What I Need to KNOW

This module contains two (2) lessons, namely:

LESSON 5: THE POWER OF MIND
LESSON 6: EMOTIONAL INTELLIGENCE

At the end of this lesson, the student is expected to:

 Discuss that understanding the different parts of the brain, processes and
functions may help in improving thoughts, behavior and feelings;
 Explore ways on how to improve brain functions for personal development;
 Develop a personal plan to enhance brain functions;
 Discuss that understanding the intensity and differentiation of emotions may help
communicating emotional expressions;
 Explore one’s positive and negative emotions and how one express or hides
them; and
 Demonstrate and create ways to manage various emotions.

GENERAL INSTRUCTIONS: Answer all the activities on this module. Use separate
sheet(s) of paper for your answer.
ACITVITY I: Tell whether the following capability is associated with left or right brain.
Write LB if it is belong to the left brain and RB if f it is associated with right brain.

_______ Logic _______ Tune of songs

_______ Creativity _______ Daydreaming
_______ Visualisation _______ Linear
_______ Computation _______ Mathematics
_______ Non-verbal feelings _______ Words of song

ACTIVITY II:
A. Direction. Write the word FREE if the statement is correct and STRESS if not.
1. Stress is any event or circumstances that strains or exceeds an individual ability to cope.
2. Family is the primary source of strength, happiness and simply of life.
3. The parenting styles can be also a possible source of stress among youth
4. The avoidance or minimizing stress is escaping from the truth that a potential threat is around
the corner.
5. The school, church and government do not need to work hand in hand in helping teenagers
cope and survive in the new world.
B. Direction. Answer the following questions.
1. As adolescence how do you cope with the physical changes that you experience?
2. At your age, how can you say that you are responsible in doing your task?

ACTIVITY III:
A. Direction. List down the differences that you see to the pictures below.

Page 1 of 11
Subject: Personal Development – Module 3
 B. Direction. Using your right hand write a big letter of B at the same time on
your left hand write a big letter of A. Be honest in writing down the B-A letters at the
same time. Below, write what you noticed in this activity. Did you do it perfectly? Justify
your answer.

LESSON 5: THE POWERS OF THE MIND

The Left Brain/ Right Brain Dominance Theory

The idea behind classifying people as left brain or right brain types stems from a
theory known as the Left Brain/Right Brain Dominance Theory. This theory suggests
that your personality and general cognitive abilities are influenced by the inner workings
of your brain. It further states that, if you are good at performing certain cognitive tasks,
then the brain area associated with those cognitive abilities is your dominant brain part.
This means that your dominant brain is also your dominant brain type.
For example, the ability to do mathematics is associated with left part of the brain
—that is, the left hemisphere. On the other hand, the ability to recognize faces in a
crowd is often associated with the right part of the part, which is also called the right
hemisphere. Thus, the theory suggests that if you are better at recognizing faces than in
doing mathematics, then you are more of a right brain type of person than a left brain
one. On the other hand, if your mathematical abilities exceed your capability to
recognize faces. Then the theory suggests that you are more of a left brain type of
person than a right brain type.

LEFT BRAIN RIGHT BRAIN

 Logic  Creativity
 Analysis  Imagination
 Sequencing  Holistic Thinking
 Linear  Intuition
 Arts (Motor Skill)
 Mathematics
 Rhythm (Beats)
 Language
 Non-verbal feelings
 Facts  Visualisation
 Think in words  Tune of Songs
 Words of Song  Daydreaming
 Computation

