Workbook For Ge Self: Understanding The Self: Prepared by Jacqueline V. Iglesias

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
WORKBOOK FOR GE SELF:

Understanding The Self
Prepared by
JACQUELINE V. IGLESIAS
INTRODUCTION
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NVSU-FR-ICD-05-00(081220) GE SELF: Understanding the Self |
The world is experiencing a huge change and uncertainty at this time of a pandemic. The school
system is threatened and is at a juncture. One path leads back to hoping that things will be the same before the
COVID-19 crisis, that the system which has been in place for the last 200 years will resume after this crisis.
The other path concentrates on embracing these changes with more emphasis on student wellness, while
doing whatever can be done to ensure that learning is happening, not just through test scores and output but
by being more closely connected to the psychological and emotional realities of learner. Thus, this course,
GE SELF: Understanding the Self, takes on the latter option towards taking this crisis as an opportunity
to incorporate changes in the perspective and delivery of instructions.
As a mandated General Education subject, GE Self is a course that deals with the nature of identity as
well as factors and forces that affect the development and maintenance of personality and/or self. It is
composed of three units: Unit 1: Self from Various Perspectives (What is the SELF?); Unit II: Unpackaging
the Self (What are the different aspects of the self?); and Unit III: Managing and caring about the self.
Because of this pandemic, the course will start with the discussion of topics from Unit III like; A. Less Stress,
More Care; B. Managing the Self; and C. Goal Setting Theories. It is believed that these topics and help
mitigate the impact of the crisis to the mental health and wellness of students and their families .
Furthermore, the course objective emphasizes that at the end of the course, students should be able to;
1. Define the self using different perspectives, theories, and principles;
2. Develop appreciation of who they are;
3. Demonstrate proficient and effective communication skills;
4. Demonstrate critical, analytical and creative thinking; and
5. Generate innovative practices and solutions to problems/issues that concern them.
In order to realize the course objectives in the most effective and efficient way, the instruction will utilize
EXPERIENTIAL LEARNING APPROACH. This is a strategic, active engagement of students in
opportunities to learn through doing and reflection on activities. It is highly engaging for students and it
will lead to better long-term memory. In addition, it leads to deeper understanding, and develops 21st
century skills such as problem-solving, critical thinking, improved communications skills, and
knowledge management. It enables learners to manage better highly complex situations that cross
disciplinary boundaries, and subject domains where the boundaries of knowledge are difficult to manage.
This module contains INTRODUCTION, CONTENT and ASSESSMENT parts. The introduction
discusses the overall goal, perspective and instructions of the module. Whereas the content starts with a
Vision Board that map out the prior knowledge and experiences of students, as well as their expectation and
goals for the course-subject before answering the different experiential learning activities. A total of 14
activities that cover all the chapters of the course with one paragraph content explanation, at least two
assignment options and evaluation rubrics. Lastly, the assessment part of the module contains Diagnostic
Pretest of the course, and the breakdown of the course requirements.
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The Chinese word for crisis can be translated to “danger” and “opportunity. This compelling thoughts on
the meaning of the word “crisis” challenges as to new ideas, changes and innovation. Let’s aim for the part of
wisdom and take into account another ancient Chinese proverb; the best time to plant a tree was 20 years ago.
The second-best time is now. It’s not too late…
CONTENT
A. Your past, present and future
Know this:
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Everyone has a story, and everyone’s story is important. It doesn’t matter who your friends are, where
you go to school, what your grades are, or whether your life is what you want it to be. Your story is yours
alone.
Activity # 1. Your Story
You all are who you are today because of everything that has happened to you. Every event of your life,
every person you’ve met, every experience you have had helped contribute to who you are right at this
moment.
Each person’s story is unique. Even if we live in the same town/barangay, go to the same school, or are in
the same family, we each have traveled a unique path to arrive at this place, at this very moment.
Knowing your story is a place to start knowing yourself. Your story is your history. Exploring it helps
you understand how you came to be who you are. Telling your story allows you to honor it, and to honor
and respect yourself. You deserve that, even if you do not believe it right now.
Your unique story carries information about what has happened to you. It also carries feelings, both
positive and negative. Telling your story is a way to explore, recognize, and honor your life. It gives you a
chance to start becoming comfortable looking inside yourself and seeing who you are.
On a separate sheet of paper, make a list of significant memories from your life; for example, starting or
changing schools, meeting or losing a friend, the birth of a sibling, achievements or losses, weddings or
separations, travels, and happy or difficult times. Next to each event, write the age you were when it
occurred.
Write a zero at the left end of the horizontal line below. Write your current age at the right end. Transfer
the items from your list to this timeline, placing each according to when it occurred. Write the age you
were next to each event. If you are noting a positive memory, write it above the line. If you are noting a
negative memory, write it below the line. If all your information does not fit, create your timeline on a
separate piece of paper.
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Processing: Guide questions

