welcome, i’m so glad you’re here today. make sure collect resources from the front table

Welcome, I’m so glad you’re here today.• Make sure collect resources from the front

table.

• Find a seat where you will be comfortable.

• Get ready for what I believe is some pretty exciting stuff.

Theodore.Mueller@cms.k12.nc.us

W-1 & W-2 Performance Tasks

CMS Expectations

The 2013-2014 CMS Non-Negotiables for all grade bands clearly state:

“All teachers are required to have students complete performance tasks in their discipline

areas.”

What is a Performance Task?

A performance task is a learning experience that replicates or simulates situations in which people are faced with a complex situation that needs to be resolved. This could include a real-life problem or the need to formulate a hypothesis and test it.

Purpose

Performance tasks result in the students being engaged in the purposeful production or creation of something that is communicated, shared, or used with others for some observable purpose.

Why Performance Tasks?

• Develop critical habits of mind• Showcase learning in real-world contexts• Make students college and career ready• Prepare for Next Generation Assessments

Design Questions

• What of long-term significance do students need to know, be able to do, understand, or apply?

• How might tasks be embedded in real-world contexts to increase their relevance?

• What evidence is necessary to prove students know, are able to do, understand, or apply?

• How can the task achieve a student-valued purpose for an audience?

• What are the quality expectations (standards) students should master with the task?

Authentic Contexts

Career Category Profession Product Audience

Arts Lyricist Songs Music ProducerPerformer

Environmental Surveyor GraphsChartsReports

Civil EngineersArchitects

Legal/Political Lobbyist ProposalsSpeechesEvents

Special Interest Groups Congress

Health Care Nutritionist Meal Plans HospitalSchool System

Career Category Profession Product Audience

What are some other Authentic Contexts?Use Appendix E

Helpful VerbsAnalyze Formulate Research

Apply Illustrate Resolve

Convince Investigate Summarize

Create Justify Support

Develop Persuade Synthesize

Discuss Produce Teach

Explain Report Validate

THE VERB(With Definition)

•Example: Discuss (to examine in speech or writing)

ACTIONS NECESSARY TO DO

THE VERB

•Examples: Understand the topic or question, have an idea related to topic or response to question, listen to others ideas, respond accordingly to prompt citing textual evidence. (Can be done orally or written)

OUTCOMES THAT SHOW ACCURATE ACTIONS OF VERB

•Examples: Socratic Seminar notes, correct points and counterpoints, restating of others’ ideas, oral presentations, written responses, journal entries, etc that show an examination of topic or idea.

Using the list of verbs from Appendix B, supplies and chart paper complete the following chart

Performance Task Products

Advertisements Interviews Portfolios

Commercials Lab Reports Sculptures

Concept Maps Maps Software

Dances Mock Trials Spreadsheets

Editorials Murals Timelines

Games Oral Presentations Videos

Graffiti Wall Pictographs Web Pages

Reminder of Purpose

Performance tasks result in the students being engaged in the purposeful production or creation of something that is communicated, shared, or used with others for some observable purpose.

Reminder: Design Questions• What of long-term significance do students need to

know, be able to do, understand, or apply?• How might tasks be embedded in real-world

contexts to increase their relevance?• What evidence is necessary to prove students know,

are able to do, understand, or apply?• How can the task achieve a student-valued purpose

for an audience?• What are the quality expectations (standards)

students should master with the task?

See Copy of 8th Grade Unit 2 Performance Task

Unit Essential Questions: 1. How do the internal and external factors on an author influence the author’s creation and the meaning of a text? 2. How do experiences and beliefs of an author impact the elements within texts? 3. How do history and culture shape one’s identity?

Unit 2 Required Culminating Task: Required Culminating Task: What are “classics?”

Let’s analyze the task!

See Copy of 8th Grade Unit 2 Performance Task• What is the real-world frame and context?

Why?• What standards are being measured?• What are the verbs used in the task?• How will students communicate their learning

(product)?• What are the critical attributes of the task?• What are the teacher action steps?

• Be cautious when limiting or approving student selected topics, texts, etc.

• They should be age appropriate. • Be willing to reach out to parents about appropriateness of

topics, texts, etc.

• Remember all the advantages of a performance task. It allows for students and teachers to have an authentic, real-world opportunity to show and determine mastery. Texts and topics should not interfere with this beneficial opportunity.

A Gentle Disclaimer

What are your initial thoughts after reviewing the example task?

What are some instructional, planning or assessment implications that come to mind?

How are performance tasks equally beneficial for teachers and students?

W-1 Key Terms (Argumentative)

ArgueAssessClaimCounter ClaimDefendEvidenceEvaluateJustifyJudge

OpinionPersuadeQuoteRateReasonsRelevantSupportWarrant

W-2 Key Terms(Explanatory)

AnalyzeDevelopDetailsDefinitionsElaborateExplainExamineFacts

FormulateInformInterpretOrganizeResolveReviewSupportThesis

“I Can” Statements

Teachers create “I Can” statements by analyzing a standard and identifying what skills students should be able to do based on mastery of the standard. The purpose is to help students track their own learning.

