Senior High School

Personal
Developmen
t
Quarter 1 –

Module 1:

Knowing Oneself
Personal Development – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 1: Knowing Oneself
First Edition, 2020

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 11

Personal
Development
Quarter 1 –
Module 1: Knowing
Oneself
Introductory Message
For the facilitator:

Welcome to the Personal Development-11 Alternative Delivery Mode (ADM) Module on

Knowing Oneself.

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist 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 in 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:

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 learning.
Furthermore, you are Notes to thetoTeacher
expected encourage and assist the learners as they do the tasks
included in the module. This contains helpful tips or strategies that will
help you in guiding the learners.
For the learner:

Welcome to Personal Development 11 Alternative Delivery Mode (ADM) Module on

Knowing Oneself!

The hand is one of the most symbolized parts of the human body. It is often used to depict
skill, action and purpose. Through our hands, we learn, we create and we accomplish. Hence,
the hand in this learning resource signifies that you, as a learner, can be 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. It 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 out to process
what you learned from the lesson.

What I Can Do This section provides an activity which will help

you apply your new knowledge or skills
 into real life situations or concerns.

Assessment This task 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 skills on the
lesson learned. This also tests your retention of
the 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 reminders serve as your guide 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. Answer first What I Know before moving on to other activities included in the
module.
3. Read the instructions 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!
 What I Need to Know

As we immerse ourselves in ‘Knowing Ourselves” in the process, it is necessary

to know some similar aspects and topic that pertains in the study of self. This may
include individuals in seeing our “self” as a growing person inside the society, and
this may cross-sectionally tackle the philosophical, bio-psycho-social aspect of the
self, including the Self-Concept and its relation to the social norms or our society.

The module shall discuss namely the following:

● Lesson 1 – Limitations and Strengths of the Individual; and how the

uniqueness of the individual can be accepted by others.
● Lesson 2 – Understanding unique characteristics, habits and experiences of
individual as a part of development and knowledge of the self.

Most Essential Learning Competency:

After going through this module, you are expected to:

1. Explain that knowing oneself can make a person accept his/her strengths and
limitations and dealing with others better;
2. Share his/her unique characteristics, habits, and experiences; and
3. Start a Journal Diary to be sustained at the end of subject course.
 What I Know

Instruction: Write the word TRUE if the statement is correct; otherwise, write
FALSE.

1. Our self-knowledge cannot be influenced by our past.

2. In determining our ideal self in the society, we must see our

behavior on an everyday basis.

3. Being private is irrelevant if we wish to continue in developing our

actual self.

4. Through studies conducted in history, our parents have no

important role in child-rearing practices.

5. In bio-psychology and cultural psychology, the crossing path of

hereditary and environment are irrelevant and shaping the self-
concept.

6. Allowing ourselves to be molded by our surroundings and be

influenced by others is a decisional aspect in reshaping our ideal
self.

7. We cannot change our behavior, hence our destiny when it comes

to familial or hereditary inclination.

8. In determining our self-concept, three categories of the self must

be considered.

9. In the early stages of development among children, oftentimes, they

are independent. Hence, they do not let their behavior be influenced;
neither do they need approval from their parents.

10. The self has no privacy, as often depicted in social media; we allow
ourselves to be seen as who we are and what we do.
 Lesso
Self-
n Development:
Knowing Oneself
1
Many of our millennials jump to conclusions about themselves knowing more
what, know and believe they do about themselves and technology has improved this
definition through apps and media, especially how they used these platforms in
defining themselves (Social Media and Doubt; Jacobson, 2020) . Their social media
profiles give a new meaning to who they are as a person living in this digital age.
However, this does not answer the most and perhaps the fundamental question, “Do
you know yourself?” Often, this question delves into the fundamental entity of
ourselves, the basic question of understanding ourselves, not just through our
expressions in social platforms and the like but, deals in more “How much do we
know about our self?” in the process.

What’s In

Do you still remember your scores when you took your NCAE in junior high
school? Have you thought about what you will do after your Senior High School or
beyond your college years? A great way to refresh dreams and reminisce about your
future endeavors is to remember your “ideal self.” Psychologists often call this "future
self." Below is a simple drill to refresh your “current self.”

ACTIVITY 1.1: My Self Through the Years

Instruction: Paste a picture of you when you were in elementary, in high
school, and now that you are in senior high school. Below the picture, list down your
salient characteristics that you remember.

