ADAPTIVE TEACHING GUIDE

Personal Development

MET # 1 Lesson # 1 (Name of the Lesson/topic) Getting to Know One’s self

Prerequisite Content-knowledge:

Understanding Personal Development

Prerequisite Skill:

1. Reflective
2. Critical Thinking

Prerequisites Assessment: Multiple Choice

Review on the general concepts of Personal Development through a multiple-

choice test

Instructions: Read each item carefully. Choose the right letter that
corresponds to your answer for each item.

1. Personal development primarily focuses on:

A. Social Status
B. Personal Growth
C. Financial Success
D. Academic Achievement

2. Which of the following is a key area of personal development?

A. Professional Networking
B. Self-awareness
C. Physical Health
D. Time Management

3. Self-awareness involves:

A. Recognizing others' emotions

B. Understanding one's own emotions
C. Setting career goals
D. Developing social skills

4. A personal development plan typically includes:

A. Short-term and long-term goals

B. Daily routines only
C. Financial planning exclusively
D. Academic milestones

1
 Pre-requisite Scoring Guide
Level Score Range
Sufficient 4
Fairly Sufficient 2-3
Insufficient 0-1

Pre- Lesson Remediation Activity:

1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):

Instruction: Open your journal or a blank piece of paper. Write down your thoughts on the following
prompts:

o Who am I?
Describe yourself in terms of personality, interests, and what you enjoy doing.
o What are my core values?
List the principles that are most important to you (e.g., honesty, kindness, hard work).
o What are my strengths?
Identify at least three things you are good at or proud of.
o What are areas I’d like to improve?
Consider any habits, skills, or aspects of your character you'd like to work on.

For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s):
Instructions:

1. Pair Up (10 minutes):

Pair up with a classmate. Share one or two insights from your reflection. Discuss how knowing
yourself can influence your decisions, relationships, and future goals.
2. Class Sharing (5 minutes):
Volunteers can share a brief thought or observation from their discussions with the class. This is
optional and only for those who feel comfortable sharing.

Context where the student is going to apply their learning (In what PAA/EFAA and personal use?)
The learner designs and implements effective reflective practices and self-awareness activities,
both structured and spontaneous, that are appropriately tailored to various personal and social
contexts.

Introduction:
1. Time Frame- the unit is intended for one week.

Overview of the lesson:

The learner understands the importance of knowing one’s self.

This lesson focuses on helping students develop a deeper understanding of their own identity, including their
values, strengths, and areas for personal growth. Students will engage in self-reflection, guided activities, and
discussions to explore self-awareness and its impact on their decisions, relationships, and overall well-being.

Students will learn to identify and articulate their personal identity, recognize their strengths and areas for
growth, and engage in reflective practices that promote personal development. The lesson will also guide

2
students in setting personal goals that align with their values and strengths.

Through activities such as personal reflection journaling, peer discussions, and group sharing, students will
explore the importance of self-awareness and how it can be applied in various contexts, including decision-
making and interpersonal communication.

Assessment will be based on students' participation, the depth of their reflections, the clarity of their goals,
and their ability to apply self-awareness in real-life situations. This lesson aims to equip students with the
tools to foster lifelong self-awareness, enabling them to make informed decisions, build stronger
relationships, and pursue personal growth confidently.

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.)

C. Instructional Activities:
Chunk 1: Who Am I?

1. Activity: Self-Reflection Questionnaire

1. Provide students with a questionnaire to reflect on their strengths, weaknesses, values, and
aspirations.
2. Example questions:
1. What are my strengths?
2. What areas do I need to improve?
3. What are my core values?
4. What are my dreams and aspirations?

Formative Questions:

 How would you describe your personality in three words?

 What activities or hobbies do you enjoy most, and why do they appeal to you?
 What makes you unique compared to others around you?

Chunk 2: Understanding Emotions

1. Activity: Emotion Mapping

1. Students create a map of their common emotions and the situations that trigger these emotions.
2. Discuss the importance of understanding and managing emotions for personal growth.

Formative Questions:

 What are some common emotions you experience daily?

 How do you typically feel when you are happy? Sad? Angry?
 Can you describe a recent situation where you felt a strong emotion? What was the
emotion, and how did you recognize it?

Chunk 3: Personal Values and Beliefs

1. Activity: Values Clarification

1. Provide a list of values (e.g., honesty, integrity, compassion) and ask students to rank them in
order of importance.
2. Discussion: How do these values influence their decisions and actions?

Formative Questions:

 What are the three most important values that guide your decisions and actions?

3
  How do you determine what is truly important to you?
 Can you recall a time when you had to choose between conflicting values? How did
you decide?

Synthesis

1. Personal Reflection Journal:

Students will reflect on their unique characteristics, strengths, and areas for growth. This activity aims to help
students articulate their personal identity and set meaningful goals for development.

2. Understanding Emotions:
Students will explore their emotional responses, triggers, and management strategies. This activity focuses on
identifying and expressing emotions effectively and understanding their impact on interpersonal interactions.

3. Personal Values and Beliefs:

Students will identify their core values and beliefs and reflect on how these influence their decisions and
behaviors. This activity is designed to clarify guiding principles and address how values shape responses to
challenges and conflicts.

By integrating insights from these activities, students will gain a holistic understanding of themselves. This
comprehensive self-awareness will enhance their ability to manage emotions, make value-driven decisions,
and foster authentic relationships. Assessment will focus on participation, depth of reflection, and the
application of self-awareness in real-life contexts.

RUA of a Student’s Learning:

Objective: Practice how your values and self-awareness influence decisions and interactions.

Instructions:

1. Form groups and get scenario cards.

2. Pick a scenario and assign roles.
3. Act out the scenario, using your values and self-awareness.
4. Discuss with your group:
o How did values influence decisions?
o What challenges arose?
o How did self-awareness affect your role?
5. Reflect on your experience using a worksheet.

Conclusion: Understand how personal values and self-awareness impact your actions.

Post-lesson Remediation Activity:

Self-Reflection Journal:

 Students will update their initial journal entries based on new insights gained from the post-lesson
activity.
 They will focus on clarifying their values, emotions, and personal goals.