SENIOR HIGH SCHOOL

Personal Development
Quarter 1 – Module 6:
The Powers of the Mind

S.Y. 2020-2021
NAVOTAS CITY PHILIPPINES
Personal Development - Senior High School
Alternative Delivery Mode
Quarter 1 – Module 6: The Powers of the Mind
First Edition, 2020

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.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Anna Bernadeth C. Cruz

Editors: Eloisa S. Sanchez
Reviewers: Eloisa S. Sanchez
Illustrator:
Layout Artist: Anna Bernadeth C. Cruz
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Buenafe E. Sabado, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Eloisa S. Sanchez - EPS in Edukasyon sa Pagpapakatao
Grace R. Nieves, EPS in Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Editha O. Peregrino, Division SHS Focal Person

Printed in the Philippines by ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City

____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: [email protected]
____________________________________________
 SENIOR HIGH SCHOOL

Personal Development
Quarter 1 – Module 6:
The Powers of the Mind
Introductory Message
For the facilitator:

Welcome to the Personal Development for Senior High School Delivery Mode
(ADM) Module on The Powers of the Mind.

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, 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 into 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:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the
learners.

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 own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

ii
For the learner:

Welcome to the Personal Development for Senior High School Delivery Mode
(ADM) Module on The Powers of the Mind.

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 This will give you an idea of the skills or

Know 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; 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. This 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 This includes questions or blank
Learned sentence/paragraph to be filled in to
process what you learned from the

iii
 lesson.
What I Can Do This section provides an activity which
will help you transfer your new
knowledge or skill into real life situations
or concerns.
Assessment This is a task which aims to evaluate
your level of mastery in achieving the
learning competency.
Additional In this portion, another activity will be
Activities given to you to enrich your knowledge or
skill of the lesson learned.
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 are some reminders 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. Do not forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction 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!

iv
 This module was designed and written with you in mind. It is here to
help you master professional performance dance. The scope of this module
permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you
are now using.

The module is divided into two lessons, namely:

 Lesson 1 – Parts of the Brain
 Lesson 2 – Enhancing Brain Functions

After going through this module, you are expected to:

1. Discuss that understanding the different parts of the brain, processes

and functions may help in improving thoughts, behavior and feelings.
2. Explore ways on how to improve brain functions for personal
development.
3. Develop a personal plan to enhance brain functions.

1
1

Activity 1. Brain Teaser

Directions: Can you solve this visual puzzle? Let your mind explore and
you are sure to find the answer. Write your answer on the space
provided below.
1
2 chair 3 5
J 4 MIND 0 ______
STORM YOU
U ME MATTER MD
MBA
S PHD
T
6 7 8 9 10
S

TI
NAFISH L CYCLE
NAFISH READ O CYCLE
W ABDEF CYCLE
11 12 13 14 15
GROU STAND
FEET BAN VISION
VISION
ND
FEET
FEET
FEET
ANA I
FEET COUNTRY
COUNTRY
16 FEET 17 18 19 20

DEATH
LIFE
XQQQME MAN BIR
BOARD
Answer:
D
1. ______________ 6. ______________ 11. _____________. 16. ______________

2. ______________ 7. ______________ 12. _____________. 17. ______________

3. ______________ 8. ______________ 13. _____________. 18. ______________

4. ______________ 9. ______________ 14. _____________. 19. ______________

5. ______________ 10. ______________ 15. _____________. 20. ______________

2
Lesson

1 The Powers of the Mind

“You have power over your mind, not outside events. Realize this, and
you will find strength.”  Marcus Aurelius

The brain is the most complex part of the human body. This three-
pound organ is the seat of intelligence, interpreter of the senses, initiator of
body movement, and controller of behavior. Lying in its bony shell and
washed by protective fluid, the brain is the source of all the qualities that
define our humanity. The brain is the crown jewel of the human body.

The Architecture of the Brain

We can compare our brain in a committee of experts. All of its parts

work together, but each part has its own special assets. The brain can be
divided in to three major parts: the cerebrum, the cerebellum and the brain
stem.

https://commons.wikimedia.org/wiki/File:Diagram_showing
_some_of_the_main_areas_of_the_brain_CRUK_188.svg

Figure 1. The brain has three main parts: the cerebrum, cerebellum and brainstem.

Cerebrum: is the largest part of the brain and is composed of right and left
hemispheres. It performs higher functions like interpreting touch, vision and
hearing, as well as speech, reasoning, emotions, learning, and fine control of
movement.
Cerebellum: is located under the cerebrum. Its function is to coordinate
muscle movements, maintain posture, and balance.
Brainstem: acts as a relay center connecting the cerebrum and cerebellum
to the spinal cord. It performs many automatic functions such as breathing,
heart rate, body temperature, wake and sleep cycles, digestion, sneezing,
coughing, vomiting, and swallowing.

