Republic of the Philippines

Department of Education- Region X

Division of Valencia City
CENTRAL BUKIDNON INSTITUTE, INC.
S.Y. 2021-2022

Personal Development
Grade 11
Learning Modules - 1 & 2
Midterm

_____________________ ________
Learner’s Name Strand

_________________________
Parent’s Name & Signature

Teacher:
Mr. Rein Beryl R. Gaje
Cellphone Number: 09518081803
Email: gajeberyl@gmail.com
Facebook: Beryl Rosa Gaje
 Week 1: Knowing Oneself
Memory Text: “But seek first his kingdom and his righteousness, and all these things will be given to
you as well.” Matthew 6:33 NIV

Enabling Outcomes:
Based on the Most Essential Learning Competencies (MELC), the student should be able to:
a. explain that knowing oneself can make a person accept his/her strengths and limitations and
dealing with others better

Concepts
Personal development is the process of improving oneself. But you can only improve yourself if you
know who you are. How well do you know yourself? Developing oneself opens you to new discoveries and new
growth. It may take time but is worth the journey. Starting to build your life now determines what your future
will be.
As the old saying goes ―knowledge is power.‖ Knowing ourselves – how we develop, how we acquire
new characteristics, and how we gain our individual strengths and weaknesses – results in knowing who we
were, what we are, and who we will be. It can irrefutably give us an advantage in this long sordid journey we
call life.
A close look at our weaknesses (vulnerabilities, blind spots, things we need improvement on), our
strenghts (capabilities, talents, potential), and the wholeness of ourselves make us more effective as we face
challenges in life.
KNOWING ONESELF
“He who knows others is wise; he who knows himself is enlightened.”
~ Lao Tzu

The word ―self‖ is popularly and generally defined as what an individual sees, perceives, and defines
oneself apart from others. The term self-perception is a sub-definition of this simple yet complex concept.
The self as we know it is divided into three known dimensions – physical,psychological and spiritual. To
know oneself, one must distinguish the three apart from each other.
The physical dimension revolves around the physical body of a human being; its processes, functions,
and mechanisms, and chemistry – from the cell as the smallest units, the tissues these cells create when united,
the organs these tissues give shape to, to the organ systems that pretty much are responsible to keeping us alive,
walking, talking, and breathing. This dimension is responsible for giving us the ability to move our muscles, to
perceive our surroundings, and to think of the ideas and opinons that bring wonders to our lives and of others.
Psychological dimension contains the concept of stress, cognition, behavior, attitude, emotion and
ultimately, and personality. The psychological dimension has both internal and external factors that can or
cannot bemeasured, observed, and calculated. To make it simpler, the physical dimension of self refers to the
individual as an organisms under the species of Homo sapiens; a person will know oneself based on his or her
physical traits; while the psychological dimensions of self refers to the individual as a set of characteristics,
behaviors, attitudes, cognitions, and emotions.
` Lastly, the spiritual dimension allows us to view ourselves in a spiritual level – as spiritual beings.
Compared to the physical and psychological dimensions, this dimension cannot be observed but can be
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subjectively altered and perceived by the person. It holds a relevance to perceived God, of a greater good, or a
Superior Being relating to the humble individual.

Attitudes and its Components: Affect, Behavior, Cognition

A key factor in personality development is attitude – a settled way of thinking and feeling about
someone or something, typically reflecting in a person’s behavior. Attitudes manifest as behavior, as a
representative of personality.
Attitude can be both implicit and explicit. Implicit attitudes are thoughts or feelings that conscious
awareness does not cover. Explicit attitudes, however, can be perceived consciously and expressed
accordingly.
For attitude to come into existence, it needs three components, namely; affect, cognition and behavior.
 Affect, in Psychology, is the term used to represent emotions directed to the self, the environment and to
others.
 Cognition is the way we think. It encompasses our thoughts in different levels, ranging from ourselves
to our environment, from imaginary to perceivable reality. While cognitions involve all that we mentally
conceive, ideas that we create, etc; affect is solely focused on emotions.
 Behavior is the action form or manifestation of attitude. Without attitude, affect and cognition, behavior
will be rendered baseless and ungrounded.

