Department of Education

National Capital Region

SHS S CHOOLS DIVIS ION OFFICE

MARIK INA CITY

Personal Development
Quarter 1 Module 6
The Power of the Mind

Writer: Alma B. Castaňo & Nancy E. Suegay

Cover Illustrator: Clarissa A. Familara

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 What I Need to Know

The purpose of this module is to help you understand how the brain works
being the site of control in all human actions. The module is divided into three
lessons, namely:
• Lesson 1 – Human Brain: Parts, processes and functions.
• Lesson 2 – Brain Functions in Relation to improvement of thoughts,
behavior and feelings.
• Lesson 3 – Personal Plan To Enhance Brain Functions

After going through this module, you are expected to

1. discuss that understanding the different parts of the brain, processes and
functions may help in improving thoughts, behavior and feelings.
2. explore ways on how to improve brain functions for personal growth and
development
3. prepare a personal plan to enhance brain functions

Specifically, you are expected to:

1. identify the different parts of the brain that are responsible for the
thoughts, behavior and feelings;
2. discuss the parts of the brain processes and functions that help improve
thoughts, behavior and feelings;
3. cite examples on how to improve brain functions for personal development;
and
4. create a personal plan to enhance brain functions.

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 Lesson Human Brain: Parts, processes
1 and functions.

What I Know

Before we start the lesson, let us first answer the following questions.
Write your answer on a separate sheet of paper.

1. Which part of the brain is responsible for thoughts, behavior and feelings?
A. Cerebrum B. Cerebellum C. Limbic System D. pons
B.
2. Which of the following practices help improve brain functions for personal
development?
A. Exercise C. sleep 3 hrs. a day
B. eat cake D. smoke cigarette
C.
3. Which statement is true for the left and the right side of the brain?
A. Connected by the thalamus.
B. Connected by a large band of dendrites called corpus callosum.
C. Functions of each are localized in the cerebral cortex.
D. The data is insufficient to answer the questions.

4. List down at least five (5) ways to enhance your brain functions.

What’s In

In Module 5 you learned ways in coping with stress.

Name several ways on how you cope with stress and compare your list to
your friend.
Were you able to remember them all.

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 What’s New

Do you know that the different parts of your brain is responsible for your thoughts,
behaviour and feelings?
Activity 1.1 – The Power of the Brain
LATERAL THINKING PUZZLES
1. You are driving down the road in your car on a wild, stormy night, when you pass
by a bus stop and you see three people waiting for the bus:
a. An old lady who looks as if she is about to die
b. An old friend who once saved your life
c. The perfect partner you have been dreaming about
Knowing that there can only be one passenger in your car, whom would you
choose?
2. Acting on an anonymous phone call, the police raid a house to arrest a suspected
murderer. They don't know what he looks like but they know his name is John
and that he is inside the house. The police bust in on a carpenter, a truck driver,
a mechanic and a fireman all playing mobile legend. Without hesitation or
communication of any kind, they immediately arrest the fireman. How do they
know they've got their man?
3. A man lives in the penthouse of an apartment building. Every morning he takes
the elevator down to the lobby and leaves the building. Upon his return, however,
he can only travel halfway up in the lift and has to walk the rest of the way -
unless it's raining. What is the explanation for this?

What Is It

BRAINPOWER:
COMPLEX ORGAN CONTROLS YOUR EVERY THOUGHT AND MOVE
How did you get here?
No, no, no! It's not a question about your conception or birth.
How did you get here? On this page. Reading this story.
The answer is a lot more complex than, "My teacher told me to read it" or "I clicked
on it by accident."
The answer involves thought, as in "I want to get on the Internet"; movement —
pressing the computer's power button and grasping a mouse; memory—like recalling
how to use a browser or a search engine; and word recognition such as "Brainpower"
and an understanding of its meaning.
In short, the answer involves a wrinkled, pinkish-gray, three-pound organ that is
primarily composed of fat and water and goes by the name of brain.
You got to this article because that jelly-like mass topping off your spinal cord fired
electrical signals to your hand telling it how to move. You got to this article because

