Ref. No.

: COE – CS –VED 5– 001

Status : Rev. 01
Date Issued: August 2024

COURSE SYLLABUS
College: Program:
COLLEGE OF EDUCATION Bachelor of Secondary Education Major in Values Education
Prepared by: Reviewed/Noted by: Approved by:

_____________________ ______________________________ DR. JANDY T. BONGCAYAT, LPT, FRIEDr,

Faculty Program Head CHRA
College President

Course Code: VED 5 Course Title: Dynamics of Intra and Interpersonal Relations
Credit Unit(s): 3 Units Lecture: 54 Hours Laboratory:
References: Barriers to Understanding Others. Retrieved from http://www.yourthoughtpartner.com
Elkind, David (1970). The origins of religion in the child. Review of Religious Research, Vol. 12, No. 1 (Autumn,1970),
Friedman, Harris, et. al. (2010). Transpersonal and other models of spiritual development. International Journal of Transpersonal Studies, 29 (1), 2010, 79-
94.
Joseph, S. (2015). Positive psychology in practice. 2nd Ed. Hoboken, New Jersey: John Wiley and Sons, Inc. Perceived Self Control.
Roehlkepartain, Eugene C., et. al. (2006). The handbook of spiritual development in children and adolescents. California: Sage Publications, Inc.
Runzo, Joseph, et. al. (2007). The meaning of life in the world religions. Oxford: OneworldPubications.
Sadock, Benjamin James, et. al. (2015). Synopsis of Psychiatry. 11th Ed. Philadelphia: Wolters Kluwer. Self Serving Biases. Retrieved from
http://www.psychologytoday.com Stages of Interpersonal Relationship. Retrieved from http://www.managementstudyguide.com The Self Esteem. Retrieved
from
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Course Syllabus in Dynamics of Intra and Interpersonal Relations (VED 5)
 https://www.amazon.com/selfesteem The Self Presentation. Retrieved from https://psychology.iresearchnet.com
SPECIFIC COURSE INFORMATION
Course Description: The course intends to develop in the student an understanding of the theories, principles and application of strategies for effective and healthy intra and
interpersonal relations. As a process-oriented course, it focuses on the development of emotional intelligence and basic communication skills through reflective and relational
experiential activities. It aims to develop awareness of an individual’s capacities and potentials that will inspire him/her to become fully-functioning person capable of
creating learning environments that promote pakikipagkapwa, pakikisama, kabutihang-loob, malasakit, tiwala sa sarili, pagkapantay-pantay, pag-galang at malasakit
Pre-requisite(s): None Co-requisite(s): None
GGCAST Vision, Mission, Goals, Specific Goals and Core Values
VISION
A higher learning institution equipped with competent human resources, state-of-the-art facilitate, academic standards, and has disaster resiliency essential to the
development of globally competitive, economically stable, socially involved, environment-friendly, and spiritually molded individuals for highly progressive community.
MISSION
The college shall provide quality education to all by producing competent and cultivating individuals with deep sense of values in life, vibrant leadership,
proficient entrepreneurial skills strong environmental advocacy, and multi-cultural sensitivity through excellent instruction, robust research, active community service and
involvement.
GOALS
Improved quality of life

SPECIFIC GOALS:
A. Curriculum Development
B. Community Extension Services
C. Research
D. Community Linkages
E. Students Services
F. Physical Facilities
G. Fiscal Management
H. Human Resources Management (for faculty and staff)
I. Job Placement

CORE VALUES:
1. Accountability
2. Commitment
3. Compassion
4. Diversity
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 5. Empowerment
6. Environment-Friendly
7. Integrity
8. Leadership
9. Life-Long Learning
10. Technological Advancement

PROGRAM OBJECTIVES
1. To produce graduates who will become effective synthesizer of organized knowledge to allow critical and analytical thinking;
2. To provide avenues for education students to upgrade their classroom learning by encouraging attendance in symposia, seminars, fora, lecture series to better equip
them as future educators;
3. Demonstrate understanding and mastery of the fundamental knowledge and skills required for effective professional practice in the field of specialization.

From CMO No.

