Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

BAAO COMMUNITY COLLEGE
San Juan, Baao, Camarines Sur

OUTCOMES-BASED EDUCATION SYLLABUS

Name of Faculty : JO-ANN ESPARAGOZA-SORITA

Course Title : Understanding the Self
Course Number : GE 1
Course Prerequisite : None
Number of Credits : 3 units
Course Placement : BSE 1
Semester/Term : 1st Semester
Time/Room : Online/Face-to-Face
Contact Information : Facebook messenger/ GC
Consultation Time : Saturday, 9:00am – 12:00pm
Consultation Venue : Work from Home-Google Meet, Facebook Messenger
LMS Link/Passcode : Google Classroom

A. 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.

B. COURSE 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 integrating 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.

C. COURSE REQUIREMENTS

1. Written Outputs
2. Class standing/Participation
3. Projects
4. Linkages
5. Examinations

D. COURSE OUTLINE AND TIMEFRAME

Week Course Content / Subject Matter

1 Introductions, Syllabus, Course Objectives, Requirements, and Expectations

2 and 3 Philosophical Perspectives on the Self

4 The Self, Society, and Culture

5 and 6 The Self as Cognitive Construct

7 The Self in Western and Eastern Thoughts

8 and 9 The Physical and Sexual Self

10 Managing the Material Self (MIDTERM EXAMINATION)

11 and 12 The Spiritual Self

13 The Political Self and Being Filipino

14 The Self in the Digital World

 15 Learning To Be a Better Learner

16 and 17 Dream Big and Make it Happen!

18 and 19 Less Stress, More Care (FINAL EXAMINATION)

E. LEARNING PLAN

Week Course Content
At the end of the session, the
learners should demonstrate
understanding of:
Introductions, Syllabus, Course
Objectives, Requirements, and
1 Expectations
Philosophical Perspectives on
the Self
2 and 3
Specific Learning Outcomes Teaching and Learning Activities (TLSs) Assessment of Tasks
At the end of the session, the learners
should be able to:
Self-introduction/ Socialized Discussion; Pre-Assessment or
• Discuss the content of the Review of Syllabus; Diagnostic test
syllabus; Class discussion: Course objectives and rules;
• Enumerate and explain the Activity on Commitment
course objectives and
requirements;
• Cite expectations, and
• Demonstrate interest for the
course.
• Explain the importance of Do You Truly Know Yourself? Paper and Pen Self-
understanding one’s self (A quick survey about one’s self) Assessment
• Explain the various notions of the
self from different philosophical
perspectives; Interactive Classroom Discussion
• Examine one’s self in relation to Graded Oral Recitation
the philosophical perspectives of
the self.
Small Group Activity (Venn Diagram)

Knowing the Concept of Self Output Presentation with

(Students will answer some questions about Rubrics
their self-concept or how they conceive their
self)

