THEA ZONETTE S.

MEDRANO Subject: PERSONAL

DEVELOPMENT

MODULE 1: SELF-DEVELOPMENT

Most Essential Learning Competencies:

1. Explain that knowing oneself can make a person accept his strengths and limitations and dealing with
others better
2. Evaluate the connections between thoughts, feelings, and actions to actual life situations

Activity: MULTIPLE INTELLIGENCES INVENTORY

PART I.
Direction: Complete each section by placing a “1” next to each statement you feel accurately describes you.
If you do not identify with a statement, leave the space provided blank. Then, total the column in each
section.

Section 1:
Total
I enjoy categorizing things by common traits number of
Ecological (environmental) issues are important to me 1’s used in
Hiking and camping are enjoyable activities
Section 1:
I enjoy working on a garden
I believe preserving (saving/keeping) our National Parks is important
Putting things in hierarchies (system of levels) makes sense to me
Animals are important in my life
My home has a recycling system in place
I enjoy studying biology, botany and/or zoology
I spend a great deal of time outdoors

Section 2:
Total
I easily pick up on patterns number of
I focus in on noise and sounds 1’s used in
Moving to a beat is easy for me
Section 2:
I’ve always been interested in playing an instrument
The cadence (rhythm/speed) of poetry intrigues me
I remember things by putting them in a rhyme
Concentration is difficult while listening to a radio or television
I enjoy many kinds of music
Musicals are more interesting than dramatic plays
Remembering song lyrics is easy for me

Section 3:
Total
I keep my things neat and orderly number of
Step-by-step directions are a big help 1’s used in
Solving problems comes easily to me
Section 3:
I get easily frustrated with disorganized people
I can complete calculations quickly in my head
Puzzles requiring reasoning are fun
I can’t begin an assignment until all my questions are answered
Structure helps me be successful

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 I find working on a computer spreadsheet or database rewarding
Things have to make sense to me or I am dissatisfied
Section 4:
Total
It is important to see my role in the “big picture” of things number of
I enjoy discussing questions about life 1’s used in
Religion is important to me
Section 4:
I enjoy viewing art masterpieces
Relaxation and meditation exercises are rewarding
I like visiting breathtaking sites in nature
I enjoy reading ancient and modern philosophers
Learning new things is easier when I understand their value
I wonder if there are other forms of intelligent life in the universe
Studying history and ancient culture helps give me perspective

Section 5:
Total
I learn best interacting with others number of
“The more the merrier” 1’s used in
Study groups are very productive for me
Section 5:
I enjoy chat rooms
Participating in politics is important
Television and radio talk shows are enjoyable
I am a “team player”
I dislike working alone
Clubs and extracurricular activities are fun
I pay attention to social issues and causes

Section 6:
Total
I enjoy making things with my hands number of
Sitting still for long periods of time is difficult for me 1’s used in
I enjoy outdoor games and sports
Section 6:
I value non-verbal communication such as sign language
A fit body is important for a fit mind
Arts and crafts are enjoyable pastimes
Expression through dance is beautiful
I like working with tools
I live an active lifestyle
I learn by doing

Section 7:
Total
I enjoy reading all kinds of materials number of
Taking notes helps me remember and understand 1’s used in
I faithfully (routinely/always) contact friends through letters and/or e-mail
Section 7:
It is easy for me to explain my ideas to others
I keep a journal
Word puzzles like crosswords and jumbles are fun
I write for pleasure
I enjoy playing with words like puns, anagrams and spoonerisms
Foreign languages interest me
Debates and public speaking are activities I like to participate in

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Section 8:
Total
I am keenly aware of my moral beliefs number of
I learn best when I have an emotional attachment to the subject 1’s used in
Fairness is important to me
Section 8:
My attitude effects how I learn
Social justice issues concern me
Working alone can be just as productive as working in a group
I need to know why I should do something before I agree to do it
When I believe in something I will give 100% effort to it
I like to be involved in causes that help others
I am willing to protest or sign a petition to right a wrong

Section 9:
Total
I can imagine ideas in my mind number of
Rearranging a room is fun for me 1’s used in
I enjoy creating art using varied media
Section 9:
I remember well using graphic organizers
Performance art can be very gratifying
Spreadsheets are great for making charts, graphs and tables
Three-dimensional puzzles bring me much enjoyment
Music videos are very stimulating
I can recall things in mental pictures
I am good at reading maps, atlases and blueprints

PART II.
Direction. Write your total score from each section and multiply it by 10.

