Val Ed Syllabus

Republic of the Philippines Form No.
FM-USeP-PRS-01
Issue Status 02
University of Southeastern Philippines
Revision No. 01
Iñigo St., Bo. Obrero, Davao City 8000 Date Effective 01 March 2018
Telephone: (082) 227-8192
Website: www.usep.edu.ph Approved by President
Email: president@usep.edu.ph
COURSE SYLLABUS IN CC16 - PERSONHOOD DEVELOPMENT
COURSE SYLLABUS IN CC16 - VALUES EDUCATION 1 - PERSONHOOD DEVELOPMENT
COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY Page 1 of 25

COURSE SYLLABUS IN CC16 - VALUES EDUCATION 1 - PERSONHOOD DEVELOPMENT
Page 2 of 25 COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY

VISION Critical and Analytical Thinking Skills
By becoming a premier university in the ASEAN Region, the USEP shall be a center of GRADUATE PERFORMANCE
excellence and development, responsive and adaptive to fast-changing environments. USEP
INDICATORS
shall be known as the leading university in the country that fosters innovation and applies Demonstrates creativity, innovativeness, and intellectual curiosity in optimizing OUTCOMES
knowledge to create value towards social, economic, and technological developments. available resources to develop new knowledge, methods, processes, systems,
and value-added technologies.
MISSION
USeP shall produce world-class graduates and relevant research and extension through quality PGO2
education and sustainable resource management. Service Oriented Practice professionalism at all Live a life in accordance to
times. the Code of Ethics of
Particularly, USEP is committed to: Professional Teachers.
 Provide quality education for students to grow in knowledge, promote their well-rounded Demonstrates concern for others, practices professional ethics, honesty, and
development, and make them globally competitive in the world of work.
exemplifies socio-cultural, environmental concern, and sustainability.
 Engage in high impact research, not only for knowledge’s sake, but also for its practical
benefits to society; and,
 Promote entrepreneurship and industry collaboration. Lifelong Learning
GOALS PGO4
Use comprehensive and Integrate proper values and
To achieve its mission, the University aims to: Demonstrates enthusiasm and passion for continuous personal and attitudes in the delivery of
professional development. updated knowledge of various
instruction across learning
 produce globally competitive and morally upright graduates. learning areas coupled with
areas.
innovative skills imbued with
 develop a strong RDE culture with competent human resource and responsive and
relevant researches that are adapted and utilized for development. Professional Competence values and attitudes
 produce an effective and efficient generation, allocation, and utilization of resources within
the academe.
Demonstrates proficiency and flexibility in the area of specialization and in
INSTITUTIONAL GRADUATE ATTRIBUTES conveying information in accordance with global standards.
Leadership Skills
Creates and inspires positive changes in the organization; exercises responsibility

with integrity and accountability in the practice of one’s profession or vocation. PROGRAM INFORMATION
COURSECOUURSE SYLLABUS IN CC16 - VALUES EDUCATION 1 - PERSONHOOD DEVELOPMENT

COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY
Page 3 of 25
Page 4 of 25
human being’s potential toward an integrated self, which will help them develop self-
concept and harmonious relationship that will flow from self to self, to others, to
I. COURSE INFORMATION
community and to God.
Course Code : CC16
Course Title : Values Education 1 - Personhood Development
Pre-requisite : None
Credit : 3 units
Level : 3rd Year
Semester/Year : Off Semester 2018-2019
Version Number : 3
Workload of Students:
The students shall complete 54 hours (6 sessions) of face to face class work and interaction with
mentor and peers. Other tasks will include preparation of oral presentation reports, small group
dynamics, reflective journals, assessments, visual presentations,online class participation,
Course Description: classroom exhibits, outside activities and the like.
This course corresponds to the need of BEED pre-service teachers to be

equipped them with the awareness of the significance of human values that to model
among their students/learners. Also, the purpose or theme of this course is to develop the

Page 5 of 25
Faculty Information:
Name : Mary Jane C. Ningas
Email : m.ningas@usep.edu.ph
Contact Number : 084-218-0998 Local 507
Consultation Hours : Tuesday 8:00 AM- 12:00 PM

Page 6 of 25
Page 7 of 25
II. COURSE OUTCOMES (CO):
On the completion of the course, student is expected to be able to do the following:
Course Outcomes Graduate Outcomes Aligned to
GO2. Practice professionalism at all times.

