Personal Development Grade 11 Module 1 PDF

Personal Development Quarter 1 – Module 1: Knowing and Understanding Oneself during Middle and Late Adolescence Personal Development – Grade 11 Alternative Delivery Mode Quarter 1 – Module 1: Knowing and Understanding Oneself during Middle and Late Adolescence First Edition, 2020...

Personal Development Quarter 1 – Module 1: Knowing and Understanding Oneself during Middle and Late Adolescence Personal Development – Grade 11 Alternative Delivery Mode Quarter 1 – Module 1: Knowing and Understanding Oneself during Middle and Late Adolescence 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 office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Nicolas T. Capulong, PhD, CESO V Ronilo AJ K. Firmo, PhD, CESO V Librada M. Rubio, Ph Development Team of the Module Writers: Christine Ann C. Buenaventura Annie P. Francisco Editors: Honey Rocehl V. Sapitan Ann Christian A. Francisco Reviewers: Angelica M. Burayag, PhD George Lucas Nelie D. Sacman, PhD Mercedita D. Saldero Illustrators: Cristoni A. Macaraeg Ryan Pastor Jonathan Paranada Layout Artists: Agnes P. Baluyot Christine Ann C. Buenaventura Ryan Pastor Jonathan Paranada Management Team: Nicolas T. Capulong, PhD, CESO V Librada M. Rubio, PhD Angelica M. Burayag, PhD Ma. Editha R. Caparas, PhD Nestor P. Nuesca, EdD Ramil G. Ilustre, PhD. Larry B. Espiritu, PhD Rodolfo A. Dizon, PhD Nelie D. Sacman, PhD Printed in the Philippines by Department of Education – Region III Office Address: Matalino St. D. M. Government Center, Maimpis, City of San Fernando (P) Telephone Number: (045) 598-8580 to 89 E-mail Address: [email protected]  Personal Development Quarter 1 – Module 1: Knowing and Understanding Oneself during Middle and Late Adolescence Introductory Message For the facilitator: Welcome to the Personal Development/ Grade 11 Alternative Delivery Mode (ADM) Module on Knowing and Understanding Oneself during Middle and Late Adolescence! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This uses the experiential learning approach, wherein students will participate in the self- administered activities provided to explore specific themes on their development. Students will be able to share their thoughts, feelings, and experiences. Students will be able to make personal reflections and write them down. 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. For the learners: This module will let you understand the different changes that occur during adolescence. It will help you to know how you can develop your self-identity. This module is designed to provide you fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. ii This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. Answer Key This contains answers to all activities in the module. At the end of this module you will also find: References This is a list of all sources used in developing this module. iii The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! iv  What I Need to Know This module was designed and written with you in mind. It is here to help you know and improve your independence and Identity. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. After going through this module, you are expected to: 1. Explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better. 2. Share his/her unique characteristics, habits, and experiences. What I Know Read and analyze each statement below and carefully choose the letter that best describes the statement. Write your answers on the separate worksheet or paper. 1. Self-development is ____________. a. believing you are good b. knowing God existence c. taking steps to better oneself d. the effort to be known in the community 2. Self-concept is the totality of our point of view toward our ____________. a. life c. existence b. career d. objectives 3. What are the three physical puberty changes that happen ONLY to males? a. hair growth, growing taller, voice changes b. facial hair growth, wet dreams, start producing sperm c. oily skin, underarm hair growth, start menstruating d. hips get wider, menstruation, ovulation 4. All are social change that happens in puberty, EXCEPT? a. caring more about your appearance b. wanting more independence from parents c. growth of pubic hair d. stronger feelings of wanting to be liked and fit in 5. Who experiences voice changes, acne and mood swings during puberty? a. Only females b. Only males c. Males and females d. No one 1 6. What type of development that includes our social interactions with other people, our emotions, attitudes, self-identity, personality, beliefs and values? a. Physical Development b. Psychological Development c. Psychology d. Cognitive Development 7. What is the term used in psychology to describe the information that an individual draws upon when finding an answer to the question "What am I like?"