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.

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Assessment Task Submission Submission of your activities 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.

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Re-marking of Assessment Papers You should request in writing addressed to the program
and Appeal coordinator your 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.

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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.

Contact Details of GSTC Director Dr. Ronadora Evardo-Deala

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

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 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 Decision-Making. Specifically you are expected to:

a. Learn decision making strategy that will help improve the quality of
the choices you make;
b. Discover how the choices, we make as individuals can affect others.

Big Picture in Focus: ULOa. Learn decision making strategy that

will help improve the quality of the
choices you make.

Metalanguage

The most essential terms below are operationally defined for you to have a better
understanding of this section in the course.

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1. Values. Intrinsic belief system that one holds and influences his/her attitude and
behaviour.

2. Experience. The over-all experience of an individual through time which can

influence his/her decision-making strategy.

3. Common Sense. Are things that ordinarily observed by individuals and thus
became a benchmark or future references for decisions.

Essential Knowledge

It is becoming increasingly difficult to ignore the fact that nowadays students

have numerous options for degree selection and a better chance to choose their

favourite career. In this matter, it is very important to have a deep understanding of

students’ preferences and their decision-making process and the key step to achieving

this understanding can be recognizing those factors that influence this process.

People are needed who have the ability to make decisions quickly and

responsibly. This is why it is so important for the students to learn good decision making

skills. In order to do this, students must understand the importance of decision making.

Most decisions are made without any idea of the decision-making principles. With better

decision-making skills, the percentage of correct decisions would undoubtedly rise.

Here are the ways to teach the importance of good decisions:

1. Problem solving vs. decision making

2. Characteristics of good decision makers

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 3. The three most important criteria for good decision making

4. Brings value

5. Move forward without worry

Problem solving vs. decision making

First, students should understand that problem solving and decision making are two

separate things. Problem solving means being forced to make a decision because of

conditions beyond your control. Decision making means choosing to make a decision

because you wish for something to occur that is not occurring at the present time.

Decision making occurs because you want something to happen, while problem solving

occurs when a problem arises.

Characteristics of good decision makers

The best decision makers are people who can combine logic, problem analysis, and

intuition to come up with the correct decision.

 Being a good listener. Good decision makers must be able to hear and take into

account other people’s opinions when making decisions.

 Having a clear set of priorities. As we will discuss later on in this unit, decision

makers must know their priorities or values in order to choose a good or “correct”

path.

 Having an open mind. Good decision makers are open to other people’s views

and ways of thinking rather than being stuck in one way of doing things.

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  Being flexible and willing to change.  A good decision maker is open to new or

alternative ways of doing things that may work out better in the end

 Being realistic. Good decision makers understand the realistic outcomes to which

different paths will lead.

The three most important criteria for good decision making

The three most important criteria for good decision making are values, experience and

common sense:

1. Values- What your student’s value determines their behavior. Their beliefs

produce attitudes, attitudes produce feelings and feelings lead to behavior. 

2. Experience– We all learn to make decisions through experience. Time will tell if

a decision is good or bad.

3. Common sense- Common sense, or what you know, is a key component in

choosing one path versus another. Use what you know to help you make the

best decision.

Brings value

Good decision making is an essential skill. When your students improve their decision-

making skills, they will increase their value in their future jobs, families and

communities.

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Move forward without worry

Decision making involves making choices. Many people are afraid to make decisions

because they may make a wrong one. Good decision making does not depend on

educational background as much as common sense. That common sense, general

knowledge, and their value systems are the most important criteria for good decision

making.

Decision making is a necessary skill that a person should have. Many of us

makes decisions based on our own perception but some of us make decision that are

influenced by others opinion. Of course we have to make right decision but it’s not

always being the right or being wrong. Sometimes we have to consider how we should

respond to every wrong decision we made.

Problem-solving and decision-making skills are essential. Oftentimes, problem

solving and decision-making go hand-in-hand.

Importance of problem-solving and decision-making:

1. Review situations carefully

2. Openly discuss problems and solutions

3. Organize ideas

4. Predict consequences of decisions

5. Weigh alternatives

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 6. Create plans of action

Steps for decision-making and problem-solving

Use the five steps below to guide yourself through a problem and decide on a solution.

1. Analyse the problem

Determine whether or not the problem needs immediate action. How urgent is the

issue? How long will it take to fix the problem? The severity of the issue determines how

quickly you respond and what steps you must take.

2. Gather information

After you determine and analyse the intensity of the problem, gather supporting

information. Depending on the issue, the type of information you gather may vary. Think

about what reports to use to further analyse the problem and back up your claims.

3. Brainstorm solutions.

Don’t be afraid to ask others for their input. The more ideas you have, the more likely

you can find a viable solution to your problem. Think back to previous problems you

had. Were they similar to the current issue? If so, how did you resolve the other

problems? When generating solutions, think outside of the box. The solutions you and

your team use don’t have to be the same methods you have used in the past.

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4. Weigh pros and cons

One main component of effective problem-solving and decision-making is weighing your

pros and cons before making any decisions. Consider giving each solution a score

based on the number of pros and cons. List your solutions by point value to rank which

option might be the best route. Keep in mind you don’t necessarily have to choose the

option with the highest ranking.