My Elementary Self My High School Self My Senior High School

 ANALYSIS
After having examined your “self” in its different stages, fill out the table below:
Similarities in all stages of Differences in my “self” Possible reasons for
my “self” across the three stages of the differences
my life in me

Follow up Questions:
1. How do you compare yourself now from before? How do you fair to your improvements?

2. Do you think you can achieve more “now”, than that you were small? Cite some
examples.

3. There are many instances where in you can choose who you can be as of now. Why this
current “self”? Explain.

Notes to the Teacher

Students can visit the website www.habitsforwellbeing.com for
understanding the importance of “Knowing yourself”, through habits that
can improve sense around and the self. It is a great site for looking answers
in the philosophical and psychological understanding the self, especially in
these trying times.
Note: For learners who are using online platform
The learning module emphasizes the 5-C skills being developed
by the learners through the activities, namely Communication,
Collaboration, Creativity, Critical thinking and Character.
 What’s New

Johari’s Window
One great way of assessing the self and know how much the individual knows
the self is by asking the people around them. Though this may be awkward,
particularly when asking someone straightforwardly. Know that even your friends
can be a great source of information, whether it be positive or negative about the self.
To avoid being awkward and extract the best possible self-assessment without
compromising the individual, psychologists Joseph Luft (1916-2014) and Harrington
Ingham (1916-1995) devised a technique to help people better understand themselves
as well as their relationship with others. As used frequently in groups (group
dynamics), this activity helps understand people to develop teamwork. Below are
some post-activities to challenge yourself on how much you know about your “self.”

ACTIVITY 1.2: Johari’s Window

Instruction:
1. Below is the table devised by Joseph and Harrington in assessing the self.
Write your name (optional) on the first box indicated.
2. On the first box (no.1) write everything that you know about yourself; and
everything that people around you/others often think or feel everything
about you.
3. On the second box (no. 2) Write everything about yourself that is only
known to you and to you alone.
4. On the third box (no. 3) You may need the help of others to fill out this
space for you. At the beginning of this activity, your name is optional if you
want to write it or not. This box explains people/others know something
about you, but you yourself need to check or to re-affirm.
5. On the last box (no. 4), you may leave it blank.

Johari’s Window
Name: Known to Self Not Known to Self
1. (Arena) 3. (Blind Spot)
Known to others

2. (Façade) 4. (Unknown)
Not known to
Others

Source: en.wikipedia.org/wiki/Johari window

 What is It
The Self, in contemporary literature and even common sense, is commonly defined by
the following characteristics: “separate, self-contained, independent, consistent, unitary, and
private” (Stevens, 1996). When we talk about the self, being “separate,” it means it is distinct,
different and unique from others. It has its own uniqueness that defines him/her from others.
It has an identity of its own, even twins, may it be fraternal, is very much distinct from the
other. When we are talking about “self-contained,” we describe its existence as having its
own independence. It may exist with or without others; it is self-containing of its own
thoughts, characteristics and volition. For example, we make our profile pictures in social
media, carefully choosing a picture that expresses more of our thoughts, that tells us of what
we are, that tells us what we are in real life. Although, in these given times, it is easy to create
another “self” or deceive someone using a make-up “self”.
Nevertheless, although it is relatively easy to make another “self” in this age of social
media and advance technology, the “self” is very much consistent and persisting. Every
“self” has its own personality that is enduring, that lasts during late adolescence. Its
uniqueness and its consistency allow it to be studied, described and even measured (also
means that a particular self’s traits, characteristics, tendencies and potentialities) are very
evident and distinguishable from other “selves.” The Self is unitary in that it is the center of
all experiences and thoughts that run a particular person. It is the topmost executive in an
individual where all processes, emotions, and thoughts converged. Lastly, the self is private.
A person may sort out information, feelings and emotions, and thought processes within the
self. The whole process is never accessible to anyone but the self. This suggests that the self
is isolated from the external world. It lives within its own world.

Having in its own world means, you can create or nurture what you can be (ideal self)
or maintain/improve your current self (actual self). The ideal self pertains to the image or
aspirations of what you want to become. This may be
similar in hoping characteristics that you do
not possess as of the moment, but may one day be part of
who you are, just like what Filipinos tend to watch in
various talent shows. This may be the ability to have a
beautiful voice; or have different achievements like
the characteristics of your idols or other international
figures (Michael Jordan, Sarah Geronimo etc.) While the
actual self as the term implies https://dlpng.com/png/3990456 “actual”, is your present self
that you see on the daily basis. It is the self that is constantly keeping in touch in your
everyday experiences. It has the potential to improve or develop as deemed by every
individual. This may also pertain to the gifts that you possess that is innate in you when you
were born.

