SENIOR HIGH SCHOOL

CULMINATING
ACTIVITY
Second Semester

Department of Education ● Republic of the Philippines

 WHAT I NEED 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 HUMSS 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.

LESSON 1

MY HUMSS PORTFOLIO

WHAT I NEED 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;

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 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.

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 IS IT

What is a Portfolio?
A portfolio is a “ flat case for carrying papers and drawings” (Merriam-
Webster Dictionary, 2015)’ Indeed, Portfolios are used by painters, architects,
and other artists to showcase samples of their best work. Portfolios in
education, on the other hand, contain samples or evidences of what students
have learned in a particular subject area at a given time.

“ 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.

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 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

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.

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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 21st 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

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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 WHAT IS IT

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:

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 1. Set up a time line with due dates for installments in the portfolio.
a. Practice writing reflective statements for each potential
portfolio entry
b. Make sample reflection sheets for dry runs
2. Review samples of completed portfolios with importance of
appearance and scoring.
3. To ensure clarity of expectations, review the rubrics or scoring
guides on advance.
4. Make the portfolio process convenient.
a. Use materials that are readily available
b. Store folders alphabetically in milk crates or cardboard boxes,
or file cabinets
c. Use binders
d. Color-code to distinguish among classes

WHAT'S MORE

Lets’ Practice!

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

Projection/Planning Stage

Collection

Selection

Reflection

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Self- Assessment

Connection and Presentation

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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!

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 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.

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.

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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?

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?
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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!”

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: 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.

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 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

Synthesize Insights from the

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

WHAT I NEED 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,

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 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?

WHAT IS 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 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.

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• 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.

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.

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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 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% of 89% of the 74% of the than 59% than40% of
Portfolio the needed needed needed of the the needed
content content content needed content
content

2. Objectiv Objectives Objectives Objectives Some Most

es of the are are
Portfolio are objectives objectives
SMART SMART but SMART but are are

and cover cover only cover only not SMART not SMART
a less
the whole and do not and cover
minimum than 75% only
of of

3. Quality Entries Entries are Entries are Some Few entries

of are of of entries
entries are of
of best better acceptable are of
quality, acceptable
acceptable

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 quality, many are quality, quality, quality, not
well well some limited
well
selected selected are well selection selected,
and and
and very selected and very
substantial and substantial substantial
substantia . .
l. substantial
.

4. Present Creative, Creative, Creative, Minimal No

ation of neat neat creativity,
Entries neat and creativity,
and has and an neat in
has a strong average disarray,
very with no
impact/a impact/a minimal
strong ppeal. ppeal. impact/a
impact/a impact/a ppeal.
ppeal ppeal.

5. Prompt Submitte Submitte Submitte Submitte Submitte

ness in d d d1 d2 d 5 or
the
submis ahead of on day after days after more
sion. the days
schedule. schedule. schedule.
schedule. after the
schedule.

*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 contains one of contains one of
than one best the best work for the best work for the best work for
work for each of each of the eight five to seven less than five
the eight HUMSS HUMSS learning HUMSS learning HUMSS learning
learning areas. areas. areas. 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 appropriate appropriate appropriate
learning area. learning area. learning area. learning area.

Academic Academic Academic

concepts and concepts and concepts and
principles principles principles
learned by the learned by the learned by the
student in each students in each student were
identified and

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 artifact are artifact are most of the
clearly identified. clearly identified. 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 included to prove included to prove provided for the
evidences are that all artifacts that most of the artifacts.
included to prove were made by the artifacts were
that all artifacts student. made by the
were made by the student.
student.

Depth of Reflection Response Response Response Response

(20%) demonstrates demonstrates a demonstrates a demonstrates a
are in-depth general reflection minimal lack on, or
(Central Piedmont reflection on, and on, and reflection on, and personalization
Community College, personalization personalization personalization of, the theories,
2015) of, the theories, of, the theories, of, the theories, concepts, and/or
concepts, and/or concepts, and/or concepts, and/or strategies
strategies strategies strategies presented in the
presented in the presented in the presented in the HUMSS learning
HUMSS learning HUMSS learning HUMSS learning areas.
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 the communicate the consistent;
McDonald, 2015) and clearly message. message; others message blurred
communicate the seem misplaced by the elements.
message.

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.

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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 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.

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 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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