A human being learns as it interacts with its environments, thus, it experiences. Experience, as most say,
is the best teacher. Attitudes can form consequently through this, either from personal encounters or observed
consequences.
Social Factors, in the other hand, also influence attitude heavily. Your roles in a social environment and
of course, the social norm that tell you what to do and what not to do in a social situation also affect attitude.
This factor is related to upbringing as well. Our parents, elders and peers set examples to actions we would later
on conform to and sometimes, we will not even know why.
Learning is another factor. Consider how commercials can affect your attitudes towards particular
products like the usual fastfood commercial that caters to your appetite by showing off crispy meals in slow-
motion and the like. The affect component being triggered by the hunger centers in our brain, our observant
cognition component observing how the people in the commercials are all happy, pleasant and satisfied and
their behavior of eating with sheer delight has an effect on your attitude. We tend to associate what we observe
with their attitude and employ the same mindset to the product. It is a practical use of classical conditioning.
Operant conditioning can also affect and influence how we develop attitudes. A common example
would be alcohol consumption and the headache its hangover gives a person. It is a matter of consequences,
pleasant or unpleasant, that our attitude towards it is affected. If it helps one to escape from the problems one is
suffering, one develops a pleasant attitude toward it, then again, when one wakes up after being drunk, one
realizes alcohol did not solve the problems, thus, feel guilt and regret which are pleasant.
Finally, modelling – when someone particularly close to us, a person we admire or adore, or a parent
does something, it is more than likely we would be doing the same thing they are doing. If our parents loved
playing musical instruments, we as kids would likely imitate them and their attitude. In a negative application, if
our parents dislike close communication, we might end up having communicative constraints as well.

Self-concept and Self-esteem

Self-concept and self-esteem are two different terms that are usually mistakenly interchanged.
Self-concept is our cognition to ourselves, what we think and know about our identity, personality,
and individuality. It requires a lot of self-evaluation and reflection to be able to say that your self-esteem is

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high. Then again, it is still focused on the cognition component of attitude, proving what Rene Descartes has
said: ―I think, therefore I am.‖
When we think we are worthless and talentless, we end up identifying ourselves to the thought and
behave in such a way that the thought holds true. When we are brought up to think that we are special again
and again, we may tend to have an overly bloated self-concept that may lead to self-entitlement.
Self-esteem is related to self-concept but it is different. It does not focus on how we know ourselves
but rather our attitude towards ourselves. It is a more situational approach in terms of attitude because self -
esteem is how we value ourselves, given the negative or positive feedback we receive. Self-concept is purely
or mostly informational while self-esteem is emotionally inclined.
Having low self-esteem usually leads to decreased confidence levels, a whim to be like or look like
someone else deemed ―superior‖, being a pleaser of other people, and pessimism. On the contrary,
individuals with high self-esteem develop high confidence with themselves, a huge degree of self-
acceptance, a tolerance to what other people think of them, and optimism.
It would be unfair to compare people with high self-esteem from low self-esteem because every
individual person has gotten through different situations that led them to what they are at present – self-
concept, attitude, self-esteem, and all. Nonetheless, the knowledge of the two terms – self-concept and self-
esteem – will help any individual into developing a studier, more adaptive personality for his or her own
growth.
Comparing people is not pleasantly fair but for some it actually works to propel them, and sadly, for
others, it discourages them further down. Personality is too complex to be given an absolute solution or
formula that is why it is focused on applicable theories.

Be Active
Let’s Practice!
Give what is being asked.
________________________1. It encompasses our thoughts in different levels, ranging from ourselves to
our environment, from imaginary to perceivable reality.
________________________2. These are thoughts or feelings that conscious awareness does not cover.
________________________3. This contains the concept of stress, cognition, behavior, attitude, emotion
and ultimately, and personality.
________________________4. It is a more situational approach in terms of attitude.
________________________5. The action form or manifestation of attitude.

