Personal Development, Lecture notes of Technology

Download Personal Development and more Lecture notes Technology in PDF only on Docsity! K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT K to 12 Senior High School Core Curriculum – Personal Development May 2016 Page 1 of 7 Grade: 11/12 Semester: Core Subject Title: Personal Development No. of Hours/ Semester: 80 hours/semester Prerequisite: Core Subject Description: This course makes senior high school students aware of the developmental stage that they are in, for them to better understand themselves and the significant people around them as they make important career decisions as adolescents. The course consists of modules, each of which addresses a key concern in personal development. Using the experiential learning approach, each module invites students to explore specific themes in their development. Personal reflections, sharing, and lectures help reveal and articulate relevant concepts, theories, and tools in different areas in psychology. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE Quarter I Unit 1: Self-Development (20 hours) 1. Knowing Oneself Understanding oneself during middle and late adolescence The learners demonstrate an understanding of… himself/herself during middle and late adolescence The learners shall be able to... conduct self-exploration and simple disclosure The learners... 1.1 explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better EsP-PD11/12KO-Ia-1.1 1.2 share his/her unique characteristics, habits, and experiences EsP-PD11/12KO-Ia-1.2 1.3 maintain a journal EsP-PD11/12KO-Ib-1.3 2. Developing the Whole Person the various aspects of holistic development: physiological, cognitive, psychological, spiritual, and social development illustrate the connections between thoughts, feelings, and behaviors in a person’s holistic development 2.1 discuss the relationship among physiological, cognitive, psychological, spiritual, and social development to understand his/her thoughts, feelings, and behaviors EsP-PD11/12DWP-Ib- 2.1 2.2 evaluate his/her own thoughts, feelings, and behaviors EsP-PD11/12DWP-Ib- 2.2 2.3 show the connections between thoughts, feelings, and behaviors in actual life situations EsP-PD11/12DWP-Ic- 2.3 3. Developmental Stages in Middle and Late Adolescence the skills and tasks appropriate for middle and late adolescence, and preparatory to early make a list of ways to become responsible adolescents prepared for adult life 3.1 classifiy various developmental tasks according to developmental stage EsP-PD11/12DS-Ic-3.1 3.2 evaluate one’s development in comparison with persons of the same age group EsP-PD11/12DS-Id-3.2 K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT K to 12 Senior High School Core Curriculum – Personal Development May 2016 Page 2 of 7 CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE adulthood 3.3 list ways to become a responsible adolescent prepared for adult life EsP-PD11/12DS-Id-3.3 4. The Challenges of Middle and Late Adolescence the developmental changes in middle and late adolescence, and expectations of and from adolescents clarify and manage the demands of the teen years (middle and late adolescence) 4.1 discuss that facing the challenges during adolescence may able to clarify and manage the demands of teen years EsP-PD11/12CA-Id-4.1 4.2 express his/her feelings on the expectations of the significant people around him/her (parents, siblings, friends, teachers, community leaders) EsP-PD11/12CA-Ie-4.2 4.3 make affirmations that help one become more lovable and capable as an adolescent EsP-PD11/12CA-Ie-4.3 Quarter I Unit 2: Aspects of Personal Development (20 hours) 5. Coping with Stress in Middle and Late Adolescence stress and its sources; various stress responses; and coping strategies for healthful living in middle and late adolescence identify personal ways of coping for healthful living 5.1 discuss that understanding stress and its sources during adolescence may help in identifying ways to cope and have a healthful life EsP-PD11/12CS-If-5.1 5.2 identify sources of one’s stress and illustrate the effect of stress on one’s system EsP-PD11/12CS-If-5.2 5.3 demonstrate personal ways of coping with stress for healthful living EsP-PD11/12CS-Ig-5.3 6. The Powers of the Mind the whole brain theory, or two hemispheres of the brain: artistic (right-brain dominant) and linear (left-brain dominant) identify ways to improve learning using both the left and right brain 6.1 discuss that understanding the left and right brain may help in improving one’s learning EsP-PD11/12PM-Ig-6.1 6.2 explore two types of mind-mapping techniques, each suited to right brain- or left brain-dominant thinking styles EsP-PD11/12PM-Ig-h- 6.2 6.3 make a plan to improve learning using left and right brain through mind-mapping activities EsP-PD11/12PM-Ih-6.3 7. Mental Health and Well-being in Middle and Late adolescence the concepts about mental health and