Section Number of 1’s Multiply Multiplied Score

1
2
3
4
5
6
7
8
9

PART III.
Direction. Plot your scores on the bar graph provided. Color in the blocks up to the multiplied score.

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 100
90
80
70
60
50
40
30
20
10
Section Section Section Section Section Section Section Section Section
0
1 2 3 4 5 6 7 8 9

Inter- Inter-
Type of Natura- Existen- Kines-
Musical Logical persona Verbal persona Visual
Strength listic tial thetic
l l

HOW DO YOU PERCEIVE YOURSELF?

1. In what areas do you consider yourself strong?

a.
b.
c.

2. In what areas do you consider yourself weak?

a.
b.
c.

3. Are there qualities you consider as your weakness but other people consider as your strength? What
are these?

4. How realistic is your self-image?

5. To what extent does it reflect your real self?

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Source: © 1999 Walter McKenzie (http://surfaquarium.com/MI/index.htm)
INTERPRETATION OF RESULTS:

ANALYTICAL
These three intelligences as analytic because even though they can have a social or introspective
component to them, they most fundamentally promote the process of analyzing and incorporating data into
existing situations. The analytical intelligences are by nature heuristic (speculative formulation) processes.

Logical (Mathematical)
Children who display an aptitude for numbers, reasoning and problem solving. This is the
other half of the children who typically do well in traditional classrooms where teaching is logically
sequenced and students are asked to conform.

Musical (Rhythmic)
Children who learn well through songs, patterns, rhythms, instruments and musical
expression. It is easy to overlook children with this intelligence in traditional education.

Naturalist
Children who love the outdoors, animals, field trips. More than this, though, these students
love to pick up on subtle differences in meanings. The traditional classroom has not been
accommodating to these children.

INTROSPECTIVE
These three intelligences as introspective because they require a looking inward by the learner, an
emotive connection to their own experiences and beliefs in order to make sense of new learning. The
introspective intelligences are by nature affective processes.

Intrapersonal
Children who are especially in touch with their own feelings, values and ideas. They may tend
to be more reserved, but they are actually quite intuitive about what they learn and how it relates to
themselves.

Existentialist

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 Children who learn in the context of where humankind stands in the "big picture" of
existence. They ask "Why are we here?" and "What is our role in the world?" This intelligence is
seen in the discipline of philosophy.

Visual (Spatial)
Children who learn best visually and organizing things spatially. They like to see what you
are talking about in order to understand. They enjoy charts, graphs, maps, tables, illustrations, art,
puzzles, and costumes - anything eye catching.

INTERACTIVE
These three intelligences as interactive because even though they can be stimulated through passive activity
they typically invite and encourage interaction to achieve understanding. Even if a student completes a task
individually, s/he must consider others through the way s/he writes, creates, constructs and makes
conclusions. The interactive intelligences are by nature social processes.

Verbal (Linguistic… to do with words)

Children who demonstrate strength in the language arts: speaking, writing, reading, listening.
These students have always been successful in traditional classrooms because their intelligence lends
itself to traditional teaching.

Kinesthetic (Bodily)
Children who experience learning best through activity: games, movement, hands-on tasks,
building. These children were often labeled "overly active" in traditional classrooms where they were
told to sit and be still.

Interpersonal
Children who are noticeably people oriented and outgoing, and do their learning cooperatively
in groups or with a partner. These children may have typically been identified as "talkative" or " too
concerned about being social" in a traditional setting.

Reading: SELF-CONCEPT

Imagine yourself looking into a mirror. What do you see? Do you see your ideal self or your actual
self?
Your ideal self is the self that you aspire to be. It is the one that you hope will possess characteristics
similar to that of a mentor or some other worldly figure. Your actual self, however, is the one that you
actually see. It is the self that has characteristics that you were nurtured or, in some cases, born to have.
The actual self and the ideal self are two broad categories of self-concept. Self-concept refers to your
awareness of yourself. It is the construct that negotiates these two selves. In other words, it connotes first the
identification of the ideal self as separate from others, and second, it encompasses all the behaviors evaluated
in the actual self that you engage in to reach the ideal self.
The actual self is built on self-knowledge. Self-knowledge is derived from social interactions that
provide insight into how others react to you. The actual self is who we actually are. It is how we think, how
we feel, look, and act. The actual self can be seen by others, but because we have no way of truly knowing
how others view us, the actual self is our self-image.
The ideal self, on the other hand, is how we want to be. It is an idealized image that we have
developed over time, based on what we have learned and experienced. The ideal self could include
components of what our parents have taught us, what we admire in others, what our society promotes, and
what we think is in our best interest.
There is negotiation that exists between the two selves which is complex because there are numerous
exchanges between the ideal and actual self. These exchanges are exemplified in social roles that are
adjusted and re-adjusted, and are derived from outcomes of social interactions from infant to adult
development. Alignment is important. If the way that I am (the actual self) is aligned with the way that I
want to be (the ideal self), then I will feel a sense of mental well-being or peace of mind. If the way that I am
is not aligned with how I want to be, the incongruence, or lack of alignment, will result in mental distress or
anxiety. The greater the level of incongruence between the ideal self and real self, the greater the level of

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resulting distress. Personal development ultimate aim is greater self-knowledge that will lead to higher
alignment between these two personality domains.

