Flexible Instruction Delivery Plan (FIDP)

Grade: 11 _________________________________________________________ Semester: ________________________________________________

Core Subject Title: _______________________________________________ No. of Hours/Semester: _____________________________________
Prerequisites (If Needed) ____________________________________
Core Subject Description: _______________________________________________________________________________________________________________

Culminating Performance Standard: The learner is expected to be able to think critically and make concrete plans and decisions on the different aspects of his/her
personal development; life and significant relationships and career pathways.

What to Teach? Why Teach? How to Assess? How to Teach?

Highest Enabling Strategy
Highest Thinking Skill to to Use in developing the
Learning competencies
Assess Highest Thinking Skill to
Assess
Most
Content Performance KUD Flexible
Content Essential
Standards Standards Classification Assessment Flexible
Topics KUD Enabling
Most RBT Activities Learning
Complete Classificat General
Essential Level (FAA) Strategies
ion Strategy
Performanc (FLS)
e Checks
Quarter 1
1. SELF The learners The learners The PERSONAL DEVELOPMEN Reasoning
DEVELOPMEN demonstrate shall be able learners... 1.explain Evaluati and Proof Personal
T an Knowin to... Knowing that knowing Understandin ng Checklist
understandin g This course makes senior high1.explain
school students aware of oneself can
the developmentg stage that they are in, for them to better understand
Communic themselves and the
significant Oneself
g of... people around conduct
them as they makeself-
important career
that decisions as adolescents.
makeThea course consists of modules, each of which addresses a key concern in personal
Self-Concept ation - Think Pair
development. Using the experientialexploration and
learning approach, each module invites students to explore specific themes in their development. Personal reflections, sharing, and lectures h
knowing person Inventory Lecture on and Share
himself/hersel
reveal simple
and articulate relevant concepts, disclosure
theories, and tools in different areas in psychology.
oneself accept topics of (sharing)
f during can make his/her self and its
middle and a person strengths related Lecture on
late accept and concept topic of self
adolescence his/her limitations and its
strengths and dealing related
and with others concepts
limitations better
and
dealing
with
others Understan
better ding
 2.share
his/her
unique
characteri
stics, Doing
habits,
and
experienc
es

3.maintain
a journal

The learners Develop The learners 2.evaluate Evaluating Evaluati Reasoning Brainstormi
demonstrate ing the shall be able to… 1. discuss Understan his/her own ng and Proof ng/ Group
an Whole the ding thoughts, Picture and Discussion
Person illustrate the relationshi feelings, and Analysis Communic
understandin connections p among behaviors ation Picture
g of... between physiologi Analysis
thoughts, cal, Collaborat
the various feelings, and
aspects of cognitive, ion
behaviors in a psychologi
holistic person’s holistic
development: cal,
development spiritual,
physiological,
cognitive, and social
psychological, developm
spiritual, and ent to
social understan
development d his/her
thoughts,
feelings,
and
behaviors

2.evaluate
his/her
own
thoughts,
feelings,
and
behaviors

3.show
connectio
ns
between
thoughts,
 feelings,
and
behaviors
in actual
life
situations

Aspects of The learners Coping The learners Introductio

Personal demonstrate with shall be able 1. discuss 3.demonstra Doing Creating Activity: Let Problem- n and
Developme an Stress to... that te personal the stress solving Motivation
nt in understan ways of out
understandin Middle identify personal ding Understan coping with Collaborat Self-
g of... and ways of coping stress and ding stress for Let's stress ion and Reflection
Late for healthful its sources healthful that out Teamwork Paper or
stress and its living
sources; Adolesc during living Discussion
various ence adolescen Gratitude
stress (with ce may Meditation
responses; Mental help in
and coping Health) identifying
ways to (A
strategies for Gratitude
healthful cope and
have a Meditatio
living in n is a
middle and healthful
life practice
late where you
adolescence reflect on
2. identify
sources of all the gifts
one’s in your life.
Understan
stress and It’s a
ding simple
illustrate
the effect practice
of stress with
on one’s significant
system results.)

3.demons Doing
trate
personal
ways of
coping
with
stress for
healthful
living

4.interpre
t the
 concepts
of mental
health and
psychologi
cal well-
being in
everyday
observatio
ns about
mental
health
problems
during
adolescen
ce

5.identify
his/her
own
vulnerabili
ties

6.make a
mind map
on ways
of
achieving
psychologi
cal well-
being

7.create a
plan to
stay
mentally
healthy
during
adolescen
ce

The learners The The learners 1.discuss 3.make a

demonstrate Powers shall be able that Understan plan to Doing Applying Connectio Discussion
an of the to... understan ding improve ns
understandin Mind ding the learning Mind Brain
g of... (with identify ways to left and using left mapping Hieroglyphi
 Emotion improve learning right brain and right activity Planning cs
the whole
al) using both the may help brain and
brain theory,
left and right in through Position Organizati
or two
brain improving and Paper on
hemispheres
one’s elaborate (create a
of the brain:
learning how one resolution
artistic (right-
may on a
brain
2. explore communica particular
dominant)
two types Understan te emotionally-
and linear
of mind- ding emotional provoking or
(left-brain
mapping expressions a sensitive
dominant)
technique in a healthy social issue
s, each manner that concern
suited to s the middle
right and late
brain-or adolescents)
left brain-
dominant
thinking
styles

3. make a
plan to
improve
learning
using left Doing
and right
brain
through
mind-
mapping
activities
4.discuss
that
understan
ding the
intensity
and
differentia
tion of
emotions
may help
in
communic
ating
emotional
expression
 s
5.explore
one’s
positive
and
negative
emotions
and how
one
expresses
or hides
them

6.demons
trate and
create
ways to
manage
various
emotions

Performance Task:

1. You are now a SHS graduate who is trying to make your parents understand your life choices. In order to evaluate your decision, you are required to create a
personal profile (portfolio) that includes:
A. a position statement justifying your career choice,
B. comprehensive reflection of the personality tests and personal inventories taken in the course.