3
The Geography of Thought

Broca’s
area

https://pixy.org/4223695/
Each cerebral hemisphere can be divided into sections, or lobes, each
of which specializes in different functions. To understand each lobe and its
specialty we will take a tour of the cerebral hemispheres, starting with the
two frontal lobes, which lie directly behind the forehead. When you plan a
schedule, imagine the future, or use reasoned arguments, these two lobes
do much of the work. One of the ways the frontal lobes seem to do these
things is by acting as short-term storage sites, allowing one idea to be kept
in mind while other ideas are considered. In the rearmost portion of each
frontal lobe is a motor area , which helps control voluntary movement. A
nearby place on the left frontal lobe called Broca’s area allows thoughts to
be transformed into words.
When you appreciate a good meal—the taste, smell, and texture of the
food—two sections behind the frontal lobes called the parietal lobes are at
work. The forward parts of these lobes, just behind the motor areas, are the
primary sensory areas . These areas receive information about temperature,
taste, touch, and movement from the rest of the body. Reading and
arithmetic are also functions in the repertoire of each parietal lobe.
As you look at the words and pictures on this page, two areas at the
back of the brain are at work. These lobes, called the occipital lobes ,
process images from the eyes and link that information with images stored
in memory. Damage to the occipital lobes can cause blindness.
The last lobes on our tour of the cerebral hemispheres are
the temporal lobes , which lie in front of the visual areas and nest under
the parietal and frontal lobes. Whether you appreciate symphonies or rock
music, your brain responds through the activity of these lobes. At the top of
each temporal lobe is an area responsible for receiving information from the
ears. The underside of each temporal lobe plays a crucial role in forming and
retrieving memories, including those associated with music. Other parts of
this lobe seem to integrate memories and sensations of taste, sound, sight,
and touch.
4
Activity 1.2 A Piece of your brain…
Directions: Find and circle all of the parts of brain listed below that are
hidden in the grid. The words may be hidden in any direction.

1. BRAINSTEM. 2. BROCA’S AREA 3. CEREBELLUM

4. CEREBRUM 5. FRONTAL LOBES 6. MOTOR AREA
7. OCCIPITAL LOBES 8. SENSORY AREAS 9. TEMPORAL LOBES
10. PARIETAL LOBES

5
Brain Lateralization

Our brain is divided into two halves, or hemispheres. Within each

half, particular regions control certain functions.

The two sides of our brain look very much alike, but there’s a huge
difference in how they process information. Despite their contrasting styles,
the two halves of your brain don’t work independently of each other. The
human brain is constantly reorganizing itself. It’s adaptable to change,
whether it’s physical or through life experience. It’s tailor-made for learning.

Researchers believed that brain dominance determines a person’s

preferences, problem-solving style, personality characteristics, and even
career choices. For example, a right-brain individual will quickly get a
feeling for a situation, while a left-brain person will usually ask a lot of
questions first. The following chart reflects additional difference between left
and right-brain dominance.

Food for the Brain

Right Hemisphere:
Function: Responsible for control of the left side of the body, and is the
more artistic and creative side of the brain

Left Hemisphere:
Function: Responsible for control of the right side of the body, and is
the more academic and logical side of the brain

6
Activity 1.3 Right/Left Brain Dominance Test

Which Side Are You On? Circle either “A” or “B” that most accurately
describes you.
1. A. At home, my room has organized drawer and closets. I even try to
organize other things
around the house.
B. At home, I like the "lived-in" look. I clean as I see a need and when I
have the time.
2. A. My desk is usually clean and has everything in place.
B. I leave my work out on my desk so I can work as I am inspired by
ideas.
3. A. I like using the "tried and true" method.
B. I like creating new methods.
4. A. I follow directions carefully when I build a model, make a craft, etc.
B. I like to build a model my way, making my own creation.
5. A. I complete one project at a time.
B. I like to start many different projects, but do not like to finish them.
6. When I am asked to write a report on a subject, I........
A. research information, then outline and organize my writing.
B. work in my own self-inspired direction.
7. When I had to do a project in class, I.....
A. used my parents' ideas, a book's illustrated project or modeled another
student's project who received an "A+" from my teacher.
B. loved the challenge, and like a "mad scientist," I produced a unique
project.
8. When I am in charge of a big job with many people working, I usually...
A. organize, give everyone their responsibilities, make lists, and make
sure everyone finishes their part on time.
B. work at my own pace, let others work on the job as they want. I want
to take care of needs/problems as they arise.
9. Which of these activities would you like to do the most?
A. planning the details for a trip/project
B. creating an original art form
10. I hate it when other people.....
A. are indecisive about what activities to do when I am with them.
B. plan activities in step-by-step detail when I am with them.

