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Writing: Task to Project

Writing: Task to Project. Clarity, Expectation and Format. I ’ m sure you realize that a task/project. should reflect some background knowledge enable problem-solving enable multiple responses encourage collaborative learning.

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Writing: Task to Project

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  1. Writing:Task to Project Clarity, Expectation and Format Eric Cohen Books 2008

  2. I’m sure you realize that a task/project • should • reflect some background knowledge • enable problem-solving • enable multiple responses • encourage collaborative learning Eric Cohen Books 2008

  3. Present information on limited content, supported by visual aids Present information taken from different sources Task / Projectpresentations on a Continuum (according to the NBA) Describe people, places, things and events React to the content of something read, seen or heard Eric Cohen Books 2008

  4. Produce a short coherent writing and/or speech that conveys personal experiences Express ideas and opinions about general topics and experiences using main and supporting ideas Design a means for collecting information, such as questionnaire, and list results Design different means for collecting information, such as survey and interviews and report on the results Eric Cohen Books 2008

  5. Present information on limitedcontent, supported by visual aids Describe people, places, things and events Produce a short coherent writing and/or speech that conveys personal experiences Design a means for collecting information, such as questionnaire, and list results So, all they need to do is: Eric Cohen Books 2008

  6. What is a task? • A performance task enables pupils to demonstrate their ability to integrate and use knowledge, skills and work habits in a meaningful activity. These tasks show how a pupil uses language in a real-life situation, rather than just providing information on pupils’ theoretical knowledge. • A task must have an identifiable outcome. (reason for doing it, a purpose, a goal) • There must be real communication. (unpredictable/predictable outcome) • It must be motivating (need to communicate) Eric Cohen Books 2008

  7. Types of Tasks • Retelling Tasks - ask students to absorb some information and then demonstrate that they've understood it. (PowerPoint/poster) • Compilation Tasks - students take information from a number of sources and put it into a common format. (cookbook, deck of cards answers from questionnaire) • Journalistic Tasks - students act like reporters covering the event - gathering facts and organizing them into an account within the usual genres of news and feature writing. In evaluating how they do, accuracy is important and creativity is not.(news article/radio broadcast / video cast) • Design Tasks - students create a product or plan of action that accomplishes a pre-determined goal and works within specified constraints.(vacation / home). Eric Cohen Books 2008

  8. More tasks • Consensus Building Tasks - students report on different viewpoints be articulated, considered, and accommodated where possible - current events and recent history provide many opportunities for practice • Persuasion Task –students present at a mock city council hearing or a trial, write a letter, editorial or press release, or producing a poster or videotaped ad designed to sway opinions. • Analytical Task - students are asked to look closely at one or more things and to find similarities and differences, to figure out the implications for those similarities and differences. • Judgment Task - students present a number of items and are ask them to rank or rate them, or to make an informed decision among a limited number of choices. Eric Cohen Books 2008

  9. Simple example of a performance task: Person of the Year award a. You must nominate someone for a prize. b. Choose the person (a singer, pop star, someone in your town, school etc.). c. Choose the prize they will receive. d. Fill in an ID card for this person e. Write three reasons why the person should receive this prize. f. After your teacher has checked your work, create a poster that will help others vote for this person Eric Cohen Books 2008

  10. So, what are they expected to do? • Focus on a name of a person, place or thing • Collect specificinformation • Report information or details - no opinions necessary • Pictures / graphs / charts optional 3 reasons = 3 sentences Eric Cohen Books 2008

  11. More advanced example of a performance task: • Write an email to the head of your municipality complaining about the early hour that school begins. • Formal letter format • Paragraph 1 – statement of complaint • Paragraph 2 – 3 reasons why the early hour is harmful to teenagers • Paragraph 3 – 3 suggestions how to improve the situation Eric Cohen Books 2008

  12. When does a task become a project? • An extended performance task may develop into a project. Following is a definition of a project adapted from Wiggins and McTighe (1999, p. 52):“A project is an extended and complex performance task, usually occurring over a period of time. Projects usually involve extensive pupil inquiry culminating in pupil products and performances which are assessed using a variety of assessment tools.” when two or more tasks are needed to compete it when there is cooperative learning with two or more students when students work weeks or months to complete it may have some ‘real life’ learning dilemmas Eric Cohen Books 2008

  13. Project requirements: The length of the project (the written and oral presentation) depends on: • the year when the pupils are doing the project (10th, 11th or 12th grade) • whether the pupils are doing the project individually, in pairs or in groups • the nature of the project. Teachers should therefore decide on the length of the project based on the level of the class and the topic of the project Eric Cohen Books 2008

