Assignment

=Welcome to the EDUC 519 Performance Task Wikispace for Lucy Lopez=

A page has been set up for each of the following:

 * Performance Task
 * Standards
 * Enduring Understandings and Essential Questions
 * Guiding Questions
 * Facets of Understanding
 * Bloom's Taxonomy
 * Materials Needed
 * Rubrics
 * Peer Evaluation
 * Self Evaluation

This week, you will begin creating a performance task on your own personal wiki. Using performance tasks in mathematics classroom is a crucial opportunity for students to learn to use and think with the mathematics they are learning. You will create a performance task based on the work of Wiggins and McTighe’s “Understanding by Design”. A performance task usually takes more than 1 class period to complete and requires deep math thought and problem solving.
 * __** Performance task assignment #1  **__

For this week, you will:

1 - set up your wiki and invite me to participate 2 - decide on the topic of your performance task - choose from a chapter in your text you have for this class 3 - Using the objective or topic you chose for your task, create your enduring understandings and essential questions for the task. 4 - find and write the NCTM standards that relate to your task and essential questions 5 - post all of the above on your wiki.

Have this completed by Tuesday at midnight.

This is a work in progress; writing enduring understandings and essential questions for math tasks and lessons is a difficult skill. We will work through this over the next few weeks. ||  ||


 * Performance Task assignment #2 -** This week, you will begin creating a performance task for your unit. **You will have 2 weeks to complete this part of the assignment.**

Using performance tasks in mathematics classroom is a crucial opportunity for students to learn to use and think with the mathematics they are learning. You will create a performance task based on the work of Wiggins and McTighe’s “Understanding by Design”. A performance task usually takes more than 1 class period to complete and requires deep math thought and problem solving.

1 - Review performance assessments and rubrics in Posamentier pp. 163-176 2 - Review the performance task criteria for UBD on the UBD summary sheet and the planning template 3 - Use the GRASPS acronym to help flesh out your performance task 4 - Connect your task to the six facets of understanding 5 - Upload your work to your personal wiki

Here are the scoring criteria for completing your performance task:


 * Points ||  || Criteria ||


 * 5 ||  || The task is described in detail for the students – the purpose, the situation, the role they are taking on in the task, and the audience for whom the product or solution is being prepared ||


 * 5 ||  || The overarching enduring understanding is written and relevant to the task; the essential questions are listed and relate to big ideas in math; related NCTM standards are provided. ||


 * 2 ||  || Needed material is listed and suggestions for supporting information and details are provided ||


 * 10 ||  || 2 – 3 guiding questions are provided and are used to allow students to explain their thinking processes about the task and reflect on their work; the questions reflect the highest levels of Bloom’s taxonomy (analyze, evaluate, create). ||


 * 5 ||  || At least 3 facets of understanding are evident in the work of the task, final product/solution or guiding questions. ||


 * 5 ||  || The final product or solution is strongly connected to the stated essential questions and NCTM standards. ||


 * 3 ||  || The task encourages creativity, reflection and high cognitive demand. ||


 * 5 ||  || A scoring guide or rubric is created for the task. ||

This assignment is to create a performance task on your own. Please do not use premade tasks and submit them as your own. The goal is for you to think through the development of a task and how it may fit in an area of mathematics you may teach.