1. When you are done, look back at your timeline. Describe any observations or feelings that you have.
2. Read/describe your story aloud to someone whom you trust. Describe what it felt like to share your
personal life story.
3. Describe a time when you may have felt like you were not a good person because bad things happen
to you. What was going on in your life?
4. Describe how you feel when you focus on things that you do not like about yourself.
5. Describe how you feel when you focus on things that you do like about yourself.
6. Sometimes, our brain plays tricks and tries to tell us that our positive attributes are not real or that
someone who gives us a compliment is lying. Does this ever happen to you? If so, give an example.
7. Think about deciding which of your thoughts that you will choose to believe. Would you consider
changing from focusing on the things that you do not like about yourself to the things that you do
like? Explain why or why not?
Output: Make a reflective/reflection paper.

Reflection lies somewhere involved with the notion of learning and thinking. We reflect in order to learn
something or we learn as a result of reflecting. Reflective writing is the expression on paper of some of the
mental processes of reflection. Other forms of expressing reflection are speech, film, graphic portrayal, music,
collage, etc. In this activity, you are tasked to write a reflective/reflection paper to determine the factors that
may lead you towards thinking negative/positive about yourself. It also aims to determine how other people
like family and friends, significant events, opinion of the community and cultural traditions influence your
thoughts, feelings, and behavior.
Activity 2: Vision Board
“Your brain will work tirelessly to achieve the statements you give your subconscious mind. And when
these statements are the affirmation and images of your goals, you are destined to achieve them” – Jack
Canfield
A vision board is a visualization tool which refers to a board of any sort used to build a collage of words and
pictures that represent your goals and dreams. The best way to achieve your goals is to keep them top of mind
so you have always looking for ways to move yourself closer to them – and a vision board is the perfect tool
to help you do that.
By putting a vision board somewhere you can see every day, you will prompt yourself to visualize your ideal
life on a regular basis. And that is important because visualization activates the creative powers of your
subconscious mind and programs your brain to notice available resources that were always there but escaped
your notice. Through the Law of Attraction, visualization also magnetizes and attracts to you the people,
resources, and opportunities you need to achieve your goal.
By adding a visualization practice to your daily routine, you will naturally become more motivated to
reach your goals. You will start to notice you are unexpectedly doing things that move you closer to your
ideal life.
Direction:
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1. Create a list of goals you would like to achieve in the next semester, next year or five years from now. In
order to visualize your goals, first you need to know what they are. Spend some time getting clear on
exactly what you want your ideal life to look like, and what you need to accomplish in the next five, 12
months or five years.
2.a. Collect a bundle of old magazines with beautiful pictures and find pictures that represent your goals and
inspirations. If you are not a magazine reader or currently don’t have any magazines at home, ask your
friends to give you any they no longer want. You should also be able to pick some up some at your local
marketplace. Or you could check out your local recycling place or junk shop.
2.b. Scribble creatively words that may represent your goals and inspiration. You may use your local dialect
or language for better emphasis.
3. Make a collage out of your photos or collection of words.
4. Add motivational “affirmation words” that represent how you want to feel. Your vision of your ideal life
should not be focused on “stuff” so much as on how you want to FEEL. For this reason, I like to add
words to my vision board that describe how I want to feel on a daily basis – such as: “joyful,”
“abundant,” “powerful,” “fearless,” “loved,” “strong,” “healthy,” “loving,” and “financially free.”
5. Take some time to create a list of words that describe how YOU want to feel. You can either search for
these words in your magazines or write them yourself. Then add them to your vision board in a visually
attractive way.
6. Do not forget to include an explanation of your vision board.
***Activity Self- care Plan
Developing a Self-Care Plan entails identifying what you value and need as part of your day-today life
(maintenance self-care) and the strategies you can employ when or if you face a crisis along the way
(emergency self-care). There is no “one -size-fits-all” self-care plan, but there is a common thread to all
