Personal Development

Quarter 1 – Module 3:
Developmental Stages in Middle
and Late Adolescence
Personal Development
Alternative Delivery Mode
Quarter 1 – Module 3: Developmental Stages in Middle and Late Adolescence
First Edition, 2020

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Personal Development
Quarter 1 – Module 3:
Developmental Stages in Middle
and Late Adolescence
Introductory Message
For the facilitator:

Welcome to the Personal Development – Grade 11/12 Alternative Delivery

Mode (ADM) Module on Personal Development!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. 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:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

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.

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For the learner:

Welcome to the Personal Development – Grade 11/12 Alternative Delivery Mode

(ADM) Module on Personal Development!

The hand is one of the most symbolized part 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!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

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 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

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

This module was designed and written with you in mind. It is here to help you
master the nature of Personal Development. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

 Lesson 1 – Developmental Stages
 Lesson 2 – Developmental Tasks Theory

After going through this module, you are expected to:

1. Discuss developmental tasks and challenges being experienced during
adolescence
2. Evaluate one’s development through the help of significant people around
him/her ( peers, parents, siblings, friends, teachers, community leaders)
3. Identify ways that help one become capable and responsible adolescent
prepared for adult life

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 What I Know

From the given pool of words below, identify and pick the right term being
described by the statements in each item. Write your answers on a separate sheet
of paper.
1. It is the transition age when adjustments to initial physical and mental
decline are experienced.
2. This is the pre-gang age, exploratory, and questioning.
3. It fcuses on human growth and changes across the lifespan.
4. During this stage, a person builds wholesome attitude toward oneself.
5. For Havighurst, this is when we learn to meet social and civic obligations.
6. This is the transition from childhood to adulthood.
7. A bio-psychosocial model of development where tasks at each stage are
influenced by the person’s biological, psychological and sociological aspects.
8. According to Havighurst’s theory, what is the age range of those individuals
who undergo Early Adulthood Stage?
9. The age when hereditary endowments and sex are fixed and all body
features, both internal and external are developed.
10. Age of adjustment to new patterns of life and roles.
11. The foundation age when basic behavior are organized.
12. The creativity age when self-help, social and school skills are developed.
13. According to Havighurst’s theory, this is the stage when a person helps
teenage children become happy and responsible adults.
14. The age range of Middle Adulthood according to Havighurst’s Theory.
15. The age of Middle Childhood for Robert J. Havighurst.

Human Development 6-12 years old Later Maturity

Adolescence 19-30 years old Infancy
Pre-natal 30-60 years old Middle Age
Developmental Tasks Theory Late Childhood Early Childhood
Middle Childhood Middle Adulthood Early Adulthood

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Lesson

1 Developmental Stages

Human Development focuses on human growth and changes across the

lifespan, including physical, cognitive, social, intellectual, perceptual, personality
and emotional growth.

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 dramatically.

In this lesson, we will learn the different stages we have undergone and will
go through as we continue to develop. Understanding these changes, as an
individual, we can better respond and plan ahead effectively.

What’s In

Holistic Development was emphasized in the previous discussion. This

process targets the development of physiological, social, cognitive, psychological
and spiritual aspect of the self. Understanding these aspects, we will be able to
become aware of our own thoughts, feelings and actions – the power triad.

Along our journey to success, it will be easier for us to identify our strengths
and values if we have the idea on the different stages we are going to go through.

What’s New

Notes to the Teacher

This unit will guide us in making our students have a
deeper understanding how humans learn, mature and adapt.

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 Using your journal, write the major events and people in your life through a
personal timeline. You may add specific dates, age and places. See below sample
template as your guide. Be creative in your work.

Source: https://www.template.net/business/timeline-templates/personal-timeline-template/

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 What is It

A personal timeline portrays the influential events and happenings of a

person’s life so that he can understand where he has gone wrong and right in the
past. It helps to plan the future in a better constructive way.
Just like a timeline, human development undergo an order too. It tracks an
individual’s series of changes and growth. This is an essential way of
understanding how humans learn, mature and adapt.

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Lesson
Developmental Tasks
2 Theory

Robert J. Havighurst elaborated on the Developmental Tasks Theory in

the most systematic and extensive manner. His main assertion is that development
is continuous throughout the entire lifespan, occurring in stages, where the
individual moves from one stage to the next by means of successful resolution of
problems or performance of developmental tasks. These tasks are those that are
typically encountered by most people in the culture where the individual belongs.
He proposed a bio psychosocial model of development, wherein the developmental
tasks at each stage are influenced by the individual’s biology (physiological
maturation and genetic makeup), his psychology (personal values and goals) and
sociology (specific culture to which the individual belongs).

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 What’s More

Activity 1.1 My Task

Using the Developmental Tasks Summary Table above, assess your own
level of development as a Grade 11 student.

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

Processing Questions:
1. Being in Grade 11, what are the developmental tasks expected of you? Rate
yourself from 1-10 (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 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?

Activity 1.3 Be Mindful

Answer the following questions, use the mindfulness guide below:
Is what I want to say True?
Is what I want to say Helpful?
Am I the best one to say it?
Is it necessary to say it Now?
Is it Kind to this person and others?