Source: http://study.com/academy/lesson/what-is-self-concept-in-psychology-definition-lesson-quiz.html;
http://study.com/academy/lesson/ideal-self-vs-real-self-definition-lesson-quiz.html
Activity: CONQUER YOUR BLIND SPOTS - JOHARI WINDOW MODEL
Direction: Fill in what is asked for each quadrant

OPEN PANE
The things I know about HIDDEN PANE
myself and reveal to others The things that I keep to myself

BLIND PANE UNKNOWN PANE

The things I know you know about me The things neither of us know about me
but I am unaware of but can affect our relationship

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 HOW DO YOU PERCEIVE YOURSELF?

1. What feedback would I like to receive in order to understand where I can develop?

2. From whom should I receive this feedback?

Note:
To access a blank Johari Window, follow this link: http://serenityonlinetherapy.com/johariwindow.htm

Reading: STORY: YOU NEED TO TAKE CHARGE OF YOUR FUTURE

There are three kinds of people in this world:

The first is the Moviegoer. This person watches the movie of their lives, admires some parts and
criticizes others. Aside from that, they do nothing else. All she says the whole day is, “I like this thing and
but I don’t like that thing.” The Moviegoer feels she has absolutely no control of their lives - except to
comment about it. Moviegoers are the most pathetic, miserable people in the world.
The second is the Actor. This person does not only watch the movie of her life. She actually realizes
she’s the Actor - and can control a big part of her life. She can actually make or break the movie - by how
well she delivers her lines and how she portrays her character. Actors are a happy bunch, realizing they’re
the start of the show and enjoy some level of control. But many times, they wish the movie would end in
another way - but realize that they have no say in such things.
The third is the Scriptwriter. This person does not only watch, and she doesn’t only act, but she
actually creates the entire movie from her mind. She determines what she will say, what she will do, and how
the movie will end. She realizes she has enormous control over her life, and sees to it that the movie of her
life will turn out beautiful.
Who are you among these three people?
Do you merely watch your life goes by?
Or do you act out a script that you feel has been handed to you?
Or do you write the script and make your life beautiful?
By the way, the Producer of the movie is God. He tells you, “Make the movie beautiful, and I will
give you all that you need for success.”

Source: Sanchez, Bo. (2006). Life Dreams Success Journal: Your Powerful Tool to Achieve and Surpass
Your Dreams One Step at a Time. Shepherd’s Voice Publishing.

Activity: THE POWER OF JOURNAL WRITING: UNFOLDING MY PERSONAL JOURNEY

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Direction. You need one (1) notebook to maintain a personal journal. You may use these questions as you
write in your journal.
1. How do you find this day? What are the positive things that happened? What are those things that

HOW DO YOU PERCEIVE YOURSELF?

made you irritated or upset?

2. As you reflect the ups and downs of your day, what may be the greatest lesson you can learn from
them? What actions have you done well and what actions you can do better?
3. What do you really want in life? What do you want to achieve for yourself, your family, your
community, and your country?
4. As you close the day, what are the small and big things you are thankful of? Who are the people that
made your day extra special?

1. What have you discovered in yourself?

2. What are your core strengths?

3. What are the qualities you want to hone and improve on?

“A pen is certainly an excellent instrument to fix a man’s attention and inflame his ambition”
- John Adams

Reading: THE STORY OF TWO WOLVES

The following is an old Cherokee Indian story that is enlightening and helpful.
One evening an old Cherokee told his grandson about a battle that goes on inside people. He said, "My son, the battle
"It is a terrible fight and it is between two wolves. One is evil - he is anger, envy, sorrow, regret, greed, arrogance, self

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generosity, truth, compassion, and faith. The same fight is going on inside you - and inside every other
person, too."
The grandson thought about it for a minute and
then asked his grandfather, "Which wolf will win?" The
old Cherokee simply replied, "The one you feed".

