1

Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES
Tamag, Vigan City
2700 Ilocos Sur

Date of Revision: August 28, 2020

Term and S.Y. Adopted: 1st Term S.Y. 2020-2021

COLLEGE OF ARTS AND SCIENCES

Vision of the University: A globally recognized university in a heritage city by Mission: To produce globally skilled and morally upright professionals instilled
2030. with rich cultural values.

Goal of the College:

To produced globally skilled and morally upright professionals instilled with rich cultural values.
Objectives of the Program:
The graduates of the BS Psychology program should have the ability to:
a. Demonstrate theoretical knowledge in psychology, specifically principles, concepts and skills in Psychology;
b. Demonstrate knowledge of the methods of psychological inquiry;
c. Evaluate the appropriateness of different approaches to problem solving in the field;
d. Apply psychological Principles, Concept and Skills in Psychology in an employment context;
e. Create approaches to solving problems in an applied employment context;
f. Demonstrate understanding of the ethical dimension in the use of psychological theories and methods;
g. Undertake research using the knowledge and skills in Psychology, and communicate result to the community.
Program Outcomes: (from CMO No. 34, s. 2017):
The revised BS Psychology Curriculum aims that the graduates must be able to
a) Demonstrate the capability to explain and analyze the major concepts, principles and theories in psychology;
b) Apply the methods of psychological inquiry in building knowledge on local culture and contexts;
c) Apply psychological theories in personal and professional setting;

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d) Demonstrate capability for self-reflection and independent learning in a professional context;

e) Manifest professional and ethical behaviours in research and practice in psychology;
f) Establish and maintain harmonious interpersonal relationship with colleagues, clients and others in diverse cultural settings;
g) Exhibit the ability to conduct psychological assessments and evaluation; and
h) Engage in lifelong learning in the practice of psychology.
Class Information Instructor’s Information
Course & Year BS Psychology I Name: Mico M. Molina
Class Schedule Position/Designation: Part-time Instructor/Psychometrician
Virtual Class hours Note: Office Hours/Official Time:

E-mail Address:
FB Account:
Contact Number:
Course Information

Course Code: Psy 100 Descriptive Title: Introduction to Psychology Course Credit/number of hours/weeks:
3 units/54hrs
Prerequisite subject/s: None

Software/applications, • Microsoft Office;

browser requirements,
minimum technical skills
required
Course Description:
Course (Subject) Learning
Outcomes
• Grammarly Check;
• Plagscan (Plagiarism Checker);
• Mozilla Firefox browsers: Mozilla Firefox 45 and above; Apple Safari browsers: Apple Safari 10 and above; Google Chrome browsers: Google
Chrome (most current version); Opera 42 and above/Opera Mobile
• Java or Adobe Flash updates
• Interactive Distance Learning Tool with Monitoring of Students and Customized Module Creation
• Smart e-blackboard 98”
A broad coverage of the conceptual and empirical foundations of psychology in its main fields. The discussion of the theories, concepts and empirical findings
focuses on complex human behaviour- how and why we think, feel, and behave the way we do, how we act and interact with others, and why and how we
become the unique individuals that we are.
The students should be able to understand and apply concepts, theories and methods to analyse complex human behavior.

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COURSE LEARNING PLAN

Teaching and Learning Activities (TLAs)
Time Assessment Tasks (ATs)
Intended Learning
Allotment Content/Topics Learning Resources With high internet With low With no
Outcomes (ILO) connection internet internet
connection connection
Week 1 At the end of the Session 1: Connecting to These sessions will E-copy of Course E-copy of Course Hardcopy of
session/lesson, the students for online class be accessed via Syllabus and class Syllabus and Course Syllabus N/A
students should be able orientation Google Meet and/or schedule class schedule and class
to: Google Classroom. (Synchronous and (Synchronous schedule
1. Navigate the online Session 2: Course asynchronous) in and (Synchronous
delivery, from Syllabus Overview The Class Schedule PDF format to be asynchronous) and
logging in and out (Synchronous and uploaded via the in PDF format to asynchronous)
from the chosen asynchronous) and chosen virtual class be uploaded via to be sent via a
online learning Course Syllabus (in platform, FB the chosen courier service
platform to joining PDF format) will be Messenger, SMS, or virtual class
synchronous presented and email. platform, FB
classes uploaded in the Messenger,
2. Distinguish Google Classroom. SMS, or email.
synchronous and
asynchronous The invitation to
learning modalities these sessions will be
3. Access learning sent to the students
materials via the via SMS, FB
chosen online Messenger, or e-
learning platform mail.
4. Prepare a time
table for
accomplishing
course
requirements
5. Describe the
General Class
Policies, Students’
Responsibilities,