What types of activity are good at? Are you good at drawing? Solving
puzzles and riddles? Memorizing songs?
The human body performs several processes. These include breathing,
digestion, and all other cognitive activities such as thinking, decision-making, and so on.
All these bodily functions, which are responsible for both the development and learning
of humans (Woolfolk & Margaretts 2013, 17), are coursed through the brain. As
explained by Shannon:
The brain is remarkable organ. Seemingly without effort, it allows us to carry out
every element of our daily lives. It manages many body functions, such as breathing,
blood circulation, without our knowledge or direction. It also directs all the functions we
carry out consciously. We can speak, hear, see, move, remember, feel emotions, and
make decisions because of the complicated mix of chemical and electrical processes
that take place on our brains (Shannon 2010, 3).
Page 2 of 11
Subject: Personal Development – Module 3
 The human brain is very complex, and in fact, studies have shown that it is a
sophisticated information-processing system (Liang, et. al 2016, 1). It takes in large
amounts of input data from the other parts of the body and process them. In turn, the
brain produces particular output information, which eventually results to us being able to
perform activities such as instinctively closing your eyes whenever somebody
accidentally pokes them, answering the inquries of your classroom adviser, and
remembering the highlights of your last vacation. All of these would not be made
possible if not for the different parts of your brain.
Generally, the brain is categorized based on its three major parts, namely: the
brain stem, cerebellum, and the cerebrum (Mastin 2010). The brain stem, which is the
smallest of the three, connects the brain to the spinal cord (Shannon 2010, 6) Located
at the base of the brain, the brain stem receives all the data transmitted by the spinal
cord. At the same time, it also feeds information to the latter, which further relays signal
to the other parts of the body. Several bodily process that function automatically are
attributed to the brain stem. Among these include breathing, blood pressure, and heart
rate, to name few.

Located above the brain stem is the cerebellum (Shannon 2010, 6). This part of
the brain receives and process information concerning bodily movements and position
from your eyes, ears, and muscles among others. Thus, the cerebellum is integral in
coordinating the different bodily parts and is key in, say, maintaining one’s balance. In
addition, it also plays a vital role in certain cognitive functions such as attention,
language, and so on (Mastin, 2010).
The largest part of the brain is the cerebrum (Mastin 2010). Accounting for 75%
of the brain’s volume, as well as 85% of its total weight, the cerebrum is compromised
of a couple of cerebral hemispheres. These two hemispheres are split into symmetrical
pairs – that is, the right and left cerebral hemispheres – and they are primarily
connected by a bundle of nerve cell fibers called the “corpus callosum” (Shannon 2014,
4). Covering the cerebrum is the cerebral cortex. Among the functions of thos outer
layer of the cerebrum include processing sense data, controlling voluntary movement,
and regulating cognitive functions (Shannon 2015, 5). In addition, the cerebral cortex
also:
Envelops other brain organs such as the thalamus (which evolved to help relay
information from the brain ste, and spinal cord to the cerebral cortex) and the hypothalamus and
pituitary gland (which control visceral functions, body temperature and behavioral responses
such as feeding, drinking, sexual response, aggression and pleasure) (Mastin 2010).
The cerebral cortex is compromised of four lobes (Shannon 2010, 5). Located at
the front of the brain is the frontal lobe. This region is in charge of the higher mental
functions of human like thinking, organizing, and problems solving. Other aspects that
the frontal lobe controls include memory, attention, and movement.

Page 3 of 11
Subject: Personal Development – Module 3
 Meanwhile, the region that is responsible for “integrating sensory information
from the various senses, and in the manipulation of objects in determining spatial sense
and navigation” (Mastin 2010, 6). The occipital lobe, on the other hand, resides at the
visual reception, movement, and color recognition, to name a few (Mastin 2010). As for
the senses of smell, taste, and sound, the temporal lobe controls all of these (Shannon
2010, 6). Additionally, the temporal lobe also facilitates the information and storage of a
one’s memories.
The different parts of the cerebral cortex deals with multiple kinds of
functionalities. Thus, it plays an integral role in diverse processes. Among the different
processes that the cerebral cortex is responsible for include memory, attention thought,
language and consciousness, among others (Mastin 2010).

