12

PERSONAL DEVELOPMENT
Quarter 1 – Module 1
Knowing and Understanding Oneself
during Middle and Late Adolescence

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PERSONAL DEVELOPMENT – Grade 12
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

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Ana Maria G. Tongco

Editors: Ellen E. Edrial, Ed.D Laurice Kathe T. Inso
Leonida S. Wu, Ed.D. Mayflor Olarte-Abuso
Jomar S. Quibot
Reviewer: Mayflor Olarte-Abuso
Management Team: Senen Priscillo P. Paulin, CESO V Jenith C. Cabajon
Fay C. Luarez, TM, Ed.D., Ph.D. Rosela R. Abiera
Nilita L. Ragay, Ed. D. Maricel S. Rasid
Adolf P. Aguilar, CESE Elmar L. Cabrera

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 12

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 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 contains helpful tips or strategies
that will help you in guiding the
learners.

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:

Welcome to the Personal Development Alternative Delivery Mode (ADM)

Module on Knowing and Understanding oneself during Middle and Late
Adolescence!
This module was designed to provide you with 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.
This module has the following parts and corresponding icons:
Begin This will give you an idea of the skills or
competencies you are expected to learn in
the module.
Try This 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.
Do This This is a brief drill or review to help you link
the current lesson with the previous one.
Explore In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
Keep this in Mind This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
Apply What You Have Learned This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
Reflect This includes questions or blank
sentence/paragraph to be filled into process
what you learned from the lesson.
Assess What You Have Learned This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activity In this portion, another activity will be given to
you to enrich your knowledge or skill of the
lesson learned.
Answer Key This contains answers to all activities in the
module.

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At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

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!

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 TABLE OF CONTENTS

CONTENT PAGES

INTRODUCTORY MESSAGE
For the Facilitator --------------------------------- ii
For the learner --------------------------------- iii

COURSE INTRODUCTION --------------------------------- 1

Learning Competency --------------------------------- 3
Your Target --------------------------------- 3

BEGIN --------------------------------- 4

TRY THIS
Task 1 --------------------------------- 4

DO THIS
Task 2 ---------------------------------- 5
Task 3 ---------------------------------- 6

EXPLORE
Task 4 ---------------------------------- 7

KEEP THIS IN MIND ---------------------------------- 7

APPLY WHAT YOU HAVE LEARNED

Task 5 ---------------------------------- 10

REFLECT ---------------------------------- 11

ASSESS WHAT YOU HAVE LEARNED ------------------------ 12

GLOSSARY --------------------------------- 15

ANSWER KEY --------------------------------- 15

REFERENCE LIST --------------------------------- 16

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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.

Personal Development is a lifelong process. This is a very interesting course,

and can become the most personally rewarding for you, because the subject matter
for this course is YOU!
This course shall make you take a deeper look at yourself and analyze your
developmental changes, your skills and traits which can help you meet the various
tasks that you must undertake at this point in your life. It shall provide you with some
techniques to meet stress and other mental health issues with one’s strengths and
coping powers. The course shall also give you the chance to analyze your
relationships with your family, friends and significant others. Finally, the PERDEV
course shall help you take stock of where you are in your career development and
how to get to where you want to be.

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.

MATERIALS FOR PERDEV:

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.

ASSESSMENT AND GRADING SYSTEM:

Assessment of PERDEV shall be through the use of rubrics. A rubric refers to

a scoring guide used to evaluate the quality of your outputs, whether done
individually or in a group. There are 8 portfolio output requirements for the first
quarter of this course, with a maximum of 16 points per output.

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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

Adapted from: Personal Development Learner’s Guide First Edition (Department of

Education, 2016)

Hi! I am Teacher Max! I am here to guide you through the

module. As you go along, you will be able to explore and
discover yourself.

Hello! I am Teacher Blake!

And these are the parts of the module.

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 LEARNING COMPETENCIES

EsP-PD11/12KO-Ia-1.1

Explain that knowing oneself can make a person accept

his/her strengths and limitations and dealing with others
better.

EsP-PD11/12KO-Ia-1.2

Share his/her unique characteristics, habits and

experiences.

YOUR TARGETS

At the end of the module, you should be able to:

 explain about self-concept: personal strengths and development needs;

 demonstrate talent/skills; and
 Reflect on the importance of knowing oneself in dealing with others and in
increasing efficiency.

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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.

Take a moment and ask yourself, “WHO AM I?”

This is quite a difficult question, right? Now, let us

learn together what it means to know yourself.

TRY THIS!

Important note to remember: This module will be collected every week so

you are directed not to put any marks in here. All answers and the exact date
must be written in your JOURNAL/ACTIVITY notebook, or prescribed on every
given activity.

TASK 1: Instructions: Identify what is asked or described in each item. Write the
letter of the correct answer on your journal.

1. This is an individual perception of our behavior, abilities and unique

characteristics.
A. Self-image
B. Self-esteem
C. Ideal Self
D. Self-concept

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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!

TASK 2: SELF-CONCEPT INVENTORY

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

___1. I have strong sex appeal.

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___2. I am proud of my physical figure.
___3. I am physically attractive and beautiful/handsome.
___4. I exude with charm and poise.
___5. I am easy to get along with.
___6. I can adjust to different people and different situations.
___7. I am approachable; other people are at ease and comfortable with me.
___8. I am lovable and easy to love.
___9. I am a fast learner, can understand with one instruction.
___10. I am intelligent.
___11. I have special talents and abilities.
___12. I can easily analyze situations and make right judgments.
___13. I can be trusted in any transaction.
___14. I have a clean conscience and carry no guilty feeling.
___15. I have integrity and good reputation.
___16. My friends and classmates can look up to me as a model worth emulating.
___17. I can express my ideas without difficulty.
___18. I talk in a persuasive manner that I can easily get people to accept what I
say.
___19. I can express my ideas in writing without difficulty.
___20. I am a good listener.
___21. I am emotionally stable and not easily rattled when faced with trouble.
___22. I am logical and rational in my outlook and decisions.
___23. I feel and act with confidence.
___24. I am a mature person.