1. Has someone ever asked you a question that you really didn't want to
answer? How did you respond?
2. Have you ever gotten (or given) a “compliment” that really wasn’t a
compliment? How did you feel afterwards?
3. Did you ever do something to be helpful that turned out badly? What
happened? What do you wish had happened?
4. Have you ever caught someone cheating (either on a test or on a
boyfriend/girlfriend)? Did you say anything? Why or why not?

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 5. Have you ever gotten in trouble because someone caught you cheating (or
thought you were cheating)? What happened? What do you wish had
happened?
6. In what other situations have you seen someone T.H.I.N.K. (or not) before
speaking? What happened?
7. Did you T.H.I.N.K. before you spoke? Why is it important?

Activity 1.3 Poetry Time

Read the poem below and answer the questions that follow.
I Remember
by Abundance C Nwosu

Guide Questions:
1. Based on the poem, what do you think is the current developmental stage of
the narrator falls under?
2. What is the feeling of the narrator while writing the poem? What makes you
say so?
3. Which part of the poem do you relate to? Why?
4. If you’re going to make a poem about yourself, what would be its title?
5. So far, what is the greatest lesson you’ve learned in life as you grow up?

What I Have Learned

Question to ponder:

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 How can you as an adolescent be prepared for adult life by accomplishing various
developmental tasks according to developmental stages?

What I Can Do

Living mindfully is like being an artist: you need the right tools to practice
your craft, and you need to constantly refine your technique to achieve your
creative potential. In the same way, using the present moment tools below will help
you to hone a consistent mindfulness practice that will in time lead to a more
aware, compassionate and fulfilling way of life.
In a spirit of nonjudgmental awareness, read the list of present moment
tools below, and rank them from 1-10 based on how often you use them.
___ Tool 1: Breathe Mindfully
Use your breath as an anchor to still your mind and bring your focus back to the present moment.
___ Tool 2: Listen Deeply
Listen with intention; let others fully express themselves and focus on understanding how they think
and feel.
___ Tool 3: Cultivate Insight
See life as it is, allowing each experience to be an opportunity for learning.
___ Tool 4: Practice Compassion
Consider the thoughts and feelings of others and let tenderness, kindness and empathy be your guides.
___ Tool 5: Limit Reactivity
Observe rather than be controlled by your emotions. Pause, breathe, and choose a skillful response
based on thoughtful speech and non-violence under every condition.
___ Tool 6: Express Gratitude
Practice gratitude daily and expand it outward, appreciating everyone and everything you encounter.
___ Tool 7: Nurture Mutual Respect
Appreciate our common humanity and value different perspectives as well as your own.
___ Tool 8: Build Integrity
Cultivate constructive values and consistently act from respect, honesty and kindness.
___ Tool 9: Foster Leadership
Engage fully in life and in community. Share your unique talents and generosity so that others can also
be inspired.
___ Tool 10: Be Peace

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Cultivate your own inner peace, becoming an agent for compassionate action and social good.
Which tools do you use most often? Which tools do you use least often?
Can you think of ways to incorporate those tools into your life? Which one could
you try today?

Assessment

Write TRUE if the statement is correct but if it’s false, change the underlined
word or group of words to make the whole statement true.
1. A personal flow chart portrays the influential events and
happenings of an individual’s life.
2. Ronald Havighurst developed the Developmental Tasks Theory.
3. In Developmental Tasks Theory, tasks at each stage are influenced
by the individual’s biology, psychology and sociology.
4. Middle Age is when new patterns of life and roles occurs.
5. During Middle Childhood according to Havighurst’s Theory, an
individual learns to get along with his/her age-mates.
6. Use your breath as an anchor to still your mind and bring your
focus back to the present moment.
7. Human Development focuses on human growth and change across
the lifespan.
8. The human being is either in a state of growth or decline, but either
condition imparts change.
9. During adolescence, the basic behaviour of a person are organized
and skills are developed.
10. Based from the Developmental Tasks Theory, adolescence occur
at the age of 19 to 30 years old.
11. In order to foster leadership, one must engage fully in the
community and share talents and generosity so that others will be inspired.
12. Middle Adulthood according to Havighurst’s Theory is when one is
establishing satisfactory living quarters.
13. See life as it is, allowing each experience to be an opportunity for
learning is on how you cultivate bewilderment.
14. Human Development includes changes in the physical, cognitive,
social, intellectual, perceptual, personality and emotional aspects.

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 15. To build integrity, a person must nurture constructive values and
act with respect, honesty and kindness consistently.

Additional Activities

In this activity, you are about to write a letter that will be addressed to your
future self. In your journal, write a message to your future self. What are the things
you want to tell him/her? What are the advices you want him/her to remember?
may it be your worries or your goals , take a moment to write everything you
wanted to tell to your future self,. Enjoy writing!
Remember, change is inevitable. We all undergo a process of growth. At your
age, you might be thinking already what the future holds for you. A way to ease
your worries is to carefully plan and look forward for it with full positivity and faith.

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References

 Personal Development Reader First Edition

Department of Education – 2016

 18+ Personal Timeline Templates – Doc, Pdf

https://www.template.net/business/timeline-templates/personal-timeline-
template/

 Home
Abundance Nwosu - https://www.familyfriendpoems.com/poem/i-
remember-50/

 How Mindful Am I? (quiz)

Catharine Hannay - http://www.mindfulteachers.org/2015/04/how-
mindful-am-i-quiz.html/

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph