Draft Lesson Plan - e Portfolio

Republic of the Philippines
MINDANAO STATE UNIVERSITY

General Santos City
*************************
COLLEGE OF EDUCATION
Bachelor of Physical Education
SEMI-DETAILED LESSON PLAN
Teaching Demonstrators:
Lamery, Diana Kaye
Cardiño, Greg Jefferson
Morales, John Ray
Pacio, Jessa Mae
Regala, Hans Joshua
Date: November 8, 2023 (Wednesday)

1. Learning Outcomes:
At the end of this lesson, the student should be able to:
a. explain what is an e-Portfolio;
b. determine the different types of e-Portfolio; and
c. recognize the importance of e-Portfolio as an assessment tool in the 21 st
century.
2. Subject Matter
Topic: “e-PORTFOLIO AS AN ASSESSMENT TOOL, AND AS A
COMMUNICATION MEDIUM”
References: Corpuz, B. & Cuartel, E (2021). Assessment in Learning 2:

Authentic Assessment. Lorimar Publishing, Inc.
Materials:
PowerPoint Presentation
Printed Materials and Visual aids
Laptop
Television
3. Learning Teacher/Student Activity
Procedures
Preliminary  Prayer
Activities  Greetings
Review of Previous  Checking of Attendance
Lesson  Classroom Rules:
B - Be punctual and attend every class.
E - Engage actively in class discussions.
S - Show respect to your peers and the professor.
T - Take responsibility for your learning and actions.
 Review
1. What was our previous discussion all about?
2. In your own understanding from our last meeting,
what is the importance of a portfolio to students
and teachers?
3. Give one essential element of a portfolio.
Motivation:
"Kumanta, Sumayaw, Sumunod"
Instructions: The class will be divided into 3 groups. Each group

will have an assigned chant to sing namely as, “Computer na
Guba, Mukamang na Net, Seksking Butiki”. These three given
names have also three corresponding actions that will be
demonstrated by the teacher as well as the melody of the song.
1 group will start the song as they sing the melody and dance
the corresponding action twice and choose on which group they
should pass the song as they mimick their assigned body
movement once. Remember, the song and the dance should be
kept in sync because if not, they will be out of the game and the
last group standing will be announced as the winner.
3.1 Activities "Hulaan Moko"
Instructions: The class will be divided into four groups. Each

group should pick one representative to finally start the game.
Before the game master showcases a hidden photo, it will first
ask a question, and then the player who rings the bell first and
gives the right answer will have the opportunity to pick one box
to reveal the photo together with his or her group. The group will
be given 5 seconds to decide on their answer. If the group isn’t
able to answer the hidden photo after they pick a number, the
other groups have the chance to ring the bell again and choose
another box. The group that guesses the hidden photo will get a
point. The team that gets the highest score will be the winner.
Answers:
1. A. Electronics
2. A. Wifi
3. C. Computer
4. B. Software
5. A. Wix
6. A. e - Portfolio
3.2 Analysis
Process Questions:
1. Did you enjoy our activity?
2. Do you encounter difficulties doing the activities?
3. For you what is an e-Portfolio?
3.3 Abstraction
Topic Introduction/ Meaning and Learning Theories
Introduction
Meaning of e-Portfolio
An e-portfolio is a digital collection of course-related work like
essays, posters, photographs, videos, and artwork created by
students. An academic e-Portfolio captures other aspects of
student’s life, such as experiences, extracurricular activities and
others. In other words, an e-Portfolio documents and make
visible student learning.
The Learning Theory Behind e-Portfolio

According to Basken (2008), E-Portfolios “are a way to generate
learning as well as document learning”(Basken, 2008). An e-
Portfolio generate learning because they provide an opportunity
and virtual space for students to critically assess their academic
work, to reflect on their work, assignments’ and other activities
such as work experiences, extracurricular pursuits, volunteering
opportunities and more. E-Portfolios are effective learning tools
due to:
Constructing Knowledge – e-Portfolios fall within learning

theory known as social constructivism, which states that
learning happens most effectively when students construct
systems of knowledge for themselves rather than simply
receiving information presented.
Making learning visible – According to Bass and Eynon
(2009), the creation of effective e-portfolio is through the
process of critical reflection as one that makes “invisible
learning” visible.
Invisible learning refers to two things:1) the immediate steps

that occur whenever a students, or any person, is attempting to
learn or do something, and 2) the learning that goes “beyond
the cognitive to include the affective, the personal and issues of
identity”.
Fostering Student Activity – According to Tosh, Penny Light,