5. Decide on a solution

After evaluating all possible solutions, it’s time to make a decision. When making a

decision, consider a few things such as:

 Amount of risk

 Possible outcomes (short- and long-term)

 Negative side effects (e.g., other problems)

 Likeliness of success

Five Ways to Make Tough Decisions

A. THE BASICS

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 1. Book time to think. Decision making is a task, and it deserves more attention

than what you can devote to it when you wake up late at night worrying about that

urgent issue you still haven’t resolved.

2. Define the decision. Before delving into deciding, get clear on the nature of

the choice you’re making. Defining the key factors that both go into and will be

affected by your decision helps you quickly discern whether (and why) you’re excited

about a particular option.

3. Think through your options. Instead of limiting yourself to a “yes” or “no”

choice, brainstorm all the possible options before making a decision, you may find

compromises and alternatives that weren’t easy to see initially. In fact, consider, too,

whether you actually need to make a decision. In some cases, it’s fine to simply let a

choice pass by without committing either way.

Here are five great options, each suited to different situations and personality types

1. FALL BACK ON YOUR VALUES

Having clear values that you try to live by can make tough decisions easier.

For example, maybe you know there’s a certain amount of time you want to spend

with your family, or a baseline level of debt you’re willing to carry.

2. TALK IT THROUGH

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 You just need a good listener who’ll give you time and space to hear out your

monologue and occasionally reflect back to you what you’ve shared.

3. ASK FOR PERSPECTIVE

Asking someone else for their opinion typically works best when you’re

considering doing something that you’ve never done before, and when you know

someone who’s experienced in that domain.  Just be careful not to blindly accept

advice.

4. TEST IT OUT FIRST

In those moments when you’re exposing yourself to a new experience, your

body tends to signal to you whether an unfamiliar situation “feels right” or just “feels

off.”

5. LISTEN TO YOUR HOPES

When you’re really struggling with a decision, it’s often because your mind

thinks one thing is practical while your heart wants something else. Pay attention to

what you hope will happen. Its right (and good!) to listen to your hopes because they

often give you deeper insight into the decisions you actually want to make.

Life is full of tough choices, but they don’t need to be massive drains on your time.

Lay a strong foundation to make decisions generally, then pick and choose from

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these five tactics to make them faster. You’ll spend less time agonizing over your

decisions without making slapdash choices you’ll later regret.

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

Positivechoices.org. (2019). Decision-making and Problem-solving: Class Activity.

Retrieved from https://positivechoices.org.au/teachers/decisionmaking-and-
problemsolving-class-activity

Denison, Chaaris (nd). The Daily Dilemma. Retrieved from

https://www.goodcharacter.com/dilemma15/

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Let’s Check

Activity 1. Using the Decision-making wheel as guide, resolve the given dilemma below.
Comprehensively provide your answer.

9. Assess 2. Choices
Decision

3. Consequences
8. Decision
1

Problem 7. Who Can Help

4. Values

6. More Info
5. Feelings

David is a student in a school district where his mother is on the school

board. Recently, three of his classmates posted a web site that openly attacks

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some of the teachers and students, using explicit and offensive language. It
even goes as far as predicting which gay students will be the first to die of AIDS.
Remarks about several teachers are scathing, suggesting that one fantasizes
about having sex with young girls and that two married teachers are having an
affair. The site includes disgusting graphics.

Several weeks ago David learned the identities of the three students who
created the website when one of them accidentally said something to him in a
conversation. The other two quickly corralled David and pressured him not to
reveal their names. He agreed, not thinking much about it at the time. David used
to be close to one of the three students, but that friendship has faded.
Now, the school principal has obtained a program that allows him to identify each
person who has visited the website. He is asking students to come forward with
the names of the creators of the site, and if no one does, he is going to question
each student who visited the site. David is one of those who did visit the site. He
realizes he may be the only student who knows the names of the three kids
who created the site. He can lie and say he doesn’t know, or he can break his
promise not to tell.

David has always thought of himself as an ethical person with a pretty clear
sense of right and wrong. Right now, however, he feels that either choice will  end
in disaster. What should David do?

Let’s Analyze

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Activity 1. In this part, you are once again required to elaborate thoroughly your answer on the
questions below:

1. In creating personal decisions, especially with career and other vital aspects of your
life, how do you resolve conflict between what you want to do and what your parents,
family, or friends wants you to do? How do you usually feel and think about situations
like these? How do you usually manage it?

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Big Picture in Focus: ULOb. Discover how the choices, we make

as individuals can affect others.

Metalanguage

For you to demonstrate ULOb, you are to examine the impact that your decisions and choices
have toward the people surrounding you. You will also be operationally defining the influences
of emotions on everyday decisions that you make.

Essential Knowledge

At times, a choice may primarily affect the person who makes it, but never

exclusively. Every choice a person makes, large or small, from how time is spent to

which career to pursue, will have an effect on another person. It could be a seemingly

miniscule repercussion or one large enough to change everything. Regardless of the

degree, someone is always affected by the choices of others. It is impossible to avoid.

