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PERDEV12 Q1 M1 For Student
PERDEV12 Q1 M1 For Student
PERSONAL DEVELOPMENT
Quarter 1 – Module 1
Knowing and Understanding Oneself
during Middle and Late Adolescence
2
PERSONAL DEVELOPMENT – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 1: Knowing and Understanding Oneself during Middle
and Late Adolescence
First Edition, 2020
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PERSONAL
DEVELOPMENT
Quarter 1 – Module 1:
Knowing and Understanding oneself
during Middle and Late
Adolescence
Introductory Message
For the facilitator:
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:
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At the end of this module you will also find:
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TABLE OF CONTENTS
CONTENT PAGES
INTRODUCTORY MESSAGE
For the Facilitator --------------------------------- ii
For the learner --------------------------------- iii
BEGIN --------------------------------- 4
TRY THIS
Task 1 --------------------------------- 4
DO THIS
Task 2 ---------------------------------- 5
Task 3 ---------------------------------- 6
EXPLORE
Task 4 ---------------------------------- 7
REFLECT ---------------------------------- 11
GLOSSARY --------------------------------- 15
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INTRODUCTION
This Self-Learning Kit is crafted with the hope that you will be helped to
maximize your potential in improving yourself and achieving your goals.
COURSE METHOD:
The subject matter is yourself; the success of the modules depends on your
participation. You will make personal reflections and write them down. In this
manner of self-reflection and sharing, you shall help reveal and articulate in your
journal relevant concepts, theories, and tools in different areas of your life.
You should have a journal or notebook for PERDEV, in which you will write
your test answers, reflections, insights, comments and opinions. You should also
have a portfolio for PERDEV, which may be a large brown or plastic envelope, a
clear book, or an envelope bag. This is where you will store all the reflections,
research outputs, journal entries, survey questionnaires, and other written materials
and artwork.
At the end of each unit, your teacher shall collect your portfolio and give you
a grade based on the completeness and quality of your work.
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The maximum number of points you can obtain for the quarter is 112 points,
and the number of points shall be converted to grade equivalents as follows:
Points Grade
128-144 96-100%
111-127 91-95%
94-110 86-90%
77-93 81-85%
60-76 75-80%
Below 60 Failure
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LEARNING COMPETENCIES
EsP-PD11/12KO-Ia-1.1
EsP-PD11/12KO-Ia-1.2
YOUR TARGETS
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KNOWING AND UNDERSTANDING
ONESELF DURING MIDDLE AND LATE
ADOLESCENCE
BEGIN!
Socrates once said, “To know thyself is the beginning of wisdom.” What does
this quote mean? Knowing yourself is beyond knowing your favorites. It is a long-
term process and you may need to meet the world for you to find yourself.
When you know who you are and clearly understand what you want, you
have a better chance of discovering on how to reach your own success, happiness
and personal fulfillment in relationships. In this module, you will be able to know
yourself deeper and learn how to use your self-knowledge in dealing with others and
to reach your goals.
TRY THIS!
TASK 1: Instructions: Identify what is asked or described in each item. Write the
letter of the correct answer on your journal.
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2. This is how much you value yourself.
A. Self-image
B. Self-esteem
C. Ideal Self
D. Self-concept
3. The following are true about self-concept, except
A. unique to the individual
B. can be positive or negative
C. remains the same over time
D. has a powerful influence on one’s life
4. This is making use of all the personal resources – talents, skills, energy and time,
to enable you to achieve life goals.
A. Personal effectiveness
B. Self-awareness
C. Self-concept
D. Productivity
5. Your knowledge and how you manage yourself impacts directly on your personal
effectiveness.
A. True
B. False
6. The following are the keys to improve your personal performance, except
A. being self-aware
B. making the most of your strengths
C. learning new skills and techniques
D. fixed behavior
Items 7 to 10. Which of the following are benefits of self-concept? There are four
correct answers.
A. Over-analyze situations
B. Resistance to social pressure
C. Self-control
D. Better decision-making
E. Understanding of others
F. Deviated attitude
DO THIS!
Take a look at your own self-concept and answer the following self-concept
inventory in your journal. Give yourself a rating using the scale: 0 = very weak; 1 =
weak; 2 = somewhat weak or somewhat strong; 3 = strong; 4 = very strong
Scoring: Copy this table in your journal. Write your score opposite each number and
get the subtotal.
