Republic of the Philippines

ISABELA STATE UNIVERSITY

Cabagan Campus

COLLEGE OF EDUCATION
SENIOR HIGH SCHOOL

Course Syllabus
First Semester, School Year 2019- 2020

GRADE 11 PERSONAL DEVELOPMENT 4.5 Units 4.5 hrs/wk(80hrs/sem)

Grade Course Title Credit Unit/s Hours per week

VISION INSTITUTIONAL OUTCOMES

The Isabela State University envisions to be a leading research
university in the ASEAN Region.
MISSION
The Isabela State University is committed to develop globally
competitive human, technological resources and services through quality
instruction, innovative research, responsive community engagement and viable
resource management programs for inclusive growth and sustainable
development.
QUALITY POLICY
The Isabela State University endeavors to be a lead university in
instruction, research, extension and resource generation through continuous
improvement of services.
ISU Expected Graduate Attributes
Skilled Communicator (SC)
• Recognizes and values communication as a tool for conveying and
interacting with others, and fostering their own learning.
Inquiry-focused and Knowledgeable (IFK)
• Creates new knowledge and understanding through the process of research
and inquiry
• Demonstrates comprehensive theoretical and technical concepts related to
their field of specialization with relevant connections to industry,
professional and regional knowledge.
Competent and Productive Professional (CPP)
• Initiates and innovates better ways of doing things
• Promotes quality and productivity
Collaborative and Effective Leader (CEL)
• Works in collaboration with others and manages group functioning to meet
common goal.
Lifelong Learner (LL)
• Acquires new skills and adapts to rapid changes in professional and personal
environments

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 GOALS OF THE COLLEGE PROGRAM OUTCOMES

The Institute is tasked to develop professional educators and train future
teachers who are competent, caring, confident and would contribute to the
development of the community through education by:
1. Enhancing the qualification of educators for academic and professional
development equipped with advanced training and educational innovations
as well as research and extension capabilities; and
2. Preparing and developing highly qualified basic education teachers and
skilled technologies through quality and well-rounded pre-service training in
both academic and vocational for diverse communities of learners.
The graduates of the Bachelor of Secondary Education program must be
able to:
1. Possess wide range of theoretical and practical skills of an effective delivery
instruction;
2. Perform the necessary competencies needed in the different learning areas
in the secondary school;
3. Conduct research of instruction;
4. Undertake actual training in community development through extension
activities;
5. Apply appropriate innovative and alternative teaching approaches;
6. Practice the professional and ethical requirements of the teaching profession;
and
7. Demonstrate desirable Filipino value as a foundation for social citizenship
participation.

Course Description
This course makes senior high school students aware of the developmental stage that they are in, for them to better understand themselves and the
significant people around them as they make important career decisions as adolescents. The course consists of modules, each of which addresses a key concern in
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personal development. Using the experiential learning approach, each module invites students to explore specific themes in their development. Personal reflections,
sharing, and lectures help reveal and articulate relevant concepts, theories, and tools in different areas in psychology.

Prerequisite/s: None

Course Outcome:
At the end of the course, the students must:
1.Cognitive
a. Develop and exhibit an accurate sense of self;
b. Illustrate the connections between thoughts, feelings, and behaviors in a person’s holistic development;
c. Analyze and synthesize his/her personal development as an important component of setting career and life goals;
d. Set a personal career goal based on the results of self-assessment of various personal factors; and
e. Clarify and manage the demands of the teen years (middle and late adolescence)
2.Affective
a. Identify ways to communicate and manage emotions in a healthy manner;
b. Appraise one’s present relationships and make plans for building responsible future relationships; and
c. Evaluate and improve personal strengths and weaknesses
3.Psychomotor
a. Apply learnings to real-life situations; and
b. Make a career plan based on his/her personal goal, and external factors influencing career choices

Course Plan

Program No. of
Graduate Teaching Learning Assessmen Assessment
Outcomes Intended Learning Outcomes Learning Content Hours
Attributes Activities Activities t Tasks Tools
SC, CEL PO6, PO7 State the vision and mission Vision and Mission of the Discussion Sharing of Recitation Rubrics for 1.5
of the University, quality University ideas Recitation/Gr
policy, institutional outcomes Quality Policy Brain- Quiz oup work
and goals of the College as Institutional Outcomes storming Group output
well as the Program Goals of the College work
objectives. Program Objectives output
Class rules and University
policies.