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 Ignite
A. Journal Making

Instructions:
1. I want you to make a weekly journal (everyday, except Saturdays and Sundays) for the
whole midterm only.
2. You must write it in a notebook. Any size would be okay.
3. Your journal must contain the following:
 What you did today
 What did you learn about yourself today.
 One life lesson that you get out of your day.

NOTE: DO NOT PASS YOUR JOURNAL YET. PASS IT

TOGETHER WITH YOUR MIDTERM MODULE 7.

CHECK THE BOX IF YOU UNDERSTOOD THE

INSTRUCTIONS GIVEN.

IFL (Integration of Faith & Learning)

Do not be discouraged if you failed yesterday. Today is a new day, a new start, and a new chance for
you to improve yourself. And always remember that God will always be with you and will help you in all your
plans. Trust His plans, His ways, and His timing.

References:

 Perez, A. M. (2016). Personal Development. pp. 4-10. Vibal Group, Incorporated, Quezon City.

- End of Learning Module 1-

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 Week 2: One’s Holistic Personal
Development
Memory Text: “But seek first his kingdom and his righteousness, and all these things will be given to
you as well.” Matthew 6:33 NIV

Enabling Outcomes:
Based on the Most Essential Learning Competencies (MELC), the student should be able to:
a. discuss the relationship among physiological, cognitive, psychological, spiritual,
and social development to understand his/her thoughts, feelings, and behaviors
b. show the connections between thoughts, feelings, and behaviors in actual life
situations

Concepts
ONE’S HOLISTIC PERSONAL DEVELOPMENT
“A life unexamined is a life not worth living.”
~ Socrates

It was mentioned that attitude is composed of cognition, affect, and behavior. In this lesson we will discussin
more practical terms. Cognition will be represented by thoughts; affect will be represented by feelings; and
behavior represents itself.

Thoughts
Thoughts usually originate from things we have learned both in a right way and a wrong way. That is
why there are terms such as malcognition and maladaptive mechanisms
The thoughts that potentially affect our attitude negatively are commonly associated with an irrational
belief represented but a statement that echoes in our heads. Statements in our heads like ―I should be good-
looking,‖ ―I need him in my life,‖ ―I am not enough,‖ or ― Life sucks‖ affect us. These can be referred to as
malcognitions.

Feelings
No one is exempted from the experiences and the color that emotion brings into our life, be it, again,
subconscious and conscious. We might consciously feel that we are angry but deep down our anger stems form
a subconscious hurt brought about by rejection from someone we value. Our happiness in the outside might just
be a façade of the emptiness we feel deep down. Our anxieties in the conscious level maybe guilt in disguise.
Our conscious love maybe subconsciously pity. There is a lot to assess to ourselves and our emotions because
the variety of how humans express and experience emotion is too high and complex for a single-standing
generality. It relates to our thoughts as well. If thoughts start a concept inside your mind, emotions will bloat the
perception of the thought or minimize it. It works like an amplifier that, depending on what it is, determines
how a cognition is experienced, thus expressed.

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Behavior
Behavior is the primary output of our attitude. Then again it also affects our thoughts and feelings,
ultimately leading back to its source - attitude.
Behavior can be overt or covert. Overt behnavior is expressed consciously like replying to a friend or
volunteering for class recitation. Covert behavior, however, occurs beyond our awareness, in our blindspot.
Mannerisms, body language, gestures, and personal tendencies fall here.
Feeling (affect) and behavior relate to each other interchangeably – we may act or behave out of feelings
or we may feel pleasant or unpleasant after an action. Our ability to evaluate our feelings and behavior will
allow us to get better at knowing when and when not to express a particular feeling or action.
Thoughts (cognition), like affect, are also related to behavior. We act in accordance to what we think, be
it overt or covert behavior, from either implicit or explicit attitude. Once the action has been done, out thought
analyzes the reaction of the environment to the action – absorbing social emotive reactions, physical changes if
any, and what others think. Once the cognition component has analyze the reactions with the behavior, it can
then again change the attitude associated with the action or maintain it depending on discretion.