self-care plans: making a commitment to attend to all the domains of your life, including your physical
and psychological health, emotional and spiritual needs, and relationships.
Steps to guide you...
Don't be overwhelmed by the steps in this process! They are simple and straightforward and will help to guide
you on your path.
1. How do you cope now?
Identify what you do now to manage the stress in your life. The Lifestyle Behaviors (pdf)Download
pdf(86 KB)(Transcript of Lifestyle Behaviors Download pdf(23 KB)) (“Is your life causing you
stress?”) assessment can help you to identify the coping strategies you currently use and whether they
are likely to be good (or not so good) for your well-being.
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Decreasing or eliminating at least one “negative” coping strategy can be one of the goals of your
maintenance self-care; employing more "positive" strategies can be another.
2. What do you do for self-care now?
The Self-Care AssessmentDownload pdf) will help you highlight the good things you are already
doing for yourself and whether there is an imbalance in the areas in which you practice self-care.
The items in this assessment can also give you some ideas for additional things you may want to do in
the future to help prevent stress and burnout and to maintain and enhance your well-being. Make a
note of the items that you would like to add (or add more of) to your self-care practice. In considering
this, try to be sure that each domain of self-care is well represented. If you think of things that are not
included in this list, just add them at the end.
3. Maintenance self-care: Adding self-care practices and eliminating obstacles.
"Maintenance self-care" refers to the activities that you have identified as important to your well-
being and that you have committed to engage in on a regular basis to take care of yourself.
My Maintenance Self-Care Worksheet (pdf)Download pdf(69 KB) provides an opportunity for you to
identify the activities you would like to add to your self-care practice in each self-care domain (“new
practice”). Please change work to school/academic activities.
It is also useful to identify possible barriers or obstacles that could get in the way of implementing
and/or maintaining these new activities. Think about what you anticipate these barriers/obstacles to be
(try to list at least 3 or 4 in the spaces provided), how you can address them, and how you can remind
yourself to follow your plan. Write these solutions on the last page of the My Maintenance Self-Care
Worksheet. If you have chosen to limit or eliminate a negative coping strategy that you currently use,
note this as well.
You can revisit this topic and revise your list as the demands of your personal and academic life
change.
4. Emergency self-care: Be prepared
So far we have focused on maintenance self-care: the kinds of things one does regularly to reduce
stress and maintain and enhance well-being. But planning out what you would do under extremely
trying circumstances, even though they are rare, is also important. To do this, develop a framework
using your Emergency Self-Care worksheet (pdf)Download pdf(156 KB) before you are faced with a
crisis or feel overwhelmed. This is not to suggest that you will invariably face such a situation; the
idea is to be prepared just in case.

5. Make a commitment to yourself
Remember: Just like the flight attendant says, you need to put on your own oxygen mask first before
you can be of help to others. So, take a moment, think it over, and then make your personal
commitment to your own self-care. You deserve it!
If you find making a commitment to be a challenge, then take some time to explore your reservations.
Do you have a tendency to put the needs of others first? The truth is that your self-care is not only
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essential to your well-being, but it is also a necessary element for you to be effective and successful
in honoring your professional and personal commitments.
6. Share your plan
Once you have developed your plan and made your commitment, remember that friends, family,
peers, and/or colleagues may be good additional resources for exchanging new self-care
ideas/strategies and to provide support and encouragement.
Consider taking your commitment a step further by joining or starting a support or discussion group
(see Tips for Starting a Support or Discussion GroupDownload pdf(81 KB)).
7. Follow your plan
Now that you have completed the assessments and worksheets described above, you have identified
the core elements of your personal Self-Care Plan. The final step is to implement your plan and
keep track of how you are doing. Keeping track of your progress will help you recognize your
successes and identify and address any difficulties you may not have anticipated. Don’t forget that
you can revise your plan as needed. Remember, also, to employ your emergency plan should
emotionally difficult circumstances arise.
8. Answer the following

