CULMINATING ACTIVITIES

LESSON 1: my GAS Portfolio

What is a portfolio?
Merriam Webster- a flat case for carrying papers and drawings.
Belgrad, Burke, and Fogarty- a purposeful, integrated collection of student
work showing effort, progress, or achievement in one or more areas.
Benson and Barnet- record of learning that focuses on student’s work and
their reflections on the work.
According to Jhonson and Mims-Cox, and Doyle-Nicholas there are 4 types
of Portfolio
a. Showcase Portfolio- Similar to the original meaning of “portfolio,” a
showcase portfolio is a collection of student’s best work in a given
discipline subject area. The student is the one who selects which work
he/she considers best and why.
b. Growth Portfolio- a growth portfolio demonstrates how a student
developed particular skill or knowledge over time. It provides evidence of
a student’s progress in a learning area. Unlike a showcase portfolio, you
only see a student’s best work, but also see the students journey toward
achieving excellence in the given skill.
c. Project Portfolio- a project portfolio emphasizes how a student completed
discipline-based procedures process. The projects documented usually
represent tasks or skills that professionals in the field usually do in real
life.
d. Academic Portfolio or Standards-Based Portfolio- a academic portfolio is
a collection is a collection of student work that represents achievement of
the content and performance for a given course.
For the GAS Individual Learning Portfolio, we shall be combining the elements
of the showcase portfolio and the Academic Portfolio.
PARTS OF THE PORTFOLIO
(Hopkinton High School)
LESSON 2: PLANNING THE PORTFOLIO
Portfolio Development Phases
1. Projection- this is the stage where the students define the goal or
purpose of the portfolio. In this case the purpose of the portfolio is to
showcase their best work. At this stage the students also identify
subtasks necessary in developing the portfolio. They would also estimate
the time and resources available for the project.
2. Collection- The student collects and retrieves as many evidences or
outputs from the course.
3. Selection- the students evaluates all of the artifacts gathered. In this
case the criteria would focus in excellent artifacts that are aligned with
the standards of the course.
4. Reflection- the student makes personal and academic insights based on
the artifacts gathered. This includes reflections for each artifacts and
reflections for the whole portfolio.
5. Self-Assessment- the student evaluates the completed portfolio. A
student evaluates the portfolio in the areas he/she rated low.
6. Connection and Presentation- student share their portfolio with
classmates, teachers they are also given opportunity to provide feedback
on the portfolio.
LESSON 3: COMMENTS FEEDBACKS, AND OBSERVATIONS
Feedback can be the information about the quantity or quality of a group’s
work, an assessment of effectiveness of the group’s task or activity, or
evaluations of members, individual performances.
Why group needs feedback

Levels of feedback:
Task and Procedural Feedback- Feedback at the task or procedural level
usually involves issues of effectiveness and appropriateness. Issues of
quantity and quality of group output are the focus.
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 the group members plan sufficiently?
Individual Feedback- feedback that focuses on specific group members. The
feedback may address the knowledge, skills, or attitudes a group member
demonstrates or displays.
Types of Feedback
1. Descriptive Feedback- feedback that merely identifies or describes how
a group member communicates. You may describe someone’s
communicator style, or you may note that someone’s verbal
communication and non-verbal communication suggest different
meanings.
2. Evaluative Feedback- Feedback that goes beyond mere description and
provides an evaluation or assessment of the person who communicates.
at the extreme it can destroy group member’s pride in their group. In
these cases, group members are likely to spend time rationalizing their
failures. In contrast, favorable feedback generates motivation and
increases feelings of attraction among group members. (Nadler)
3. Prescriptive Feedback- this provides group members with advice about
how they should act or communicate. The feedback process is not the
blaming process. Rather, it should be used as an awareness strategy, a
learning tool, and a goal strategy.
4. Relational feedback- A feedback that provides information about the
group climate. This feedback focuses on group members’ attention on
how well they are working together.
5. Individual Feedback- focuses on specific group members. This feedback
may address the knowledge, skills, or attitudes a group member
displays.
6. Group Feedback- feedback focuses o how well the group is performing.
Have the team members developed adequate skills for working together?