? a. Self-awareness b. Self-knowledge c. Environment d. Self-actualization 8. What type of development that covers our capacity to learn, to speak, to understand, to reason, and to create? a. Physical Development b. Cognitive development c. Personal development d. Psychological development 9. What type of development that covers the growth of the body and the brain, motor and sensory skills, and even physical health? a. Physical Development b. Personal development c. Cognitive development d. Psychological development 10. What is the transition period between childhood and early adulthood? a. Has low-self worth b. Adolescence c. Consequence of unconditional positive regard d. People who are able to self-actualize 11. What do you call inborn traits passed on by the generations of off springs from both side of biological parent's families? a. Maturation b. Heredity c. Environment d. Carl rogers 12. What do you call the reliable behavioral traits that describe how individuals interact with their world, again emphasizing that it is biologically based, observable early life, and stable over time? a. Personality b. Self-esteem c. Self-concept d. Personal development 13. When you have strong sense of yourself, what would possibly happen to you? a. You will be easily deceived by others. b. You will be swayed easily by problems in life. c. You will be properly guided and ready to accept the challenges in life because you know yourself very well. d. You easily give up on problems because you know your worth. 14. Which is NOT true about self-development? a. every people will undergo this process. b. everybody will look for ways to understand himself/herself. c. everyone will find it difficult to know himself/herself better. d. every individual has the chance of knowing himself/herself better 15. What is likely to happen when one gained complete understanding of himself/herself? a. he/she will seek professional help. b. he/she will find difficult knowing others. c. he/she will build a better life on his/her own. d. he/she will take his/her part in the society successfully. 2  Lesson Knowing and Understanding 1 Oneself during Middle and Late Adolescence What’s In The first stage of knowing yourself is to identify what are your strengths and weaknesses. This may help you to guide in getting to know more yourselves and become more acceptable on what you can do, and what your limitations. So, below is the activity that will guide you to know more about yourself. Direction: Answer the graphic organizer below. On your worksheet, write as many as you can your identified strengths, weaknesses, abilities, and hobbies. STRENGHTS WEAKNESSES CAPABILITIES HOBBIES 3  What’s New Johari’s Window One great way of assessing the self and know how much the individual knows the self is by asking the people around them. Though this may be awkward, particularly when asking someone straightforwardly. Know that even your friends can be a great source of information, whether it be positive or negative about the self. To avoid being awkward and extract the best possible self- assessment without compromising the individual, psychologists Joseph Luft (1916-2014) and Harrington Ingham (1916-1995) devised a technique to help people better understand themselves as well as their relationship with others. As used frequently in groups (group dynamics), this activity helps understand people to develop teamwork. Below are some post-activities to challenge yourself on how much you know about your “self.” Instruction: Write your answers on the separate worksheet or paper. 1. Below is the table devised by Joseph and Harrington in assessing the self. Write your name (optional) on the first box indicated. 2. On the first box (no.1) write everything that you know about yourself; and everything that people around you/others often think or feel everything about you. 3. On the second box (no. 2) Write everything about yourself that is only known to you and to you alone. 4. On the third box (no. 3) You may need the help of others to fill out this space for you. At the beginning of this activity, your name is optional if you want to write it or not. This box explains people/others know something about you, but you yourself need to check or to re-affirm. 5. On the last box (no. 4), you may leave it blank. Johari’s Window Name: Known to Self Not Known to Self 1. (Arena) 3. (Blind Spot) Known to others 2. (Facade) 4. (Unknown) Not Known to Others 4  Notes to the Teacher The learners may answer the questions at home, discuss answers during the videoconferencing with teachers and/or during chat sessions. What is It During adolescence, the child continues to grow physically, cognitively, and emotionally, changing from a child into an adult. The body grows rapidly in size, and the sexual and reproductive organs become fully functional. At the same time, as adolescents develop more advanced patterns of reasoning and a stronger sense of self, they seek to forge their own identities, developing important attachments with people other than their parents. Particularly in Western societies, where the need to forge a new independence is critical (Twenge, 2006), this period can be stressful for many children, as it involves new emotions, the need to develop new social relationships, and an increasing sense of responsibility and independence. Area of Development Early Adolescence Mid-Adolescence (10–15 years) (14–17 years) Physical Development  Secondary sexual  Has advanced characteristics appear secondary sexual  Rapid growth reaches