GLOBAL SITE FOR IT STUDIES, INC.

3rd Floor Rosario Uy Bldg., San Jose Street, Goa, Camarines Sur
S/Y 2020 - 2021

Self – Learning Module - 1

Name:____________________________________________ Rating: _______________

Course & Year level: ________________________________ Date: ________________

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Self – Learning Module, Second Semester
 CURRICULUM
CONNECTION

LIFE PERFORMANCE OUTCOME:

I am a Globalista – a student of Global Site for I.T. Studies, Inc., a conscientious, adept
performer, achievers, competently pursuing my mission in life.

PROGRAM OUTCOMES:

Explain and apply the fundamental elements of effective conflict resolution processes
and use to reduce group conflicts and divisions, foster agreement, and promote future
collaboration.

ESSENTIAL PERFORMANCE & INTENDED LEARNING OUTCOMES:

Describe and explain the new abilities they have developed as the result of self-initiated
learning experience and projects through analyzation and understanding every topic in the
chapter.

INSTRUCTION:

How to learn from this module:

1. Before working on this self-learning module, make sure you have a notebook, pen or
pencil and learning materials with you.

2. Read carefully the instructions given. Don’t hurry. Always review your answers.

3. If you are told to go and do something, do not hesitate to do so.

4. Accomplish tasks and complete worksheet seriously and correctly.

5. Submit outputs on or before the deadline at the agreed drop area like Barangay Hall or to
the assigned Barangay Official in your Barangay.

6. Guidance, support & encouragement of the parent/guardian are highly encouraged.

7. Enjoy learning.

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Self – Learning Module, Second Semester
 CHAPTER 1:
Self-Development

Knowing and Understanding Oneself and

Lesson Personal Effectiveness
1

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

attributed to Socrates. But what exactly do you benefit when you know and 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 likely
to say “yes” when he wants to say “no” and at the same time develops tolerance and
understanding of others. He can easily help and empathize with others.

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Self – Learning Module, Second Semester
 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.

Personal Effectives

Personal effectiveness means making use of all the personal resources – talents,
skills, energy and time, to enable you to achieve life goals.

Your knowledge of yourself and how you manage yourself impacts directly on your
personal effectiveness. Being self-aware, making the most of your strengths, learning new
skills and techniques and behavioral flexibility are all keys to improving your personal
performance.

Our personal effectiveness depends on our innate characteristics – talent and

experience accumulated in the process of personal development. Talents first are needed to
be identified and then developed to be used in a particular subject area (science, literature,
sports, politics, etc.). Experience includes knowledge and skills that we acquire in the
process of cognitive and practical activities.

Knowledge is required for setting goals, defining an action plan to achieve them and
risk assessment.

Skills also determine whether real actions are performed in accordance with the
plan. If the same ability is used many times in the same situation, then it becomes a habit
that runs automatically, subconsciously. Here are some skills that will greatly increase the
efficiency of any person who owns them:

1. 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.

2. Self-confidence. It appears in the process of personal development, as a

result of getting aware of yourself, your actions and their consequences.
Selfconfidence 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.

3. Persistence. It makes you keep moving forward regardless of emerging

obstacles – problems, laziness, bad emotional state, etc. It reduces the costs of
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Self – Learning Module, Second Semester
 overcoming obstacles. It can also be developed with the help of selfdiscipline
exercise.

4. 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 situation when a lack of information creates the risk of negative
consequences of your actions. It increases efficiency in the actively changing
environment.

5. 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.

6. 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.

7. 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.

BUILD ON YOUR STRENGTHS AND WORK ON YOUR WEAKNESSES

Most failures emanate from weaknesses that are not recognized or probably
recognized but not given appropriate attention or remedy. This could be a weakness in
communications, personality or ability. Instead of giving up or indulging in self-pity, take
action. Go for speech lessons, get skills upgrading, attend personality development sessions
or whatever appropriate remedies to your perceived weakness.

