Perdev q1 Mod3 Kdoctolero

lOMoARcPSD|24072819
Perdev q1 mod3 KDoctolero
The Teaching Profession (Bataan Peninsula State University)
Scan to open on Studocu
Studocu is not sponsored or endorsed by any college or university

Downloaded by Lester troy Cuerdo (lestertroycuerdo@gmail.com)
lOMoARcPSD|24072819
Personal Development
Quarter 1 – Module 3:
Developmental Tasks According to
Developmental Stage

lOMoARcPSD|24072819
Personal Development – Grade 11

Alternative Delivery Mode
Quarter 1 – Module 3: Developmental Tasks According to Developmental Stage
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: Rodylie C. Calimlim

Editor: Shelryn Belanio
Reviewer: Annie Rhose C. Rosales
Illustrator: Brianne Singson
Layout Artist: Annie Rhose C. Rosales
Cover Design: LRMDS-Bataan
Management Team:
Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
OIC-Asst. Schools Division Superintendent : William Roderick R. Fallorin
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, EsP : Jacqueline C. Tuazon
District Supervisor, Mariveles : Francisco B. Bautista
Division Lead Book Designer : Kenneth G. Doctolero
District LRMDS Coordinator, Mariveles : Annie Rhose C. Rosales
School LRMDS Coordinator : Annie Rhose C. Rosales
School Principal : Ludivina S. Omania
District Lead Layout Artist, Personal Dev’t: Annie Rhose C. Rosales
District Lead Illustrator, Personal Dev’t :
District Lead Evaluator, Personal Dev’t :
Printed in the Philippines by Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph

lOMoARcPSD|24072819
Personal Development
Quarter 1 – Module 3:
Developmental Tasks According to
Developmental Stage

lOMoARcPSD|24072819
Introductory Message
For the facilitator:
Welcome to the Personal Development – Grade 11 Alternative Delivery Mode
(ADM) Module 3 on Developmental Tasks according to developmental stage.
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.

lOMoARcPSD|24072819
For the learner:
Welcome to the Personal Development – Grade 11 Alternative Delivery Mode

(ADM) Module 3 on Developmental Tasks according to developmental stage.
The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!
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:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

lOMoARcPSD|24072819
Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:
References This is a list of all sources used in developing

this module.
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!

lOMoARcPSD|24072819
What I Need to Know
This module is designed and created to help you as an adolescent to be
prepared for adult life by means of knowing various developmental tasks according
to developmental stages. This module also helps you to realize how to face the
challenges during adolescence and help you to clarify and manage the demands of
teen years.
At the end of this module, you will be able to:
 Classify various developmental tasks according to developmental stage
 Understand the changes that you experience during puberty and how these
changes bring new awareness of self and influence others' reactions to you.
 express your feelings on the expectations of the significant people around you,
such as your parents, siblings, friends, teachers, community leaders, and
 make affirmations that help you become more lovable and capable as an
adolescent.

lOMoARcPSD|24072819
What I Know
Direction: Below are the lists of tasks and activities perform by a person. Try
to figure out the suitable task for each development stages.
a. Infancy and Early Childhood (0-5)

b. Middle Childhood (6-12)
c. Adolescence (13-18)
d. Early Adulthood (19-30)
e. Middle Adulthood (30-60)
f. Later Maturity (61-)
1. Learning to take solid foods

2. Readiness for reading
3. Achieving mature relations with both sexes
4. Learning an appropriate sex role
5. Accepting the physiological changes of middle age
6. Learning to live with a partner
7. Adjusting to decreasing strength and health
8. Satisfactory career achievement
9. Adjusting to aging parent
10. Developing fundamental skills in reading, writing, and calculating
11. Achieving emotional independence of adults
12. Acquiring values and an ethical system to guide behavior
13. Desiring and achieving socially responsibility behavior
14. Learning to control the elimination of body wastes
15. Adjusting to aging parent
Wow! You’re Doing Great