a. What is self care plan?
b. Why do you need it? - what is your goal?
c. When will you implement it? - what factor/s will trigger you to use your plan?
d. If implemented, why will it be successful?
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ACTIVITY # 1. YOUR STORY (50 points/1hour)
Knowing your story is a place to start knowing yourself. Your story is your history. Exploring it helps
you understand how you came to be who you are. Telling your story allows you to honor it, and to honor and
respect yourself. You deserve that, even if you don’t believe it right now.
Your unique story carries information about what has happened to you. It also carries feelings, both
positive and negative. Telling your story is a way to explore, recognize, and honor your life. It gives you a
chance to start becoming comfortable looking inside yourself and seeing who you are.
Do It! Make a list of significant memories from your life.
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Think About It! Answer the different guide questions.
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Make Sense of It! Determine the factors that may lead you towards thinking
negative/positive about yourself.
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ACTIVITY 2: VISION BOARD (50 points/1 hour)

A vision board is a visualization tool which refers to a board of any sort used to build a collage of words
and pictures that represent your goals and dreams. The best way to achieve your goals is to keep them top of
mind, so you’re always looking for ways to move yourself closer to them – and a vision board is the perfect
tool to help you do that.
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ACTIVITY # 3: MY STUDY HABITS AND I (30 points/1 hour)
“Getting stress out of your life takes more than prayer alone. You must take action to make changes and stop
doing whatever is causing the stress. You can learn to calm down in the way you handle things” - Joyce
Meyer
Do It! Make an inventory of your best and worst study habits.
Think About It! Answer the different guide questions.

1. What works for you? Why? 2. What do you want to try doing something new?
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Make Sense of It! Determine the factors that may lead you towards effective study habits and
learning.
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ACTIVITY # 4 IMPROVING GROWTH MINDSET (30 points/1 hour)
In a growth mindset, challenges are exciting rather than threatening. So rather than thinking, oh, I'm going
to reveal my weaknesses, you say, wow, here's a chance to grow.
Carol S. Dweck
Do It! Answer the Growth Mindset Self-Reflection. What have you learned?
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Think About It! Make a list of unique character traits of a person with a fixed and growth mindset.
Make Sense of It! Determine the factors – thinking, feeling, influence of other people that may
lead you towards growth mindset.
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ACTIVITY # 5 PHILOSOPHY OF THE SELF (50 points/2 hours)
Reflect on and make a narrative essay on the different philosophical perspectives. Which of the philosophy of
the self relates to your own beliefs and explain how each view impact your self-understanding? What is your
own philosophy of self?
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ACTIVITY 6: My Community Map/ Ang Kultura ko at Ako (50 points/3 hours)
Create images/draw objects/places/events from your community which (symbolically/literally) shaped who
you are today.
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ACTIVITY # 7. PRESTIGE SYMBOLS (50 points/ 3 hours)
Don’t accumulate anything, whatever Power, money, prestige, virtue, knowledge, even the so-called
spiritual experiences.
Don’t accumulate. If you don’t accumulate you are ready to die any moment, because you have nothing to
lose.
The fear of death is not really fear of death, the fear of death comes out of the accumulation of life. Then
you have too much to lose. You cling to it.
Do It! What is the most expensive thing you have bought so far?(Attach a photo of that. Kindly use
another sheet of coupon bond) Analyze the reasons why you chose that item instead of a cheaper brand.
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Think About It! Are you satisfied with that expensive possession? Do you still consider buying
another one when a new model comes out in the market? Justify your answers.
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Make Sense of It! How do you think the sense of self achieved in our present society where in
consumption has been impactful one’s identity & status?
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ACTIVITY # 8. SILANG MGA SALAWIKAIN (30 points/ 1hour)
The following are familiar Filipino expressions or sayings. You are invited to take a closer look into these
sayings by using a “universal culture glass”. A universal culture glass is a more objective way of looking
at these ideas and ways of living. Please select 2 sayings to explain.
1. Kung maiksi ang kumot, matutong mamaluktot.
2. Huli man daw at magaling, naihahabol din.
3. Ang taong hindi marunong lumingon sa kanyang pinanggalingan ay di makakarating sa paroroonan.
4. Naghangad ng kagitna,isang salop ang nawala.
5. Ang lalagyang walang laman ay maingay.
6. Ang tumakbong matulin, pagnatinik ay malalim
7. Kung hindi uukol, hindi bubukol
8. Kapag puno na ang salop ay dapat nang kalusin
9. Ang pag-aasawa ay hindi biro,'di tulad ng kanin, Iluluwa kung mapaso.
Saan nagmula ang ganitong kaisipan nating mga Pilipino? Paano nakatutulong o nakabubuti sa sarili
nating pag-unlad bilang tao at bilang isang bansa ang bawat kasabihan
Make Sense of It!

