Personal Development: Quarter 1 - Module 3
Personal Development: Quarter 1 - Module 3
Development
Quarter 1 – Module 3:
Developmental Stages in Middle
and Late Adolescence
Personal Development– Grade 11
Alternative Delivery Mode
Quarter 1 – Module 3: Developmental Stages in Middle and Late Adolescence
First Edition, 2020
Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort
has been exerted to locate and to seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace. Furthermore, this also aims to
help learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.
The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action, and purpose. Through our hands, we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
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This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace. You will be
enabled to process the contents of the learning resource while being an active
learner.
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At the end of this module, you will also find:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know
Developmental Stages
Havighurst’s Developmental Task During The Life Span
What I Know
________3. There is negotiation that exists between the two selves which is complex
because there are numerous exchanges between the ideal and actual
self.
________5. Knowing yourself makes you accept your strengths and limitations and
helps you deal with others better.
________6. Knowledge is required for setting goals which means creating an action
plan to achieve them and which includes risk assessment.
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________8. Determination allows you to focus only on achieving a specific goal
without being distracted by less important things or spontaneous
desires.
What’s In
PERSONAL EFFECTIVENESS
Skills also determine whether real actions are performed in accordance with
the plan. If the same ability is used many times in the same situation, then it
becomes a habit that runs automatically, subconsciously. Here are some skills that
will greatly increase the efficiency of any person who owns them:
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3. Persistence. It makes you keep moving forward regardless of emerging obstacles
– problems, laziness, bad emotional state, etc. It reduces the costs of overcoming
obstacles. It can also be developed with the help of self-discipline exercise.
4. Managing stress. It helps combat stress that arises in daily life from the
environment and other people. Stress arises from the uncertainty in an unknown
situation when a lack of information creates the risk of negative consequences of
your actions. It increases efficiency in the actively changing environment.
5. Problem-solving skills. They help cope with the problems encountered with a
lack of experience. It increases efficiency by adopting new ways of achieving goals
when obtaining a new experience.
6. Creativity. It allows you to find extraordinary ways to carry out a specific action
that no one has tried to use. It can lead to a decrease or an increase of costs, but
usually the speed of action is greatly increased when using creative tools.
7. Generating ideas. It helps you achieve goals using new, original, unconventional
ideas. Idea is a mental image of an object formed by the human mind, which can be
changed before being implemented in the real world. For generating ideas you can
use a method of mental maps, which allows you to materialize, visualize and
scrutinize all your ideas, which in turn contributes to the emergence of new ideas.
These are just some, but the most important personal effectiveness skills which
make the achievement of any goal easier and less costly.
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What’s New
Big Question? How can you as an adolescent be prepared for adult life by
accomplishing various developmental tasks according to developmental stages?
Lesson Understanding
1 Development Process,
Stages, and Task
DEVELOPMENTAL STAGES
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What is It
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What’s More
Reading:
HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN
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THE DEVELOPMENTAL TASKS SUMMARY TABLE
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activities living quarters
Accepting the
physiological
changes of middle
age
Adjusting to aging
parent
Source: Gazingan, Leslie B., Grancisco, Joseph C., Aglubat, linofe R., Parentela,
Ferdinand O., Tuason, Vevian T. (2013). Psychology: Dimensions of the Human Mind.
Mutya Publishing House, Inc.
What I Can Do
MY PERSONAL TIMELINE!
Direction: Using a bond paper, list down the major events that happened in your
life and the people who have played a significant role in your life. You may include
your age as to when those events happened, their specific dates and the places they
occurred.
Rubrics:
Organization 50 points
Creativity 30 points
Neatness 20 points
TOTAL 100 points
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What I Have Learned
Direction: After writing your Personal Timeline, make a reflection about it and
answer the following questions. Write it on a separate sheet of paper.
Rubrics:
Relevance 50 points
Organization / Flow 30 points
Neatness 20 points
TOTAL 100 points
1. Is there a ‘center’ or a central theme in your timeline and life? If you will give a
title for your timeline what would it be and why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________
2. Identify the turning points in your timeline. What are the thoughts, feelings
and actions that you have experienced
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________
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__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________
5. Continue to your future, where do you want to be 10 years from now? What do
you expect for your future timeline?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________
Assessment
Direction: Using the Developmental Tasks Summary Table above, list down your
own level of development as a Grade 11 student. Write it on a separate sheet of
paper.
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What are the expected
What are the expected What are the expected
tasks you have
tasks you have partially tasks you have not
successfully
accomplished? accomplished?
accomplished?
Additional Activities
Rubrics:
Relevance 50 points
Organization / Flow 30 points
Neatness 20 points
TOTAL 100 points
1. As a Grade 11 student, what are the developmental tasks expected of you? Rate
yourself from 1-10 (10 as the highest) whether you have accomplished those
expected tasks?
___________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________
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2. Do you think you are ready for this transition which would mean additional
responsibilities and greater accountability? If yes, what are the ways you can
think of to better plan your future? If no, what are the expected tasks you need
to work on to prepare you?
___________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________
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What I know:
1. T
2. F
3. T
4. F
5. T
6. T
7. T
8. T
9. T
10. F
Answer Key
References
Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela,
Ferdinand O., Tuason, Vevian T Psychology: Dimensions of the Human mind.
Mutya Publishing House Inc., 2013.
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