Thoughts:
What we
think

Emotions: Behavior:
What we
What we do
feel

Physical and Neurobiological Development

The most significant change that a human being has to go through occurs during the stage of puberty.
The stage of puberty is when the body matures in all aspects, with its sexual characteristics – primed for the
natural process of reproduction. During this stage, curiosity arises from the availability of a whole new variety
of sensations, emotions, and cognitions. Sex hormones start activating and metabolisms coordinate with these to
make way for what we call the sex drive.
On the other hand, in the neurobiological aspect, the brain grows rapidly but matures slower. There is a
reason why at birth, the human head is disproportionately larger compared to the rest of the body.
The brain goes through various stages of building connections with neurons to allow functionalities in
the physical, biological, and physiological aspect. But it does not end with just building neurons and
connections. It also strengthens particular connections and circuits and eliminates unused or useless ones. These
processes happen when we are young, before our age even gets to two digits. This is associated with the fact
that learning a particular talent at a very young age is better than learning it later on.

Cognitive Development

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 Through his observations of his children, Jean Piaget developed a stage theory of intellectual
development that included four distinct stages:

The Sensorimotor Stage

Ages: Birth to 2 Years
Major Characteristics and Developmental Changes:
 The infant knows the world through their movements and sensations
 Children learn about the world through basic actions such as sucking, grasping, looking, and listening
 Infants learn that things continue to exist even though they cannot be seen (object permanence)
 They are separate beings from the people and objects around them
 They realize that their actions can cause things to happen in the world around them

During this earliest stage of cognitive development, infants and toddlers acquire knowledge through sensory
experiences and manipulating objects. A child's entire experience at the earliest period of this stage occurs
through basic reflexes, senses, and motor responses.

It is during the sensorimotor stage that children go through a period of dramatic growth and learning. As kids
interact with their environment, they are continually making new discoveries about how the world works.

The cognitive development that occurs during this period takes place over a relatively short period of time and
involves a great deal of growth. Children not only learn how to perform physical actions such as crawling and
walking; they also learn a great deal about language from the people with whom they interact. Piaget also broke
this stage down into a number of different substages. It is during the final part of the sensorimotor stage that
early representational thought emerges.

Piaget believed that developing object permanence or object constancy, the understanding that objects continue
to exist even when they cannot be seen, was an important element at this point of development.

By learning that objects are separate and distinct entities and that they have an existence of their own outside of
individual perception, children are then able to begin to attach names and words to objects.

The Sensorimotor Stage of Cognitive Development

The Pre-operational Stage
Ages: 2 to 7 Years
Major Characteristics and Developmental Changes:
 Children begin to think symbolically and learn to use words and pictures to represent objects.
 Children at this stage tend to be egocentric and struggle to see things from the perspective of others.
 While they are getting better with language and thinking, they still tend to think about things in very
concrete terms.

The foundations of language development may have been laid during the previous stage, but it is the emergence
of language that is one of the major hallmarks of the preoperational stage of development. 3

Children become much more skilled at pretend play during this stage of development, yet continue to think very
concretely about the world around them.

At this stage, kids learn through pretend play but still struggle with logic and taking the point of view of other
people. They also often struggle with understanding the idea of constancy.
For example, a researcher might take a lump of clay, divide it into two equal pieces, and then give a child the
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choice between two pieces of clay to play with. One piece of clay is rolled into a compact ball while the other is
smashed into a flat pancake shape. Since the flat shape looks larger, the preoperational child will likely choose
that piece even though the two pieces are exactly the same size.

