PRESENTATION OUTLINE
Designing Authentic Performance Tasks
To what extent do we have a coherent curriculum…from the learner’s perspective?
WHY?
"...the standards must address the problem of a curriculum that is a mile wide and an inch deep..."
“…That is, what and how students are taught
should reflect not only the topics that fall
within a certain academic discipline, but also
the key ideas that determine how knowledge is
organized and generated within that discipline.
This implies that ‘to be coherent,’ a set of
content standards must evolve from particulars
… to deeper structures inherent in the
discipline.”
CC Mathematics Standards, p. 2
“Students will be able to
independently use their
learning to…”
An effective curriculum equips learners
for autonomous performance
…by design!
Transfer Goals - Mathematics
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Use appropriate tools strategically
- Model mathematics.
- Attend to precision.
Authentic Performance Tasks
Type of Task
- Constructed Response Task
- Stand Alone Task
- Curriculum Embedded Task
- Complex Project
Visible Learning for Mathematics
..."engaging students in problem-based learning by using TASKS that require them to apply prior knowledge and skills in new situations."(d=0.61)
Anchor the curriculum around
important, recurring tasks.
Require understanding and transfer of learning.
Provide evidence of authentic
accomplishments.
Ensuring mathematics success for all...
"Enhancing communication practices that foster trust and mutual engagement among teachers, parents, and students to support math learning is key to equity-focused teacher practice." - Adams, et. al. 2000
Whose voice reverberates?