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your brain stored information about using a computer and the definition of words
that you learned years ago. You got to this article because your brain is working.
Keep reading to find out how it functions, if it repairs itself and if the effects of drug
use are permanent.
THE POWER TO ACT
The brain has three major parts -- the cerebrum, the cerebellum and the brain
stem. The brain stem connects the spinal cord and the brain. It controls functions
that keep people alive such as breathing, heart rate, blood pressure and food
digestion. Those activities occur without any thought. You aren't telling yourself,
"Inhale. Exhale. Inhale." You're just breathing.
Things are different in the cerebellum. That region controls voluntary
movement. When you want to lift your fork, wave your hand, brush your hair or wink
at a cutie, you form the thought and then an area in the cerebellum translates your
will into action. It happens so quickly. Think about how little time passes between
your desire to continue reading this sentence and the time it takes your eyes to move
to this word or this one. It seems automatic, but it isn't.
Neurons, the basic functional units of the nervous system, are three-part
units and are key to brain function. They are comprised of a nerve cell body, axon
and dendrite, and power the rapid-fire process that turns thought into movement.
The thought moves as an electrical signal from the nerve cell down the axon
to a dendrite, which looks like branches at the end of nerve cells. The signal jumps
from the end of the dendrite on one cell across the space, called a synapse, to the
dendrite of another cell with the help of chemicals called neurotransmitters. That
signal continues jumping from cell to cell until it reaches the muscle you need to
wave, wink or walk.
The cerebrum is the largest of the three brain sections, accounts for about 85
percent of the brain's weight, and has four lobes. The lobes-frontal, parietal, temporal
and occipital -- each have different functions. They get their names from the sections
of the skull that are next to them.
The parietal lobe helps people understand what they see and feel, while the
frontal lobe determines personality and emotions. Vision functions are located in the
occipital lobe, and hearing and word recognition abilities are in the temporal lobe.
A CRITICAL AGE
Because the brain's healthy functioning is essential to living and determines quality
of life, doctors emphasize protecting the organ from injury and chemical abuse.
There is a consensus among researchers that brain cells regenerate throughout life,
said Doug Postels, a pediatric neurosurgeon in New Orleans, but that new growth
happens very slowly after a certain age.
"The size of the brain doesn't increase much after 3," Postels explains.

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During the first three years of life, the brain experiences most of its growth and
develops most of its potential for learning. That's the time frame in which
synaptogenesis, or the creation of pathways for brain cells to communicate, occurs.
Doctors generally accept that cut-off point for two reasons, Postels said. First, in
situations where doctors removed parts of the brains of patients younger than 3 to
correct disorders, the remaining brain sections developed to assume the role of the
portions those doctors removed. But when physicians performed the same surgery
on older patients, that adaptability function did not occur.
Second, "We know from experiments that if you deprive people of intellectual
stimulation and put them in a dark room, that it produces permanent changes in
the brain," Postels said. "That occurs most dramatically before age 3. After that age,
it's impossible to ethically do a study."
Previous research produced information about the effects of stimulation deprivation,
but modern ethical guidelines prohibit such research on people because of the
potentially harmful outcome.
DRUG DAMAGE
Because so little recovery occurs to brains damaged after age 3, the effects of drugs
and alcohol on the brain might be lasting.
Doctors know what inhalants, steroids, marijuana, cocaine and alcohol do to the
brain when people use them. "The question scientists can't answer now is if the
damage is permanent," said Sue Rusche, co-author of "False Messengers," a book on
how addictive drugs change the brain.
Inhalants, such as glue, paint, gasoline and aerosols, destroy the outer lining of nerve
cells and make them unable to communicate with one another. In 1993, more than
60 young people died from sniffing inhalants, according to National Families in
Action, a drug education center based in Atlanta.
Studies have found that marijuana use hinders memory, learning, judgment and
reaction times, while steroids cause aggression and violent mood swings.
Ecstasy use is rising among young people, Rusche said, and scientists have found
that drug destroys neurons that make serotonin, a chemical crucial in controlling
sleep, violence, mood swings and sexual urges.
While doctors and scientists know about some effects drugs have on the brain, they
don't have a full picture, Rusche said.
"When people start using a drug, the scientists know nothing about it. These people
are volunteering to be guinea pigs," said Rusche, who is co-founder and executive
director of National Families in Action. "Once enough people take it, scientists
apply for grants and start studying it. People are inventive. They find new drugs or
new ways to take old drugs-like crack from cocaine.
"There's a lot we won't know about until later," she said. "The classic example is
cigarettes. We allowed people to smoke for 100 years before we knew about all the
horrible things that nicotine will do.

