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Gps mod 2 v2.1

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  • Welcome participants to the session and make introductions if it is the first time the group has worked together. If participants attended previous sessions, review key points from those sessions. Share a brief overview of Module 2. Presentation of the design and components of the GPS Learning System provides participants the basic understanding of the importance of high-quality, college ready work and how to incorporate expectations for global competencies.
  • Review the objectives for the session. Participants will be able to answer: What are performance outcomes? How do students demonstrate mastery of the performance outcomes in different content areas? How do performance outcomes connect to the graduate profile?
  • Have participants discuss their current practices using the question on the slide. How do our students currently show they are “globally competent” in the different content areas? If participants need prompting to start the discussion, remind them that global competence includes the knowledge, skills, and dispositions to understand and act creatively and innovatively on issues of global significance. Encourage participants to think about how students currently investigate the world, recognize perspectives, communicate ideas or take action in different content areas. You may wish to refer to the Global Competence Matrices for each content area to provide additional examples if the concept of global competencies if fairly novel to participants.
  • Performance outcomes identify the skills and knowledge within content areas that help students develop global competencies. Performance outcomes encompass the knowledge, skills, and/or behaviors students must master in a specific content or performance area.
  • Share the following Essential Question with participants: How can Global Leadership Performance Outcomes be infused into your current curriculum? Facilitate discussion of the Essential Questions to ensure a focus on the following Essential Understandings and Key Elements: There are some connections between what we are already teaching and learning and the Global Leadership Performance Outcomes. Creating a process for modifying our curriculum to prepare students to succeed in our global economy and society. Key Elements in becoming a Global Leader are to be able to 1)Investigate the World, 2) Recognize and Weigh Perspectives, 3)Communicate Ideas and; 4)Take Action. Suggested Activities: Give pairs or triads a copy of the Global Leadership Performance Outcomes handout ask individuals to circle or highlight any bullets that are the same or similar to their current state standards, common core standards (if already state adopted), or current curriculum and the Global Leadership Performance Outcomes. Guide activity so pairs or triads identify similarities between what they already teach and the findings from the Performance Outcomes. Have participants create a T-chart with one section of the Global Leadership Performance Outcomes on one side and a blank on the other side where participants would fill in connecting curriculum.
  • There are Performance Outcomes available for the core disciplines, including: Global Leadership Mathematics Social Sciences English Language Arts Arts Scientific Inquiry Scientific Literacy World Languages The Performance Outcomes can be used by educators and students to look at specific coursework as well as interdisciplinary work.
  • Now that we have examined the Global Leadership Performance Outcomes, we will look at the Performance Outcomes specific to your content area. As you examine the content area specific outcomes, discuss the following questions with your content area team: Which of these performance outcomes are we already including within our curriculum? Which assignments or tasks do we already have that we can align to these outcomes? What should we focus on next? If time permits, allow teams to examine alignment of the Performance Outcomes to standards and course outlines to make connections.
  • The Graduate Profile is the root of the various performance outcomes. The Performance Outcomes help clarify and explain what it means to be college ready and globally competent within different areas of study. Both the Graduate Profile and the Performance Outcomes clarify expectations of student work for students and teachers.
  • Review the ideas from the Trainer’s Notes on different activities and topics to explore with students in the classroom.   Ideas for communicating the ideas to students Share the performance outcomes and have students identify areas where they already feel they are meeting that outcome. Provide the students a prompt for written reflection: Why do you think we need these outcomes for this class? How do these outcomes help us stay focused on what is essential? Have students identify the kind of work they have already completed in their academic career that may meet some of these outcomes. Have students compare the Global Leadership performance outcomes with the outcomes for a specific content area. What is the same? What is different? In content area classes, have students look at the performance outcomes for that content area. If that class has a textbook, lead the student through an activity where students directly connect the table of contents and layout of the course to show how it supports meeting those performance outcomes. If the materials do not meet all of the performance outcomes, brainstorm with students what needs to be added to meet the performance outcomes. Have students work in small groups and create a 30 second commercial message for why performance outcomes matter in today’s schools.

Gps mod 2 v2.1 Gps mod 2 v2.1 Presentation Transcript

  • Graduation Portfolio Modules Modules Module 1 What is GPS? Module 2 What are Performance Outcomes? Module 3 How are Performance Outcomes Connected to Our Standards? Module 4 What kind of Instruction Supports our Work? Module 5 How do I Design Performance Tasks? Module 6 How do we Design Units that Support this Work? Module 7 What makes a High Quality Unit? Module 8 How do we give Meaningful Feedback to Students? Module 9 How do we connect this GPS work to our work across the network? Module 10 How do Students Manage the Process?
  • GPS Performance Outcomes Module 2
  • Objectives
    • Participants will be able to answer:
    • What are performance outcomes?
    • How do students demonstrate mastery of the performance outcomes in different content areas?
    • How do performance outcomes connect to the graduate profile?
  • Introduction
    • Discuss:
    • How do our students
    • currently show they are
    • “globally competent” in the
    • different content areas?
  • What are performance outcomes?
    • The knowledge, skills, and/or behaviors students must master in a specific content or performance area.
  • Global Leadership Performance Outcomes
    • KEY ELEMENTS:
    • Investigate the World
    • Recognize and Weigh Perspectives
    • Communicate Ideas
    • Take Action
    How can Global Leadership Performance Outcomes be infused into your current curriculum?
    • Though a range of performance outcomes are available by content area, student work will address outcomes across disciplines.
    • Global Leadership
    • Mathematics
    • Social Sciences
    • English Language Arts
    • Arts
    • Scientific Inquiry
    • Scientific Literacy
    • World Languages
    Connections Across Content Areas Performance Outcomes English Language Arts History/Social Studies Mathematics Science World Language Arts Global Leadership
  • What does this mean for my content area?
    • Discuss with other teachers in your content area:
    • Which of these performance outcomes are we already including within our curriculum?
    • Which assignments or tasks do we already have that we can align to these outcomes?
    • What should we focus on next?
  • How do the performance outcomes align to the graduate profile?
    • Performance outcomes by content area align to the graduate profile.
    • The rubrics are based on those performance outcomes.
    How do teachers set expectations and define the kind of work required?
  • Classroom Follow-up
    • How will we communicate
    • these ideas to the students?
      • Advisory?
      • Content area courses?
      • Schoolwide?