CO1 Share insights on the significance of the concepts self, family, community and God in
personhood development.
GO4. Use comprehensive and updated knowledge of various learning areas coupled with innovative skills
imbued with values and attitudes
III. LEARNING EVIDENCES:
As evidence of attaining the above learning outcomes, the student has to do and submit the following:
Learning Evidence Description and other Details Course Outcomes it represents
LO1 Self-Journey Portfolio You are tasked to make a self-journey portfolio. This portfolio is a compilation of reflective journals, CO1
activities and essays based on understanding self, others and relating with God.
IV. MEASUREMENT SYSTEM:
Learning Evidence/Output to Assess: LO1: Self-Journey Portfolio

Areas to Assess Performance Standards
Unsatisfactory Needs Improvement Satisfactory Exemplary
Organization 6-10 11-15 16-20 21-25
Sloppy, poorly organized. Items are loose, not in Difficult to follow or locate some items. Few Neatly organized with consistent format. Most Well organized and clearly tabbed. Artifacts clearly
appropriate section, or missing. Pages are not in artifacts are clearly labeled. Pages are not in artifacts are clearly labeled. Pages are created in labeled. Pages created in a professional format.
professional format. Few, if any, artifacts are professional format. Sloppy, poorly organized. a professional format.
clearly labeled. Items are loose.
Completeness 11-15 16-20 21-25 26-30
of Content 5 or more elements missing or “thin”; labels or 3-4 key elements missing or “thin”; elements 1-2 key elements missing or “thin”; most or all All key elements (title page, introduction, table of
sequence unclear; <2 total artifacts/pieces of labeled somewhat clearly; ≥2 total artifacts/pieces elements clearly labeled; ≥3 total artifacts/pieces contents, essays, activities and journals) ≥4 total
evidence for all 8 learning outcomes combined of evidence for all 8 learning outcomes combined of evidence for all 8 learning outcomes combined artifacts/pieces of evidence for all 8 learning
outcomes combined
Quality of Evidence 6-10 11-15 16-20 21-25
Portfolio elements for which a rubric was provided Portfolio elements for which a rubric was provided Portfolio elements for which a rubric was provided Portfolio elements for which a rubric was provided
conform to that rubric by 0-70%; few or no artifacts conform to that rubric by 71-80%; some artifacts/ conform to that rubric by 81-90%; most artifacts/ conform to that rubric by 91-100%; all
clearly demonstrate the skills of their section evidence clearly demonstrate the skills of the evidence clearly demonstrate the skills of the artifacts/evidence clearly demonstrate the skills of
section in which they are included learning outcome section in which they are the learning outcome section in which they are
included included
Mechanics & 6-10 11-15 16-20 21-25

Spelling
Text contains numerous grammatical, spelling, Text contains several &/or major grammatical, Text is mostly free of major grammatical, spelling, Text written in the portfolio is free of grammatical,
logical, formatting, typing, or linking errors that spelling, logical, formatting, or typing errors logical, formatting, or typing errors spelling, logical, formatting, or typing errors
hinder comprehension/ neatness/
Final Score 100
General Comments
Taken from :TedPortfolioGuide
Learning Evidence/Output to Assess: Assessment Activity 1 and 5: Reflection Paper
Area to Assess Performance Standards
Beyond Expectation Expected Acceptable Below Standards
Clarity 21-25 16-20 11-15 6-10
The language is clear and expressive. The reader Mostly precise and unambiguous wording, mostly Minor, infrequent lapses in clarity. Abstract There are frequent lapses in clarity. Concepts are
can create a mental picture of the situation being clear sentence structure. The language is that concepts are explained fairly either not discussed or are presented inaccurately.
described. Abstract concepts are explained clear and expressive. The reader can somewhat
accurately. create a mental picture of the situation being accurately.
described.
Relevance 26-30 21-25 16-20 11-15

