Perdev q1 Mtot

ENERGIZER
“Konichiwa,
Hola, Hola
Hello, Hello,
Kamusta Ka?
Konichiwa, Hola, Kamusta ka?
DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT
• Say Hi to your partner.
• Tell positive impression you had with him/her for the first days
of training.
• Share the following:
1st partner - Insights from previous sessions
2nd partner - Plan to apply lessons learned
3rd partner – expectations (3Gs)

expectations to the new topics to be introduced
1. What do you want to gain

from this activity?(yellow)
2. What have you given up

for this activity? (blue)
3. What are you willing to give for

the success of this activity?

Let us learn together …
try to address most …
if not all your expectations…
Personal Development, First
Quarter: Discussion on Critical
Contents, its Teaching Pedagogies,
and Learning Assessment
OBJECTIVES
• Explain the relationship between curriculum, pedagogy, and

assessment in the 1st quarter of Personal Development.
Specifically, the participants will:

OBJECTIVES
• analyze the components of the Curriculum

Guide such as the content, content
standards, performance standards, learning
competencies and coding;
• determine appropriate pedagogy in
translating learning competencies; and
• prepare proper assessment activities for
teaching/ learning activities across
competencies.
ACTIVITY
“CURRICULUM PUZZLE”

1
End Game
refers to the topical coverage of a
particular subject in a grade level
in a given period (vertical logic)

CONTENT
_______
1
End Game
It identifies and set the essential
knowledge that should be learned
in a specific period

CONTENT STANDARDS
_______ _________
3
End Game
Describe the abilities and skills
that learners are expected to
demonstrate in relation to the
content standards and integration
st
of 21 century skills
PERFORMANCE STANDARDS
___________ _________
2
End Game
Refer to the knowledge,
understanding, skills and attitudes
that students need to
demonstrate in every lesson or
learning activity
LEARNING COMPETENCIES
________ ____________
Parts of the
SHS Curriculum Guides
• A document that contains
– Subject Title
– Grade Level
– Number of Hours
– Pre-requisites
– Subject Description
– Content
– Content Standards
– Performance Standards
– Learning Competencies
– Codes
Content
Refers to the topical coverage of a particular

subject in a grade level in a given period
(vertical logic)
25
Content
Content Standards
• Identifies and set the essential knowledge that should be
learned in a specific period
• Covers specified scope of sequential topics within each
learning strand, domain, team, or component.
• Content standards answer the question: What should the
learners know?
Content Standards
Performance Standards
• Describe the abilities and skills that learners are
expected to demonstrate in relation to the
content standards and integration of 21st century
skills
• The integration of knowledge, understanding,
and skills is expressed through creation,
innovation and adding value to
products/performance during independent work
or in collaboration with others.
• Answer the following questions:
– What can learners do with what they know?
– How well must learner do their work?
– How well do learners use their learning or
understanding in different situations?
– How do learners apply their learning or
understanding in real-life contexts?
– What tools and measures should learners used to
demonstrate what they know?
Learning Competencies
• Refer to the knowledge, understanding, skills and attitudes
that students need to demonstrate in every lesson or learning
activity
Learning Competencies
Coding Legend
Sample: M7AL-IIg-2
LEGEND SAMPLE
Learning Area and
Strand/ Subject or Mathematics
First Entry M7
Specialization
Grade Level Grade 7
Domain/Content/
Uppercase Letter/s Patterns and Algebra AL
Component/ Topic
-
Roman Numeral
*Zero if no specific Quarter Second Quarter II
quarter
Lowercase Letter/s
*Put a hyphen (-) in
between letters to Week Week seven g
indicate more than a
specific week
-
Mini-Quiz
What do these codes

mean?
Familiarizing one’s self with the
Curriculum Guide will enable one to
visualize the kind of learner to be
produced at the end of the quarter.

Why do we need to familiarize ourselves with the
Curriculum Guide?
How will it help the teacher in instructional planning?
The knowledge of the curriculum guide and other salient

features of the Personal Development Curriculum will enable us
to prepare valuable and meaningful learning activities for the
learners.
PERSONAL DEVELOPMENT
CURRICULUM GUIDE
ACTIVITY: “MY LEVELS OF FAMILIARITY”
Content Very Familiar Not Questions/

Familiar Familiar Clarifications

CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES CODE
STANDARD STANDARD
1. Knowing The learners The learners The learners...

