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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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
action@deped.gov.ph
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
1
Lesson
1
Knowing and Understanding Oneself
Week 1:6 hours
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?
2
1) Who am I as a person?
___________________________________________________________________
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2) What makes me different from my friends and classmates?
___________________________________________________________________
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3) How do I react when someone backbites me or talks something bad about me?
___________________________________________________________________
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4) If a classmate tells me that I am good at nothing, how will I react? What will I tell
him or her?
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5) What are my weaknesses or vulnerabilities?
___________________________________________________________________
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6) Do I fear of losing something or someone in my life? Why?
___________________________________________________________________
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3
7) Do you know who your friends are? What do you have in common?
___________________________________________________________________
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Notes to the Teacher
The learners may answer the questions at home, discuss answers during
the videoconferencing with teachers and/or during chat sessions.
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
Notes to the Teacher
Learners are given 5 minutes to analyze the quote. For face-to-face
instruction, the teacher may group them into 3 to 5 members to
brainstorm and present analysis in a creative way.
4
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.
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“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.
5
Write a reflection of yourself
Who Am I?
6
Lesson
2
Developing the Whole Person
Week 2:7 hours
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.
7
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?
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8
2) What did you do for your physical and social activities for the past days?
___________________________________________________________________
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3) Did you participate in any religious activities recently?
___________________________________________________________________
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4) How are these physical, social, spiritual and psychological activities affect or
influence you as a person?
___________________________________________________________________
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___________________________________________________________________
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.
9
My Special Tree
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?
___________________________________________________________________
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10
2) Where do you think you are in your drawing? Which part of the tree do you
belong?
___________________________________________________________________
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3) Do you feel any strange emotions when you draw and write the name/s for the
roots? Why?
___________________________________________________________________
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4) How does it feel when you draw the leaves and write the significant events in
your life?
___________________________________________________________________
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5) Did you miss anything in your drawing? Why did you leave them out? What did
you feel when you decide to do so?
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11
6) Do you have someone in your life you want to forget? How does it feel when you
are reminded of this person?
___________________________________________________________________
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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.
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12
2) In your own opinion, how do prayers and meditations influence a man’s personal
development?
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Everything about you is a reflection of some meaningful pieces of God’s beautiful
and perfect creation. Since conception, you are considered a perfect piece of 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 self-awareness. 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?
___________________________________________________________________
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13
2) How do you describe yourself as God’s perfect and beautiful creation?
___________________________________________________________________
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3) How helpful are you life’s problems and frustrations in becoming a better person?
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4) How will you make your life more meaningful?
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14
Lesson
3
Developmental Stages in Middle and Late Adolescence
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
(Ages 10-13)
Middle Adolescence
(Ages 14-16)
15
Late Adolescence
(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.
16
Write the most important events or experiences in your middle and late
adolescence stages in your life.
MIDDLE ADOLESCENCE
LATE ADOLESCENCE
17
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
Growth/
development
Changes
observed
Boys
Girls
Rapid growth of bones and
muscles
Rapid growth of bones and
muscles
ages 11 to 14
Oilier skin and some acne
Ages 9 to 12
Oilier skin and some acne
Increase sweating especially
underarms
Increase sweating special
underarms
Growth of pubic and underarm,
facial and chest hair
Growth of pubic and
underarm hair
Masturbation and fantasies
about sexual intimacy
Masturbation and fantasies
about sexual intimacy
Enlargement of testicles,
erections, first ejaculation, wet
dreams, deepening of voice
Breast budding, increased
vaginal lubrication and the
beginning of menstruation
18
COGNITIVE DEVELOPMENT
Elements
Growth/
development
Boys
Girls
Dramatic shift in thinking from
concrete to abstract
Dramatic shift in thinking from
concrete to abstract
Appreciate hypothetical situation.
Appreciate hypothetical
situation.
Ability to think about future, evaluate
alternatives, and set personal goals
Changes
observed
Become more independent
Take on increased responsibilities
such as babysitting, summer jobs,
or household chores
Shift their focus from play-centered
activities to academics.
Begin to consider future careers and
occupations.
Ability to think about future,
evaluate alternatives, and set
personal goals
Become more independent
Take on increased
responsibilities such as
babysitting, summer jobs, or
household chores
Shift their focus from playcentered activities to academics.