Preoperational Stage of Cognitive Development in Young Children

The Concrete Operational Stage
Ages: 7 to 11 Years
Major Characteristics and Developmental Changes
 During this stage, children begin to thinking logically about concrete events
 They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is
equal to that in a tall, skinny glass
 Their thinking becomes more logical and organized, but still very concrete
 Children begin using inductive logic, or reasoning from specific information to a general principle

While children are still very concrete and literal in their thinking at this point in development, they become
much more adept at using logic.2 The egocentrism of the previous stage begins to disappear as kids become
better at thinking about how other people might view a situation.
While thinking becomes much more logical during the concrete operational state, it can also be very rigid. Kids
at this point in development tend to struggle with abstract and hypothetical concepts.

During this stage, children also become less egocentric and begin to think about how other people might think
and feel. Kids in the concrete operational stage also begin to understand that their thoughts are unique to them
and that not everyone else necessarily shares their thoughts, feelings, and opinions.

The Concrete Operational Stage in Cognitive Development

The Formal Operational Stage
Ages: 12 and Up
Major Characteristics and Developmental Changes:
 At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical
problems
 Abstract thought emerges
 Teens begin to think more about moral, philosophical, ethical, social, and political issues that require
theoretical and abstract reasoning
 Begin to use deductive logic, or reasoning from a general principle to specific information

The final stage of Piaget's theory involves an increase in logic, the ability to use deductive reasoning, and an
understanding of abstract ideas. At this point, people become capable of seeing multiple potential solutions to
problems and think more scientifically about the world around them.

The ability to thinking about abstract ideas and situations is the key hallmark of the formal operational stage of
cognitive development. The ability to systematically plan for the future and reason about hypothetical situations
are also critical abilities that emerge during this stage.

It is important to note that Piaget did not view children's intellectual development as a quantitative process; that
is, kids do not just add more information and knowledge to their existing knowledge as they get older. Instead,
Piaget suggested that there is a qualitative change in how children think as they gradually process through these
four stages.4 A child at age 7 doesn't just have more information about the world than he did at age 2; there is a
fundamental change in how he thinks about the world.

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Moral Development

Kohlberg’s stages of moral development

Kohlberg identified three levels of moral reasoning: pre-conventional, conventional, and post-conventional.
Each level is associated with increasingly complex stages of moral development.

Level 1: Pre-conventional Morality

Throughout the pre-conventional level, a child’s sense of morality is externally controlled. Children accept and
believe the rules of authority figures, such as parents and teachers. A child with pre-conventional morality has
not yet adopted or internalized society’s conventions regarding what is right or wrong, but instead focuses
largely on external consequences that certain actions may bring.

Stage 1: Obedience-and-Punishment Orientation

Stage 1 focuses on the child’s desire to obey rules and avoid being punished. For example, an action is
perceived as morally wrong because the perpetrator is punished; the worse the punishment for the act is, the
more ―bad‖ the act is perceived to be.

Stage 2: Instrumental Orientation

Stage 2 expresses the ―what’s in it for me?‖ position, in which right behavior is defined by whatever the
individual believes to be in their best interest. Stage two reasoning shows a limited interest in the needs of
others, only to the point where it might further the individual’s own interests. As a result, concern for others is
not based on loyalty or intrinsic respect, but rather a ―you scratch my back, and I’ll scratch yours‖ mentality.
An example would be when a child is asked by his parents to do a chore. The child asks ―what’s in it for me?‖
and the parents offer the child an incentive by giving him an allowance.

Level 2: Conventional Morality

Throughout the conventional level, a child’s sense of morality is tied to personal and societal relationships.
Children continue to accept the rules of authority figures, but this is now due to their belief that this is necessary
to ensure positive relationships and societal order. Adherence to rules and conventions is somewhat rigid during
these stages, and a rule’s appropriateness or fairness is seldom questioned.