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ACTIVITY # 9. ME, MYSELF AND I (30 points/1 hour)

The statement, “I am who I am”, invites more questions like “ If you are who you are, then who are you
that makes you who you are?”. The term self is often interchange with identity, personality or sense of
personal identity. It is like comparing how we look at ourselves against how people perceive us depending on
how we present ourselves to them.
Do It! List 10 -15 qualities representing you that YOU, FAMILY, FRIENDS and NEIGHBORS think
defines who you are
YOU FAMILY FRIENDS NEIGHBORS
Think About It! Compare what you wrote about yourself to those written by you family, friends, and
neighbors. What aspects are similar and which are not? What aspects are always true to you? What aspects
are sometimes true or circumstantial? What aspects do you think you are not really part of your personality?
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Make Sense of It! Analyze the effects of various factors identified in psychology in the formation of
the self.
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ACTIVITY # 10 TATAK PINOY! (50 points/3 hours)
Create your own representation, diagram, or collage of the self according to Filipino culture. Provide a brief
explanation about your output. You can also cite books and research about Filipino culture, self, and identity
to further elaborate on the topic.
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SELF ASSESSMENT PER ACTIVITY

Criteria Entry Level Evolving Accomplished
Total
Beginning Developing Intermediate Proficient Distinguished
Do It!
Content 0-2 points 3 - 5 points 6 – 8 points 9 - 11 points 12 - 15 points /15
Reflection Enumerated at least 3 Explained the Explained the Analyzed the Generated insights
experiences context of at least 3 cause/s of the significance of at from at least 3
experiences different behavioral, least 3 experiences experiences
Listed at least 3 cognitive and
experiences Discussed clearly affective reactions to Examined the Critique on the
/comprehensively at least 3 experiences importance of at impact of at least 3
at least 3 least 3 experiences experiences to self
experiences development
Think about it!
Personal 0-2 points 3 - 6 points 6- 10 points 11 - 14 points 15 - 20 points /20
Growth Recalled and explained Explained response Explained the cause Conveyed evidence Conveyed strong
answers to the in a paragraph to and effect of the of reflection of evidence of
different questions the self-assessment different behavioral, satisfactory personal reflection of
individually. questions. cognitive and growth and significant personal
affective reaction to awareness through growth and
the self-assessment some inferences awareness of deeper
questions. made, examples, meaning through
insights, and inferences made,
challenges. Some examples, well
thought of the future developed insights,
implications of and substantial depth
current experience. in perceptions and
challenges.
Synthesizes current
experience into
future implications.
Make sense of it!
0-2 points 3 - 6 points 6- 10 points 11 - 14 points 15 - 20 points 20
Awareness Reflection lacks Reflection Reflection Reflection Reflection
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of Cognition critical thinking. demonstrates demonstrates some demonstrates some demonstrates a high
Superficial limited critical degree of critical degree of critical degree of critical
connections are made thinking in thinking in applying, thinking in applying, thinking in applying,
with key course applying, analyzing, and/or analyzing, and/or analyzing, and
concepts and course analyzing, and/or evaluating key evaluating key evaluating key
materials, activities, evaluating key course concepts and course concepts and course concepts and
and/or assignments course concepts theories from theories from theories from
and theories from readings, readings, readings,
readings, discussions, discussions, discussions,
discussions, activities, and/or activities, and/or activities, and/or
activities, and/or assignments. assignments. assignments.
assignments. Minimal connections Connections made Insightful and
Minimal made through through relevant connections
connections made explanations, explanations, made through
through inferences, and/or inferences, and/or contextual
explanations, examples. examples. explanations,
inferences, and/or inferences, and
examples. examples.
Writing 0-1 point 2 - 3 points 4-5 6-7 points 8-10 points /10
Quality Poor writing style Below average Average writing Above average Well written and
lacking in standard and/or casual style that is writing style and clearly organized
English/Filipino, writing style that is sometimes unclear logically organized using standard
clarity, language used, sometimes unclear and/or with some using standard English/Filipino,
and/or frequent errors and/or with some errors in grammar, English/Filipino with characterized by