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 What’s More

THE DOMINANT SIDE OF THE BRAIN

Researchers believed that brain dominance determines a person’s preferences,
problem-solving style, personality characteristics, and even career choices. For
example, a right-brain individual will quickly get a feeling for a situation, while a left-
brain person will usually ask a lot of questions first. The following chart reflects
additional difference between left and right-brain dominance.
PERSONAL PREFERENCE
LEFT DOMINANCE RIGHT DOMINANCE
Classical music Popular music
Being on time A good times
Careful planning To visualize the outcome
To consider alternative To go with the first idea
Being thoughtful Being active
Monopoly, scrabble, or chess Athletics, art, or music
Activity: BRAIN DOMINANCE
Which of these apply to you?
___ I am very organized.
___ I remember faces more than names.
___ I think things through before making a decision.
___ If someone’s mad at me, I can tell even without the person saying a word.
___ I work best in a quiet space.
___ I daydream a lot.
___ I hate taking risks.
___ I tend to get emotional.
___ I make a to-do-list.
___ I trust my “gut instinct”.

If you have more “yes” answers from the left column, you are probably left-brain
dominant, while if you have more “yes” answers from the right column, you are
probably right-brain dominant.

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 What I Have Learned

After assessing yourself in brain dominance activity share your assessment to your
classmates to validate your answer.

What I Can Do

Using your group platforms like Facebook, messenger, Google meet, zoom and
other available platforms share your results with your classmates.

After sharing the result look for your classmates with the common characteristics
with you.

Elicit answers from group mates on brain processes and functions that help
improve thoughts, behaviour and feelings

Assessment

Read the given situation below and answer the question that follows.

You as a star player of a basketball team is required to play the

match for a tune up game. Suddenly, on the day of the match you
have high fever and your coach and manager does not allow you to
leave the game. What will you do and why?

Additional Activities
WORD PUZZLE
Arrange the scrambled letters to identify the word described by the
statements below. Copy the boxes on a separate sheet and write your answers in
the box.
1. It participates in controlling the autonomic homeostatic functions like
breathing and digestion. SOPN 2 8
2. As part of the limbic system, these two nuclei are located in the inner part of
the cerebral cortex and functions for human emotions and memory.
UPSOAPCHIMP DAMYGALA
7 6 and

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3. It is the highly convoluted part of the brain responsible for movement
coordination. REBELCEMUL
4 5
4. It contains varied nuclei which receives different sensory information
and relay it to the cerebrum. MALTHUSA 3

5. It is divided into right and left hemispheres and functions as the

integrating center for memory, learning, emotions and other complex
functions of the brain. REBCERUM
9
6. This serves as the human body thermostat. It regulates body homeostasis,
hunger and thirst. HAPYMALTHOUS
1

7. This is a thick band of axon fibers that connects the two hemispheres
of the cerebral cortex. UPSCOR CALMLOUS
12

8. This is found on the outer cerebral hemisphere. It is composed mostly

of cell bodies. GERY TEARMT
10
9. This lobe of the brain is responsible mainly for the integration of
sensory information like touch temperature, pressure and pain.
TARPEILA BOLE
11

10. It is located in the left cerebral hemisphere of the brain and functions for
language production. BOARSC ERAA
2

Challenge Round:
Using the numbers above decipher the message below.

