SENIOR HIGH SCHOOL

CULMINATING
ACTIVITY
Quarter 1 – Module 1

Department of Education ● Republic of the Philippines

CULMINATING ACTIVITY
Quarter 1 – Module 1: Culminating Activity
First Edition, 2020

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Published by the Department of Education – Region X – Northern Mindanao.

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 SENIOR HIGH SCHOOL

CULMINATING ACTIVTIY
Quarter 1–Module 1

This instructional material was collaboratively developed and

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Department of Education ● Republic of the Philippines

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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
Lesson 1- My HUMSS Portfolio
What I Need To Know 3
What I Know 4
What Is It 5
What’s More 6
Lesson 2 – Planning the Portfolio
What I Need To Know 10
What's In 10
What is It 11
What's More 12
What Can I do 13
Post Assessment 15
Lesson 3 – Comments, Feedbacks and Observations
What I Need To Know 16
What's In 17
What I Know 18
What Is It 19
What's More 22
What I Have Learned 23
What I Can Do 24
Lesson 4 – Synthesize Insights from the Observations, Comments, and
Recommendations of Peers and/or Teachers
What I Need To Know 27

What I Know 28
What Is It 28
What's New 29
What's More 30
Post Assessment 33
What I Have Learned 33

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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
Every part of the module contains activities and enhancement exercises utilizing
pictures, and illustrations which have been proven as effective instructional materials in
improving the writing skills of the students.

Learning Objectives: At the end of the module, the learners shall be able to:

1. Formulate a plan that will demonstrate the key concepts, principles, and
processes of humanities and social sciences;
2. Write a concept anchored on the prepared plan;
3. Generate comments, feedbacks and observations on the feasibility,
appropriateness and relevance and concepts;
4. Synthesize insights from the observations, comments, and recommendations
of peers and/or teachers.

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.
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For the Facilitators

1. Introduce the lesson/activities. Engage learners to do the activities religiously, and

let the learners carry the tasks with ease and confidence.
2. Do the What I Know: Instruct the learners to answer the questions to test how far
they know about the topic.

3. Do the activity What’s New: Activate the learners' understanding of the topics by
letting them answer varied activities.

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.

6. Assign the students to do What I can Do activities that shall transfer knowledge
/skills gained or learned into real life situation.

GOOD LUCK AS YOU BEGIN MODULE 1

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 LESSON 1
1

MY GAS/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:

1. Know and understand the term “ portfolio” and it’s purpose;

2. Identify the different types of “portfolio”

3. Determine the parts of “ portfolio”.

General Instructions
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 exercises.

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 Let’s Answer This!

PRETEST

Create a Concept Map

Question: What comes into your mind when you hear the word “Portfolio”.

ANSWER

ANSWER ANSWER
PORTFOLIO

ANSWER

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What is a Portfolio?
A portfolio is a “ flat case for carrying papers and drawings” (MerriamWebster
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.

“A portfolio is a purposeful, integrated collection of student work showing effort,

progress, or achievement in one or more areas” (Belgrad, Burke, and Fogarty, 2008, 2). It
is also a “record of learning that focuses on students’ work and their reflections on the
work” (Benson and Barnett, 1999, 14). Indeed, it is another way assessing student
learning without the use of standardized tests and evaluation.

In general, there are four types of portfolios used in education (Johnson, Mims-Cox,
and Doyle-Nicholas, 2010, 38).

a. Showcase Portfolio - Similar to the original meaning of “portfolio,” a showcase

portfolio is a collection of a student’s best work in a given discipline or subject area.
The student is the one who selects which work he/she considers best and why.

b. Growth Portfolio - A growth portfolio demonstrate 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 not 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 or processes. 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 - An academic portfolio is a

collection of student work that represents achievement of the content and
performance standards for a given course.

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.

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The following are the Portfolio guidelines:

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.

PURPOSE OF THE PORTFOLIO

To showcase the student’s best work (within or outside class) that reflects achievement
of learning goals in each of the specialized subjects under the HUMSS Strand.

PARTS OF THE PORTFOLIO

(Hopkinton High School,1999,194)

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.

2. Portfolio Checklist and Self-Assessment - Checklist of requirements and self-

assessment using the rubric provided.

