Senior High School

Personal Development
Quarter 1 Module 1:
Self-Development

Department of Education • Republic of the Philippines

Personal Development – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 1: Self-Development
First Edition, 2020

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 All rights reserved. No part of this module may be reproduced or transmitted in any form or by any means,
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system, without written permission from the copyright holder.

Published by the Department of Education – Region X Secretary:

Undersecretary:
Assisstant Secretary:

Development Team of the Module

Writers: Emmanuel Alex A. Bercero, DM, PhD
Jaime V. Acuram, MA
Content Editor: Justine P. Villasencio
Language Editors: Susana S. Calino & Ken Witty V. Sabaldana,MBA
Proofreader : Jessie Cris N. Abrogueña, MBA
Illustrator : Jhonas P. De La Torre
Layout Artist : Queenie E. Gallentes

Printed in the Philippines by:____________________________________

Department of Education – Alternative Delivery Mode ( DepED-ADM )

Office Address: ______________________________________________________

______________________________________________________
Telefax: ______________________________________________________
E-mail Address: ______________________________________________________

Introduction

This alternative delivery module in Personal Development for the 21 st century learners in the new normal

classroom is designed to make learning more engaging and meaningful to Senior High School learners in

the flexible and blended learning environments.

The module is aimed at the development of practical and doable strategies to help learners gain effective

personal development. The motivation behind this effort is the recognition that learner’s behavior and

personality are influenced by heredity, internal and external environments, as well as their personal

decision in the development of who they are and what they want to become.
 Subsequently, meaningful activities are given in the form of worksheets, assignments, reflections,

and online or virtual activities which allow the learners to work at their own pace and participate in both

synchronous and asynchronous conferences and discussions.

Enjoy your journey with your learners as you unfold the most interesting and worthwhile activities in

this creative undertakings of the Department of Education

(DepEd), Division of Misamis Oriental.

Department of Education • Republic of the Philippines

Senior High School

Personal Development
Quarter 1 Module 1:
Self-Development

This instructional
material was
collaboratively
developed and
reviewed

by educators from
public and private
schools, and/or universities. We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education at

[email protected]

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

Instructions:

This is a 5-point multiple choice test. Read and analyze each statement below and carefully choose the
letter that best describe the statement. Write the letter of the correct answer on the space provide before
the number.

_____ 1) When someone reflects on his/her strengths and weaknesses and learns more about himself or
herself, it is said that the person undergoes a process called? a) Self-reflection c) Self-motivation
b) Self-discovery d) Self-gratification

_____ 2) What do we call that process where a person understands himself/herself better through learning
new skills or overcoming bad habits? a) Self-development c) Self-education
b) Self-discovery d) Self-reflection

_____ 3) John understands fully the benefits of building good relationships with his social environment and
the effects of man’s transgressions to his fellow beings. It is said that John;
a) develops effective human relations skills
b) develops social awareness
c) develops holistically
d) develops social responsibilities

_____ 4) Krystala, a Grade 11 TVL-Home Economics student, develops favorable relationships with her
peers and family members. In the context of development, she is said to have manifests;
a) behavioral Development c) social Development
b) physical Development d) psychological Development

_____ 5) Justine finds it difficult to concentrate and stay focused in his studies, loses the thread of
thoughts or conversations, confused because of the lockdown and cannot move freely and visit his
girlfriend in the neighboring city. Justine is said to manifests;
a) love sickness c) psychological trouble
b) emotional problem d) stress

Lesson Knowing and Understanding Oneself

Week 1:6 hours
1
Learning Objectives:

At the end of the week, it is expected that the learners must 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; and
2) Share his/her unique characteristics, habits, and experiences.

Do you really know who you

are? Do you discover who
you are as a person? Do you
know your deepest fears,
doubts, and vulnerabilities?

1) Who am I as a person?

2) What makes me different from my friends and classmates?

3) How do I react when someone backbites me or talks something bad about me?
If a classmate tells me that I am good at nothing, how will I react? What will I tell him or her?

4) What are my weaknesses or vulnerabilities?