Oneself demonstrate shall be able
an to... 1.1 explain that knowing oneself can
Understandi understanding make a person accept his/her strengths EsP-
ng oneself of… conduct self- and limitations and dealing with others PD11/12KO-Ia-
during exploration and better 1.1
middle and himself/herself simple
late during middle disclosure
adolescence and late
adolescence 1.2 share his/her unique characteristics,
EsP-
habits, and experiences
PD11/12KO-Ia-
1.2
1.3 maintain a journal EsP-
PD11/12KO-Ib-
1.3
STANDARD STANDARD
2. the various illustrate the 2.1 discuss the relationship among
Developing aspects of connections physiological, cognitive, psychological,
the holistic between spiritual, and social development to
EsP-
Whole development: thoughts, understand his/her thoughts, feelings,
PD11/12DWP-
Person physiological, feelings, and and behaviors
Ib-
cognitive, behaviors in a
2.1
psychological, person’s
spiritual, and holistic
social development
development 2.2 evaluate his/her own thoughts, EsP-
feelings, and behaviors PD11/12DWP-
Ib-
2.2
2.3 show the connections between EsP-
thoughts, feelings, and behaviors in PD11/12DWP-
actual life situations Ic-
STANDARD STANDARD
3. the skills and make a list of 3.1 classifiy various developmental
Developmen tasks ways to tasks according to developmental stage
tal Stages in appropriate for become
Middle and middle and late responsible EsP-
Late adolescence, adolescents PD11/12DS-Ic-
Adolescence and prepared for 3.1
preparatory to adult life
early adulthood
3.2 evaluate one’s development in

EsP-
comparison with persons of the same
PD11/12DS-Id-
age group
3.2
3.3 list ways to become a responsible EsP-
adolescent prepared for adult life PD11/12DS-Id-
3.3
STANDARD STANDARD
4. The the clarify and 4.1 discuss that facing the challenges
Challenges developmental manage the during adolescence may able to clarify
of Middle changes in demands of and manage the demands of teen years
and Late middle and late the teen years EsP-
Adolescence adolescence, (middle and PD11/12CA-Id-
and late 4.1
expectations of adolescence)
and from
adolescents
4.2 express his/her feelings on the
EsP-
expectations of the significant people
PD11/12CA-Ie-
around him/her (parents, siblings,
4.2
friends, teachers, community leaders)
4.3 make affirmations that help one EsP-
become more lovable and capable as PD11/12CA-Ie-
an adolescent 4.3
STANDARD STANDARD
5. Coping stress and its identify 5.1 discuss that understanding stress
with sources; personal ways and its sources during adolescence may
Stress in various stress of coping for help in identifying ways to cope and
Middle and responses; healthful living have a healthful life EsP-
Late and coping PD11/12CS-If-
Adolescence strategies for 5.1
healthful living
in middle and
late
adolescence 5.2 identify sources of one’s stress and
EsP-
illustrate the effect of stress on one’s
PD11/12CS-If-
system
5.2
5.3 demonstrate personal ways of EsP-
coping with stress for healthful living PD11/12CS-Ig-
5.3
STANDARD STANDARD
6. The the whole brain identify ways 6.1 discuss that understanding the left
Powers of theory, or two to improve and right brain may help in improving
the Mind hemispheres of learning using one’s learning
the brain: both the left EsP-
artistic (right- and right brain PD11/12PM-Ig-
brain 6.1
dominant) and
linear (left-
brain
dominant) 6.2 explore two types of mind-mapping EsP-
techniques, each suited to right brain- PD11/12PM-Ig-
or left brain-dominant thinking styles h-
6.2
6.3 make a plan to improve learning EsP-
using left and right brain through mind- PD11/12PM-Ih-
mapping activities 6.3
STANDARD STANDARD
7. Mental the concepts identify his/her 7.1 interpret the concepts of mental EsP-
Health and about mental own health and psychological well-being in PD11/12MHWB-
Well-being health and vulnerabilities everyday observations about mental Ih-
in Middle wellbeing in and make a plan health problems during adolescence 7.1
and Late middle and on how to stay 7.2 identify his/her own vulnerabilities EsP-
adolescence late mentally healthy PD11/12MHWB-
adolescence Ii-
7.2
7.3 make a mind map on ways of EsP-
achieving psychological well-being PD11/12MHWB-
Ii-
7.3
7.4 create a plan to stay mentally EsP-
healthy during adolescence PD11/12MHWB-
DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Ii-
STANDARD STANDARD
8. Emotional the different identify ways 8.1 discuss that understanding the
Intelligence types of to intensity and differentiation of emotions
emotions and communicate may help in communicating emotional
how they are and manage expressions
EsP-PD11/12EI-
expressed emotions in a
Ii-j-8.1
healthy
manner
8.2 explore one’s positive and negative

