Schools Division of Parañaque City

Personal Development ​(Source DepEd Region X)

First Quarter, Weeks 1-3

What’s I know

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
b)Self-motivation
c) 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
b)Self-education
c) 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 skill
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
b) physical Development
c) social Development
d) psychological Development

Source: DepEd Region X, Personal Development, ADM

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_____ 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
b) emotional problem
c) psychological trouble
d) stress

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.

What’s In

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?
4. If a classmate tells me that I am good at nothing, how will I react? What will I tell him
or her?
5. What are my weaknesses or vulnerabilities?
6. 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?

Source: DepEd Region X, Personal Development, ADM

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 What’s New

​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.

What Is It

“Knowing oneself is the beginning of wisdom”. This renowned quote is often

attributed to Socrates. But what exactlydo youbenefitwhenyouknowand 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 likelyto say“yes” when he wants to say“no” and at the same time develops
tolerance and understanding of others. He can easilyhelp and empathize with others.

What’s More

Write a reflection of yourself

Who Am I?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Source: DepEd Region X, Personal Development, ADM

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 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.

What’s In

Good morning teacher. Can I ask you Yes. What is it all about, John?
something?

How can We develop into a whole It’s a good question John. Well, we are
person, teacher? 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?

What’s New

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.

Source: DepEd Region X, Personal Development, ADM

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 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?
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?

What Is It

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

Source: DepEd Region X, Personal Development, ADM

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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?

What’s More

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?

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?

Source: DepEd Region X, Personal Development, ADM

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 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 aroundhim/her
(peers, parents, siblings, friends, teachers, community leaders); and
3) identify ways that help one become capable and responsible adolescent prepared
for adult life.

What’s In

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

A. Early Adolescence (Ages 10-13)
B. Middle Adolescence (Ages 14-16)
C. Late Adolescence (Ages 17-19)

2) Make a collage out of the pictures and describe briefly how the following
changes occurred:
A. Physical (body)
B. Psychological (feelings & emotions)
C. Social (interactions with significant others)
D. Behavioral (awareness & reasoning)
E. Spiritual (core values and beliefs)

3) Share output with your classmates and teachers during the chat and video
conferencing session.

What’s New

Write the most important events or experiences in your middle and late adolescence stages
in your life.

Middle adolescence Late adolescence

Source: DepEd Region X, Personal Development, ADM

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 What Is It

Are you ready to learn the different changes These changes are physical, cognitive,
experienced by an adolescent? 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 muscles
development muscles
Ages 9 to 12
Ages 11 to 14
Changes Oilier skin and some acne Oilier skin and some acne
observed
Increase sweating Increase sweating special
especially underarms underarms

Growth of pubic and underarm, Growth of pubic and underarm hair

facial and chest hair
Masturbation and fantasies about
Masturbation and fantasies sexual intimacy
about sexual intimacy
Breast budding, increased vaginal
Enlargement of testicles, lubrication and the beginning of
erections, first ejaculation, wet menstruation
dreams, deepening of voice

COGNITIVE​ ​DEVELOPMENT

Elements Boys Girls

Dramatic shift in thinking from Dramatic shift in thinking from
concrete to abstract concrete to abstract
Growth/
development Appreciate hypothetical situation. Appreciate hypothetical situation.

Ability to think about future, Ability to think about future, evaluate

evaluate alternatives, and set alternatives, and set personal goals
personal goals

Source: DepEd Region X, Personal Development, ADM

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 Become more independent Become more independent

Take on increased Take on increased responsibilities

responsibilities such as
babysitting, summer jobs, or
household chores
Shift their focus from
play-centered activities to
academics.
Changes
observed Begin to consider future careers Begin to develop social conscience;
and occupations.
Begin to develop social
conscience; manifest concern Develop sense of values and ethical
about social issues
Develop sense of values and
ethical behavior, recognizing the
importance of traits such as
honesty, helpfulness, caring for
others
such as babysitting, summer jobs, or
household chores
Shift their focus from play-centered
activities to academics.
Begin to consider future careers and
occupations.
manifest concern about social
issues
behavior, recognizing the
importance of traits such as
honesty, helpfulness, caring for
others

EMOTIONAL​ ​DEVELOPMENT

Elements Boys Girls

Growth/ Establish identity, new cognitive skills, Establish identity, new cognitive
development ability to reflect on who they are and skills, ability to reflect on who they
what makes them unique are and what makes them unique

different ways of appearing, sounding different ways of appearing,

and behaving increased social
relationship
Changes
observed recognize and manage emotions
develop empathy, learn to resolve
conflict constructively
develop cooperative spirit
sounding and behaving
increased social relationship
recognize and manage emotions
develop empathy, learn to resolve
conflict constructively
develop cooperative spirit

Source: DepEd Region X, Personal Development, ADM

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 SOCIAL​ ​DEVELOPMENT

Social Early Middle​ ​Adolescents Late

Group Adolescents (ages 14-16) Adolescents
(ages 9-13) (ages 17-19)
Center of social world Peer groups gradually give series of intimate
shifts from family to way to one-on-one relationships
friends friendships and romances begin to develop

Peer group tends to be Peer group tends to be

Peers same-sex gender-mixed

Strong desire to Dating begins

conform to and be
accepted by a peer Less conformity and less
group tolerance of individual
differences

Increasing conflict family influence is

between adolescents in balance with
Family 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)

Source: DepEd Region X, Personal Development, ADM

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 What’s More

My metamorphosis (Transformation)

What I have learned

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.

What I can do

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 the box draw and 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.

Source: DepEd Region X, Personal Development, ADM

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 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.

Assessment

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.

Additional Activity

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?

Source: DepEd Region X, Personal Development, ADM

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

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
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Such agency or office may, among other things, impose as a condition the payment of
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All rights reserved. No part of this module may be reproduced or transmitted in any
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mimeographing, or by any information and retrieval 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: _____________________________________________________

Source: DepEd Region X, Personal Development, ADM

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