Course Outline : CAED500C – COMPONENT A: SELF-AWARENESS

Course Coordinator: Zerdszen P. Rañises

Email: [email protected]
Student Consultation: By appointment
Mobile: 0946-580-5344
Phone:
Effectivity Date: June 2020
Mode of Delivery: Blended (On-Line with face to face or virtual
sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions.

Course Outline Policy

Areas of Concern Details

Contact and Non-contact Hours This 3-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of hours for Component A will be 24 including
the face to face or virtual sessions. The face to face
sessions shall include. Test administration and
interpretation of test protocols that are viewed important
for your self-awareness and development.
 Submission of
your activities
Assessment Task Submission and task shall be on the 2nd, 3rd, and 4th week of the
class schedule. You will be submitting it with a cover
page containing your name, name of your course
coordinator, title of the activity, and the date of
submission. The document should be emailed to the
course coordinator. It is also expected that you already
paid your tuition and other fees before the submission of
the assessment task.

If the assessment task is done in real time through the

features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.

Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part day that the assessment item is late.

However, if the late submission of assessment paper

has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator. If
necessary, you will also be required to present/attach
evidences.
Return of Assignments/ Assessment tasks will be returned to you two (2) weeks
Assessments after the submission. This will be returned by email or
via Blackboard portal.

For group assessment tasks, the course coordinator will

require some or few of the students for online or virtual
sessions to ask clarifications to validate the originality of
the assessment task submitted and to ensure that all the
group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances e.g.
Illness, accidents financial constraints.
 You should
request in
Re-marking of Assessment Papers writing addressed to the program coordinator your
and Appeal intention to appeal or contest the score given to an
assessment task. The letter should explicitly explain the
reasons/points to contest the grade. The program
coordinator shall communicate with the students on the
approval and disapproval of the request.

If disapproved by the course coordinator, you can

elevate your case to the program head or the dean with
the original letter of request. The final decision will come
from the dean of the college.
Grading System There will be three components that you need to
accomplish to pass this subject. The grading system
shall be divided as follows:

Component A – 30%
Component B – 40%
Component C – 30%

Component A will be handled by Guidance Services and

Testing Center (GSTC). You will be graded in this
component through the activities that you submitted
using Blackboard or email.

Submission of the final grades shall follow the usual

University system and procedures.

Preferred Referencing Style Depends on the discipline; if uncertain or inadequate,

use the general practice of the APA 6th Edition.

Student Communication You are required to create a umindanao email account

which is a requirement to access the BlackBoard portal.
Then, the course coordinator shall enroll the students to
have access to the materials and resources of the
course. All communication formats: chat, submission of
assessment tasks, requests etc. shall be through the
portal and other university recognized platforms.

You can also meet the course coordinator in person

through the scheduled face to face sessions to raise
your issues and concerns.

For students who have not created their student email,

please contact the course coordinator or program head.
 Dr. Ronadora
Evardo-Deala
Contact Details of GSTC Director Email: [email protected]
Phone: 082-2213577 local 130
Students with Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the course
coordinator with the approval of the program coordinator
may provide alternative assessment tasks or extension
of the deadline of submission of assessment tasks.
However, the alternative assessment tasks should still
be in the service of achieving the desired course
learning outcomes.

Course Information – see/download course syllabus in the Black Board LMS

CC’s Voice: Hello prospective teacher! Welcome to this course CAED500 C-

Component A (Self-awareness). By now, I am confident that you really
wanted to become a teacher and that you have visualized yourself
already being in front of the classroom teaching.

As part of your readiness to the bigger world of learning, the university

would like to ensure that you have adequate personal resources. This so
called personal resources are deemed indispensable for you to become
effective individuals inside and outside the university. This resources
includes sufficient self-awareness which comprises your strength and
weaknesses, interest and work values, ability to provide insight out of
personal experience, and capacity to balance work and life. Thus, in
this course you are expected to introspect and become mindful of your
innate potentials and abilities. You will also be required to face and accept
your deepest self as it becomes an vital aspect of success.

Let us begin!