Physical appeal Human Relations Intelligence
1 __________ 5 __________ 9 __________
2 __________ 6 __________ 10 __________
3 __________ 7 __________ 11 __________
4 __________ 8 __________ 12 __________
Subtotal: Subtotal: Subtotal:
Character Communications Maturity
13 __________ 17 __________ 21 __________
14 __________ 18 __________ 22 __________
15 __________ 19 __________ 23 __________
16 __________ 20 __________ 24 __________
Subtotal: Subtotal: Subtotal:
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Task 3
Guide Questions: Look at the results of your self-concept inventory. Copy and
answer the following questions in your journal.
1. In what areas do you consider yourself strong (with score 14-16 or somewhat
weak (score of 10-13) and very weak (below 10)? ___________________________
2. Are there qualities you consider as your weakness but other people consider as
your strength? What are these? _________________
EXPLORE
TASK 4:
1. To what extent does the result of your inventory reflect your real self?
2. Talk about how you see yourself. Answer the question, “WHO AM I?”.
SELF-CONCEPT
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intellectual, and functional dimensions; (4) changes with the environmental context;
(5) changes over time; and (6) has a powerful influence on one’s life.
Humanist psychologist, Carl Rogers believed that there were three different
parts of self-concept:
Self-image, or how you see yourself. Each individual’s self-image is a mixture
of different attributes including our physical characteristics, personality traits,
and social roles. Self-image doesn't necessarily coincide with reality.
Self-esteem, or how much you value yourself. A number of factors can impact
self-esteem, including how we compare ourselves to others and how others
respond to us. When people respond positively to our behavior, we are more
likely to develop positive self-esteem. When we compare ourselves to others
and find ourselves lacking, it can have a negative impact on our self-esteem.
Ideal self, or how you wish you could be. In many cases, the way we see
ourselves and how we would like to see ourselves do not quite match up.
If there is a mismatch between how you see yourself (your self-image) and
what you’d like to be (your ideal self) then this is likely to affect how much you value
yourself (self-esteem). Therefore, there is an intimate relationship between self-
image, ideal self and self-esteem.
Where a person’s ideal self and actual experience are consistent or very
similar, a state of congruence exists. The development of congruence is dependent
on unconditional positive regard. Rogers believed that for a person to achieve self-
actualization they must be in a state of congruence.
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Resistance to social pressure. When you are grounded in your values and
preferences, you are less likely to say “yes” when you want to say “no.”
Tolerance and understanding of others. Your awareness of your own foibles
and struggles can help you empathize with others.
Vitality and pleasure. Being who you truly are helps you feel more alive and
makes your experience of life richer, larger, and more exciting.
Sources: https://www.verywellmind.com/what-is-self-concept-2795865
https://www.psychologytoday.com/intl/blog/changepower/201603/know-yourself-6-
specific-ways-know-who-you-are
PERSONAL EFFECTIVENESS
Here are some skills that will greatly increase the efficiency of any person
who owns them:
Determination. It allows you to focus only on achieving a specific goal without
being distracted by less important things or spontaneous desires. It may be
developed with the help of self-discipline exercise.
Self-confidence. It appears in the process of personal development, as a result
of getting aware of yourself, your actions and their consequences. Self-
confidence is manifested in speech, appearance, dressing, gait, and physical
condition. To develop it, you need to learn yourself and your capabilities, gain
positive attitude and believe that by performing right actions and achieving right
goals you will certainly reach success.
Persistence. It makes you keep moving forward regardless of emerging
obstacles – problems, laziness, bad emotional state, etc. It reduces the costs of
overcoming obstacles. It can also be developed with the help of self-discipline
exercise.
Managing stress. It helps combat stress that arises in daily life from the
environment and other people. Stress arises from the uncertainty in an unknown
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situation when a lack of information creates the risk of negative consequences
of your actions. It increases efficiency in the actively changing environment.
Problem-solving skills. They help cope with the problems encountered with a
lack of experience. It increases efficiency by adopting new ways of achieving
goals when obtaining a new experience.
Creativity. It allows you to find extraordinary ways to carry out a specific action
that no one has tried to use. It can lead to a decrease or an increase of costs,
but usually the speed of action is greatly increased when using creative tools.
Generating ideas. It helps you achieve goals using new, original,
unconventional ideas. Idea is a mental image of an object formed by the human
mind, which can be changed before being implemented in the real world. For
generating ideas, you can use a method of mental maps, which allows you to
materialize, visualize and scrutinize all your ideas, which in turn contributes to
the emergence of new ideas.
