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Personal Development

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Teacher’s Guide

This learning resource was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments and recommendations to the Department of Education at [email protected]. We value your feedback and recommendations.

Department of Education Republic of the Philippines

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

Personal Development Teacher’s Guide First Edition 2016 Republic Act 8293. Section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this learning resource are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Teacher’s Guide. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly.

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Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD

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Authors and publishers may email or contact FILCOLS at [email protected] or (02) 435-5258, respectively.

Development Team of the Personal Development Teacher’s Guide Dr. Barbara Wong-Fernandez, RGC Estesa Xaris Que-Legaspi, RGC Carolyn C. Quiba, RGC Mae R. Rafanan, RGC Zisa Velasquez-Garcia, RGC Cover Artist: Layout Artist:

Sharlyn Sanclaria Donna Gonzales

Management Team of the Personal Development Reader Bureau of Curriculum Development Bureau of Learning Resources Printed in the Philippines by Sunshine Interlinks Publishing House, Inc. 3F Maine City Tower, 236 Tomas Morato Avenue, Brgy. South Triangle, Quezon City Department of Education-Bureau of Learning Resources (DepEd-BLR) Office Address: Ground Floor Bonifacio Building, DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: [email protected]

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

INTRODUCTION

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To the Teacher of Personal Development: Welcome to this course, PERSONAL DEVELOPMENT, or PERDEV for short. This is a very interesting course, and can become the most personally rewarding for students, because the subject matter for this course is THEMSELVES! The new senior high school students have now entered a new educational level, as well as a new psychological and social level, called the middle and late adolescence. They may feel that they are no longer the rapidly growing and awkward teen-ager, but may also feel that they are not quite ready to call themselves mature adults either. This course shall make the students take a deeper look at themselves and analyze their developmental changes, their skills and traits which can help them meet the various tasks that they must undertake at this point in their lives. It shall provide them with some techniques to meet stress and other mental health issues with their own strengths and coping powers. The course shall also give them the chance to analyze their relationships with their family, friends and significant others. Finally, the PERDEV course shall help them take stock of where they are in their career development and how to get to where they want to be.

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COURSE CONTENT There are 4 units in PERDEV, as follows: Unit 1 – Self-Development; Unit 2 – Aspects of Personal Development; Unit 3 – Building and Maintaining Relationships; and Unit 4 - Career Development. There are several modules under each unit, each of which addresses a key concern in personal development.

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SCHEDULE OF SESSIONS PERDEV is a one-semester course, consisting of 80 hours divided into 20 weeks, or 4 hours per week. Depending on the school, there may be 1, 2, 3 or 4 sessions of PERDEV for each week. For purposes of this Teacher’s Guide and corresponding Reader, each week is divided into 2 sessions, for a total of 40 sessions. The teacher has the flexibility to further subdivide each session into 2 sub-sessions or combine several sessions depending on the nature and needs of the students.

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COURSE METHOD PERDEV uses the experiential learning approach, wherein students will participate in activities in class to explore specific themes in their development. They will interact with classmates, do projects with them, discuss various topics, and share their own thoughts, feelings and experiences. They will also make personal reflections and write them down. In this manner of self-reflection and sharing, they help reveal and articulate relevant concepts, theories, and tools in different areas of their life. As the teacher, your role is as guide and facilitator of this course. You shall lead the activities by giving instructions and supervising the procedures. However, since the subject matter is the students’ personal development, the success of the modules depends on the participation and cooperation of each student in class. MATERIALS FOR PERDEV The Reader for Students contains the Activity Sheets that they will be using for the various modules, as well as Readings which provide relevant, valuable, and appropriate additional information for the topic at hand. These are only samples of informational material. You and the students are encouraged to look for more information in your Library or by surfing the Internet.

iii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

This Teacher’s Guide contains all the materials found in the Reader for Students, as well as additional activities which you will use but which were not included in the Reader as an element of surprise. It has detailed instructions for the teacher; however, the teacher should improvise and make adjustments according to the nature and characteristics of the students, the classroom setting, and the time limits available.

