactive Classroom
 design - Fixed and Growth Mindset Discussion Reporting with
personal Rubrics
goals -Edwin A. Locke’s Goal Setting
adapting Theory
Locke’s goal
Goal Setting Theory
setting theory.
-Goal Attributes
Jack Canfield Quote
-14 Research Findings Hunt

Self-efficacy Collage Presentation with

Rubrics
Graphic Organizer

Goal Setting Plan

Dream Board

 explain the Less Stress, More Care Alata, Caslib, Self Stress Assessment Presentation with Projector, Week 17-
effects; Serafica and Rubrics laptop, manila 18
-Stress and Human Response Pawilen (2018) paper, marker,
 examine fact sheets,
cultural -Techniques to Counter Chronic Interactive Classroom
rubrics
dimension of Stress Reporting Reporting with
stress and Rubrics
-The Cultural Dimension of Stress
coping; and
 design a self- and Coping
care plan.
-Self-care Therapy Reaction Paper

-Self-compassion Therapy Self-Care Plan Presentation with

Rubrics
-Self-compassion Phrases Reflection Paper

-Self-compassion and Emotional

Well-being

-Self-compassion, Motivation, and

Health

-Self-compassion versus Self-

esteem

-Self-compassionate Letter

-Less Stress, Care More

THIRD TRINAL EXAM

III. Policies:

The following rules and policies should be followed inside the classroom:

1. Prayer. Each class begins and ends with a prayer.

2. Greeting. Students greet the teacher before the beginning of the class.
3. Attendance. Only for valid reasons can students be excused from the class.
4. Promptness. Students are expected to come to class on time. More than fifteen minutes is considered as absent.
5. Participation. As much as possible, students are to participate in the class discussion and activities.
6. Intellectual Integrity. Honesty is the best policy.
 7. Use of Cellphone. All cellphones should be in silent mode inside the classroom. Texting and answering calls should be at designated area of
the campus.
8. Energy Conservation. Lights and fans should be turned off by the nearest one every after class.
9. Submission of Requirements. Haste makes waste. Class requirements are to be submitted on time.
10. Examination. There will be two sets of exam the oral and written exam.
11. Courtesy. Respect for others should be practiced at all times.
12. Additional Rules. The teacher may add a rule in this list of rules if the needs arise.

IV. Grading System

Examination -40%

Participation -30%

Quizzes/Projects/Requirements -25%

(Class Participation/performance)

Attendance -5%

TOTAL 100%

Semestral Grade

First Trinal Grade + Second Trinal Grade + Third Trinal Grade = Final Grade

V. Consultation Period: Tuesday 1:00-2:00 (SHS Faculty)

Wednesday 3:00-4:00 (SHS Faculty)

VI. Course Requirements

Each group will launch a lecture on the chosen topic in understanding the self.
VII. References

Alata, Caslib, Serafica, & Pawilen. (2018). Understanding The Self. Manila: REX Book Store, Inc.

Prepared by: Checked and Noted by: Approved by:

MARY ANN J. CAGAY MRS. DONNABEL T. LIBADISOS, MAEd DR. PURIFICATION YAMBAO

Instructor Program Head, Teacher Education Administrator