PROGRAM OUTCOMES
75, s. 2017:
1. Demonstrate understanding of the Values Education Framework of the K to 12
2. Demonstrate knowledge and understanding of various philosophical and theoretical underpinnings of teaching Values Education
3. Demonstrate understanding how psychological, moral, spiritual, socio-cultural shape human values
4. Exhibit critical mindedness in analyzing local, regional, national, and global trends and issues relevant to values education.
5. Become an exemplar of Filipino values
6. Show understanding of the theories, principles and application of strategies for effective intra and interpersonal skills
7. Demonstrate commitment to student’s development for personal renewal and social transformation

Time Intended Learning Outcomes (ILOs) Content Suggested Teaching Learning Suggested Assessment
Allotment Activities
Week 1 Acquaint every student on the course GGCAST VMGO  Reading of the course  Recitation
(Day 1) outline syllabus  Presentation of output of
 Group dynamics the group
Explain the GGCAST VMG & College
Objectives

Apply GGCAST VMG and College

Objectives in the course of their study

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 Internalize the classroom policies and
apply it in the course of the classes

Share to the whole class their expectations to

the course and to the instruction.
Week 1 At the end of the lesson/s, the student should A. Definition of Intra and  Self-Talk Students talk to  Graded recitation to
be able to: Interpersonal Relations themselves about their demonstrate knowledge on
understanding of the difference of intra and
 Explain the difference of B. Importance of Intra and
intrapersonal and interpersonal as a Interpersonal Relations intrapersonal and interpersonal relationship.
tool for improving relationships interpersonal  Reflection paper
 Discuss the importance of knowing C. Nature of the Self  Group-talk the class is demonstrating
the self and its dimensions in relation students
1. Definition of Self divided into small groups understanding about
to dealing with others
 Discuss the importance and role of 2. Dimensions of the Self and let them share about Self.
Kagandahang loob and importance of talking/dealing  Role- play
pakikipagkapwa in dealing with with self and talking/dealing presentation. It will
others with others be graded using
rubric Rubric
 Class discussion facilitated highlighting the
by the teacher importance and role
 My Metaphor Students will of kagandahang loob
draw an object to represent at pakikipagkapwa
the developing self in
relation to other people
 From the sharing, the teacher
lead the class in defining the
self and discussing its
dimensions.
 Writing personal reflections
 Students will present a role

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Course Syllabus in Dynamics of Intra and Interpersonal Relations (VED 5)
 play depicting the
importance of kagandahang
loob and pakikipagkapwa in
dealing with others
At the end of the lesson/s, the student should  Who am I in Other’s Eye.  Written output to show
be able to: D. Theories on the Development Students write who they understanding of the role
of Self
 Explain the formation of selfimage think they are based on the of perception to the
through the Looking Glass Self theory 1. Looking Glass Self perception of their parents, formation of self-image
 Discuss the development of attitude teachers, friends and gives  Oral participation to show
and preferences through the Self- 2. Self-Perception Theory proof based on their understanding that
Perception Theory (Daryl Bem)
interaction with them interpreting behavior leads
 Describe situations in which people
form their attitudes and beliefs by  The students will research to changes in attitude and
observing their own behavior, and and define the concept of preferences
Week 2 they will also be able to apply this Looking Glass self and
theory to understand how individuals present its advantages and
may come to understand their own
attitudes on various subjects through disadvantages to the class
introspection and self-observation.  Unique and Shared Students
share to their group their
unique attributes and explain
why they see themselves that
way
 The teacher facilitates and
discuss the concepts of Self
Perception Theory

