Professional Documents
Culture Documents
CULMINATING ACTIVITY
Quarter 1 – Module 1
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 book 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.
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
Printed in the Philippines by
Department of Education - Alternative Delivery Mode (DepEd-ADM)
Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City,
Cagayan de Oro, Lalawigan ng Misamis Oriental
Telefax: ________________________________________________
E-mail Address: ________________________________________________
CULMINATING ACTIVTIY
Quarter 1 – Module 1
TABLE OF CONTENTS
Page No.
OVERVIEW
What I Need To Know 1
What Should I Expect 1
Things to Remember To Get Through 2
What's More 28
What I Have Learned 29
What I Can Do 29
Post Assessment 30
Learning Objectives: At the end of the module, the learners shall be able
to:
THINGS TO REMEMBER TO
GET THROUGH
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.
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:
CHAPTER PRETEST
Question: What comes into your mind when you hear the word “ Portfolio”.
WHAT IS IT
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.
WHAT'S MORE
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
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?
11
LESSON 2
LESSON 2
Learning Objectives: At the end of the lesson, the learners are expected to:
Let’s Recall!
A Portfolio is… 12
WHAT IS IT
13
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
WHAT'S MORE
Lets’ Practice!
To help you strategize, fill up the Portfolio Development Plan template below:
Projection/Planning Stage
Collection
14
Selection
Reflection
Self- Assessment
WHAT I CAN DO
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.
15
16
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
based on your reflection?
E-Evaluation: Evaluate the
experience as a whole.
Portfolio Entry no. 12: COLLAGE *attach a collage of your Senior
OF MY SENIOR HIGH SCHOOL High School experience
EXPERIENCE
POST ASSESSMENT
17
LESSON 3
Learning Competency 3.
Generate comments, feedbacks and observations on the feasibility,
appropriateness and relevance of concept.
18
Let’s Recall!
According to Johnson, Mims-Cox, and Doyle-Nicholas (2010), the
development of portfolios in education normally goes through six phrases,
namely:
19
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?
20
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
21
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?
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.
22
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.
23
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
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?
24
“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"?
25
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.
26
table and closely inspecting all the welds on the table, he went back to his
station (having realized his was not up to standard) to work further.
27
REFERENCES:
Online Sources
http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
https://www.thegraidenetwork.com/blog-all/how-to-use-rubrics-to-guide-
feedback
28
LESSON 4
29
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
WHAT I KNOW
1. What is synthesizing?
2. What do you know about integrating?
3. How will you apply categorizing?
WHAT IS IT
What is Synthesizing?
30
WHAT'S NEW
31
D – what the student learned during the discussion of the topic.
I think of ADD as a stoplight. A is the red light, where students stop and
think about what they already know before moving on. During the read,
students proceed with caution (yellow light) and process new facts about the
topic. The green light is the discussion, when students talk with peers and
discuss what they have learned about the subject.
Venn Diagram
ACTIVITY 1
ACTIVITY 2
ACTIVITY 3
32
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%
Portfolio the needed needed of the of the
needed content content needed needed
content content content
33
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.
34
areas. areas.
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 communicate consistent;
McDonald, 2015) and clearly the message. the message; message blurred
communicate others seem by the elements.
the message. misplaced
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.
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.
35
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.
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.
36
37