well- being in middle and late adolescence identify his/her own vulnerabilities and make a plan on how to stay mentally healthy 7.1 interpret the concepts of mental health and psychological well-being in everyday observations about mental health problems during adolescence EsP-PD11/12MHWB-Ih- 7.1 7.2 identify his/her own vulnerabilities EsP-PD11/12MHWB-Ii- 7.2 K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT K to 12 Senior High School Core Curriculum – Personal Development May 2016 Page 5 of 7 GLOSSARY Term (Filipino) Term (English) Definition Alalahanin Stress A state of mental or emotional strain or tension resulting from adverse or very demanding circumstances Antas ng Pag-unlad Developmental stage Subdivisions of the life span, each of which is characterized by certain behavioral or developmental traits Huling Bahagi ng Pagdadalaga/Pagbibinata Late adolescence The final stage of physical and emotional growth as children pass into adulthood; happens somewhere between 17 and 22 years of age, when teens become fully mature mentally and physically Kaayusang Pangkatauhan Well-being The state of being comfortable, healthy, or happy Kalagitnaan ng Pagdadalaga/Pagbibinata Middle Adolescence A transitional stage of physical and psychological human development that generally occurs between ages 15 and 17 Layunin sa Buhay Life goals Target, vision, mission, or objectives of a person Paghubog ng Kurso Career development The series of activities or the ongoing/lifelong process of developing one's work, profession, occupation, or vocation Panlipunang Impluwensiya Social influence Occurs when one's emotions, opinions, or behaviors are affected by others Pansariling Kaunlaran Adolescence A period of life in which the child transitions into an adult Pansariling Paglago Personal development/Self- development Understanding of one’s physiological, cognitive, psychological, spiritual, and social development to understand one’s thoughts, feelings, and behaviors, and making important decisions toward becoming a better person Teorya ng Pangingibabaw ng Kalahating-Kaliwa o Kalahating Kanan ng Utak Brain Lateralization or Brain Dominance Theory According to the theory of left-brain or right-brain dominance, each side of the brain controls different types of thinking. Additionally, people are said to prefer one type of thinking to the other. For example, a “left-brained” person is often said to be more logical, analytical, and objective, while a “right-brained” person is said to be more intuitive, thoughtful, and subjective. K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT K to 12 Senior High School Core Curriculum – Personal Development May 2016 Page 6 of 7 Code Book Legend Sample: EsP-PD11/12KO-Ia-1.1 DOMAIN/ COMPONENT CODE Knowing Oneself KO Developing the Whole Person DWP Developmental Stages in Middle and Late Adolescence DS The Challenges of Middle and Late Adolescence CA Coping with Stress in Middle and Late Adolescence CS The Powers of the Mind PM Mental Health and Well-being in Middle and Late adolescence MHWB Emotional Intelligence EI Personal Relationships PR Social Relationships in Middle and Late Adolescence SR Family Structures and Legacies FSL Persons and Careers PC Career Pathways CP Insights into One’s Personal Development IOPD LEGEND SAMPLE First Entry Learning Area and Strand/ Subject or Specialization Edukasyon sa Pagpapakatao- Personal Development EsP-PD11/12 Grade Level Grade 11 or 12 Uppercase Letter/s Domain/Content/ Component/ Topic Knowing Oneself KO - Roman Numeral *Zero if no specific quarter Quarter 1st Quarter I Lowercase Letter/s *Put a hyphen (-) in between letters to indicate more than a specific week Week Week one a - Arabic Number Competency articulate observations on human cultural variation, social differences, social change, and political identities 1 K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT K to 12 Senior High School Core Curriculum – Personal Development May 2016 Page 7 of 7 References: Bernstein, Carolyn Maddy, and Esmeralda S. Cunanan. Exemplary Career Guidance Programs: What Should They Look Like? (University of California: Berkeley National Center for Research in Vocational Education, August 1995). Exemplary Career Guidance Programs: What Should They Look Like?. http://www.nrccte.org/sites/default/files/publication-files/exemplary_career_guidance_programs.pdf. Senior High School Career Guidance Program. 2015. Department of Education Order 41 Sharma, Ra. S. Fundamentals of Guidance and Counselling. (New Delhi India: Loyal Book Depot, 2001). Spokane, Arnold. Career Intervention. (Englewood Cliffs New Jersey: Prentice Hall, 1991). US Department of Education, Career Guidance and Counselling Programs. Rich South High School Horizon Program: (Rich Town Park Illinois: Rich South High School, 1998). Yuen, Man-tak. T. Life Skills Development and Comprehensive Guidance Program Series. (Hongkong China:University of Hongkong, 2004 ed).