5) Do I fear of losing something or someone in my life? Why?

7) Do you know who your friends are? What do you have in common?
Read and analyze the quote below.

“Knowing others is intelligence; knowing yourself is true wisdom. Mastering others is

strength; mastering yourself is true power. If you realize that you have enough, you are
truly rich.” And “The cost of not following your heart, is spending

the rest of your life wishing you had.”

By: J. Paulsen

1) Discuss what you understand about the quote and present your insights to your classmates during the
face-to-face or online activities with your teacher.

“Knowing oneself is the beginning of wisdom”. This renowned quote is often attributed to Socrates.
But what exactly do you benefit when you know and understand who you are?

When a person has a self-knowledge, he understands his strengths and weaknesses, his passions and
fears, his life’s desires and dreams. This means he is aware of his eccentricities (peculiarities) and
idiosyncrasies (habits), likes and dislikes, tolerance and limitations. The person knows his purpose in life
(Doherty, 2017).

Meg Selig (2016) suggests that when a person knew who he is, he develops understanding of himself, he
would be happier because he can express who he is. He develops less inner conflict, make better
decision and better choices about everything and understands what motivates him.

Subsequently, she emphasized that when a person knows himself better, he has the resistance to social
pressure, he is grounded in his values and preferences and is less likely to say “yes” when he wants to say
“no” and at the same time develops tolerance and understanding of others. He can easily help and
empathize with others.

Write a reflection of yourself

Who Am I?
 Developing the Whole Person
Week 2:7 hours
Lesson
2

Learning Objectives:

At the end of the week, it is expected that the learners must be able to;

1) discuss the relationship among physiological, cognitive, psychological, spiritual, and social
development to understand his/her thoughts, feelings, and behaviors;
2) evaluate his/her own thoughts, feelings, and behaviors; and,
3) show the connections between thoughts, feelings, and behaviors in actual life situations.
 Good morning
teacher. Can I ask
you something?

Yes. What is
it all about,
John?

How can we
develop into a
whole person,
teacher?

It’s a good question

John. Well, we are going
to discuss it in this
module.

Let’s try to answer the following questions succinctly.

1) How do you feel today?

2) What did you do for your physical and social activities for the past days?

3) Did you participate in any religious activities recently?

4) How are these physical, social, spiritual and psychological activities affect or influence you as a person?

Draw a tree inside the given box. Leave a space for each parts of the tree such as roots, branches, leaves,
fruits, and flowers. Each represents the most significant part in your life as defined below.

Roots: parents, grandparents, and caretaker: Who looked after you while growing up.

Branches: members of the family; write their names in every branch.

Flowers: things in life that makes you feel good about yourself.
Leaves: significant events in your life. Write the specific occasions inside each leaf.

Fruits: your achievements no matter how big or small; write it inside the fruit.

Reflect on your drawing by answering the following questions. Discuss your insights with your
classmates and teachers during the face-to-face or online conference.

1) How do you describe the activity? How does your tree relate to you and your life?
2) Where do you think you are in your drawing? Which part of the tree do you belong?
3) Do you feel any strange emotions when you draw and write the name/s for the roots? Why?
4) How does it feel when you draw the leaves and write the significant events in your life?
5) Did you miss anything in your drawing? Why did you leave them out? What did you feel when you
decide to do so?
6) Do you have someone in your life you want to forget? How does it feel when you are reminded of this
person?

Hazel Angeles (2016) claimed that man’s emotions shape his personality. He needs to establish
emotional stability to develop his whole person. She also emphasized that man needs to develop his
physical health through eating the right food and regular exercise. At the same time, he needs to
enhance his spiritual relationship and connection with the world around him through prayers and
meditations. Prayers are said to promote compassion, positive relationship and sense of purpose,
honesty, optimism and inner peace.
Subsequently, man has to cultivate his social relationship, interaction with others as social being and
psychologically portray certain image of himself to others. Finally, he needs to manage his
professional life and happiness because these two are closely linked. Man should know how to
manage time and stress.