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REQUIREMENTS FOR PERDEV The students should have a journal or notebook for PERDEV, in which they will write their reflections, insights, comments and opinions. They should also have a portfolio for PERDEV, which may be a large brown or plastic envelope, a clear book, or an envelope bag. This is where they will store all the reflections, research outputs, journal entries, survey questionnaires, and other written materials and artwork which they do as class work, seatwork, or homework for PERDEV. At the end of each unit, please collect the student portfolios and give each student a grade based on the completeness and quality of their work, class attendance and participation, and other special requirements that you agree on in the beginning of the semester.

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PERSONAL DEVELOPMENT ASSESSMENT AND GRADING SYSTEM Assessment of Personal Development shall be through the use of rubrics. A rubric refers to a scoring guide used to evaluate the quality of students' outputs, whether done individually or in a group. Rubrics articulate the expectations for class work or an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor. Rubrics are often used to grade student’s work, but when used as part of a formative, student-centered approach to assessment, rubrics have the potential to help students develop understanding and skill, as well as make dependable judgments about the quality of their own work. Following are suggested rubrics that you may use to evaluate student’s performance for each of the components of the modules. These rubrics include: 1. rubric for individual work (reflection papers) 2. rubric for group work (group discussions, group projects, etc) 3. rubric for skit or role-play 4. rubric for attendance and participation Each rubric consists of 4 criteria and 4 levels of quality, with point equivalents from 1 to 4. Hence, the maximum number of points a student may obtain for each rubric is 16 points (i.e., superior in each of the 4 criteria). At the end of each unit, sum up the points from the rubrics of each component and convert the number of points obtained by the student into a numerical grade. There are 8 portfolio output requirements for every unit of the course, with a maximum of 16 points per output, and a maximum of 16 points for attendance per unit. The maximum number of points that can be obtained for the unit (or the quarter) is 144 points, and the number of points shall be converted to grade equivalents as follows: Points 128-144 111-127 94-110 77-93 60-76 Below 60

Grade 96-100% 91-95% 86-90% 81-85% 75-80% Failure

iv All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

RUBRIC FOR INDIVIDUAL WORK (REFLECTION PAPERS)

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Sufficient Minimal Exemplary Beginning 4 points 3 points 2 points 1 point SelfStudent demonstrates Student demonstrates a Student demonstrates a Student demonstrates disclosure / an in-depth reflection general reflection on, and minimal reflection on, and a lack of reflection on, Depth of on, and personalization personalization of, the personalization of, the or personalization of, reflection of the theories, theories, concepts, and/or theories, concepts, and/or the theories, concepts, and/or strategies presented in strategies presented in concepts, and/or strategies presented in the course materials. the course materials. strategies presented the course materials. Viewpoints and Viewpoints and in the course Viewpoints and interpretations are interpretations are materials. Viewpoints interpretations are supported. Appropriate unsupported or supported and interpretations insightful and well examples are provided with flawed arguments. are missing, supported. Clear, from personal Examples are not inappropriate, and/or detailed examples from experiences, as provided or are irrelevant unsupported. personal experiences applicable. to the assignment. Examples are not are provided, as provided. applicable. Connection Student makes in-depth Student goes into some Student goes into little Student merely to outside synthesis of thoughtfully detail explaining some detail explaining some identifies experiences selected aspects of specific ideas or issues specific ideas or issues some general experiences related to from outside experiences from outside experiences ideas or issues from the topic and related to the topic and related to the topic and m outside experiences makes clear makes very few connections related to the topic. connections between general connections between what is learned what is learned from between what is learned from outside experiences outside experiences and from outside experiences and the topic. the topic. and the topic. Connection Student makes in-depth Student goes into more Student goes into little Student identifies synthesis of thoughtfully detail explaining some detail explaining some some general ideas to readings selected aspects of specific ideas or issues specific ideas or issues or issues from readings related to the from readings related to from readings related to readings related to topic and makes clear the topic and makes the topic and makes the topic. Readings connections between general connections general connections are only those what is learned from between what is learned between what is learned assigned for the topic. readings and the topic. from readings and the from readings and the Includes reference to at topic. Includes reference topic. least two readings other to at least one reading than those assigned for other than those assigned class. for class. Connection Student synthesizes, Student synthesizes Student attempts to Student has difficulty to class analyzes and evaluates clearly some directly synthesize some directly restating some discussions thoughtfully selected appropriate ideas or appropriate ideas or general ideas or & unit aspects of ideas or issues from the class issues from the class issues from the class objectives issues from the class discussion as they relate discussion as they relate discussion as they discussion as they relate to this topic. to this topic. relate to this topic. to this topic. Adapted from: http://www.d.umn.edu/~balbert/humandiversity/grading_rubric.html

v All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016

RUBRIC FOR GROUP WORK (Group Discussions, Group Projects, etc)

Working with others/ Cooperation

Focus on task /commitment

Always listens to, shares with, and supports the efforts of others; provides effective feedback to other members; and relays a great deal of related information.

