Government Property SENIOR HIGH SCHOOL

NOT FOR SALE

CULMINATING ACTIVITY
Quarter 1 – Module 1

Department of Education ● Republic of the Philippines

English for Academic and Professional Purposes
Alternative Delivery Mode
Quarter 1 – Module 1: Reading and Writing Academic Texts
First Edition, 2020

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1
 SENIOR HIGH SCHOOL

CULMINATING ACTIVTIY
Quarter 1 – Module 1

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and/or
universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at [email protected].

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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 Through 2
To Get

Lesson 1- My HUMSS Portfolio

What I Need To Know 3
What I Know 4
What's New What Is 5
It What's More 6
What I Can Do 8
Post Assessment What I 10
Have Learned 12
14

Lesson 2 – Planning the Portfolio

What I Need To Know 15
What's In 15
What is It What's 16
More What 17
Can I do 17
What's More 20
What I Can Do 20
Post Assessment What I 21
Have Learned 23

Lesson 3 -Academic Reading Strategies

What I Need To Know 24
What's In 24
What I Know 25
What's New 26
What Is It 26

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 What's More 28
What I Have Learned 29
What I Can Do 29
Post Assessment 30

Lesson 4 - Various Techniques in Summarizing a Variety of Academic Texts

What I Need To Know 32
What I Know 32
What Is It 33
What's New 33
What's More 34
Post Assessment 45
What I Have Learned 48

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 WHAT I N E E D TO KNOW

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 H U M S S PORTFOLIO, Lesson two (2) Planning
the portfolio, Lesson
Three (3) Comments, Feedbacks and Observation,
Lesson Four (4)

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.

WHAT SHOULD I E X P EC T

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.

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 THINGS TO R E M E M B E R TO
GET THROUGH

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.

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.

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 GOOD LU C K AS YOU BEGIN MODULE 1

LESSON 1

MY HUMSS PORTFOLIO

WHAT I N E E D TO KNOW

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!

CHAPTER PRETEST

Create a Concept Map

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

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 WHAT I S 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.

“ 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.

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 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 H U M S S 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
H U M S S Track.

WHAT'S MORE

The following are the Portfolio guidelines:

MY H U M S S 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 H U M S S 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-A ssessme n t -- Checklist of requirements

and self- assessment using the rubric provided.
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 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.
 Introduction to World Religions and Belief Systems
 Disciplines and Ideas in the Applied Social Sciences (DIAS)
 Creative Writing
 Creative Nonfiction
 Disciplines and Ideas in the Social Sciences
 Philippine Politics and Governance
 Trends and Critical Thinking in the 21 s t Century Culture
 Community Engagement, Solidarity, 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?

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 LESSON 2

Planning the Portfolio

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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 WHAT I S IT

Portfolio Development Phases

According to J ohn son, 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 an d Presentation- Students share their portfolio with

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

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 In terms of management of portfolio ideas, J ohn son, 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

WHAT'S M ORE

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

Connection and Presentation

WHAT I CA N D O

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: RE SU M E *attach your resume

*write a reflection about the resume
that you made
Portfolio Entry no. 2: *attach your application letter
APPLICATION LETTER * write a reflection about writing
your application letter

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Portfolio Entry no. 3 :
J O B *attach photos of your job interview
INTERVIEW *write a reflection on
your experience in your job interview
Portfolio Entry no. 4 : COMPANY *attach a list of your company’s
RU L E S AND REGULATIONS rules 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
R ECO R D AND DAILY daily task record
TASK RECO R D *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
RE FLECTIO N ON CREATING MY portfolio using C E R A E 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?
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 A-Action: what do you plan to do
based on your reflection?
E - Evaluation: Evaluate the
experience as a whole.
Portfolio Entry no. 12: CO LLAG E *attach a collage of your Senior
OF MY SENIOR HIGH SCHO O L High School experience
E XPE RIE NCE

POST ASSESSMENT

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 LESSON 3

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

Learning O b j e c t ive s : At the end of the

lesson, learners are exp e cted 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.

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 Let’s Recall!
According to J ohn son, 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.

5. S _ _ _-A _ _ _ _ _ _ _ _ _ – a student enhances the portfolio in the

areas he/she rated low.

6. C _ _ _ _ _ _ _ _ _ an d P_ _ _ _ _ _ _ _ _ _ _ - students share their

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

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 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?

L e t ’ 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 G rou p s Needs Feed ba ck

F i r s t , gro u p m e m b e r s who believe t h a t their i n p u t to the group

will be eva l u a te d are le ss likely to b ecome socia l loafers – those
m e m b e r s who hide b e h i n d the efforts of other gro u p m e m b e r s .
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

Ta s k an d 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?
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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.