Fleming, & Haywood, 2005, an e-Portfolio is a student-centred
activity, one in which learner is free to choose what artifacts are
included and is free to reflect on the process of their learning –
they foster engagement and motivation.
Types of e-Portfolio
Student-Centered e-Portfolios
Driven by “Assessment for Learning” which refers to the
academic tasks that fulfill the traditional role of assessing
student learning while at the same time, provides opportunity for
students to learn.
School-Centered e-Portfolios
Driven by “Assessment of Learning” (Summative Assessment).
There are different kinds of e-Portfolios according to the

purpose of e-Portfolio for the student.
1. Assessment e-Portfolio
The audience is internal to the school and the goal is to
support institutional outcomes assessment.
2. Learning e-Portfolio
The audience are the students themselves and the goal
is helping students examine and reflect on their learning.
3. Career/Transfer e-Portfolio
The audience is external, and the goal is to provide
students with a tool for showcasing their achievements to
employers or transfer institutions.
Best Practices in the Use of e-Portfolio
1. Explain the benefits of e-Portfolio to students. e-Portfolio

can help learners develop new or deeper learning, which results
in higher grades. It can be shared with friends and family
members. It showcase learners’ achievements when they are
applying for a job.
2. Establish Clear Expectations. Explain to your students

what you expect them to do in their e-Portfolios. Learners may
have difficulty understanding the need for them to reflect on
their work and the need for them to make connections between
different lessons and experiences.
3. Provide Numerous Examples of Successful e-Portfolios

Created by Students. Direct students to examples of effective
e-Portfolios, link Inkless, a project-focused e-portfolio or this e-
Portfolio by Knowledge Integration, that features “course skills
spotlights” and more.
4. Scaffold Student Learning. Help students start small. Ask

them to choose just one artifact (such as an essay) and have
them reflect on the challenges they had to address as they
wrote their essay or have the students select two assignments
from different subjects and have them reflect on how each of
those assignments helped them to better understand other
assignment.
5. Walk the talk. Create an e-Portfolio for yourself and share it

with your students. You’ll better understand the challenges and
benefits of maintaining an e-Portfolio and it will also persuade
students that it is useful endeavor.
6. Tie e-Portfolios to Assessment. Maintaining an e-Portfolio

demands a significant amount of time and energy from students
and they will resent it if their time and energy are not reflected in
their final grade.
7. Make it Social. Integrate viewing and commenting on other

students’ e-Portfolio as part of the assessment. Additionally, you
could create a discussion forum in that online space where
students make helpful and encouraging comments on one
another’s e-Portfolios. Adam Rothman, of Georgetown
University, refers to this approach as the hub-and-spoke model.
Assessment of e-Portfolio
e-Portfolio requires a significant investment of time, efforts and
energy from the students, it is important that they are assessed
carefully and that the assessment contributes in substantial way
to a student's final grade in a course. However there are
challenges in assessing e-Portfolio, for example evaluating the
student's reflection. Helen Barret (2005) suggests that, "high
stakes assessment accountability are killing e-Portfolios as
reflective tool to support deep learning. A balance needs to be
found, one that strives to help students appreciate the genuine
benefits that they will experience by developing e-Portfolio.
e-Portfolio Assessment Rubric

The portfolio should include a statement of student's goals,
philosophy of education and files which showcase the student's
best work. Their work should be organized and reflected upon.
3.4 Application
“Let’s Collaborate and Create!”
Direction: The class will be divided into 4 groups. The teacher

will give them a task to make an e-portfolio front page but
instead in doing it in the laptop, they will make it in the board.
Each team will have their own spaces provided by the teacher
and also the materials. This task should complete within 5
minutes. The teacher will make a judgement about their works
and declare who got the highest score.
Rubrics:
Percentage
Content 50%
Creativity 35%
Cleanliness 15%
TOTAL 100%
4. Evaluation Direction: Read, analyze, and answer the question below.

Write an essay of not more than (5) sentences. Your answer will
be evaluated using the criteria below.
1. What do you think is the significance of e-portfolios in the

21st century and their impact on education, personal
development, and employability. How do e-portfolios address
the evolving needs and expectations of students and employers
in this digital age?
Criteria:
Idea Explanation - 15
Coherency - 10
Grammar - 5
_______
30
5. Assignment
“Make It”
Direction: Create an e-Portfolio that showcases your academic

work, achievements, and personal growth. To be passed on
November 13, 2023
Rubrics:
Criteria:
Percentage
Selection of Artifacts 25%
Reflection 45%
Use of Multimedia 10%
Ease of Navigating 10%
Creativity 10%
TOTAL 100%

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Republic of the Philippines

MINDANAO STATE UNIVERSITY

SEMI-DETAILED LESSON PLAN

Date: November 8, 2023 (Wednesday)

References: Corpuz, B. & Cuartel, E (2021). Assessment in Learning 2:

Instructions: The class will be divided into 3 groups. Each group

3.1 Activities "Hulaan Moko"

Instructions: The class will be divided into four groups. Each

The Learning Theory Behind e-Portfolio

Constructing Knowledge – e-Portfolios fall within learning

Invisible learning refers to two things:1) the immediate steps

Fostering Student Activity – According to Tosh, Penny Light,

There are different kinds of e-Portfolios according to the

1. Explain the benefits of e-Portfolio to students. e-Portfolio

2. Establish Clear Expectations. Explain to your students

3. Provide Numerous Examples of Successful e-Portfolios

4. Scaffold Student Learning. Help students start small. Ask

5. Walk the talk. Create an e-Portfolio for yourself and share it

6. Tie e-Portfolios to Assessment. Maintaining an e-Portfolio

7. Make it Social. Integrate viewing and commenting on other

e-Portfolio Assessment Rubric

Direction: The class will be divided into 4 groups. The teacher

4. Evaluation Direction: Read, analyze, and answer the question below.

1. What do you think is the significance of e-portfolios in the

Direction: Create an e-Portfolio that showcases your academic

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