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Week 3 At the end of the lesson/s, the student should  Compare two  Comparison Matrix
be able to: famous Participation to show
 Explain why others measure their athletes/artists. Let understanding on the
worth and abilities in comparison to 3. Social Comparison Theory the students
somebody reasons why we measure
compare two
4. Reflected Appraisal Theory personalities and our abilities on someone’s
 Examine the effect of other people’s justify who is better. work and worth
judgement to the formation of the self Let the students  Written reports of what
according to the Reflected Appraisal reflect why we often they observed and the
Theory compare ourselves
comments
with others
 Recognize instances in their own lives  Slogan presentation to
 Group Dynamics on
where they engage in social Self-awareness show understanding of the
comparison, and they will develop an “Fear in a Hat”. The effect of judgment to self-
increased awareness of how these students will be development
comparisons can influence their self- grouped and each
esteem and emotional well-being. member will write
Additionally, they will demonstrate their personal fears
empathy by understanding how social anonymously on a
comparison affects others and their piece of paper which
self-esteem. will be collected.
Then each student
 Reflect on their own experiences and randomly selects
recognize how they internalize the and read someone
perceptions and judgments of else’s fear to the
significant others in their lives. They group and explain
will also develop the ability to how the person
critically evaluate the impact of these might feel.
reflected appraisals on their self-  Teacher facilitates
concept and self-esteem and
the processing of the
demonstrate increased self-awareness
activity
regarding the role of interpersonal
relationships in shaping self-  Judgement Day
perception and emotional states. Students will go out
for 5 minutes to thee
canteen, student
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 lounge, library and
other populated
places. They will
observe and
comment on the
behaviour, dress,
activities, etc of the
people they see.
 The teacher process
the activity and
discuss with the
class the concepts of
Reflected Appraisal
Theory
 Slogan Writing
Students write a
slogan related to the
theory
Week 4 At the end of the lesson/s, the student should E. The Social Self  The teacher will  Graded Recitation to show
be able to: 1. Perceived Self-control conduct lecture- knowledge of perceived
a. General Description discussion on the self -control
 Discuss the effect of perceived self- b. Components of Personal topics perceived  Reflective Essay to show
control to intrapersonal development Control self-control, understanding of the
 Critique the reasons why people c. Constructs and measures components and its effect of perceived self-
engage in self-presentation (Efficacy, attribution, locus general description control to interpersonal
 Reflect on their own social identity of control) and theoretical development
and recognize how it is shaped by background
various social factors, including
1. Self-presentation Theory  Paper and Pencil Test to
a. Meaning, Nature and  Reflection Writing check student’s
culture, social roles, and group
memberships.
importance of Self  Film Viewing on understanding and
Presentation how people attempt knowledge on the
b. Creating Desired to present different theories of Self-
Impressions themselves to shape development
 Impressions people try to how others view
create them