characteristics a peak  Growth slows down; reaches approximately 95% of adult size 5 Cognitive  Individual variations  Major broadening of Development among some children thinking abilities for who are still focused many youths are on logic and others better able to think who can combine abstractly, follow a logical and abstract “what if” line of thinking. thought and apply  Some early lessons learned in one adolescents can’t situation to a different think ahead to situation; tend to consequences of their think a lot about the actions. future, considering  Developing new many possible and thinking skills, such logical outcomes of as thinking more possible events. about possibilities,  Greater perspective- thinking more taking ability can abstractly, thinking result in increased more about the empathy and concern process of thinking for others, and new itself, thinking in interest in societal multiple dimensions, issues for many. and seeing things as relative rather than absolute.  Practicing new thinking skills through humor and by arguing with parents and others. Use of humor focused on satire, sarcasm, and sex (often irritating to adults). Psychological and  Changes due to  Helping each other Social Development puberty and peer explore develop an reactions commonly own identity. alter social  Cross-gender relationships. friendships become  Socialization still more common. begin with perceived  Close friendships help commonalities, but youth with the increasingly involve process of developing sharing of values and an individual identity personal confidences. separate from that of a child in a family. 6   Might develop cliques of three to six friends (usually same gender), providing a greater sense of security.  Friendships, romantic crushes are common, and some dating begin. Physical Changes in Adolescence Adolescence begins with the onset of puberty, a developmental period in which hormonal changes cause rapid physical alterations in the body, culminating in sexual maturity. Although the timing varies to some degree across cultures, the average age range for reaching puberty is between nine and 14 years for girls and between 10 and 17 years for boys. Puberty begins when the pituitary gland begins to stimulate the production of the male sex hormone testosterone in boys and the female sex hormones estrogen and progesterone in girls. The release of these sex hormones triggers the development of the primary sex characteristics, the sex organs concerned with reproduction. These changes include the enlargement of the testicles and the penis in boys and the development of the ovaries, uterus, and vagina in girls. In addition, secondary sex characteristics (features that distinguish the two sexes from each other but are not involved in reproduction) are also developing, such as an enlarged Adam’s apple, a deeper voice, and pubic and underarm hair in boys, and enlargement of the breasts and hips and the appearance of pubic and underarm hair in girls. The enlargement of breasts is usually the first sign of puberty in girls and, on average, occurs between ages 10 and 12. A major milestone in puberty for girls is menarche, the first menstrual period, typically experienced at around 12 or 13 years of age (Anderson, Dannal, & Must, 2003). The age of menarche varies substantially and is determined by genetics, as well as by diet and lifestyle, since a certain amount of body fat is needed to attain menarche. Girls who are very slim, who engage in strenuous athletic activities, or who are malnourished may begin to menstruate later. Even after menstruation begins, girls whose level of body fat drops below the critical level may stop having their periods. Cognitive Development in Adolescence Although the most rapid cognitive changes occur during childhood, the brain continues to develop throughout adolescence, and even into the 20s (Weinberger, Elvevag, & Giedd, 2005). As teenagers mature, the prefrontal cortex, the area of the brain responsible for reasoning, planning, and problem solving, also continues to develop (Goldberg, 2001). 7  Adolescents often seem to act impulsively, rather than thoughtfully, and this may be in part because the development of the prefrontal cortex is, in general, slower than the development of the emotional parts of the brain, including the limbic system (Blakemore, 2008). Furthermore, the hormonal surge that is associated with puberty, which primarily influences emotional responses, may create strong emotions and lead to impulsive behavior. Teenagers are likely to be highly self-conscious, often creating an imaginary audience in which they feel that everyone is constantly watching them (Goossens, Beyers, Emmen, & van Aken, 2002). It is no wonder that everything a teen’s parents do suddenly feels embarrassing to them when they are in public. The Self The Self, in contemporary literature and even common sense, is commonly defined by the following characteristics: “separate, self-contained, independent, consistent, unitary, and private” (Stevens, 1996). When we talk about the self, being “separate,” it means it is distinct, different, and unique from others. It has its own uniqueness that defines him/her from