Source: https://www.prez.com/hmoiaa7gd5r/developing-the-whole-person

Let’s Check How Much You Understand

1) What are the six (6) core elements of developing a whole person? Explain concisely its
relationships.

2) In your own opinion, how do prayers and meditations influence a man’s personal development?
 Everything about you is a reflection of some meaningful pieces of God’s beautiful
and perfect creation. Since conception, you are considered
piecea of
perfect
art
designed by the hands of God. Your person and everything around you are
symbolic manifestations of God’s presence.
The memories and emotional state that evolved while you are doing your life’s
assignments help you see and understand yourself
or your life from different
angles and this help enhance your
-awareness.
self When you fully understand
yourself and your person, you can live more effectively and have more successful
life.

Answer the questions below succinctly.

1) What is your understanding or insights about the selection?

2) How do you describe yourself as God’s perfect and beautiful creation?
3) How helpful are you life’s problems and frustrations in becoming a better person?
4) How will you make your life more meaningful?

Developmental Stages in Middle and Late Adolescence

Lesson Week 3:7 hours

Learning Objectives:

At the end of the week, it is expected that the learners must be able to:

1) discuss developmental tasks and challenges during adolescence;

 2) evaluate one’s development through the help of significant people around him/her (peers, parents,
siblings, friends, teachers, community leaders); and
3) identify ways that help one become capable and responsible adolescent prepared for adult life.

1) Paste your picture on the following stages in your life:

Early Adolescence Middle Adolescence Late Adolescence (Ages 10-13)

(Ages 14-16) (Ages 17-19)

2) Make a collage out of the pictures and describe briefly how the following changes occurred:

Physical (body) ________________________________________________

________________________________________________

________________________________________________

Psychological (feelings & emotions) ________________________________

________________________________________________

________________________________________________

Social (interactions with significant others) ___________________________

________________________________________________

________________________________________________

Behavioral (awareness & reasoning) _______________________________

________________________________________________

________________________________________________

Spiritual (core values and beliefs) _________________________________

________________________________________________

________________________________________________
 3) Share output with your classmates and teachers during the chat and videoconferencing session.

Write the most important events or experiences in your middle and late

Are you ready to learn the

different changes experienced
by an adolescent?

These changes are physical,

cognitive, emotional, social
and behavioral. You can
learn more by turning your
module to the next page

PHYSICAL DEVELOPMENT

Elements Boys Girls

Growth/ Rapid growth of bones and Rapid growth of bones and

development muscles muscles

ages 11 to 14 Ages 9 to 12
Changes Oilier skin and some acne Oilier skin and some acne
observed
Increase sweating especially Increase sweating special
underarms underarms

Growth of pubic and underarm, Growth of pubic and

facial and chest hair underarm hair

Masturbation and fantasies Masturbation and fantasies

about sexual intimacy about sexual intimacy

Enlargement of testicles, Breast budding, increased

erections, first ejaculation, wet vaginal lubrication and the
dreams, deepening of voice beginning of menstruation
 COGNITIVE DEVELOPMENT
Elements Boys Girls
Growth/ Dramatic shift in thinking from Dramatic shift in thinking from
development concrete to abstract concrete to abstract

Appreciate hypothetical situation. Appreciate hypothetical

situation.
Ability to think about future, evaluate
alternatives, and set personal goals Ability to think about future,
evaluate alternatives, and set
personal goals
Changes Become more independent Become more independent
observed
Take on increased responsibilities Take on increased
such as babysitting, summer jobs, responsibilities such as
or household chores babysitting, summer jobs, or
household chores
Shift their focus from play-centered
activities to academics. Shift their focus from
playcentered activities to
Begin to consider future careers and academics.
occupations.
Begin to consider future
Begin to develop social conscience; careers and occupations.
manifest concern about social Begin to develop social
issues conscience; manifest concern
about social issues
Develop sense of values and ethical
behavior, recognizing the Develop sense of values and
importance of traits such as ethical behavior, recognizing the
honesty, helpfulness, caring for importance of traits such as
others honesty, helpfulness, caring for
others