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  What Constitute a Desirable  Reflective Essay
Impression will be submitted
Week 5 At the end of the lesson/s, the student should  Lost on a deserted Island  Simulation activity Oral
be able to: Scenario participation and Journal
E. Kinds of Self (Ideal and Real) entry to demonstrate
F. Levels of Self The class will be divided into
 Examine how the real-self and ideal- knowledge of the ideal self,
self emerge in difficult situation groups. Teacher presents a real self and levels of self
 Explain the importance of having a 1. Physiological scenario of a shipwreck and  Self-collage presentation to
healthy self-concept in relating with 2. Psychological list of items which they may show knowledge on the
other people 3. Inner Core importance of healthy self-
bring. Students choose and
 Reflect on their own self-concept, concept
G. Principles of Intrapersonal justify an item or things they  Reflection Paper
identify the gaps between their ideal
and real selves, and demonstrate Relations will bring to the island nearby.
increased self-compassion and self- Students will strategize and
acceptance. 1. Developing a Healthy Self-
concept simulate how they will reach
 Develop the capacity to recognize
the island. The teacher will
and manage their own emotions and
a. Self-awareness process the simulation
those of others, leading to improved
a.1. Importance of Self- activity. Classify items chosen
interpersonal interactions.
awareness
a.2. Strategies for Self- by the group as to the three
awareness levels of self Class discussion
a.3. Self-introspection on the kinds of self and levels
of self
 Journal Writing
 Through a video clip and
reading materials the class
discuss importance of
developing healthy self-
concepts
 Designing Self-collage
Students create a collage
using pictures, words or
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 symbols clipped from
magazines that represent
things they enjoy doing or
own, places they’ve been,
and people they admire.
Collage will be posted
around the room. Students
are paired and they will
explain each other’s collage
Week 6 At the end of the lesson/s, the student should  Johari Window – The  Class presentations are
be able to: b. Self-acceptance and Self-Esteem teacher will facilitate graded with the use of a
this activity for the rubric to show knowledge
 Determine the role of self - b.1. Meaning students to better
b.2. Signs of high and low self- of self-esteem and its role to
acceptance and self- esteem in the understand their
esteem relationship with intrapersonal development
intrapersonal development of the
b.3. Self-serving bias as themselves and Skit Presentation to
person
defense mechanism to protect self- others demonstrate knowledge on
 Psychosynthesis: Perform different esteem
 The teacher will self-serving bias
strategies of improving healthy body b.4. Tips for Improving Self-Esteem
discuss important  Performance Assessment to
and mind towards developing
concepts
reflective skills/attitude, and c. Strategies in improving the Body demonstrate skill in the
reflective assessments , critical  The students will
and the Mind different strategies for
thinking, healthy perception for self research on the
weaknesses of healthy body and mind to
and others c.1. Loving and Empowering the Filipino character improve professional
 Reflect on their own self-esteem and Body and the Mind focusing on self- reflection to improve
recognize the factors that contribute serving biases. practice, critical thinking,
to it. They will demonstrate an  Each group will
increased sense of self-worth and healthy perception for self
brainstorm and
confidence in their abilities, and and others
conceptualize a skit
they will actively work to cultivate a to be presented in  Reflection Paper
healthy and positive self-esteem. class
 Brain Gym Teacher
leads the class to do
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 some brain exercises
to balance brain
functioning and
explain the
importance of having
a healthy mind and
body.
 Other strategies will
be performed to
empower the body
and mind giving
importance to
improving practice as
a result of reflection.
 Accentuate the