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Obligations/Pledge,
Grading System
among others, and
virtual class
schedules
6. Make a simple
outline of the
various topics
specified in the
Course Syllabus
Week 2 to 1. Describe the Topic: Chapter 1: Nature • PowerPoint • Students’ • Download • Hardcopy of
Week 3 nature and scope and Scope of Psychology slides to be invitation through and review handouts • Quizzes or Chapter test (via Google
of psychology Subtopics: presented e-mail address or uploaded and/or Forms)
2. Enumerate and a. Nature of during online handouts PowerPoint • Application on Research Ethics to be
class code
differentiate the Psychology discussions and and/or presentation submitted via Google Classroom or
fields of b. Fields of • Live lectures PowerPoint will be sent a courier service: Citing concrete
to be uploaded online through
psychology, Psychology presentation via a courier examples where ethical standards
in the Google
schools of thought c. Schools of videoconferencing in PDF service are properly observed or violated in
Classroom
and contemporary thoughts of platforms such as format • Individual the conduct of research.
views in Psychology • Recorded video • Post and and group • See Appendix A for the rubric
Zoom or Google
psychology d. Contemporary lecture to be react to a worksheets
uploaded in the Meet
3. Explain the uses of views/ discussion to be
methods in the perspectives in Google • Post and react to
entry submitted
conduct of psychology Classroom a discussion entry via courier
psychological e. Research • Additional service (LBC,
research, and methods in material: APA JnT, JRS,
ethical issues psychology Code of Ethics; etc.)
involved in f. Research Ethics RA 10029
psychological with Humans
researches and Animals
Week 4 to 1. Describe the basic Topic: Chapter 2: • PowerPoint Synchronous Asynchronous Asynchronous
Week 6 structure of a neuron Neurobiological Bases slides to be • Live lectures • Download and • Individual and • Quizzes or Chapter test (via Google
2. List the major of Behavior presented online review lecture group Forms)
neurotransmitters Subtopics: during online notes, worksheets to • Critical thinking activity (with Guide
• Discussions
and describe the 1. Anatomy of the discussions and PowerPoint be submitted questions)
through
Neuron via courier
to be uploaded videoconferencing
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functions they may 2. Synaptic in the Google platforms such as slides (in PDF service (LBC, • Illustrating the Anatomy of the
influence Transmission Classroom Zoom or Google format) JnT, JRS, etc.) Neuron through pencil artwork to
3. Illustrate and explain 3. Neurotransmitters • Recorded video Meet • Post and react • Supplemental be submitted via Google Classroom
the major parts of and their lecture to be • Post and react to to a discussion readings or courier service
the nervous system functions uploaded in the a discussion entry entry relevant for • Citing examples of how brain
and the information 4. The structure of Google discussions damage affects behavior.
they process the Nervous Classroom • See Appendix A for the rubric
4. Identify brain- System and their • Video
imaging techniques functions presentations of
and other ways to 5. The Endocrine the Nervous
study the brain system; Hormones system
5. Explain how the and Behavior
endocrine system
works and the
functions of the
endocrine glands
Week 7 1. Identify the basic Topic: Chapter 3: • PowerPoint Synchronous Asynchronous Asynchronous • Quizzes or Chapter test (via
concepts in Sensation and slides to be • Live lectures • Download and • Individual and Google Forms)
sensation and Perception presented online review lecture group • Research work (errors of
perception Subtopics: during online notes, worksheets to perception) to be submitted via
• Discussions
2. Describe the 1. Basic Concepts discussions and PowerPoint be submitted Google Classroom or courier
through
anatomy of the - Definition of slides (in PDF via courier service
to be uploaded videoconferencing
sense organs sensation and
in the Google platforms such as
format) (LBC, JnT, JRS, • Creating own optical illusions
3. Outline the perception • Post and react etc.) through drawings, photography,
Classroom Zoom or Google
processes involved in -Absolute threshold to a discussion • Supplemental or digital artwork
• Recorded video Meet
vision, hearing, taste, -Subliminal entry readings • See Appendix A for the rubric
lecture to be • Post and react to
smell, touch and the stimulation • DIY Activities relevant for
uploaded in the a discussion entry
body senses, as well -Difference and discussions
Google • DIY Activities and
as the principles of Threshold experiments • DIY Activities
visual perception -Signal Detection Classroom experiments to
to illustrate and
Theory • Optical Illusions illustrate visual
visual experiments
-Sensory Adaptation receptors, blind
receptors, to illustrate
2. Vision spot, opponent-
blind spot, visual
3. Visual Perception process theory,
opponent- receptors,
4. Hearing negative
process blind spot,
5. Chemical Senses afterimages; to
theory, opponent-