In contrast, favorable feedback generates motivation and increases

feelings of attraction among group members (Nadler, 1979).
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 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 to
contribute to the group’s activities? And
 (c) Are you capable of collaborating effectively with other team
members?

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 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 ....

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!”

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4. How did you get "stuck" working on this task? How did you get
"unstuck"?

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

Yo u d i d a g rea t j o b …

L e t ’ s R e m e m b e r Th i s!

R e f l e c t i o n … t o d a y , y o u a r e a b l e to
 E x p r e s s a n d relate s t r e n g t h s , w e a k n e s s e s , a n d growth or
c h a n g e of p r o d u c t s / p u t p u t p e r f o r m a n ce s .
 E v a l u a t e to h el p d e v e l o p p r o c e s s s k i l l s s u c h a s s e l f -
evaluation a n d goal-setting.
 U s e s a m p l e of b e s t wo rk for evaluation

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.

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.” O n 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.

26
 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.

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 we ek (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-guide-
feedback

27
 LESSON 4

Synthesize Insights from the

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

WHAT I N E E D TO KNOW

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

WHAT I KNOW

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?

29
 2. What do you know about integrating?
3. How will you apply categorizing?

WHAT I S IT

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.

WHAT'S NEW

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 R E ST 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 RE ST method and provide a
lot of practice for students to master this strategy. While practicing R E ST,
some students may like to draw pictures while others may refer to write
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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 AD D method. AD D 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 AD D 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

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.

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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 5 4 3 2 1 SE PE TEAC AVER
A LF ER HER AGE

1. Content Has 90- Has 75- Has 60- Has less Has less
s of the 100% 89% of the 74% of the than 59% than40%
Portfolio of the needed needed of the of
the
needed content content needed needed
content content content

2. Objectiv Objectives Objectives Objectives Some Most

es of the are are
Portfolio are objectives objectives
SMART SMART SMART are are
but but
and cover not SMART not SMART
cover only cover only
the whole a less and do not and cover
only
minimum than 75%
of of

3. Quality Entries Entries are Entries are Some Few

of are of of entries entries
entries
of best better acceptable are of are of
quality,
quality, quality, acceptable acceptable
well many are some
well quality, quality,
selected are well limited not
selected
and very and selected selection well
and and selected,
substantia substantial
l. . substan substant and
tial ial very
. . substantial
4. Present Creative, Creative, Creative, Minimal No
ation of neat neat creativity,
Entries neat and creativity,
and and neat in
has has strong an average disarray,
no
a impact/a impact/a
very ppeal. ppeal. with impact/a
minimal ppeal.
strong
impact/a impact/a
ppeal ppeal.
5. Prompt Submitte Submitte Submitte Submitte Submitte
ness in d d d1 d2 d 5 or
the
more
days
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submis sion. Submitte day after more
ahead of d the days after days
schedule. on schedule.

schedule.
schedule. after the

*Sample 2 Suggested Rubrics

My HUMSS Portfolio Rubric

Category 4 3 2 1

Exceeds Meets Standards Approaching Below Standards

Standards Standards
Comprehensiveness All required All required All required All required
(25%) elements are elements are elements are elements are
present in the present in the present in the present in the
portfolio. portfolio. portfolio. portfolio.

The portfolio The portfolio The portfolio The portfolio

contains more contains one of the contains one of the contains one of the
than one best best work for each of best work for five best work for less
work for each of the the eight H U M S S to seven H U M S S than five H U M S S
eight learning areas. learning areas. learning areas.
HUMSS learning
areas.

Appropriateness All artifacts were All artifacts were All artifacts were All artifacts were
of placed in placed in the placed in the placed in the
Artifacts (25%) appropriate appropriate appropriate appropriate
learning area. learning area. learning area. learning area.

Academic concepts Academic concepts Academic concepts

and and and
principles learned principles learned principles learned
by the student in by the students in by the student were
each artifact are each artifact are identified and
clearly identified. clearly identified. most of the
artifacts were
The student’s own included.
explanation of each
academic concept
or
principle is
included.
Credibility Background Background Background No background
of
Artifacts (20%) information and information is information is information is
supporting included to included to provided for the
evidences are prove that all prove that most artifacts.
included to artifacts were of the artifacts
prove that all made by the were made by
artifacts were student. the student.
made by the
student.

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 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 the message. the message blurred
clearly message; others by the elements.
communicate seem
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.

1. How did you apply synthesizing?

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

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 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 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.

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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