These are just some, but the most important personal effectiveness skills
which make the achievement of any goal easier and less costly.
Source: http://www.chrysalisdevelopment.com/page6/page4/page4.html
http://www.learning-mind.com/7-basic-personal-effectiveness-skills/
Knowing who you are helps define your values, which, in turn,
helps you make decisions that are in line with those values. Self-
discovery is fundamental to our success and happiness.
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REFLECT!
Option 1. VIDEO
1. Using your smart phone, record a video showing your talent or skill.
2. Your presentation should be 3 minutes to 5 minutes.
3. You need to do the following sequence in your presentation:
a. Start with an introduction of yourself (name, age, family, address, and
hobbies).
b. Briefly talk about your talent or skill.
c. Showcase your talent or skill thru a demonstration.
d. End your presentation with an inspiring quote about talent/skill and then
thank your viewers.
4. Your performance will be graded using the following criteria:
35% - Content (clear demonstration of the topic)
35% - Organization (sequence of information is logical)
20% - Creativity (content and presentation is original)
10% - Production (well-planned with smooth transitions and excellent sound)
Your grade will be converted based on the following equivalent points:
Rating Points Level of Performance
76-100% 13-16 Excellent
51-75% 9-12 Good
26-50% 5-8 Fair
0-25% 0-4 Needs Improvement
5. Note: 5% of the total score will be automatically deducted if performance time
exceeds time allotted.
6. Submit the video to your teacher. Your teacher will give you further instruction
regarding this.
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Option 2. 300-WORD ESSAY
1.. On your journal, you are to talk about your talent or skill creatively. Do this by
following the steps below:
a. Give a brief introduction of yourself (name, age, family, address, and
hobbies).
b. Talk about your talent or skill by answering the following questions:
b.1. What would you say is your greatest talent or skill?
b.2. Does your talent come out naturally or you have worked hard to
develop this?
b.3. Does your talent or skill give you opportunities in school and in the
community? Share how and in what way you were able to make use
of it.
c. End your essay with an inspiring quote about talent or skill.
2. Your performance will be graded using the rubrics for individual work attached on
this module.
3. Make sure your essay includes the 3 main parts: introduction, body and
conclusion. You must compose an essay of not less than 300 words.
4. Note: 5% of the total score will be automatically deducted if your essay is less
than 300 words.
Instructions: Identify what is asked or described in each item. Write the letter of the
correct answer on your journal.
1. Which of the following is not true about self-concept?
A. Individual perceptions of our behavior, abilities, and unique characteristics
B. Has emotional, intellectual, and functional dimensions
C. Has a powerful influence on one’s life
D. Typical to one individual
2. Parker tells his friend, “I am fat, ugly, and weak-minded.” This statement best
reflects his:
A. Ideal self
B. Self-image
C. Self-esteem
D. Other self
3. Louise enjoy a healthy balance of work, play and relaxation. What part of self-
concept is described in the situation?
A. Ideal self
B. Self-image
C. Self-esteem
D. Other self
4. Philip wanted to be a good and well-respected person. What part of self-concept
is described in the sentence?
A. Ideal self
B. Self-image
C. Self-esteem D. Other self
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5. Mikaela sees herself to be a good daughter. At home, she stays inside her room
most of the time and play with her phone. Which of the following best describe
the situation?
A. Self-concept congruency
B. Self-concept incongruency
C. Positive self-esteem
D. Negative self-esteem
6. Pio is focused to become a senior fire fighter that he gives less attention to
unimportant things. What efficiency skill did he demonstrate?
A. Persistence
B. Determination
C. Creativity
D. Generating ideas
7. Though Mathew is having some problems at home, he still managed to perform
well in school. What efficiency skill did he demonstrate?
A. Persistence
B. Determination
C. Creativity
D. Generating ideas
8. What does “Think Outside of the Box” mean?
A. Persistence
B. Determination
C. Creativity
D. Generating ideas
9. Which of the following people manifests self-confidence?
A. Tiana is having difficulty making own choices.
B. Jay want to spend most of his time alone.
C. Andrew is full of energy in everything he does.
D. Era always think of her personal problems.
10. Frances wanted to design a modern house with a vintage touch. Which of the
following ways may help her best to generate ideas?
