ScSc11n SYLLABUS23-24 RLCB

DEPARTMENT OF TEACHER EDUCATION
Binongtoan,Alangalang, Leyte, 6517,

PHILIPPINES
Tel. Number : (053) 525-0600 local 1098
Email: alangalang@vsu.edu.ph
Website: www.vsu.edu.ph
OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS
ScSc11n Understanding the Self

First Semester, A.Y. 2023 -2024
I. UNIVERSITY INFORMATION
1. Vision of the University
A globally competitive university for science, technology, and environmental

conservation
2. Mission of the University
Development of a highly competitive human resource, cutting-edge scientific

knowledge and innovative technologies for sustainable communities and environment.
3. VSU Quality Policy Statement
Page 1 of 13
Vision: A globally competitive university for science, technology, and environmental conservation.
TP-IMD-08
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge V02 11-14-2022
and innovative technologies for sustainable communities and environment.
No.
4. Quality Goals of the Visayas State University Alangalang
 Produce middle-level manpower in environment, agriculture, and education:

 Generate knowledge and technologies in environment, agriculture, and education
through relevant research;
 Design and implement advocacy programs and projects for social and economic
development and ecological conservation; and
 Encourage effectiveness, efficiency, and profitability in the varied operations of the
college.
5. Quality Objectives of the Department of Teacher Education
 Provide students the opportunity to conduct research in basic and higher education-
related fields.
 Engage students in extension activities and community outreach programs.
 Produce globally competitive graduates with pedagogical and 21st-century skills who
strive for a strong commitment to teaching and indulge in compassionate welfare
and learners’ development.
 Empower collaborative external relationships with various stakeholders in education
towards educational and sustainable development.
II. PROGRAM INFORMATION
1. Name of the Program Bachelor of Elementary Education

2. CHED CMO Reference CMO No. 74, Series of 2017
3. BOR Approval BOR no. 68, s. 2018
4. Program Educational Objectives and Relationship to Institution Mission

Mission
Program Educational Objectives
a b c
1. To develop prospective elementary school teachers who are / / /
dedicated and committed to work.
2. To produce graduates with critical thinking skills and innovative
teaching approaches, methods, techniques, and strategies. / / /
3. To train and guide students in conducting productive research

studies and extension activities related to education and its allied / / /
fields.
*a - development of a highly competitive human resource, b - cutting-edge scientific knowledge, c -

innovative technologies for sustainable communities and environment
III. COURSE INFORMATION
1. Course Code ScSc 11n

2. Course Title Understanding the Self
3. Pre-requisite None
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No.
4. Co-requisite None
5. Credit 3 units
6. Semester Offered First Semester
7. Number of hours 3 hours
8. Course Description This course deals with the nature of identity, as well, as the factors
and forces that affect the development and maintenance of
personal identity. This course is intended to facilitate the exploration
of the issues and concerns regarding self and identity in order to
arrive at a better understanding of oneself. This course includes
mandatory
topics on Family Planning and Population Education.
9. Program Outcomes (POs) in relation to the Program Educational Objectives (POEs)

Program Educational
Program Outcomes (POs) Objectives
1 2 3
Articulate and discuss the latest developments in the specific field
a of practice. / / /
Effectively communicate in English and Filipino, both orally and in

b writing. / / /
Work effectively and collaboratively with a substantial degree of

c independence in multi-disciplinary and multi-cultural teams. / / /
Act in recognition of professional, social, and ethical

d responsibility. / / /
Preserve and promote "Filipino historical and cultural heritage"

e (based on RA 7722). / / /
Articulate the rootedness of education in philosophical, socio-

f cultural, historical, psychological, and political contexts. / / /
g Demonstrate mastery of subject matter/discipline. / / /

Facilitate learning using a wide range of teaching methodologies
h and delivery modes appropriate to specific learners and their / / /
environments.
Develop innovative curricula, instructional plans, teaching

i approaches, and resources for diverse learners. / / /
Apply skills in the development and utilization of ICT to promote

j quality, relevant, and sustainable educational practices. / / /
Demonstrate a variety of thinking skills in planning, monitoring,

k assessing, and reporting learning processes and outcomes. / / /
Practice professional and ethical teaching standards sensitive to

l local, national, and global realities. / / /
Pursue lifelong learning for personal and professional growth

m through varied experiential and field-based opportunities. / / /
Demonstrate an in-depth understanding of the diversity of

n learners in various learning areas. / / /
Manifest meaningful and comprehensive pedagogical content

o knowledge (PCK) of the different subject areas. / / /
p Utilize appropriate assessment and evaluation tools to measure / / /