The reflections show tremendous thought and The reflections show some thought and effort. The The reflections show some thought and effort. The reflections show poor thought and effort. Most
effort. learning experience being reflected upon is Student makes attempts to demonstrate of the reflection is irrelevant to student and/or unit
somewhat relevant and meaningful to student and relevance, but the relevance is unclear in learning goals.
The learning experience being reflected upon is unit learning goals. reference to unit learning goals.
relevant and meaningful to student and unit
learning goals.
Analysis 21-25 16-20 11-15 6-10
The reflection moves beyond simple description of The reflection reflects student attempts to analyze The reflection demonstrates student Student makes attempts at applying the learning
the experience to an analysis of how the the experience to experience to understanding of self,
experience contributed to student understanding of attempts to analyze the experience to
self, others, and/or course concepts. understanding of self, but reflect an analysis and others, and/or course concepts but fails to
little depth. understanding of self, but analysis lacks depth.
demonstrate depth of analysis.
Self-Criticism 16-20 11-15 6-10 1-5
The reflection demonstrates ability of the student The reflection demonstrates ability of the student The reflection demonstrates ability of the There is some attempt at self-criticism, but the self-
to question their own biases, stereotypes, to question their own biases, stereotypes, reflection fails to demonstrate a new
preconceptions, and/or assumptions and define preconceptions. New modes of thinking is student to question their own biases, stereotypes,
new modes of thinking as a result somewhat evident. preconceptions. New awareness of personal biases, etc.
modes of thinking not evident.
Final Score 100
General Comments

Learning Evidence/Output to Assess: Assessment Activity 2: Listening Time
Knowledge/ 21-25 26-30 31-35 36-40
Understanding Demonstrates limited understanding of the Demonstrates some understanding of the overall Demonstrates considerable understanding of the Demonstrates thorough understanding of the
overall theme and meaning of the song. theme and meaning of the song. overall theme and meaning of the song overall theme and meaning of the song.
Insights 21-25 26-30 31-35 36-40
Critically analyzes specific lyrics with little Critically analyzes specific lyrics with some Critically analyzes specific lyrics with considerable Critically analyzes specific lyrics with great
effectiveness. Makes few connections between effectiveness. Makes some connections between effectiveness. Makes good connections between effectiveness. Makes strong connections between
specific lyrics and personal experiences/ insights specific lyrics and personal experiences/insights specific lyrics and personal experiences/insights specific lyrics and personal experiences/insights
Communication 1-5 6-10 11-15 16-20
Organizes ideas and uses academic language Organizes ideas and uses academic language with Organizes ideas and uses academic language Clearly organizes ideas and uses academic
with little clarity appeal to a reader some clarity appeal to a with good clarity to appeal to a reader. language to appeal to a reader.
reader.
Final Score 100
General Comments
Taken from IRubric.Song Reflective Essay
Learning Evidence/Output to Assess: Assessment Activity 3: A Conversation with an Event / Reflective Narration
Knowledge/ 21-25 26-30 31-35 36-40
Understanding Narrate vague personal history/event that give an Narrate some personal history/event that give an Narrate considerable personal history/event that Narrate thorough personal history/event that give
impact to one’s life impact to one’s life give an impact to one’s life an impact to one’s life
Insights 21-25 26-30 31-35 36-40
Makes few connections between personal history Makes some connections between personal Makes strong connections between personal Makes strong connections between personal
and in reconstructing present life. history and in reconstructing present life. history and in reconstructing present life. history and in reconstructing present life.
Communication 1-5 6-10 11-15 16-20
Organizes ideas and uses academic language Organizes ideas and uses academic language Organizes ideas and uses academic Clearly organizes ideas and uses academic
with little clarity appeal to a reader with some clarity appeal to a language to appeal to a reader.
language with good clarity to appeal to
reader.
a reader.
Final Score 100
General Comments
Learning Evidence/Output to Assess: Assessment Activity 4: My Dialogue / Reflection Paper

