CULMINATING ACTIVITY 12

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.

CULMINATING
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

ACTIVITY 12
been proven as effective instructional materials in improving the writing
skills of the students.

For Senior High School

SECOND MODULE

Prepared by : Ma’am Sky

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CULMINATING ACTIVITY 12
LESSON 1 : Portfolio entries to accomplish:

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