Does not cause problems in the group; focuses on the task and what needs to be done most of the time; participated in most group meetings; and provides leadership when asked Usually listens to, shares with, and supports the efforts of others; sometimes talks too much; provides some effective feedback to others; and relays some basic related information.

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Communication/ listening Information sharing

Does part of the work; is cooperative; works well with others; and rarely argues

Progressing 2 points Sometimes cooperative; sometimes offers useful ideas; and rarely displays positive attitude Could have done more of the work – has difficulty; requires structure; directions and leadership; sometimes argues

Beginning 1 point Seldom cooperative; rarely offers useful ideas; and is disruptive

Sometimes not a good team member; sometimes focuses on the task and what needs to be done; must be prodded and reminded to keep on task; and participated in some group meetings. Often listens to, shares with, and supports the efforts of others; usually does most of the talking – rarely listens to others; provides little feedback to others; and relays very little related information

Provided no leadership; often is not a good team member; does not focus on the task and what needs to be done; lets others do the work; and participated in few or no group meetings Rarely listens to, shares with, or supports the efforts of others; is always talking and never listens to others; provides no feedback to others; and does not relay any related information to teammates

Did not do any work – does not contribute; does not work well with others; usually argues with teammates

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Contributions/ participation Attitude

Competent 3 points Cooperative; usually offers useful ideas; and generally displays positive attitude

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Advanced 4 points Always willing to help and do more; routinely offered useful ideas; and always displays positive attitude Does more than others; is highly productive; assumes leadership role as necessary; and works extremely well with others. Tries to keep people working together; almost always focused on the task and what needs to be done; is very selfdirected; and participated in all group meetings

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Adapted from : SMET Group work rubric. web.alfredstate.edu/assessment/GenEd/

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RUBRICS FOR SKIT OR ROLE-PLAY Exceptional

Admirable

Acceptable

4 points

3 points

2 points

Attempted 1 point

Factual information is accurate; and indicates a clear understanding of topic

Factual information is mostly accurate; good understanding of topic

Factual information is somewhat accurate; and fair understanding of topic

Information is inaccurate; presentation is off topic

Accuracy and believability of role

Point-of-view, arguments, and solutions proposed were always realistic and constantly in character

Point-of-view, arguments, and solutions proposed were usually realistic and in character

Point-of-view, arguments, and solutions proposed were often realistic and in character

Point-of-view, arguments, and solutions proposed were rarely realistic and in character

Cooperation

Accepts ideas of others; able to compromise; all members contribute

Accepts most ideas without negative comments; able to compromise; some members contribute

Unwilling to compromise; few members contribute

Group does not work together; one person does all the work

Shows some confidence; presents some information; engages audience; can be heard; some use of body language

Unsure of responsibility; somewhat informative; engages audience intermittently; hard to hear; some movement

Portrayal stalls; lacks information; audience bored; mumbles; body language is lacking; inappropriate

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Understanding of topic

Presentation

Shows confidence; informative; entertaining; engages audience; speaks loudly and clearly; appropriate use of body language

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Adapted from: cte.sfasu.edu/wp-content/uploads/2012/01/skit.doc

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RUBRIC FOR ATTENDANCE AND PARTICIPATION Excellent 4 points Student is present in every class.

Attendance

Good 3 points Student is absent for 1-2 classes but has a reasonable excuse.

Fair 2 points Student is absent for 3-4 classes but has a reasonable excuse.

Punctuality

Poor 1 point Student is absent for more than 4 classes but has no reasonable excuse Student is rarely on time or early (is tardy in class 5 or more times). Student rarely participates in class discussions or asks questions. Interaction with peers is minimal.

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Student is always Student is usually on Student is sometimes on time for clas...