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Culminating Activity - modules

Secondary Education (Tarlac Agricultural University)

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Department of Education ● Republic of the Philippines

Culminating Activity
Alternative Delivery Mode
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

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

Development Team of the Module

Content Editor: William N. Almonia
Language Editor: Jackielou P. D Mata
Layout Artist: Maria Aura E. Paumar
Writers: Cherry L. Vallejos
Joy M. Sajulga
Glen B. Badana
Annalie C. Legason
Paulino Reynaldo Acenas
Jedidiah J. Quidet
Benjie A. Pallo

Development Team:
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Assistant Regional Director
Jonathan S. dela Peña, PhD, CESO V
Schools Division Superintendent
Rowena H. Para-on, PhD
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD

Members: Neil A. Improgo, PhD, EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD, EPS-ADM;
Erlinda G. Dael, PhD, CID Chief; Maria Teresa M. Absin, EPS (English); Celieto B.
Magsayo, LRMS Manager; Loucile L. Paclar, Librarian II; Kim Eric G. Lubguban,
PDO II
Printed in the Philippines by
Department of Education - Alternative Delivery Mode (DepEd-ADM)
Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City,
Cagayan de Oro, Lalawigan ng Misamis Oriental

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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].

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

TABLE OF CONTENTS
Page No.
OVERVIEW
What I Need To Know 1
What Should I Expect 1

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Things to Remember To Get Through 2

Lesson 1- My HUMSS Portfolio

What I Need To Know 3
What I Know 4
What's New 5
What Is It 6
What's More 8
What I Can Do 10
Post Assessment 12
What I Have Learned 14
Lesson 2 – Planning the Portfolio

What I Need To Know 15

What's In 15
What is It
16
What's More
17
What Can I do 17
What's More 20
What I Can Do 20
Post Assessment 21
What I 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
What's More 28
What I Have Learned 29
What I Can Do 29
Post Assessment 30

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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 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 par ts 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.

WHAT SHOULD I EXPECT

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 REMEMBER 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 What9s 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 What9s 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 LUCK AS YOU BEGIN MODULE 1

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 it9s 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=.

WHAT IS IT

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What is a Portfolio?
A portfolio is a < flat case for carrying papers and drawings=
(MerriamWebster Dictionary, 2015)9 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
students9 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 student9s 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 student9s progress in a learning area. Unlike a showcase portfolio,
you not only see a student9s best work, but also see the students
journey toward achieving excellence in the given skill.

c. Project Portfolio - A project portfolio emphasizes how a student

completed discipline-based procedures or processes. The projects
documented usually represent tasks or skills that professionals in the
field usually do in real life.
d. Academic Portfolio or Standards-Based Portfolio - An academic
portfolio is a collection of student work that represents achievement of
the content and performance standards for a given course.

For the HUMSS Individual Learning Portfolio, we shall be combining the

elements of the showcase portfolio and the standards-based portfolio. This
means that your portfolio must contain your best work or most significant
experience in each of the subjects you have taken under the HUMSS Track.

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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 student9s 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 student9s 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 3 Using the rubric or criteria provided by the
teacher, the student evaluates the completed portfolio. A student
enhances the portfolio in the areas he/she rated low.

6. Connection and Presentation- Students share their portfolio with

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

In terms of management of portfolio ideas, Johnson, Mims-Cox, and

Doyle-Nichols (2010) provided some tips which you may follow:

1. Set up a time line with due dates for installments in the portfolio.

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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
Self- Assessment
Connection and Presentation

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.
Portfolio entries to accomplish:

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Portfolio Entry no. 1: RESUME *attach your resume

*write a reflection about the resume
that you made
Portfolio Entry no. 2: *attach your application letter * write
APPLICATION LETTER a reflection about writing your
application letter
Portfolio Entry no. 3 : JOB *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 company9s rules
RULES AND REGULATIONS 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
RECORD AND DAILY TASK daily task record
RECORD *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

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immersion
Portfolio Entry no. 11: *write a reflection on creating a
REFLECTION ON CREATING MY portfolio using CERAE format. C-
PORTFOLIO 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 *attach a collage of your Senior

OF MY SENIOR HIGH SCHOOL High School experience
EXPERIENCE

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

1. Express and relate specific but not restrictive comment, feedbacks

and observation on the feasibility, appropriateness and relevance of
concept in the social sciences;
2. evaluate concept in the social sciences; and
3. use the comments, feedbacks and observation to glean information
he/she needs.

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

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

of the portfolio.

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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_ _ _ _ _ _ _ _ _ 3 a student enhances the portfolio in the

areas he/she rated low.

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

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

Let’s Answer This!

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

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

Let’s Move On!

1. If you were a teacher and grading your work, what grade would you give
it and why?

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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 ....

What Is Feedback?

Feedback can be information about the quantity or quality of a group9s

work, an assessment of effectiveness of the group9s task or activity, or
evaluations of members9 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 3 those members who hide
behind the efforts of other group members.

Second, at the group level, group members who receive positive

feedback about their group9s 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.

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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 individual9s ability to be an effective group
member (Larson & LaFasto, 1989).

Types of Feedback
There are three types of feedback4descriptive, evaluative, and
prescriptive4each 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 someone9s
communicator style, or you may note that someone9s 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 members9 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).

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To be constructive, evaluative feedback that identifies group member

deficiencies is best given in groups with a supportive communication climate
in which trust has developed among members.

In contrast, favorable feedback generates motivation and increases

feelings of attraction among group members (Nadler, 1979).