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6. Skin senses test normal color negative process

7. Kinesthesis and vision, vestibular afterimages; theory,
Vestibular Sense sense, and to test normal negative
8. Extrasensory chemical sense; color vision, afterimages;
Perception and to vestibular to test normal
demonstrate sense, and color vision,
optical illusions chemical vestibular
sense; and to sense, and
demonstrate chemical
optical sense; and to
illusions demonstrate
optical
illusions
Week 8 1. Discuss the levels of Topic: Chapter 4: • PowerPoint Synchronous Asynchronous Asynchronous • Quizzes or Chapter test (via
consciousness Consciousness slides to be • Live lectures • Download and • Individual and Google Forms)
2. Identify reasons for Subtopics: presented during online review lecture group • Case Analysis on Sleep Disorders
sleep and the 1. Definition of online notes, worksheets to and Psychoactive Drugs users to
• Discussions
variables that consciousness discussions and PowerPoint be submitted be submitted via Google
through
influence amount of 2. Levels of slides (in PDF via courier Classroom or courier service
to be uploaded in videoconferencing
sleep needed consciousness
the Google
format) (LBC, JnT, JRS, • See Appendix A for the rubric
platforms such as
3. Compare theories on (Psychoanalytic • Post and react etc.)
Classroom Zoom or Google
dreaming perspective) to a discussion • Supplemental
4. Describe the 3. Altered states of • Recorded video Meet
entry readings
lecture to be • Post and react to
experience of consciousness • Video relevant for
uploaded in the a discussion entry
hypnosis a. Sleep, presentation discussions
5. Explain the effects of dreaming, Google • Video
on
psychoactive drugs circadian Classroom presentation on
Consciousness
on cognition, health rhythm • Documentaries Consciousness
and Altered
and behavior b. Hypnosis on Hypnosis and Altered
Consciousness
c. Effects of Consciousness
Psychoactive
Drugs
Week 9 1. Differentiate Topic: Chapter 5: • PowerPoint Synchronous Asynchronous Asynchronous • Quizzes or Chapter test (via
theories of Motivation and Emotion slides to be • Live lectures • Download and • Individual and Google Forms)
motivation Subtopics: presented during online review lecture group • Case Analysis on the impairment
online notes, worksheets to of the Limbic system to be

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2. Explain the biological .1. Definition of discussions and • Discussions PowerPoint be submitted submitted via Google Classroom
and psychological motives, needs, to be uploaded in through slides (in PDF via courier or courier service
influences on hunger drives and the Google videoconferencing format) service (LBC, • See Appendix A for the rubric
3. Identify causes of incentives Classroom platforms such as • Post and react JnT, JRS, etc.)
eating disorders .2. Theories of • Recorded video Zoom or Google to a discussion • Supplemental
4. Describe the Motivation Meet entry readings
lecture to be
biological and .3. Hunger and Eating • Post and react to • Video relevant for
uploaded in the
psychological .4. Sexual Motivation a discussion entry presentation discussions
Google
components of and Sexual • Video on Physiology • DIY Activities
sexual desire Orientation Classroom
presentation on of Emotion and
5. Discuss theories on .5. Achievement Physiology of • DIY Activities experiments
sexual orientation Motivation Emotion and to
6. Describe various .6. Components of • DIY Activities and experiments demonstrate
theoretical Emotion experiments to to facial
perspectives on .7. Expression of demonstrate demonstrate expression
emotion Emotion facial expression facial
7. Illustrate how .8. Theories of expression
emotions are Emotion
expressed thru
facial expressions
MIDTERM WEEK
Week 10 1. Illustrate and Topic: Chapter 6: • PowerPoint Synchronous Asynchronous Asynchronous • Quizzes or Chapter test (via
explain the Learning slides to be • Live lectures • Download and • Individual and Google Forms)
processes of Subtopics: presented during online review lecture group • Critiquing on research
Classical and 1. Definition of online notes, worksheets to applications of various theories
• Discussions
Operant Learning discussions and PowerPoint be submitted of learning to be submitted via
through
Conditioning 2. Classical slides (in PDF via courier Google Classroom or courier
to be uploaded in videoconferencing
2. Identify Conditioning format) (LBC, JnT, JRS, service
the Google platforms such as
applications of 3. Operant • Post and react etc.) • See Appendix A for the rubric
Classroom Zoom or Google
classical and Conditioning to a discussion • Supplemental
operant 4. Cognitive Factors • Recorded video Meet
entry readings
lecture to be • Post and react to
conditioning in Learning • Video relevant for
uploaded in the a discussion entry
3. Discuss evidence a. Latent presentation discussions
• Video
supporting the idea Learning Google on various • DIY Activities
that cognition plays b. Contingency Classroom presentation on
classic and
Theory various classic