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learning outcomes.
Manifest skills in communication, higher-order thinking, and the

q use of tools and technology to accelerate learning and teaching. / / /
Demonstrate the positive attributes of a model teacher, both as

r an individual and a professional. / / /
Manifest a desire to continuously pursue personal and

s professional development. / / /
10. Course Outcomes (COs) and Relationship to Program Outcomes (POs)

After completing this course, Program Outcomes Code
the student must be able to
A B C D E F
perform the following COs:
CO1: Compare and contrast how the
self has been represented
across the different disciplines I E D D E E
and
perspectives.
CO2: Demonstrate critical and
reflective thought in I E D D E E
integrating the various aspects
of self and identity.
CO3: Acquire and hone new skills
and learnings for better
managing of oneself I E D D E E
and functioning for a better
quality of life.
11. Course Content and Plan
Teaching and Learning

Assessm
Learning Activities
Week Topics ent Tasks
Outcomes Teaching Learning
Activities Activities
Class Orientation
OBE Course Course Setting of
Syllabus: Orientation expectations,
VSU Vision Presentation of Getting-to-

1-2 Course Syllabus
Mission, and know-each
Quality Policy other
Statement
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Class Policies Class
interaction
Course
Requirements Sharing of
Ideas
Grading System
and Activities Feedbac
Learning Guide / Review Syllabus

Instructional
Workbook /
Laboratory Manual
Submission of
requirements
Values
Integration:
Nationalism,
Academic Integrity,
CO1: Compare and contrast how the self has been represented across the different
disciplines and perspectives.
The Self from LO1: Describe Pretest
Various the different Answer queries Activity:
Perspectives notions of the self from students Concept Map Quiz 1
from the points of (Make a concept Recitation
Lesson No. 1 view of various Give Recitation map that
Philosophical philosophers illustrates the
Perspectives across time and underlying
place. concepts of the
3 self from the
various
philosophical
perspectives
across time.)
LO1: Examine Lecture Activity: Drake Learning

Lesson No. 2 the relationship Meme Tasks 1.2
Sociological between the self Answer queries (Using the Drake Quiz 2
from students Recitation
Perspectives and society. meme format,
identify who to
4
Recitation follow and not.)
The Self from LO1: Discuss the Learning

Various different ways by Activity: Short Tasks 1.3
Perspectives which culture Answer queries Analysis Quiz 3
(Provide a short
Recitation
shape the self. from students
Lesson No. 3 analysis on a
5 Anthropological Give Recitation particular article
provided.)
Perspectives
The Self from LO1: Assess how Learning
Various the formation of Answer queries Activity: Tasks 1.4
Perspectives self is affected by from students Personality Test
Quiz 4
various (Take an online
6 Lesson No. 4 psychological Give Recitation MBTI Recitation
Psychological factors. personality test Posttest
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Perspectives and self-assess
the results.)
CO2: Demonstrate critical and reflective thought in integrating the various aspects of
self and identity.
The Different LO1: Assess the Pretest
Aspects of the Self impact of culture Answer queries Activity:
on body image from students Crossword Learning
Task 2.1
and self- esteem. Puzzle Quiz 5
7 Lesson No. 1 The Give Recitation (Accomplish a Recitation
Physical and LO2: Explain crossword puzzle
Sexual Self and characterize game at
the development
of human sexual
behavior.
The Different LO1: Explain the Learning

Aspects of the Self association of self Activity: Debit Task 2.2
and possessions Give Lecture Card Challenge
Quiz 6
(List all the
Lesson No. 2 The LO2: Assess the Answer queries things that you Recitation
Material Self role of consumer from students want to buy if
culture to self and you were given
Give Recitation a debit car.) Mid-
identity.
terminal
Output:
Meme
Master
(Create a
meme
8 based on
the rubric
provided.)
9 FIRST LONG EXAMINATION on Module Nos. 1 and 2