7
 Scoring the Left/Right Brain Test
Add the number of "A" responses. Write the sum here.______
Add the number of "B" responses. Write the sum here.______
If you have more "A" responses than "B" responses, then you are left-brained
dominate.

Notes to the Teacher

Dealing with Difficult Emotions:
Shyness and anger are two emotions that can be difficult to
manage in some situations. Let them share their own
experience about these and how they manage them to be
able to be more effective in dealing with others.

Lesson

2 Enhancing Brain Functions

Our personality may be molded by how our brain works, but in fact
the shape of our brain can itself provide astounding clues about how we
conduct ourselves . The following are the suggested brain friendly
interventions by Dr. Thomas Armstrong PhD:

1. Opportunities to Choose: We need frequent

occasions to make significant choices to help
develop the decision-making regions in the
‘’reasoning brain’’ .

8
 2. Self-Awareness Activities: teens experience an
acute sense of self-consciousness and are actively
building an inner core identity during adolescence.

3. Peer Learning Connections: adolescents prefer

the company of their friends to being with adults.

4. Affective Learning: the ‘’emotional brain’’ the

teen learns more effectively when there is emotional
content to accompany a lesson or other learning
topic.

5. Learning Through the Body: teens’ bodies are

going through dramatic changes from puberty until
the early twenties; the cerebellum or ‘’little brain’’ is
highly susceptible to environmental influence and
involves both body movement as well as higher
cognitive functions such as reading and
mathematics.

6. Metacognitive Learning: this refers to

‘’thinking about thinking’’ or the capacity to
use the mind to regulate its own processes
through planning, goal-setting, reflecting on
one’s past experience, and other self-regulating
mental activities; this area is developing
throughout adolescence as a prefrontal cortex

7. Expressive Arts Activities: the highly developed

‘’emotional brain’’ is primed to creatively express
itself, while the still-developing prefrontal cortex
function of ‘’inhibition’’ is not censoring these
creative ideas as much as it will in adulthood, so
this is a critical period for creative and artistic
activities.
as a prefrontal cortex function:

8. Real Life Experiences: teens can reason like

adults by age sixteen but only if there are no
emotional or peer influences (a condition called ‘’cold
cognition’’); real life learning provides an appropriate
setting within which teens can be challenged to
make good decisions in the midst of social or
emotional pressures (a condition termed ‘’hot
cognition’’).
9
Activity 2.1 Growth Mindset: What can I do to my self
Direction: The thought bubbles in the left column shows the thought of the
person with a fixed brain mind set who tends to use negative thoughts.
Rewrite in a way that shows growth mindset.

Fixed Mindset Growth Mindset

I can’t make it any better I can always improve my self

I hate making mistakes

The last time I tried this, I failed it

will be a waste of time to try again

This is too hard

Failing at something makes me

feel a loser
Fa

Everyone can do this except me I

give up

10
 Activity 1.3 Inside Out
Watch the Inside Out Movie
(https://www.youtube.com/watch?v=SvoycpSKCIw)
Activity 1.4 My Island of personality….
Direction: Using the Planning sheet below explore how the ways in which
we define ourselves influence our choices and behavior. List at least five(5)
examples for each island.

Main
Emotions
Island
Core Things that
Memories upset you
Island Island

Personality Things that

Traits makes you
Island feel better
PHOTO OR Island
DRAWING OF YOU!

1. Why did you choose the things you did for your islands?
2. How has substance use affected your islands?
3. What did you learn about the islands of personality from the movie?
4. What would you want to change about your islands of personality?
5. What would you hope never changes about your islands of
personality?

11
Try this!
Circle of Control: On a separate sheet of paper draw a circle. Write inside
the circle the things that you can control and write outside the circle all the
things that you cannot control. Given are example for you.

Things OUTSIDE of my
Control

ex. Other
people’s Things I CAN
Action Control

ex. My Ideas

Answer the questions.

1. What can you do to the things that you can control?

2. What can you do to the things that you cannot control?
3. What improvement can you do to improve the way you think?

12
Multiple Choice
Directions: Write the correct answer on the separate sheet of paper.

1. Largest part of the brain and is composed of right and left hemispheres

A. Cerebrum C. Brain Stem

B. Cerebellum D. Broca’s Area

2. The areas that receive information about temperature, taste, touch,

and movement from the rest of the body.

A. Parietal Lobes  C. Broca’s Area

B. Sensory areas  D. Occipital Lobes

3. Lobes that lie in front of the visual areas and nest under the parietal
and frontal lobes.

A. Frontal Lobes C. Temporal Lobes

B. Occipital Lobes D. Frontal Lobes

4. The most complex part of the human body. Three-pound organ is the
seat of intelligence, interpreter of the senses, initiator of body movement,
and controller of behavior.