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an important role c. Observational • Journal experiments in experiments experiments

in learning Learning article/research understanding in to illustrate
applications of theories of understanding conditioned
theories of learning theories of stimulus in the
learning • DIY Activities and learning classical
experiments to • DIY Activities conditioning
illustrate and
conditioned experiments
stimulus in the to illustrate
classical conditioned
conditioning stimulus in
the classical
conditioning
Week 11 1. Explain the functions Topic: Chapter 7: • PowerPoint Synchronous Asynchronous Asynchronous • Quizzes or Chapter test (via
of memory Memory slides to be • Live lectures • Download and • Individual and Google Forms)
2. Differentiate the Subtopics: presented during online review lecture group • Critique paper on research
kinds of memory 1. Definition of online notes, worksheets to application on memory to be
• Discussions
3. Describe how Memory discussions and PowerPoint be submitted submitted via Google Classroom
through
information is 2. Kinds of slides (in PDF via courier or courier service
to be uploaded in videoconferencing
organized in long- Memory
the Google platforms such as
format) (LBC, JnT, JRS, • See Appendix A for the rubric
term memory 3. Processes of • Post and react etc.)
Classroom Zoom or Google
4. Give examples of the Memory to a discussion • Supplemental
various theories of 4. Stages of • Recorded video Meet
entry readings
lecture to be • Post and react to
forgetting Memory • Video relevant for
uploaded in the a discussion entry
5. Explain the biology 5. Forgetting presentation discussions
• Video
of memory 6. The Biology of Google • Memory • DIY Activities
Memory Classroom presentation
games and
• Memory games
• Memory • Thunstofam experiments
• Thunstofam
activities memory to
memory challenge
• Journal challenge demonstrate
activity
articles/research activity implicit
• DIY Activities and
applications of • DIY Activities memories,
experiments to capacity of
memory and
demonstrate short-term
experiments
implicit and long-term
to
memories, memory,
demonstrate

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capacity of short- implicit primacy and

term and long- memories, recency
term memory, capacity of effects
primacy and short-term
recency effects and long-term
memory,
primacy and
recency
effects
Week 12 1. Describe how Topic: Chapter 8: • PowerPoint Synchronous Asynchronous Asynchronous • Quizzes or Chapter test (via
knowledge is Thinking, Language and slides to be • Live lectures • Download and • Individual and Google Forms)
represented in Intelligence presented online review lecture group • Critique paper on research
memory Subtopics: during online notes, worksheets to application on intelligence
• Discussions
2. Identify and discuss 1. Thinking discussions and through
PowerPoint be submitted • Identifying various intelligence
common obstacles - Organizing slides (in PDF via courier tests to be submitted via Google
to be uploaded videoconferencing
to problem solving Concepts format) (LBC, JnT, JRS, Classroom
in the Google platforms such as
3. Describe the - Problem solving • Post and react etc.) • See Appendix A for the rubric
Classroom Zoom or Google
factors that affect - Reasoning, to a discussion • Supplemental
problem solving Decision Making and • Recorded video Meet
entry readings
lecture to be • Post and react to
and decision Judgment • Video relevant for
uploaded in the a discussion entry
making 2. Language presentation discussions
• Video
4. Explain how - Language Google • DIY Activities • DIY Activities
children acquire Development Classroom presentation
and and
• DIY Activities and
language - Language and • Journal experiments experiments
5. Differentiate Cognition experiments to
articles/research to illustrate to illustrate
various ways that - Language and illustrate bottom-
application of bottom-up bottom-up
psychologists have Culture up and top-down
intelligence and top-down and top-down
conceptualized 3. Intelligence processes; to
• List of processes; to processes; to
intelligence - Theories of demonstrate how
demonstrate demonstrate
Intelligence intelligence a usual object
how a usual how a usual
- Emotional tests for draws attention,
object draws object draws
Intelligence different age stroop effect, and
attention, attention,
- Creativity and groups to organize items
stroop effect, stroop effect,
Intelligence into hierarchies;
and to and to
- Measurement of to demonstrate
organize items organize items
Intelligence creative problem-
into into

