This document provides guidance for students on creating a culminating portfolio project for a humanities/social sciences course. It discusses: 1. The portfolio project allows students to integrate their learning from different subject areas through a creative project presented from home due to current limitations. 2. Students are instructed to create a plan, write concept and reflection papers, compile outputs, and receive teacher evaluation for their portfolio. 3. The document defines a portfolio as a compilation of academic work and evidence of learning evaluated for coursework quality, progress, and achievement. It discusses print, online, and digital portfolio formats and content. 4. Students are provided suggestions for writing an engaging introduction to their portfolio that catches the reader's

1. Culminating
Activity
Gift Queen A. Saavedra
Subject - Teacher

2. Course Description
• This course is designed to provide students the opportunity to
integrate their learning in the different learning areas of the
humanities and social sciences through a creative culminating
activity.
• It focuses on the exhibitions/exhibits of authentic products
and performances as evidence of their learning in the
humanities and social sciences.

4. In consideration of the current limitations,
the following maybe undertaken by the
schools:
• 1. Teachers must program the activities of learners where they can
perform the learning competencies within the confines of their home.
• 2. Since the subject’s performance standard is to produce a creative
portfolio that will integrate their learning in specialized learning areas
under humanities or social sciences, learners can be asked to:
• a. create a plan to make their portfolio including its timeline,
processes involved, and key concepts;

5. • b. write a concept paper that will encapsulate their learning in
humanities or social sciences;
• c. write insights after each part of portfolio has been completed;
• d. compile all outputs to include in their portfolio; and
• e. write an overall reflection and learning based on the
evaluation of their teachers which will be given based on the
condition of the locality.

6. What is a Portfolio?

7. Portfolio
• A compilation of academic work and other forms of educational evidence assembled for
the purpose of:
1. evaluating coursework quality, learning progress, and academic achievement;
2. determining whether students have met learning standards or other academic
requirements for courses, grade-level promotion, and graduation;
3. helping students reflect on their academic goals and progress as learners; and
4. creating a lasting archive of academic work products, accomplishments, and other
documentation. Advocates of student portfolios argue that compiling, reviewing, and
evaluating student work overtime can provide a richer, deeper, and more accurate picture of
what students have learned and are able to do than more traditional measures—such
as standardized tests, quizzes, or final exams—that only measure what students know at
a specific point in time.

8. Forms of Portfolio
1. Notebooks filled with documents
2. Notes
3. Graphics
4. Letters
5. Resumes
6. Physical collection of student work like written assignments, journals,
tests, artworks, lab reports, physical projects or any other material evidence
of learning progress and academic accomplishments including awards,
honors certifications, recommendations, written evaluation by teachers or
peers and self-reflections by the students

9. Online Portfolio (digital portfolios or e-
portfolios)
• Examples:
• 1. Blogs
• 2. Online Journals
• 3. Reflection about learning activities, progress, and
accomplishments.
• 4. Digital artefacts like student-created videos, multimedia
presentations, spreadsheets, websites, photograph

10. Besides those that are mentioned above,
you have to take note of the following:
• In any portfolio – whether print or online – it is also important to
follow guidelines of academic integrity.
1. All materials – including language, content, and images – must
be suitable for all audiences, including young children who may
view the portfolios.

11. • 2. Please do not include negative or damaging comments about
employers, teachers, community leaders or other individuals in
your portfolio.
• 3. Do not include personal contact information, including phone
numbers or addresses.
• 4. Don't include any personal information about yourself or
others in a database or other portfolio product. Remember that
users can download files from the web, so they could download
a copy of your database.

12. • 5. Carefully cite any print or online source materials that you
use. Please acknowledge the role of other people in any of your
projects and explain your role if you were a member of a team.
Today's workplace requires collaboration and teamwork, and so
readers will be interested in seeing how you were able to work
with others to complete projects

13. Content of Portfolio
• A. Title Page
• B. Introduction
• C. Table of Content

14. Let’s Do This Activity
• Before making a table of content of your portfolio, you need to make your own
introduction. An introduction catches every reader’s attention that leads him/her
to read the entire work. Remember this: Start your portfolio with a bang. Imagine
you have accomplished the following subjects below:
• 1. Philippine Politics and Governance
• 2. Discipline and Ideas in the Social Sciences
• 3. Introduction of World Religions and Belief System
• 4. Discipline and Ideas in the Applied Social Sciences
• 5. Creative Writing 6. Community Engagement, Solidarity, and Citizenship
• 7. Creative Nonfiction
• 8. Trends, Networks, and Critical Thinking in the 21st Century

15. What will you write on your introduction
to catch your reader’s attention?

16. How to Create Own
Introduction for your
Portfolio?

17. 1. Tell the
reader your

18. 2. Describe
the contents

19. 3. Explain what
makes your
portfolio

20. 4. Keep the
introduction

21. 5. Make sure
you follow any
specific

22. 6. Proofread
and edit your
introduction

23. Time to
assess and
re-construct
your own
introduction
! 