1. Day 2 Kim Richter Mary Ramer

2. Schedule 8:30-3:00 Breaks: –Ten minute break each am and pm –Forty-five minute lunch

3. Logistics Sign in / out Building and parking Restrooms Posters –Resources –Parking Lot Feedback form

4. Norms Maintain active participation. Remain open to different views. Honor the timeframe. Limit use of electronic devices. Hold each other to these norms.

5. Objective Today we will: explain why the “Four Cs” are important for students. explain how the “Four Cs” can be implemented in our classroom instruction through performance tasks. Objective

7. ______ best completes this concept map because _____. Three Dimensions When combined, how do CUSD level 2 strategies and the three dimensions encourage rigorous higher level thinking? When combined, the CUSD level 2 strategies and the three dimensions encourage rigorous higher level thinking because ______. When combined, how do CUSD level 2 strategies and the three dimensions encourage rigorous higher level thinking? When combined, the CUSD level 2 strategies and the three dimensions encourage rigorous higher level thinking because ______.

8. Skills Necessary for the 21 st Century The Four Cs: Critical Thinking and Problem Solving Communication Collaboration Creativity and Innovation 1.Divide your grade level team into four smaller groups to read one section of the “Four Cs” article. 2. Discuss in your smaller group: What is already happening in your classrooms and what can you do to maximize the C in your classroom? 3. Create a 1-2 slide presentation that… –summarizes your C –that connections can you make between the Scientific and Engineering Practices in the NGSS and the 4 Cs? –Include one of the resources included in your section and explain why you think that is a good resource for others to check out –share out

9. How often does a student actually get to step on the field and play “for real”?

11. When the goal of teaching and learning is knowing and using, the performance- based classroom emerges.

12. Performance tasks build on earlier content knowledge, process skills, and work habits and are strategically placed in the lesson or unit to enhance learning as the student “pulls it all together.” Performance tasks are not “add-ons” at the end of instruction..

13. Why Performance tasks? The new expectations of students having to complete a performance tasks incorporates literacy because usually they have to do some type of research or reading to develop the knowledge of the areas. Once they have done that then they are expected to collaborate, communicate their new information store. Then they are sent to critically and creatively problem solve which they are then expected to communicate.

14. Performance tasks range from short activities taking only a few minutes to projects culminating in polished products for audiences in and outside of the classroom. Many activities you are already doing can be shaped into performance-learning tasks..

15. Performance tasks… build on earlier content knowledge build on earlier process skills build on work habits are strategically placed in the lesson or unit to enhance learning as the student “pulls it all together.” Take time grounded in real world o realistic problems o realistic options o a realistic audience o a genuine purpose Performance tasks are not… “add-ons” at the end of instruction. In your own words, what is a performance task? Many activities you are already doing can be shaped into performance-learning tasks.

16. Pair Reading: Students work with a partner taking turns reading the text aloud one paragraph at a time. This is especially useful when the material is very difficult. Step 1: Students take turns reading aloud a paragraph or chunked portion of the text. Step 2: The listener begins the discussion by following these three steps: a. Summarizing the paragraph b. Deciding which information is most important c. Sharing your feelings/ideas about the information Step 3: Switch roles and repeat the process until the entire text has been read and discussed. Always Model First Brain Safety Performance Task

17. Text Annotation and/or sketching-Stop, write and/or draw your thinking in response to the reading Step 1: Throw away the highlighter in favor of a pen or pencil Step 2: Read a chunked portion of the text. Step 3: Underline information that is important, surprising, interesting, or thought provoking or answers the text based question. Step 4: Jot down a sentence or two and/or draw a picture that explains why you chose that bit to underline. The goal is to explain your thoughts, opinions, or questions. Step 5: Turn and talk to your partner explaining what you were thinking at each stop and what prompted that thought Step 6: Share with the whole class Step 7: Other participants can build on, question, or link ideas of other pairs. Brain Safety Performance Task

18. Text Annotating

19. Text Sketching

20. Text Annotation and/or sketching-Stop, write and/or draw your thinking in response to the reading Step 1: Throw away the highlighter in favor of a pen or pencil Step 2: Read a chunked portion of the text. Step 3: Underline information that is important, surprising, interesting, or thought provoking or answers the text based question. Step 4: Jot down a sentence or two and/or draw a picture that explains why you chose that bit to underline. The goal is to explain your thoughts, opinions, or questions. Step 5: Turn and talk to your partner explaining what you were thinking at each stop and what prompted that thought Step 6: Share with the whole class Step 7: Other participants can build on, question, or link ideas of other pairs. Brain Safety Performance Task

22. Brain Safety Performance Task Breakdown G Real-world Goal R Real-world Role A Real-world Audience S Real-world Situation P Real-world Products or Performances S Standards

23. Goal Provide a statement of the task. Establish the goal, problem, challenge, or obstacle in the task. Students are given the following scenario: You are a sports equipment designer for the Boogie Down Sporting Goods Company. You have been hired by the NFL to design a football helmet that can protect players and withstand a maximum impact speed. Your team will report how well your design met the challenge, and what further modifications you would make to ensure the safety of the players. The team in the firm that comes up with the most effective design will get the contract for the account. G Real-world Goal R Real-world Role A Real-world Audience S Real-world Situation P Real-world Products or Performances S Standards

