11

Personal Development
Activity Sheet
Quarter 3 – MELC 3.1
Why Am I Like This?

REGION VI - WESTERN VISAYAS

Personal Development 11
Learning Activity Sheet (LAS) 3
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 - Western Visayas
Duran St., Iloilo City

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 wherein the work is created shall be necessary to
exploitation of such work for profit. Such agency or office may, among other
things, impose as a condition the payment of royalties.

This Learning Activity Sheet (LAS) is developed by DepEd Region 6 -

Western Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Personal Development 11 LAS

Writer: Myra D. Sayno

Illustrator:

Editors: Anna Marie G. Cabagsican, Ma. Lourdes A. Maculada, Liberty P. Lego,

Ronaldo H. Lamit

Layout Artist:

Schools Division Quality Assurance Team: Arlo L. Villalva, Leila G. Valencia,

Jezereel Grace G. Tiron, Bernie P. Alcedo

Division
Printed in of
theIloilo City Management
Philippines Team:
by _______________________________.
Ma. Luz M. de los Reyes
Ernesto F. Servillon, Jr.
Arlo L. Villalva
Leila G. Valencia
Liberty P. Lego

Regional Management Team:

Ma. Gemma M. Ledesma
Josilyn S. Solana
Elena P. Gonzaga
Donald T. Genine
Mary Hazel Vivien P. Pineda
Introductory Message

Welcome to Personal Development 11!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Iloilo City and DepEd Regional Office VI - Western Visayas
through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents and responsible
adults) in helping the learners meet the standards set by the K to 12 Basic
Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using
the contextualized resources in the community. This will also assist the learners
in acquiring the lifelong learning skills, knowledge and attitudes for productivity
and employment.

For learning facilitator:

The Personal Development 11 Activity Sheet will help you facilitate the
teaching-learning activities specified in each Most Essential Learning
Competency (MELC) with minimal or no face-to-face encounter between you
and learner. This will be made available to the learners with the references/links
to ease the independent learning.

For the learner:

The Personal Development 11 Activity Sheet is developed to help you

continue learning even if you are not in school. This learning material provides
you with meaningful and engaging activities for independent learning. Being an
active learner, carefully read and understand the instructions then perform the
activities and answer the assessments. This will be returned to your facilitator on
the agreed schedule.
 Quarter 3, Week 3

Learning Activity Sheet (LAS) No. 3

Name of Learner:________________________ Grade and Section:__________

Date: ______________

PERSONAL DEVELOPMENT ACTIVITY SHEET

Why Am I Like This?

I. Learning Competency
 Discuss developmental tasks and challenges being experienced during
adolescence.

II. Background Information for Learners

Human life completes its journey through various stages and one of the
most vital stages is adolescence. Adolescence is a period of transition when the
individual changes—physically and psychologically—from a child to an adult. It
is a period when rapid physiological and psychological changes demand new
social roles to take place. Prior to these changes, the adolescents often face a
number of crises and dilemmas. It is the period when the child moves from
dependency to autonomy. It demands significant adjustments to the physical
and social changes. All of us undergo this stage, which poses many challenges
yet full of excitement. At the same time, it demands adjustments on many fronts.
When we come to this world, we are entirely dependent upon others and
gradually learning to be independent.

It is a fact that all living beings pass through specific stages or phases of
development. Erikson believed that each stage of life is marked by a specific
crisis or conflict between competing tendencies. If individuals know how to
negotiate each of these hurdles successfully, they can develop a normal and
healthy way of life. During this phase, adolescents must integrate various roles
into a consistent self-identity. If they fail to do so, they may experience
confusion over who they are.

The activities herein will help learners like you to master your
development that occurs during your adolescence age. It will help you
understand the nature of adolescence, challenges, and significant tasks faced by
adolescents, and some of the its essential problems.

III. Accompanying DepEd Textbook and Educational Sites

DepEd Alternative Delivery Mode 2020. Personal Development 11 Module

DepEd Personal Development Reader

IV. Activity Proper

Activity 1: Me, Myself, and I

Draw your lifestyle when you’re still a child and when you’re an
adolescent. Below your drawing, write your characteristics like of physical
appearance, emotional state, and behavior. Write your answers on a separate
sheet of paper.