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solving strategies, hierarchies; to hierarchies; to

algorithm, demonstrate demonstrate
heuristics, and creative creative
functional problem- problem-
fixedness solving solving
strategies, strategies,
algorithm, algorithm,
heuristics, and heuristics, and
functional functional
fixedness fixedness

Week 13 to 1. Explain the nature- Topic: Chapter 9: Human • PowerPoint Synchronous Asynchronous Asynchronous • Quizzes or Chapter test (via
Week 14 nurture issue and Development slides to be • Live lectures • Download and • Individual and Google Forms)
how it leads to Subtopics: presented during online review lecture group • Individual task on creating
diversity in 1. Factors that affect online notes, worksheets to Personal Timeline (Life Span) to
• Discussions
behaviour development discussions and PowerPoint be submitted be submitted via Google
through
2. Describe the stages 2. Stages of slides (in PDF via courier Classroom
to be uploaded in videoconferencing
of development Development/Life
the Google platforms such as
format) service (LBC, • Case analysis on Developmental
3. Illustrate the Span • Post and react JnT, JRS, etc.) tasks from infancy through later
Classroom Zoom or Google
physical, cognitive, 3. Aspects of to a discussion • Supplemental maturity to be submitted via
moral, social, Development • Recorded video Meet
entry readings Google Classroom or courier
lecture to be • Post and react to
emotional 4. Theories of • Video relevant for service
uploaded in the a discussion entry
development of Development presentation discussions • See Appendix A for the rubric
children, Google • Video
of Life Span
adolescents, adults presentation of
Classroom (Conception to
Life Span
4. Differentiate • Video Death)
theories of (Conception to
presentation of
development Death)
Life Span
(Conception to
Death)
Week 15 1. Compare and Topic: Chapter 10: • PowerPoint Synchronous Asynchronous Asynchronous • Quizzes or Chapter test (via
contrast the Personality: Theory and slides to be • Live lectures • Download and • Individual and Google Forms)
theoretical Measurement presented during online review lecture group • Reaction paper on MBTI result to
perspectives in Subtopics: online notes, worksheets to
• Discussions be submitted via Google
understanding discussions and PowerPoint be submitted Classroom or courier service
through
personality via courier

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2. List and describe 1. The to be uploaded in videoconferencing slides (in PDF service (LBC, • Link to the MBTI:
the different kinds Psychoanalytic the Google platforms such as format) JnT, JRS, etc.) https://www.truity.com/test/type-
of tests Perspective Classroom Zoom or Google • Post and react • Supplemental finder-personality-test-new
psychologists use 2. Trait Perspective • Recorded video Meet to a discussion readings • See Appendix A for the rubric
to measure 3. Learning Theory lecture to be • Post and react to entry relevant for
personality Perspectives a discussion entry discussions
uploaded in the
4. Humanistic-
Google
Existential
Perspective Classroom
5. The Socio-cultural • Personality Tests
Perspective
6. Measurement of
Personality
Week 16 1. Define stress and Topic: Chapter 11: • PowerPoint Synchronous Asynchronous Asynchronous • Quizzes or Chapter test (via
identify various Stress, Health and slides to be • Live lectures • Download and • Individual and Google Forms)
sources of stress Coping presented during online review lecture group • Self-care management to be
2. Classify the Subtopics: online notes, worksheets to submitted via Google
• Discussions
psychological 1. Definition of discussions and PowerPoint be submitted Classroom or courier service
through
moderators of Stress
to be uploaded in videoconferencing
slides (in PDF via courier • See Appendix A for the rubric
stress 2. Sources and format) service (LBC,
the Google platforms such as
3. Describe the Classifications of • Post and react JnT, JRS, etc.)
Classroom Zoom or Google
impact of stress on Stress to a discussion • Supplemental
the body 3. Psychological • Recorded video Meet
entry readings
lecture to be • Post and react to
4. Explain the Moderators of relevant for
uploaded in the a discussion entry
relationship Stress discussions
between 4. Stress and the Google
psychology and Body Classroom
health -General
Adaptation
Syndrome
- Effects of Stress
on the Immune
System
5. Psychology and
Chronic Health
Problems