Sample Standard

WHST.6-8.1 Write arguments focused on discipline-specific content.

• Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

• Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

• Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

• Establish and maintain a formal style.• Provide a concluding statement or section that follows from and

supports the argument presented.

Sample “I Can” Statements

WHST.6-8.1 Write arguments focused on discipline-specific content.

I can…• Use credible sources to analyze a topic or text • Introduce a claim about a topic or issue• Identify and distinguish counterclaims (Grade 7 and up)• Support my claim using logical reasons, accurate data, and evidence

from credible sources• Organize reasons and evidence to support the topic• Determine relevance of evidence • Use transition words, phrases and clauses to create cohesion and clarify

relationships among claim(s), counterclaims, reasons, and evidence• Maintain a formal style • Provide an effective conclusion

Assessment

Rubrics or a critical attributes list may be used to assess the performance of students.

• Definition and explanation of authors’ style • Analysis of textual features and theme • Biographical sketch of both authors • Impact of texts on readers (current and future) • Significance of authors and their texts across time • Appropriate multimedia product and presentation

format

http://my.cms.k12.nc.us/DepartmentsHumanities

Middle School Literacy 2013-2014

• Click on Unit 1 Curriculum Guide for your grade level under material type(+).

• Find the performance task located on page 2.

1. Arrange yourself in groups based on Grade Levels.

2. Access online the Unit 1 Performance Task for your grade level. (Or use paper copy)

3. Analyze your task.

4. Develop a list of “I Can” statements to accompany the task.

Your Turn

Let’s analyze the task!

Use your Grade Level Specific Unit 1 Task• What is the real-world frame and context? Why?• What standards are being measured?• What are the verbs used in the task?• How will students communicate their learning

(product)?• What are the critical attributes of the task?• What are the teacher action steps? • What are some potential “I Can” statements for the

task?

Exhale!

Universal Design for Learning

Representation (what)

Engagement (why)

How do I plan for multiple means of…

Differentiating for Varied Learners

Content

Barriers

Solutions

Examples

Content

Complex directions

Bold words, chunk text, provide check list

Review Performance Task

Possible Barriers to Performance Task Grade 8 Unit 2

• Generate a list of barriers for EC Students and EL’s.

English Language Development Standards Essential Standards in the Common Core

Making Performance Tasks Accessible for English Learners

• Who are the English Learners in my class?

• What is the English language proficiency level of those students?

• How can I use the language data to guide instruction?

• What specific language is needed for the task?

CAN DO Descriptors

Are Not AreChanging final grade Individualized

Watering down content, rigor, or changing standards

Using language support strategies for teaching Common Core and Essential Standards

Talking louder Modifying content, process, product, and learning environment

Giving alternative busy work or an alternate assignment

Using a variety of supports for same content and tasks

Teaching all students the same way Multiple opportunities for engagement

Modifications for ELs

Examples of Supports

Sensory Supports Graphic Supports Interactive Supports

• Real-life objects• Manipulatives• Pictures &

photography• Illustrations, diagrams

& drawings• Magazines &

newspaper• Physical activities• Videos & films• Broadcasts• Models & figures

• Charts• Graphic organizers• Tables• Graphs• Timelines• Number lines

• In pairs or partners• In triads or small

groups• In a whole group• Using cooperative

group structures• With the Internet (Web

sites) or software programs

• In the native language (L1)

• With mentors

Proficiency Levels

Use words or phrases related to weather from pictures or photographs

Proficiency Levels

Make statements about weather from pictures or photographs

Proficiency Levels

Ask questions about weather from pictures or photographs

Proficiency Levels

Forecast weather and provide reasons from pictures or photographs

Proficiency Levels

Evaluate and weigh options related to weather forecasting

Review Performance Task

Possible Solutions forPerformance Task Grade 8 Unit 2

• Generate a list of solutions for the previously identified barriers.

A word about curriculum guides…

Critical Attributes of the curriculum guides:1. Structure2. Composition3. Updated4. Rationale

Note: to completely utilize the features of the guides, it is recommended that you print and keep as a working document and as a teacher artifact. For those who prefer, an electronic version is available.

Collaborative Planning

• In the time remaining, take advantage of the opportunity to connect with teachers in the room who teach the same course/content/grade as you.

• Identify resources, list next steps, and create plans for the first unit of study.

Next Steps

What were some Next Steps you discussed?

Resources

http://my.cms.k12.nc.us/DepartmentsHumanities

Middle School Literacy 2013-2014

2. Middle Literacy Curriculum 2013-2014

1. The High Performance Toolbox, 3rd Edition. Rogers, Spence and Graham Shari

3. One Another4. theodore.mueller@cms.k12.nc.us

Discussion into Practice

• How do we move from planning and discussion into practice?

• What are the implications of using performance tasks with your students?

• How will the use of performance tasks equally benefit teachers and students?