INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC

Alimannao Hills, Peñablanca, Cagayan 3502 Reviewed by : MYRNA A. PAGULAYAN, Ph.D.

COLLEGE OF ARTS, SCIENCES AND TEACHER EDUCATION Dean, College of Education

Course Code : SOC.SCI 101 Approved by : PRESENITA C. AGUON, Ph.D.

Descriptive Title : GENERAL PSYCHOLOGY WITH DRUG ABUSE, Vice President for Academic Affairs
PREVENTION AND EDUCATION, HIV-AIDS
Date Approved : June 2016
Credits : 3 units (3 unit lecture)
Updated : A. Y. 2016-2017
Requisites : None
Co – Requisites : None
Prepared by :

SCHOOL VISION: The International School of Asia and the Pacific aims to be the premier school in the country producing globally competent
entrepreneurs contributing significantly to the upliftment of the quality of life of the individual, family, community, country, and the whole humanity.
SCHOOL MISSION: The mission of ISAP is the holistic development of the person – a man conscious of his eternal destiny, aware of the dynamics of
change, challenge by the needs of the daily living, cognizant of national and international developmental goals and ready to meet the demands of life in
pursuit to his objectives in whatever socio-economic level he belongs.
CORE VALUES:
Godliness
Nationalism
Trustworthiness
Industry
Patience

GRADUATE ATTRIBUTES:
God-fearing
Mighty Eagle

PROGRAM EDUCATIONAL OBJECTIVES (PEO) (FROM CMO PER PROGRAM)

 The College of Education of the International School of Asia and the Pacific educate BSEd graduates who, within few years of graduation, are expected to:

1. have a provision of mastery as called in the secondary school curricula;

2. have an integration of theory and practice in the professional course through observation in actual laboratory classes or contrived/simulated
experiences to provide early exposure to teaching and related activities;
3. add subjects on emerging technologies;
4. have a provision for community exposure through field-based experiences;
5. enrich the specialization component; and,
6. have a total immersion in practice teaching in the last semester.

STUDENT OUTCOMES: (FROM CMO PER PROGRAM)

1. Have the basic and higher level of literacy, communication, numeracy, critical thinking and learning skills, needed for higher learning.
2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students.
3. Have a deep and principled understanding of how educational processes relate to longer historical, socio-cultural and political processes.
4. Have a meaningful and comprehensive knowledge of the basic matter they will teach.
5. Can apply a wide range of teaching process skills (including curriculum development, lesson planning, material development, educational assessment
and teaching approaches.
6. Have a direct experience in the field and classroom.
7. Can demonstrate and practice the professional and ethical requirements of the teaching profession.
8. Can facilitate learning in diverse types of learners and learning environments, using a wide range of teaching knowledge and skills.
9. Can reflect on the relationships among teaching process skills, the processing of learning in students, the nature of the content/subject matter, and the
broader social forces encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills and practices.
10. Can be creative and innovative in thinking of the alternative teaching approaches, take informed risks in trying out these innovative approaches and
evaluate the effectiveness of such approaches in improving student learning.
11. Willing and capable to continue learning in order to better fulfil their mission as teachers.

COURSE DESCRIPTION:

This is a three unit introductory course offered to all courses with the goal of providing students with comprehensive background with regard various basic
concepts on the study on human behaviour and mental processes. Various psychological approaches and theories will be discussed to facilitate a better
understanding and appreciation of the student's personality development. Furthermore, this course with a symposium on Drug Abuse Prevention with special
attention to RA 9165 otherwise known as the Comprehensive Dangerous Drug Act of 2002.

COURSE OUTCOMES:

A graduate of Bachelor in Secondary Education (major in English) must:

1. have a mastery of the subject matter;

2. have a passion in reading and understanding human nature and mental processes in various perspectives;
3. be equipped with necessary skills and strategies in teaching how to understand human and their behaviour;
4. be aware and open-minded on the styles and point of view of the well-known psychologists regarding their theories; and,
5. have the ability to apply learned strategies in teaching the subject matter for a conducive and facilitative learning atmosphere.

VALUE AIMS:
This course shall develop students’ confidence and ease in teaching psychology by conducting class demonstrations. It also prepares them to become
effective and efficient teachers later on in terms of teaching the subject matter and assessing students’ learning.