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Week 17 1. Describe the Topic: Chapter 12 • PowerPoint Synchronous Asynchronous Asynchronous • Quizzes or Chapter test (via
theoretical Psychological Disorders slides to be • Live lectures • Download and • Individual and Google Forms)
perspectives on Subtopics: presented during online review lecture group • Case analysis on various
psychological 1. Theoretical online notes, worksheets to psychological disorders (one
• Discussions
Disorders Perspectives on discussions and PowerPoint be submitted psychological disorder per
through
2. Explain symptoms of Psychological slides (in PDF via courier student) to be submitted via
to be uploaded in videoconferencing
some psychological Disorders format) service (LBC, Google Classroom or courier
the Google platforms such as
disorders 2. Classifications of • Post and react JnT, JRS, etc.) service
Classroom Zoom or Google
3. Identify approaches Mental Disorders to a discussion • Supplemental • 2-minute Video Campaign on
used in the 3. General • Recorded video Meet
entry readings Mental Health Awareness
lecture to be • Post and react to
treatment of mental Approaches in the relevant for (group task)
uploaded in the a discussion entry
disorders Treatment of discussions • See Appendix C for the outline
Mental Disorders Google and rubric
Classroom
• Abnormal
Psychology books
• Diagnostic and
Statistical
Manual-5
Week 18 1. Discuss factors that Topic: Chapter 13: Social • PowerPoint Synchronous Asynchronous Asynchronous • Quizzes or Chapter test (via
affect/influence Psychology slides to be • Live lectures • Download and • Individual and Google Forms)
social behaviors Subtopics: presented during online review lecture group • Critical thinking activity (with
2. Distinguish the ways 1. Factors that Shape online notes, worksheets to Guide questions) to be
• Discussions
in which people Attitude discussions and PowerPoint be submitted submitted via Google
through
behave as individuals 2. Factors that slides (in PDF via courier Classroom or courier service
to be uploaded in videoconferencing
or as members of a Contribute to
the Google platforms such as
format) service (LBC, • See Appendix B for the outline
group Personal • Post and react JnT, JRS, etc.) and rubric
Classroom Zoom or Google
Attraction/Love to a discussion • Supplemental
3. Factors that • Recorded video Meet
entry readings
lecture to be • Post and react to
Influence Social relevant for
Perception uploaded in the a discussion entry
discussions
4. Factors that Affect Google
Social Influence Classroom
5. Aggression
6. Group Behavior

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FINALS WEEK
REFERENCES
Kalat, J.W. (2017, 2014). Introduction to Psychology, 11th ed. Cengage Learning Asia Pte Ltd.
Pastorino, E. and Doyle-Portillo, S. (2016). What is Psychology. Foundations, Applications and Integration Cengage Learning, Boston, MA 02210
Rathus, S.A. (2014) Psychology 3rd ed. Cengage Learning Asia Pte Ltd.
Santrock, J. W. (2000). Psychology, 6th ed. The McGraw-Hill Companies, Inc.
Tria, G. E., Gaerlan, J. E., and Limpingco, D. A. (2012). General Psychology, 6th ed. Edited by Anna Larissa U. Yap. KEN Inc.