Stage 3: Good Boy, Nice Girl Orientation

In stage 3, children want the approval of others and act in ways to avoid disapproval. Emphasis is placed on
good behavior and people being ―nice‖ to others.

Stage 4: Law-and-Order Orientation

In stage 4, the child blindly accepts rules and convention because of their importance in maintaining a
functioning society. Rules are seen as being the same for everyone, and obeying rules by doing what one is
―supposed‖ to do is seen as valuable and important. Moral reasoning in stage four is beyond the need for
individual approval exhibited in stage three. If one person violates a law, perhaps everyone would—thus there is
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an obligation and a duty to uphold laws and rules. Most active members of society remain at stage four, where
morality is still predominantly dictated by an outside force.

Level 3: Post-conventional Morality

Throughout the post-conventional level, a person’s sense of morality is defined in terms of more abstract
principles and values. People now believe that some laws are unjust and should be changed or eliminated. This
level is marked by a growing realization that individuals are separate entities from society and that individuals
may disobey rules inconsistent with their own principles. Post-conventional moralists live by their
own ethical principles—principles that typically include such basic human rights as life, liberty, and justice—
and view rules as useful but changeable mechanisms, rather than absolute dictates that must be obeyed without
question. Because post-conventional individuals elevate their own moral evaluation of a situation over social
conventions, their behavior, especially at stage six, can sometimes be confused with that of those at the pre-
conventional level. Some theorists have speculated that many people may never reach this level of abstract
moral reasoning.

Stage 5: Social-Contract Orientation

In stage 5, the world is viewed as holding different opinions, rights, and values. Such perspectives should be
mutually respected as unique to each person or community. Laws are regarded as social contracts rather than
rigid edicts. Those that do not promote the general welfare should be changed when necessary to meet the
greatest good for the greatest number of people. This is achieved through majority decision and inevitable
compromise. Democratic government is theoretically based on stage five reasoning.

Stage 6: Universal-Ethical-Principal Orientation

In stage 6, moral reasoning is based on abstract reasoning using universal ethical principles. Generally, the
chosen principles are abstract rather than concrete and focus on ideas such as equality, dignity, or respect. Laws
are valid only insofar as they are grounded in justice, and a commitment to justice carries with it an obligation
to disobey unjust laws. People choose the ethical principles they want to follow, and if they violate those
principles, they feel guilty. In this way, the individual acts because it is morally right to do so (and not because
he or she wants to avoid punishment), it is in their best interest, it is expected, it is legal, or it is previously
agreed upon. Although Kohlberg insisted that stage six exists, he found it difficult to identify individuals who
consistently operated at that level.

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 Be Active
Let’s Practice!
A. Concept Map (30 points)
Instructions: Make a concept map about Kohlberg’s stages of moral development.

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 Ignite
B. Journal Making
Instructions:
4. I want you to make a weekly journal (everyday, except Saturdays and Sundays) for the
whole midterm only.
5. You must write it in a notebook. Any size would be okay.
6. Your journal must contain the following:
 What you did today
 What did you learn about yourself today.
 One life lesson that you get out of your day.

CHECK THE BOX IF YOU MADE YOUR JOURNALS FOR

WEEK 1 AND 2.

C. Essay Writing (5 points)

1. Discuss the relationship among physiological, cognitive, psychological, spiritual, and social
development in understanding your own thoughts, feelings, and behaviors.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

2. You are in a relationship and you are suspecting that your partner is cheating on you. You caught
them eating in a restaurant. How would you react? Show the connections between thoughts, feelings,
and behaviors.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
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 IFL (Integration of Faith & Learning)

Do not be discouraged if you failed yesterday. Today is a new day, a new start, and a new chance for
you to improve yourself. And always remember that God will always be with you and will help you in all your
plans. Trust His plans, His ways, and His timing.

References:

 Perez, A. M. (2016). Personal Development. pp. 14-23. Vibal Group, Incorporated, Quezon City.

- End of Learning Module 2-

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