The Different LO1: Examine Activity: Poster Learning
Aspects of the Self various religious Give Lecture (Make a poster Tasks 2.3
practices and highlighting
Answer queries Quiz 7
beliefs how spirituality
Lesson No. 3 The from students is represented in Recitation
10 Spiritual Self oneself.)
LO2: Give Recitation
Understand self
in relation with
religious beliefs.
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Module No. 2 LO1: Locate Learning
The Different oneself in the Give Lecture Activity: Task 2.4
Aspects of the Self context of Picture
Answer queries Quiz 8
Filipino values (Caricature)
from students Analysis (Write Recitation
Lesson No. 4 The LO2: Reflect on an analysis on
Political Self one’s national Give Recitation a caricature
identity. provided.)
11
Module No. 2 LO1: Assess the Activity: Word Learning

The Different impacts of Give Lecture Search (Search Task 2.5
Aspects of the Self cyberworld on for 6 words from
Quiz 9
the formation of Answer queries a box consist of
12 letters and Recitation
oneself.
Lesson No. 5 The from students identify their
Digital Self LO2: Reflect on relation to the Posttest
one’s behavior topic.)
online.
Give Recitation
CO3: Acquire and hone new skills and learnings for better managing of oneself and
functioning for a better quality of life.
Module No. 3 LO1: Examine Pretest
Managing and Caring and apply various Give Lecture
for the Self metacognition and Activity: MAI
(Answer the Learning
studying Task 3.1
Lesson No. 1 Learning techniques. Answer queries Metacognitive
to be a Better Learner from students Awareness
13 Quiz 10
Inventory online
Give Recitation and make a Recitation
self-evaluation of
the result.)
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No.
Managing and Caring LO1: Examine Learning
for the Self and apply Give Lecture Activity: Planner Task 3.2
(Create a goal Quiz 11
Bandura’s Recitation
Lesson No. 2 Setting self-efficacy Answer queries setting plan
Goals for Success from students highlighting your
theory for self-
personal goals
14 assessment
Give Recitation and the means by
LO2: Design which you will
personal goals. attain them.)
Managing and Caring LO1: Assess the Learning

for the Self effect of stress to Give Lecture Activity: Task 3.3
one’s health Stress-free List
Quiz 12
Lesson No. 3 Taking Answer queries (complete the
Charge of One’s LO2: Design a from students table on the Recitation
Health self-care plan things that
Give Recitation causes and
reduces Posttest
stress.)
Terminal
Output:
Think
15-16 Paper
(Write a think
paper on a to
be provided
article
concerning
our
understandi
ng of the
self.)
17 Synthesis
18 SECOND LONG EXAMINATION on Module Nos. 2 (cont) & 3
12. Life-long Learning Opportunities

The students will acquire knowledge, skills, and attributes in understanding the nature of identity
including factors that influence and shape personal identity. In the study of Understanding the Self,
students will be able to develop a more critical and reflective attitude in exploring the issues and concerns
of the self and identity for a better understanding of oneself.
13. Contribution of Course to Meeting the Professional Component (%)

General Education: 100%
Basic Education (Foundation): 0% Professional
Education (Major Field): 0%
Page 8 of 13
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No.
14. Textbooks and References
A. Textbook(s):
1. Alata E.J.P., Pawilen, R.A., et al. (2018). Understanding the Self. Rex Book Store, Inc
2. Villafuerte, S.L., Quillope, A.F., et al. (2018) Understanding the Self. Quezon City:
Nieme Publishing House C. LTD.
B. Main References
1.Belk (2013). Extended Self in a Digital World. Journal of Consumer Research. 40. 3,
pp. 477-500.
2. Chafee J. (2013). Who Are You? Consciousness, Identity and the Self. In ‘The
Philosopher’s Way: Thinking Critically about Profound Ideas’
3. Dulosky, KA, Rawson, EJ, et al. (2013). Improving Students’ Learning with Effective
Learning Techniques: Promising Directions from Cognitive and Educational
Psychology. Psychological Science in the Public Interest, 14(1). pp. 4-58.
4. Locke, E. (2002). Setting Goals for Life and Happiness. In Snyder & Lopez (eds.)
Handbook of Positive Psychology. Oxford University Press.
5. Mead, GH, (1972). Mind, Self, and Society from the Standpoint of a Social
Behaviorist. University of Chicago Press.
6. Johnson, T. (1985). The Western Concept of Self. In Marsella (ed) Culture and Self:
Asian and Western Perspectives. Tavistock Publications. pp 91-138
7. Triandis (1989). The Self and Social Behaviour in differing Cultural Contexts.
Psychol. pp 506-520.
C. Other References:
1. Feldman, R. (2008). Understanding Psychology. 8th ed. McGraw Hill. Module 34, 35,
& 36. pp. 369-391.
2. Gonzales & Hancock. (2010). Mirror, Mirror on my FB Wall: Effects of Exposure to