You’re now ready to move on to the next pages of this module

lOMoARcPSD|24072819
Lesson
Developmental Skills and Tasks of
1 Adolescence
According to R. Harvighurst a developmental-task is a task which an

individual has to and wants to solve in a particular life-period. Havighurst writes, “A
developmental-task is the midway between an individual need and a social demand.
It assumes an active learner interacting with an active social environment”. The idea
of the concept is that children and young people want to solve problems themselves
(the active learner).
His main assertion is that development is continuous throughout the entire

lifespan, occurring in stages, where the individual moves from one stage to the next
by means of successful resolution of problems or performance of developmental
tasks. These tasks are those that are typically encountered by most people in the
culture where the individual belongs. If the person successfully accomplishes and
masters the developmental task, he feels pride and satisfaction, and consequently
earns his community or society’s approval. This success provides a sound foundation
which allows the individual to accomplish tasks to be encountered at later stages.
Conversely, if the individual is not successful at accomplishing a task, he is unhappy
and is not accorded the desired approval by society, resulting in the subsequent
experience of difficulty when faced with succeeding developmental tasks. This theory
presents the individual as an active learner who continually interacts with a similarly
active social environment.
Source: personal_development_reader_v13_final_apr_28_2016.pdf
What’s In
Activity: Setting Your Story Map.
Direction: Draw a map of when and where the story of your life took place.
In creating your story map, you need to remember all important, influential events
during your lifetime and arrange them in a chronological order. You can use symbols,
figures and drawings. You may also write or illustrate significant persons in that
specific event.

lOMoARcPSD|24072819
Try to be creative in accomplishing your map. Have a unique title for your
personal timeline. You may use crayons or art materials depending on the available
resources or just a simple paper and pen may be fine.
Source: The link is Copyright 2011 by Chad Manis, DailyTeachingTools.com.
Notes to the Teacher
This module helps your students to realize how to face the challenges
during adolescence and help you to clarify and manage the demands of
teen years.
Great!
Let’s move on….

lOMoARcPSD|24072819
What’s New
Direction: Go back to your Setting Map which you have made in the first
part of this module. Answer the following guide questions in a form of a lyric of a
song of your choice.
1. What is the theme of your story map? What is the title given and how did you
come up with the title?
2. Identify the tasks and skills that you have learned in the event in your story
map. What were the challenges, thoughts, feelings and actions that you
experienced?
3. Who are/were the most significant people in your life? How did they influence
you?
4. How those changes and experiences affect your life?
5. What do you think is the ending of your story map in the next 5 years, and 10
years? What do you expect your future story will be?
Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-
storyprobing-to-create-shift-to-life-liberating-meanings-2-of-2/
RUBRICS FOR WRITTEN WORK (ESSAY)
RAW SCORE INDICATORS

5 Write the essay nicely and it has appropriate content related to
the topic
4 Correct and appropriate but lack of neatness.
3 Wrong use of capitalization, punctuation marks, indention, etc.

2 Incomplete work.
1 Obviously copied the work of others.
What is It
Robert Havighurst emphasized that learning is basic and that it

continues throughout life span. Growth and Development occurs in
six stages.
Infancy and Early Middle Childhood Adolescence

Childhood

lOMoARcPSD|24072819
1. Learning physical 1. Achieving new and 1. Achieving new and

skills necessary for more mature relations more mature relations
ordinary games. with age-mates of with age-mates of
2. Building wholesome both sexes both sexes
attitudes toward 2. Achieving a 2. Achieving a masculine
oneself as a growing masculine or feminine or feminine social role
organism social role 3. Accepting one's
3. Learning to get along 3. Accepting one's physique and using
with age-mates physique and using the body effectively
4. Learning an the body effectively 4. Achieving emotional
appropriate masculine 4. Achieving emotional independence of
or feminine social role independence of parents and other
5. Developing parents and other adults
fundamental skills in adults 5. Preparing for marriage
reading, writing, and 5. Preparing for and family life
calculating marriage and family Preparing for an
6. Developing concepts life Preparing for an economic career
necessary for everyday economic career 6. Acquiring a set of
living. 6. Acquiring a set of values and an ethical
7. Developing values and an ethical system as a guide to
conscience, morality, system as a guide to behavior; developing
and a scale of values behavior; developing an ideology
8. Achieving personal an ideology 7. Desiring and
independence 7. Desiring and achieving socially
9. Developing attitudes achieving socially responsible behavior
toward social groups responsible behavior
and institutions
Early Adulthood Middle Age Later Maturity