Positive Break class
into small groups and
let each member of
the group focus on
one member at a time
and tell all positive
things or compliment
about the person to
reinforce positive
thoughts
Week 7 At the end of the lesson/s, the student should  Drawing self-portrait Using a  Self Portrait Drawing and
be able to: 2. Intrapersonal Communications small mirror, students draw letter to self to show
themselves and they will write knowledge on the different
 Examine the role of intrapersonal a. Types of Intrapersonal
Communications description about themselves intrapersonal
communication in developing
personality and practice through  Teacher process activity by communication strategies
professional reflection a.1. Internal Discourse and how it develops
leading students to examine
 Explain the relevance of reflection in a.2. Solo Vocal Communication personality and professional
a.3. Solo written Communication the different intrapersonal
developing the aspects of reflection
intrapersonal communication and to communications and how it
 Brochure to show
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 improve teaching and learning b. Aspects of Intrapersonal develops the personality as knowledge and reflection in
practice using research-based Communications well as professional practice. developing the aspects of
information
 Write yourself a letter intrapersonal
 Apply effective self-talk and self- b.1. Self-concept
b.2. Perception Students write a letter to communication and to
reflection techniques to enhance their
self-awareness, emotional b.3. Expectations themselves highlighting their improve teaching and
intelligence, and decision-making b.4. Motivation (Maslow) learning practice
good attributes and qualities
skills.  Reflection Paper
to practice positive talk with
the self.
 Brochure Making Students
have library research and
reflect on the aspects of
intrapersonal communications
and present their output
through a brochure
highlighting its importance in
improving teaching and
learning practice. The content
of the brochure will be
discussed in the class
facilitated by the teacher and
it will be distributed to fellow
students
Week 8 At the end of the lesson/s, the student should H. Theories of Interpersonal  Group Activity: Each group  Oral Presentation of output
be able to: Relationships will be assigned to critique the using ICT to demonstrate
purpose of the Social insights and knowledge
 Critique the purpose of Social 1. Social Exchange Theory
2. Uncertainty Reductions Theory Exchange and Uncertainty gained from critiquing the
Exchange Theory and Uncertainty
Reduction Theory Interpersonal 3. Politeness Theory Reduction theories on theories
Relationships 4. Interpersonal Relationships  Role play to display
Interpersonal Relationships.
 Discuss the role of politeness in Model knowledge in showing
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 creating a comfortable environment  Technology Box Using the politeness in order to have a
for communication to inspire learner a. Directional Components concepts learned from the comfortable environment
participation
group activity, students work that inspires positive
 Explain the changes in an a.1 Others to Self
a.2 Self to others with pair to analyze the Cost communication and
individual’s outlook and perception
as a person builds relationship and Reward associated with participation
b. Assistive Polarity  Oral recitation, participation
electronic mediated
and Reflective Essay
b.1 Assistive Attitude communication
explaining how a person’s
b.2 Resistive Attitude  Role play different situations
outlook and perception
b.3 Level of Intentionality that show politeness
changes by circumstances
 Teacher processes the activity
and discuss the concepts and
principles of politeness theory
when dealing with others
 Count the squares. The
teacher presents an image
with multiple squares (or
other figures) and let the
students count the squares (or
images) that they see
 Teacher leads the class to
reflect on the activity and
relate it to changing outlooks
and perceptions. Teacher
provide reading material on
interpersonal relations model
and discuss
 Students write personal
insight about the lesson