COURSE REQUIREMENTS:
Term Tests
Recitation
Quizzes
Written Outputs
Class Demonstration
Attendance

ACADEMIC COUNSELING:

TIME : Friday 1:00-3:30

VENUE : ISAP FACULTY LOUNGE
Grading:
The students’ grade at the end of the semester represent the combined marks for Class Standing (CS): class participation, projects, attendance, etc.,
Average Quizzes (AQ); and Term Test (TT). There are four grading periods namely Preliminary, Midterm, Semi-Final and Final Term. The school has adopted
the cumulative grading system which is as follows:
 1. Prelim Grade
PG = AQ + CS + TT
3

2. Midterm Grade
MG = AQ + CS + TT MCA= PG + 2(MG)
3 3

3. Semi-Final Grade
SFG = AQ + CS + TT SFCA= MG + 2(SFG)
3 3

4. Final Grade
FG = AQ + CS + TT FCA= SFG + 2(FG)
3 3

Where:
PG = Prelim Grade
MG = Midterm Grade
SFG = Semi Final Grade
SFCA = Semi Final Cumulative Average
FG = Final Grade
FCA = Final Cumulative Average

CLASSROOM MANAGEMENT:

Teachers:
1. All teachers are expected to conduct themselves in a professional manner especially when dealing with their students.
2. Classroom shall be neat and orderly before the class starts.
3. A permanent seat plan of the students shall be prepared by the subject teacher every beginning of the semester and must be followed during the
entire duration of the semester.
 4. The class should start with a prayer and ends with a prayer.
5. Teachers must be in their classes 5 minutes before the schedule.
6. Teachers should erase the writings on the board before leaving the class and put off all electric appliances including lights and electric fans.
7. The teacher should be the last to leave the room in case there are no more subjects after his/her class.
8. He/She should ask students to pick up pieces of papers or plastics before leaving the rrom.
9. Any damage to the classroom used by the teachers should immediately be reported to the General Services Office or through the Quality Assurance
Moderator for Administration.

Students:
1. All students must come on time and must be in their complete uniform during class hours.
2. Strictly NO littering inside the class and No eating while the class is going on.
3. All students must conduct themselves with discipline throughout the entire class.
4. Shouting and howling is strictly prohibited as it would disturb other classes in adjacent classrooms or buildings.

REFERENCES:
TEXTBOOK:
1. Aggie Carson-Arenas, Ph.D, Introduction to Pyschology ,2011

ADDITIONAL REFERENCES:
1. D.A. Limpingco ,Introduction to Psychology, 2011
2. Robert Feldman, Psychology and Your Life, 2010
3. Amit Abraham, Personality Development Through Positive Thinking, 2010
4. Spencer A. Rathus, Psychology, 2012
5. S.K. Ciccarelli, et.al., Psychology, 2012

WEBSITE REFERENCES:
1. www.psychologytoday.com
2. www.apa.com
3. www.pap.com
4. www.google.com
 www.yahoo.com

Teaching and
Tim Intended Learning Outcomes Course Contents Learning Activities Assessment Tasks (TA)
e (ILO) (TLA)
Fra PER TOPIC
me
PRELIMINARY PERIOD

1. To demand multi-processes I. The Nature and Scope of Psychology Lecture Quiz

theoretical analysis, present  Definition and significance of the study of Discussion Recitation
and explain the nature and Psychology Brainstorming
scope of the subject matter to Q & A Matrix
We really appreciate what is  History of Psychology Group Activity
ek 1 psychology. Class Interaction
to  Branches of Psychology Visual presentation of
We 2. To identify, distinguish and pictures
ek 5 modify human behavior as to  Methods of Psychological Research
how human beings understand
 Filipino Psychologists
(15 the extreme complex
hrs) bioelectrochemical
compositions. II. Biological Basis of Psychology
 Components of the Nervous System

 Structure of the Brain

 Autonomic Nervous System

 Endocrine System
  Genetic Influences on Behavior

PRELIM EXAMINATION
MIDTERM PERIOD
1. Recognize and be able
to explain the issue of III. Psychological Development
human growth and Lecture Quiz
Week 6 development and some  The process of human reproduction Group work Recitation
to theoretical perspectives Role Play
Week 9 of human development  Human development Visual
presented by the Presentations
 Issues in human development
(9hrs) different schools of
thought.  The process of human reproduction
2. Maintain a level of IV. Sensation and Perception
interest and enthusiasm
through paraphrasing  Sensory Processes
thus, they will be able to
conform and react to  Functions of perception
external reality as the
starting point of learning  Laws of organization
which is all psychological
processes.
MIDTERM EXAMINATION
SEMI-FINAL PERIOD

