Presentation to RISC IDDFebruary 23, 2011Copper Stoll
The staff of D50 will identify any open source learning tasks and units that would align to D50 Learning Targets. If none exist, D50 staff will create learning tasks and units that would provide evidence for individual or multiple Learning Targets.
A performance task is a contextual* assessment in which a learner demonstrates proficiency or above on learning target(s) based on interest, choice, and need.
Learners use rubric(s) to meet success criteria and set goals.
*Contextual is defined as in context; real life; authentic; is not a worksheet; preparing for real life and more.
Develop project-based, real world, learning tasks /units that students can use as evidence to demonstrate multiple Learning Targets in order to accelerate student’s rate of learning.
Input into e-ducate to expedite this process for all teachers in the district.
Learning Targets to be addressed Written in kid-friendly language Unpacked into what students need to know
(Knowledge) and be able to do (Skills) Enduring Understandings Essential Questions
Template shown on the wiki from Advanced Teacher Symposium-June 2009
Pre-Requisite Skills- Marzano Scoring Guide
Assessments Pre-assessments Skill-based assessments (score 2’s) Performance tasks (score 3’s and 4’s)▪ GRASP▪ Goal, Role, Audience, Situation, Product, Standard
▪ RAFT▪ Role, Audience, Form, Topic
Rubric- Standards for success Exemplars of student work
Scenario-Context of the problem Learning Target(s) Vocabulary and Prerequisite knowledge Teacher directions Student directions Rubrics
Self Peer Teacher
Exemplars Reflection
Notes for review and input?
Instructional strategies embedded into the UbD format
Instructional strategies that differentiate and gradual release in the Teaching-Learning Cycle for:
I do, we do, you do together, you do alone Groupings Resources Approaches
Marzano and D50’s newly developed Learner-centered Art & Science Instructional Strategies:
Setting up routinesSegments that address content in specific ways Learning New Knowledge Practicing and Deepening Knowledge Testing HypothesesSegments enacted on the spot
RISC’s Instructional Design and Delivery Model
Each learning task/unit should include the following five components:
Scenario context Teacher directions for tasks Student directions for tasks Rubrics for the students to understand the
proficiency expectations prior to the learning and to be used for self-, peer-, and teacher-assessment
Exemplars of student work to show student work comparisons
Feedback and input for the piloting process to ensure validity and reliability.
Review possible databases to collect open source: (Do you know any others?)
(Key words to search: performance assessments; formative assessments; performance tasks) DASC exemplars PALS (Science) www.pals.sri.com and PALM
(Math) www.palm.sri.com D50 SAMIS (on the D50 intranet) D50 Performance Assessments written from
Power standards ( on the D50 intranet) Other interesting sites: ▪ Michigan Department of Education▪ Illinois Department of Education
Advanced Proficient Partially Proficient
Emerging
Clear targets •Measures more than one of the D50 Learning Targets in multiple content areas•Measures the score 4 LT criteria
•Measures one or more of the D50 Learning Targets in one content area•Measures the score 3 or 4 LT criteria
Focused purpose
•Measures the Learning Target•Open-ended solutions•Actively involves the learner
Learner-centered
•Engages and challenges the learner•Provides for student interest, choice and need
Assessment aligned to learning
•Aligns the type of learning with the learning task
Valid and reliable
•Free from bias and distortion•Effective use of time and resources•Clear and anticipates error patterns•Includes scenario, directions, rubrics and exemplars
Intradisciplinary-Within the Content Bundle learning targets within your
level’s content
Interdisciplinary-Cross Curricular Multiple levels addressed through one
project that spans multiple contents Students customize the project based on
their interest and needs