1 2 3 4 5 4 6 7 8 9 2 8 10 4 2 11 12

1 2 3 4 6 9 10 7 2 8 12

Message: ___________________________________________________________

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 Brain Functions in Relation to
Lesson
improvement of Thoughts,
2
Behavior and Feelings

What’s In
In the previous lesson, you have learned about the processes and functions of
the brain that help improve thoughts, behavior and feelings.
Can you recall these processes and functions?

What’s New

The brain is the organ that controls all human functions. In what way is it
responsible for your thoughts, behaviour and feelings? How we behave and feel the
way we do every day? Let us try to explore the given activities.

Activity 2.1 – Gap Fill In

Below are pictures which you need to analyze. On top of each picture is a
question asking you what is happening? Get a piece of paper then write your
answer for each given question.

What is happening in the picture?

Give your reason:

Source:
https://voicedialogueonline.com/sites/1/media/images/ increase-
my-self-esteem-build-self-
confidence/ImproveSelfEsteem_thumb.png

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 What is happening in the picture?

Give your reason :

Source:
https://cpb-ap-
se2.wpmucdn.com/mediafactory.org.au/dist/1/803/files/2017/03/61a34fa660ba4f02296f3c97db048029-1cm591u.jpg

Answer the questions below:

1. As you look at the images above, how do you see yourself in the
situation?
2. What do you think is the representation of the hats in your life?
3. In what way can this situation be related to your brain functions?
4. Is it possible for your brain to control what you think, how you
behave and how you feel?
How?

What Is It

Now let us discuss the brain functions in relation to improvement of thoughts,

behaviour and feelings.
Read and understand the given text.
HOW THE BRAIN WORKS
The brain is the organ that integrates and controls our functions while the
mind is the facet of intellect and consciousness. What we think, how we behave,
how we feel each day, and how we understand what surrounds us are
manifestations of our thoughts. It is a combination of thoughts, behaviour and
feelings.
Considering these things, it is important to understand how the brain create
our mind. The left and the right side of the despite similarity in structure differs
in control. This brain lateralization simply states that the left and the right side
of the brain perform different functions.
The left brain is concerned about logic, order and analysis, a person with a
dominant brain is good in reading, writing, speech, language comprehension and
computations. The right brain is concerned about creative ability and spatial
perception. A right brain person is good in musical and artistic skills, imagination
and feelings visualization, rhythm, face recognition and daydreaming. The
message from the sense organs in the left side of the body moves to the right
hemisphere of the brain through the corpus callosum and vice versa. Damage to
the corpus callosum, the switchboard between the two brain hemispheres

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 knowledge of the function, size and texture of the object cannot be transferred
from the right to the left side.
When a person feels negatively about himself like in image 1 in Gap Fill In,
the right prefrontal lobe of the brain is active. It is slightly bigger than the left
part of your brain, which is responsible for your positive and optimistic thoughts.
Studies showed that frequent meditation, thankfulness training, being creative,
refraining from jumping into conclusions, and concentrating on the good things
can increase the volume of the left prefrontal part of the brain and helps
individual improve their thinking.
Similarly, the thinking hats remind us of the things we can do each day to
improve our thinking. Regardless of the situation, the thinking hats can help us
improve how we see things and situation around us.

The Six Thinking Hats

BLUE HAT - Process RED HAT - Feelings

• The big picture/ Thinking • Intuition, hunches, instinct
about thinking • How do I feel about this?
• What is needed in thinking? • What do I like about these
• Where are we now? feelings/ don’t like?
• What do we need to do next?
Yellow HAT – Benefits WHITE HAT – Facts
• The positives • What do I know?
• Why is this a good idea? • What do I need to find out?
• What are the advantages and • How will I get the information I
benefits? need?
GREEN HAT – Creativity BLACK HAT – Caution
• What new ideas are possible? • The negatives
• What is my suggestion? • What problems could arise?
• How can this be changed or • What are the disadvantages?
improved?
Source: Adapted from
https://cpb-ap-
se2.wpmucdn.com/mediafactory.org.au/dist/3/559/files/2016/03/AAEAAQAAAAAAAAR0AAA
AJGMwZGFkNGI4LTU5MjktNDc1Yy05MjIxLWVhMTc5MDZlNzVhNw-27bkwq3.jpg

Enhancing Memory

When the focus of improving the thoughts, behavior and feelings are
concerned, there is a need to understand how learning, memory and retrieval
works in the brain.