in grammar, errors in grammar, punctuation, usage, minor errors in elements of a strong
punctuation, usage, punctuation, usage, and spelling. grammar, writing style and
and spelling. Needs and spelling. punctuation, usage, basically free from
work. and spelling. grammar,
punctuation, usage,
and spelling errors.
Timeliness Deduct 11 points- Deduct 8 -10 Deduct 4 -7 points Deduct 1-3 points 0 points deducted /--
overall failing points
Journal reflection is Journal reflection Journal reflection is Journal reflection is Journal reflection is
submitted 5 days is submitted 2-3 submitted 1-2 days submitted within 1 submitted on or
onwards after the days (49-72 hours) (25-48 hours) after day (24 hours) after before deadline.
deadline. after the deadline. the deadline. the deadline.
TOTAL POINTS (sum of 4 Criteria) /65*
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Crit Entry Level Evolving Accomplished
T
eria
ot
Beginning Developin Intermediat Proficient Distinguishe
al
g e d
Vision Board
Cont 0-2 points 3 - 6 points 6- 10 points 11 - 14 15 - 20 /
ent points points 2
Refl Enumerated/Ill Illustrated Illustrated Illustrated Illustrated a 0
ectio ustrated at the the the coherent
n least 3 words relationship relationship organization collage of
or pictures to of the of the of words and words with
represent goals collage of collage of pictures in personal
and words or words or order to meaning and
aspirations. pictures to pictures to reflect the clear pictures
the the process of in order to
Listed least 3 realization realization of attaining reflect
words or of goals. goals personal
pictures to through the goals and
represent goals use of achievement
and aspirations arrows,
symbols and
the like.
Think about it! Explanation
Pers 0-2 points 3 - 6 points 6- 10 points 11 - 14 15 - 20 /
onal points points 2
Gro Lacks enough Demonstrat Demonstrate Conveyed Conveyed 0
wth inferences, es less than s less than evidence of strong
examples, adequate adequate reflection of evidence of
personal personal personal satisfactory reflection of
insights and growth and growth and personal significant
challenges, awareness awareness growth and personal
and/or future through through few awareness growth and
implications few or or simplistic through awareness of
are simplistic inferences some deeper
overlooked. inferences made, inferences, meaning
made, examples, examples, through
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examples, insights, insights, and inferences
insights, and/or challenges. examples,
and/or challenges Some well
challenges that are not thought of developed
that are not well the future insights, and
well developed. implications substantial
developed. Minimal of current depth in
thought of experience. perceptions
the future and
implications challenges.
of current Synthesizes
experience. current
experience
into future
implications.
0-2 points 3 - 6 points 6- 10 points 11 - 14 15 - 20 2
points points 0
Awa Reflection Reflection Reflection Reflection Reflection
rene lacks critical demonstrat demonstrate demonstrate demonstrates
ss of thinking. es limited s some s some a high degree
Cog Superficial critical degree of degree of of critical
nitio connections thinking in critical critical thinking in
n are made with applying, thinking in thinking in applying,
key course analyzing, applying, applying, analyzing,
concepts and and/or analyzing, analyzing, and
course evaluating and/or and/or evaluating
materials, key course evaluating evaluating key course
activities, concepts key course key course concepts and
and/or and concepts and concepts and theories from
assignments theories theories theories readings,
from from from discussions,
readings, readings, readings, activities,
discussions discussions, discussions, and/or
, activities, activities, activities, assignments.
and/or and/or and/or Insightful
assignment assignments. assignments. and relevant
s. Minimal Minimal Connections connections
21
connection connections made made
s made made through through
through through explanations contextual
explanation explanations , inferences, explanations,
s, , inferences, and/or inferences,
inferences, and/or examples. and
and/or examples. examples.
examples.
Writ 0-1 point 2 - 3 points 4-5 6-7 points 8-10 points /
ing Poor writing Below Average Above Well written 1
Qual style lacking average writing style average and clearly 0
ity in standard and/or that is writing style organized
English/Filipin casual sometimes and logically using
o, clarity, writing unclear organized standard
language used, style that is and/or with using English/Filip
and/or sometimes some errors standard ino,
frequent errors unclear in grammar, English/Filip characterized
in grammar, and/or with punctuation, ino with by elements
punctuation, some errors usage, and minor errors of a strong
usage, and in spelling. in grammar, writing style
spelling. grammar, punctuation, and basically
Needs work. punctuation usage, and free from
, usage, and spelling. grammar,