Naturally, we assume that positive evaluative feedback will have

positive effects on a group. But can a group receive too much favorable
feedback?

A group inundated by positive remarks, particularly in the absence of

negative evaluations, will start to distrust the feedback as information and
perceive it as insincere.

Prescriptive Feedback
Feedback that provides group members with advice about how they
should act or communicate is prescriptive feedback.

The feedback process is not a blaming process. Rather, it should be

used as an awareness strategy, a learning tool, and a goal-setting strategy.

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 members9 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 individual9s ability to be an effective group
member (Larson & LaFasto, 1989).

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 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 group9s 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!
Is it clear now…how will you put it into practice?

1. What would you like your _____ (e.g., parents) to know about or
see in your portfolio?
2. What does the portfolio as a whole reveal about you as a learner
( writer, thinker, etc.)?

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

In this portfolio I see evidence of ....

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3. Looking at (or thinking about) an earlier piece of similar work,

how does this new piece of work compare? How is it better or
worse? Where can you see progress or improvement?

<I think what this student meant was _______, so I9ll give them the
point=

<I really liked how you did ________, nice job!=

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

<I really liked how you did ________, nice job!=

You did a great job…☺☺☺

Let’s Remember This!

Reflection…today, you are able to

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

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Let’s Do It!

Instructions: The students will be divided into 4 groups. Read the following
situations and give positive feedbacks on it. Use the strategies you have
learned from the discussion.

1. In a welding class, the teacher gives students a

performance task. The work is done when it is 8up to professional
welding standards9 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 3 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 3 notes places where purpose was best achieved and not
achieved. They also mark places on the paper where they lost interest
3 and they explain why orally to the writer.

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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 3 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.

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REFERENCES:

Online Sources

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

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

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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?
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 3 eggs, flour, sugar, butter, etc 3 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.

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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 3 read two different sources about a topic and record ideas.
• E 3 edit notes and combine concepts that are similar.
• S 3 synthesize by combining notes with what you already know about
the topic.
• T 3 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 3 what the students already knows about the topic.
• D 3 what the student learned during the reading on the same topic.
• D 3 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

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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 3 prior knowledge, reading,
and discussion. From this diagram, students can formulate their own ideas
and thoughts about the topic. However, keep in mind that Venn Diagrams
really only work well with simple topics and comparisons.

ACTIVITY 1

Students will categorize the observations, comments, and

recommendations of peers and/or teachers based from the rubrics given.

ACTIVITY 2

Integrate the observations, comments, and recommendations of peers

and/or teachers based from the rubrics given.

ACTIVITY 3
Propose a plan of action based on the observations, comments, and
recommendations of peers and/or teachers based from the rubrics given.
*Sample 1 Suggested Rubrics
DESCRIPTION

CRITERI A 5 4 3 2 1 SE PE TEAC AVER

LF ER HER AGE

1. Content Has Has 75- Has 60- Has less Has less
s of the 90100% of 89% of the 74% of the than 59% than40%
Portfolio the needed needed of the of
needed content content needed th
content content e
needed
content

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

3. Quality Entries Entries are Entries are Some Few

of entries of of entries are entries are
are of
best better acceptable of of
quality,
quality, acceptable acceptable
quality,
many are some
well well
are well quality, quality,
selected selected limited not
and selected
and very selection well
and
substantial and selected,
substantia . substantial
l. . substantial and very
. substantial
4. Present Creative, Creative, Creative, Minimal No
ation of neat neat creativity,
neat and creativity,
Entries
and has and an neat in
strong average disarray,
has with no
a impact/a impact/a minimal
very impact/a
ppeal. ppeal.
impact/a ppeal.
strong
ppeal.
impact/a
ppeal
5. Prompt Submitte Submitte Submitte Submitte Submitte
ness in d ahead d on d1 d 2 days d 5 or
the of schedule. after more
day after
submis schedule. schedule.
the days
sion.
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

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Comprehensiveness All All All All

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

The The portfolio The portfolio The portfolio

portfolio contains one of contains one of contains one of
contains more the best work for the best work for the best work for
than one best each of the eight five to seven less than five
work for each of HUMSS learning HUMSS learning HUMSS learning
the areas. areas. areas.
eight
HUMSS learning
areas.
Appropriateness of All artifacts were All artifacts were All artifacts were All artifacts were
Artifacts (25%) placed in placed in the placed in the placed in the
appropriate appropriate appropriate appropriate
learning area. learning area. learning area. learning area.
Academic Academic Academic
concepts concepts concepts
and and and
principles principles principles
learned by the learned by the learned by the
student in each students in each student were
artifact artifact identified and
are are most of the
clearly identified.
clearly identified. artifacts were
The student9s included.
own explanation
of each academic
concept
or
principle
is
included.
Credibility Background Background Background No background
of information and information is information is information is
Artifacts (20%) supporting included included to prove provided for the
evidences are to prove that most of the artifacts.
included that all artifacts artifacts were
to prove were made by made by the
that all artifacts the student. student.
were made by
the 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, on, reflection on, and personalization
Community College, and and personalization of, the theories,
2015) personalization personalization of, the theories, concepts, and/or
of, the theories, of, the theories, concepts, and/or strategies
concepts, concepts, and/or strategies presented in the
and/or strategies presented in the
HUMSS learning
strategies presented in the HUMSS learning
areas.
presented in the
HUMSS learning

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HUMSS learning
area.

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 the
communicate consistent;
& and clearly message; others
McDonald, 2015) the message. message blurred
communicate 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.

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.

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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