Area to Assess Performance Standards
Beyond Expectation Expected Acceptable Below Standards
Clarity 21-25 16-20 11-15 6-10
The language is clear and expressive. The reader Mostly precise and unambiguous wording, mostly Minor, infrequent lapses in clarity. Abstract There are frequent lapses in clarity. Concepts are
can create a mental picture of the situation being clear sentence structure. The language is that concepts are explained fairly accurately. either not discussed or are presented inaccurately.
described. Abstract concepts are explained clear and expressive. The reader can somewhat
accurately. create a mental picture of the situation being
described.
Relevance 26-30 21-25 16-20 11-15
effort. The learning experience being reflected learning experience being reflected upon is Student makes attempts to demonstrate of the reflection is irrelevant to student and/or unit
upon is relevant and meaningful to student and somewhat relevant and meaningful to student and relevance, but the relevance is unclear in learning goals.
unit learning goals. unit learning goals. reference to unit learning goals.
Analysis 21-25 16-20 11-15 6-10
The reflection moves beyond simple description of The reflection reflects student attempts to analyze The reflection demonstrates student attempts to Student makes attempts at applying the learning
the experience to an analysis of how the the experience to understanding of self, but reflect analyze the experience to understanding of self, experience to understanding of self, others, and/or
experience contributed to student understanding of an analysis and little depth. but analysis lacks depth. course concepts but fails to demonstrate depth of
self, others, and/or course concepts. analysis.
Self-Criticism 16-20 11-15 6-10 1-5
The reflection demonstrates ability of the student The reflection demonstrates ability of the student The reflection demonstrates ability of the student There is some attempt at self-criticism, but the self-
to question their own biases, stereotypes, to question their own biases, stereotypes, to question their own biases, stereotypes, reflection fails to demonstrate a new awareness of
preconceptions, and/or assumptions and define preconceptions. New modes of thinking is preconceptions. New modes of thinking not personal biases, etc.
new modes of thinking as a result somewhat evident. evident.
Final Score 100
General Comments
Learning Evidence/Output to Assess: Assessment Activity 7: Video Vignette / Reflection Paper
Knowledge/ 21-25 26-30 31-35 36-40
Understanding Demonstrates limited understanding of the overall Demonstrates some understanding of the overall Demonstrates considerable understanding of the Demonstrates thorough understanding of the
theme and meaning of the video theme and meaning of the video. overall theme and meaning of the video overall theme and meaning of the video.
Insights 21-25 26-30 31-35 36-40
Critically analyzes specific lyrics with little Critically analyzes specific lyrics with some Critically analyzes specific lyrics with considerable Critically analyzes specific lyrics with great
effectiveness. Makes few connections between effectiveness. Makes some connections between effectiveness. Makes good connections between effectiveness. Makes strong connections between
specific lyrics and personal experiences/ insights specific lyrics and personal experiences/insights specific lyrics and personal experiences/insights specific lyrics and personal experiences/insights
Relevance 1-5 6-10 11-15 16-20