1. Achieving adult civic 1. Adjusting to
1. Selecting a mate and social decreasing physical
2. Achieving a masculine responsibility strength and health
or feminine social role 2. Establishing and 2. Adjusting to
3. Learning to live with a maintaining an retirement and
marriage partner economic standard of reduced income
4. Starting a family living 3. Adjusting to death of a
5. Rearing children 3. Assisting teenage spouse
6. Managing a home children to become 4. Establishing an explicit
7. Getting started in an responsible and happy affiliation with one’s
occupation adults age group
8. Taking on civic 4. Developing adult 5. Meeting social and civil
responsibility leisure-time activities obligations
9. Finding a congenial 5. Relating oneself to 6. Establishing
social group one’s spouse as a satisfactory physical
person living arrangement

lOMoARcPSD|24072819
6. Accepting and
adjusting to the
physiologic changes or
middle age
7. Adjusting to aging
parents.
Source: (http://faculty.mdc.edu).
I think you are ready to the next level of this module!
What’s More
Direction: Using the developmental task summary, assess your level of

development as Grade 11 student. Write your answer inside the foot.
What I Have Learned
Let’s Try This
Direction: Development is continuous throughout the entire lifespan,

occurring in stages, where the individual moves from one stage to the next by
means of successful resolution of problems or performance of developmental
tasks. List down at least two (2) developmental skills that you have learned
according to their ages.
10

lOMoARcPSD|24072819
0-5 6-12 13- 18
19-30 30-60 61-+
What I Can Do
Direction:Read the story and answer the questions that follows.
Imagine you are on an overcrowded bus. There is a mother sitting with two
children. One of the children, a boy, is about 5 years old and the girl is at an age
where she goes to primary school. It seems that they have been travelling for some
time now since there are fully scribbled-over coloring books and the remains of a
meal on the clothes of the kids. Apparently, the boy seems to be bored. After a while
he starts getting impatient and asks his mother, who seems to be exhausted from
the travelling,” When will we get there?” and then” I want an ice-cream”. The mother
explains that it will still take some time to arrive, that he will have to be patient and
that once they have arrived, he will get his ice cream. After about five minutes, the
boy starts fidgeting in his seat, sits up straight and says,” When are we going to be
there? I want an ice-cream”.” We will be there soon - then you will get your ice-
cream”, says his mom. The boy stays quiet for several minutes but then starts again.
The mother is worked up but keeps calm and sticks to her soothing gestures.
11

lOMoARcPSD|24072819
The voice of the boy starts getting louder.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Source: https://www.socwork.net/sws/article/view/240/415 (edited)
Process Questions:
1. Identify the developmental skills and tasks according to the age of the
character presented in the story.
2. Based on what you have learned in this module, how are you going to end the
story? How does the mother and older sister handle the situations?
Assessment
Direction: Draw a smiley face ( ) if the statement is true and a sad face ( ) if
it is not.
1. In ages 0-5, the child started to distinguish right from wrong and developing
a conscience.
2. Adolescents at the age of 6-13 are very concerned with their physical
appearance.
3. A young adult ages 27-35 will start to listen to parents’ advice.
4. Close relationships with peer groups become important at the age of 40-60
5. Retirement starts at 40
6. Accepting the physiological changes of middle age starts at 30-60
7. Assuming civic responsibility begins at the age of 14
8. Development is continuous throughout the entire lifespan
9. Establishing relations with one’s own age group is one of the developmental
tasks under the stage of 61 onwards.
10. Relating to one’s spouse as a person is one of the tasks under the middle
adulthood.
11. Erick Erickson is the founder of Developmental Tasks Theory
12. This Developmental Tasks Theory presents the individual as an active learner
who continually interacts with a similarly active social environment.
13. According to the Developmental Task Theory if the individual is not successful
at accomplishing a task, he is unhappy and is not accorded the desired
approval by society, resulting in the subsequent experience of difficulty when
faced with succeeding developmental tasks.
14. Achieving personal independence starts at the age of 8
15. Early Adulthood starts at the age of 35.
Bravo! You’re doing great!