emotions and how one expresses or EsP-PD11/12EI-
hides them Ij-8.2
8.3 demonstrate and create ways to

EsP-PD11/12EI-
manage various emotions
Ij-8.3
What is Personal Development as
a subject for you?

What is PERDEV?
• Personal Development
• Grade 11/12
• Aim : to make senior high school students aware of the
developmental stage they are in, for them to better
understand themselves and the significant people around
them as they make important decisions as adolescents.
• PERDEV is not personality development, it is personal
development.

MODULE 1:
Knowing and Understanding Oneself during Middle
and Late Adolescence
• How can understanding oneself pave the way to self-
acceptance and better relationship with others?
Topics:
• Self-Concept Inventory: Exploring One’s Strengths and
Limitations
• Personal Effectiveness
• Unfolding One’s Personal Journey through Journal Writing
Activity: Self-Concept Inventory
Give yourself a rating using the scale:

0= Very Weak
1= Weak
2= Somewhat Weak/ Somewhat Strong)
3= Strong
4= Very Strong

Scoring
Add your scores:

Item Nos.
• Physical appeal (1-4)
• Human Relations (5-8)
• Intelligence (9-12)
• Character (13-16)
• Communications (17-20)
• Maturity (21-24)

Self-Concept Inventory Interpretation
14-16 = Strong
10-13= Somewhat Weak
Below 10= Very Weak

When you look at the mirror, what do you see?
Your ideal self? or your actual self?
• Ideal self – self that you aspire to be
• Actual self- the one that you actually see

- self-image
SELF-CONCEPT - refers to your awareness of yourself

SELF-CONCEPT
• Personal Effectiveness means making use of all the personal

resources – talents, skills, energy and time, to enable you to
achieve life goals.

Activity: “MY BANNER – THE TREASURE WITHIN ME”
1 and 2 – two things I do very well

3 and 4 – my two greatest achievements in life
5 - what in myself am I proudest of
6 - my happiest moment
7 - positive words that my friend use to describe me
8 - a personal goal that I have already achieved
9 - three blessings for which I am most thankful to God
10 - three of my positive qualities
11 - difficulties, challenges and problems that I was able to solve
and overcome
REFLECTION
• What do you consider as your weaknesses, abilities and

talents?
• What are the remedies you will take to improve or
compensate for your weakness?
• How can you further enrich your assets and strengths?
• Where and how do you use it to your best advantage?

Module 2:
Developing the Whole Person
• What is the relationship of the different aspects of
development with the students’ thoughts, feelings and actions
in dealing with life situations?
Topics:
• Personal Effectiveness through Holistic Development
• The Power Triad: Thoughts, Feelings and Actions
• Applying Power Triad to Daily Life Situations
• Understanding Development Process, Stages and Tasks
ASSESS ASPECTS OF YOUR DEVELOPMENT
Physical Self Intellectual

Self
Spiritual Self of Emotional Self

Life Force
Contextual Self Sensual Self
Nutritional Interactional
Self Self

Module 3:
Developmental Stages in Middle and Late Adolescence
• How can adolescents be prepared for adult life by
accomplishing various developmental tasks according to
developmental stages?
Topic:
• Evaluating One’s Own Development

FALL IN LINE
Please fall in line according to your:

a. Age (share your unforgettable experience when your were a
child)
b. Size of your feet (share who are/ were the most significant
people in your life)
c. Waist line (what do you want to be in a year, 5 years, 10
years?

DEVELOPMENTAL STAGES
Developmental Stage Characteristics

DEVELOPMENTAL TASKS
Infancy and Early Middle Childhood Adolescence

Childhood
Early Adulthood Middle Adulthood Late Maturity

Module 4:
The Challenges of Middle and Late Adolescence
• How can you as an adolescent balance the expectations of the
significant people in your life and your personal aspirations?
Topics:
• Challenges During Adolescence
• Affirmations

ROLE PLAYING
Situations on Challenges in Middle and Late Adolescence

• Think of developmental challenge and specific situations
where particular challenge is seen in their everyday living.
• You have 10 minutes to plan a five-minute play.

THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE
Physical Development
• Girls have completed physical changes related to puberty
• Boys still maturing

Emotional Development
• Stress over school
• Seeks privacy and time alone
• Physical and sexual attractiveness
• Complains about parents
• Physical and emotional intimacy experiences of intimate
relationships

Social Development
• Friends become more important
• Explores romantic and sexual behaviors
• Influenced by peers

Mental Development
• Set goals
• Better understanding of complex problems and issues

Module 5:
Coping with Stress in Middle and Late Adolescence
• What is stress and how can adolescents manage it?
Topics:
• Stress
• Stress Response
• Stress Management
• Cognitive Development
BINGO TIME!
Find someone who regularly participates in one of these

activities. Ask him or her to sign in the appropriate box.
BINGO
Listens to music Keeps a journal or a Plays a musical Makes “to do” lists Has hiked to the top
diary instrument of the mountain
Eats breakfast Enjoys baking Plays with an Likes to laugh and Has a fish tank/
cookies electronic device does so a lot aquarium
Plays outside after Talks to family about Your favorite activity Enjoys nature Sleeps 9-11 hours a
school problems night
Goes for walks/ bike Volunteers Practices a martial Daydreams Does yoga or pilates
riding art
Enjoys going for a Goes window Works out at a gym/ Skis, skateboards Rented a movie on
drive shopping at home the weekend

Stress – feeling one gets from prolonged, pent up emotions.
Cause and Effects of Stress:

• Anxiety
• Pressure
• Misery
• Strain
• desperation
• Tension
• Anger
SURVIVAL KIT
• Choose three objects or symbols that make you feel relaxed to

include in your kit. (you can use symbols, words or pictures,
bring object from your bag)
• Think about how the symbol helps you when you are dealing
with stress and stressful situations

Module 6:
The Powers of the Mind
• How do we develop the powers of our mind?
Topics:
• Critical Thinking and Some Theories About the Brain-Side
Dominance
• Mental Health
Activity: BRAIN DOMINANCE
___ I am very organized. ___ I work best in a quiet

space.
___ I remember faces more
than names. ___ I daydream a lot.
___ I think things through ___ I hate taking risks.
before making a decision. ___ I tend to get emotional.
___if someone is mad at me, ___ I make a to-do-list.
I can tell even without the ___ I trust my “gut instinct”.
person saying a word.

THE DOMINAT SIDE OF THE BRAIN
PERSONAL PREFERENCE
LEFT DOMINANCE RIGHT DOMINANCE
Classical music Popular music
Being on time A good times
Careful planning To visualize the outcome
To consider alternative To go with the first idea
Being thoughtful Being active
Monopoly, scrabble, or chess Athletics, art, or music

Module 7:
Mental Health and Well-Being in Middle and Late Adolescence
• What is mental health and how do we stay mentally healthy?
Topics:
• Anxiety Disorders
• Mental Health Issues and Stigma
• Healthy Living and Mental Health
• Emotions
• Emotional Intelligence Support Strategies/ Community Mental
Health Resources
FACT
• One percent of the general
population develops
schizophrenia
BLUFF
• Mental illness is not
contagious. Heredity can, and
often does play a factor in the
development of the disease.
BLUFF
• Although studies have shown that between 17 and 70 percent
of people who are homeless have mental illnesses, it is clear
that being homeless doesn’t automatically indicate a mental
illness.
SUPPORT STRATEGIES/ COMMUNITY MENTAL HEALTH RESOURCES
STRATEGIES FOR SUPPORTING SOMEONE WITH MENTAL