The Self, Society, and Culture
4 the formation of the self; and
5 and 6 The Self as Cognitive Construct
7 The Self in Western and
Eastern Thoughts
• Explain the relationship of the
self, society, and culture;
• Compare and contrast how social
institutions and culture affected
• Examine one’s self against the
different perspectives in this
lesson and various experiences of
their classmates
• Enumerate the various
psychological perspectives and
concepts about the “self”
• Analyze the effects of various
psychological factors in the
formation of the “self” and
• Examine one’s self against the
different perspective in this
lesson and various experiences of
their classmates
• Explain the concept of “self” in
several Asian perspectives;
• Differentiate the concept of “self”
according to western thought
against eastern thought; and
• Create a representation of the
Filipino self
Essay Writing
Interactive Reporting Group Report with Rubrics
Small Group Discussion Graded Oral Recitation
with Rubrics
My Self Through the Years (an individual activity
examining one’s self) Presentation of Output
with Rubrics
Interactive Reporting Reporting with Rubrics
“You” Through Others’ Eye ( The activity has Graded Individual
two parts that try to compare how we look at Presentation with Rubrics
ourselves against how people perceive us
depending on how we present ourselves to
them.)
Two Sides of the Same Planet (Using the table, Output Presentation with
students will write five differences between Rubrics
Western and Eastern society, culture, and
individuals.)
Reporting with Rubrics
Interactive Discussion/Reporting
Draw It! Output Presentation with
(Students will create a diagram, representation, Rubrics
or concept map of the SELF according to Filipino
culture.)
 8 and 9 The Physical and Sexual Self • Explain the concept of physical
self;
• Discuss ways on how to observe
physical self-care;
• Enumerate practical tips on how
to practice mental self-care; and
• Describe ways on how to perform
emotional self-care;
• Describe the concept of sexual
self;
• Recognize your own sexual self
and behavior; and
• Discuss ways on how to protect
one’s sexual self
10 Managing the Material Self • Explain the relationship between
the “self” and material or
economic possessions;
• Analyze the role of consumer
culture to “self” and “identity”
and
• Evaluate one’s own personal
experience, behavior, and
attitude toward material
resources
(MIDTERM EXAMINATION)
11 and 12 The Spiritual Self • Identify various religious
practices and beliefs;
• Understand the self in relation
with religious beliefs; and
• Explain ways of finding the
meaning of life.
13 The Political Self and Being • Know who a Filipino citizen under
Filipino the 1987 Constitution is;
• Deepen understanding of the
values, traits, and characteristics
Interactive Classroom Discussion/Reporting Reporting with Rubrics
Short Debate: Oral Recitation with
Agree or Disagree Rubrics
Creative Work: Output Presentation with
Students will propose a program in school or Rubrics
community that will raise the awareness of the
students and to help eliminate sexually
transmitted diseases especially among the
youth.
Interactive Classroom Discussion/Reporting Reporting with Rubrics
Collage Making Output Presentation with
Rubrics
Interactive Classroom Discussion/Reporting Reporting with Rubrics
Video Clip Video Presentation with
(Student will make a video clip with reflection Rubrics
on the any of the given topics.) Documentary Presentation
Documentary (Students will make a with Rubrics
documentary about World War II Filipino
Survivor following the given features.)
Who is a Filipino? Output Presentation with
(Students will cut out pictures or illustrations Rubrics
from magazines and newspaper that show what
being a Filipino is about.)
 that make up the Filipino national
identity; and
• Reflect on how a national Identity
influences one’s political self-
concept
14 The Self in the Digital World • Define the concept of online
identity;
• Understand the influence of
social media in creating and
presenting the digital self;
• Examine the influence of the
internet to gender and sexuality;
and
• Demonstrate responsible and
appropriate ways of presenting
oneself or behaving online.
15 Learning To Be a Better Learner • enumerate various metacognition
and studying techniques; and
• Explain how learning occurs; and
• Incorporate in their future
learning style the techniques that
they find the most appropriate
for themselves.
•
16 and 17 Dream Big and Make it • Share their dream for their future
Happen! • Identify possible obstacles that
can hinder you from achieving
their dreams;
• Learn ways on how to fulfill their
dreams; and
• Create their personal plan in
making their dreams happen.
Output Presentation with
Acrostic Rubrics
(Students will make an acrostic using the word
FILIPINO.) Reflection Paper with
Writing a Reflection Paper Rubrics
Small Group Discussion Presentation with Rubrics
Three Facts, One Fiction (Students will write Presentation with Rubrics
four sentences about themselves stating a fact
and another sentence which is a fiction.)
• Presentation with
Poster and Slogan Making Rubrics
How Do You Think About Thinking? Presentation with Rubrics
(answering the Metacognitive Awareness
Inventory)
Reporting with Rubrics
Interactive Classroom Discussion
• Presentation with
Role Playing Rubrics
5-10-20 Selfie Presentation with Rubrics
(Envisioning “Future Self”)
Envisioned Self Plan Presentation with Rubrics
Interactive Classroom Discussion Reporting with Rubrics
• Presentation with
Jack Canfield Quote Hunt Rubrics
Self-efficacy Collage
Graphic Organizer
Goal Setting Plan
• Dream Board
 18 and 19 Less Stress, More Care • Explain the causes and effects of Reaction Paper Presentation with Rubrics
stress to one’s health Self-Care Plan
• Examine various stress- • Reflection Paper
management techniques; and
• Design a self-care plan

(FINAL EXAMINATION)

F. REQUIRED READING (Textbook)

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

G. Grading System
Examination -30%
Quizzes/Projects/Written Output -40%
Class Participation/Performance -25
Attendance -5%

TOTAL 100%

H. CLASSROOM 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.

Prepared by: Reviewed by:

JO-ANN E. SORITA MA. LOURDES Q. OLIVARES MARIA TERESA M. CRUZATA, Ph. D

Instructor College Dean of Education Academic Coordinator

Approved by:

MARICEL R. PEÑERO
OIC, College Administrator/
College Department Head