1. RIGOROUS CURRICULUM DESIGN Day 5 Engaging Learning Experiences

2. Today’s big goals • Identify the Key Attributes of Engaging Learning Experiences/Scenarios • Define Performance Assessment • Generate Ideas for Engaging Learning Experiences/Scenarios and Performance Tasks for Unit One

3. What is an engaging learning experience? • http://www.edutopia.org/stw-yes-prep-student-work-rigor-video

4. Remember…Rigor! A rigorous, 21st century curriculum ought to provide students with a dynamic blend of customary learning experiences and authentic and engaging learning experiences. Authentic performance tasks are a powerful means for students to demonstrate on a deep level what they know and can do.

5. Key attributes of engaging scenarios • A real-world GOAL • A meaningful ROLE for the student • Authentic (or simulated) real-world AUDIENCE • A contextualized SITUATION that involves real-world application • Student-generated culminating PRODUCTS and PERFORMANCES • Consensus-driven performance STANDARDS (criteria) for judging success

6. Authentic Performance assessments • Authentic performance assessment represents a collection of several related performance tasks, distributed through a unit of study, that progressively develop and reveal student understanding of the “unwrapped” concepts, skills and Big Ideas along the way.

7. Connections between performance tasks and assessments Unit Pre- Test Unit Post- Test Task 1 Task 2 Task 3 Task 4 Progress-Monitoring Checks

8. Engaging Scenario: Grade 7 Algebra Unit: Linear Equations It is your dream to own your own car. However, you soon discover that the kind of car you really want will cost at least $20,000 to $30,000 (situation) so you’re hoping that maybe you can find a good used car that costs $5,000. You (role) want to convince your parents (audience) that you are responsible enough to own your own car when you turn sixteen. In order to convince them (challenge) you are willing to do the necessary research and planning to prepare a mathematically persuasive case (product) that you will be able to save enough money during the next four years to pay for half of the car. You hope that if your presentation is convincing enough, they may agree to help by paying for the rest of the car.

9. Tasks Task 1: Use the Internet to research the cost of the car based on parameters discussed in class. Document the resources you used. Task 2: Develop a linear equation based on your predicted monthly payment, total cost of car, and down payment. Task 3: Create a table, graph, and equation to display your research. Task 4: Using the research collected in Task 3, develop a persuasive presentation to convince your parents that you can save enough money in the next four years to pay for half of your car.

10. Your turn! • Refer to the “unwrapped” skills, related concepts and Bloom’s/DOK levels for Unit One. • Brainstorm three to five possible performance tasks that would encompass and “go beyond” the skills and matching levels of rigor for Unit One. • Write a synopsis for each of these tasks. List the tasks in the sequence that students will complete them. • Beginning with the first task synopsis, draft the full details of what students will do to complete that task. • Create a scoring guide for task one. • Repeat the same process for the remaining tasks. • Create the engaging scenario to introduce the performance assessment tasks to the students. Remember to include the 5 key elements of effective scenarios.