You are now ready for the next page of this module
12

lOMoARcPSD|24072819
Lesson
Challenges Experienced during
2 Adolescence
Adolescence is a complicated period for most people. They are saddled with
decisions about career, lifestyle and sex. Planning life directions will also be difficult
if they are not equipped on how to deal with difficult situations that they are
facing. For the adolescent, this period is a dramatic challenge, one requiring
adjustment to changes in the self, in the family, and in the peer group. Adolescence
is also considered a time of excitement and of anxiety; of happiness and of troubles;
of discovery and of confusion; and of breaks with the past and of links with the
future.
Source: https://www.actionhealthinc.org/facing-the-challenges-of-adolescence/
What’s In
Arrange me, Arrange me – not!!!

Direction: Study the scrambled letters and try to unscramble or rearrange the
letters to form a word
1. CLDSENEECAO 2.AHENCLGLES 3.RIECENDPXE
_________ _________ _________
What’s
New
Fill in the missing words by unscrambling the jumbled letters in the box.
A butterfly has to break out of its __________ and a bird has to tear and __________
its way out of the _______. They don't get to the next stage of their lives
passively. And unfortunately, neither do adolescents.
--JamesLehman
C_ _ _ _ N _L _ W , _H__L
13

lOMoARcPSD|24072819
What is It
Geldard and Geldard (2006) explain that adolescence is a time in a young

person’s life where they move from dependency on their parents to independence,
autonomy and maturity. The young person begins to move from the family group
being their major social system, to the family taking a lesser role and being part of a
peer group becomes a greater attraction that will eventually lead to the young person
to standing alone as an adult.
Adolescence is a period that extends over a substantial part of a person’s life.
However, each adolescent experience individual changes and growth at differing
rates, with some moving through the adolescent phase quicker and more smoothly
than others. Some adolescents have supportive families, others face this daunting
period of their lives alone. Some adolescents may remain at home with their families,
but their families are emotionally distant so the adolescent can feel as if they are
“alone in a crowd”
The following are some of the challenges experienced by adolescents:

1. Physical Development
• Most girls have completed the physical changes related to puberty by
age
• Boys are still maturing and gaining strength, muscle mass, and height
and are completing the development of sexual traits.
2. Emotional Development
• May stress over school and test scores.
• Is self-involved (may have high expectations and low self-concept).
• Seeks privacy and time alone.
• Is concerned about physical and sexual attractiveness.
• May complain that parents prevent him or her from doing things
independently.
• Starts to want both physical and emotional intimacy in
relationships.
• The experience of intimate partnerships.
3. Social Development
• Shifts in relationship with parents from dependency and
subordination to one that reflects the adolescent’s increasing
maturity and responsibilities in the family and the community,
• Is more and more aware of social behaviors of friends.
• Seeks friends that share the same beliefs, values, and interests.
• Friends become more important.
• Starts to have more intellectual interests.
• Explores romantic and sexual behaviors with others.
• May be influenced by peers to try risky behaviors (alcohol, tobacco,
sex).
4. Mental Development
• Becomes better able to set goals and think in terms of the future.
• Has a better understanding of complex problems and issues.
• Starts to develop moral ideals and to select role models.
14

lOMoARcPSD|24072819
Young people in the adolescent age range are commonly described as

rebellious, self-centered, troubled, or just plain difficult. This time is also full of
freedom, independence, and accelerated growth. While it is true that adolescence can
be an unrestrained time for children and parents alike, the adolescent can navigate
these years successfully to mature into healthy adults. Adults can better understand
the goals of adolescence and work with their teens by providing support in their
growth. Adolescents and adults around them can benefit from learning more about
this challenging time in young people's lives.
Phases of Adolescence
Psychologists break down the age range for adolescent people into three
distinct phases. These are early, middle, and late adolescence. Each of these
phases comes with its characteristics, challenges, and goals.
• Early adolescence occurs between 10-14 years of age
• Middle adolescence occurs between 15-17 years of age
• Late adolescence continues from age 18 to adulthood
Source: https://www.counsellingconnection.com/index.php/2010/02/11/biological-cognitive-
and-psychological-challenges-of-adolescence/
http://deepblue.lib.umich.edu/bitstream/handle/2027
https://www.betterhelp.com/advice/parenting/what-is-the-adolescent-age-range-and-what-
challenges-do-adolescents-face/
What’s More
Directions: After reading facts about challenges experienced by adolescents,

I’m sure that you have learned so much of the examples given. Let us test
how have you learned so far.
1. Enumerate at least 3 of the challenges experienced by an adolescent

during the following;
a. Physical Development
b. Mental Development
c. Social Development
d. Emotional Development
You’re doing good!