HEALTH CONCERNS:
• Encourage the person to seek help and support from others.
• Spend time with the person, listen o his or her concerns.
• Be hopeful; let them feel like their life will get better.
• Stand by them.
• Learn about mental illnesses.
• Put the person’s life before your friendship/

Module 8:
Emotional Intelligence
• How can the learners manage their emotions?
Topics:
• Dealing with Difficult Situations
• Integration Activity

Activity: TODAY I FEEL...
• On a sheet of paper, please draw a face or emotion that

expresses your feelings today.
• Share your work with a partner.

EMOTIONAL INTELLIGENCE
• Ability to understand, use, and manage our emotions

• Something that develops as we get older
• Helps us build strong relationships, make good decisions, and
deal with difficult situations
IMPROVING YOUR EMOTIONAL INTELLIGENCE:

• Being aware of your emotions
• Understanding how others feel and why
• Choosing your mood
“My Era”
Creative Presentation
showcasing the popular
activities and interests
among the youth of
your decade.

• How did you find the activity?
• What were your insights after the activity?
• How did you relate your insights/lessons learned in fulfilling
your functions in the field?

• Teachers should be aware of the changes happening in the
field. You should update yourself in terms of teaching
strategies to give more relevant services to our learners.

• Activity Sheet #2- MY TEACHING STRATEGIES
• Individual Output (5 minutes)

• Small Group Sharing (10 minutes)
• Large Group Sharing (10 minutes)

Activity Sheet #2- MY TEACHING STRATEGIES
• What did your group do to come up with the strategies/

activities?
• How did you feel while doing the activity?
• Are the activities designed appropriate? Why do you think so?

Activity Sheet # 3 - ASSESSMENT TOOLS/ACTIVITIES
• Individual Output (5 minutes)

• Small Group Sharing (10 minutes)
• Large Group Sharing (10 minutes)

Activity Sheet # 3 - ASSESSMENT TOOLS/ACTIVITIES
• What did your group do to come up with the

strategies/ activities?
• How did you feel while doing the activity?
• Are the activities designed appropriate? Why

do you think so?
Activity:
“DAILY LESSON LOG (DLL) MAKING”
accomplish the DLL template integrating their

outputs in the Activity Sheet No. 2- “My
Teaching Strategies’ and Activity No. 3-
“Assessment Tools and Activities”

QUESTIONS?

• “The curriculum guides you by expanding the
standards, but you have a lot of freedom with it
on how you teach. It gives a goal, but how you get
there is based on whatever you think will work
best for your students.
• – Michelle Elliot”

THANK YOU VERY MUCH!
REFERENCES
• Personal Development Reader

• Personal Development Teacher’s Guide

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ENERGIZER

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

1. What do you want to gain

2. What have you given up

3. What are you willing to give for

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

• Explain the relationship between curriculum, pedagogy, and

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

• analyze the components of the Curriculum

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Refers to the topical coverage of a particular

What do these codes

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

How will it help the teacher in instructional planning?

The knowledge of the curriculum guide and other salient

Content Very Familiar Not Questions/

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

1. Knowing The learners The learners The learners...

3.2 evaluate one’s development in

8.2 explore one’s positive and negative

8.3 demonstrate and create ways to

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Give yourself a rating using the scale:

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Add your scores:

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

• Ideal self – self that you aspire to be

• Actual self- the one that you actually see

SELF-CONCEPT - refers to your awareness of yourself

• Personal Effectiveness means making use of all the personal

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

1 and 2 – two things I do very well

• What do you consider as your weaknesses, abilities and

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Physical Self Intellectual

Spiritual Self of Emotional Self

Contextual Self Sensual Self

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Please fall in line according to your:

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Developmental Stage Characteristics

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Infancy and Early Middle Childhood Adolescence

Early Adulthood Middle Adulthood Late Maturity

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Situations on Challenges in Middle and Late Adolescence

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Find someone who regularly participates in one of these

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Cause and Effects of Stress:

• Choose three objects or symbols that make you feel relaxed to

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

• How do we develop the powers of our mind?

_ I am very organized. _ I work best in a quiet