Big Picture
Week 2: Unit Learning Outcomes (ULO): At the end of the unit, you are better able
to understand your Work Values. Specifically you are expected to:

a. Increase awareness of personal work values that will assist you in

becoming productive individual;

Big Picture in Focus: ULOa. Increase awareness of personal work

values that will assist you in becoming
productive individual.

Metalanguage

In this section, the most essential terms relevant to self-confidence and to demonstrate
ULOa will be operationally defined to establish a common frame of reference as to
how the self-confidence affects individual’s appraisal of his/her skills, identity, and
potential.

Essential Knowledge

According to Susa (2018), work values are coherent with one’s self-worth and
human needs. This determines how productive, satisfied, and fulfilled the person is
with his/her behaviour, especially in activities that he/she is doing (Graham &
Abeysekera, 2019; as cited by Llenares, 2015). This values-system also determines
the likelihood that the individual will pursue the dreams he/she set for one’s self.

Dr. Vincnetita Cervera identified various factors that can be considered as

elements contributing to the values system of Filipino population. These factors
becomes the foundation of her instrument now known as Filipino Work Values Scale
 (FWVS).
Below are the
Filipino Work Values Identifed by Dr. Cervera:

a. Environmental- Associated with work which is carried out under pleasant

physical conditions – not too hot nor too cold, noisy, dirty, crowded, not far
from where one lives
b. Familial- Related to the family – family cohesion, family unity, emotional
closeness and security in the family, firm loyalty to the family ties in activities,
family – oriented achievement motivation, respect for parents
c. Intellectual-Achievement Oriented- Associated with work which that
provides opportunity for independent thinking and for learning how and why
things work, and gives one a feeling of accomplishment in doing a job well.
d. Interpersonal- Related to persons – “amor propio, hiya, utang na loob”, use
of intermediaries or go – between, the value of loyalty, hospitality, pakikisama,
emotional closeness, respect for authority
e. Managerial- Related to work which involves the coordination of human and
material resources in order to accomplish the objectives of a work
organization.
f. Material- Associated with work which enables one to gain prestige, security
and economic returns.
g. Occupational- Associated with work which enables one to gain prestige,
security and economic returns.
h. Organizational- Associated with work which enables one to gain prestige,
security and economic returns.
i. Religious- Associated with work which enables one to gain prestige, security
and economic returns.
j. Variety- Associated with work which enables one to gain prestige, security
and economic returns.
 It should
be noted that
the strength and weaknesses pertinent to a specific work values does not necessarily
mean that it is a “weakness” or “strength” of potential. It only determines what aspects of
work, or activities you find satisfactory, thus making you more productive and fulfilled.

In a study conducted by Llaneres (2015) which involves work values and human
resource management, it was found out that among the stipulated work values by Dr.
Cersera, Intellectual-achievement orientation is the most dominant one. This involves
appraisal of performance, training, and provision of independents and involvement with
work or specific activities. This means that as a Filipino worker in the future, and even
as a student, one becomes industrious by making them involve with the decisions
made, clear and specific evaluation of performance and what to improve, and delivery of
specific avenue to improve one’s potentials.

Productivity and fulfilment to what one is doing are considered to be related with
the value system that one holds significant for him/her. Thus, to become a competent
student or work-force, an individual must become aware of his/her own values system
and ensure that their behaviour and attitude are coherent with this values system
(Susa, 2018).

Self-Help: You can also refer to the sources below to help you
further understand the lesson:

* Susa, Mary Cris. 2018. Work Values and Teaching Performance of Early Childhood
Educators in Tuguegarao City, Philippines. Asia Pacific Journal of Multidisciplinary
Research, Vol. 6, No. 1. www.apjmr.com
 * Llenares, Ian.
Contribution of
Demographics and Human Resource Management Practices to Work Values of
Employees in the Philippines. ISSN: 2201-6333 (Print) ISSN: 2201-6740 (Online)

Let’s Check

Activity 1: It is significant to know one’s values system and reflect on how it affects your
overall behaviour and attitude. For this activity you are required to answer the work
values instrument attached with this module. This instrument is adopted form Marianne
Able Career Service Center, Philadelphia University.