Left Brain/Right Brain Dominance Theory and Brain Lateralization

The left and right hemispheres of the cerebrum perform different functions. On
the one hand, the right cerebral hemisphere is primarily responsible for controlling the
left side of the body (Mastin 2010). The right side of the body, on the other hand is
controlled by the left cerebral hemisphere. To a certain extent, the differing functions of
these two hemispheres motivate the Left Brain/Right Brain Dominance Theory. The
origins of this theory may be traced back to several pathological cases that supposedly
exhibit the correlation between particular cognitive functions and specific areas of the
brain.
The first to note of the hemispheric differences in cognitive function is the French
physician Paul Broca (Banich 2010, 224). In 1861, Broca encountered a unique patient
who was then referred to as Tan (Geschwind & Crabtree 2010, 221). The latter was
called as such given that he possessed a particular speech disorder. Although Tan was
able to understand everything said to him, he was only able to produce sounds or
syllables that resemble the word “tan.” To account for this, Broca maintained that there
is a correlation between the left frontal lobe of the brain and one’s ability to speak a
language. He came up with this conclusion given that:
“Postmortem analysis of (Tan’s) brain showed that damage was localized to the third
convolution of the inferior frontal gyrus in the left hemisphere. Broca then went on to examine
other patients who exhibited a similar cognitive profile—an inability to produce speech in the
face of a retained ability to comprehend speech. In all cases, the damage was localized to the
same region but, most important, always in the left hemisphere – a region now known as
Broca’s area. (Geschwind & Crabtree 2010, 221)

Further, it should be noted that:

“As a result of these findings, Broca
proposed in 1863 that the left hemisphere is
specialized, or dominant, for speech output. Thus,
Broca’s paper was the first systematic and
compelling demonstration of hemispheric
specialization of function. In fact, unlike most other
aspects of hemispheric specialization, this one is
absolute: the right hemisphere has no ability to
control speech output in practically all right-handed
individuals (Banich 2010, 224).
For Broca, one’s ability to speak a language
largely depends on the inner workings of the cerebral hemisphere. Recall that this
coincides with the assumptions of the left brain/right brain dominance theory, which
states that certain cognitive abilities are influenced by particular areas of the brain.
Thus, Broca’s insight regarding the close relationship between the left and language
capabilities has been considered a key foundation in the modern research of brain
literality – that is, the belief that brain functions are localized (Geschwind & Crabtree
2010, 221).

Page 4 of 11
Subject: Personal Development – Module 3
ACTIVITY IV: Answer the following questions.

1. What are the advantages/disadvantages of being a left-brain thinker in terms of the

capabilities?
2. What are the advantages/disadvantages of being right-brain thinker in terms of the
capabilities?
3. What is the main function of the human brain? Explain your answers
4. As adolescence, which do you think is more dominant to your capability, is it your left
brain hemisphere or right brain hemisphere? Justify your answer.

ACTIVITY V: Write the word TRUTH if the statement is correct and BLUFF if not.

1. The human brain is very complex part of our body, it is a sophisticated information –
processing system.
2. The cerebrum is primary responsible for controlling the left side of the body.
3. The cerebral cortex deals with only one functionalities and plays an integral role in
diverse processes.
4. The frontal lobe is in charge of the higher mental functions of human like thinking,
organizing and problem solving.
5. The brain manages many body functions such as breathing, blood circulation without
our knowledge or direction.

ACTIVITY VI:
Direction. Watch the movie Inside Out full movie in YouTube. Answer the
following questions.
Link: https://www.youtube.com/watch?v=SvoycpSKCIw

Guide Questions:
1. What did you notice to the movie?
2. What emotions do you feel often?
3. Have you ever gone through a big transition like Riley?
4. How did you cope up with the emotions that you feel?

