DR. V. LOCSIN ST., DUMAGUETE CITY, NEG OR.

JULY 10, 2017

C. SEMI-DETAILED LESSON PLAN IN PERSONAL DEVELOPMENT

I. OBJECTIVE
At the end of the 1.5 hours lesson, the students are expected to learn the:
A. the various aspects of holistic development: physiological, cognitive,
psychological, spiritual, and social development
B. illustrate the connections between thoughts, feelings, and behaviors in
a person’s holistic development
C. discuss the relationship among physiological, cognitive, psychological,
spiritual, and social development to understand his/her thoughts,
feelings, and behaviors
II. SUBJECT MATTER
A. Topic: Theories in Human Development
B. References:
1. http://www.healthofchildren.com/C/Cognitive-
Development.html#ixzz4lldPIMOJ
2. https://www.simplypsychology.org/kohlberg.html
C. Material: Power point presentation
III. PROCEDURE
A. Preparation
1. Prayer/Devotion
2. Attendance Check
3. Review of the Previous Lesson
a. What are the stages of Psychosexual theory according to
Sigmund Freud?
b. What are the stages of Psychosocial theory according to Erik
Erikson?
B. Presentation
1. Cognitive Development according to Jean Piaget
At the center of Piaget's theory is the principle that cognitive
development occurs in a series of four distinct, universal stages,
each characterized by increasingly sophisticated and abstract levels
of thought. These stages always occur in the same order, and each
builds on what was learned in the previous stage. They are as
follows:
 a. Sensorimotor stage (infancy): In this period, which has six sub-
stages, intelligence is demonstrated through motor activity
without the use of symbols. Knowledge of the world is limited, but
developing, because it is based on physical interactions and
experiences. Children acquire object permanence at about seven
months of age (memory). Physical development (mobility) allows
the child to begin developing new intellectual abilities. Some
symbolic (language) abilities are developed at the end of this
stage.
b. Pre-operational stage (toddlerhood and early childhood): In this
period, which has two sub stages, intelligence is demonstrated
through the use of symbols, language use matures, and memory
and imagination are developed, but thinking is done in a non-
logical, non-reversible manner. Egocentric thinking
predominates.
c. Concrete operational stage (elementary and early adolescence):
In this stage, characterized by seven types of conservation
(number, length, liquid, mass, weight, area, and volume),
intelligence is demonstrated through logical and systematic
manipulation of symbols related to concrete objects. Operational
thinking develops (mental actions that are reversible). Egocentric
thought diminishes.
d. Formal operational stage (adolescence and adulthood): In this
stage, intelligence is demonstrated through the logical use of
symbols related to abstract concepts. Early in the period there is
a return to egocentric thought. Only 35 percent of high school
graduates in industrialized countries obtain formal operations;
many people do not think formally during adulthood.

2. Moral development refers to the ways we distinguish right from

wrong as we grow and mature. Very young children generally do not
have the same level of moral development as adults.

a. Level 1 - Pre-conventional morality

At the pre-conventional level (most nine-year-olds and younger,
some over nine), we don’t have a personal code of morality. Instead,
our moral code is shaped by the standards of adults and the
consequences of following or breaking their rules.
Authority is outside the individual and reasoning is based on the
physical consequences of actions.

Stage 1. Obedience and Punishment Orientation. The

child/individual is good in order to avoid being punished. If a person
is punished, they must have done wrong.
Stage 2. Individualism and Exchange. At this stage children
recognize that there is not just one right view that is handed down by
the authorities. Different individuals have different viewpoints.

b. Level 2 - Conventional morality

At the conventional level (most adolescents and adults), we begin
to internalize the moral standards of valued adult role models.

Authority is internalized but not questioned and reasoning is

based on the norms of the group to which the person belongs.

Stage 3. Good Interpersonal Relationships. The child/individual

is good in order to be seen as being a good person by others.
Therefore, answers relate to the approval of others.

Stage 4. Maintaining the Social Order. The child/individual

becomes aware of the wider rules of society so judgments
concern obeying the rules in order to uphold the law and to avoid
guilt.

c. Level 3 - Post-conventional morality

Individual judgment is based on self-chosen principles, and moral
reasoning is based on individual rights and justice. According to
Kohlberg this level of moral reasoning is as far as most people
get.

Only 10-15% are capable of the kind of abstract thinking

necessary for stage 5 or 6 (post-conventional morality). That is to
say most people take their moral views from those around them
and only a minority think through ethical principles for
themselves.

Stage 5. Social Contract and Individual Rights. The

child/individual becomes aware that while rules/laws might exist
 for the good of the greatest number, there are times when they
will work against the interest of particular individuals.

The issues are not always clear cut. For example, in Heinz’s
dilemma the protection of life is more important than breaking the
law against stealing.

Stage 6. Universal Principles. People at this stage have

developed their own set of moral guidelines which may or may
not fit the law. The principles apply to everyone.

E.g. human rights, justice and equality. The person will be

prepared to act to defend these principles even if it means going
against the rest of society in the process and having to pay the
consequences of disapproval and or imprisonment. Kohlberg
doubted few people reached this stage.

C. Practice:
Journal Entry 5:
Recall your grade school and junior high school years. Identify
significant and memorable learning you had during each level.
GRADE IMPORTANT LEARNING
1
2
3
4
5
6
7
8
9
10

IV. ASSESSMENT
A. Enumerate the cognitive development stages in the human lifespan.
B. Enumerate the moral development stages in the human lifespan.

V. ASSIGNMENT
A. What is motivation?
 B. Determine the different sources of motivation.
C. Discuss the hierarchy of needs according to Abraham Maslow.

Prepared by: YVES JOHN MARK D. MANABAN

Instructor

Checked and Evaluated by: MRS. JOSEPHINE O. ACOJEDO, LLB

SHS Principal