others. It has an identity of its own, even twins, may it be fraternal, is very much distinct from the other. When we are talking about “self-contained,” we describe its existence as having its own independence. It may exist with or without others; it is self-containing of its own thoughts, characteristics, and volition. For example, we make our profile pictures in social media, carefully choosing a picture that expresses more of our thoughts, that tells us of what we are, that tells us what we are in real life. Although, in these given times, it is easy to create another “self” or deceive someone using a make-up “self”. Nevertheless, although it is relatively easy to make another “self” in this age of social media and advance technology, the “self” is very much consistent and persisting. Every “self” has its own personality that is enduring, that lasts during late adolescence. Its uniqueness and its consistency allow it to be studied, described, and even measured (also means that a particular self’s traits, characteristics, tendencies and potentialities) are very evident and distinguishable from other “selves.” The Self is unitary in that it is the center of all experiences and thoughts that run a person. It is the topmost executive in an individual where all processes, emotions, and thoughts converged. Lastly, the self is private. A person may sort out information, feelings, and emotions, and thought processes within the self. The whole process is never accessible to anyone but the self. This suggests that the self is isolated from the external world. It lives within its own world. Having in its own world means, you can create or nurture what you can be (ideal self) or maintain/improve your current self (actual self). The ideal self pertains to the image or aspirations of what you want to become. This may be similar in hoping characteristics that you do not possess but may one day be part of who you are, just like what Filipinos tend to watch in various talent shows. This may be the ability to have a beautiful voice; or have different achievements like the characteristics of your idols or other international figures. While the 8 actual self as the term implies “actual”, is your present self that you see on the daily basis. It is the self that is constantly keeping in touch in your everyday experiences. It has the potential to improve or develop as deemed by every individual. This may also pertain to the gifts that you possess that is innate in you when you were born. Combining these two categories of the self, it established the distinction of the Self-Concept. This is a collection of beliefs about one’s basic nature, unique qualities, and typical behavior. Although we may have so many dimensions in which we describe ourselves such as “I’m grateful” or “I’m friendly”, we have separate concepts of our physical, social, emotional and intellectual selves; yet we are still referring to one single entity that is unique and very distinct from others (Don Hamachek, 1992). Our various self-concepts are characterized by relatively distinct thoughts and feelings. That is, we may have considerable information about our social skills and feel quite confident about them but have limited information about our physical skills and feel less confident about this aspect of our self. When a self-concept is operating, its attendant thoughts and feelings will strongly influence the way we process self-relevant information (Fiske & Taylor, 1991). Development in Adolescence Individuals have countless picture about themselves, this fact influences their behaviors, attitudes, and responses. One of the main factors that develop this picture is self-concept (Weiten, Dunn, & Hammer, 2014). Some of the most important changes that occur during adolescence involve the further development of the self-concept and the development of new attachments. Whereas young children are most strongly attached to their parents, the important attachments of adolescents move increasingly away from parents and increasingly toward peers. As a result, parents’ influence diminishes at this stage. According to Erikson, the main social task of the adolescent is the search for a unique identity — the ability to answer the question “Who am I?” In the search for identity, the adolescent may experience role confusion in which he or she is balancing or choosing among identities, taking on negative or undesirable identities, or temporarily giving up looking for an identity altogether if things are not going well. Cultural Values/ Cultural Guidelines Self-concept is also indirectly influenced by cultural values. In the study of Cultural Psychology, in this age of technology and social media, we accept our differences, especially on how we accept the culture and beliefs of others. Japanese society does not tolerate corruption; the Philippines has always been influenced or has always had that familial clinging of thinking and protectiveness. The Chinese have always thought to have a strong business minded stand in their 9 points of view. The society in which we are raised defines what is “good” and “bad” in personality and behavior. American culture tends to put a premium