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 Course requirements and grading
system.
SC, CPP, PO1, PO2, Lecture/ Sharing of Recitation Rubrics for 18.5
CEL, LL The learners demonstrate an QUARTER I Discussion ideas Recitation
understanding of: UNIT 1: SELF DEVELOPMENT Group work Brain- Quiz /Group work
Interactive storming output
1.Himself/herself during learning Think-Pair- Group
middle and late adolescence 1.Kowing Oneself Share work
- explain that knowing oneself Group output
2. The various aspects of can make a person accept dynamics Conduct self-
holistic development: his/her strengths and limitations exploration Portfolio
physiological, cognitive, and dealing with others bet Dimensional and simple Output
psychological, spiritual, and question disclosure
social development approach
2.Developing the Whole Person
- discuss the relationship among
3.The skills and tasks physiological, cognitive,
appropriate for middle and psychological, spiritual, and
late adolescence, and social development to
preparatory to early understand his/her thoughts,
adulthood feelings, and behaviors

4. The developmental
changes in middle and late
adolescence, and
expectations of and from
adolescents
3.Developmental Stages in
Middle and Late Adolescence
- classify various developmental
tasks according to developmental
stage

4.The Challenges of Middle and

Late Adolescence
- discuss that facing the
challenges during adolescence
may be able to clarify and
manage the demands of teen
years
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CPP, LL PO1, PO2, Lecture/ Sharing of Recitation Rubrics for 18.5
PO5 QUARTER I: Discussion ideas Recitation
UNIT 2: ASPECTS OF Group work Brain- Quiz /group work
PERSONAL DEVELOPMENT Interactive storming Group output
learning Think-Pair- work
5.Stress and its sources; 5.Coping with Stress in Middle Share output
various stress responses; and and Late Adolescence Group
coping strategies for healthful - identify sources of one’s stress dynamics Portfolio
living in middle and late and illustrate the effect of stress Output
adolescence on one’s system Dimensional
question
6. The whole brain theory, or 6.The Powers of the Mind approach
two hemispheres of the brain: - explore two types of mind-
artistic (right-brain dominant) mapping techniques, each suited
and linear (left-brain to right brain- or left brain-
dominant) dominant thinking styles

7. The concepts about mental 7.Mental Health and Well-being in

health and wellbeing in Middle and Late Adolescence
middle and late adolescence - interpret the concepts of mental
health and psychological well-
8. The different types of being
emotions and how they are
8.Emotional Intelligence
expressed
-explore one’s positive and
negative emotions and how one
expresses or hides them

Quarterly Assessment/First Periodic Examination– 1.5 hours

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SC, CPP, PO1, PO2, QUARTER II Lecture/ Sharing of Recitation Rubrics for 19.5
LL PO7 UNIT 3: BUILDING AND Discussion ideas Recitation
MAINTAINING Group work Brain- Quiz /Group work
RELATIONSHIPS Interactive storming Group output
learning Blended work
9.The dynamics of attraction, 9.Personal Relationships Learning output
love, and commitment - discuss an understanding of Group
teen-age relationships, including dynamics Portfolio
10.The concepts about social the acceptable and unacceptable Output
influence, group leadership, expressions of attractions Dimensional
and commitment question
10. Social Relationships in Middle approach
11. The impact of one’s family and Late Adolescence
on his/her personal - distinguish the various roles of
development during middle different individuals in society and
and late adolescence how they can influence people
through their leadership or
followership