LESSON 6: EMOTIONAL INTELLIGENCE

Human Emotions and Emotional Intelligence

Human emotions are powerful feelings that may define human personality,
character and our behavior to handle life’s day-to-day situations challenging issues and
problems. In a stimulus-response model, we react to situations with our emotions. When
we taste an unpleasant food, we feel disgusted. When we are in danger, we fear the
impending harm and the consequence of say a stray dog that is about to attack and bite
us. We feel anger when somebody hurt us physically and emotionally. We feel sad
when our love is not reciprocated. We are happy in so many ways even in small things
that gratify our senses like comfort food, nice music, dinner for two and many more.
Happiness is our greatest emotion according to the research conducted by a team of
psychologists and psychiatrists that proved that within their 75 long years of longitudinal
study, what “make us happy is built on good relationships (Waldinger, 2015)

Page 5 of 11
Subject: Personal Development – Module 3
What experts, writers and artists say about emotions?
1. Our emotions guide us in facing predicaments and tasks too important to leave to
intellect alone. Each emotion offers a distinctive readiness to act; each points us in a
direction that has worked well to handle the recurring challenges of human life
(Goleman 1995, 4)
2. Let’s not forget that the little emotions are the great captains of our lives and we obey
them without realizing it. – Vincent Van Gough
3. “Your emotions are the slaves to your thoughts, and you are the slave of your
emotions.” – Elizabeth Gilbert, Eat, Pray and love: One Woman’s Search for Everything
Across Italy, India and Indonesia.
4. “One ought to hold on to one’s heart; for if one lets it go, one soon loses control of the
head too.” – Friedrich Nietzcshe
5. “All knowledge I possess everyone else can acquire, but my heart is all my own.” –
Johann Wolfgang von Goethe

Types of Emotion
There are different types of
emotions and you may have felt a full
range of these types through the years
especially that you are now an
adolescent. These powerful emotions
include joy, sadness, fear, anger,
disgust and surpise (Ekman, 1972)
Robert Plutchik has a wheel of
emotions just like the color wheel that
points out the eight primary emotions –
joy, sadness, surprise, anticipation,
fear, anger, trust and disgust.

Seat of Emotions

We always make reference and

allusion to our heart as the
fountainhead of all our emotions
especially when we fall in love. But
actually our emotions are part of
our brain’s mental process.
Therefore, our brain is the seat of
all our emotions. To be precise, the
limbic system is the source of
emotions in the human brain.

Emotional Intelligence
Daniel Goleman (1995) popularized these two powerful words – emotional
intelligence. In his book with the same title that became a bestseller, the subtitle “Why it
can matter more than IQ” emphasizes the idea that EQ or emotional quotient is more
important than intelligence quotient (IQ). In Goleman’s reflections, he lays down the key
premise of his book:
Our passions, when well exercised, have wisdom, they guide our thinking, our
values, our survival. But they can easily go awry and so all often… The question is, how
we can bring intelligence to our emotions – and civility to our streets and caring to our
communal life (Golemann, 1995, 15).
Emotional intelligence is the ability to identify and manage your own emotions
and the emotions of others (Psychology Today, 2016). This implies a full spectrum of
engaging our emotions with others. Our emotions are not contained within ourselves,

Page 6 of 11
Subject: Personal Development – Module 3
the more these manifest outside, the more people are affected. To use it wisely or
properly can make a difference. Let say we have the following scenario:
 Don’t throw fire on fire. If someone is angry, let him/her vent out. Do not engage
in fiery debate. Lower your tone and just listen. Sense if you can start a normal,
level-headed discussion. Do not argue but explain. Be sensitive in listening. Use
all the cues in his/her rant in diverting the discussion to calm him/her down.
 If someone does not want to talk, do not force it. Silence is a powerful
communication.
 If someone is emotionally hurt, lend him/her your ears. Do not blame the person.
Do not agitate his/her feelings. If that person cries, embrace and let him.her feel
that there is someone who is already to listen and offer advice.
 Do not tell them – “you are too emotional,” “you are irrational,” “don’t be stupid”
and similar remarks that dismiss or downplay their feelings.
 They say of you are about to burst out, try to count 1 to 100. Literally, you don’t
need to count as much as that. It only means you calm down and think of other
emotional and behavioral response you can use to approach the situation.