on individuality, competitive success, strength and skills. These cultural values influence how we interpret our behavior. In the Philippines, our cultural values were shaped by historical colonization, which is evident in our present society, particularly our strong family ties. Another is cultural hospitality that is deemed acceptable as our nature. Even the dismal corruption that has been the perennial problem of the country also shaped the tolerance of Filipinos as a way of answering societal problems. Having Self-knowledge stems from the actual – self. It derives from our social interactions of society that provide insight into how others react to us. It is the same as gaining feedback from others. The reaction of other people is an essential aspect of gaining actual-self or our self-image. Even our social roles are adjusted, on how we view ourselves today, and how ideally (ideal self) what we would like to be in the future. There is a negotiation that exists between the two selves, which is complicated by numerous exchanges between the ideal self and actual self. These exchanges are exemplified in these social roles, and they are adjusted continuously and re-adjusted. What’s More Independent Activity 1 “Growth and Development” Word Hunt. On your worksheet, Circle the 15 words listed below. Words appear straight across, backward straight across, up and down, down and up, and diagonally. 10 Independent Assessment 1 Instructions: Write the word TRUE if the statement is correct; otherwise, write FALSE. Write your answers on the separate worksheet or paper. _________ 1. Our self-knowledge cannot be influenced by our past. _________ 2. In determining our ideal self in the society, we must see our behavior on an everyday basis. _________3. Being private is irrelevant if we wish to continue in developing our actual self. _________4. Through studies conducted in history, our parents have no important role in child-rearing practices. _________5. In biopsychology and cultural psychology, the crossing path of hereditary and environment are irrelevant and shaping the self- concept. _________ 6. Allowing ourselves to be molded by our surroundings and be influenced by others is a decisional aspect in reshaping our ideal self. _________7. We cannot change our behavior, hence our destiny when it comes to familial or hereditary inclination. _________8. In determining our self-concept, three categories of the self must be considered. _________9. In the early stages of development among children, oftentimes, they are independent. Hence, they do not let their behavior be influenced; neither do they need approval from their parents. ________10. The self has no privacy, as often depicted in social media; we allow ourselves to be who we are and what we do. Independent Activity 2 “Changes in Me” Instructions: Write down to each process the changes you undergone based on the things you have learned in the previous pages. Write your answers on the separate worksheet or paper. 11 ______________________________________________________________________________ ______________________________________________________________________________ You will be graded according to the rubric below. ACCEPTABLE TARGET UNACCEPTABLE HIGH LOW 9-10 4-5 7-8 6 Interesting content and Some interesting Conventional Cursory; gives the _____ presentation; ideas content: points ideas or clichés; impression of writing out of Content well-conceived and not sustained or little supporting just to complete the 10 developed with not fully detail included. activity. points sufficient examples. developed. Independent Assessment 2 Instructions: Identify if the given statements are Physical, Cognitive, or Psychosocial development. Write your answers on the separate worksheet or paper. ___________________1. Growing new brain cells. ___________________2. Establishment of a system of values. ___________________3. Taller, heavier, and stronger. ___________________4. An involuntary increase in sexual feelings and fantasies. ___________________5. Broader understanding of more abstract ideas. ___________________6. Increasing autonomy from family. ___________________7. Greater importance of peer relationships. ___________________8. Hair growing around their genitals, under their arms and on their legs and arms. ___________________9. Predict the results of their actions by using logic to imagine multiple options and different situations. ___________________10. Emergence of skills and coping strategies to overcome problems and crises Independent Activity 3 Instructions: Read and analyze the quote below. Write your answers on the separate worksheet or paper. 