Begin to develop social conscience;
manifest concern about social
issues
Begin to consider future careers
and occupations.
Begin to develop social
conscience; manifest concern
about social issues
Develop sense of values and ethical
behavior, recognizing the
importance of traits such as
honesty, helpfulness, caring for
others
Develop sense of values and
ethical behavior, recognizing the
importance of traits such as
honesty, helpfulness, caring for
others
EMOTIONAL DEVELOPMENT
Elements
Growth/
development
Boys
Establish identity, new cognitive
skills, ability to reflect on who they
are and what makes them unique
Girls
Establish identity, new
cognitive skills, ability to
reflect on who they are and
what makes them unique
Changes
observed
different ways of appearing,
sounding and behaving
increased social relationship
different ways of appearing,
sounding and behaving
increased social relationship
recognize and manage emotions
develop empathy, learn to resolve
conflict constructively
recognize and manage
emotions
develop empathy, learn to
resolve conflict
constructively
develop cooperative spirit
develop cooperative spirit
19
SOCIAL DEVELOPMENT
Social
Group
Peers
Early Adolescents
(ages 9-13)
Middle Adolescents
(ages 14-16)
Late Adolescents
(ages 17-19)
Center of social world
shifts from family to
friends
Peer groups
gradually give way to
one-on-one
friendships and
romances
series of intimate
relationships
begin to develop
Peer group tends to be
same-sex
Strong desire to conform
to and be accepted by a
peer group
Peer group tends to
be gender-mixed
Dating begins
Less conformity and
less tolerance of
individual differences
Family
Increasing conflict
between adolescents
and their parents
family influence is
in balance with
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)
20
21
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.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
22
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.
23
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?
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24
2) Observe how your environment affects you. Ask yourself “How did my environment
or the people affect the way I understand myself?
___________________________________________________________________
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___________________________________________________________________
3) How the people around you make or unmake you as a person?
___________________________________________________________________
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___________________________________________________________________
4) What were the greatest emotional conflicts you have experienced in your
adolescent years?
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25
Answer Key
Pre-assessment Test
1) Self-discovery
2) Self-development
3) Develops holistically
4) Social Development
5) Stress
What I have learned?
1) Why do you think it is important to know oneself more than anything else in this
world?
Answer:
Our everyday life demands setting goals, establishing relationships and fighting
for what you need and want. Therefore, how can you set goals, go about life, and
have relationships if you do not know who you are and what you want.
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?
Answer:
Memories and feelings that come up could be happy or sad. My parents,
relatives, brothers and sisters, grandparents, teachers, peers and classmates and
significant others are individuals who have helped shape who I am today.
3) What are the different developmental stages of adolescence? Explain briefly each.
Answer:
Early adolescence, middle adolescence, and late adolescence. In early
adolescence stage, a child experiences significant physical and sexual maturation,
shows concrete thinking, grows in independence; increases influence of peers and
experiments on new ways. In middle adolescence, continued physical and sexual
changes, abstract thinking, development of sense of identity and an increase on
sexual interest are observed. In late adolescence, the physical and sexual changes
are complete, capacity for abstract thought are formed, sense of identity is established
and has developed serious intimate relationship.
Post-assessment Test (Simple Recall)
1) Self-discovery
6) Emotions
2) Self-concept
7) Whole Person Development
3) Social Development
8) Sense of Identity
4) Middle Adolescence
9) Physical Development
5) Cognitive Development
10) Emotional Development
26
References
1) American Psychological Association (APA), 2002 Journal
2) American Psychological Association (APA), 2014 Journal
3) Penetrante, M. (2016). Personal Development. Cronica BookHaus. Manila,
Philippines
Online references
1) https://www.slideshare.net/shahaniflores/module-1-personal-development
2) https://www.slideshare.net/bhinggonzales/self-concept-perdev
3) https://www.learning-mind.com/7-basic-personal-effectiveness-skills/
4) https://www.slideshare.net/elmievalenciacuachon/perdev-module-1-take-chargeof-your-future
5) https://www.slideshare.net/Leelet1121/module-2-developing-the-whole-person
6) https://www.innerwisdom.com/aspect-of-the-self.htm
7) https://www.youtube.com/watch?v=JHXwPFMvaXk
8) https://recapp.etr.org/cfm?fuseaction=pages.TheoriesDetail&PageID=336
27
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