Learning Activity Sheet (LAS) for Personal Development

Name of Learner:
Section: Date: __________________

Personal Development Activity Sheet 1

Self- Development
Week 1
I. Learning Competency with Code
By the end of this Learning Activity Sheet, you should be able to
1. Explain why knowing oneself can make a person accept his/her strengths and limitations and ultimately
improve his/her perception and behavior towards others (EsP-PD11/12KO-Ia-1.1)
2. Share his/her unique characteristics, habits and experiences. (EsP-PD11/12KO-Ia-1.2)

II. Background Information for Learners

“ Knowing oneself is the beginning of wisdom”. This renowned quote is often attributed to Socrates.
Self-Concept
Imagine yourself looking into a mirror. What do you see? Do you see your ideal self or your actual self?
Your ideal self is the self that you aspire to be. It is the one you hope will possess characteristics similar to that
of a mentor or some other worldly figure. Your actual self, however, is the one that you actually see. It is the
self that has characteristics that you were nurtured or in some cases, born to have.
The actual self and the ideal self are two broad categories of self-concept. Self-concept refers to your
awareness of yourself. It is the construct that that negotiates these two selves. The actual self is built on self-
knowledge. Self-knowledge is derived from the social interactions that provides insights into how others react
to you. The actual self can be seen by others, but because we have no way of truly knowing how others view us,
the actual self is our self-image.
The ideal self, on the other hand, is how we want to be. It is an idealized image that we have developed
over time, based on what we have learned and experienced. The ideal self could include components of what
our parents taught us, what we admire in others, what our society promotes, and what we think is in our best
interest.
There is a negotiation that exist between the two selves which is complex because there are numerous
exchanges between the ideal and actual self. These exchanges are exemplified in social roles that are adjusted
and re-adjusted, and are derived from the outcomes of social interactions from infant to adult development.
Alignment is important. If the way that I am (actual self) is aligned with the way that I want to be (the ideal
self), then I will feel a sense of mental well-being or peace of mind. If the way that I am is not aligned with how
I want to be. The incongruence or lack of alignment will result in mental distress or anxiety. The greater the
level of incongruence between the ideal self and real self, the greater the level of resulting distress.

III. Directions / Instructions

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 Answer the following exercises to test your comprehension. Follow the instructions for each
Exercise/Activity and write legibly. Write your answers on this activity sheet. When you’re done, check the
answer key to see how well you did.

IV. Exercises / Activities

Exercise # 1: Write your thoughts about the question below.
1. Who am I as a person?
2. What makes me different from my friends and classmates?
3. What are my strengths and weaknesses?
4. Do I fear losing something or someone? Why?

Exercise # 2. Performance Task: Self-concept Inventory

Take a look at your own self-concept and answer the following self-concept inventory. Give yourself
a rating using the scale: 0- very weak; 1-weak;2 somewhat weak or somewhat strong;4 very strong. Write
your score opposite each number and get the subtotal in each aspect then total all your scores. Copy and
answer in your paper.

Physical appeal aspect

__1. I have strong sex appeal.
__2. I am proud of my physical figure.
__3. I am physically attractive and beautiful/handsome.
__4. I exude with charm and poise.
__- Subtotal score
Human Relations aspect
__5. I am easy to get along with.
__6. I can adjust to different people and different situations.
__7. I am approachable; other people are at ease and comfortable with me.
__8. I am lovable and easy to love.
__- Subtotal score
Intelligence aspect
__9. I am a fast learner, can understand with one instruction.
__10. I am intelligent.
__11. I have special talents and abilities.
__12. I can easily analyze situations and make right judgements.
__- Subtotal score
Character aspect
__13. I can be trusted in any transactions.
__14. I have a clean conscience and carry no guilty feeling.
__15. I have integrity and good reputation.
__16. My friends and classmates can look up to me as model worth emulating.
__-Subtotal score
Communication aspect
__17. I can express my ideas without difficulty.
__18. I talk in persuasive manner that I can easily get people to accept what I say.
__19. I can express my ideas in writing without difficulty.
__20. I am a good listener.
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__- Subtotal score
Maturity aspect
__21. I am emotionally stable and not easily rattled when faced with trouble.
__22. I am logical and rational in my outlook and decisions.
__23. I feel and act with confidence.
__24. I am a mature person.
__-Subtotal score

How do you perceive yourself? Write your answer on your paper.

Look at the results of your self-concept inventory and answer the following questions.
1. In what areas do you consider yourself strong (with score-14-16), somewhat weak (score- 10-13) and
very weak below 10.
2. Are there qualities you consider as your weakness but other people consider as your strength? What
are these?
3. How realistic is your self-image?
4. To what extent does it reflect your real self?

Assessment:
A. Identify what is asked on the following statements.
1. The self that you aspire to be.
2. It is the self that has characteristics that you were nurtured or in some cases, born to have.
3. Refers to your awareness of yourself.
4. _________ is derived from the social interactions that provides insights into how others react to you.
5. The alignment of actual self and ideal self will result to a______.

Reflection: Write an essay of not less than 20 sentences entitled “Who am I?”. Write all your thoughts about
yourself.

V. References for Learners:

Deped Personal Development Textbook, pages 2-3

VI. Answer Key

Exercises 1-2 answer may vary
Assessment A.
1. Ideal self 2. Actual self 3. Self-concept 4. Self-knowledge 5. Sense of mental well-being or peace of
mind
Assessment B. answer may vary

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 Rubric for Reflection
Score Content Organization Development Use of Language
4 Answer is appropriate Clear sense of order. Develops each point Uses technical or scientific
to the question. Begins with a thesis with may specific terminology appropriately
Content is factually or topic sentence. details. Answers and correctly. No major
correct. Supporting points are question completely. grammatical or spelling
presented in a logical errors.
progression.
3 Answer is May lack a thesis Each point Accurate word choice. No
appropriate to the sentence, but points supported with more than 2 major errors
question. Content are presented in a some details and and a few minor errors.
may have one or two logical progression. evidence. All
factual errors. important points
included.
2 Content relates Logic of argument is Sparse details or Ordinary word choice; use of
peripherally to the minimally evidence. Question scientific terminology
question; contains perceivable. Points only partially avoided. Some serious
significant factual presented in a answered. errors (but they don’t impair
errors. seemingly random communication).
fashion, but all
support argument.
1 Content unrelated to Lacks clear Statements are Limited vocabulary; errors
question. organizational plan. unsupported by any impair communication.
Reader is confused. detail or
explanation.
Repetitious,
incoherent, illogical
development.

Prepared by:
GLESIE G. ALHOMLANY
(Subject Teacher)

4
 Learning Activity Sheet (LAS) for Personal Development

Name of Learner:
Section: Date: __________________

Personal Development Activity Sheet 2

Developing the Whole Person
Week 2

I Learning Competency with Code

By the end of this Learning Activity Sheet, you should be able to
1. evaluate his/her own thoughts, feelings, and behaviors (EsP-PD11/12DWP-Ib-2.2
2. show the connections between thoughts, feelings, and behaviors in actual life situations (EsP-PD11/12DWP-
Ic-2.3

II. Background Information for Learners

Aspects of the Self
The self-concept is represented by several aspects of the self. It is conceived as the collection of multiple,
context- dependent selves. This constructs believes that context activates particular regions of self-knowledge
and self-relevant feedback affects self-evaluation and affect. A deeper look on the different aspects of self can
identify specific areas for self-regulation, stability and improvement. In a nutshell, an individual is composed of
three basic but very different aspects of the self. They are the physical or the tangible aspects as they relate to
the body, the intellectual and conscious aspects as they relate to the mind and the emotional or the intuitive
aspects as they relate to the spirit. All three aspects of the self, work together in perfect harmony when attention
is paid to all three simultaneously.

Aspects of Development
1. Physical self – This include description of your height, weight, facial appearance, quality of skin, hair and
description of body areas such as neck, chest, waist and legs.
2. Intellectual self- Includes how well a person reason out, solve problems, capacity to learn and create, general
amount of knowledge, wisdom acquired and insights you have.
3. Emotional self- Includes typical feelings, feelings that a person trying to avoid, feelings of the past and
present and feelings that are associated with each other.
4. Sensual self- Includes feelings as a sensual person, sense or senses usually used to take information and let
information out of a person’s body.
5. Interactional self- Includes description of strength and weaknesses in intimate relationships, relationships to
friends and family.
6. Nutritional self- Includes foods a person likes and dislikes.
7. Contextual self- Self as Context. Purpose: Make contact with a sense of self that is a safe and consistent
perspective from which to observe and accept all changing inner experiences.
8. Spiritual self- This could include your feelings about yourself and organized religion, reactions about your
spiritual connections with others and spiritual development.

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III. Directions / Instructions
Answer the following exercises to test your comprehension. Follow the instructions for each
Exercise/Activity and write legibly. Write your answers on this activity sheet. When you’re done, check the
answer key to see how well you did.

IV. Exercises / Activities

Exercise # 1: Write your thoughts about the question below.
1. What is the relationship of the different aspects of development with your thoughts, feelings, and actions
in dealing with life situations?

Exercise # 2. Performance Task

Describe the different aspects of yourself by completing the table below.