12 In 3-5 sentences, write your insight about the quote. ______________________________________________________________________________ ______________________________________________________________________________ You will be graded according to the rubric below. ACCEPTABLE TARGET UNACCEPTABLE HIGH LOW 9-10 4-5 7-8 6 Interesting content and Some interesting Conventional Cursory; gives the _____ presentation; ideas content: points ideas or clichés; impression of writing out of Content well-conceived and not sustained or little supporting just to complete the 10 developed with not fully detail included. activity. points sufficient examples. developed. Independent Assessment 3 Matching Type. Match the definition in column B with the words in column A. Write your answers on the separate worksheet or paper. Column A Column B ____ 1. Development a. This means that a person who is self-aware must ____ 2. Progressive be able to answer and explain some ____ 3. Reflective contemplative questions about oneself. ____ 4. Public self b. is a process of change. ____ 5. Blind self c. impose important changes and development on ____ 6. Puberty an individual in various ways and in different ____ 7. Early adolescence aspects. ____ 8. Peer group d. also known as the "teenage years" covering ages ____ 9. Hereditary factors from 13 - 17. ____ 10. Adolescent stage e. strongly influences and draws out natural attributes of a person that are transmitted through the genes from generation to generation. f. Development entails 'increasing' or 'advancing' either in quantity or quality, or both of certain personal characteristics (i.e., traits, abilities, skills). g. The last but the longest (in terms of years of coverage) stage of development h. A part of ourselves that are unknown to us and only other people knows it but are hesitant to discuss it openly to us. i. a time of storm and stress, a transition age, and a threshold of adulthood. j. A stage when physiological changes occur in the body that signifies sexual maturity. k. It is the part of ourselves that we explicitly show to others that that we are happy to share with others and discuss everything with them openly. 13  What I Have Learned Write your answers on the separate worksheet or paper.  What are the characteristics of Self? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________  Describe the idea of Self-concept? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________  Explain the importance of Self Knowledge? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 14  What I Can Do Instructions: Fill-in the boxes below with your strengths, weaknesses, and like as swell as dislikes. This is to measure the extent of your understanding of who you really are. Write your answers on the separate worksheet or paper. 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. Reflect on what you have listed above, write at least 3 observations on how it affects your self-view, beliefs, and how you think. 1. ____________________________________________________ 2. ____________________________________________________ 3. ___________________________________________________ 15  Assessment Instructions: Choose the best answer and encircle the letter of the correct answer. Write your answers on the separate worksheet or paper. 1. In what stage, your body undergoes changes like having pubic hair, gaining muscles, and body shapes? a. Emotional Development b. Mental Development c. Physical Development d. Social Development 2. What is the stage where 12-14 years old belong? a. Early adolescence b. Late adolescence c. Middle adolescence d. Middle late adolescence 3. What is the stage that student like you can be classified because of your age 18-20 years old? a. Early adolescence b. Late adolescence c. Middle adolescence d. Middle late adolescence 4. What kind of development when you already established your own moral standards and beliefs in life? a. Emotional Development b. Mental Development c. Physical Development d. Social Development 5. Before, Cherry is very shy, but now she became too confident and talkative. Which of the following development best explains Cherry’s development? a. Emotional Development b. Mental Development c. Physical Development d. Social Development 6. Aljade becomes more too self-conscious and he started to develop romantic feelings to Kyrel. Which the following can best explain Aljade’s development? a. Emotional Development b. Mental Development c. Physical Development d. Social Development 16 7. Rolando is too confused about his identity. What could be the possible causes of his confusion? a. Doesn’t established clear self-identity b. Lack of parental guidance c. Not undergone physical development d. None of the above 8. What is the time of life when very little is normative? It is a period of frequent change and exploration that covers many aspects of their life: home, family, work, school, resources, and role. a. Early adolescence b. Late adolescence c. Middle adolescence d. Middle late adolescence 9. When you develop firm opinions and fight for it, it means that you undergo which type of development? a. Emotional Development b. Mental Development c. Physical Development d. Social Development 10. When you have strong sense of yourself, what would possibly happen to you? a. You will be easily deceived by others. b. You will be swayed easily by problems in life. c. You will be properly guided and ready to accept the challenges in life because you know yourself very well. d. You easily give up on problems because you know your worth. 11. What is meant by “Knowing others is intelligence.”