spelling. punctuation,
usage, and
spelling
errors.
Tim Deduct 11 Deduct 8 Deduct 4 -7 Deduct 1-3 0 points /-
eline points-overall -10 points points points deducted -
ss failing
Journal Journal Journal Journal Journal
reflection is reflection reflection is reflection is reflection is
submitted 5 is submitted 1- submitted submitted on
days onwards submitted 2 days (25- within 1 day or before
after the 2-3 days 48 hours) (24 hours) deadline.
deadline. (49-72 after the after the
hours) deadline. deadline.
22
after the
deadline.
TOTAL POINTS (sum of 4 Criteria)
/7
0
*
23
ACTIVITY PERSONAL SELF CARE PLAN (50 points/1hour)
Criteria Entry Level Evolving Accomplished
Total
Beginning Developing Intermediate Proficient Distinguished
Self-Care Plan
Content 0-2 points 3 - 6 points 6- 10 points 11 - 14 points 15 - 20 points /20
Reflection Answered the different Answered and Illustrated a Illustrated the Illustrated a coherent
assessment related to explained the result reflection of the organization of goals and specific goal and
self-care plan of the different results in self-care and plans towards plan towards self-
assessment related plan. self-care care as a student.
to self-care plan in
a paragraph form
Think about it! Explanation
Personal 0-2 points 3 - 6 points 6- 10 points 11 - 14 points 15 - 20 points /20
Growth Lacks enough Demonstrates less Demonstrates less Conveyed evidence Conveyed strong
inferences, examples, than adequate than adequate of reflection of evidence of
personal insights and personal growth personal growth and satisfactory personal reflection of
challenges, and/or and awareness awareness through growth and significant personal
future implications are through few or few or simplistic awareness through growth and
overlooked. simplistic inferences made, some inferences, awareness of deeper
inferences made, examples, insights, examples, insights, meaning through
examples, insights, and/or challenges and challenges. inferences examples,
and/or challenges that are not well Some thought of the well developed
that are not well developed. Minimal future implications insights, and
developed. thought of the future of current substantial depth in
implications of experience. perceptions and
current experience. challenges.
Synthesizes current
experience into
future implications.
0-2 points 3 - 6 points 6- 10 points 11 - 14 points 15 - 20 points 20
Awareness Reflection lacks Reflection Reflection Reflection Reflection
of Cognition critical thinking. demonstrates demonstrates some demonstrates some demonstrates a high
Superficial limited critical degree of critical degree of critical degree of critical
connections are made thinking in thinking in applying, thinking in applying, thinking in applying,
with key course applying, analyzing, and/or analyzing, and/or analyzing, and
concepts and course analyzing, and/or evaluating key evaluating key evaluating key
materials, activities, evaluating key course concepts and course concepts and course concepts and
20
and/or assignments course concepts theories from theories from theories from
and theories from readings, readings, readings,
readings, discussions, discussions, discussions,
discussions, activities, and/or activities, and/or activities, and/or
activities, and/or assignments. assignments. assignments.
assignments. Minimal connections Connections made Insightful and
Minimal made through through relevant connections
connections made explanations, explanations, made through
through inferences, and/or inferences, and/or contextual
explanations, examples. examples. explanations,
inferences, and/or inferences, and
examples. examples.
Writing 0-1 point 2 - 3 points 4-5 6-7 points 8-10 points /10
Quality Poor writing style Below average Average writing Above average Well written and
lacking in standard and/or casual style that is writing style and clearly organized
English/Filipino, writing style that is sometimes unclear logically organized using standard
clarity, language used, sometimes unclear and/or with some using standard English/Filipino,
and/or frequent errors and/or with some errors in grammar, English/Filipino with characterized by
in grammar, errors in grammar, punctuation, usage, minor errors in elements of a strong
punctuation, usage, punctuation, usage, and spelling. grammar, writing style and
and spelling. Needs and spelling. punctuation, usage, basically free from
work. and spelling. grammar,
punctuation, usage,
and spelling errors.
Timeliness Deduct 11 points- Deduct 8 -10 Deduct 4 -7 points Deduct 1-3 points 0 points deducted /--
overall failing points
Journal reflection is Journal reflection Journal reflection is Journal reflection is Journal reflection is
submitted 5 days is submitted 2-3 submitted 1-2 days submitted within 1 submitted on or
onwards after the days (49-72 hours) (25-48 hours) after day (24 hours) after before deadline.
deadline. after the deadline. the deadline. the deadline.
TOTAL POINTS (sum of 4 Criteria) /70*
21
20