3. Table of Contents

4. Preface - A narrative that provides a brief background of yourself and why you are
making a portfolio. It must also describe the reasons and 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.

5. Presentation of Selected Work Format:

a. Subject - Identify the subject where each artifact belongs.
GAS HUMSS
➢ Introduction to World Religions ➢ Introduction to World Religions and
and Belief Systems Belief Systems
➢ Applied Economics ➢ Disciplines and Ideas in the Applied
➢ Creative Writing Social Sciences (DIASS)
➢ Organization and Management ➢ Creative Writing
➢ Disciplines and Ideas in the Social ➢ Creative Nonfiction
Sciences ➢ Disciplines and Ideas in the Social
➢ Philippine Politics and Sciences
Governance ➢ Philippine Politics and Governance
➢ Trends and Critical Thinking in ➢ Trends and Critical Thinking in the
the 21st Century Cultur 21st Century Cultury

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 ➢ Disaster Risk Reduction and ➢ Community Engagement, Solidarity,
Management and Citizenship

b. Artifacts - The student’s best work may include actual student output within or
outside class; photo of a school presentation/performance; reflection paper; awards;
commendations; etc. You may include memorabilia related to the main artifact you
are presenting.

c. Description of the Artifact - Brief narrative describing what, when, where, how, and
why of the chosen artifact.

d. Learning Goals Reflected - Content or performance standard related to the artifact.

e. Reflection on the Artifact - This may include your most significant learning or
realization about yourself or the subject.

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?

Activity 1

Gather all artifacts from your different specialized subjects. (Refer to the list of
artifacts in each subjects). Label them. Write a short description of the artifacts. Write a
reflection on the artifacts.

ARTIFACTS

REFLECTION
DESCRIPTION

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 LESSON 2

Planning the Portfolio

LESSON 2

Learning Objectives: At the end of the lesson, the learners are expected to:

1. identify the Portfolio Development Phases; and

2. develop a Portfolio Development Plan

Let’s Recall!

A portfolio is…

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 Portfolio Development Phases
According to Johnson, Mims-Cox, and Doyle-Nicholas (2010), the development of
portfolios in education normally goes through six phrases, namely:

1. Projection- This is the stage where students define the goal or purpose of the
portfolio. In this case, the purpose of the portfolio is to showcase their best work
and connect them to the course standards. At this stage, the students also identify
subtasks necessary in developing the portfolio. They would also estimate the time
and resources available the project.

2. Collection- The student collects and retrieves as many evidences or outputs from
the course.

3. Selection- the student evaluates all of the artifacts gathered using criteria
appropriate for the purpose of the portfolio. In this case, the criteria would focus
on 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 artifact and reflections for the
whole portfolio.

5. Self-Assessment – Using the rubric or criteria provided by the teacher, the student
evaluates the completed portfolio. A student enhances the portfolio in the areas
he/she rated low.

6. Connection and Presentation- Students share their portfolio with classmates,

teachers, and even parents. They are also given the opportunity to provide feedback
on the portfolio.

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

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 LET’S PRACTICE!

To help you strategize, fill up the Portfolio Development Plan template below:

Projection/Planning Stage

Collection

Selection

Reflection

Self- Assessment

Connection and Presentation

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 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.

Portfolio entries to accomplish:

Portfolio Entry no. 1: *attach your Curriculum Vitae

CURRICULUM VITAE *write a reflection about the Curriculum Vitae that
you made
Portfolio Entry no. 2 *attach your application letter
APPLICATION LETTER *write a reflection about writing your application
letter
Portfolio Entry no. 3: *attach the photocopy of your certificates
PHOTOCOPY OF CERTIFICATE *write a reflection about the certificates received
RECEIVED IN SHS (if none, please skip)
Portfolio Entry no. 4: *attach photos of your job interview
JOB INTERVIEW *write a reflection on your experience in your job
interview
Portfolio Entry no. 5: *attach the narrative on the ff:
NARRATIVE REPORT Historical background of the business/ nature of
the business, description of the products/services
of the company (what kind of business and products
they have), target clientele (who are the clients or
customers of the company), organizational
structure/chart of the company, company rules and
regulations, safety/ production/ maintenance/
quality control/ quality assurance/ customer
satisfaction/ housekeeping/ hygiene and others.
*write a reflection on how you behaved and followed
their rules and regulations
Portfolio Entry no. 7: *attach photos of good personality traits you
PERSONAL TRAITS 1 demonstrated which is on pleasing appearance,
courtesy, conduct, industriousness, and reliability
Portfolio Entry no. 8: *attach photos of good personality traits you
PERSONAL TRAITS 2 demonstrated which is on sociability, drive and
leadership. Mental maturity, and stress tolerance
Portfolio Entry no. 9: *attach a collage of you while creating
REFLECTION ON CREATING your portfolio.
MY PORTFOLIO *write a reflection on creating a portfolio using
CERAE format.
C- Content: what is your portfolio about