effort. The learning experience being reflected learning experience being reflected upon is Student makes attempts to demonstrate of the reflection is irrelevant to student and/or unit
upon is relevant and meaningful to student and somewhat relevant and meaningful to student and relevance, but the relevance is unclear in learning goals.
unit learning goals. unit learning goals. reference to unit learning goals.
Final Score 100
General Comments
Learning Evidence/Output to Assess: Assessment Activity 8: Concept Map
Acceptable Satisfactory Expected Distinguished
Summarization 21-25 26-30 31-35 36-40
Very little effort was made to summarize The information from the supplemental material The information from the supplemental material The information from the supplemental material
information. was not well summarized and unclear. was adequately summarized and somewhat easy was well summarized and easy to understand.
to understand.
Clear Organization 11-15 16-20 21-25 26-30
Very little no organization, and the 5w's and 1H The graphic organizer poorly arranged and The graphic organizer was adequately arranged The graphic organizer was logically arranged and
are not listed. provided insufficient detail. The 5w's and 1H are and provided some detail. provided sufficient detail.
listed.
Visually Appealing 11-15 16-20 21-25 26-30
Messy, or non-existent organization elements. The graphic organizer did not use graphics and The graphic organizer used some graphics and The graphic organizer used graphics and color to
color and was unappealing.. color to make it somewhat appealing make it visually appealing.
Final Score 100
General Comments
Learning Evidence/Output to Assess: Assessment Activity 10: Mind Map
Novice Emergent Skilled Expert
1-5 6-10 11-15 16-20
Bare minimum of content covered . No extension Shows a basic level of coverage of key ideas only Shows a solid grasp of most of the content. Shows a solid grasp of all the content covered.
Depth of
of ideas evident Shows extensions of most key ideas Extensions of the key ideas show a deep
coverage(Knowledge) Attempts extension of a few ideas understanding of the content
6-10 11-15 16-20 21-25
Central Image Present but difficult to separate from other Present but not clearly related to key idea Clear use of picture or image that relates to key Stands out meaningfully and grasps the key idea
(Communication) information idea through metaphor
Color or codes or links 1-5 6-10 11-15 16-20

used to illustrate
connections between A little use of color, codes or links to illustrate Obvious attempt is made to use color, codes or Clearly uses color, codes, or links to clarify Effectively uses color, codes, or links to
ideas (Thinking) links to enhance clarity and memory. Still some connections and to assist with memory for most meaningfully clarify connections for all aspects of
connections between ideas inconsistency of application aspects of Mind Map Mind Map
16-20 21-25 26-30 31-35
Some ideas are connected to and radiate out from All ideas radiate out from center. Still some Ideas clearly connect to central image and ideas Ideas clearly connect to central image and ideas
Ideas radiate out from
center. Some confusion in moving from most to confusion in moving from most to least complex
central image and from
least complex Generally moves from most to least complex Consistently and accurately shift from most to
most to least least complex
complex(Application)
Total Score 100
General Comments
V. OTHER REQUIREMENTS AND ASSESSMENTS (AA)

Aside from the final output, the student will be assessed at other times during the term by the following:
Assessment
Assessment Activity Description and other Details Course Outcomes it represents
Item
AA1 Reflection Paper Write a reflection paper on how different models of personhood being reflected in their own lives. CO1
AA2 Listening Time Make a 200 word reflective essay of the song from the Disney Film,Mulan. CO1
AA3 A conversation with an event Write a short reflective narration that talks about personal history/event that enables you to reconcile with the past. CO1
AA4 My Dialogue Make a 250-word self-reflection paper that reflects some personal reconstruction towards a better person. CO1
AA5 Reflection Paper Write a 200 word reflection paper on how the different theories of personhood be applicable to your life. CO1
AA6 Objective Assessment You are required to take a 20 item test.
AA7 Video Vignette Reflection Write a reflection on the 10 minute video vignette presentation. Your reflection will be based the importance of understanding others. CO1
AA8 Graphic Organizer (Concept Map) Develop a concept map showing positive impact of working with others in the community. CO1
AA9 Objective Assessment (Quiz) You are required to take a 20 item test.
AA10 Mind Map Develop a mind map showing the advantages of personal life values CO1
AA11 Reflective Essay Write a 200 words reflective essay on the relevance of the conducted retreat to personhood development CO1
AA12 Midterm Exam This contains a 40-item Multiple Choice Test to determine if students develop an understanding of the principles and concepts,
CO1
overview and elements of teaching.
AA13 Outside Classroom Activity Seminar with fine dining and/or social graces. CO1
VI. GRADING SYSTEM:
The final grade in this course will be composed of the following items and their weights in the final grade computation:
Assessment
Grade Source (Score or Rubric Grade) Percentage of Final Grade
Item
LO1 Self -Journey Portfolio -Rubric 15%