Because of this, decisions should not be handled with indifference towards the influence

they could have in the lives of others. Rather they should be valued for this very reason.

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 There is an attitude in many people today that promotes making choices with

little to no regard for others. It is not selfishness, but more self-centeredness through

ignorance. The individualism-obsessed culture seen today encourages people to only

think of themselves when it comes to decisions and not to worry about how it might

involve someone else. It is applauded when people say they are living life for

themselves. Sometimes this is appropriate, but not always. The “I’m just doing me”

attitude does not work consistently because the truth is that other people are involved.

Lives are interlaced in millions of different ways, and there is no way to escape the

influence one has on others. Even attempting to escape it has influence.

This does not mean that choices should be made without giving thought to

oneself. There are definitely times when it is necessary to make a self-centered choice.

It does not necessarily make someone a selfish person.

There are decisions that are appropriate to be selfish about, but it is still true that

they affect others. Where a person attends college affects parents, guardians, siblings,

employers, high school friends, as well as the people who will be met during college

such as roommates, classmates, potential friends, etc. And this is just a brief list.

Despite this, making a decision completely based on one’s personal interest can still be

appropriate and beneficial.

Sometimes decisions should be made with the best interest of self in mind, but

while accepting and understanding that it will play a part in the lives of others too. Other

times, decisions should be made while thinking of others’ needs. Though difficult, it is

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beneficial to consider others’ and think less of oneself. Acknowledging that each choice

made will affect another person is a valuable way to live, and not only with the big

things, but with small decisions too. Choices matter, people matter and when there is

awareness of the influence a choice can have, there are better outcomes.

How Positive Emotions Help Us

Positive emotions balance out negative ones, but they have other powerful benefits, too.

Instead of narrowing our focus like negative emotions do, positive emotions affect our

brains in ways that increase our awareness, attention, and memory. They help us take

in more information, hold several ideas in mind at once, and understand how different

ideas relate to each other.

People who have plenty of positive emotions in their everyday lives tend to be happier,

healthier, learn better, and get along well with others.

How Negative Emotions Help Us

Negative emotions warn us of threats or challenges that we may need to deal

with. Negative emotions focus our awareness. They help us to zero in on a problem so

we can deal with it. But too many negative emotions can make us feel overwhelmed,

anxious, exhausted, or stressed out. When negative emotions are out of balance,

problems might seem too big to handle. The more we dwell on negative emotions, the

more negative we begin to feel. Focusing on negativity just keeps it going.

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The Importance of Positive Emotions

Science is helping us find out how valuable positive emotions can be. Here are two

findings that can help us use positive emotions to our advantage:

1. Let Positive Emotions Outnumber Negative Ones

When we feel more positive emotions than negative ones, difficult situations are easier

to handle. Positive emotions build our resilience (the emotional resources needed for

coping). Studies show that people feel and do their best when they have at least three

times as many positive emotions as negative emotions. That's because of something

called the negativity bias. The negativity bias is a natural human tendency to pay more

attention to negative emotions than to positive ones. It makes sense when you think

about it: Negative emotions call our attention to problems we might need to deal with

quickly. Tuning in to negative emotions can be a survival mechanism.

2. Practice Positivity Every Day

Building habits that encourage us to feel more positive emotions can help us be

happier, do better, and reduce our negative emotions. Building positive emotions is

especially important if we're already dealing with a lot of negative feelings such as fear,

sadness, anger, frustration, or stress.

Building a daily positivity habit is pretty simple. It comes down to two basic steps:

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 a. Notice and name your positive emotions. Start by simply focusing on your

feelings. You can tune in to your emotions in real time, as they happen. Or take

stock at the end of the day, noting how you felt in different situations.

b. Pick an emotion and act to increase it. Let's say you choose confidence: What

helps you feel confident? How can you get more of that feeling? Positive emotions

feel good, and they're good for you. Pay attention to these powerful tools and find

ways to make time for them in your everyday life. Create room in your day for joy,

fun, friendship, relaxation, gratitude, and kindness. Make these things a habit and

you positively will be a happier you.

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

Positivechoices.org. (2019). Decision-making and Problem-solving: Class Activity.

Retrieved from https://positivechoices.org.au/teachers/decisionmaking-and-
problemsolving-class-activity

Denison, Chaaris (nd). The Daily Dilemma. Retrieved from

https://www.goodcharacter.com/dilemma15/

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Let’s Check

Activity 1. Decision-making is partially influenced by emotions that one sets in a given situation.
It either propels us to create a choice or prevent us to do so. With this in mind, provide your
answer on the following:

1. Is it easier to think of situations that held negative consequences or positive rewards?

Why?
2. Do you think about the possible outcomes before you act? Or do you act first and
then worry about the consequences later?

Let’s Analyze

Activity 1. In this part, you are once again required to elaborate thoroughly your answer on the
questions below:

1. Remember a specific moment in your life where you are contained with so much
emotions that you felt you are going to explode? What had brought you to that
situation? What happened during that time? How did you manage yourself back then?
What important learning have you acquired out of that experience?

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