FB on Self Esteem. Cyberpsychology, Behaviour and Social Networking.
3. Stein & Stein. (2011). Ritual. In Angeloni (ed). Annual Editions: Anthropology 10/11. 33rd
ed. McGraw Hill. pp. 77-102.
15. Course Assessment and Evaluation

The performance of students will be assessed and evaluated based on the following: 50% Midterm
+ 50% Final Term = 100% (Overall Final)
Percentage Contribution No. of Times in Individual Task
Item
Assessment Tasks (1) the Semester (2) % Contribution
No,
(1/2)
1 Term Examination (TE) 30% 2 15.0%/TE
2 Assessment (A) 25% 12 2.08%/A
3 Learning Tasks/Activities (LT) 20% 12 1.67%/LT
4 Terminal Output (O) 15% 2 7.50%/O
5 Recitation (R) 10% 4 2.50%/R
100%
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No.
Minimum
Weight in Average for
COs Assessment Tasks Target and Standards
Percent Satisfactory
Rating
At least 70% of the students have
Learning Task 1.1 1.67% 60 %
at least 60% score
Quiz #1 2.08% 60 % at least 60% score
at least 60% score
CO 1 At least 70% of the students have
at least 60% score
at least 60% score
Recitation 1.78% 60 %
at least 60% score
Learning Task 2.1 1.67% 60 % at least 60% score
Quiz #5 2.08% 60 %
at least 60% score
CO2 Learning Task 2.2 1.67% 60 % at least 60% score
Quiz #6 2.08% 60 %
at least 60% score
Recitation 2.50% 60 % at least 60% score
Mid-Terminal Output 7.50% 60 %
at least 60% score
First Long Examination At least 70% of the students have
15.0% 60 %
(M1 & M2) at least 60% score
CO2 Learning Task 2.3 1.67% 60 % at least 60% score

at least 60% score
at least 60% score
Recitation 2.50% 60 %
at least 60% score
Quiz #10 2.08% 60 %
at least 60% score
CO3 Quiz #11 2.08% 60 %
at least 60% score
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Quiz #12 2.08% 60 %
at least 60% score
Recitation 2.50% 60 % at least 60% score
Terminal Output 7.50% 60 %
at least 60% score
Second Long At least 70% of the students have
15.0% 60 %
Examination (M3 & M4) at least 60% score
TOTAL 100%
Grading System (% Passing: 60%)
Range Grade Range Grade

96 – 100 1.00 74 – 77 2.25
92 – 95 1.25 69 – 73 2.50
87 – 91 1.50 65 – 68 2.75
83 – 86 1.75 60 – 64 3.00
78 – 82 2.00 51 – 59 5.00
16. Course Policies
1) Class participation is a very important part of the learning process in this course. Although not
explicitly graded, you will be evaluated on the QUALITY of your contributions and insights.
Quality comments possess one or more of the following properties:
 Offers a different and unique, but relevant, perspective;
 Contributes to moving the discussion and analysis forward;
 Builds on other comments;
 Transcends the “I feel” syndrome. That is, it includes some evidence, argumentation, or
recognition of inherent tradeoffs. In other words, the comment demonstrates some
reflective thinking.
2) Daily meeting attendance is necessary.

3) A student who has incurred eleven maximum numbers of absences shall be dropped from the roll
and shall be given a failing grade.
4) A student who comes 15 minutes after the class begins shall be marked “tardy”. Three
incidences of tardiness are equivalent to one absence.
5) Use of any gadgets in the class is prohibited unless required by the instructor.
6) Submission of written outputs and projects should only be made on or before the
deadline.
7). Academic dishonesty like cheating in any examination, plagiarism and the like will be penalized.
This class policy serves as our written agreement for the whole semester. If there are any changes to
enhance the class learning opportunity within the semester, they will be communicated accordingly.
Page 11 of 13
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17. Course Materials and Facilities Available
 Learning Guide
 Lecture Handouts
 Reading Materials
 Recorded Lecture Videos
 Virtual Classrooms:
 VSUEE
 Messenger Group Chat
17. Course Materials and Facilities Available