EMOTIONAL DEVELOPMENT
Elements Boys Girls
Growth/ Establish identity, new cognitive Establish identity, new
development skills, ability to reflect on who they cognitive skills, ability to
are and what makes them unique reflect on who they are and
what makes them unique
Changes different ways of appearing, different ways of appearing,
observed sounding and behaving sounding and behaving
increased social relationship
increased social relationship
recognize and manage emotions
recognize and manage
develop empathy, learn to resolve emotions
conflict constructively
develop empathy, learn to
develop cooperative spirit resolve conflict
constructively

develop cooperative spirit

SOCIAL DEVELOPMENT
Social Early Adolescents Middle Adolescents Late Adolescents
Group (ages 9-13) (ages 14-16) (ages 17-19)
Peers Center of social world Peer groups series of intimate
shifts from family to gradually give way to relationships
friends one-on-one begin to develop
 friendships and
Peer group tends to be romances
same-sex
Peer group tends to
Strong desire to conform be gender-mixed
to and be accepted by a
peer group Dating begins

Less conformity and

less tolerance of
individual differences
Family Increasing conflict family influence is
between adolescents in balance with
and their parents peer influence

Family closeness is
most important
protective factor against
high-risk behavior

BEHAVIORAL DEVELOPMENT

Element Observed Changes

Shaped their identities

Growth/Development
Tried out their new decision-making skills
Developed realistic assessments of them
Gained peer acceptance and respect (Ponton,
1997; Jessor, 1991)

Give your insights on the following:

1) Why do you think it is important to know oneself more than anything else in this world?
2) What memories and feelings did come up while you were doing the activities in Lesson 2 (Developing
the Whole Person)? Who are the individuals who have helped shape who you are today?
3) What are the different developmental stages of adolescence? Explain each briefly.
1) Fill-in the boxes below with your strengths, weaknesses, and likes as well as dislikes. This is to
measure the extent of your understanding of who you really are.

My Strengths My Weaknesses My Likes & Dislikes

2) In a drawing below, label the three (3) major parts of the human body; the mind, the heart, and the
body by writing the persons/individuals responsible for its development.

3) Find a group you are comfortable working with. Interview at least three (3) teenagers and ask them
to describe the changes they have observed of their bodies, their beliefs and how they think, how they
socialize with peers and their major emotions.

Answer the 10-item Simple Recall Test and write your answers on the blank provided before the number.

__________ 1) It refers to the ultimate reason for a continued search of understanding one’s own true and
inner nature.
__________ 2) It refers to the set of beliefs about oneself, including attributes, roles, goals, interests,
values and religious or political beliefs.
__________ 3) It refers to the development stage of adolescents which takes place in the context of all
their relationships particularly with those with their peers and families. __________ 4) It refers to the
development stage of adolescents where they intensify involvement with peer groups and gives way to
more intimate relationships and romances.
__________ 5) It refers to the dramatic shift in thinking of an adolescent from concrete to abstract which
gives them a whole new set of mental tools.
__________ 6) It refers to the biological states associated with nervous system brought on by
neurophysiological changes variously associated with thoughts, feelings, behavioral responses and a
degree of pleasure or displeasure.
__________ 7) It refers to the “holistic development of a person’s actions and behaviors as compared to
just acquisition of specific content knowledge.
__________ 8) It refers to a process which involves experimenting with different ways of appearing,
sounding and behaving.
__________ 9) It refers to the development of the adolescence in which they experience a growth spurt,
rapid growth in bones and muscles as well as sexual maturation.
__________ 10) It refers to the development of the adolescence where they are faced with the task of
establishing a sense of identity, give them the ability to reflect on who they are and what makes them
unique.

To develop more understanding about yourself and how the environment influence your development, do
the following reflections:

1) Examine how you interact with others. Ask yourself “How did I interact with other people?
2) Observe how your environment affects you. Ask yourself “How did my environment or the people affect
the way I understand myself?
3) How the people around you make or unmake you as a person?
4) What were the greatest emotional conflicts you have experienced in your adolescent years?