? a. Having ideas towards identify of others is just a mental state. b. Getting to know others is also a gift that only few are blessed. c. Knowing how to deal with different personalities is a special talent. d. It is not easy to know others it requires mental capability to do this. 12. Which is NOT true about self-development? e. every people will undergo this process. f. everybody will look for ways to understand himself/herself. g. everyone will find it difficult to know himself/herself better. h. every individual has the chance of knowing himself/herself better 13. What is meant by “Knowing yourself is true wisdom.”? a. Self-concept is a great power of mind. b. Knowing oneself is achieving a higher level of thinking. c. Knowing oneself is a process that is developed through self- discovery. d. Self-concept is a kind of intelligence that is developed through education. 17 14. What is likely to happen when one gained complete understanding of himself/herself? a. he/she will seek professional help. b. he/she will find difficult knowing others. c. he/she will build a better life on his/her own. d. he/she will take his/her part in the society successfully. 15. To where a person is believed to acquire his/her first and primary concept of right and wrong? a. from his/her family b. from his/her school c. from his/her friends d. from his/her society 18  Additional Activities “The Big Five Personality Test” from personality-testing.info courtesy ipip.ori.org Introduction: This is a personality test; it will help you understand why you act the way that you do and how your personality is structured. Please follow the instructions below, scoring and results are on the next page. Write your answers on the separate worksheet or paper. Instructions: In the table below, for each statement 1-50 mark how much you agree with on the scale 1-5, where 1=disagree, 2=slightly disagree, 3=neutral, 4=slightly agree and 5=agree, in the box to the left of it. 19 Scoring: Add your rating according to the number given below. Then get the total score. The scores you calculate should be between zero and forty. Below is a description of each trait.  Extroversion (E) is the personality trait of seeking fulfillment from sources outside the self or in community. High scorers tend to be very social while low scorers prefer to work on their projects alone.  Agreeableness (A) reflects many individuals adjust their behavior to suit others. High scorers are typically polite and like people. Low scorers tend to 'tell it like it is'.  Conscientiousness (C) is the personality trait of being honest and hardworking. High scorers tend to follow rules and prefer clean homes. Low scorers may be messy and cheat others.  Neuroticism (N) is the personality trait of being emotional.  Openness to Experience (O) is the personality trait of seeking new experience and intellectual pursuits. High scores may daydream a lot. Low scorers may be very down to earth. 20  21 Assessment 1. C 11. D 2. A 12. C 3. B 13. C 4. D 14. D 5. B 15. A Independent 6. A Independent Assessment 2 7. A Assessment 3 8. B 1. Cognitive 9. B 1. B 2. Psychosocial 10.C 2. F 3. Physical 3. A 4. Physical 4. K 5. Cognitive 5. H 6. Psychosocial 6. J 7. Psychosocial Independent Activity 3 7. D 8. Physical Answers may vary. You will be 8. C 9. Cognitive graded according to the rubric. 9. E 10. Psychosocial 10.L Independent Activity 2 Independent Assessment 1 Answers may vary. You will be 1. False 6. True What I Know graded according to the rubric. 2. False 7. False 1. B 3. True 8. True 2. C 4. False 9. False 3. C Independent Activity 1 5. False 10. False 4. B 5. B 6. B 7. A 8. B 9. B What’s new What’s in 10.A Answers may Answers may 11.C 12.C vary vary 13.C 14.C 15.D Answer Key References Cox, M.G. Personal Development. Pasay City. JFS Publishing Services, 2016 Anderson, S. E., Dannal, G. E., & Must, A. (2003). Relative weight and race influence average age at menarche: Results from two nationally representative surveys of U.S. girls studied 25 years apart. Pediatrics, 111, 844–850. Answerbag. What were you like as a teenager? (e.g., cool, nerdy, awkward?). (2007, March 20). Retrieved from http://www.answerbag.com/q_view/171753 Blakemore, S. J. Development of the social brain during adolescence. Quarterly Journal of Experimental Psychology, 61, 40–49. 2008 Goldberg, E. The executive brain: Frontal lobes and the civilized mind. New York, NY: Oxford University Press, 2001 Goossens, L., Beyers, W., Emmen, M., & van Aken, M. The imaginary audience and personal fable: Factor analyses and concurrent validity of the “new look” measures. 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Lerner (Eds.), Handbook of child psychology: Social, emotional, and personality development (6th ed., Vol. 3, pp. 571–645). Hoboken, NJ: John Wiley & Sons, 2006 Steinberg, L. Risk taking in adolescence: New perspectives from brain and behavioral science. Current Directions in Psychological Science, 16, 55–59, 2007 22  For inquiries or feedback, please write or call: Department of Education Region III- Learning resources Management Section (DepEd Region III LRMS) Office Address: Diosdado Macapagal Government Center Maimpis City of San Fernando (P) Telephone Number: (045) 598-8580 to 89 E-mail Address: [email protected] 23