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 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. 10: *attach a collage of your Senior High School
COLLAGE OF MY SENIOR HIGH experience
SCHOOL EXPERIENCE *write a reflection on your Senior High School
experience
Portfolio Entry no. 11: *attach a picture of yourself wearing a uniform of
MY DREAM CAREER your dream career or attach a picture of your
dream career
*write a reflection on your dream career.

SAMPLE

Page 1 Page 2 Page 3

Page 4 Page 5 Page 6

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Page 7 Page 8 Page 9

Page 10 Page 11 Page 12

Page 13 Page 14 Page 15

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Page 16 Page 17 Page 18

Page 19 Page 20 Page 21

Page 22 Page 23 Page 24

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Page 25 Page 26 Page 27

Page 28 Page 29 Page 30

Page 31 Page 32 Page 33

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Page 34 Page 35 Page 36

Note:
You may choose to submit your portfolio in soft copy or in hard copy.

Soft Copy:
• You may use MS Word or MS PowerPoint
• Follow the format provided. You may customize your own portfolio as long as the
fonts are readable.
• Submit your portfolio via Google Classroom using this file name: FAMILY
NAME_First Name_Middle Initial
o Sample: DELA CRUZ_Juan Michael_G

Hard Copy:
• You may use either of the following as your Portfolio:
o Blank Artfolio (available at Iloilo Society Commercial)
o Short bondpaper
o Recycled material (short size)
• Follow the format provided. You may customize your own portfolio as long as the
the contents are clear and readable.

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 LESSON 3

Learning Competency 3.
Generate comments, feedbacks and observations on the feasibility, appropriateness
and relevance of concept.

Learning Objectives: At the end of the lesson, learners are expected to:

1. Express and relate specific but not restrictive comment, feedbacks and observation
on the feasibility, appropriateness and relevance of concept in the social sciences;
2. evaluate concept in the social sciences; and
3. use the comments, feedbacks and observation to glean information he/she needs.

Let’s Recall!
According to Johnson, Mims-Cox, and Doyle-Nicholas (2010), the development of
portfolios in education normally goes through six phrases, namely:

1. P _ _ _ _ _ _ _ _ _ - the stage where students define the goal or purpose of the portfolio.

2. C_ _ _ _ _ _ _ _ _ - the student collects and retrieves as many evidences or outputs

from the course.

3. S_ _ _ _ _ _ _ _ - the student evaluates all of the artifacts gathered using criteria

appropriate for the purpose of the portfolio. In this case, the criteria would focus on
excellent artifacts that are aligned with the standards of the course.

4. R_ _ _ _ _ _ _ _ _ - the student makes personal and academic insights based on the

artifacts gathered. This includes reflections for each artifact and reflections for the
whole portfolio.
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5. S_ _ _-A_ _ _ _ _ _ _ _ _ – a student enhances the portfolio in the areas he/she rated
low.

6. C_ _ _ _ _ _ _ _ _ and P_ _ _ _ _ _ _ _ _ _ _ - students share their portfolio with

classmates, teachers, and even parents. They are also given the opportunity to
provide feedback on the portfolio.

Let’s Answer This!

1. Why should this sample be included in your portfolio?

I chose this piece because ....
2. How does this sample meet the criteria for selection for your portfolio?
3. What are the strengths of this work? Weaknesses?

Let’s Move On!

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?

I like this piece of work because ....

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What Is Feedback?

Feedback can be 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 Groups Needs 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

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 of task
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?