Combining these two categories of the self, it established the

distinction of the Self-Concept. This is a collection of beliefs about
one’s basic nature, unique qualities, and typical behavior. Although
we may have so many dimensions in which we describe ourselves
such as “I’m grateful” or “I’m friendly”, we have separate concepts of
our physical, social, emotional and intellectual selves; yet we are still
referring to one single entity that is unique and very distinct from others (Don Hamachek,
1992). Our various self-concepts are characterized by relatively distinct thoughts and
feelings. That is, we may have considerable information about our social skills and feel quite
confident with regard to them but have limited information about our physical skills and feel
less confident about this aspect of our self. When a particular self-concept is operating, its
attendant thoughts and feelings will strongly influence the way we process self-relevant
information (Fiske & Taylor, 1991).

There are several factors that shape self-concept. Among them are your own observations,
feedback from others and cultural values.

Your Own Observations

In the process of self-introspection, that may help you re-
evaluate your motivations and, in real-time, observing what you
do at this moment is one of the significant information about your
interest or dislike. During early childhood, we start observing our
behavior and drawing conclusions about ourselves. We are aware
of what we do; we dislike; can and cannot do. Although, when we
are still children, our observations are not entirely correct or https://www.freepik.com/premium-
vector/student-study-classroom-three-
sometimes subject to change and entirely up to us, to retain or to character-boys-girl-many-classmates-
silhouette-as-background-
improve. We even compare our observed selves from others. In illustration_5782888.htm

social comparison theory, people need to compare themselves with others in order to gain
insight into their own behavior (Festinger, 1954; Goethals & Darley, 1977; Wood, 1989).
The potential impact of such social comparison was dramatically demonstrated in an
interesting study (Morse & Gergen, 1970).

Feedback from Others

Positive and negative criticisms also create an impact on self-concept. People talk about us or
how they discriminate us give an important aspect in shaping the self-concept. The amount of
criticism, feedback we sometimes freely give, helps shape the current self-concept of what
we choose to be or not. As we grow old, the number of significant and non-significant people
in our lives also grows. Everyone contributes in reshaping
the self-concept. Even our ability to accomplish something
or destroy our selves comes from painful remarks or
constructive criticism of others. In child-rearing,
especially the parents, has a unique and essential role in
reinforcing and shaping the self-concept. As children, we
receive direct feedback from them. Their constant
approval and disapproval set guidelines for what should be
or not, shaping and inputting the values and characteristics
of the children and, later, becoming what they are when
they grow. The saying “Kung ano ang puno ay siyang bunga”, is a testament output family
values instilled in childhood rearing practices. Aside from children comparing their actions
from others, they also compare themselves to their parents. That is why sometimes, even
when our parents are gone, we still have their characteristics and values; we unconsciously
accept this as our self-concept, along with their approvals and disapprovals. Most of us,
especially when we are young, take this sort of feedback to heart. Thus, it is no surprise that
studies find an association between parents’ views of a child and the child’s self-concept
(Wylie, 1979). There is even more substantial evidence for a relationship between children’s
perception of their parents’ attitudes toward them and their self-perception (Wylie, 1979).
 Cultural Values/ Cultural Guidelines
Self-concept is also indirectly influenced by cultural values. In the study of Cultural
Psychology, in this age of technology and social media, we accept our differences, especially
on how we accept the culture and beliefs of others. Japanese society does not tolerate
corruption; the Philippines has always been influenced or has always had that familial
clinging of thinking and protectiveness. The Chinese have always thought to have a strong
business minded stand in their points of view. The society in which we are raised defines
what is “good” and “bad” in personality and behavior. American culture tends to put a
premium on individuality, competitive success, strength and skills. These cultural values
influence how we interpret our behavior. In the Philippines, our cultural values were shaped
by historical colonization, which is evident in our present society, particularly our strong
family ties. Another is cultural hospitality that is deemed acceptable as our nature. Even the
dismal corruption that has been the perennial problem of the country also shaped the
tolerance of Filipinos as a way of answering societal problems..

