Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Private Education Assistance
Committee
PAGADIAN JUNIOR COLLEGE (PJC), INC.
Balangasan District, Pagadian City

S E L F - L E ACULMINATING
R N I N G ACTIVITY M O D U L E NO. 2
2nd Semester, SY. 2021-2022
NAME: DATE:
GRADE & SECTION: STRAND: TEACHER:
Content Standard: The learners demonstrate an understanding of key concepts, principles, and processes of
humanities and social sciences.
Performance Standard: The learners shall be able to produce a creative portfolio that will integrate their learning in
specialized learning areas under humanities or social sciences.
Learning Competencies: Make appropriate decisions on how understanding of the key concepts, principles, and
processes of humanities and social sciences shall be demonstrated based on sound criteria HUMSS_CA12- Ia-d-
1 Subject Matter: My Desired Portfolio
Learning Objectives: At the end of the module, the learners shall be able to:
A - Generate comments, feedbacks and observations on the feasibility, appropriateness and relevance
and concepts;
M- Synthesize insights from the observations, comments, and recommendations of peers
and/or teachers.
T- Formulate a plan that will demonstrate the key concepts, principles, and
processes of humanities and social sciences; and
- Write a concept anchored on the prepared plan.
A.

Essential Questions:
What is portfolio?
Why do we need to formulate a plan that will demonstrate the key concepts, principles, and processes of humanities and
social sciences?
Materials: Module, pen and paper, books, internet Suggested Time Allotment: 8 hours
Learning Resources: https://bit.ly/3JnoTAr http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
https://www.thegraidenetwork.com/blog-all/how-to-use-rubrics-to-guide- feedback
Core Values: Wisdom, competitiveness, and dedication Prepared by: Mr. Randy Sanchez

This Module in Culminating Activity aims to produce a creative

portfolio that will integrate your learning in specialized learning areas
under humanities or social sciences.
Every part of the module contains activities and enhancement
exercises utilizing pictures, and illustrations which have been proven
as effective instructional materials in improving your writing skills.
At the end of the module, the learners shall be able to generate comments, feedbacks and observations on the feasibility,
appropriateness and relevance and concepts; synthesize insights from the observations, comments,
and recommendations of peers and/or teachers; formulate a plan that will demonstrate the key concepts, principles, and
processes of humanities and social sciences; and write a concept anchored on the prepared plan.

Good day STUDENTS! Now that you are holding this module, do
the following:
Read and follow instructions carefully in each lesson.
Take note and record points for clarification.
Do the activities to fully understand each lesson.

L E S S O N 3 (WEEK 3): Comments, Feedbacks, and Observations

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

EXPLORE
Activity 1: Fill Me!
Directions: Fill in the missing letters to complete the word. Put your answer on the space provided.

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.

FIRM – UP

This time, read and understand the discussion about Feedback. Take
note of some important points about it.

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).

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.

1. 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.

2. 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.

3. 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?

 Group Feedback - At this level, feedback focuses on how well the group is performing. Have team members
developed adequate skills for working together?
Activity 2: Complete Me!
Directions: Answer the following questions. Put your answer on the blank.

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!”
4. How did you get "stuck" working on this task? How did you get "unstuck"?
“I really liked how you did , nice job!”

DEEPEN

Activity 3
Directions: Read the following situations, evaluate and give positive feedbacks on it. Use the strategies you have learned from
the discussion. Write your answers inside the box.

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 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.
 TRANSFE
Activity 4: My Reflection…today!
Directions: Make a reflection based on your experiences as students. In your reflection list all the feedback you receive as a
person, either strength or weakness. Use the comments, feedback, and observation to glean the information you need to improve
yourself as a human being to build your future career. In making your reflection, take note of the following as the basis of
crafting your work.

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

Put your work in a long size bond paper. Attach it in this module and submit it to your teacher for further evaluation, or you
can use the vacant space below.

L E S S O N 4 (WEEK 4): Synthesize Insights from the Observations, Comme

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.