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).

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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.
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.

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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 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?

Is it clear now…how will you put it into practice?

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.)?
A feature of this portfolio I particularly like is ....

In this portfolio I see evidence of ....

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3. Looking at (or thinking about) an earlier piece of similar work, how does this new
piece of work compare? How is it better or worse? Where can you see progress or
improvement?
“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"?

“I really liked how you did ________, nice job!”

You did a great job…☺☺☺

Let ’ s Remember This!

Reflection…today, you are able to

✓ Express and relate strengths, weaknesses, and growth or change of
products/putput performances.
✓ Evaluate to help develop process skills such as self-evaluation and goal-setting.
✓ Use sample of best work for evaluation

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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.

1. In a welding class, the teacher gives students a performance task. The work is done
when it is ‘up to professional welding standards’ for that type of weld. The students
receive a description of the standard in writing, with a drawing. But the key is the last
phase. “When you think your weld is up to standard, put it on this table, and sign it
with the magic marker – signifying it is up to standard.” On the table students will also
find some welds up to standard from previous years and some that are not, marked as
such. I watched a boy who thought his was ready. But upon getting to the 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.

2. A 12th-grade teacher of writing teaches his students to peer review and self-assess. All
papers after that training only go to him for final review after the paper has first gone
through the review process: a) Student gives the peer group the draft of the paper. The
cover sheet states the purpose and audience of the writing, and the student asks for
targeted feedback. b) The peer group reads and does 2 things – notes places where
purpose was best achieved and not achieved. They also mark places on the paper
where they lost interest – and they explain why orally to the writer.

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
26
 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.

4. Every Friday, teachers collect index cards in response to two questions they pose to
their 12th graders: What worked for you this week? What didn’t work for you this week
(and why)? Teachers report back to students on Monday, with a summary of
adjustments that the teachers might be making, based on the feedback.

REFERENCES: Online

Sources

http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm

https://www.thegraidenetwork.com/blog-all/how-to-use-rubrics-to-guidefeedback

27
 LESSON 4

Synthesize Insights from the

Observations, Comments, and
Recommendations of Peers and/or
Teachers

Learning Competency 4:
Synthesize insights from the observations, comments, and recommendations of
peers and/or teachers

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

Instructions: In a clean sheet of paper (a4 size) please answer the following
questions below in 3 to 5 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.

1. What is synthesizing?
2. What do you know about integrating?
3. How will you apply categorizing?

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What is Synthesizing?

Synthesizing is similar to baking a cake. When we bake a cake, we combine all of

the separate ingredients – eggs, flour, sugar, butter, etc – to make a new thing, a cake!
When we synthesize, we take what we already know and mix it with what we have
learned from reading and discussion to create new ideas and understandings.

Learning to synthesize can be challenging for some students, but there are a few
different support strategies that teachers can use in their lessons.

The REST Method

For upper elementary and middle school grades, an easy approach to teaching
synthesizing is the REST method.
• R – read two different sources about a topic and record ideas.
• 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.

The ADD Method

In younger grades or for students that are struggling with synthesizing, teachers
can use the ADD method. ADD is similar to REST, but it can be used with just one text.
The advantage of ADD is that it helps students learn to integrate their learning with what
they already know and discussions with other students. If students are still learning how
to do that, it may be too much for them to synthesize information from multiple texts.
• A – what the students already knows about the topic.
• D – what the student learned during the reading on the same topic.
• 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.
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Venn Diagram
Also teachers can use a Venn Diagram to teach synthesizing. Students can use
this method to record facts about two topics, which go in the large outer circles and then
record overlapping facts and ideas where the circles overlap. They can add information at
each step – prior knowledge, reading, and discussion. From this diagram, students can
formulate their own ideas and thoughts about the topic. However, keep in mind that Venn
Diagrams really only work well with simple topics and comparisons.

ACTIVITY 1

Students will categorize the observations, comments, and recommendations of

peers and/or teachers based from the rubrics given.

ACTIVITY 2

Integrate the observations, comments, and recommendations of peers and/or

teachers based from the rubrics given.