What other advice can you give to those who are in great emotional stress?

For the longest time, human emotions are relegated as irrational and inferior to
intelligence. Our rationality, our thinking behavior reigns supreme as basis to determine
our life’s stability, which encompasses sound decision-making, objective outlook about
the things happening around us and the capacity to direct our attention towards
achieving success in life. The basic argument is the maturity comes with how we
maximize the use of our thinking skills vs. the interference of human emotions. Our IQ
has been regarded as the only if not the most reliable measure of success in life
(Goleman, 1995). When we take entrance exam in high school or college, achievement
tests, employment application tests and the likes, IQ is always measured. Those who
failed in these tests are demoted, disqualified or even stigmatized as “low IQs” or
intellectually unfit. Most of our classroom tests and exams are IQ-based which measure
abstract reasoning, high-order thinking skills, critical thinking skills, numeracy, literacy
and reading comprehension. Rare are the chances that we are subjected to evaluate
our stress coping mechanism, our strong emotional inclinations and biases, our mental
health among other things.
Try to visualize this and agree or disagree silently if the situations below merit
your experience:
 Boys are not supposed to show emotions, much less cry if they are hurt,
betrayed or rejected. Our norm in society reinforces the idea that boys or men
should exude confidence and strong will to overcome life’s trials and challenges.
Some people will doubt your masculinity if you are so emotional.
 Girls are tolerated to be emotional and to use this as gauge to enter into a
relationship. Girls are believed to have intuitive knowledge that defines their
personality and that helps them to cope with relationship with others. Meaning
through their intuition, they can sense and detect people’s behaviour and
feelings. Most of the time they rely on this to measure their trust towards others,
the sense of honesty and willingness of people around them, especially
boys/men. As this may be true in most cases, intuition is only one aspect to
gauge our engagement with others. We need to be open in our communication
with others and make decisions based on verifiable facts.

Emotional Polarity
All emotions have polarized value and effects. The principle of moderation
according to Aristotle is helpful to evaluate whether our emotions are getting too far that
may cause uneasiness or even harm to us and others.

Page 7 of 11
Subject: Personal Development – Module 3
Too much love
Too much love can lead to obsession, self-
pity, unjust sacrifice and martyrdom. For example,
your obsession as warranted by your too much
love can lead to talking, possessiveness and
unreasonable repulsive actions. You have crossed
the line already when you don’t want that person to
go out and have others friends. You get jealous too
quickly without explanation you end up destroying
your relationship with that person. Unjust sacrifice
is giving too much of yourself to him or her or giving in to what he or she demands of
you, which in return may demean your self-worth and dignity. Be careful with these
remarks: if you love me, leave your parents! If you love me, quit your job! If you love me,
let’s do this crime or any wrong doing! Martyrdom in love parlance means getting hurt
and taking all the pain – emotionally, physically, psychologically – because you love the
person too much. The person cannot get out of a bad relationship even though he or
she suffers brutal beating or physical harm. Love should not be this away! If you have
this kind of relationship, get out immediately.

Too Less Love

It question your sincerity and your motivation to continue your relationship. Giving
less love is a sign and your friends, partner or love ones can sense it. Your love emotion
is sometimes measured by its intensity from beginning to end. When you put enough
time, commitment and express sweet endearments then all of a sudden everything
diminishes, it could be a telltale sign. Your love emotion is expressed in so many ways
and its sudden change can be felt one way or the other. Too less also means too
ordinary. Examine your feelings. Are you ready for commitment? Are you ready to
handle relationship? If love to your gadget, bag, your hairstyles, clothes and fashion
accessories is more important to any of the people around you then you are most likely
to lose your love ones.