When we look at the lecture notes on the board, and remembering it only
long enough to write it in our notebook, our short-term memory is at work. The
short-term memory is electrical in nature, transient, lasting for a few seconds thus,
when we do something else after class, we tend to forget what was written in the
notebook. Long term memory on the other hand is structural. It creates synaptic
connections with other neurons making the information permanent.

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 What brain parts are now working for memory and learning to take place.
Aside from the roles of cerebrum in learning, the reticular activating system in the
brain stem controls the consciousness and alertness. It identifies the correct
stimuli for the brain to respond. This regulates sleep and wakefulness. In addition,
temporal lobes of the cerebrum, amygdala and hippocampus are involved in both
short-term and the formation of long-term memories. Hippocampus helps us learn
and remember new things. The temporal lobe in the cerebral hemisphere helps us
retrieve the long-term memories. Amygdala helps in encoding memories from
emotions and consolidate long term memories.

Learning can be improved with the accumulation of long-term memory. The

conversion of short-term memory to long-term memory is not an easy task. But
some exercises can be done to enhance this conversion like rehearsal, strong
emotional state and association of the collected knowledge with previously learned
concepts. Research studies has identified the use of brain stimulating activities or
brain games, mindfulness – paying attention on details, exercise and eating brain
friendly foods as effective ways to keep the brain and the mind healthy.

What’s More

Activity 2.2: LATERAL THINKING PUZZLES

The following is a simple activity wherein you would be able to experience
how your brain works. Answer the question after each situation then explain the
brain parts involved in each situation. Write your answers on a separate sheet of
paper.
1. A colleague stutters when she wants to explain a point. You always find it hard
to understand her. Most often, the sentences are devoid of meaning. What is
the explanation for this?
2. Your 90-year old mother tends to nap the whole day. She is perfectly healthy
and does not experience memory loss. When she was younger, she was
outgoing and works a lot. How can this possibly be?
3. You saw three persons waiting for a ride in a bus stop on a cold, stormy night:
a. A pregnant woman who is in labor
b. A former favorite teacher who helped you pass a difficult exam
c. The perfect partner you have been dreaming about. You only have a seat
available in your car, whom would you choose?

4. Agustin had a car accident. As his friend, you noticed that he has difficulty
paying attention and remembering things. He is easily agitated, nervous,
restless, and easily frustrated. His sleeping pattern was disrupted. He
overreacts to noise and gets upset easily. At times he does not know what’s
real and what isn’t. He even sees things that aren’t there. What will you do
if he sees you as his special someone?

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 What I Have Learned
Answer each question based on your understanding of the brain and the mind.
Write your answer in another sheet of paper
1. What is brain lateralization? How can it impede learning?
2. What is the in human perception?
3. Is it possible for the brain to control the mind? Explain.

What I Can Do

Activity 2.3: What is the Matter?

Understanding the brain has helped us understand our mind. Below are
some habits which may or may not affect our thought, behavior and feeling. Write
true if the activity is beneficial. If the activity is not beneficial, explain why?

1. Cigarette smoking can shrink brain size.

2. Sleeping less can slow down brain efficiency
3. Speechlessness increases the efficiency of frontal lobe functions.
4. Reading, drawing, answering puzzles and playing rubik cubes can
stimulate brain functions.
5. Covering the head while sleeping is dangerous to the brain because of
carbon dioxide.
6. Exercise stimulates lateralization of the brain.
7. Working while sick adds damage to the brain cells.
8. Interacting with different groups of people stimulates connections
among neurons.
9. Eating processed foods can activates chemical connectivity in the
brain.
10. Choosing to be positive in life increases volume of frontal lobe.