A. Brain C. Spinal Cord

B. Heart D. Brain Stem

5. Responsible for control of the right side of the body, and is the more
academic and logical side of the brain

A. Right Hemisphere C. Brain Stem

B. Left Hemisphere D. Sensory Areas

6. Which determines a person’s preferences, problem-solving style,

personality characteristics, and even career choices.

A. Brain Dominance C. Left Hemisphere

B. Right Hemisphere D. All of the Above

13
7. Refers to ‘’thinking about thinking’’ or the capacity to use the mind to
regulate its own processes through planning, goal-setting, reflecting on one’s
past experience, and other self-regulating mental activities

A. Expressive Arts Activity

B. Affective Learning

C. Metacognitive Learning

D. Opportunities to choose

8. A brain interventions where teens’ bodies are going through dramatic

changes from puberty until the early twenties

A. Self-awareness Activities

B. Real Life experiences.

C. Learning through the body

D. Affective Learning

9. The ‘’emotional brain’’ the teen learns more effectively when there is
emotional content to accompany a lesson or other learning topic.

A. Affective Learning

B. Opportunities to choose

C. Metacognitive Learning

D. All of the Above

10. Teens can reason like adults by age sixteen but only if there are no
emotional or peer influences.

A. Real Life experiences

B. Metacognitive Learning

C. Self-awareness Activities

D. All of the Above

14
 On a clean bond paper, create a plan on how to improve yourself
using mind map beginning with your thoughts. Share your plan in your
Facebook wall and caption it on how you motivate yourself to improve. Let
us see how people will react and respond to your post. Just remember the
copyright rule if you will use photo/ image from the net.

15
 Brain Teaser
1. Eye of the Storm
2. High chair
3. Just you and me
4. Mind over matter
Assessment 5. Degrees below zero
1. A 6. Tuna Fish
2. B 7. Read between the lines
3. C 8. Slow down
4. A 9. Long time no see
5. B 10. Tricycle
6. A 11. Six feet below the ground
7. C 12. Double cross
8. C 13. Banana Split
9. A 14. I understand
10. A 15. Double vision
16. Life after death
17. Excuse me
18. Cross country
19. Man over board
20. Big bird

References
16
Print Materials
K to 12 Learners Module: Personal Development

Online

 File:Diagram showing some of the main areas of the brain CRUK

188.svg. Retrieved from
https://commons.wikimedia.org/wiki/File:Diagram_showing_some_of_t
he_main_areas_of_the_brain_CRUK_188.svg. September 08, 2020,
 U.S. Department of Health and Human Services. Brain Basics: Know
Your Brain. National Institute of Neurological Disorders and Stroke.
Retrieved from
https://www.ninds.nih.gov/Disorders/Patient-Caregiver-
Education/Know-Your-Brain. September 08, 2020,
 Armstrong, T. The Power of the Adolescent Brain. The American Institute
for Learning and Human Development. Retrieved from
https://www.institute4learning.com/resources/articles/the-power-of-
the-adolescent-brain. September 08, 2020,
 Pietrangelo, A. (2019, July 2). Left Brain vs. Right Brain: What's the
Difference? Healthline. Retrieved from
https://www.healthline.com/health/left-brain-vs-right-brain. September
08, 2020,
 Hassan, M. (2018, August 05) Self Reflection Clip Art N2 image. Self
Reflection Clip Art N2 free image. Retrieved September from
https://pixy.org/1059235/. September 08, 2020,
 Hassan, M. (2018, August 05) Choice free image. Retrieved from
https://pxhere.com/en/photo/1445109. September 08, 2020,
 Hoiser, A. and Reina, A. (2017) Understanding and Nurturing the
Adolescent Brain: How to protect and enhance the teenage brain Retrieved
from
https://fcshes.ca.uky.edu/sites/fcshes.ca.uky.edu/files/understanding
_the_adolescent_brain_working.pdf. September 08, 2020,
 Chavelas S. (2016) Friendship Retrieved from
https://pixabay.com/vectors/friends-woman-frendship-girls-
1261492/ . September 08, 2020
 Free photo Girl Leggins Slippers Exercise Female Leotard - Max Pixel.
Retrieved from https://www.maxpixel.net/Leotard-Exercise-Leggins-
Girl-309177. September 08, 2020
 Imaki (2016) thinking Retrieved from
https://pixabay.com/illustrations/hatena-think-about-question-
1184896/. September 08, 2020
 Right/Left Brain Dominance Test (2015) Retrieved from https://www.ca-
fcs.org/images/workshop/2015-
16/Child_Development/Jana_Din/Right_Left_brain_dominance_test.pdf.
September 08, 2020

17
For inquiries or feedback, please write or call:

Department of Education – Schools Division Office Navotas

Learning Resource Management Section

Bagumbayan Elementary School Compound

M, Naval St., Sipac Almacen, Navotas City

Telefax: 02-8332-77-64
Email Address: [email protected]

18