1. Illustrate, select
specific behavior to elicit, V. Motivation and Emotion
and display the  Theories of motivation Lecture
Week physiological and  Maslow’s Hierarchy of needs Q &A matrix Quiz
10 psychological factor that  Emotional development Class Discussion Recitation
to influences intrinsic and Group Activity
Week extrinsic motivational VI. Learning and Memory
14 factors and emotions
 underlying the processes  Laws of learning
(15hrs) that activate behaviors.  The learning process
 Factors that affect learning
2. Examine the concept  Definition of memory
of Learning and Memory, /Memory disorders
discus through
captioned-textual
applications of the
principles and calibrate SEMI-FINAL EXAMINATION
students of the subject
matter.
FINAL PERIOD
1. Recognize the VII. The Nature, Definition, and Theories of
practical applications of Personality Lecture Quiz
Week the principles in  Definition of Personality Group activity Recitation
15 personality development  Origin of Personality Recitation
to  Factors of Personality Development Film Viewing
Week 2. Detect to some extent  Theories and Approaches to
19 why people behave in Personality
certain ways.
(15hrs)

3. Identify and VIII. Abnormal Psychology

distinguish Normal and
Abnormal behavior and  The nature of Abnormality
know to gratify to the  Types of disorder
needs of these people.  Personality disorders
Diagnosis and treatment
4. Determine which area
of dysfunctions will be IX. Symposium on DAPE and HIV-AIDS
intensively evaluated
and to apply the best FINAL EXAMINATION
therapy for the
treatment of such
 dysfunction.

ALIGNMENT OF THE PROGRAM EDUCATIONAL OBJECTIVES TO THE INSTITUTION’S MISSION STATEMENT:

PROGRAM EDUCATIONAL OBJECTIVES( PEO) MISSION STATEMENT
(Found in the CMO per Course)
Holistically Awareness Cognizant Meet the
demands
a b c d
1. have a provision of mastery as called in the secondary school / / / /
curricula;
2. have an integration of theory and practice in the professional course / / /
through observation in actual laboratory classes or
contrived/simulated experiences to provide early exposure to teaching
and related activities;
3. add subjects on emerging technologies; / / / /
4. have a provision for community exposure through field-based / / / /
experiences;
5. enrich the specialization component; / / / /
6. have a total immersion in practice teaching in the last semester. / / / /

ALIGNMENT OF THE PROGRAM EDUCATIONAL OBJECTIVES TO STUDENT OUTCOMES:

PROGRAM EDUCATIONAL OBJECTIVES

STUDENT OUTCOMES (SO) (PEO)
a b c d e f

1. Have the basic and higher level of literacy, communication, numeracy, / / / / / /

critical thinking and learning skills, needed for higher learning.
2. Have a deep and principled understanding of the learning processes and / / / / / /
the role of the teacher in facilitating these processes in their students.
3. Have a deep and principled understanding of how educational processes / / / / / /
relate to longer historical, socio-cultural and political processes.
4. Have a meaningful and comprehensive knowledge of the basic matter / / / / / /
they will teach.
5. Can apply a wide range of teaching process skills (including curriculum / / / / / /
development, lesson planning, material development, educational
assessment and teaching approaches.
6. Have a direct experience in the field and classroom. / / / / / /

7. Can demonstrate and practice the professional and ethical requirements / / / / / /

of the teaching profession.
8. Can facilitate learning in diverse types of learners and learning / / / / / /
environments, using a wide range of teaching knowledge and skills.
9. Can reflect on the relationships among teaching process skills, the / / / / / /
processing of learning in students, the nature of the content/subject
matter, and the broader social forces encumbering the school and
educational processes in order to constantly improve their teaching
knowledge, skills and practices.
10. Can be creative and innovative in thinking of the alternative teaching / / / / / /
approaches, take informed risks in trying out these innovative approaches
and evaluate the effectiveness of such approaches in improving student
learning.
11. Willing and capable to continue learning in order to better fulfil their / / / / / /
mission as teachers.

ALIGNMENT OF STUDENT OUTCOMES TO COURSE OUTCOMES:

LEVEL STUDENT OUTCOMES COURSE OUTCOMES

SATISFIED ASSESSED BY
COURSE OUTCOMES
1. have a mastery of the subject matter; E A,B,C,D,E,F Term test/ Written
2. have a passion in performing activities in various perspectives; I A,B,C,D,E,F Term test/ Written
Demonstrations
3. be equipped with necessary skills and strategies in teaching using S A,B,C,D,E,F Term test/ Written
 technology;
4. be aware in proper application of technologies in various lesson; S A,B,C,D,E,F Term test/ Written
and, Demonstrations
5. have the ability to apply learned strategies in teaching the subject I A,B,C,D,E,F Term test/ Written
matter for a conducive and facilitative learning atmosphere. Demonstrations