Performance Tasks for Authentic Learning +Designing Performance Tasks: Factors to Consider Relationship

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  • 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