Supplementary Readings: TBA

Course Requirements: Self-paced tasks, group research work(s) on assigned topic(s), projects, quizzes, chapter tests, midterm and final examinations.
Grading System: Midterm/Final Exams = 30%
Formative Activities:
a. Individual tasks = 30%
b. Projects = 40%
_____________________________
Total 100%
Course/Subject Policies and Guidelines:
❏ The Online-mode of learning provides more time for students to evaluate or assess their assigned tasks or assignments with wiser and decisive outputs. In this mode,
learning materials, assignments, and quizzes will be uploaded via email or Google Classroom. The output of students will likewise be submitted using the same platform or via
courier service. The class may decide on scheduled online conversations as needed via an agreed upon platform.
❏ Labelling and type of document: All outputs shall be saved with student’s Complete Name and activity title as the file name (ex. Juan Dela Cruz Introduction to Psychology)
in PDF format.
❏ Due date: Students are given a week to accomplish and upload assigned individual tasks following the date after the posting. For group tasks, students are allowed to submit
on or before the scheduled midterm/final exams.
❏ Late submission: Late submission will still be accepted but 20% of the actual score will be deducted.
❏ Formatting of individual research work/s and/or critique paper/s: Times New Roman, 12, 1-2 pages, indicating title of essay/paper, complete name, course, year and
section, date of submission in the output itself
❏ Formatting of group research work/s and/or critique paper/s: Times New Roman, 12, 3-5 pages, indicating title of essay/paper, complete names of members, course, year
and section, date of submission in the output itself
❏ Academic Referencing: Refer to APA Publication Manual, 7th Edition, for in-text referencing and format of references at the end of essay/paper; reference at least 10 to 15
academic sources to ensure quality of essay/paper
❏ For the part on the research work/s, refer to relevant and current peer-reviewed journal articles/reviews that provide an empirical, evidence-based discussions relevant to
the assigned topics.
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❏ All outputs shall be uploaded/submitted via online platform and/or courier service.
❏ Netiquettes
a. Be respectful. It is essential to keep in mind the feelings and opinions of others, even if they differ from own.
b. Be watchful of foul language used online. While non-verbal cues are less observed virtually, be mindful of strong language, letter case, and exclamation points
expressed online. It is important to read everything carefully before letting others read it to avoid being misunderstood.
c. Be careful with humor and sarcasm.
d. Grammar, clarity of ideas, and spelling matters. Written communication should be professional and reflect proper writing style. Always follow grammar rules for
school.
e. Never post or share private information, irrelevant and/or inappropriate materials online.
f. Always wear proper and decent attire, especially during live virtual lecture.
g. Online communication between student and instructor shall be done only during class schedules, except Holidays.
❏ Fostering a safe online community
a. Only students who are enrolled in this subject are allowed to join in the virtual class. Hence, this virtual class is a private group.
b. Pseudonyms, avatars, proxies, and trolls are strictly prohibited.
c. Advertisements and personal business promotions are not allowed.
d. Joining virtual class discussions shall always be done in a private room or in a safe place without distractions.
❏ Data Privacy
a. Both the instructor and students play the role of data user/collector.
a.1. The instructor is a data collector as s/he collects personal information from students, such as, but not limited to, name, address, contact number, Facebook
account, and e-mail address.
a.2. The instructor becomes a data user as s/he assesses students’ outputs.
a.3. The students are data collectors/users as they receive and use learning materials from the instructor, such as, but not limited to, PowerPoint slides in PDF
format, hand-outs, lecture notes, video clips, worksheets, eBooks and contact information.

b. The students as data subjects.

b.1. Students’ personal information shall be recorded and used solely for its purpose.
b.2. Students’ submitted outputs become the intellectual property of the instructor and shall be properly credited when it is deemed necessary.

c. The rights of students as data subjects.

c.1. Students shall be allowed to update their personal information and inform the instructor about the changes.
c.2. Students shall be permitted to resubmit uploaded individual/group tasks for improvement and/or revisions subject to the approval of the instructor, or if the
output has not yet been graded.
c.3. Students shall have the right to be informed of their scores in quizzes, exams, and assigned individual/group tasks.
Introduction to Psychology/BS Psych
 15

c.4. Students shall have the right to access and download learning materials uploaded by the instructor in the virtual class platform.
c.5. Students shall have the right to prevent the collection of sensitive information, such as, but not limited to, gender, age, religious beliefs, health, sexual life, or
proceedings for any offense committed or alleged to have committed, that likely to cause damage or distress.
c.6. Students shall have the right to non-disclosure of personal data.

d. Data Protection Principles

d.1. Generally, consent is the most fundamental element in the data protection. Learning materials cannot be disclosed to any party without consent of the
instructor other than for their original purpose and cannot be shared to others outside the class without permission from the instructor. Likewise, students shall
be made aware of the weekly postings, especially those with from low to no internet connection.
d.2. In the event that a student breaches the confidentiality of the virtual class, including class conversations, uploaded learning materials, personal data, the
instructor will have recourse to such action (i.e., reporting the event to the concerned units in the university for disciplinary actions).
Research Opportunities in Delivering Flexible Classes:
Techno-Stress and difficulties encountered by faculty and students in the delivery of flexible learning.