CHILD SELF ADOLESCENT SELF

PHYSICAL EMOTIONAL BEHAVIOR PHYSICAL EMOTIONAL BEHAVIOR

Guide Questions:

1. What changes have happened from childhood to adolescence?

2. How did these changes affect your life?

Activity 2. My Developmental Tasks of Being in Grade 11

Using the Developmental Tasks Summary Table below, assess your own
level of development as a Grade 11 learner. Write your answers on a separate
sheet of paper.

THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early Middle Childhood (6-12) Adolescence (13-18)
Childhood (0-5)
 Learning to walk  Learning physical  Achieving mature
 Learning to take skills necessary for relations with both
solid foods ordinary games sexes
 Learning to talk  Building a  Achieving a
 Learning to wholesome attitude masculine or
control the toward oneself feminine social
elimination of  Learning to get along role
body wastes with age-mates  Accepting one’s
 Learning sex  Learning an physique
differences and appropriate sex role  Achieving
sexual modesty  Developing emotional
 Acquiring fundamental skills in independence of
concepts and reading, writing, and adults
language to calculating  Preparing for
describe social  Developing concepts marriage and
 and physical necessary for family life
reality everyday living  Preparing for an
 Readiness for  Developing economic career
reading conscience, morality,  Acquiring values
 Learning to and a scale of values and an ethical
distinguish right  Achieving personal system to guide
from wrong and independence behavior
developing a  Developing  Desiring and
conscience acceptable attitudes achieving socially
towards society responsibility
behavior
Early Adulthood (19- Middle Adulthood Later Maturity (61-up)
30) (30-60)
 Selecting a  Helping teenage  Adjusting to
mate children to become decreasing
 Learning to live happy and strength and
with a partner responsible adults health
 Starting a family  Achieving adults  Adjusting to
 Rearing children social and civic retirement and
 Managing a responsibility reduced income
home  Satisfactory career  Adjusting to death
 Starting an achievement of spouse
occupation  Developing adult  Establishing
 Assuming civic leisure time activities relations with
responsibility  Relating to one’s one’s own age
spouse as a person group
 Accepting the  Meeting social
physiological and civic
changes of middle obligations
age  Establishing
 Adjusting to aging satisfactory living
parent quarters

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?

Guide Questions:
1. Being in Grade 11, what are the development tasks expected of you?

2. As a Grade 11 student, you are in transition from high school to college - from
being an adolescent to young adult. How do you feel about this transition?

3. Are you ready for this transition like taking more responsibilities and greater
accountability? If yes, what are the steps should you take to create better
plans for the future? If no, what expected tasks you need to work on?

Activity 3. The People Behind Me

Look at the mirror. Think of two significant people who have influenced
you to what you are now. Write the names of those persons inside each circle
and provide explanation inside the box. Write your answers on a separate sheet
of paper.
Remember

In summary, during adolescence, the number of close friendships

decline, but the quality of these relationships becomes more vulnerable,
trusting, and intimate. Meanwhile, the number of casual acquaintances
continues to rise, as youths' social networks expand due to sophisticated
communication technologies, new recreational and social activities, new
educational experiences, and employment.

Society plays a huge role in molding teens’ behavior, character, and

attitude. It determines how they see other people, their general outlook, and
their ethics.
Thus, during the adolescent years, teen peer groups become
increasingly crucial as they experience closeness in these friendships resulting
in more gratifying relationships. Nowadays, teens turn to their friends for help,
instead of their families as the first line of support during times of worry or
upset. This increased reliance on friendships is yet another way for teens to
demonstrate their growing independence.
Developmental theories view adolescence as a period of growth in which
identity formation is addressed. This view means that the family's role is
lessened or that family has only a limited role in the lives of young people at
this time. However, research shows that ongoing positive family connections
are protective factors against a range of health risk behaviors. Although the
nature of relationships is changing, the continuity of family connections and a
secure emotional base are crucial for the positive development of young
people.

V. Reflection

Complete the statement below with your reflection about the topic. Write
your answers on a separate sheet of paper.

I feel that ________________________________________________________.

I realized that ____________________________________________________.

Therefore I will ___________________________________________________.

* Activity 1.
Answers may vary. Me, Myself, and I
* Activity 2. My Developmental Tasks of Being in Grade 11
Answers may vary.
* Activity 3. The People Behind Me
Answers may vary.
* Reflection
Answers may vary.
VI. Answer Key