PERFORMANCE TASKS FOR LEARNING AND TEACHING High School

PERFORMANCE TASKS FOR LEARNING AND TEACHING High School English Sara Overby soverby@wcpss. net Jenni Greene jgreene 2@wcpss. net

The Why The What The How The Who-When-Where Telling Your Story THE PLAN FOR THE PRESENTATION

THE WHY

Link from www. wcpss. net front page Direct link to initial presentation http: //www. wcpss. net/cms/lib/NC 0 1911451/Centricity/Domain/2636/ BOE%20 FINAL%20 STRATEGIC %20 PLAN%20 APPROVED%201. 20. 15%20 PPT. pdf STRATEGIC PLAN

https: //drive. google. co m/a/wcpss. net/file/d/0 B w. TP 7 pb 9 fxj 7 dn. JIWHR o. WFEw. Qj. A/view? usp= sharing WHAT THE RESEARCH SAYS ABOUT PERFORMANCE BASED LEARNING

Integration of Learning Competencies Disciplinary– the standards and skills of a discipline Interpersonal—the “soft skill” of success Intrapersonal—metacognition, reflection, and growth goals Spiraled Practice and Application of knowledge and skills Authentic and Purposeful Motivating and Engaging OTHER SOURCES What is Performance Based Learning and Assessment? Taking Teaching to Task How Performance Assessments Affect Teaching and Learning

THE WHAT

TRUE OR FALSE? PERFORMANCE TASKS SHOULD BE USED AS ASSESSMENTS.

TRUE OR FALSE? PERFORMANCE TASKS ARE THE SAME AS “PBL. ”

TRUE OR FALSE? COURSE STANDARDS CAN BE TAUGHT THROUGH PERFORMANCE TASKS.

TRUE OR FALSE? PERFORMANCE TASKS ARE USEFUL FOR INTEGRATION OF STANDARDS TAUGHT IN A SPIRALED MANNER.

TRUE OR FALSE? PERFORMANCE TASKS CAN BE USED BEST WITH HONORS OR AP CLASSES.

TRUE OR FALSE? PERFORMANCE TASKS ARE USEFUL FOR SCALING BACK THE AMOUNT OF PLANNING AND CLASSROOM MANAGEMENT A TEACHER HAS TO DO.

TRUE OR FALSE? PERFORMANCE TASKS ARE HARD TO SCORE.

TRUE OR FALSE? IT IS EASY TO TELL IF A PERFORMANCE TASK IS GOOD TO USE OR NOT.

TRUE OR FALSE? YOU CAN’T TEACH WHOLE NOVELS AND USE PERFORMANCE TASKS.

TRUE OR FALSE? WAKE COUNTY TEACHERS NEED TO USE THE PERFORMANCE TASKS ON THE ENGLISH WIKI.

TRUE OR FALSE? WAKE COUNTY TEACHERS HAVE THE RESOURCES THEY NEED TO CREATE THEIR OWN PERFORMANCE TASKS.

THE HOW

--Choose the standards to integrate and spiral. --Ask yourself: who in the real world uses these skills in their work? --Decide on a job-related scenario that would require action on that person’s part. Consider current events for real problems that real people have to solve. For English courses, consider a course text that can be used as a vehicle for the standards students need to learn. --Consider a theme, a human condition, a universal concept or question that transcends the plot and characters of that text. See how it can also be tied to the real problems in the real work that people have to do. --Create a driving inquiry question that is universal to most people in most cultures. Make sure it could be answered differently if considered from different perspectives and lenses. --Now. . . Determine a situation in which the worker you imagined must use the skills you are teaching in order to solve a problem that rests on the essential questions. --Finally, what tasks, scaffolds, and assessments must the teacher design to help students complete this task and demonstrate mastery of skills?

EASYPEASY!

Two WCPSS Teachers demonstrate their planning and implementation of a Performance Task using Lord of the Flies as a central text. Two Sample Performance Tasks that are nationally normed. Click here. Use your WCPSS Google login for access to this teaching presentation https: //docs. google. com/presentation/d/1 HMm 2 ZE O_Bejlu. H 1 rx. To. YQ 7 n. Etj. Ez. SXs. BOZ 0 V 9 q. HKr 6 U/ed it#slide=id. gc 847 efaab_0_97 Thanks to Kimberly Eckstein and Carla Tuttle, AFHS SOME MODELS AND EXAMPLES Four WCPSS teachers’ Sample Performance Tasks Click here.

THE WHO-WHEN-WHERE

English I, III this year. English IV this year or next. One per course (for this year). Performance Task for integrated learning (2 -4 days) OR Performance Task for on-demand assessment (1 -2 days) OR full PBL Unit Prepare your class by creating a collaborative culture with trust and intellectual/emotional safety for students Use the WCPSS samples or design your own. Reflect on design, class structures, and evaluation tools. Submit your implementation plans, your results, and your reflection by December 18. (Google Form) WCPSS ENGLISH IMPLEMENTATION

USE THE RESOURCES ON OUR WIKI wcpssenglish. pbworks. com

WCPSS Aligned Rubrics for Argument Writing (in Google Folder—use WCPSS login) SBAC Rubrics for Reading and Writing (embedded in Sample Performance Tasks) CWRA Rubric for Writing (Sample Performance Task) Critical Thinking Rubric (BIE) Collaboration Creative Rubric (BIE) Thinking Rubric (BIE) Presentation Rubric (BIE) EVALUATE!

TELLING YOUR STORY

Respond by December 18– before Winter Break Google Form– will be posted on wiki and sent through Chairs by Nov. 1 Your Plan—a summary of standards, scenario, tasks Plan Your Classroom Design– Design a summary of collaborative culture Your Experience– Experience a summary of how it went, successes and challenges Your Evaluation– Evaluation a summary of how you assessed mastery of skills Your Reflection– Reflection what worked, what didn’t, how you will transform the task or experience for next time PLT REFLECTION RESPONSE You may respond as a whole PLT, or as individual teachers.

LET US HELP YOU! Talk you through it? Answer questions, big or little? Come and help you design the experience? Come and help you reflect on the experience? Sara Overby Jenni Greene soverby@wcpss. net jgreene 2@wcpss. net