Culminating-Activity-Week 1& 8
Culminating-Activity-Week 1& 8
Culminating-Activity-Week 1& 8
CULMINATING ACTIVITY
Quarter 3 – Module 1
Week-1 & 8
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St. Peter Drive, Poblacion, Tabango, Leyte
[email protected]/Tabango Senior High School-FB page
WHAT I NEED TO KNOW
Learning Objectives: At the end of the module, the learners shall be able
to:
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4. Synthesize insights from the observations, comments, and
recommendations of peers and/or teachers.
WHAT IS IT
THINGS TO REMEMBER TO
GET THROUGH
Learning Competency 1:
Formulate a plan that will demonstrate the key concepts, principles, and processes of
Accountancy Business and Management
Learning Objectives: At the end of this lesson, the learners are expected to:
What is a Portfolio?
A portfolio is a “ flat case for carrying papers and drawings” (Merriam- Webster
Dictionary, 2015)’ Indeed, Portfolios are used by painters, architects, and other artists to
showcase samples of their best work. Portfolios in education, on the other hand, contain
samples or evidences of what students have learned in a particular subject area at a given
time.
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“ 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).
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.
WHAT'S MORE
MY ABM 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.
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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.
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.
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.
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?
LESSON 2
Planning the Portfolio
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LESSON 2
Learning Objectives: At the end of the lesson, the learners are expected to:
Let’s Recall!
A Portfolio is…
WHAT IS IT
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
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identify subtasks necessary in developing the portfolio. They would also estimate
the time and resources available the project.
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.
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
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Collection
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.
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Portfolio Entry no. 3 : JOB INTERVIEW *attach photos of your job interview
*write a reflection on your experience in
your job interview
Portfolio Entry no. 4 : COMPANY RULES *attach a list of your company’s rules and
AND REGULATIONS regulation
*write a reflection on how you behaved and
followed their rules and regulations
Portfolio Entry no. 5: WORK IMMERSION *attach photos of you in your work
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 daily
RECORD AND DAILY TASK RECORD task record
*write a reflection on how having a time
record affect your efficiency in
accomplishing your task
Portfolio Entry no. 7: PERSONAL TRAITS *attach photos of good personality traits
1 you demonstrated during the work
immersion which is on pleasing
appearance, courtesy, conduct,
industriousness, and reliability
Portfolio Entry no. 8: PERSONAL TRAITS * attach photos of good personality traits
2 you demonstrated during the work
immersion which is on sociability, drive
and leadership. Mental maturity, and
stress tolerance
Portfolio Entry no. 9: UPDATED RESUME *attach updated resume
*write a reflection about the resume that
you updated
Portfolio Entry no. 10: WORK *attach photos of your highlights during
IMMERSION HIGHLIGHTS the work immersion
*write a reflection of your whole experience
during your work immersion
Portfolio Entry no. 11: REFLECTION ON *write a reflection on creating a portfolio
CREATING MY PORTFOLIO using CERAE format.
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 OF MY *attach a collage of your Senior High
SENIOR HIGH SCHOOL EXPERIENCE School experience
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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 ne
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Let’s Recall!
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What Is Feedback?
First, group members who believe that their input to the group will be
evaluated are less likely to become social loafers – those members who hide
behind the efforts of other group members.
Second, at the group level, group members who receive positive feedback about their
group’s performance and their interactions are more likely to be satisfied with group
member relationships, believe that their group is more prestigious, be more cohesive, and
believe that group members are competent at their task or activity (Anderson, Martin, &
Riddle, 2001; Limon & Boster, 2003).
Levels of Feedback
Procedural feedback
It provides information on the processes the group used to arrive at its outcome. Is
the brainstorming procedure effective for the group? Did group members plan sufficiently?
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
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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.
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
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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?
2. What does the portfolio as a whole reveal about you as a learner (writer,
thinker, etc.)?
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"?
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You did a great job… ☺☺☺
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
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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 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-guide-feedback
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LESSON 4
Learning Objectives: At the end of the lesson, the learners shall be able to:
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.
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1. What is synthesizing?
2. What do you know about integrating?
3. How will you apply categorizing?
WHAT IS IT
What is Synthesizing?
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.
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.
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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.
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
ACTIVITY 2
ACTIVITY 3
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Propose a plan of action based on the observations, comments, and
recommendations of peers and/or teachers based from the rubrics given.
* Suggested Rubrics
Appropriateness of All artifacts were All artifacts were All artifacts were All artifacts were
Artifacts (25%) placed in placed in the placed in the placed in the
appropriate appropriate appropriate appropriate
learning area. learning area. learning area. learning area.
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concepts, and/or and/or concepts, and/or presented in the
strategies strategies strategies HUMSS learning
presented in the presented in the presented in the areas.
HUMSS learning HUMSS learning HUMSS learning
areas. area. 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.
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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.
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