Having Self-knowledge stems from the actual – self. It derives from our social
interactions of society that provide insight into how others react to us. It is the same as
gaining feedback from others. The reaction of other people is an essential aspect of gaining
actual-self or our self-image. Even our social roles are adjusted, on how we view ourselves
today, and how ideally (ideal self) what we would like to be in the future. There is a
negotiation that exists between the two selves, which is complicated by numerous exchanges
between the ideal self and actual self. These exchanges are exemplified in these social roles,
and they are adjusted continuously and re-adjusted.
 What’s More

Activity 1.3: A “ME” Tree

Source: Howe & Howe. 1975 Personalizing Education Values Clarification and Beyond. (p. 97-98)

Instruction:
1. On the picture provided, write/ draw symbols/ or paste pictures of all of your
strengths and talents/abilities- one strength or talent per root.

2. On the branches/ write/ draw symbols or paste pictures of all your

accomplishments and successes- one per branch.

3. Some roots and branches should be left empty so that new elements can be added
as they happen in the future.

4. Lastly, write your name on the trunk of the “Me Tree”.

 Activity 1.4: Enrichment
Instruction: Answer the following in a separate sheet of paper.
1. How are you going to use the “Me” tree in this time of Covid-19
Pandemic?

2. What are your self-realizations?

3. How does your self-realization affect your family? You may ask them in
answering this?

Activity 1.5: My Reflection through my Experiences

Instruction: Share your experience (s) on the following statement. Write your
answers in a separate sheet of paper
1. People need to compare themselves with others in order to gain
insights of their own behavior.

2. “Kung ano ang puno ay siyang bunga.”

3. Corruption is also shaped by our tolerance or our approach to

answering societal problems.”
 What I Have Learned

1. The Self has several distinctive characteristics that separate from other
“selves.”
2. The Self has its own experiences and emotions, which is very different and unique
in any other way.
3. Self-Concept is a combination of both our actual-self (present) and ideal-self (future
self).
4. Self-Concept can also be our comparison to others, even our people who have a
direct and indirect influence.
5. Our observation of ourselves and others, the feedback from others, our historical or
cultural perspective also play a role in shaping our self-concept.
6. Having self-knowledge in our aspects and historical beginnings also provide
essential information shaping our actual self, which is very much closer or far from
our ideal self.
7. In the process of merging our actual self and ideal self, our social roles provide us
the adjustment in the changing and conflicting development of our society.
8. The actual and ideal self can’t be confused in defining the “self”. It must be collated
and defined according to its aspects and its development and even lapses, of the
self is very unique in every individual in which they have unique definition and
expression.
 What I Can Do

Activity 1.6: Do You Truly Know Yourself?

Instruction: How much do you know of yourself? How does your “self” fair from
others in responding in our changing times, especially in adjusting to our “new
normal”? The exercise below is a simple activity in affirming what our “self” in
relation to our reaction and feedback in our environment.

Question Answer
s s
1. would characterize

How you
yoursel
f?
2. What makes you stand out from the
rest? What makes yourself special?

3. How has yourself transforme

itself? d

4. How is your self connected to your

body?

Source: Chaffee, John. 2015. The Philosopher’s Way; Thinking Critically about
Profound Ideas. 5th Ed. Boston: Pearson
Schlenker, Barry R. 1985. The Self and Social Life. New York: McGraw-
Hill
 Assessment

Instruction: Multiple Choice. Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.
1. Which of the following does not belong to the group?
A. Joseph Luft
B. Blind Spot
C. Known to others
D. Social Roles

2. During development in the early years, our constant approval to our

immediate relations is a crucial aspect in forming our actual and ideal self.
The previous statement is _.
A. False, because we sometimes create our own destiny and sometimes
does not need approval from others.
B. Sometimes true, for every positive and negative criticism is a
development of our “true” self.
C. True, our family, especially our parents are the best observers of our
character and behavior.
D. Sometimes false, neither our immediate familial ties nor the
environment know what is best for our ideal self and eventually our
actual self.

3. Johari’s Window was formerly created for the purpose .

A. For the selection of the soldier in the field.
B. A technique use in teambuilding and group analysis
C. Used for personality disorders in company and hierarchy groups
D. A simple technique so to understand others reason for their feedback and
comments.

4. When we are talking about “Self-contained” we mean that .

A. Our own description of how we hide our true self to the people.
B. Having our own privacy, contained in our own house or space.
C. This pertains to the image or aspiration of what you want to become.
D. It is the existence of the individual, having its own independent character
and behavior.

5. The “actual-self” is synonymous with what psychological word?

A. the future self
B. the authentic self
C. the present self
D. the false self
6. The Self-Concept is the collection of .
A. hardships and sufferings that we experience inside of society
B. our compelling comparison of ourselves to the future and present self.
C. our beliefs, unique qualities and typical behavior that manifest to that
unique individual
D. our feelings inside and constant re-assessment of these emotions as we
respond to our environment.