Source: http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolves-managing-your-thoughts-
feelings-and-actions.html

Note: To access The Story of Two Wolves on the Internet, follow this link:
https://www.youtube.com/watch?v=JHXwPFMvaXk
REFLECTION:

THE POWER TRIAD: THOUGHTS, FEELINGS AND ACTIONS

Knowing which wolf to feed is the first step towards recognizing you have control over your own
self.
Have you ever had thoughts, feelings or acted in ways that were unacceptable to yourself but felt
powerless to control? The purpose of this story is to help you find ways to manage your mind so that you can
live your life more in accordance with what your own judgment says is best for you.
As we grow up, we gradually become aware of the many things in the external world which are
largely beyond our ability to control. These include other people in general and most events in our lives.
Initially this is difficult to accept, but a more shocking realization is that there are many things about
ourselves that we seem powerless to control.
Some of these are our own thoughts, feelings, and actions which unfortunately can be the source of
much distress. It may be thoughts such as “I cannot stop hating my teacher for not giving me high grades.” It
may involve an emotion e.g. “My girlfriend left me and I cannot stop feeling sad, lonely and unloved.” It can
also be in the form of a behavior such as the inability to control one's craving for food such as cakes and
chocolates.”
But are we indeed really powerless to control our own maladaptive thoughts, feelings and actions?
The grandfather’s answer "The one you feed" is deceivingly simple. The results of psychological research

HOW DO YOU PERCEIVE YOURSELF?

indicate that there are at least four important concepts or ideas implied by the answer:
1. The mind is not the unitary entity it seems to us but consists of different parts. For example, in the
story there are the two wolves and the “you” that chooses between them.
2. These parts of the mind/brain can interact and be in conflict with each other. For example, the two
wolves fight for dominance over our mind and behavior.
3. The “you” has the ability to decide which wolf it will feed.
4. Having made a choice, “you” can decide specifically how to “feed” or nurture the selected wolf.

Source: http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolves-managing-your-thoughts-
feelings-and-actions.html
1. How aware are you of the two different opposing “wolves” operating within your mind, one of which
leads to pain and a diminished sense of life and the other to joyous, meaningful and fulfilling life?

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 2. When was the time you feel disappointed by the choice of behavior because you knew that there was
a more positive option but you just didn’t choose it.

3. What ways or techniques or exercises do you use to strengthen yourself so as to increase its potency
to choose and hence control your life?

4. In what specific ways do you feed the negative wolf?

5. In what specific ways do you feed the positive wolf?

PORTFOLIO OUTPUT NO. 1:

ASSESS ASPECTS OF MY DEVELOPMENT

Direction. In one long bond paper, draw a large circle. Divide the circle into eight segments. In each
segment, write some descriptions of the different aspects of yourself as follows:
1. Physical Self: Describe yourself. Include descriptions of your height, weight, facial appearance, and
quality of skin, hair and descriptions of body areas such as your neck, chest, waist, legs.
2. Intellectual Self: Include here an assessment of how well you reason and solve problems, your
capacity to learn and create, your general amount of knowledge, your specific areas of knowledge,
wisdom you have acquired, and insights you have.
3. Emotional Self: Write as many words or phrase about typical feelings you have, feelings you seldom
have, feelings you try to avoid, feelings you especially enjoy, feelings from your past and present,
and feelings which are associated with each other.
4. Sensual Self: Write how you feel as a sensual person. What sense do you use most - sight, hearing,
speaking, smelling, touching? How do you feel about the different ways you take in information -
through the eyes, ears, mouth, nose, and skin. In what ways do you let information in and out of your
body?
5. Interactional Self: Include descriptions of your strengths and weaknesses in intimate relationships
and relationships to friends, family, classmates and strangers in social settings. Describe the strengths
and weaknesses which your friends and family have noticed. Describe what kind of son or daughter,
brother or sister you are.
6. Nutritional Self: How do you nourish yourself? What foods do you like and dislike? What do you
like and dislike about these?
7. Contextual Self: Descriptors could be in the areas of maintenance of your living environment:
reaction to light, temperature, space, weather, colors, sound and seasons and your impact on the
environment.

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 8. Spiritual Self: Include your feelings about yourself and organized religion, reactions about your
spiritual connections to others, feelings about your spiritual development and history, and thought
about your metaphysical self.

PORTFOLIO OUTPUT NO. 2:

PERSONAL ASSESSMENT OF ASPECTS OF DEVELOPMENT WITH PLAN OF ACTION

Direction: In one long bond paper, write an action plan about ways in which you can improve your
weaknesses (negative aspects) and further enhance your assets and strengths (positive aspects).

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