Activity 2.4 : BRAIN DOMINANCE

Which of these apply to you? Select from the activities/ descriptions below. Answer
this on a separate sheet of paper.

___ I am very organized.

___ I remember faces more than names.
___ I think things through before making a decision.
___ If someone’s mad at me, I can tell even without the person saying a word.
___ I work best in a quiet space.
___ I daydream a lot.
___ I hate taking risks.
___ I tend to get emotional.

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___ I make a to-do-list.
___ I trust my “gut instinct”.
If you have more “yes” answers from the left column, you are probably left-brain
dominant, while if you have more “yes” answers from the right column, you are
probably right-brain dominant.

THE DOMINANT SIDE OF THE BRAIN

Researchers believed that brain dominance determines a person’s preferences,
problem-solving style, personality characteristics, and even career choices. For
example, a right-brain individual will quickly get a feeling for a situation, while a left-
brain person will usually ask a lot of questions first. The following chart reflects
additional difference between left and right-brain dominance.
PERSONAL PREFERENCE

LEFT DOMINANCE RIGHT DOMINANCE

Classical music Popular music

Being on time A good times

Careful planning To visualize the outcome

To consider alternative To go with the first idea

Being thoughtful Being active

Monopoly, scrabble, or chess Athletics, art, or music

There is nothing good or bad about either preference. Both orientations can be
equally successful in accomplishing a single task; however, one may be more
appropriate over the other depending on the situation.

Assessment

1. Name at least five (5) brain functions that help improve thoughts, behavior
and feelings.

Additional Activities

1. Write a haiku about how you have overcome your negative thoughts .
(A haiku is usually a 5-7-5 rhymed sentence pertaining to a specific
subject.) Below is an example of a haiku.
Cool, high, green mountain
Kissed by the sun’s warmest ray
Gives me hope each day
2. Your haiku will be evaluated using the following criteria.

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 a. Originality 5 points
b. 5-7-5 phrase 5 points
c. Content 10 points
d. Conciseness 5 points

Lesson
PERSONAL DEVELOPMENT PLAN
3

What I Need to Know

This lesson is part of module 6 on Power of the Brain

Lesson 3 – Personal Plan To Enhance Brain Functions

After going through this module, you are expected to prepare a personal plan to
enhance brain functions

Specifically, you are expected to create a personal plan to enhance brain

functions.

What I Know

How can you enhance your brain functions?

What’s In

What brain functions can you remember from our previous lesson that could improve
your thoughts, behaviour and feelings?

What’s New

Failing to plan, is planning to fail.” ~ Benjamin Franklin

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Planning is an essential ingredient to achievement and success. The quote above
(which is often attributed to Benjamin Franklin although there is little evidence to
corroborate it) basically means that without a plan, you are doomed to failure.
Although this is not strictly always the case, people that have a plan are much more
likely to succeed than those that don’t. And their journey will be easier, too.

Think about some of the things you’ve planned for in your life.
Maybe a holiday, a house move or even just a day out.
You probably did some planning beforehand, right?
For the holiday you may have booked your hotel room and plane tickets and then
planned how you would get from the airport to your hotel. For the house move, you
might have arranged when the removal truck will arrive and got everything packed
up into boxes ready. For the day trip, you may have planned your route and prepared
a picnic the night before.
Now think about what could have happened if you didn’t plan ahead.
What if you landed at your holiday destination in the early hours only to find that
the next train between airport and your hotel was at 8am the following morning? Or
the removal truck for your house move turns up but you haven’t packed your stuff
ready to be loaded onto it? Or you go on your day trip and find the food prices
extortionate and wish you’d made a picnic?
Plans stop us drifting aimlessly through life. They give us direction and goals to strive
towards.
A Personal Development Plan is a written document that gives us a roadmap for our
own personal growth and self-improvement. It is used to identify the skills or traits
that you would like to develop and provides a clear path from getting where you are
now to where you want to be. Not only does it organise your actions but it also
organises your thinking as well as giving you confidence and motivation in moving
forward.