AA1 Reflection Paper -Score 5%
AA2 Listening Time -Rubric 5%
AA3 A conversation with an event -Rubric 5%
AA4 My Dialogue -Rubric 5%
AA5 Reflection Paper -Rubric 5%
AA6 Objective Assessment -Score 5%
AA7 Video Vignette Reflection -Rubric 5%
AA8 Graphic Organizer (Concept Map) -Rubric 5%
AA9 Objective Assessment (Quiz) -Score 5%
AA10 Mind Map 5%
AA11 Reflective Essay -Rubric 5%
AA12 Midterm Exam -Score 15%
AA13 Outside Classroom Activity -Rubric 15%
Total 100%
Passing Grade 3.0
Passing Grade conditions: 75
Students shall submit all the necessary outputs and take all examinations. In case of lacking output or examination, the grade of INC shall be given in accordance with the existing rules and regulations reflected in the student handbook.
VII. LEARNING PLAN:
In order to achieve the outcomes of this course, learners will go through this learning plan
Course Teaching-Learning Assessment Required Learning

Intended Learning Outcomes (ILO) Week Topics
Outcome Activities (TLA) Activities Reading Output
 Discuss the rationale for taking this course. CO1 The role of this course in the attainment of Discussion Listening Time Ref #8 LO1
 Establish the connection of this course to the USeP VMGO, IGA, PEO and GO
attainment of the graduate outcomes, program AA2
educational outcomes, institutional graduate  VMGO
attributes and the VMGO of USeP.  Institutional Graduate Attributes
 Outline the assessment component of this
course and identify the key knowledge and  Program Educational Outcomes
skills required for each assessment.  Graduate Outcomes
 Explain the different models of personhood. CO1 Week 1 I. Understanding the Concept of Personhood Discussion Listening Time Ref #8 LO1
 Discuss the personhood theories. AA2