  14. Cover page Table of content Rationale for choice of topic Bibliography Self assessment / checklist / reflection Introduction Body Conclusion Project Format Eric Cohen Books 2008

  15. Getting it into proportion –individual project • Introduction: (1 paragraph) • what is this project about (1-4 sentences) • Body: (2 and maybe 3 paragraphs) • Each paragraph one topic or subtopic(probably only 4 or 5 sentences) • Conclusion: (3d or maybe 4th paragraph) • What I learned (content) from this project ( 2 to 4 sentences and can include reflection) Eric Cohen Books 2008

  16. Getting it into proportion –group project 2 or 3 people • Introduction: (1 paragraph) • what is this project (1-4 sentences) • Body: (3 and maybe 4 paragraphs) • Each paragraph one topic (probably only 4 or 5 sentences per paragraph) • Conclusion:(4th or maybe 5th paragraph) • What we learned (content) from this project (maybe 2 to 4 sentences and can include reflection) Eric Cohen Books 2008

  17. What do we need to teach? • Basic sentence structure include: • Word order • adjective placement • prepositions • connectors: and / but (etc.) • warn about run-on sentences • Punctuation: . ? (carefully the ,) • Capitalization: people, places and things • Basic paragraph structure: 3 - 4 sentences • Conclusion: I learned . . . (maybe – my opinion. . . I believe. .. ) Eric Cohen Books 2008

  18. Successful Writingor(What are they looking for?) • Complete sentences • Organized sentences • Relevant information • Correct basic grammar usage • Correct use of basic punctuation • Few spelling errors Eric Cohen Books 2008

  19. Why do students do copy / pastetasks and projects? • The task / project • guidelines are too complicated. • expectations (checklist or rubric) aren’t clear to the student. • topic is too intellectual in correlation to the language level. • Ok - sometimes they are just too lazy!!  Eric Cohen Books 2008

  20. when to use a capital letter when to use a period or question mark which subject and verb go together where to add adjectives and adverbs what is a complete sentence how to add prepositional phrases how to write a paragraph topic sentence supporting sentences concluding / summary sentence What do you need to teach? Eric Cohen Books 2008

  21. Have the students always answer in complete sentences. Give at least one writing assignment a week. Give the students a check list stating what you will be assessing on each assignment. Each check list should be an expansion of the previous one. One step at a time. Tell them how and what they write really matters. Give each student a chance to do every writing assignment a second time in order to correct their mistakes. Give each student a list of general writing rules. Prepare a poster of these rules for the class. What can you do? Eric Cohen Books 2008

  22. So. . . • Make sure the task / project guidelines are VERY clear! • Make sure the students understand how he / she will be graded. • Don’t ever accept copy / paste tasks or projects! • Make sure there is a correlation between the students’ language, maturity level and task / project expectations. Eric Cohen Books 2008

  23. # pts # tasks Length Benchmarks Suggested Task Types Put It Into Perspective: Written Social Interaction / Presentation Module B / D for Bagrut exam B 30 D 30 F 30 1 1 1 100-120 words 35 - 40 words 120 - 140 words Foundation Intermediate Proficiency ·informal letter ·review ·composition • ·extended forms • ·informal letter such as to a friend, family, teens abroad • ·notes • ·postcard • short composition • semiformal or formal letter • · review • composition expressing feelings, likes and dislikes describing people, places, things and events producing a short piece of coherent writing reacting to the content of something read expressing ideas and opinions about general topics and experiences using main and supporting ideas extracting relevant information for a specific purpose expressing personal wishes and opinions giving information in writing, such as postcards, letters - reacting to the content of something read - expressing ideas and opinions about general topics and experiences using main and supporting ideas - expressing ideas and opinions about texts - presenting anargument for or against a particular point of view - relate to various themes from a personal perspective relating to themes/ideas from a personal perspective presenting an argument for or against a particular point of view Eric Cohen Books 2008

  24. What is enough words? Dear Sara, How are you? I’m fine. I can’t wait to see you next month at the Kinneret. I miss you and my friends from my old school so much. I have one new friend, Maya. My new school is boring. I’m having so many problems there. I keep getting into trouble. Yesterday I was sent home because I didn’t get to my math class on time. I have nothing I to do on the weekend too. I miss going to the coffee shop and talking to you and Liron. I don’t want to stay here and I don’t know what to do. Help! Call me tonight, please. Your best friend, Sandy Black area – 40 words Whole letter– 111 words Eric Cohen Books 2008

  25. Bibliography WebQuest Taskonomy: A Taxonomy of Tasks Problem Based Learning Task Based Learning Part 3: What is a task?” Ministry of Education Israel – Assessment Guidelines What is Performance-Based Education? Performance Tasks for One-Point Pupils Eric Cohen Books 2008

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