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 At the end of the lesson/s, the student should I. The Social Self  Students research and analyze  Written analysis of the
be able to: the Knapp’s Relationship Knapp’s Relationship
1. Stages in Interpersonal
Model Model and Reflection paper
 Discuss the stages in Interpersonal Relationships
to demonstrate knowledge
relations and its importance in  Panel Discussion: Invite
a. Acquaintance experts from the school to on how relationships
developing supportive learning
environments that nurture and b. Build Up Stage develop and how values
serve as guests to discuss the
inspire learners to value c. Continuation Stage such as pakikipagkapwa-
d. Deterioration topic. Students will raise
pakikipagkapwa, pakikisama , tao, pakikisama and
pagkakapantaypantay at malasakit e. Termination Stage sound questions
pagpapakatao are nurtured
 Seek advice concerning strategies  Buzz Groups: The class will
2. Types of Interpersonal through establishing
that build relationships with break into sub groups to relationships with other
Relationship
parents/guardians, teachers and discuss the types of  Present a Movie Maker to
other people in the community interpersonal relations.
a. Friendship demonstrate knowledge on
 Evaluate the factors for healthy a.1 Forming and maintaining  Interview parents/guardians,
Week 9 the various types of
relationship and how they foster an friendship
environment that promotes fairness, teachers, principals, relationship and ways of
b. Love
respect, care and becoming a person b.1 Attraction, Love, and community leaders on how to maintaining them based on
(pagpapakatao) Intimacy build and maintain the advices of people
c. Platonic Relationship relationship around them
d. Family Relationship  The teacher will process the  Presentation of Dilemma
e. Professional Relationship Episodes and decisions on
activity
the situation using ICT to
Factors for healthy relationship:
show knowledge of the
Malasakit, Pagpapatawad, factors for healthy
Paggalang, Pagkapantay-pantay & relationships promotes
Kabutihang loob fairness, respect, care and
becoming a person
(pagpapakatao)
Week 10-11 At the end of the lesson/s, the student should J. Challenges to Healthy  Implicit Association Test  Performance Assessment to
be able to: Interpersonal relations (IAT) show how cultural beliefs
 Examine the challenges affecting https://implicit.harvard.edu/i affect actions, often without
interpersonal relations in view of a 1. Barriers to Understanding
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 learning environment that promote Others mplicit/takeatest.html realizing it Infographic to
fairness, respect, care and reduced Students take IAT to check show result of analysis on
biases a. Cultural Influences
conscious or unconscious how advertisement
 Illustrate self-disclosure as a means Ethnocentrism Racism
reinforces stereotyping and
of improving relationship with b. Stereotyping biases against other people
others  Cultural Awareness Activity prejudices
c. Prejudice
 Discuss the range of verbal and non- Match up students with a  Performance Assessment to
verbal communication strategies 2. Discrimination partner. Students will be show skills in self-
that support understanding, asked to pin their partner’s disclosure, communicating,
participation, engagement and K. Strategies in improving self- listening and responding
achievement disclosure, skill thumb for three seconds.
Whoever succeed gets a point strategies to show empathy
 Identify common obstacles such as as a means of improving
communication barriers, conflict,  Trust  The teacher processes the
and cultural differences that hinder  Openness relationship and supportive
activity by asking the
effective relationships.  Respect environment
following questions: “Who
 Develop empathy and problem-  Acceptance
cooperated?” “Who
 Reflection Paper
solving skills to address these  Sincerity
challenges, fostering healthier and competed?”
more understanding interpersonal 2. Effective Interpersonal  Teacher emphasizes the point
interactions. Communication that they are partners not an
 Demonstrate an enhanced ability to opponent and discuss how
communicate openly and honestly a. Verbal communication
culture affects relationships.
with others while respecting
personal boundaries. a.1. Using Language Effectively  Advertisement Analysis
a.2. Listening and responding Activity Students choose an
with empathy
advertisement, discuss
Know Your Authentic Self Become representation in the content
Self Aware Stay True to Yourself of the advertisement and
Under Pressure Disclose Yourself to identify stereotypes and
Others Listening and Responding prejudices
Strategies
 Epitaphs Over your Tomb.
b. Non-verbal communication Students write epitaphs that
could be engraved on their
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 tomb. The class will be
grouped with 4 members each
and each student shares their
epitaphs, feelings and fears
while writing. Other members
of the group listen and
observe and take note of the
gestures of the sharer
Week 12-13 At the end of the lesson/s, the student should 3. Conflict Resolution and  The teacher provides a Mock  Performance Assessment
be able to: Management conflict situation and a to show knowledge on
conflict resolution tip sheet. using appropriate strategy
 Practice resolving and managing a. Interpersonal Conflicts in conflict resolution
conflicts in a positive and non- b. Managing Interpersonal  Students practice resolving
violent way to create a learning the conflict by utilizing the  Submit video clips to
Conflicts
environment that promote fairness, describe interpersonal
c. Conflict Orientations tips.
respect and care conflicts. It will be graded
d. Conflict Responses  Group Activity Students will
using rubric focusing on
e. Communication Patterns describe interpersonal
 Discuss the implication and f. Conflict Management Skills
conflict management
conflicts through video clips
application of emotional intelligence  Presentation of output
in improving social relations presentation using ICT to show
5. Understand Socio- emotional
Intelligence: The Emotional  The teacher delivers a lecture knowledge on the meaning
 Formulate Guidelines to improve Quotient and demonstrates how to and importance of
Intra and Interpersonal Relationship manage interpersonal emotional intelligence
for learning a. Meaning and importance conflicts.  Video presentation
Emotional Quotient  Students will do a role-play containing guidelines to
 employ effective conflict resolution b. Relationships between
strategies, and demonstrate an of Conflict Situations and improve interpersonal
Primary Emotions and other
increased capacity for resolving Related Emotions their Healthy Resolutions relationship
conflicts in both personal and  Film Viewing on how to
professional settings.
c. Explain Socioemotional
Development improve Interpersonal
d. Implications and Applications Relationship
 comprehend the importance of of EQ
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 emotional intelligence in  After processing, students
interpersonal interactions. 6. Guidelines to Improve will prepare a short video
Interpersonal Relations
clip containing guidelines to
 develop a heightened awareness of
their own behavior and its impact on 2. Cultivate a Positive Outlook improve relationship
others, fostering more positive and 3. Control Your Emotions
productive interpersonal 4. Acknowledge Others’
relationships in various contexts. Expertise
5. Practice Active Listening
6. Be Assertive
7. Practice Empathy