June 10-11, 2019 II. Getting In touch with One’s Personhood KWL A conversation Ref #9 AA3
with an event
 Analyze oneself by integrating concept on the Week 1 III. Reclaiming One’s Personal History and Hand Language My Dialogue LO1
unique self. Ref #6
CO1 Reconciling with the past. AA4
 Describe own experiences in childhood that Ref #2
made significant influence on one’s personality June 13-14, 2019 My Unique Self Reflection AA5
at present. Paper
IV.The Task of Reconstruction Identity Circles
 Develop plans to rebuild and improve the four Week 2 V.Understanding Others Lecture Objective Ref #7 LO1
dimensions- self, body, sexuality and emotions CO1 Assessment
of one’s personhood to achieve fullness as a June 17-18, 2019 Ref # 8
person
Group Report
 Explain the importance of interpersonal skills in
the development of one’s personhood
 Recommend steps to improve trust building. Week 2 VI. Building Trust to Others Brainstorming Video Vignette Ref #9 LO1
Reflection
 Develop best ways in which respect for others CO1 June 19-20, 2019 Ref # 6
is needed.
VII.Respecting Others
Graphic
Organizer
(Concept Map)
 Develop reasons why people need to Week 3 VIII. Connecting, Inspiring, Appreciating and Film Viewing Reflective Ref #6 LO1
appreciate others. Journal
CO1 June 24-25, 2019 Loving Others
 Identify ways to make a positive impact on the
community.
 Plan approaches to work effectively with others Week 3 IX. Living in a community and the Environment What’s It All About Objective Ref #6 LO1
in the community. using KWL? Assessment
CO1 June 26-27, 2019 (Quiz)
 Develop ways on best ways of communion or
relating with God
Discussion
 Describe approaches in which personal Week 4 X. Communion or relating with GodDeveloping Brainstorming Mind Map Ref #6 LO1
meanings can be gained in life. Personal Meaning
CO1 July 01-02, 2019
 Assess personal core life values
Reflective
Essay
 Relate the four phases of consciousness to Week 4 XI. Examining One’s Core Life Values Discussion Listening Time Ref #8 LO1
one’s own personal experiences. CO1
July 03-04, 2019
 Explain the external factors influencing choices
and decision-making.
 Explain personal factors affecting career Week 5 XII. Charting One’s Consciousness Track Discussion Listening Time
choices towards an integrated self
CO1 July 08-12, 2019 Towards an Integrated Self
 Explain how concepts of career and life goals
can help in charting towards an integrated self
 Analyze and synthesize personhood CO1 Week 6 XIII. Career Planning : Integration of Life
development as an important component of
setting career and life goals. July 15-19, 2019 Goals, Values and Personality
Outside Classroom Activity (Seminar with fine
dining and/or social graces)
REQUIREMENT COMPLETION
XIV. REFERENCES/ARTICLES TO READ:
Arguments against Personal Identity. Retrieved February 26, 2017. https://www.youtube.com/watch?v=17WiQ_tNld4
Connect with others.Retrieved Feb. 26, 2017. http://www.mentalhealthamerica.net/connect-others
Evangelist, Lourdes L & Padolina A. (2000). Group Dynamics. Bookstore Publishing Corp.Philippines
Fagela, M.L. & Cagawas, V.F. (1988). Values Education. Phoenix Publishing House. Inc. Quezon City.Philippines
Joyce, Robert E. (1978). Personhood and the Conception Event. The New Scholasticism. Vol.II
Personhood: Crash Course Philosophy #201 Retrieved Feb.25, 2017.https://www.youtube.com/watch?v=GxM9BZeRrUI
Sambajon, Marvin Julian L.(2011). Ethics for Educators. A College Textbook for Teacher Education and educators in all Areas of Disciplline. C and E Publishing.Quezon City.
Tan, Earnest L. (1990). Living Life Fully-Requisites for personal Growth and Change. Spiritus Works Publication.Quezon City, Philippines.
Tan, Earnest L. (2000). Human Intimacy. Spiritus Works Publications. Quezon City. Philippines
Tan, Earnest L. (2008). The journey Inward. Spiritus Works Publication.Quezon City, Philippines.
Tan, Earnest L. (2003). The clarification and Integration of Values. Spiritus Works Publication. Quezon City.
Values Education Personhood Developement Lecture 2. Retrieved May 20, 2019.https://www.slideshare.net/jmalegre30/
Personhood Developement Chapter 2 Retrieved May 20, 2019 https://www.slideshare.net/RheaSarahIson1/
Personhood Summary Retrieved May 20, 2019 https://www.slideshare.net/mrskg/
Approches and other Principles of Personhood Retrieved May 20, 2019 https://www.alzheimer-europe.org/
Values Education Personhood Developement Lecture 2. Retrieved May 20, 2019.https://www.slideshare.net/jmalegre30/values-education-personhood-development-lecture-2

Personhood Developement Chapter 2 Retrieved May 20, 2019 https://www.slideshare.net/RheaSarahIson1/chapter-2-personhood-development
Personhood Summary Retrieved May 20, 2019https://www.slideshare.net/mrskg/personhood-summary
Approches and other Principles of Personhood Retrieved May 20, 2019https://www.alzheimer-europe.org/Ethics/Definitions-and-approaches/Other-ethical-principles/Personhood
IX CLASSROOM POLICIES:
A. Attendance
 Student attendance is a must in every session.
 The number of time any student should be absent in the class must not exceed 20% of the total number of hours allotted for the course.
B. Requirements
 Learning output and assessment activities are required and not optional to pass the course
 Students who cannot pass assessment activities on specified schedule/time will be given 10 points deductions for each day of delayed submission. The mark will be deducted an additional 10%
for each day after the due date until it is received by the instructor. Marks will only be deducted up to 50% off. From there, no further marks will be deducted for lateness as long as the
assignment is in by the end of the semester classes.
 No special or make-up activities for missed learning output be given except for approved absences (the students concerned are officially represented the University and absences due to serious
illness which require hospitalization).
 There are few formative assessment but the students are required to submit assessment activities reflected in the syllabus.
 A student will attend in-campus retreat and write a reflective essay on the relevance of the retreat in their personhood development.
 A student will take the final examinations only, it has weight of 15% of the final grade.
Prepared by: Reviewed by: Recommending Approval: Approved:
MARY JANE C. NINGAS/SHIRLEY MARIE S. VILLANUEVA DONNA G. MAGALLANES MICHAEL B. DODONGAN RICHEL P. ALBITE DR. JOCELYN A. MATILDO
Faculty Chair, Subject Committee, IC Head Program Head, BEEd Dean, CTE