A. Mental map
B. Read more books
C. Meditation
D. Talk to friends
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RUBRIC FOR INDIVIDUAL WORK
Exemplary Sufficient Minimal Beginning
4 points 3 points 2 points 1 point
Reflection on Critically reviews Active and Makes use of Automatic/supe
Existing existing careful existing rficial
Knowledge knowledge, consideration knowledge responses with
questions of existing without an little conscious
assumptions, knowledge and attempt to thought or
and articulates articulates new evaluate/apprais reference to
new understanding e knowledge; existing
perspectives as of knowledge demonstrates knowledge;
a result of as a result of understanding responses are
experience experience but does not offered without
relate to other attempting to
experiences or understand
personal them
reaction
Connection to Demonstrates Demonstrates Connects Connections
Academic superior clear experience with are not drawn
Concepts connection connections class content between
between between (concepts/theori experience and
experience and experience and es) but remains class content
class content class content superficial or (concepts/theor
(concepts/theorie (concepts/theor abstract ies) or literature
s) and literature; ies); evidence
evidence of of application
application of of theory.
theory and
reconstruction of
perspective
Evidence of Articulates Articulates new Limited/superfici No evidence of
Development transformation of understanding/i al insight about insights about
their perspective nsights about self or particular self or
of themselves or self or issue/concept/ particular
about a particular problem as a issue/concept/
particular issue/concept/ result of problem as a
issue/concept/ problem as a experience result of
problem as a result of experience
result of experience
experience
Clarity Consistently Mostly detailed Some words are Consistently
accurate and and mostly inaccurate or inaccurate or
clear wording clear writing ambiguous. ambiguous
and sentence and sentence Confusing wording,
structure. structure. sentence confusing
structure. sentence
structure.
Adapted from: https://brocku.ca/pedagogical-innovation/wp-
content/uploads/sites/53/Critical-Reflection-Rubric.pdf
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GLOSSARY
ANSWER KEY
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Example answer:
RESOURCES I MAY
SKILLS AND NEED (Finances,
HOW CAN I ENHANCE OR
TALENTS I NEED Information, People,
WORK ON IT
TO IMPROVE Support, Materials,
Attitude or Values)
Plan specific times for Self-discipline
studying. Planner
1. Study habit
Set goals during study time.
10. A 9. C 8. C. 7. A 6. B
5. B 4. A 3. C 2. B 1. D
REFERENCES
BOOKS
WEBSITES
http://assets.cengage.com/pdf/smp_4713_chapter%2015.pdf
FREE SVG, https://freesvg.org/female-teacher-poses
Rick Daniels, “Nursing Fundamentals: Caring & Clinical Decision Making”, accessed
June 16, 2020,
http://www.delmarlearning.com/companions/content/0766838366/students/ch43/
summary.asp
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Kendra Cherry, “Verywell Mind”, Dotdash. Last modified Jaunuary 8, 2020,
accessed June 15, 2020, https://www.verywellmind.com/what-is-self-concept-
2795865
Meg Selig, “Psychology Today”, Sussex Publishers,LLC. March 9, 2016, accessed
June 15, 2020,
https://www.psychologytoday.com/intl/blog/changepower/201603/know-yourself-
6-specific-ways-know-who-you-are
Knowing Yourself. Accessed June 16, 2020.
https://www.dibbleinstitute.org/Documents/PEI-Sample-lesson-2-student-
journal.pdf
Cambridge Dictionary, Cambridge University Press, accessed June 19,2020,
https://dictionary.cambridge.org/us/
Oxford Learner’s Dictionaries, accessed June 19,2020,
https://www.oxfordlearnersdictionaries.com/us/
Merriam-Webster. 2020 Merriam-Webster, Incorporated, accessed June 23, 2020.
https://www.merriam-webster.com/dictionary/
Learners Dictionary. 2020 Merriam-Webster, Incorporated, accessed June 23, 2020,
http://www.learnersdictionary.com/
Anna LeMind, “Learning Mind”, July 24, 2012, accessed June 23, 2020,
http://www.learning-mind.com/7-basic-personal-effectiveness-skills/
http://www.chrysalisdevelopment.com/page6/page4/page4.html
Kember, D., McKay, J., Sinclair, K., Kam, F., & Wong, Y. (2008). A four-category
scheme for coding and assessing the level of reflection in written work.
Assessment & Evaluation in Higher Education, 33(4), 369-379, accessed June
26, 2020, https://brocku.ca/pedagogical-innovation/wp-
content/uploads/sites/53/Critical-Reflection-Rubric.pdf
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