Now let’s have another round of exercises…
15

lOMoARcPSD|24072819
What I Have Learned
Direction: Study the comic strips given below. Try to put conversation to
each of the characters talking about the challenges they have been
encountered. You will be graded using the rubrics below.
What I Can Do
Assessment
Source:https://www.google.com.ph/search?q=teenager+conversation+comics&tbm=isch&ved=2ahUKE
wie8KCLtZ7qAhVbiEsFHTRFAdMQ2-
16

lOMoARcPSD|24072819
What Can I Do?
A. Review the lessons that you have read in this module about the
challenges experienced during adolescents. As a Senior High School
student, what do you think are the ways to overcome those challenges?
Identify your ways and strategies by presenting a personal recipe to
overcome challenges in life. Here is sample of recipe:
Sweetened Inspiration and Motivation
INGREDIENTS:
1 TEASPOON OF IDEAS
½ CUP OF GOODWILL
1 PINCH OF POSITIVITY
¾ CUP OF IMAGINATION
1 LB OF LEADERSHIP
10 SPOONFULS OF LOVE
1 CUP OF MOTIVATION
AND
2 BAG OF HOPE!
Procedure:
Mix all the ingredients and always sealed it with 10

SPOONFULS OF LOVE.
B. Explain your recipe by answering the following guide question:

1. What adjustments have you done so far whenever you are experiencing
change and challenges in your life?
2. If your given the chance to rate your maturity in terms of understanding
yourself and your emotion towards experienced change and challenges,
how are you going to rate yours, choose 1 – 10, where 10 is the highest?
Why?
RUBRICS FOR WRITTEN WORK (ESSAY)
RAW SCORE INDICATORS

5 Write the essay nicely and it has appropriate content related to
the topic
4 Correct and appropriate but lack of neatness.
3 Wrong use of capitalization, punctuation marks, indention, etc.

2 Incomplete work.
1 Obviously copied the work of others.
17

lOMoARcPSD|24072819
Assessment
Directions: A. True or False. Draw a smiley face ( ) if the statement is correct

and ( ) sad face it if is wrong
1. Most girls have completed the physical changes related to puberty by age
2. Boys are still maturing and gaining strength, muscle mass, and height and
are completing the development of sexual traits
3. In Emotional development of an adolescent they may complain that
parents prevent them from doing things independently.
4. Becomes better able to set goals and think in terms of the future. Has a
better understanding of complex problems and issues
5. During Adolescence stage, becomes better able to set goals and think in
terms of the future
6. During adolescent stage teens starts to develop moral ideals and select role
models.
7. The young person begins to move from the family group being their major
social system, to the family taking a lesser role and being part of a peer
group becomes a greater attraction that will eventually lead to the young
person to standing alone as an adult
8. Adolescence is also considered a time of excitement and of anxiety; of
happiness and of troubles; of discovery and of confusion; and of breaks
with the past and of links with the future.
9. One of the challenges experienced by adolescent in their social
development is shifting in a relationship with parents from dependency
and subordination to one that reflects the adolescent’s increasing maturity
and responsibilities in the family and the community
10. Boys are still maturing and gaining strength, muscle mass, and height and
are completing the development of sexual traits during their adolescent
stage.
18

19
Assessment:
16. 😊
17. 😊
18. 😊
19. 😊
20. 😊
21. ☹
22. 😊
23. 😊
24. 😊
25. 😊
Assessment: What I Know:
What’s New: 1. A
1. 😊
2. ☹ 2. A
1. Cocoon
2. Claw 3. ☹ 3. B
3. shell 4. ☹ 4. A
5. ☹ 5. E
6. ☹ 6. D
7. F
7. ☹
8. E
8. 😊
9. E
9. 😊
What’s In: 10. A
10. 😊
11. C
1.Adolescence 11. ☹ 12. C
2.challenges 12. 😊 13. E
3.experience 13. 😊 14. A
14. ☹ 15. F
15. ☹ 16.
Lesson 2 Lesson 1
Answer Key
lOMoARcPSD|24072819
lOMoARcPSD|24072819
References
DepEd (2016). Personal Development Readers Guide, First Edition
DepEd (2016). K to 12 Curriculum Guide. Personal Development
The link is Copyright 2011 by Chad Manis, DailyTeachingTools.com.
https://www.google.com.ph/search?q=teenager+conversation+comics&tbm=isch&v
ed=2ahUKEwie8KCLtZ7qAhVbiEsFHTRFAdMQ2-
https://www.counsellingconnection.com/index.php/2010/02/11/biological-
cognitive-and-psychological-challenges-of-adolescence/
http://deepblue.lib.umich.edu/bitstream/handle/2027
https://www.betterhelp.com/advice/parenting/what-is-the-adolescent-age-range-
and-what-challenges-do-adolescents-face/
https://www.actionhealthinc.org/facing-the-challenges-of-adolescence/
https://www.socwork.net/sws/article/view/240/415 (edited)
20