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Republic of the Philippines Form No.

Telephone: (082) 227-8192

Website: www.usep.edu.ph Approved by President

COURSE SYLLABUS IN CC16 - PERSONHOOD DEVELOPMENT

COURSE SYLLABUS IN CC16 - VALUES EDUCATION 1 - PERSONHOOD DEVELOPMENT

COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY Page 1 of 25

Page 2 of 25 COLLEGE OF TEACHER EDUCATION AND TECHNOLOGY

 Promote entrepreneurship and industry collaboration. Lifelong Learning

Creates and inspires positive changes in the organization; exercises responsibility

COURSECOUURSE SYLLABUS IN CC16 - VALUES EDUCATION 1 - PERSONHOOD DEVELOPMENT

Course Code : CC16

Course Title : Values Education 1 - Personhood Development

Level : 3rd Year

Semester/Year : Off Semester 2018-2019

This course corresponds to the need of BEED pre-service teachers to be

COURSECOUURSE SYLLABUS IN CC16 - VALUES EDUCATION 1 - PERSONHOOD DEVELOPMENT

Name : Mary Jane C. Ningas

Contact Number : 084-218-0998 Local 507

Consultation Hours : Tuesday 8:00 AM- 12:00 PM

COURSECOUURSE SYLLABUS IN CC16 - VALUES EDUCATION 1 - PERSONHOOD DEVELOPMENT

On the completion of the course, student is expected to be able to do the following:

Course Outcomes Graduate Outcomes Aligned to

GO2. Practice professionalism at all times.

III. LEARNING EVIDENCES:

Learning Evidence Description and other Details Course Outcomes it represents

IV. MEASUREMENT SYSTEM:

Learning Evidence/Output to Assess: LO1: Self-Journey Portfolio

Unsatisfactory Needs Improvement Satisfactory Exemplary

Organization 6-10 11-15 16-20 21-25

Completeness 11-15 16-20 21-25 26-30

Quality of Evidence 6-10 11-15 16-20 21-25

Mechanics & 6-10 11-15 16-20 21-25

Taken from :TedPortfolioGuide

Learning Evidence/Output to Assess: Assessment Activity 1 and 5: Reflection Paper

Area to Assess Performance Standards

Beyond Expectation Expected Acceptable Below Standards

Clarity 21-25 16-20 11-15 6-10

Relevance 26-30 21-25 16-20 11-15

Analysis 21-25 16-20 11-15 6-10

Self-Criticism 16-20 11-15 6-10 1-5

modes of thinking not evident.

Final Score 100

Taken from :TedPortfolioGuide

Areas to Assess Performance Standards

Unsatisfactory Needs Improvement Satisfactory Exemplary

Knowledge/ 21-25 26-30 31-35 36-40

Insights 21-25 26-30 31-35 36-40

Communication 1-5 6-10 11-15 16-20

Final Score 100

Taken from IRubric.Song Reflective Essay

Unsatisfactory Needs Improvement Satisfactory Exemplary

Knowledge/ 21-25 26-30 31-35 36-40

Insights 21-25 26-30 31-35 36-40

Communication 1-5 6-10 11-15 16-20

Final Score 100

Taken from IRubric.Song Reflective Essay

Learning Evidence/Output to Assess: Assessment Activity 4: My Dialogue / Reflection Paper