Instead of simply focusing on your weaknesses, recognize your own talents and
abilities, build on them, utilize them to your greatest advantage. This is where you can build
your name and popularity. Handicapped people like Jose Feliciano and other blind singers
did not brood over their physical handicap. They recognized that they have a golden voice so
they search for ways to enrich that talent and now they have won international fame in the
field of music.

You Need To Take Charge of Your Future

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

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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.

The Power of Journal Writing: Unfolding Your Personal Journey

The purpose of journal writing is to help you become the Scriptwriter of your life.
There are four (4) practical reasons to maintain a journal:

1. It is cost-efficient and available. Emotional stress can be dealt in many ways

like talking to a friend over a cup of coffee, eating, travelling, shopping,
painting and many more but writing is the most inexpensive. Notebook and
pens are easy to find, available and do not cost so much.

2. It is preventive and pro-active. Writing yields self-awareness. When you

write, you can discover your strengths and limitations. You will know what
your reactions are in different situations and what better ways to prevent,
avoid, or face your fears.

3. It is creative and productive. Journal writing expounds your imagination. You

can see various dimensions of your problem, different points of view and
better solutions.

4. Lastly, it is personal and private. Unless you want to share your stories, you
have the choice to keep them to yourself. Writing is your time alone. It is your
way of loving yourself. You will not be judged by your writing.

You just 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 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?

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 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?

Developmental Stages in Middle and Late

Lesson Adolescence
2

Human Development focuses on human growth and changes across the lifespan,
including physical, cognitive, social, intellectual, perceptual, personality and emotional
growth.

The study of human developmental stages is essential to understanding how humans

learn, mature and adapt. Throughout their lives, humans go through various stages of
development.

The human being is either in a state of growth or decline, but either condition
imparts change. Some aspects of our life change very little over time, are consistent. Other
aspects change dramatically. By understanding these changes, we can better respond and
plan ahead effectively.

THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and early Middle Childhood (6-12) Adolescence (13-18)

Childhood (0-5)
 Learning to walk  Learning physical skills  Achieving mature
 Learning to take necessary for ordinary relations with both
solid foods games sexes
 Learning to talk  Building a wholesome  Achieving a
 Learning to control attitude toward oneself masculine or
the elimination of  Learning to get along feminine social role
body wastes with age-mates  Accepting one’s
 Learning sex  Learning an appropriate physique
differences and sex role  Achieving emotional
sexual modesty  Developing fundamental independence of
 Acquiring concepts skills in reading, writing, adults
and language to and calculating  Preparing for
describe social and  Developing concepts marriage and family
physical reality necessary for everyday life
 Readiness for living  Preparing for an
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Self – Learning Module, Second Semester
 reading  Developing conscience, economic career
 Learning to morality, and a scale of  Acquiring values and
distinguish right values an ethical system to
from wrong and  Achieving personal guide behaviour
developing a independence  Desiring and
conscience  Developing acceptable achieving socially
attitudes toward society responsibility
behavior

PHYSICAL DEVELOPMENT

Elements Boys Girls

Growth/ Rapid growth of bones and Rapid growth of bones and

development muscles muscles

ages 11 to 14
Changes Oilier skin and some acne
observed
Increase sweating especially
underarms
Growth of pubic and underarm,
facial and chest hair
Masturbation and fantasies about
sexual intimacy
Enlargement of testicles,
erections, first ejaculation, wet
dreams, deepening of voice
Ages 9 to 12
Oilier skin and some acne
Increase sweating special underarms
Growth of pubic and underarm hair
Masturbation and fantasies about
sexual intimacy
Breast budding, increased vaginal
lubrication and the
beginning of menstruation

COGNITIVE DEVELOPMENT

Elements Boys Girls

Growth/ development Dramatic shift in thinking Dramatic shift in thinking
from concrete to abstract from concrete to abstract

Appreciate hypothetical Appreciate hypothetical

situation. situation.