11. Family Structures and

Legacies
-identify the firm and gentle sides
of family care that affect a
person’s development during
middle and late adolescence

IFK, CPP, PO1, PO2, QUARTER II Lecture/ Sharing of Recitation Rubrics for 19.5
LL PO5, UNIT 4: CAREER Discussion ideas Recitation/
DEVELOPMENT Group work Brain- Quiz Group work
Interactive storming Group output
12.The concepts of career 12.Persons and Careers learning Think-Pair- work
development, life goals, and - explain that through Share output
personal factors influencing understanding of the concepts of Group
career choices career and life goals can help in dynamics Portfolio
planning his/her career Output
13.The external factors
influencing career choices
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 Dimensional
14.Personal development as 13.Career Pathways question
an important component of - discuss the external factors approach
setting career and life goals influencing career choices that
may help in career decision
making

14. Insights into One’s Personal

Development
- explain the factors in personal
development that may guide
him/her in making important
career decisions as adolescents

Quarterly Assessment/Second Periodic Examination– 1.5 hours

Course Requirements:

1.Active participation in discussions, group works and other classroom activities.

2.Passing all quizzes and major exams.
3.Attendance to not less 80% of the prescribed number of hours for the subject.
4.Submission of projects.

Grading Scheme

Key Learning Areas

Written Work 25%

(Short/Long Quizzes,
Assignments)
Performance Tasks 50%
(Project, Class participation,
Reports, Problem Sets)

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 Quarterly Assessment/Periodic 25%
Examination
TOTAL 100

References:

Carter-Scott, Cherie. (1999). If Love is a Game, These are the Rules. Broadway Books, a division of Random House, Inc. pp. 151-152
Clark-Lempers, D., J.D. Lempers & C. Ho. (1991). Early, Middle, and Late Adolescents' Perceptions of Their Relationships with Significant Others.
Journal of Adolescent Research. 6-3, 296-315.
Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela, Ferdinand O., Tuason, Vevian T. (2013). Psychology: Dimensions of the
Human Mind. Mutya Publishing House, Inc.
Wallace, H., Masters, L. (2001). Personal Development for Life and Work, 8th Ed. Southwestern Educational Publishing, Inc.
Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personality Development and Character Building. AR Skills Development and
Management Services (SDMS), Paranaque City, Metro Manila.
Sanchez, Bo. (2006). Life Dreams Success Journal: Your Powerful Tool to Achieve and Surpass Your Dreams One Step At A Time. Shepherd’s Voice
Publishing. 60 Chicago St., Quezon City Metro Manila 11
Santamaria, Josefina O. (2006). Career Planning Workbook, 4thEd. Makati City: Career Systems. pp. 38-41
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http://aysinalp.edublogs.org/files/2013/09/TheBrainandLearning-1f6e16y.pdf http://blogs.psychcentral.com/relationships/2012/04/the-power-of-
creating-a-timeline-of-yourlifes-story/ http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-story-probing-tocreate-shift-to-life-
liberating-meanings-2-of-2/ http://carterandevans.com/portal/index.php/adlerian-theory/84-encouragement-101-thecourage-to-be-imperfect
http://edition.cnn.com/fyi/interactive/news/brain/structure.function.html http://fablesofaesop.com/the-goatherd-and-the-wild-goats.html
http://hellogiggles.com/a-letter-to-a-14-year-old-daughter/ http://kidshealth.org/en/teens/eq.html http://kidshealth.org/en/teens/stress.html#kha_31
http://kidshealth.org/MHBP/en/teens/body-image.html# http://northtexaskids.com/ntkblog/index.php/my-daughters-recipe-for-success-in-school/
http://ong.ohio.gov/frg/FRGresources/emotional_intellegence_13-18.pdf http://personality-testing.info/printable/big-five-personality-test.pdf
http://raisingchildren.net.au/articles/community_activity_teenagers.html http://schools.nyc.gov/NR/rdonlyres/C7BD7406-040C-42FA-
B44C2FCF72EB819C/0/GrowYourIntelligenceArticleandActivity.pdf