Aspects Physica Intellectu Emotion Sensu Interaction Nutrition Contextu Spiritu

of Self l self al self al self al self al self al self al self al self
Descripti
on Exampl
e:
I stand
5 feet 2
inches
tall, I
have
fair
skin
and
straight
hair.

Assessment:
A. Identify what is asked on the following statements.
1. This could include your feelings about yourself and organized religion, reactions about your spiritual connections
with others and spiritual development.
2. Self as Context. Purpose: Make contact with a sense of self that is a safe and consistent perspective from which to
observe and accept all changing inner experiences.
3. Includes foods a person likes and dislikes.
4. Includes description of strength and weaknesses in intimate relationships, relationships to friends and family.
5. Includes feelings as a sensual person, sense or senses usually used to take information and let information out of a
person’s body.
6. Includes typical feelings, feelings that a person trying to avoid, feelings of the past and present and feelings that are
associated with each other.
7. Includes how well a person reason out, solve problems, capacity to learn and create, general amount of knowledge,
wisdom acquired and insights you have.
8. This include description of your height, weight, facial appearance, quality of skin, hair and description of body
areas such as neck, chest, waist and legs.

Reflection: What have you discovered while answering exercise number 2? What aspect/s of yourself you are proud
of? What aspect/s of yourself you need to improve?

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 V. References for Learners:
Deped Personal Development Textbook, pages 8-9

VI. Answer Key

Exercises 1-2 answers may vary

Assessment
1. Spiritual self 4. Interactional self 7. Intellectual self
2. Contextual self 5. Sensual self 8. Physical self
3. Nutritional self 6. Emotional self

Rubric for Reflection

Score Content Organization Development Use of Language
4 Answer is appropriate Clear sense of order. Develops each point Uses technical or scientific
to the question. Begins with a thesis with may specific terminology appropriately and
Content is factually or topic sentence. details. Answers correctly. No major grammatical or
correct. Supporting points are question completely. spelling errors.
presented in a logical
progression.
3 Answer is May lack a thesis Each point Accurate word choice. No more than 2
appropriate to the sentence, but points supported with major errors and a few minor errors.
question. Content are presented in a some details and
may have one or two logical progression. evidence. All
factual errors. important points
included.
2 Content relates Logic of argument is Sparse details or Ordinary word choice; use of scientific
peripherally to the minimally evidence. Question terminology avoided. Some serious
question; contains perceivable. Points only partially errors (but they don’t impair
significant factual presented in a answered. communication).
errors. seemingly random
fashion, but all
support argument.
1 Content unrelated to Lacks clear Statements are Limited vocabulary; errors impair
question. organizational plan. unsupported by any communication.
Reader is confused. detail or
explanation.
Repetitious,
incoherent, illogical
development.

Prepared by:
GLESIE G. ALHOMLANY
(Subject Teacher)

7
 Learning Activity Sheet (LAS) for Personal Development

Name of Learner:
Section: Date: __________________

Personal Development Activity Sheet 3

Developmental Stages in Middle and Late Adolescence
WEEK 3

I. Learning Competency with Code

By the end of this Learning Activity Sheet, you should be able to
1. Evaluate one’s development through the help of significant people around him/her ( peers, parents, siblings,
friends, teachers, community leaders.( EsP-PD11/12DS-Ic-3.1)
2. Discuss developmental tasks and challenges being experienced during adolescence ( EsP-PD11/12DS-Id-
3.2)

II. Background Information for Learners

Human development focuses on human growth and changes across the life span, including physical,
cognitive, social, intellectual, perceptual, personality and emotional growth. The study of human developmental stages
is essential to understanding how humans learn, mature and adapt. Throughout their lives, humans go through various
stages of development. The human being is either in a state of growth or decline, but either condition imparts change.
Some aspects of our life change very little over time, are consistent. Other aspects change drastically. By
understanding these changes, we can better respond and plan effectively.

Developmental Stage Characteristics

1. Pre-natal Age when hereditary endowments and sex are fixed and all body features both external
(Conception to birth) and internal are developed.
2. Infancy Foundation age when basic behaviors are organized and many ontogenetic maturation
(Birth to 2 years) skills are developed.
3. Early Childhood Pre-gang age, exploratory and questioning. Language and elementary questioning are
(2 to 6 years) acquired and initial socialization is experienced.
4. Late Childhood Gang and creativity age when self-help skills, social skills, school skills and play are
(6 to 12 years) developed.
5.Adolescence Transition age from childhood to adulthood when sex maturation and rapid physical
(Puberty to 18 years) development occur resulting to changes in ways of feeling, thinking and acting.

