Performance Tasks for Authentic Learning · +Designing Performance Tasks: Factors to Consider...

Performance Tasks for Authentic Learning

Introduction

+Unit Objectives

 To analyze current research on project and performance-based learning

 To introduce the concept of performance tasks as motivational teaching strategies

 To learn to use tools to assess subjective performance tasks

+How have performance tasks improved learning outcomes for your students?

+Why do performance tasks?

 “How can we get standards conceptualized in a way that is leaner, as other countries do, so we can teach deeply, using a project-based curriculum organized around those standards? We have to transform the curriculum so [students] really care about it, so it’s meaningful to them, so they’re doing the kinds of exhibitions and demonstrations of learning that motivate them.”

Linda Darling-Hammond, (2009). We must strip away layers of inequality. Journal of Staff Development, 30(2), 52-56. p. 53

+The Curriculum

 What is wrong with the curriculum?

 Who designs the curriculum?

 How can the curriculum spark student interest?

+What Are Performance Tasks?  Application of performance standards  Demonstration of knowledge and skills  Authentic tasks related to life  Extended written or spoken answers  Individual and group activities  Creation of specific products  Focus on the process used  Emphasis on problem-solving abilities  Single-focused task (one standard)  Multifocused or extended task (multiple standards)

+Making It Relevant

+What Are Performance Tasks?  Application of performance standards  Demonstration of knowledge and skills  Authentic tasks related to life  Extended written or spoken answers  Individual and group activities  Creation of specific products  Focus on the process used  Emphasis on problem-solving abilities  Single-focused task (one standard)  Multifocused or extended task (multiple standards)

+Designing Performance Tasks: Factors to Consider Relationship to standards: Target Power Standards and use the Language of the Standards (LOTS).

Relevancy: Simulate real-life topics or problems that motivate students and focus on 21st -century skills.

Structure: Use highly structured or prescriptive tasks to help struggling students and open-ended or less-structured tasks to challenge all students to think critically and solve problems.

Grouping: Use a variety of tasks based on students’ readiness, interests, or learning styles.

Rigor: Tasks should reflect high expectations for all students, regardless of their readiness levels.

Subjectivity: Tasks should be assessed using criterion-based tools such as checklists and rubrics that provide formative feedback and summative evaluation.

Cognitive level: Tasks should go beyond recall and comprehension and target higher levels of application, synthesis, evaluation, and creativity.

+Performance Task Template

Performance task title: _______________________________________________________________________

Grade level: _____________________ Class/subject area: _______________________ Date: ___________

Standard: ___________________________________________________________________________________

Grade-level expectations: _____________________________________________________________________

Curriculum unit:_____________________________________________________________________________

Performance task scenario (hook to motivate the students):

Group work:

Individual work:

Differentiation:

How can you adjust the content, process, or product to support struggling students?

How can you adjust the content, process, or product to challenge students to extend their thinking?

Assessment:

+Performance Task Examples   Desk Dilemma: Choosing Measurement Tools (page 55)

  H2 0: Where Did You Go? Weather Unit (page 56)

  Africa: Unveiling Her Face to the World Social Studies Unit (page 58)

  Letter to Bobo Explaining Integers: Honors Math 7 (pages 59–62)

  Wanted: Snack Thief! Using Graphs in the Real World (pages 62–64)

  Changes in the “Nye”ght: Science Unit (pages 66–67)

  An Art Museum for Ancient Rome: Latin Unit (pages 69–71)

Creating a Performance Task

+Creating a Performance Task

 Review the Performance Task template on page 54.

 What would you consider in planning a performance task? How would the process be similar or different from what you observe here?

Performance Task Debrief

+Performance Task

 Standard: Demonstrate knowledge of civil liberties and civil rights (specifically looking at the Bill of Rights).

 Group work: Research civil rights violations in specified countries.

 Individual task: Write a persuasive letter re: country other than the one they researched.

+Performance Task  Standard: Analyze the extent to which a filmed

or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

 Group work: Develop script, design set, design arena, create sound track. All groups use evidence from the text to support their choices.

 Individual task: Write expository essay comparing and contrasting the text with the film.

Final Thoughts

+Final Thoughts re: Performance Tasks

 Infuse passion into a topic

 Provide student accountability

 Present multiple possibilities for products

 Relevance is motivating

 Incorporate multiple standards

 Incorporate 21st Century Skills