Workbook For Ge Self: Understanding The Self: Prepared by Jacqueline V. Iglesias

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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

WORKBOOK FOR GE SELF:

A. Your past, present and future

Activity # 1. Your Story

Processing: Guide questions

Output: Make a reflective/reflection paper.

Activity 2: Vision Board

3. Make a collage out of your photos or collection of words.

6. Do not forget to include an explanation of your vision board.

***Activity Self- care Plan

Steps to guide you...

1. How do you cope now?

2. What do you do for self-care now?

3. Maintenance self-care: Adding self-care practices and eliminating obstacles.

4. Emergency self-care: Be prepared

5. Make a commitment to yourself

6. Share your plan

7. Follow your plan

8. Answer the following

ACTIVITY # 1. YOUR STORY (50 points/1hour)

Do It! Make a list of significant memories from your life.

Think About It! Answer the different guide questions.

ACTIVITY 2: VISION BOARD (50 points/1 hour)

ACTIVITY # 3: MY STUDY HABITS AND I (30 points/1 hour)

Do It! Make an inventory of your best and worst study habits.

Think About It! Answer the different guide questions.

ACTIVITY # 4 IMPROVING GROWTH MINDSET (30 points/1 hour)

ACTIVITY # 5 PHILOSOPHY OF THE SELF (50 points/2 hours)

ACTIVITY 6: My Community Map/ Ang Kultura ko at Ako (50 points/3 hours)

ACTIVITY # 7. PRESTIGE SYMBOLS (50 points/ 3 hours)

ACTIVITY # 8. SILANG MGA SALAWIKAIN (30 points/ 1hour)

Make Sense of It!

ACTIVITY # 9. ME, MYSELF AND I (30 points/1 hour)

ACTIVITY # 10 TATAK PINOY! (50 points/3 hours)

ACTIVITY # 1. YOUR STORY (50 points/1hour)

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