Updated: July 16, 2021

Prepared by: MICO M. MOLINA, MSPsych, RPm

Reviewed by: PRECIOUS LYN C. BABIDA, RPm, RPsy

Recommending Approval:

REMEDIOS T. NAVARRO, EdD, RPm LUZVIMINDA P. RELON, EdD

Dean Director for Instruction

Approved:

ROLANDO B. NAVARRO, EdD

Vice President for Academic Affairs

Introduction to Psychology/BS Psych

 16

APPENDIX A: Sample Matrix/Rubric for Recurring Individual and Group Tasks

Evaluation of Written Output for Individual/Group Research Work, Case Analysis and Critique Paper
Proposed Intervention Strategies/Model Points obtained Comment/s
i. Content/Organization
Coherence and consistency (unity of ideas)
__/25
Clarity of expression and propriety of emphasis

ii. Quality of output

Originality and evidence of work
Soundness and depth __/25
Relevance and appropriateness

iii. Mechanics of Text

Structure, academic writing, formatting, academic referencing __/25

iv. Sufficient Academic References

(Feasibility of the Proposed Intervention Model
__/25
Specific, realistic and attainable objectives, doable and practical)

Total _______/100 pts

MICO M. MOLINA, MS Psych, RPm

Part-time Instructor, College of Arts and Sciences

Introduction to Psychology/BS Psych


APPENDIX B: Sample Matrix/Rubric for Group Tasks
Rubric for the 2-minute Video Campaign on Mental Health Awareness
BELOW STANDARD
CRITERIA
(0-10 POINTS)
Content lacks a central theme, clear point of view and
logical sequence of information. Much of the supporting
information is irrelevant to the overall message. The
viewer is unsure what the message is because there is
CONTENT/
little persuasive information and only one or two facts
ORGANIZATION
about the topic are articulated. Information is incorrect,
out of date, or incomplete. No citations included.
Less than adequate evidence of student learning and
efforts are reflected in student's project.
The camera work is choppy and the scenes are blurry
or panning is too fast. Sound and visual files contain
TECHNICAL
significant distortion. Transitions are awkward between
ELEMENTS
scenes. Technical difficulties seriously interfere with the
viewer's ability to see, hear, or understand content.
Severely lacks creativity and shows little if any
CREATIVITY
originality or effort. Lacks visual appeal.
Obvious that the presentation was created by one
COLLABORATION person. The group is unable to complete the video in a
timely fashion
TOTAL
PARTIALLY PROFICIENT
(11-15 POINTS)
The content does not present a clearly
stated theme, is vague, and some of
the supporting information does not
seem to fit the main idea or appears
as a disconnected series of scenes
with no unifying main idea. Includes
few citations and few facts.
Adequate evidence of student learning
and efforts are reflected in student's
project.
The camera work may be choppy or
panning is too fast. Sound and visual
files may have some distortion but it
doesn't distract the viewer. There are
some technical problems, but the
viewer is able to follow the
presentation.
Somewhat creative, planning is clear,
some ideas demonstrate original
thought, however most appears to be
borrowed. Somewhat visually
appealing.
Presentation is a result of a group
effort, but only some members
contributed. Some students in the
group participate actively.
17
PROFICIENT EXEMPLARY SCORE
(16-20 POINTS) (21-25 POINTS)
Information is presented as a
connected theme with accurate,
The content includes a clear statement
current supporting information that
of purpose or theme and is creative,
contributes to understanding the
compelling and clearly written. A rich
project’s main idea. Details are
variety of supporting information in the
logical and persuasive information is
video contributes to the understanding
effectively used. The content includes
of the project’s main idea. Events and
a clear point of view with a
messages are presented in a logical
progression of ideas and supporting
order. Includes properly cited sources.
information. Includes properly cited
Excellent evidence of student learning
sources.
and efforts are reflected in student's
Excellent evidence of student
project.
learning and efforts are reflected in
student's project.
The camera work is generally smooth The camera work is smooth and the
and the focus is usually crisp. Sound focus is crisp. Sound and visual files
and visual files are mostly distortion are distortion free. Transitions are timed
free. Transitions provide a smooth for smooth movement between scenes.
movement between scenes. There There are few technical problems, and
are few technical problems. none of a serious nature.
Mostly creative production and
Highly creative, well thought out, and
clearly thought out. Most ideas
original. Demonstrates effort, innovative
presented demonstrate original and
interpretation, and creative production.
creative interpretation. Visually
Highly visually appealing.
appealing.
Effective teamwork. The final product
represents something that would have
Students worked together and were
been impossible to accomplish working
assigned different roles. All students
alone. All students in the group
in the group participate actively 100%
participate actively 100% of the time.
of the time.
Each student excels in his/her assigned
role.
MICO M. MOLINA, MS Psych, RPm
Part-time Instructor, College of Arts and Sciences
Introduction to Psychology/BS Psych