1. Focus on Performance Tasks Henry Street School Allison Zmuda, Facilitator Zmuda@competentclassroom.com

2. Definition of Performance Task A performance task is every student’s opportunity to produce evidence of learning through strategic application (make informed, thoughtful choices before, during, and after) to solve relevant problems, make sense of situations, and/or pursue curiosities (student- driven questions for research, analysis, communication and reflection).

3. Theory of Action IF staff design rigorous forms of accountability that require student to think creatively and innovatively, test their own assumptions (i.e. perspectives, solutions, interpretations, experiments, performances), and are transparent in terms of how we assess (performance outcomes for college readiness and global competence), give feedback, and provide opportunities for revision THEN students will see the relevance of what they are asked to do and have a growth mindset about their work so that they can take ownership of their learning (through student choice, revision, and public exhibition).

4. 4 Transfer Apply prior learning to a novel and increasingly new and unfamiliar-looking task or an increasingly challenging context and situation. Autonomous, independent ability. Judge, act, self-assess, self adjust.

5. 5 Meaning Making A big idea that helps... – make sense of experiences, data, or facts; – identify the gist, point, purpose, significance of the big idea; and – draw appropriate but not obvious inferences.

6. 6 Acquisition Learn with accurate and timely recall, important facts and discrete skills. Goal is automaticity of recall when needed in performance.

7. 7 Transfer “ We want understanding by design as opposed to understanding by good fortune. That is, we don ’ t want to just throw content and activities at the wall and hope some of it sticks. We need to think of unit design work as the intellectual equivalent of a GPS device in our car: by identifying a specific learning destination first, we are able to see the instructional path most likely to get us there. ” Wiggins and McTighe 7

8. 8 Hallmarks of Transfer Require application of understanding, knowledge and skill Ability to think strategically, make judgments, draw conclusions Must do it on their own

9. 9 Key questions to drive the design What would real use of the content look like? What should students ultimately be able to say and do with content if they get it?

10. 10 Meaning Understanding — a theory, the result of inference, the developing and testing of ideas by the learner Essential Question — active search, the pursuit of patterns, connections, and strategies when faced with novel challenges

11. 11 Design Standards for Enduring Understandings Big ideas at the heart of the discipline Requires “ uncoverage ” Lasting value beyond the classroom Language that is measurable

12. 12 Sample enduring understandings Art The context in which a piece is created impacts the audience ’ s perception of the piece. Experience and opportunities provide inspiration for further pursuits. FACS Pursuing a career path requires structured long-term planning and willingness to deviate from those plans to take risks. You are judged by the rules you follow and the rules you break.

13. 13 Sample enduring understandings Computers/Business Education A good planner knows why and when to make adjustments. Success and failures are measured in every area of business. Audience and purpose influence the choice, use and presentation of language. Satisfying a customer at any cost is not always good for business.

14. 14 Sample enduring understandings Social Studies A union is only as strong as its citizens belief in it and each other. The government structure reflects the amount of faith the leaders have in its people. We have become more democratic over time. English Youth cannot always know what is right because of inexperience. You are judged by the rules you follow and the rules you break.

15. 15 Understandings vs. Factual Knowledge UnderstandingsFactual Knowledge -Reflect big ideas in the form of powerful generalizations -Transferrable across situations, places and times -Must be “earned” through processes of inquiry, inference and rethinking -Assessed through performance tasks -Consists of facts and basic concepts -Facts do not transfer -Can be learned in rote fashion -Can be assessed using test or quiz items that have a “right” or “wrong” answer

16. 16 Design Standards for Essential Questions Align with enduring understandings Spark meaningful connections (in the mind of the student) Provoke genuine inquiry Encourage transfer ASCD SF 2011; Zmuda and Herold

17. 17 Why do we need essential questions? “ Intelligence cannot develop without matter to think about. Making new connections depends on knowing about something in the first place to provide a basis for thinking of other things to do – of other questions to ask – that demand more complex connections in order to make sense. The more ideas about something people already have at their disposal, the more new ideas occur and the more they can coordinate to build up more complicated schemes. ” Duckworth, The Having of Wonderful Ideas

18. 18 Sample Essential Questions To what extent are we shaped by, and to what degree do we shape, our own brains? What is the author trying to tell me? How do I support my thinking? How do groups/ communities shape who I am? How do I know if a source is valid and reliable? How do I make sense of contradictions? Where have I seen this before? How can I use this?

19. 19 Acquisition Declarative and procedural knowledge that are at the heart of the unit or course Focuses on what you explicitly intend to assess and teach Aligns with state/national standards

20. 20 Design Standards for Knowledge and Skills What students should know Appropriate given the unit focus, assessments, and time allotted Succinctly stated What students should be able to do Appropriate given the unit focus, assessments, and time allotted Choice of verb indicates performance expectation

21. 21 Factual knowledge includes... - vocabulary/ terminology - definitions - key factual information - critical details - important events and people - sequence/timeline

22. 22 Skills includes... - basic skills - e.g., decoding, drawing - communication skills - e.g., listening, speaking, writing - research/inquiry/ investigation skills - thinking skills - e.g., comparing, problem solving, decision making - study skills - e.g., note taking - - interpersonal, group skills

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24. 24 Personal Information facebook John F. Kennedy is preparing to sign the Nuclear Test Ban Treaty WallPhotosFlairBoxesJohn F. KennedyLogout View photos of JFK (5) Send JFK a message Poke message Wall InfoPhotosBoxes Basic Information Information Networks: Washington D.C. Birthday: May 29, 1917 Political: Democrat Religion: Catholic Hometown: Brookline, Mass. Photos Networks: Washington D.C. Sex: Male Birthday: May 29, 1917 Hometown: Brookline, Massachusetts Relationship Status: Married to Jacqueline Kennedy Political Views: Democrat Religious Views: Catholic Activities: Commanding the Army, making peace with the Soviet Union, promoting civil rights, Interests: Sailing, Football, Summers in Hyannis, Space Exploration Favorite Music: Frank Sinatra, Dean Martin, Sammy Davis, Jr. Favorite Movies: Some Like it Hot, Gentleman Prefer Blondes, Ocean’s Eleven, Guys and Dolls Favorite TV Shows: The Ed Sullivan Show, The Frank Sinatra Show, To Tell the Truth Favorite Books: The Road Not Taken, From Russia With Love, Marlborough, Decline and Fall of the Roman Empire The Family Updated last Tuesday 2 Albums White House Updated two months ago Contact Information Address: 1600 Pennsylvania Avenue NW, Washington, DC 20500 Phone Number: (202) 456-1111

25. 25 facebook WallPhotosFlairBoxesJohn F. KennedyLogout WallInfoPhotosBoxes Photos of JFK 7 Photos JFK’s Albums 2 Photo Alums The Family 5 photos The White House 5 photos Profile Pictures 1 photo John F. Kennedy is preparing to sign the Nuclear Test Ban Treaty