Course syllabus, Instructional Materials (Powerpoint Presentations, Video Clips), Learning
Guide, Lecture Notes
18. Revision History

Revision Date of Date of implementation Highlights of Revision
number Revision
19. Preparation
Name Signature Date Signed
Prepared by
Rosa Leah C. Borer 25/08/2023
III. INSTRUCTOR/PROFESSOR INFORMATION
1. Name of Instructor/Professor Rosa Leah C. Borer

2. Office and Department Department of Teacher Education
3. Telephone/Mobile Numbers 09082606047
4. Email Address rosaleah.borer@vsu.edu.ph
5. Consultation Time
20. Department Instructional Materials Review Committee:
Committee Name Signature Date Signed
Member:
Member: EDZEL N. BARAS
Head, DTE
Chairman: RUTH C. AMODIA, PhD
Dean, CTEAS
Name Signature Date Signed

Verified by: LILIBETH G. MIRALLES, PhD
Director for Academic Affairs
Validated by: Dr. Nancy D. Abunda
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Head, OIMD
Note:
1) The number of POs will depend on each degree program offered
2) COs and Relationship to POs
a. (I) - Introductory – an Introductory Course to an outcome
b. (E) - Enabling – an Enabling Course or a course that strengthens the
outcome
c. (D) - Demonstrated – a Demonstrative Course or a course demonstrating an
outcome.
_____________
Distribution of copies: OIMD, College, Department, Faculty and ODQA
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DEPARTMENT OF TEACHER EDUCATION

Binongtoan,Alangalang, Leyte, 6517,

OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS

ScSc11n Understanding the Self

1. Vision of the University

A globally competitive university for science, technology, and environmental

2. Mission of the University

Development of a highly competitive human resource, cutting-edge scientific

3. VSU Quality Policy Statement

 Produce middle-level manpower in environment, agriculture, and education:

5. Quality Objectives of the Department of Teacher Education

II. PROGRAM INFORMATION

1. Name of the Program Bachelor of Elementary Education

4. Program Educational Objectives and Relationship to Institution Mission

3. To train and guide students in conducting productive research

*a - development of a highly competitive human resource, b - cutting-edge scientific knowledge, c -

III. COURSE INFORMATION

1. Course Code ScSc 11n

9. Program Outcomes (POs) in relation to the Program Educational Objectives (POEs)

Effectively communicate in English and Filipino, both orally and in

Work effectively and collaboratively with a substantial degree of

Act in recognition of professional, social, and ethical

Preserve and promote "Filipino historical and cultural heritage"

Articulate the rootedness of education in philosophical, socio-

g Demonstrate mastery of subject matter/discipline. / / /

Develop innovative curricula, instructional plans, teaching

Apply skills in the development and utilization of ICT to promote

Demonstrate a variety of thinking skills in planning, monitoring,

Practice professional and ethical teaching standards sensitive to

Pursue lifelong learning for personal and professional growth

Demonstrate an in-depth understanding of the diversity of

Manifest meaningful and comprehensive pedagogical content

p Utilize appropriate assessment and evaluation tools to measure / / /

Manifest skills in communication, higher-order thinking, and the

Demonstrate the positive attributes of a model teacher, both as

Manifest a desire to continuously pursue personal and

10. Course Outcomes (COs) and Relationship to Program Outcomes (POs)

11. Course Content and Plan

Teaching and Learning

VSU Vision Presentation of Getting-to-

Learning Guide / Review Syllabus

LO1: Examine Lecture Activity: Drake Learning

The Self from LO1: Discuss the Learning

The Different LO1: Explain the Learning

9 FIRST LONG EXAMINATION on Module Nos. 1 and 2

Module No. 2 LO1: Assess the Activity: Word Learning

Managing and Caring LO1: Assess the Learning

12. Life-long Learning Opportunities

13. Contribution of Course to Meeting the Professional Component (%)

2. Gonzales & Hancock. (2010). Mirror, Mirror on my FB Wall: Effects of Exposure to

15. Course Assessment and Evaluation

At least 70% of the students have

Grading System (% Passing: 60%)

Range Grade Range Grade

16. Course Policies

2) Daily meeting attendance is necessary.

17. Course Materials and Facilities Available

18. Revision History

III. INSTRUCTOR/PROFESSOR INFORMATION

1. Name of Instructor/Professor Rosa Leah C. Borer

20. Department Instructional Materials Review Committee:

Committee Name Signature Date Signed