COURSE OUTPUT/REQUIREMENT
st
21 Century Name of the Activity/Task Description Rubrics for Assessment
Skills
Journal writing is an integral component of the course on Dynamics of
Creative and Journal Writing Intra and Interpersonal Relations, designed to facilitate reflective The journal writing is assessed
Critical Thinker learning, self-awareness, and critical thinking about the complexities of by the ff. criteria: Content (30%),
human interactions. This activity aims to deepen students' Clarity (20%), Consistency
understanding of the subject matter, foster personal growth, and (20%), Engagement (20%) and
encourage the application of course concepts to real-life scenarios. grammar spelling (10%).

The Dynamics of Intra and Interpersonal Relations" blog serves as an

engaging and informative platform for students, educators, and anyone The Blog is assessed by the ff.
Collaborator and interested in understanding the intricate dynamics that govern human criteria: Content Relevance
Effective Blog interactions. This blog is designed to facilitate learning, provide (20%), quality analysis (20%),
Communicator insights, and spark discussions about the multifaceted world of Ethical Considerations (20%),
interpersonal relationships. Engagement and Interactions
(20 %) and Visual Presentation
(20%).

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 GRADING SYSTEM
The students will be evaluated by the following The following scales are used for conversions from numerical grade to unit grade:
components:
100-1.0 96-1.4 92-1.8 88-2.2 84-2.6 80-3.0 76-3.4
Written Works – 30% 99-1.1 95-1.5 91-1.9 87-2.3 83-2.7 79-3.1 75-3.5
Performance/ 98-1.2 94-1.6 90-2.0 86-2.4 82-2.8 78-3.2 5.0-Failed
Product Test – 30% 97-1.3 93-1.7 89-2.1 85-2.5 81-2.9 77-3.3 7.0-Incomplete
Periodic Exam 9.0-Dropped
1st-Final exams – 40% (10%each)

Total – 100%

CLASSROOMPOLICIES
1. As a general policy, no special or make-up tests for missed exams other than the final examination will be given. However, a faculty member may give special exams for
a. approved absences (where the student concerned officially represented the Institution at some function or activity).
b. absences due to serious illness which require hospitalization, death in the family and other reasons which the faculty member deems meritorious
2. If the student has no valid reason for missing an exam (for example, the student was not prepared to take the exam) then the student receives 0% for the missed exam.
3. Course outputs are required and not optional to pass the course. Failure to comply the output or requirement, the student will get an incomplete grade of7.0.
4. Mobile phones and other forms of communication devices should be on silent mode or turned off during class. Except for occasion such that the faculty utilized mobile
phones as a support for learning process.
5. Students are expected to be attentive and exhibit the behavior of a mature and responsible individual during class. They are also expected to come to class on time and
prepared.
6. Sleeping, bringing in food and drinks, and wearing a cap and sunglasses in class are not allowed.
7. Students who wish to go to the comfort room must politely ask permission and, if given such, they should be back in class within 5 minutes. Only one student at a time
may be allowed to leave the classroom for this purpose.
8. Students who are absent from the class for more than 5 meetings will get a final grade of 9.0 in the course.
9. Only students who are officially enrolled in the course are allowed to attend the class meetings.

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Course Syllabus in Dynamics of Intra and Interpersonal Relations (VED 5)
 RUBRICS

RUBRICS FOR GROUP PERFORMANCE RUBRICS FOR MEDIA PRESENTATION

Participation25 points Content20 points
Responsibility 25 points Organization115 points
Interaction 25 points Clarity/techniques15 points
Team work25 points Appeal/Style15 points
Over all presentation15 points
RUBRICS FOR REFLECTION PAPER Ability toFOR
answer Question20 points
Reflective thinking Content (35 pts.) RUBRICS GRADED RECITATION.
Analysis of the learning (35 pts.) Accuracy of the answers to the questions(30 pts.)
Making connections with Organization & Presentation of ideas ( 40pts)
earning’s and experiences (30 pts.) Interpretation of the question given (30)
SCORE PERCENTAGE EQUIVALENT FOR QUIZ
RUBRICS FOR ACTUAL PERFORMANCE Ideas-Presents ideas in an original manner(30pts)
Purpose20 points Organization of ideas(20pts)
Content/Features20 points Understanding-Writing shows a clear
Techniques20 points understanding of the given questions(30pts)
Relativeness 20 points Sentence Structure(20pts)
RUBRICS FOR PORTFOLIO MAKING
GRADING RUBRICS FOR VIDEO PRESENTATION
Reflection25 points
Completeness of Portfolio25 points
Application of the Concept (50 pts.)
Content and Mechanics25 points
Adequacy of the Output (25 pts.)
Character Traits 25 points
Academic Literacy (25 pts.)

Rubrics for Historical Fiction Writing Assignment

Rubrics for Research Project
 Thematic Relevance (30 pts.)
 Analysis & Critical Thinking (40 pts.)
 Historical Accuracy (25 pts.)
 Research and Sources (25 pts.)
 Presentation & Clarity (25 pts.)  Creativity and Storytelling (25 pts.)
 Language & Mechanics (20 pts.)  Overall Presentation (20 pts.)

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Course Syllabus in Dynamics of Intra and Interpersonal Relations (VED 5)
College of Teachers Education 19 of 18 | P a g e
Course Syllabus in Dynamics of Intra and Interpersonal Relations (VED 5)