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WORK IMMERSION/CULMINATING ACTIVITY

QUARTER THREE – Module 1 & 2:
CHAPTER ONE
CULMINATING ACTIVITY
Lesson One – My HUMSS Portfolio and Planning the Portfolio

Polytechnic College of Botolan · Botolan, Zambales

SENIOR HIGH SCHOOL DEPARTMENT
Module 1& 2 ‖ Page 1
 Republic of the Philippines
POLYTECHNIC COLLEGE OF BOTOLAN
(Formerly Botolan Community College)
Botolan, Zambales
E-mail: polytechniccollegeofbotolan@[Link]
Website: [Link]
Mobile number: 0949-155-1331

GENERAL DIRECTIONS:
Here are some reminders as you use this module:
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.

LESSON ONE
My HUMSS Portfolio and Planning the Portfolio

INTRODUCTION: 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 2 parts or lessons. Lesson one (1) My HUMSS
PORTFOLIO, and Lesson two (2) planning the portfolio.
Every part of the module contains activity/ies and enhancement
exercises utilizing pictures, and illustrations, which have been
proven as effective instructional materials in improving the writing skills of the students.

I. LESSON OBJECTIVES

At the end of this lesson/module, the learners are expected to:

1. Know and understand the term “portfolio” and its purpose.
2. Identify the different types of “portfolio.”
3. Determine the parts of “portfolio.”
4. Identify the Portfolio Development Phases.
5. Develop a Portfolio Development Plan.

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 II. PRE-TEST: WHAT I KNOW

Create a Concept Map

Question: What comes into your mind when you hear the word “Portfolio”?

PORTFOLIO

III. LESSON PROPER: WHAT IS IT

LESSON 1
MY HUMSS PORTFOLIO

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
highlight 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 student’s journey toward achieving excellence in the given skill.
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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.

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 display 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,1999-94)
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.
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)
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 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?

LESSON 2
PLANNING THE PORTFOLIO


WHATS IN
LET US 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:

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.
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 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.

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Portfolio entries to accomplish:
Portfolio Entry no. 1: *attach your resume
RESUME
*write a reflection about the resume that you made
Portfolio Entry no. 2: *attach your application letter
APPLICATION LETTER
* write a reflection about writing your application letter
Portfolio Entry no. 3 : *attach a list of your school’s rules and regulation
SCHOOL RULES AND
*write a reflection on how you behaved and followed their
REGULATIONS
rules and regulations
Portfolio Entry no. 4: *attach photos of you in your work immersion/culminating
WORK IMMERSION activities (e.g. making portfolio)
TASK/ACTIVITIES
*write a reflection on how you managed to comply your
work/ task. Was the task easy? Was is difficult?
Portfolio Entry no. 5: *attach your daily task record
DAILY TASK RECORD
*write a reflection on how having a task record affect your
efficiency in accomplishing your task
Portfolio Entry no. 6: *attach photos of good personality traits you demonstrated
PERSONAL TRAITS 1 during this culminating activities which is on pleasing
appearance, courtesy, conduct, industriousness, and
reliability
Portfolio Entry no. 7: * attach photos of good personality traits you demonstrated
PERSONAL TRAITS 2 during this culminating activities which is on sociability,
drive and leadership. Mental maturity, and stress tolerance
Portfolio Entry no. 8: *attach updated resume
UPDATED RESUME
*write a reflection about the resume that you updated
Portfolio Entry no. 9: *write a reflection on creating a portfolio using CERAE
REFLECTION ON format.
CREATING MY
C- Content: what is your portfolio about
PORTFOLIO
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. 10: *attach a collage of your Senior High School experience
COLLAGE OF MY
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SENIOR HIGH SCHOOL
EXPERIENCE

IV. SUMMARY

 A portfolio is a “ flat case for carrying papers and drawings” (Merriam- Webster
Dictionary, 2015)’
 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.
 In general, there are four types of portfolios used in education (Johnson, Mims-
Cox, and Doyle-Nicholas, 2010, 38).
a. Showcase Portfolio
b. Growth Portfolio
c. Project Portfolio
d. Academic Portfolio or Standards-Based Portfolio
 The parts of the portfolio are the following:
1. Cover Page
2. Portfolio Checklist and Self-Assessment
3. Table of Contents
4. Preface
5. Presentation of Selected Work
6. Personal Vision and Goals for the Future
 According to Johnson, Mims-Cox, and Doyle-Nicholas (2010), the development
of portfolios in education normally goes through six phrases, namely:
1. Projection
2. Collection
3. Selection
4. Reflection
5. Self-Assessment
6. Connection and Presentation

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 POST-TEST

Direction: Use the fives Ws chart to organized the information you have
learned from this lesson.
What?

Who?

Where?

When?

Why?

GENERALIZATION

Answer the following questions:

1. Discuss in your own understanding about the term “portfolio” and its purpose.

2. Identify and explain each the different types of “portfolio.”

3. Enumerate the parts of “portfolio.”

4. Identify and explain it in your own words about the Portfolio Development Phases.

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 V. EVALUATION
A. FILL IN THE BLANKS !
Direction: Read and fill the blank with the correct answer about the lesson
discuss. Note: First Letter is given already for you to answer.
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.
B. FILL IN THE BOX !
Direction: Fill the box with your ideas and understanding about the concepts given
below:
PORTFOLIO

______
1. Portfolio

______
______
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 ___ ___
2. Different types of portfolio

___ ___

_____ _____ _____

3. Parts of portfolio
____________ _____

__________________

REFERENCES/SOURCES:

DepEd-ADM (2020) Region X – Northern Mindanao. CULMINATING ACTIVITY Quarter

1 – Module 1. Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City,
Cagayan de Oro, Lalawigan ng Misamis Oriental. First Edition, 2020

Prepared by:

RODRICK S. RAMOS, LPT.

SHS Teacher

Reviewed by:

MYRNA S. PANGAN
SHS Program Coordinator
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