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Culminating Activity Lesson 1 4 Word
Culminating Activity Lesson 1 4 Word
CULMINATING
ACTIVITY
Quarter 1 – Module 1
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Development Team:
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Members: Neil A. Improgo, PhD, EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD, EPS-ADM;
Erlinda G. Dael, PhD, CID Chief; Maria Teresa M. Absin, EPS (English); Celieto B.
Magsayo, LRMS Manager; Loucile L. Paclar, Librarian II; Kim Eric G. Lubguban,
PDO II
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SENIOR HIGH SCHOOL
CULMINATING ACTIVTIY
Quarter 1 – Module 1
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TABLE OF CONTENTS
Page No.
OVERVIEW
What I Need To Know 1
What Should I Expect 1
Things to Remember To Get Through 2
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This Module in Culminating Activity aims to
produce a creative portfolio that will integrate their
learning in specialized learning areas under
humanities or social sciences.
This module has 6 parts or lessons. Lesson
one (1) My HUMSS PORTFOLIO, Lesson two (2)
Planning the portfolio, Lesson Three (3) Comments,
Feedbacks and Observation, Lesson Four (4)
Synthesize Insights from the Observations, Comments, and
Recommendations of Peers and/or Teachers
Learning Objectives: At the end of the module, the learners shall be able to:
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For the learners
Now that you are holding this module, do the following:
1. Read and follow instructions carefully in each lesson.
2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and activities.
5. Write all your answers in your notebook.
2. Do the What I Know: Instruct the learners to answer the questions to test
how far they know about the topic.
4. Allow students to read What is It. Let the learners fully discover and
comprehend all topics discussed in this module.
5. Let the learners answer the activities on What’s More. Check if they have
understood the topics. Deepen their understanding by completing the
guided questions on what I have learned section.
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GOOD LUCK AS YOU BEGIN MODULE 1
LESSON 1
MY HUMSS PORTFOLIO
Learning Competency 1:
Formulate a plan that will demonstrate the key concepts, principles,
and processes of humanities and social sciences.
Learning Objectives: At the end of this lesson, the learners are expected to:
General Instructions
Now that you are holding this module, do the following:
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Let’s Answer This!
CHAPTER PRETEST
Question: What comes into your mind when you hear the word “ Portfolio”.
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What is a Portfolio?
A portfolio is a “ flat case for carrying papers and drawings” (Merriam-
Webster Dictionary, 2015)’ Indeed, Portfolios are used by painters,
architects, and other artists to showcase samples of their best work.
Portfolios in education, on the other hand, contain samples or evidences of
what students have learned in a particular subject area at a given time.
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For the HUMSS Individual Learning Portfolio, we shall be combining
the elements of the showcase portfolio and the standards-based portfolio.
This means that your portfolio must contain your best work or most
significant experience in each of the subjects you have taken under the
HUMSS Track.
MY HUMSS PORTFOLIO
You may use any printed format for this portfolio as long as it contains
all required components. It must also comply with the criteria as reflected in
the rubric provided.
1. Cover Page -- The student may creatively design the cover as long as it
includes the following information: name of student, grade level, section,
school year, name of school, and name of teacher.
3. Table of Contents
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process you used in selecting the artifacts or works you have included in
your portfolio. Finally, it should include your all overall reflection and
learning.
6. Personal Vision and Goals for the Future -- Narrative that describes your
dreams, goals, and aspirations for yourself for the next 10 years. Some
questions you may use as guide are the following:
Where do you see yourself ten years from now? What would you be doing?
What have you achieved personally and professionally?
What would you do to make these dreams and aspirations happen?
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LESSON 2
LESSON 2
Learning Objectives: At the end of the lesson, the learners are expected to:
Let’s Recall!
A Portfolio is…
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Portfolio Development Phases
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In terms of management of portfolio ideas, Johnson, Mims-Cox, and
Doyle-Nichols (2010) provided some tips which you may follow:
1. Set up a time line with due dates for installments in the portfolio.
a. Practice writing reflective statements for each potential
portfolio entry
b. Make sample reflection sheets for dry runs
2. Review samples of completed portfolios with importance of
appearance and scoring.
3. To ensure clarity of expectations, review the rubrics or scoring
guides on advance.
4. Make the portfolio process convenient.
a. Use materials that are readily available
b. Store folders alphabetically in milk crates or cardboard boxes,
or file cabinets
c. Use binders
d. Color-code to distinguish among classes
Lets’ Practice!
To help you strategize, fill up the Portfolio Development Plan template below:
Projection/Planning Stage
Collection
Selection
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Reflection
Self- Assessment
Let’s Do It!
For the next two weeks, use your time to gather, organize, and reflect on
your portfolio.
By this time, you are expected to start making your portfolio. All of the
inputs must be gathered. Write a reflection on each portfolio entry.
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INTERVIEW *write a reflection on your experience
in your job interview
Portfolio Entry no. 4 : COMPANY *attach a list of your company’s rules
RULES AND REGULATIONS and regulation
*write a reflection on how you
behaved and followed their rules and
regulations
Portfolio Entry no. 5: WORK *attach photos of you in your work
IMMERSION TASK/ACTIVITIES immersion activities
*write a reflection on how you
managed to comply your work/ task.