6. Early Adulthood Age of Adjustment to new patterns of life and roles such as spouse, parent and
(18 to 40 years) breadwinner.
7.Middle Age Transition age when adjustments to physical and mental decline are experienced.
(40 years to retirement

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 8. Old Age Retirement age when increasingly rapid physical and mental decline are experienced.
( Retirement to death)

Havighurst’s Developmental Tasks During the Life Span

Infancy and Early Childhood Middle childhood Adolescence

(0-5 years old) (6-12) (13-18 y)
 Learning to walk  Learning physical skills  Achieving mature relations
 Learning to take solid foods necessary for ordinary
with both sexes
 Learning to control the games
elimination of body wastes  Building a wholesome  Achieving masculine or
 Learning sex differences and attitude toward oneself
feminine social roles
sexual modesty  Learning to get along with
 Acquiring concepts and age-mates  Accepting one’s physique
language to describe social  Learning an appropriate sex
 Achieving emotional
and physical reality roles
 Readiness for reading  Developing concepts independence of adults
 Learning to distinguish right necessary for everyday
 Preparing for marriage and
from wrong and developing living
a conscience  Achieving personal family life
independence
 Preparing for an economic
 Developing acceptable
attitudes towards society career

Early Adulthood (19-30) Middle Adulthood(30-60) Later maturity (61)

 Selecting a mate  Helping teenage children to  Adjusting to decreasing
 Learning to live with a become happy and strength and health
partner responsible adults  Adjusting to retirement and
 Starting a family  Achieving adult social and reduce income
 Rearing children civil responsibility  Adjusting to death of spouse
 Managing a home  Satisfactory career  Establishing relations with
 Assuming civic achievement one’s own age group
responsibility  Developing adult leisure  Meeting social and civic
time activities obligations
 Relating to one’s spouse as  Establishing satisfactory
a person living quarters
 Accepting the physiological
changes of middle age
 Adjusting to aging parent

III. Directions / Instructions

Answer the following exercises to test your comprehension. Follow the instructions for each Exercise/Activity
and write legibly. Write your answers on this activity sheet. When you’re done, check the answer key to see how well
you did.

IV. Exercises / Activities

Exercise 1: Write the most important events or experiences in life during your:

A. Late Childhood (6 to 12 years old)

B. Adolescence (puberty to 18 years)

Exercise 2: Performance Task

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 WOORKSHEET ON DEVELOPMENTAL TASKS OF BEING GRADE 11

Using the Havighurst’s Developmental Tasks above, assess your own level of development as a Grade 11
student.

What are the expected tasks you What are the expected tasks you What are the expected tasks you
have successfully accomplished? have partially accomplished? have not accomplished?

Processing Questions:

1. Being in Grade 11, what are the developmental tasks exposed of you? Rate yourself from (1 to 10) 10 as the highest
on whether you have accomplished those expected tasks.
2. As you are in grade 11, you are in transition from high school to college, from being an adolescent to young adult.
How do you feel about this transition?
3. Do you think you are ready for this transition which may mean more responsibilities and so greater accountability?
If no, what are the expected tasks you need to work on? If yes, what are the ways to take so you can better plan for the
future?

Direction: Read the following statements and understand, choose the best answer. Write the letter only of the
correct answer.

Assessment:
A.
1. This developmental stage starts from conception to birth.
a. Infancy b. Pre-natal c. Late Childhood d. Early Adulthood
2. Which of the following characteristics best describes the developmental stage of Infancy?
a. Age when hereditary endowments and sex are fixed and all body features both external and internal are
developed.
b. Foundation age when basic behavior are organized and many ontogenetic maturation skills are developed.
c. Gang and creativity age when self-help skills, social skills are developed.
d. none of the above
3. Retirement age when increasingly rapid physical and mental decline are experienced.
a. Old Age b. Middle Age c. Late childhood d. None of the above
4. Late childhood ranges from what age?
a. 2 to 6 years old b. birth to 2 years c. 6 to 12 years d. birth to 2 years
5. Which developmental task is developed during infancy and early childhood?
a. Building a wholesome attitude toward oneself
b. learning to walk
c. achieving mature relations
d. all of the above

B. Write true if the statement is correct and false if otherwise.

1.One of the developmental task that the person develops during adolescence is to prepare for an economic career.
2. During late childhood, gang and creativity age is developed.
3. Middle age ranges from 18 to 40 years.
4. Developmental task of readiness for reading is developed during Middle childhood.
5.Selecting a mate is a developmental task developed during later maturity.

V. References for Learners:

Deped Personal Development Textbook, pages 18-19

VI.
1. Exercise 1 and 2- answers may vary
Assessment
A.
1. A 2. B 3. A 4. C 5. B

B.
1. True 2. True 3. False 4. False 5. False

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 Prepared by:

GLESIE G. ALHOMLANY
(Subject Teacher)

11