Too much sadness

Too much sadness leads to depression. It is continuous
feeling of helplessness and no matter how we try to cheer
up or psych up ourselves, it will lead us to feel sad all the
more. Psychologists give these signs and symptoms (Smith,
Saisan & Segal 2016):
 “Feelings of helplessness and hopelessness”. A bleak outlook – nothing will ever get
better and there’s nothing you can do to improve your situation.
 Loss of interest in daily activities. No interest in former hobbies, pastimes, social
activities, or sex. You’ve loss your ability to feel joy and pleasure.
 Appetite or weight changes. Significant weight loss or weight gain – a change of more
than 5% of body weight in a month.
 Sleep Changes. Either insomnia, specially waking in the early hours of the morning or
oversleeping (also known as hypersomnia)
 Anger or irritability. Feeling agitated, restless, or even violent. Your tolerance level is
low, your temper is short, and everything and everyones get on your nerves.
 Loss of energy. Feeling fatigued, sluggish, and physically drained. Your whole body
may feel heavy, and even small task are exhausting or take longer to complete.
 Self – loathing. Strong feeling of worthlessness or guilt. You harshly criticize yourself for
perceived faults and mistakes.
 Reckless Behavior. You engage in escapist behaviour such as substance abuse,
compulsive gambling, reckless driving, or dangerous sports.
 Concentration Problem. Trouble focusing, making decisions, or remembering things
 Unexplain aches and pain. An increase in physical complains such as headaches,
back pain, aching, muscles, and stomach pain.
In some extreme cases when depression becomes unmanageable and professional help
is not around, some people think of harming themselves or committing suicide. If you do have
any thoughts of these, please talk to your family members, your bestfriend, school guidance
counselor, psychologist or any adult whom you trust.
Page 8 of 11
Subject: Personal Development – Module 3
Too much anger
Too much anger leads to rage and violence, There is one uncontrollable emotion
that whenever it has reached the peak level, it will explode literally and figuratively and
that is rage. Rage is uncontrollable anger. When it happens all kinds of logical
reasoning stop and anything can happen including violence. It is advisable that you
consult professionals for anger management. What is anger management? According to
Nordqvist (2013): “Anger management is a procedure of acquiring the skills to recognize
signs that you are becoming angry, and taking action to deal with the situation in a
positive way, In no way does anger management mean holding the anger in or trying to
keep from feeling anger. Anger is a normal human emotion, a healthy one when it is
expressed appropriantely.

Less anger, no anger at all

Anger can be managed properly. It should be released. Others shout, throw
things in the air and some even hurt themselves like punching the wall, kicking the door
or headbutting against hard objects. It is advisable to express anger positively without
hurting yourself or others. Once it is released, anything that clouds the mind will slowly
fade out. We see things clearly. Next is the crying moment. Do not suppress anger.
Less anger helps but if it is just to trick or play with your emotion, it does not address the
issue. You become bitter or you blame yourself in the end. Our emotional strength is not
only expressed in positive ways – love, joy, surprise. Anger, anxiety and sadness play
an important part to make us stronger.

FOUR DOMAINS OF EMOTIONAL INTELLIGENCE

- Know your - Develop skills - Understood - Develop skills
story how it for breathing non-verbal com for reflective
affects you and relaxation listening and
- Develop a empathy
- Make peace - Learn positive, positive view of
with your past self-affirming others - Develop skills
beliefs for assertive
- Know your communicatio
beliefs, your - Maintain good - Understand the n
emotions and physical health basic emotional
your needs - Learn conflict
behaviour resolution
pattern - Understand skills
“games” and
personal - Learn skills for
- Know your integrity support and
relationship affirmation of
pattern others.

ACTIVITY VII: Answer the following questions. (3 points each)

1. What are the three (3) greatest emotions for you? How dii you experienced it
and why?
2. Have you experienced extreme sadness before? Why do you think sadness is
important as happiness?
3. Where is your comfort zone, if you feel sad or anxious?
4. What was the most important event in your life that triggered all your emotions
– mixed emotions – and what lesson did you learn from this?