Was the task easy? Was is difficult?
Portfolio Entry no. 6: DAILY TIME *attach your Daily time record and
RECORD AND DAILY TASK daily task record
RECORD *write a reflection on how having a
time record affect your efficiency in
accomplishing your task
Portfolio Entry no. 7: PERSONAL *attach photos of good personality
TRAITS 1 traits you demonstrated during the
work immersion which is on pleasing
appearance, courtesy, conduct,
industriousness, and reliability
Portfolio Entry no. 8: PERSONAL * attach photos of good personality
TRAITS 2 traits you demonstrated during the
work immersion which is on
sociability, drive and leadership.
Mental maturity, and stress
tolerance
Portfolio Entry no. 9: UPDATED *attach updated resume
RESUME *write a reflection about the resume
that you updated
Portfolio Entry no. 10: WORK *attach photos of your highlights
IMMERSION HIGHLIGHTS during the work immersion
*write a reflection of your whole
experience during your work
immersion
Portfolio Entry no. 11: *write a reflection on creating a
REFLECTION ON CREATING MY portfolio using CERAE format.
PORTFOLIO C- Content: what is your portfolio
about
E-Experience: what are your
experiences in creating the portfolio?
R-Reflection: what have you learn in
your portfolio creating experience?
A-Action: what do you plan to do
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based on your reflection?
E-Evaluation: Evaluate the
experience as a whole.
Portfolio Entry no. 12: COLLAGE *attach a collage of your Senior High
OF MY SENIOR HIGH SCHOOL School experience
EXPERIENCE
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LESSON 3
Learning Competency 3.
Generate comments, feedbacks and observations on the feasibility,
appropriateness and relevance of concept.
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Let’s Recall!
According to Johnson, Mims-Cox, and Doyle-Nicholas (2010), the
development of portfolios in education normally goes through six phrases,
namely:
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Let’s Answer This!
1. If you were a teacher and grading your work, what grade would you
give it and why?
2. Using the appropriate rubric, give yourself a score and justify it with
specific traits from the rubric.
3. What do you like or not like about this piece of work?
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What Is Feedback?
First, group members who believe that their input to the group
will be evaluated are less likely to become social loafers – those
members who hide behind the efforts of other group members.
Second, at the group level, group members who receive positive
feedback about their group’s performance and their interactions are more
likely to be satisfied with group member relationships, believe that their
group is more prestigious, be more cohesive, and believe that group
members are competent at their task or activity (Anderson, Martin, & Riddle,
2001; Limon & Boster, 2003).
Levels of Feedback
Procedural feedback
It provides information on the processes the group used to arrive at
its outcome. Is the brainstorming procedure effective for the group? Did
group members plan sufficiently?
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Individual Feedback
Feedback that focuses on specific group members is individual
feedback. This feedback may address the knowledge, skills, or attitudes a
group member demonstrates or displays. A good place to start is with seven
characteristics that affect an individual’s ability to be an effective group
member (Larson & LaFasto, 1989).
Types of Feedback
There are three types of feedback—descriptive, evaluative, and
prescriptive—each of which has a different intent or function, and carries
different inferences.
Descriptive Feedback
Feedback that merely identifies or describes how a group member
communicates is descriptive feedback. You may describe someone’s
communicator style, or you may note that someone’s verbal communication
and nonverbal communication suggest different meanings.
Evaluative Feedback
Feedback that goes beyond mere description and provides an
evaluation or assessment of the person who communicates is evaluative
feedback.
Too much negative evaluative feedback decreases motivation and
elicits defensive coping attributions, such as attributing the feedback to
others.
At the extreme, it can destroy group members’ pride in their group. In
these cases, group members are likely to spend additional time rationalizing
their failures (for example, finding a way to see a loss as a win) (Nadler,
1979).
To be constructive, evaluative feedback that identifies group member
deficiencies is best given in groups with a supportive communication climate
in which trust has developed among members.
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In contrast, favorable feedback generates motivation and increases
feelings of attraction among group members (Nadler, 1979).
Naturally, we assume that positive evaluative feedback will have
positive effects on a group. But can a group receive too much favorable
feedback?
A group inundated by positive remarks, particularly in the absence of
negative evaluations, will start to distrust the feedback as information and
perceive it as insincere.
Prescriptive Feedback
Feedback that provides group members with advice about how they
should act or communicate is prescriptive feedback.
The feedback process is not a blaming process. Rather, it should be
used as an awareness strategy, a learning tool, and a goal-setting strategy.
Relational Feedback
Feedback that provides information about the group climate or
environmental or interaction dynamics within a relationship in the group is
relational feedback. This feedback focuses group members’ attention on
how well they are working together rather than on the procedures used to
accomplish their tasks.
Individual Feedback
Feedback that focuses on specific group members is individual
feedback. This feedback may address the knowledge, skills, or attitudes a
group member demonstrates or displays. A good place to start is with seven
characteristics that affect an individual’s ability to be an effective group
member (Larson & LaFasto, 1989).
going to respond to three main issues:
(a) Do you demonstrate the essential
skills and abilities needed by the team?
