Cainta Catholic College

College Department
Personhood Development Syllabus

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II.
III.
IV.

PROGRAM: AB PSYCHE 3
COURSE CODE:
COURSE TITLE: PERSONHOOD DEVELOPMENT AND VALUES EDUCATION
COURSE CREDIT: 3 units
I.

VISION CCC becomes a total Catholic of choice in the Rizal rim now and in
the next century
II.
MISSION CCC sustains continuity of efforts in building better lives
through the development of a culture of excellence reflected in
educational pursuits integrating relevant goals on globalization,
information technology, knowledge-driven economy and values on prolife. This is made manifest in every facet of its educational experience.
III.
GOALS CCC shall endeavor to:
1. Establish a foundation of a total Catholic College of choice through
strategic pillars consisting of fundamental beliefs and principles;
2. Utilize balanced scorecard perspectives to push for quality customer
service;
3. Etch a pathway of academic endeavor lined with relevant offerings that
match the needs of dynamic society;
4. Operationalize the concept of a global village through dynamic
linkages; and 5. Constitute an empowered academic community which
can respond to a versatile human resource for the development of
morally upright human life.
V. BEED/BS Ed PROGRAM OJECTIVES
The Teacher Education Program commits to produce teachers who are not only
knowledgeable and competent but also with a heart to serve. Hence, our graduates shall be
imbued with the ability to:
1. Communicate effectively in English, both orally and in writing;
2. Provide a sound learning environment;
3. Promote learning through their actions, statements and social interactions; Recognize
and respect individual differences to ensure that all students can attain appropriate learning
goals;
4. Demonstrate mastery of the subject matter;
5. Select teaching methods, learning activities and instructional materials appropriate to
the learners and aligned to the objectives of the lesson;
6. Use a variety of assessment strategies to monitor and evaluate learning;
7. Allocate time for personal and professional development;
8. Implement the principles of human rights and maintain at all times the dignity of an
educator;
9. Practice sound and sustained partnership with parents to foster effective carryover of
learning in the homes; and
10. Cherish and nurture a deep love of country through dedicated work and abiding
faith in God.

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V.
VI.

COURSE DESCRIPTION: This course is

COURSE LEARNING OUTCOMES (NOTE: MINIMUM OF 5 AND SHOULD
REPRESENT KNOWLEDGE, SKILLS AND ATTITUDES)
Student learning outcomes (adapted from CMO No., 30, s. 2004)
1. Can demonstrate and apply the basic and higher level
visual/media/computer literacy, communication, and critical thinking skills
needed for higher learning. (Knowledge)
2. Can establish and maintain a technology-based environment needed
for holistic development of learners.
3. Can identify and describe educational theories that influence modern
technology teaching methods and practices.
4. Can create an educational media and technology conducive to
learning.
5. Can demonstrate competencies drawn from technology concepts,
processes and designs.
6. Can apply the appropriate process in using technology while respecting
the unique knowledge and experience of diverse learners.
7. Can facilitate cooperative, creative and constructivist learning with the
use of technology tools.
8. Can apply a wide range of instructional media as learning aids and
technology for integration in learning.

VII. COURSE CONTENT

Specific Objectives,
Topics and Time
Allotment
Topic: Physical
Aspect of
Personality ( 9
hours)
At the end of each
session, the student
must be able to
1.1 Define and
identify aspects of
personhood
1.2 Differentiate
aspects of
personhood
1.3 Explain the
reason behind the
need to develop
personhood
1.4 Recognize and
discuss the point of
personality

Intended
Learning
Outcomes and
Activities

Assessment
Strategies

Evidence of
Outcomes

1.1 Students must

have the
capability to
identify the
components of
personality
in order to
holistically
perceive it as just
a
component of
ones
personhood; as the
student
is capable of
determining
the components of

Group dynamics,
role play, debate
and written
outputs
shall be required
from students.

Written outputs;
Objective quiz
results;
Role play
performance
evaluation

enrichment
1.5 Define balance
diet and enumerate
nutrients needed for
a healthy body
1.6 Define grooming
1.7 Distinguish
different facial types
and haircuts
1.8 Recognized facial
expressions, identify
skin types,
1.9 Know and
demonstrate hair
and skin care

II. Social Aspect of

Personhood
Development
( 9 hours)
2.1 Demonstrate proper
introduction of self,
proper telephone
etiquette, as well as
ethical manners at
home
2.2 Demonstrate proper
table setting
2.3 Define and explain
human relations
2.4. Understand and
discuss the Ten
Commandments for
Human Relations

III. Topic: Intellectual

personality which
need to be
developed,
personhood
development is
consequently
achieved. To
achieve this, a rich
discussion with the
conduct
of debate and
group
dynamics shall be
employed
to generate a
plethora of
thoughts, personal
views
about each
students
perception of
personhood
2.1The student
must be
abreast with
theoretical
considerations
regarding
how human beings
develop socially;
consequently,
students
must be able to
demonstrate
proper
manner and
etiquettes
necessary for
establishing
harmonious
relationship at
the workplace,
even at home

Aspect
of Personhood
Development
3.1 Demonstrate good
study
and reading habits
3.2 Demonstrate
proficient
oral communication
skills
3.3 Demonstrate
effective
listening and speaking
IV. Topic: Emotional
Aspect
of Personhood
Development
4.1 Define and
understand the
psychological nature of
emotions
4.2 Identify and
illustrate
different kinds of
emotions
4.3 Enumerate
characteristics of an
emotionally mature
persons
V. Topic: Moral Aspect
5.1Explain the
classification of
values
5.2Identify different
virtues
toward others
5.3Define ones
philosophy in
life
5.4Explain ten
strategies of
mans ego development
5.5Identify different bad
traits
and ways of overcoming
them

V11. Garding system

1. Class Standings ----------------------------------------------------------------- 70%

Regular attendance 10%
Quizzes/Assignments, Essays 30%
Reactions/Reflection/Research Paper, Portfolio 30%

2. Periodical Examinations------------------------------------------------------- 30%

TOTAL 100%
VII. REFERENCES
1. Avelino,S.E. and Sanchez, C.A. (1996).Personality Development and
Human Relations.
Rex Bookstore: Manila,Philippines.
2. Corazon, C.O. and Aguinaldo, M.M.(1994). Enriching Your
Personality.Centro Escolar
University:
Manila, Philippines.
3. Graland, R.(1990). Working and Managing in a New Age. New York
Ballantine Books.
4. Niere, L.L. ( 2001). Health and Home.
5. Perez, A.G.(2001). The Danger of Hypocracy.
6. Ventaka, I. Powerful and Positive Personality: A Guide to Step-by-Step
Personality
Development.
7. Priest, T.F. and Pullen, J.A. (1990). A Guideto Clothing. Mc Graw Hill.

Prepared by:
Marissa Mae C. Mendoza
Cruz
Professor

Checked by:
Dr. Reynaldo
BSED/BEED Chairperson