5-Step Guide to Writing a Personal Development Plan

Creating a great Personal Development Plan consists of these 5 simple steps:

1. Analyze — where are you now? what are your strengths? what are your
weaknesses?

2. Identify Primary Goal — what do you want to achieve? what do you want to
change? SMART goals

3. Plan — how do you get from where you are now to where you want to be? write
it down

4. Implement — follow your plan

5. Review — regularly review and update your plan

Source: Dutton, Daniel ( April 28, 2019) How to Write a Personal Development Plan: A Step-by-Step Guide
https://medium.com/@daniel_50531/how-to-write-a-personal-development-plan-a-step-by-step-
guide-d16672d8be48

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 What Is It

Make a Mind Map

Based on our discussion on preparation of personal plan to enhance brain
functions, do the activity below and complete the table to determine the
specific activities that you will undertake for each step.
1. Choose a subject or activity that you do well (for example, math, basketball,
playing the guitar, painting, cooking, or computer games).
2. Make a mind map of the chosen topic, following the procedure described
earlier.
3. Explain your mind map and how you worked on it.

RATING
• EXEMPLARY
ACTIVITIES/
STEPS • SUFFICIENT
STRATEGIES
• MINIMAL
• BEGINNING
Analyse
Identify primary Goal
Plan
Implement
review

What’s More

Using your output in our previous activity, share you answer to your group mates
and formulate your group responses for the activities to be undertaken for each step.

RATING
• EXEMPLARY
ACTIVITIES/
STEPS • SUFFICIENT
STRATEGIES
• MINIMAL
• BEGINNING
Analyse
Identify primary Goal
Plan
Implement
review

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 What I Have Learned

State the five (5) steps – guide in preparing personal development plan to
enhance brain functions.

What I Can Do

Form a triad and share a challenging situation that you have experienced.
How did you overcome it?

Assessment

Based on your sharing on our previous activity, use the steps on creating a
personal development plan to enhance brain functions. Write your answer on a
separate sheet of paper and include it in your portfolio.

Additional Activities

HELP HOW-TO’S
First Step, Reach Out To People You Trust
Sometimes people don’t get the help they need because they don’t know where to
turn. When you’re not feeling well, it can be a struggle to take the necessary steps
to help yourself get better.
When dealing with mental health or emotional problems, it’s important not to go at
it alone. Healing is a combination of helping yourself and letting others help you.
Comfort and support, information and advice, and professional treatment are all
forms of help.
Think of all the people you can turn to for support. These are people who are
concerned about you and can help comfort you, who will listen to you and
encourage you, and who can help arrange for treatment. In other words, find caring
people in your life who can help you.
These people might include:
• friends
• parents and other family members

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 • someone who seems “like a parent” to you
• other adults whose advice you would value—perhaps a favorite teacher or
coach, a member of your church or other place of worship, or a good
friend’s parent.

Source: Deped Perdev Manual

In seeking for help explain why you chose your friend? Parent? Siblings? or
Favorite teacher?
Write your answer in a separate sheet of paper and include it in your portfolio

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DISCIPLINE • GOOD TASTE • EXCELLENCE

Answer Key

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DISCIPLINE • GOOD TASTE • EXCELLENCE