In the previous lesson, we talk about Comments, Feedbacks, and Observations. In this lesson, you will kn

Activity 1: Answer Me!

Directions: 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?

FIRM–UP

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.

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 2: Categorize Me!

Directions: Based on the observations, comments, and recommendations from your peers and teachers you received, categorize
it by proposing your plan about the subject you are interested in. Consider the given rubrics below in crafting your work.

Suggested Rubrics

DESCRIPTION

CRITERI A 5 4 3 2 1 SELF PEER TEACHER AVERAGE

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%
Portfolio the needed needed of the of the
needed content content needed needed
content content content

2. Objectiv Objectives Objectives Objectives Some Most

es of are are
the are objectives objectives
Portfolio 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 of Entries Entries are Entries are Some Few

entries are of of 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. . substantial substantial and very
. . 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 the d d d1 d2 d 5 or
submis
sion. ahead of on day after days after more
the days
schedule. schedule. schedule.
schedule. after the
schedule.

DEEPEN
 Activity 2: Integrate Me!
Directions: Based on the comments, recommendations you received from your peers and teachers, and your
observations, make a proposal of your plan about the subject you are interested in. In your plan, integrate the
observations, comments, and recommendations of peers and/or teachers based from the rubrics given.

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 elements
(25%) elements are elements are elements are are present in
present in the present in the present in the the portfolio.
portfolio. portfolio. portfolio.

The portfolio The portfolio The portfolio The portfolio contains

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

Appropriateness of All artifacts were All artifacts were All artifacts were All artifacts were placed in
Artifacts (25%) placed in placed in the placed in the the appropriate
appropriate appropriate learning appropriate learning area.
learning area. 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
each artifact are each artifact are were
clearly identified. clearly identified. identified and
most of the
The student’s own artifacts were
explanation of each included.
academic concept
or
principle is
included.

Credibility of Background Background Background Nbackground

o
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.

Depth of Reflection Response Response Response Response demonstrates

(20%) demonstrates are demonstrates a demonstrates a a lack on,
in-depth general reflection minimal reflection or personalization
reflection on, on, and on, of, the theories, concepts,
and personalization of, and and/or strategies
personalization of, the theories, personalization presented in the HUMSS
the theories, concepts, and/or of, the theories, learning areas.
concepts, strategies concepts, and/or
and/or strategies presented in the strategies
presented in the HUMSS learning presented in the
HUMSS learning area. HUMSS learning
 TRANSFE
Activity 3: Propose Me!
Directions: Make a proposal of all of your plan of action as your portfolio entry based on the observations, comments, and
recommendations of peers and/or teachers based from the rubrics given. Put your proposal in a long size white folder and submit
it to your teacher.
DESCRIPTION

CRITERI 5 4 3 2 1 SE LF PEER TEACHER AVER AGE

A

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

Prepare the following;

As your PERFORMANCE TASK at the end of the Semester, you are required to compile all the parts of the portfolio and you
are going to send the file on our group chat or through my messenger. When you receive the corrections and suggestions from
your teacher, work it out and print a hard copy of it. Compile it in an A4 sized colored folder. Prepare for a mock interview to be
schedule on March 2022.
NOTE: SOFT COPY
Sequence for the compilation.
1. Cover Page
2. Table of Contents
3. Preface
4. Presentation of Selected Work
5. Personal Vision, Mission, and Goal for the future
6. Resume
7. Application letter
8. Job Interview
9. Company Rules and Regulation
10. Culminating task/Activities
11. Daily Time Record
12. Daily Plan Log
13. Personal Traits
14. Updated Resume
15. Culminating Activity Highlights
16. Reflection on creating my portfolio
17. Collage of my Senior High School
Experience Format:
Font size- 12
Font Style- Times New Roman
Paper Size- A4
Spacing- 1.15
Margin- 1 inch or 2.54 cm (all sides)

Prepared by,
Mr. Randy Sanchez