1 / 14

Learning Targets: Delving deeper into the Performance of Understanding

Learning Targets: Delving deeper into the Performance of Understanding. September 2013. Learning Target. You can demonstrate the knowledge and skills to be able to design effective Performance of Understanding tasks To do this, you will need to…

merton
Télécharger la présentation

Learning Targets: Delving deeper into the Performance of Understanding

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Learning Targets: Delving deeper into the Performance of Understanding September 2013

  2. Learning Target • You can demonstrate the knowledge and skills to be able to design effective Performance of Understanding tasks To do this, you will need to… • Understand how the performance of understanding is aligned to help you and the students meet the learning target • Recognize the importance the Rigor/Relevance Framework has in designing the performance of understanding

  3. Performance of Understanding The performance of understanding is what the students are: It demonstrates a: • Student’s understanding and skills; and • Provides compelling evidence of student’s understanding and skills(formative assessment) • Making • Saying • Doing • Writing

  4. Synonymous • Learning Task Performance of Understanding • Learning Activity

  5. Guiding Questions • What performance of understanding will help my students develop their thinking and applying their new knowledge? • What will students need to do, make, say or writeto show that they understand the target, and how well will they have to do it?

  6. Consideration • How Rigorous and Relevantis the Performance of Understanding (what students are making, saying, doing or writing) that you have designed for students?

  7. Example Learning Target I can accurately regroup when solving two digit addition problems.

  8. Example: Performance of Understanding Given a pair of equations such as 24 + 48 = 72, and 48 + 24 = ___, apply a rule that would give the solution to the second equation of the pair without adding the factors. As part of our study of Newington, plot three coordinates on our Newington map that you’d like to visit on a field trip. The coordinates must be at least 14 miles apart. Determine how many miles it will take you to travel to all locations and back. You need to write a letter to the bus department explaining your field trip route, how many miles it will take, and why you think they should support this field trip. As part of our class survey, we found that fourteen students have a pet dog and seven students have a pet cat. What is the total number of dogs and cats?

  9. Example: Performance of Understanding Given a pair of equations such as 24 + 48 = 72, and 48 + 24 = ___, apply a rule that would give the solution to the second equation of the pair without adding the factors. As part of our study of Newington, plot three coordinates on our Newington map that you’d like to visit on a field trip. The coordinates must be at least 14 miles apart. Determine how many miles it will take you to travel to all locations and back. You need to write a letter to the bus department explaining your field trip route, how many miles it will take, and why you think they should support this field trip. As part of our class survey, we found that thirteen students have a pet dog and seven students have a pet cat. What is the total number of dogs and cats?

  10. -How about for Foundational Skills?-What Can We Do to Increase thinking, development and retention? • Moving beyond independent worksheet performance of understanding… • Have students work in pairs to discuss their solution to problems (cards and/or dice). Record their work in their Math Log. • Have students use a place value mat to show their understanding of solving the problem. Record their work in their Math Log. • In a game-like format, small groups work in the following roles: • Banker– exchanges money • Worker– Uses place value mat to ensure accuracy of banker • Recorder– captures what worker is doing in writing as evidence of accurate bank accounting

  11. Expanding this concept… • Does it meet the criteria: • Student’s understanding and skills; and • Provides compelling evidence of student’s understanding and skills (formative assessment)

  12. What other examples do you have? • What performance of understanding will help my students develop their thinking and applying their new knowledge? • What will students need to do, make, say or writeto show that they understand the target, and how well will they have to do it?

  13. Example: Performance of Understanding Given a pair of equations such as 24 + 48 = 72, and 48 + 24 = ___, apply a rule that would give the solution to the second equation of the pair without adding the factors. As part of our study of Newington, plot three coordinates on our Newington map that you’d like to visit on a field trip. The coordinates must be at least 14 miles apart. Determine how many miles it will take you to travel to all locations and back. You need to write a letter to the bus department explaining your field trip route, how many miles it will take, and why you think they should support this field trip. As part of our class survey, we found that fourteen students have a pet dog and seven students have a pet cat. What is the total number of dogs and cats?

More Related