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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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

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?

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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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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.

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.

Write a reflection of yourself

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

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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.
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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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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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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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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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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 Lesson Developmental Stages in Middle and Late Adolescence
Week 3:7 hours
3

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) ________________________________________________

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Psychological (feelings & emotions) ________________________________

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Social (interactions with significant others) ___________________________

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Behavioral (awareness & reasoning) _______________________________

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Spiritual (core values and beliefs) _________________________________

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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
adolescence stages in your life .

MIDDLE ADOLESCENCE

LATE ADOLESCENCE
 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. Begin
manifest concern about social to develop social conscience;
issues 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?

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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?

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3) What are the different developmental stages of adolescence? Explain each briefly.

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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?

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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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