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http://thorstenconsulting.com/serendipity/uploads/servantleadershipthorstenconsulting.jpg http://toservefirst.com/definition-of-servant-leadership.html
http://walkinourshoes.org/content/Classroom_Lesson_Plans.pdf http://washingteenhelp.org/your-relationships/your-love-life
http://www.advocatesforyouth.org/publications/1190-lessons http://www.albany.edu/ssw/efc/pdf/Module%205_1_Privilege%20Walk%20Activity.pdf
http://www.albertahealthservices.ca/info/Page13367.aspx. http://www.apa.org/action/science/developmental/
http://www.iwannaknow.org/teens/relationships/healthyrelationship.html http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html
http://www.moralstories.org/the-bear-and-the-two-friends/ http://www.moralstories.org/the-man-and-the-little-cat/ http://www.moralstories.org/the-
wooden-bowl/ http://www.ncpn.info/2013handouts/Presentation-Career-Exploration.pdf http://www.nextstepu.com/your-personal-mission-
statement.art http://www.nwp.org/cs/public/download/nwp_file/13853/Gallery_Walk.pdf?x-r=pcfile_d http://www.philstar.com/business-
life/2014/06/30/1340085/love-affair-got-me-close-greatdoctor http://www.professional-counselling.com/common-relationship-problems.html
http://www.strongbonds.jss.org.au/workers/families/genograms.html http://www.takingcharge.csh.umn.edu/activities/basic-rights-relationship
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CLASSROOM POLICIES:

1. Uniform and Dress Code

a. Students should be in proper uniform, wear school ID and appropriate shoes except during laboratory class.
b. On Wednesday, hip-hop dresses and get – ups are not allowed, e.g. shorts, slippers, earrings for males, spaghetti strap, etc.
PE uniform should be worn only during PE class.

2. Attendance, Tardiness and Absenteeism

a. Minimum of 80% attendance of the total contact hours in the subject is required (checking is done every meeting)
b. Tardiness of 15 minutes is equal to one-hour period of absence.

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 c. A minimum of 3 consecutive absences without justifiable reasons requires a promissory note from the College Guidance Coordinator.
d. Six (6) consecutive absences in the class means “drop” in the subject.
e. Failure to take the prelim exam preceded by absences means “drop” in the subject.
f. Failure to attend regular classes after taking the prelim exams means a grade of 5.0 in the subject.

3. Taking Examinations
a. Cheating and copying are strictly prohibited, “when caught cheating during the quizzes and long exams, deduction of points will be imposed”,
during midterm or finals, means a grade of 5.0 in the subject.
b. Borrowing of calculators and other exam paraphernalia is not allowed during exams.
c. During mid-term and final exams, only answer sheets, permits, calculators, pens, pencils and erasers are allowed on the desk; other things
should be deposited on a place designated by the teacher.
d. Other policies will be imposed as deemed necessary and agreed upon between the students and subject professor.

4. Other Policies
a. Cellphones should be shut-off during class hours.
b. Chairs should be arranged before leaving the classroom.
c. Vandalism is strictly prohibited and punishable.
d. No smoking within the school premises.
e. Students under the influence of liquor are not allowed inside the school compound.
f. Any form of deadly weapons should not be brought to school except cleaning/cutting tools during clean –up days and laboratory classes.
g. Unnecessary noise to the point of creating disturbances is prohibited.
h. Proper grooming should be observed (i.e. short and undyed hair for males)
i. Other policies will be strictly imposed as contained in the student handbook.

Prepared by: Checked by: Approved by:

______________________ _________________________ _______________________

ANGELU G. BAGUNU RUTH P. AGUILAR JANE G. CABAUATAN, Ph.D.
DSS Faculty Member Program Chair Dean, CDCAS

_________________________ _______________________
ADONA S. ABANA ELIZABETH H. ALONZO, Ph.D
Principal Dean, CEd

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