24. Role Define the role of the students in the task. State the job of the students for the task. Students are given the following scenario: You are a sports equipment designer for the Boogie Down Sporting Goods Company. You have been hired by the NFL to design a football helmet that can protect players and withstand a maximum impact speed. Your team will report how well your design met the challenge, and what further modifications you would make to ensure the safety of the players. The team in the firm that comes up with the most effective design will get the contract for the account. G Real-world Goal R Real-world Role A Real-world Audience S Real-world Situation P Real-world Products or Performances S Standards

25. Audience Identify the target audience within the context of the scenario. Example audiences might include a client or committee. Students are given the following scenario: You are a sports equipment designer for the Boogie Down Sporting Goods Company. You have been hired by the NFL to design a football helmet that can protect players and withstand a maximum impact speed. Your team will report how well your design met the challenge, and what further modifications you would make to ensure the safety of the players. The team in the firm that comes up with the most effective design will get the contract for the account. G Real-world Goal R Real-world Role A Real-world Audience S Real-world Situation P Real-world Products or Performances S Standards

26. Situation Set the context of the scenario. Explain the situation Students are given the following scenario: You are a sports equipment designer for the Boogie Down Sporting Goods Company. You have been hired by the NFL to design a football helmet that can protect players and withstand a maximum impact speed. Your team will report how well your design met the challenge, and what further modifications you would make to ensure the safety of the players. The team in the firm that comes up with the most effective design will get the contract for the account. G Real-world Goal R Real-world Role A Real-world Audience S Real-world Situation P Real-world Products or Performances S Standards

27. Products or Performances Clarify what the students will create and why they will create it. Students are given the following scenario: You are a sports equipment designer for the Boogie Down Sporting Goods Company. You have been hired by the NFL to design a football helmet that can protect players and withstand a maximum impact speed. Your team will report how well your design met the challenge, and what further modifications you would make to ensure the safety of the players. The team in the firm that comes up with the most effective design will get the contract for the account. G Real-world Goal R Real-world Role A Real-world Audience S Real-world Situation P Real-world Products or Performances S Standards

28. Standards and Criteria [Indicators] Provide students with a clear picture of success. Identify specific standards for success. Issue rubrics to the students or develop them with the students. NGSS LS1.D: Information Processing Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. (MS-LS1- 8)Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. (MS-LS1- 8) G Real-world Goal R Real-world Role A Real-world Audience S Real-world Situation P Real-world Products or Performances S Standards MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.[Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.]

29. Standards and Criteria [Indicators] Provide students with a clear picture of success. Identify specific standards for success. Issue rubrics to the students or develop them with the students

30. Goal Provide a statement of the task. Establish the goal, problem, challenge, or obstacle in the task. Role Define the role of the students in the task. State the job of the students for the task. Audience Identify the target audience within the context of the scenario. Example audiences might include a client or committee. Situation Set the context of the scenario. Explain the situation Product Clarify what the students will create and why they will create it. Standards and Criteria [Indicators] Provide students with a clear picture of success. Identify specific standards for success. Issue rubrics to the students or develop them with the students. G Real-world Goal R Real-world Role A Real-world Audience S Real-world Situation P Real-world Products or Performances S Standards

31. Profession Quinn states, ”Language learning is developing the capability to do what you want to do with the language…[rather than] vocabulary and getting the grammar better.” In what ways could performance tasks in your classroom provide opportunities for language learners? Consider both the iPad case performance task as well as the helmet safety performance task. Profession Quinn states, ”Language learning is developing the capability to do what you want to do with the language…[rather than] vocabulary and getting the grammar better.” In what ways could performance tasks in your classroom provide opportunities for language learners? Consider both the iPad case performance task as well as the helmet safety performance task. "So it was a matter of really thinking about how science presents both challenges and opportunities for language learners." - Prof. Emer. Quinn

33. Many activities you are already doing can be shaped into performance-learning tasks. Modify something you currently have your students do (or make up something new) so that it contains the components of GRASPS, the criteria for a performance task, as well as the 4 Cs. Work Smarter, not harder!.

34. Share out performance tasks and explain how you incorporated the “Four Cs” and the GRASPS components. Closure

35. Thought Swap

36. STOP HERE

37. Goal Provide a statement of the task. Establish the goal, problem, challenge, or obstacle in the task. Role Define the role of the students in the task. State the job of the students for the task. Audience Identify the target audience within the context of the scenario. Example audiences might include a client or committee. Situation Set the context of the scenario. Explain the situation Product Clarify what the students will create and why they will create it. Standards and Criteria [Indicators] Provide students with a clear picture of success. Identify specific standards for success. Issue rubrics to the students or develop them with the students. G Real-world Goal R Real-world Role A Real-world Audience S Real-world Situation P Real-world Products or Performances S Standards