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

evaluate alternatives, and set evaluate alternatives, and set

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Self – Learning Module, Second Semester
 personal goals
Changes observed Become more independent
Take on increased
responsibilities such as
babysitting, summer jobs, or
household chores
Shift their focus from play-
centered activities to
academics.
Begin to consider future
careers and occupations.
Begin to develop social
conscience; manifest
concern about social issues
Develop sense of values and
ethical behavior, recognizing
the importance of traits such
as honesty, helpfulness,
caring for others
EMOTIONAL DEVELOPMENT
Elements Boys
Growth/ development Establish identity, new
cognitive skills, ability to
reflect on who they are and
what makes them unique
Changes observed different ways of appearing,
sounding and behaving
increased social relationship
recognize and manage
emotions
develop empathy, learn to
resolve
conflict constructively
develop cooperative spirit
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personal goals
Become more independent
Take on increased
responsibilities such as
babysitting, summer jobs, or
household chores
Shift their focus from
playcentered activities to
academics.
Begin to consider future
careers and occupations.
Begin to develop social
conscience; manifest
concern
about social issues
Develop sense of values and
ethical behavior, recognizing
the importance of traits such
as honesty, helpfulness,
caring for others
Girls
Establish identity, new
cognitive skills, ability to
reflect on who they are and
what makes them unique
different ways of appearing,
sounding and behaving
increased social relationship
recognize and manage
emotions
develop empathy, learn to
resolve conflict
constructively
develop cooperative spirit
GLOBAL I.T. – GOA CAMPUS
Self – Learning Module, Second Semester
 SOCIAL DEVELOPMENT

Social Early Adolescents Middle Adolescents Late Adolescents

Group (ages 9-13) (ages 14-16) (ages 17-19)
Peers Center of social world Peer groups gradually series of intimate
shifts from family to give way to relationships
friends one-on-one begin to develop
friendships and
Peer group tends to be romances
same-sex
Peer group tends to
Strong desire to conform be gender-mixed
to and be accepted by a
peer group Dating begins

Less conformity and

less tolerance of
individual differences
Family Increasing conflict family influence is in
between adolescents balance with peer
and their parents 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)

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 Are you ready to learn the
different changes experienced
by an adolescent ?

These changes are physical,

cognitive, emotional, social
and behavioral. You can
learn more by turning your
module to the next page

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Self – Learning Module, Second Semester
RULES IN DOING THE ACTIVITY

1. Find a place in your home where you can study well.

2. Have a chair and table. Make sure you have the materials you need like paper, pen,
pencil, etc.
3. Read carefully and understand the lesson. Then, you can start answering the activity.

Activity 1. Multiple Choice Test.

Instruction: Read and analyze each statement below and carefully choose the letter that best
describe the statement. Encircle the letter of the correct answer.

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

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 c) psychological trouble
b) emotional problem d) stress
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 Activity 2. Identification / Simple Recall Test

Instruction: Recall 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.

Activity 3. Essay Test.

Instruction: Justify and discuss each question based on how do you understand the lesson.
Write your answers on the space provided.

1. Why do you think it is important to know oneself more than anything else in this
world?

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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?

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3. What are the different developmental stages of adolescence? Explain each briefly.

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HONESTY PLEDGE:

I hereby pledge that I took this tasks with all honesty and integrity.
______________________________ ____________________________
Student’s Signature over Printed Name Parent’s Signature over Printed Name

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 Key to Correction

Activity 1. Multiple Choice Test.

1. Self-discovery
2. Self-development
3. Develops holistically
4. Social Development
5. Stress

Activity 2. Identification / Simple Recall Test

1) Self-discovery
2) Self-concept
3) Social Development
4) Middle Adolescence
5) Cognitive Development
6) Emotions
7) Whole Person Development
8) Sense of Identity
9) Physical Development
10) Emotional Development

Activity 3. Essay Test.

Note: The checker will analyze and read each answers of the student. The rate will
be from 1 – 5 each questions based on how they discuss and justify their answer.

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