Page 9 of 11
Subject: Personal Development – Module 3
 ACTIVITY VIII:
A. Direction. State the function of the following: (3points each)
1. Cerebrum
2. Cerebellum
3. Cerebral cortex
B. Direction. Based on Plutchik’s wheel of emotions, state the positive and
negative effects of the eight (8) primary emotions in relation to your personal
experiences. Use the table below.

PERSONAL
PRIMARY EMOTION POSITIVE EFFECT NEGATIVE EFFECT
EXPERIENCES
1. Joy
2. Sadness
3. Surprise
4. Anticipation
5. Fear
6. Anger
7. Trust
8. Disgust

ACTIVITY IX:
A. Direction. List down 10 personal ways to improve your brain function. Reflect
on your daily routine. (10 points)

B. Direction. Emotional Calendar. Create your own emotional calendar, it may

come from your previous days, weeks or from upcoming a week where you feel any
emotions for a day. State the things that you wanted to do for someone (Friend, family,
special someone) of something that you feel. See the example below. (15 points)

FEBRUARY
SUN MON TUE WED THURS FRI SAT
1 2 3 4 5 6

7 8 9 10 11 12 13
I am so happy and
it is fulfilling to
finished all my
modules this week.
14 15 16 17 18 19 20
Valentine’s Day: I I feel anxious
will give one red about my failing
rose to my mother grade in
who has showered Mathematics.
me with much joy
and affection. I am
so excited.
21 22 23 24 25 26 27
My Sister’s I want to treat may
birthday: I will brother for being an
surprise with her outstanding student
favorite unicorn in school. I am very
stuff toy. happy.
28

Page 10 of 11
Subject: Personal Development – Module 3
 ACTIVITY X:
Direction. Read the statement in column A. Write the letter of the correct answer
from column B.
COLUMN A COLUMN B
_____ 1. It is the powerful feeling that may define a. Cerebellum
human personality, character and our behavior to
handle like’s day-to-day situations and challenging
issues and problems.
_____ 2. According to him, “Let’s not forget that the b. Left brain
little emotions are the great captains of our lives and we
obey them without realizing it.”
_____ 3. According to her “your emotions are the c. Robert Plutchik
slaves to your thoughts and you are the slave to your
emotions”
_____ 4. The function of this part of the brain receives d. Cerebral Hemisphere
and processes information concerning bodily
movements and positions from your eyes, ears, and
muscles, among others.
_____ 5. The ability to daydream is associated with the e. Vincent Van Gogh
_____ part of the brain.
_____ 6. The ability to think in words is associated with f. Elizabeth Gilbert
the _____ part of the brain.
_____ 7. He introduced the wheel of emotions. g. brain
_____ 8. It is part of the brain where in it is the one who h. Cerebrum
is responsible for controlling the left side of the body.
_____ 9. The largest art of the brain, where in it is i. Right Brain
comprised of a couple of cerebral hemispheres.
_____ 10. It is comprised of four lobes: frontal lobe, j. Emotions
parietal lobe, temporal lobe, and occipital lobe.
k. Cerebral Cortex

B. Direction. Discuss the difference and functions of the four lobes of cerebral cortex.
(3points each)
1. Frontal Lobes 3. Temporal Lobe
2. Parietal Lobe 4. Occipital Lobe

ACTIVITY XI: Thinking Development Program Template

A. Direction. Read the following guidelines.

1. Make a list of activities that will help you improve your mental capability. You
can start with the easy activities then, later on, engage on more challenging ones.
2. Schedule a 1 week activity program that you will perform, include the time.
3. Evaluate your performance after each activity.
4. Identify your 1 week learning targets through writing down a remark on
evaluation note that will help you assess if you have developed your thinking skills
(sample targets: passing an exam, submitting a creative output, writing a blog, etc.)
5. Use the table below.

Activity Specific task Time Evaluation note

Page 11 of 11
Subject: Personal Development – Module 3