lOMoARcPSD|24072819
For inquiries or feedback, please write or call:
Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)
Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
Email Address: bataan@deped.gov.ph

Perdev q1 Mod3 Kdoctolero

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Perdev q1 Mod3 Kdoctolero

Uploaded by

Copyright:

Available Formats

lOMoARcPSD|24072819

Perdev q1 mod3 KDoctolero

The Teaching Profession (Bataan Peninsula State University)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Downloaded by Lester troy Cuerdo (lestertroycuerdo@gmail.com)

Personal Development – Grade 11

Published by the Department of Education

Development Team of the Module

Writer: Rodylie C. Calimlim

Printed in the Philippines by Department of Education – Schools Division of Bataan

Downloaded by Lester troy Cuerdo (lestertroycuerdo@gmail.com)

Downloaded by Lester troy Cuerdo (lestertroycuerdo@gmail.com)

Welcome to the Personal Development – Grade 11 Alternative Delivery Mode

(ADM) Module 3 on Developmental Tasks according to developmental stage.

This module was collaboratively designed, developed and reviewed by

while overcoming their personal, social, and economic constraints in schooling.

consideration their needs and circumstances.

body of the module:

Notes to the Teacher

the learners as they do the tasks included in the module.

Downloaded by Lester troy Cuerdo (lestertroycuerdo@gmail.com)

For the learner:

Welcome to the Personal Development – Grade 11 Alternative Delivery Mode

This module has the following parts and corresponding icons:

What I Know This part includes an activity that aims to

What’s In This is a brief drill or review to help you link

What’s New In this portion, the new lesson will be

What is It This section provides a brief discussion of the

What’s More This comprises activities for independent

What I Have Learned This includes questions or blank

What I Can Do This section provides an activity which will

Downloaded by Lester troy Cuerdo (lestertroycuerdo@gmail.com)

Assessment This is a task which aims to evaluate your

Additional Activities In this portion, another activity will be given

Answer Key This contains answers to all activities in the

At the end of this module you will also find:

References This is a list of all sources used in developing

The following are some reminders in using this module:

Downloaded by Lester troy Cuerdo (lestertroycuerdo@gmail.com)

What I Need to Know

This module is designed and created to help you as an adolescent to be

At the end of this module, you will be able to:

 Classify various developmental tasks according to developmental stage

such as your parents, siblings, friends, teachers, community leaders, and

Downloaded by Lester troy Cuerdo (lestertroycuerdo@gmail.com)

a. Infancy and Early Childhood (0-5)

1. Learning to take solid foods

Wow! You’re Doing Great

Downloaded by Lester troy Cuerdo (lestertroycuerdo@gmail.com)

According to R. Harvighurst a developmental-task is a task which an

His main assertion is that development is continuous throughout the entire

Activity: Setting Your Story Map.

Downloaded by Lester troy Cuerdo (lestertroycuerdo@gmail.com)

Source: The link is Copyright 2011 by Chad Manis, DailyTeachingTools.com.

Notes to the Teacher

Downloaded by Lester troy Cuerdo (lestertroycuerdo@gmail.com)

RUBRICS FOR WRITTEN WORK (ESSAY)

RAW SCORE INDICATORS

3 Wrong use of capitalization, punctuation marks, indention, etc.

Robert Havighurst emphasized that learning is basic and that it

Infancy and Early Middle Childhood Adolescence

Downloaded by Lester troy Cuerdo (lestertroycuerdo@gmail.com)