PERSONAL DEVELOPMENT

(CORE SUBJECT)
ADAPTIVE TEACHING GUIDE
S.Y 2024-2025

NAME OF TEACHER: Nikki Ann Binalhay, LPT GRADE LEVEL: 11

TEACHING July 22-26, 2024 – 10:20-11:10 QUARTER: Q1- ATG- W-1
DATE/TIME:
Content Standard: The learners demonstrate an understanding of himself/herself during middle and late adolescence.
Performance Standard:
The lea The learners shall be able to conduct self-exploration and simple disclosure.

Most Essential Topic # 1:

Lesson #1:Knowing Oneself
Prerequisite Content-knowledge:
Defining concept of the self.
Prerequisite Skill:
● Self-awareness, Communication

Prerequisites Assessment 1: Picture Analysis

Prerequisites Assessment: (Describe the type and content of the Prerequisite Assessment and Use a separate sheet for the copy of a
full-blown assessment.)
1. Do you know your Personal Characteristics? (Yes, Sort of , No).
2. Are you clear about your Personal Values? (Yes. Sort of, No
1. Do you know your personal characteristics? (Yes, Sort of, No)
2. Are you clear about your personal values? (Yes, Sort of, No)

Pre-lesson Remediation Activity: (Describe the activities and Use a separate sheet for the copy of a full-blown assessment.)
1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):
Personal Characteristics Inventory and Personal Values Checklist
2. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s):
Journal Writing: Share important realizations and discoveries about their personal characteristics & personal values

Introduction

1. Time frame, a student is expected to finish learning the lesson and where to contact the teacher when concerns arise.

It is expected that the students will learn the subject of this lesson within four (4) sessions, with each session lasting fifty (50)
minutes.

Synchronous Discussion (Face-to-face Learning)

Learners can communicate with their teacher within the school campus.

2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson
 Explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better.
  Share his/her unique characteristics, habits, and experiences.
 Maintain a journal.
3. Context where the student is going to apply their learning (In what PAA/EFAA and personal use?)
 Self-Concept Inventory
 Johari’s Window Activity
 Creative Presentation of One’s Potential

Overview of the Lesson

Personal Development is a subject centered on psycho-social skills that emphasizes personal understanding through both intrapersonal
and interpersonal perspectives. It serves as a tool for helping learners realize their potential as they transition from adolescence to
adulthood. The adolescent stage is a dynamic and transformative period. The challenges faced during adolescence often stem from the
physical changes associated with puberty, which can be uncomfortable and confusing. Alongside these physical changes, adolescents
may experience turbulent emotions, and managing these feelings can be particularly challenging.
Your knowledge of yourself and how you manage yourself impacts directly on your personal effectiveness. Being self-aware, making
the most of your strengths, learning new skills and techniques and behavioral flexibility are all keys to improving your personal
performance. Our personal effectiveness depends on our innate characteristics - talent and experience accumulated in the process of
personal development. Experience includes knowledge and skills that we acquire in the process of cognitive and practical activities.

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General
Enabling Teaching Strategy. Number of chunking of topics will be dependent on the teacher’s plan.)
Chunk 1
Defining the Concept of Self
Activity: Self-Concept Inventory

Activity:
“Self-Concept Inventory”

Name: ___________________
Date: ___________________

Instructions: Answer the following questions thoughtfully. Be honest and have fun with your responses!

1. If you were a superhero, what would be your superpower and why? How does this reflect your strengths in real life?

___________________________________________________________

2. Imagine you’re writing a book about your life. What would be the title of the current chapter, and why?

___________________________________________________________

3. If your life were a movie, what genre would it be (comedy, drama, action, etc.)? How does this genre relate to your self-view?
 ___________________________________________________________

4. **What’s one quirky habit or personal trait that makes you uniquely you? How does this trait impact your daily life?

___________________________________________________________

5. If you could have a conversation with your future self 10 years from now, what’s one piece of advice you’d hope to receive, and
why?

___________________________________________________________

Formative question
How can awareness and understanding of oneself pave the way to self-acceptance and build better relationships with significant
people?

Chunk 2
Identifying Your Strength and Weaknesses
Activity: Johari’s window
 Reflective Paper: Write a short reflection on what you learned from this activity.
How did identifying your strengths and weaknesses help you understand yourself better? How can you use this information in your
daily life?"

Formative question
What are your realization about yourself?

Chunk 3
The Importance of Valuing One’s Self
Activity: Creative Presentation of One’s Potential

Instructions:
 Choosing a Medium:
 Decide how you would like to present your potential.
 Will it be through a drawing, a poem, a song, a short skit, or another creative format?"

 Planning Your Presentation:

 Outline your presentation.
 If you’re writing a poem, start drafting it. If you’re drawing, sketch your ideas. If you’re creating a skit, write the script.

 Feel free to think outside the box. This is your chance to shine and show your classmates what makes you unique."

Sample Guidance:

 Drawing: "If you choose to draw, illustrate your strengths and future aspirations in a creative way."
 Poem/Song: "If you’re writing a poem or song, use descriptive language to express your potential and dreams."
 Skit: "If you’re doing a skit, portray a future scenario where you’re using your potential to achieve your goals."

Formative question
How does valuing one’s self help the adolescent improve their self-concept?

Synthesis
Learners will understand that:
a. Knowing oneself can make a person accept his/her strengths and limitations and deal with others better.
b. Sharing his /her unique characteristics, habits and experiences can make a person value himself /herself better.
c. Self-awareness is the foundation for change, for growth and for all of the personal development that adolescents strive to
accomplish.

RUA of a Student’s Learning:

1. To understand the importance of knowing the self in middle and late adolescence
● Self Concept Inventory with reflection paper

2. To conduct self discovery and self disclosure

● Johari’s Window Inventory with Reflection paper

3. To share one’s unique characteristics, habits and experiences

● Creative presentation of one’s potentia
1. To understand the importance of knowing the self in middle and late adolescence Self
Concept Inventory with reflection paper

2. To conduct self-discovery and self-disclosure

Johari's Window Inventory with Reflection paper

3. To share one's unique characteristics, habits and experiences

1. Creative presentation of one's potential

Post Lesson Remediation:

Post-lesson Remediation Activity: (Describe the activity and use a separate sheet for the copy of a full-blown activity.)

On your journal notebook, answer this:

How do you understand this, “Knowing oneself is the beginning of all wisdom-Socrates”?

Analytic Rubric for Journal Entry:

Exemplary Sufficient Minimal Beginning

4 points 3 points 2 points 1 point
Self-disclosure/ The student The student The student Student
Depth of shows a thorough provides an shows minimal demonstrates
reflection reflection on and overall reflection reflection on and a lack of
personal on and personal personal reflection on,
adaptation of the adaptation of the adaptation of the or
theories, theories, theories, personalization
concepts, and concepts, and concepts, and of,
strategies covered strategies strategies the theories,
in the course discussed in the presented in the concepts, and/or
materials. Their course materials. course materials. strategies
viewpoints and Their viewpoints Their viewpoints presented
interpretations and and in the course
are insightful and interpretations are interpretations Materials. There
well-supported, supported, with are either are no viewpoints
with clear and relevant examples unsupported or or interpretations
detailed examples drawn from backed by flawed provided, or they
from personal personal reasoning. are inappropriate
experiences experiences Examples are and unsupported.
where relevant. where applicable. either missing or Examples are not
do not relate to provided.
the assignment.
Connection to The student The student The student The student
external offers a thorough provides some provides minimal merely identifies
experiences synthesis of well- detailed detail in a few general
chosen explanations of explaining ideas or issues
experiences specific ideas or specific ideas or from external
relevant to the issues from issues from experiences
topic, effectively external external related to the
linking insights experiences experiences topic.
gained from these related to the related to the
external topic and makes topic and makes
experiences to the general very few
subject matter. connections connections
between these between these
experiences and experiences and
the subject the subject
matter. matter.
Connection to Student makes Student goes into Student goes into Student identifies
readings in-depth more little some general
 synthesis of detail explaining detail explaining ideas
thoughtfully some some or issues from
selected aspects specific ideas or specific ideas or readings related
of issues issues to
readings related from readings from readings the topic.
to the related to related to Readings
topic and makes the topic and the topic and are only those
clear makes makes assigned for the
connections general general topic.
between connections connections
what is learned between what is between what is
from learned learned
readings and the from readings from readings
topic. and the and the
Includes topic. Includes topic
reference to at reference
least two to at least one
readings other reading
than those other than those
assigned for assigned
class. for class.
Connection to Student Student Student attempts Student has
class discussions synthesizes, synthesizes to difficulty
and unit analyzes and clearly some synthesize some restating some
objectives evaluates directly directly general ideas or
thoughtfully appropriate ideas appropriate ideas issues from the
selected or or class
aspects of ideas issues from the issues from the discussion as
or class class they
issues from the discussion as discussion as relate to this
class they relate they relate topic.
discussion as to this topic. to this topic.
they relate
to this topic.

Adapted from: http://www.d.umn.edu/~balbert/humandiversity/grading_rubric.html

Resources:

 Personal Development Book, page 3-9