ACTIVITY 3

Propose a plan of action based on the observations, comments, and

recommendations of peers and/or teachers based from the rubrics given.
*Sample 1 Suggested Rubrics
DESCRIPTION

CRITERI SE PE TEAC AVER

5 4 3 2 1 LF ER HER AGE
A
1. Has 90-100% Has 75-89% Has 60-74% Has less than Has less than
Contents of of the needed of the needed of the needed 59% of the 40% of the
the content content content needed needed
Portfolio content content

2. Objectiv Objectives Objectives are Objectives are Some Most

es of the are SMART SMART but SMART but objectives are objectives are
Portfolio and cover the cover only cover only not SMART not SMART
whole a minimum less than 75% and do not and cover
of of only
3. Quality Entries are of Entries are of Entries are Some entries Few entries
of entries best quality, better quality, of acceptable are of are of
well selected many are well quality, some acceptable acceptable
and very selected and are well quality,limited quality, not
substantial. substantial. selected and selection and well selected,
substantial. substantial. and very
substantial
4. Present Creative,neat Creative, Creative, Minimal No
ation of and has a neat and neat and an creativity, creativity,
Entries very strong has strong average neat with in disarray,
impact/a impact/a impact/a minimal no impact/a
ppeal ppeal. ppeal. impact/a ppeal.
ppeal.

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5. Prompt Submitted Submitte d Submitted 1 Submitted 2 Submitted 5
ness in ahead of on schedule. day after days after or more
the schedule. the schedule. days after
submis schedule. the
sion. schedule.

*Sample 2 Suggested Rubrics

My HUMSS Portfolio Rubric
2
4 3 1
Category Approaching
Exceeds Standards Meets Standards Below Standards
Standards
Comprehensiveness All required elements All required All required All required
(25%) are present in the elements are present elements are elements are
portfolio. in the portfolio. present in the present in the
portfolio. portfolio.
The portfolio The portfolio
contains more than contains one of the The portfolio The portfolio
one best work for best work for each of contains one of the contains one of the
each of the eight the eight HUMSS best work for five to best work for less
HUMSS learning learning areas. seven HUMSS than five HUMSS
areas. learning areas. learning areas.
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 learning appropriate learning appropriate appropriate
area. area. learning area. learning area.

Academic concepts Academic concepts Academic concepts

and principles and principles and principles
learned by the learned by the learned by the
student in each students in each student were
artifact are clearly artifact are clearly identified and most
identified. identified. of the artifacts were
included.
The student’s own
explanation of each
academic concept or
principle is included.
Credibility of Background Background Background No background
Artifacts (20%) information and information is information is information is
supporting evidences included to prove included to prove provided for the
are included to prove that all artifacts that most of the artifacts.
that all artifacts were made by the artifacts were made
were made by the student. by the student.
student.
Depth of Reflection Response Response Response Response
(20%) demonstrates are in- demonstrates a demonstrates a demonstrates a
depth reflection on, general reflection minimal reflection lack on, or
(Central Piedmont and personalization on, and on, and personalization of,
Community of, the theories, personalization of, personalization of, the theories,
College, 2015 concepts, and/or the theories, the theories, concepts, and/or
strategies presented concepts, and/or concepts, and/or strategies
in the HUMSS strategies strategies presented in the
learning areas. presented in the presented in the HUMSS learning
HUMSS learning HUMSS learning areas.
area. areas.
Visual Appeal (5%) All elements work Most elements work Some elements Elements seem
(Lever-Duffy & together to visually together to work together to minimally
McDonald, 2015) enhance and clearly communicate the communicate the consistent;
communicate the message. message; others message blurred by
message. seem misplaced the elements.

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 Grammar and The portfolio has no The portfolio has The portfolio has The portfolio has
Spelling (5%) errors in grammar or one to two errors in three to four errors more than four
spelling that grammar or spelling in grammar or errors in grammar
distracts the reader that distracts the speling that or spelling that
from the content. readers from the distracts the reader distracts the reader
content. from the content. from the 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.

1. How did you apply synthesizing?

2. How did you apply integrating?
3. How did you apply categorizing?

Great job! You have completed Week 5 activity successfully! Before going to the next
activity, check the icon that best shows your learning experience.

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.

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For inquiries or feedback, please write or call:

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:

Email Address:

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