(b) Do you demonstrate a strong desire
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to contribute to the group’s activities? And
(c) Are you capable of collaborating effectively with other team
members?
Group Feedback At this level, feedback focuses on how well the group
is performing. Have team members developed adequate skills for working
together?
Let’s Practice!
1. What would you like your _____ (e.g., parents) to know about or
see in your portfolio?
2. What does the portfolio as a whole reveal about you as a learner
(writer, thinker, etc.)?
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“I think what this student meant was _______, so I’ll give them
the point”
“I really liked how you did ________, nice job!”
4. How did you get "stuck" working on this task? How did you get
"unstuck"?
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Let’s Do It!
Instructions: The students will be divided into 4 groups. Read the following
situations and give positive feedbacks on it. Use the strategies you have
learned from the discussion.
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c) The writer decides which feedback (and advice) to take and which not;
revises the paper, and attaches to it a self-assessment along with a brief
statement as to which feedback they accepted, which feedback they rejected
and why – and then hand this all in to the teacher.
3. Grade 12 students are given challenging social studies tasks
throughout the year. There are three rubrics: one for the quality of the final
product and performance, one for the quality of the research, and one for
student independence in doing the work. Students score their own work
before handing it in against the rubrics. Part of their final grade reflects the
accuracy of their self-assessment as compared to peer scores and teacher
scores. Here is the gist of the rubric for independence: 1: student completed
the task successfully with no help or hints from the teacher. 2: the student
needed a minor hint (e.g. a question or indirect reminder) to complete the
task. 3: the student needed 2-3 hints/cues/scaffolds to complete the task. 4:
the student could only complete the task with significant prompting and
cueing by the teacher. 5: Even with significant prompting, the student could
not complete the task.
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REFERENCES:
Online Sources
http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
https://www.thegraidenetwork.com/blog-all/how-to-use-rubrics-to-guide-
feedback
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LESSON 4
Learning Objectives: At the end of the lesson, the learners shall be able to:
1. Categorize the observations, comments, and recommendations
of peers and/or teachers
2. Integrate the observations, comments, and recommendations of
peers and/or teachers; and
3. Propose a plan of action based on the observations, comments, and
recommendations of peers and/or teachers
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punctuation, and grammar rules. Five (5) points is the highest
possible score in each item.
1. What is synthesizing?
2. What do you know about integrating?
3. How will you apply categorizing?
What is Synthesizing?
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E – edit notes and combine concepts that are similar.
S – synthesize by combining notes with what you already know about the
topic.
T – think about your new ideas and connect them to what you already know.
Teachers will need to model using the REST method and provide a lot of
practice for students to master this strategy. While practicing REST, some
students may like to draw pictures while others may refer to write notes. As
long as students are recording their information, teachers should allow each
student to process the information the way that works best for him or her.
Venn Diagram
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ACTIVITY 1
ACTIVITY 2
ACTIVITY 3
1. Content Has 90- Has 75- Has 60- Has less Has less
s of the 100% of 89% of the 74% of the than 59% than40% of
Portfolio the needed needed needed of the the needed
content content content needed content
content
3. Quality Entries are Entries are Entries are Some Few entries
of of of entries
entries of best are of
better acceptable are of
quality, quality, acceptable
well quality, acceptable
many are
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selected well some quality, quality, not
limited
and very selected are well well
and selection selected,
substantia selected and
l. substantial and and very
. substantial substantial
substantial .
.
Appropriateness of All artifacts were All artifacts were All artifacts were All artifacts were
Artifacts (25%) placed in placed in the placed in the placed in the
appropriate appropriate appropriate appropriate
learning area. learning area. learning area. learning area.
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The student’s included.
own explanation
of each academic
concept or
principle is
included.
Visual Appeal (5%) All elements Most elements Some elements Elements seem
work together to work together to work together to minimally
(Lever-Duffy & visually enhance communicate the communicate the consistent;
McDonald, 2015) and clearly message. message; others message blurred
communicate the seem misplaced by the elements.
message.
Grammar and The portfolio has The portfolio has The portfolio has The portfolio has
Spelling (5%) no errors in one to two errors three to four more than four
grammar or in grammar or errors in errors in
spelling that spelling that grammar or grammar or
distracts the distracts the spelling that spelling that
reader from the readers from the distracts the distracts the
content. content. reader from the reader from the
content. content.
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Instructions: In a clean sheet of paper (a4 size) please answer the following
questions below in 5 to 6 sentences ONLY. Make sure your work is neat,
understandable, and follows proper capitalization, punctuation, and
grammar rules. Five (5) points is the highest possible score in each item.
I have understood the lesson well and I can even teach what I
learned to others.
I have understood the lesson but there are still other things
that I need to review and relearn.
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I need to do additional work to be able to master the lesson. I
need help in some tasks.
If you checked the first icon, you are ready for lesson 5.
If you have checked the second icon, you need to review the things
that you need to relearn.
If you have checked the third icon, it would be best if you read more
from the links given above and ask help from your teacher, parents or peers
in clarifying the lessons that you find difficult.
Be honest so that you will truly improve.
Email Address:
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