7. There are two categories of the self that makes up the Self-Concept. These are
.
A. the factual and false Self
B. the authentic and fake Self
C. the present and future Self
D. behavior and character

8. Having criticism in our lives is a necessity in shaping our self-concept. Which

of the following is contrary to this statement?
A. Allan tells those who criticize his work, to leave him, because they are not
the ones who actually had a hard time doing his work.
B. Rebecca, constantly tells his/her students to be open-minded and open for
new developments for people who show approval or disapproval of their
work.
C. Milo is usually upset when someone criticizes his TVE project, but after
soiling, he gets back to his work and show more determination and
enthusiasm for his homework.
D. Perola, always tell herself, that both constructive and disapproval
statements are key ingredients in becoming a better person.
9. Which of the following does not belong to the group?
A. Feedback
B. Social Comparison Theory
C. Cultural Values
D. Self-Concept
10. Which of the following statement does not belong to the group?
A. Combining both self-introspection and comparison theory helps to
develop your ideal self.
B. Children’s perception about themselves, depends also strongly about
their parents’ attitude towards them.
C. According to the study done in the field of multicultural psychology,
cultural values has nothing to with our development when we reach
maturity. It entirely rests on how we accept and not accept the social
norms
D. Both positive and negative criticisms have impact on self- concept.
 Additional Activities

Portfolio Output 1: “My Diary”

Instruction: During these pandemic times, I have actively volunteered in some
non-profit organizations to help people, specifically in checking their mental health
by providing tele-counseling while they are experiencing quarantine. As many of my
clients encounter new “experiences." Most of them do experience changes in their
views, beliefs, including the stress that piles up in their head. In our non-profit
organization, we tend to provide our digital consumers ways to cope with this “new
normal” in our society. One of which is keeping a simple diary. During the time of
Sigmund Freud (1944), keeping a Diary is one of the oldest methods for collecting
data about the individual's personality. In my field as a practicing psychologist, I
sometimes suggest that my students have a personal diary to record their behavior,
thinking, and experiences, no matter how absurd their experiences are. In this way, I
let my students be aware of their surroundings, their decisions and themselves. As
our lesson implies, knowing the “self” starts when we exercise the awareness of our
identity. In this portfolio, you are tasked to have your own simple personal diary.
Below is a format that you should follow to start the daily writing/recording of your
diary. Your front cover may be a reflection of what you want to be. In doing so, you
are free to create your own front cover. You may use any available writing material
for this. This personal diary is to be sustained until the end of the subject course.
Also, this must be submitted on the last day of the semester as one of the
prerequisites in passing the subject.

Your own
Background
design

The Date (e.g.

Your Full Name
January 1, 2020)

This space if for

writing
your experiences
Your Own 2
Border 1
Design
References
Journals and Books

Chaffee, John. (2015). The Philosopher’s Way; Thinking Criticially about Profund
Ideas. 5th Ed. Boston

Festinger, Leon. (1954). A Theory of Social Comparison Processes. Human

Relations, 7, p. 117-140.

Fiske, S. T., & Taylor, S.E. (1991). McGraw-Hill Series in Social Psychology. Social
Cognition (2nd Ed.) Mcgraw-Hill Book Company

Gormly, Anne V. 1986. Understanding Psychology 4th Edition. New York

Hamachek, Don E. 1978. Encounters with the Self. West Publishing Company

Howe & Howe. 1975 Personalizing Education Values Clarification and Beyond

Schlenker, Barry R. 1985. The Self and Social Life. New York

Stevens, Richard 1996. Understanding the Self. Sage Publications. Open University

Weitin & Lloyd. 1994. Psychology Applied to Modern Life. University of Kansan

Website

https://journals.sagepub.com/doi/10.1177/001872675400700202

https://psycnet.apa.org/record/1991-97723-000

https://trove.nla.gov.au/work/22017195?q&versionId=45645003

https://philpapers.org/rec/STEUTS

https://www.toppr.com/guides/business-communication-and-ethics/intro-to-business-
communication/johari-window/

https://www.selfawareness.org.uk/news/understanding-the-johari-window-model

https://childmind.org/article/social-media-and-self-doubt/

en.wikipedia.org/wikiJohari_window
The importance of Knowing Yourself. Article www.habitsforwellbeing.com
https://www.pinterest.ph/grandmabetty53/stationaryborders-for-any-age/
https://www.pinterest.ph/pin/524880531549786148/