 References

Audesirk, Teresa, Audesirk, Gerald. (1996). Biology Life on Earth. 4th

Edition.Prentice Hall Inc.
Campbell, Neil A. (1996).Biology. 4th Edition. The Benjamin Cummings Publishing
Company.
Hanlon, C.A, Jones, J.L.(2016). Imaging the Addicted Brain. Accessed July 29,
2020. https://www.sciencedirect.com/topics/psychology/thalamus
How does our brain process negative thoughts? (n.d.) Accessed August 6, 2020
https://www.15minutes4me.com/depression/how-does-our-brain-process-negative-
thoughts/#:~:text=In%20the%20right%20front%20part,responsible%20for%20your%20negative%20th
oughts.
Huang, Anna, et al.(2017). The thalamus in drug addiction from rodents to
humans. Accessed July 29, 2020. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5790826/
Jaffin, Dianna. (n.d.) Optimizing Brain Performance. Accessed July 29, 2020
https://www.herl.pitt.edu/symposia/fitness-health/presentations/Jaffin-SotS-
20160330.pdf
Ramanoel, Stephen, et al., (2028). Gray Matter Volume and Cognitive Performance
During NormalAging. A Voxel Based Morphometry Study. Accessed July 30, 2020.
https://www.frontiersin.org/articles/10.3389/fnagi.2018.00235/full
Ramos, Donnie John A., Ramos, Anna Cherylle M. (2012). Biology. Second Edition.
Phoenix Publishing House Inc.
Raven, Peter, Johnson, George. (1996). Biology. Fourth Edition. Times Mirror
Higher Education Group Inc.
The Six Thinking Hats (n.d.) Accessed August 6, 2020.
https://cpb-ap-
se2.wpmucdn.com/mediafactory.org.au/dist/3/559/files/2016/03/AAEAAQAAAAAAAAR0AAAAJGMw
ZGFkNGI4LTU5MjktNDc1Yy05MjIxLWVhMTc5MDZlNzVhNw-27bkwq3.jpg
The Six Thinking Hats (n.d.) Accessed August 5, 2020.
https://cpb-ap-
se2.wpmucdn.com/mediafactory.org.au/dist/1/803/files/2017/03/61a34fa660ba4
f02296f3c97db048029-1cm591u.jpg
10 Ways to Improve Your Brain Health (2014). Accessed July 29, 2020.
https://www.psychologytoday.com/us/blog/iq-boot-camp/201407/10-ways-improve-your-brain-
health
Vaasa, Riitta.(n.d.) Improve Your Learning Skills. Accessed July 29, 2020.
http://www.puv.fi/en/study/opinto-
ohjaus/oppimaan_oppiminen/harjoita_oppimistaitojasi_verkkoon_eng.pdf

Personal Development Reader First Edition 2016 Department of Education,Bureau of

Learning Resources (DepEd-BLR)

Introduction to Psychology – 1st canadian edition Our Brains Control Our Thoughts,
Feelings, and Behaviour. Accessed July 29, 2020
https://www.opentextbc.ca/introductiontopsychology/chapter/3-2-our-brains-control-our-
thoughts-feelings-and-behavior/

11.5: Central Nervous System

Suzanne Wakim & Mandeep Grewal, Central Nervous System

https://bio.libretexts.org/Bookshelves/Human_Biology/Book%3A_Human_Biology_(Wakim
_and_Grewal)/11%3A_Nervous_System/11.5%3A_Central_Nervous_System

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 Development Team of the Module

Writer: Alma B. Castaño

Nancy E. Suegay (PSDS)
Editors: Elisa O. Cerveza (Chief,CID/OIC-ASDS)
Internal Reviewer: Emily G. Santos (PSDS)
Nida P. Andrada (PSDS)
Remia L.Ricabar (PSDS)
Zenaida S. Munar (PSDS)
External Reviewer: Mary Fe M. Roxas (PNU Professor)
Cover Illustrator: Clarissa A. Familara
Layout Artist:
Management Team:
Sheryll T. Gayola
Assistant Schools Division Superintendent
OIC, Office of the Schools Division Superintendent

Elisa O. Cerveza
Chief, Curriculum Implementation Division
OIC, Office of the Assistant Schools Division Superintendent

Jovita Consorcia F. Mani

Education Program Supervisor – Music, Arts, Physical Education & Health

Ivy Coney A. Gamatero

Education Program Supervisor– Learning Resource Management Section

For inquiries or feedback, please write or call:

Schools Division Office- Marikina City

Email Address: [email protected]

191 Shoe Ave., Sta. Elena, Marikina City, 1800, Philippines

Telefax: (02) 682-2472 / 682-3989

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DISCIPLINE • GOOD TASTE • EXCELLENCE