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? _________________

Source: Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on

Personality Development and Character Building

EXPLORE

Instructions: Copy and answer the following in your journal.

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?”.

There is indeed a big difference between what you see

in yourself (real self-image) and what is projected in the eyes of
others (your social image).

KEEP THIS IN MIND

SELF-CONCEPT

Self-concept is the way people think about themselves. As a global

understanding of oneself, self-concept shapes and defines who we are, the
decisions we make, and the relationships we form.
Self-concept is our individual perceptions of our behavior, abilities, and
unique characteristics—a mental picture of who you are as a person. Self-concept
(1) is unique to the individual; (2) can be positive or negative; (3) has emotional,

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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.

According to Carl Rogers, the degree to which a person's self-concept

matches up to reality is known as congruence and incongruence.
A person’s ideal self may not be consistent with what actually happens in the
life and experiences of the person. Hence, a difference may exist between a
person’s ideal self and actual experience. This is called incongruence.

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.

Why is self-concept important?

Knowing who you are will help you feel that you have worth and value in this
world. When you can accept yourself for who you are, it will be easier for others to
accept you, too. Learning about yourself can help you develop lasting relationships
with others as well as help you make choices that will direct your life in the path you
want to go.

The Benefits of Self-Concept

 Happiness. You will be happier when you can express who you are.
Expressing your desires will make it more likely that you get what you want.
 Less inner conflict. When your outside actions are in accordance with your
inside feelings and values, you will experience less inner conflict.
 Better decision-making. When you know yourself, you are able to make better
choices about everything, from small decisions like which sweater you’ll buy to
big decisions like which partner you’ll spend your life with. You'll have guidelines
you can apply to solve life’s varied problems.
 Self-control. When you know yourself, you understand what motivates you to
resist bad habits and develop good ones. You'll have the insight to know which
values and goals activate your willpower.

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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

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:
 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/

APPLY WHAT YOU HAVE LEARNED

TASK 5: Copy and answer these questions in your journal.

1. Why is knowing yourself important? _________________________________

2. When you think about your relationships, what do you think is more important:
IQ (your intellectual ability) or EQ (your ability to recognize, manage and
understand emotions)? Explain. ___________________________________
3. What does personal effectiveness mean to you? _______________________
4. How can you achieve personal effectiveness? _________________________

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.

Developing personal efficiency is quite difficult to achieve. It requires

commitment and effort but the benefits are worth it.

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 REFLECT!

PORTFOLIO OUTPUT NO. 1: I’M PROUD OF MY TALENT / SKILL

Reflect on the talent or skill (dancing, singing, cooking, drawing, public

speaking, writing, critical thinking and the like) you are most proud of and share it.
You have two options on how to flaunt it. Choose only one based on your available
resources.

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.

ASSESS WHAT YOU HAVE LEARNED

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

Congratulations! You have just finished the first module. I hope

what you learned from this module will help you deal with yourself
and with the people around you.

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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

The following terms used in this module are defined as follows:

Congruence - agreement with something; the state of being similar to something

and not in conflict with it.
Effective – producing a decided, decisive, or desired effect.
Emotional quotient (EQ) - measurement of a person's emotional intelligence (their
ability to understand their own feelings and the feelings of others).
Experience - skill or knowledge that you get by doing something.
Ideal self - how you wish you could be.
Incongruence – the state of not being suitable or not fitting well with something
else.
Intelligence quotient (IQ) - a measurement of a person’s intelligence that is
calculated from the results of special tests.
Self-concept - individual perceptions of our behavior, abilities, and unique
characteristics.
Self-esteem - how much you value yourself.
Self-image - how you see yourself.
Skill- the ability to do something that comes from training, experience, or
practice.
Strength- a quality or feature that makes someone or something effective or
useful.
Talent - a special ability that allows someone to do something well.
Weakness – a quality or feature that prevents someone or something from being
effective or useful.

ANSWER KEY

TASK 3: Answers may vary.

Example answer: Get things done on time.
TASK 2: Answers may vary.
TASK 1: Answers may vary.
EXPLORE

TASK 1: Answers may vary.

DO THIS!
7-10. B, C, D, E (in any order)
6. A
5. D 4. A 1. D 2. B 3. C
TRY THIS!

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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.

APPLY WHAT YOU HAVE LEARNED

TASK 1: Answers may vary.

REFLECT: Portfolio Output: Answers may vary.

ASSESS WHAT YOU HAVE LEARNED

10. A 9. C 8. C. 7. A 6. B
5. B 4. A 3. C 2. B 1. D

REFERENCES

BOOKS

Wong-Fernandez, Barbara. Et.al.. Personal Development Learner’s Guide First

Edition (Department of Education, 2016), iii-iv
Franken, R. (1994). Human motivation (3rd ed.). Pacific Grove, CA: Brooks/Cole
Bailey, J. Self-image, self-concept, and self-identity revisited. J Natl Med
Assoc. 200;95(5):383-86.
Rogers CA. (1959) Theory of Therapy, Personality and Interpersonal Relationships
as Developed in the Client-centered Framework. In: S Koch, ed. Psychology:
A Study of a Science. Vol. 3: Formulations of the Person and the Social
Context. New York: McGraw-Hill.
Roldan, AS. (2003). On Becoming a Winner: A Workbook on Personality
Development and Character Building. AR Skills Development and
Management Services (SDMS), Paranaque City, Metro Manila

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

For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

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