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Graduation Portfolio Modules
2
Modules
Module 1 What is GPS?
Module 2 What are Performance Outcomes?
Module 3 How are Perf...
Mapping Performance
Outcomes
Module 3
Objectives
Participants will be able to answer:
1.How are performance outcomes connected to
our standards?
2.How do perfor...
Review:
What are performance outcomes?
Performance outcomes identify
the skills and knowledge within
content areas that he...
Global Leadership
Performance Outcomes
KEY ELEMENTS:
Investigate the World
 Recognize and Weigh Perspectives
 Communica...
Mathematics
How do individuals use
mathematics as citizens
of the world?
The goal of the mathematics program
in an ISSN sc...
Mathematics Performance
Outcomes
8
English Language Arts
How do individuals use
literacy to view the
world from a variety of
perspectives?
The goal of the En...
ELA Performance Outcomes
10
World Languages
The goal of the World Language
program in an ISSN school is to
develop students who are
linguistically and...
World Languages
Performance Outcomes
12
Arts
The goal of the Arts program in
an school is to develop students
who have a deep appreciation for
the international i...
Arts Performance
Outcomes
14
Science
The goal of the Science program in
an ISSN school is to develop
students who are rooted in science.
Understanding ...
Science Inquiry Performance
Outcomes
16
Science Literacy Performance
Outcomes
17
History/Social Studies
The goal of the History/Social
Studies program is to develop
students understanding that no
country...
History/Social Sciences
Performance Outcomes
19
Feedforward
20
Participants choose a question and
prepare to FeedForward.
The Work
21
How are Performance Outcomes Connected to Our Standards?
Classroom Follow-up
How will we communicate
these ideas to the
student?
– Advisory?
– Content area courses?
– Schoolwide?
...
Gps mod 3 v2.1
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Gps mod 3 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 3.
    Participants will make connections between the Performance Outcomes and their current curriculum and standards.
    Ask participants to use sticky notes to write down burning questions as facilitator rapidly moves through the content area slides.These will be the questions they discuss during FeedForward.
  • Review the objectives for Module 3. Participants will be able to answer:
    How are performance outcomes connected to our standards?
    How do performance outcomes align with our curriculum?
  • Tell participants they will develop a 30-Second Elevator Pitch to answer the question What are Performance Outcomes?
    Step 1: Show the question.
    Step 2: Ask individuals to think about their elevator conversation.
    Step 3: Quick whip around room to have participants activate prior knowledge of what are Performance Outcomes.
    Step 4: Show Dictionary definition and add any pertinent information.
  • Review the Essential Question: Are Global Leadership Performance Outcomes already dispersed throughout our current curriculum?
    Facilitate a discussion of the Essential Question to ensure participants incorporate the following Essential Understandings:
    There are some connections between what we are already teaching and learning and the Global Leadership Performance Outcomes. Using the Global Leadership Performance Outcomes, we can create 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.
    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 or federal 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 Global Leadership Performance Outcomes.
  • Ask participants to discuss the Essential Question: How do individuals use mathematics as citizens of the world?
    Participants answers will vary.
    To think logically
    Find new ways to make things work
    Problem-solve
    This activity is recursive throughout all of the content areas. Ask participants to focus on the following questions:
    Why are we focusing on performance outcomes? How will focusing on performance outcomes change my world?
  • Ask participants to review the Mathematics Performance Outcomes and their purpose, then discuss the following questions.
    What is the purpose of Mathematics Performance Outcomes?
    What type of teaching and learning occurs when focusing on performance outcomes?
    How do teachers not teaching math incorporate these performance outcomes within their content area?
    What types of activities have you taught that provide evidence of one of the performance outcome?
  • Ask participants to discuss the Essential Question: How do individuals use literacy to view the world from a variety of perspectives?
    Participants answers will vary.
  • Ask participants to review the ELA Performance Outcomes and their purpose, then discuss the following questions.
    What is the purpose of ELA Performance Outcomes?
    What type of teaching and learning occurs when focusing on performance outcomes?
    How do teachers not teaching ELA incorporate these performance outcomes within their content area?
    What types of activities have you taught that provide evidence of one of the performance outcome?
  • Review the key points about the World Language program.
    Ask participants to discuss the Essential Question: What does it mean to be a literate citizen of the world? Why is it important for individuals to be multi-lingual? Participants answers will vary.
  • Ask participants to review the World Language Performance Outcomes and their purpose, then discuss the following questions.
    What is the purpose of World Language Performance Outcomes?
    What type of teaching and learning occurs when focusing on performance outcomes?
    How do teachers not teaching a World Language incorporate these performance outcomes within their content area?
    What types of activities have you taught that provide evidence of one of the performance outcomes?
  • Review the key points about the Arts program.
    Ask participants to discuss the Essential Question: What does it mean to be an artistic citizen of the world? Participants answers will vary.
  • Ask participants to review the Arts Performance Outcomes and their purpose, then discuss the following questions.
    What is the purpose of Arts Performance Outcomes?
    What type of teaching and learning occurs when focusing on performance outcomes?
    How do teachers not teaching a Arts incorporate these performance outcomes within their content area?
    What types of activities have you taught that provide evidence of one of the performance outcomes?
  • Review the key points about the Science program.
    Ask participants to discuss the Essential Question: What does it mean to be an scientist of the world? Participants answers will vary.
  • Ask participants to review the Science Performance Outcomes and their purpose, then discuss the following questions.
    What is the purpose of Science Inquiry Performance Outcomes?
    What type of teaching and learning occurs when focusing on performance outcomes?
    How do teachers not teaching a Arts incorporate these performance outcomes within their content area?
    What types of activities have you taught that provide evidence of one of the performance outcomes?
  • Ask participants to review the Science Literacy Performance Outcomes and their purpose, then discuss the following questions.
    What is the purpose of Science Literacy Performance Outcomes?
    What type of teaching and learning occurs when focusing on performance outcomes?
    How do teachers not teaching a Arts incorporate these performance outcomes within their content area?
    What types of activities have you taught that provide evidence of one of the performance outcomes?
  • Review the key points about the History/Social Studies program.
    Ask participants to discuss the Essential Question: What does it mean to be a social scientist of the world? Participants answers will vary.
  • Ask participants to review the History/Social Studies Performance Outcomes and their purpose, then discuss the following questions.
    What is the purpose of History/Social Studies Performance Outcomes?
    What type of teaching and learning occurs when focusing on performance outcomes?
    How do teachers not teaching a Arts incorporate these performance outcomes within their content area?
    What types of activities have you taught that provide evidence of one of the performance outcomes?
  • Feed Forward
    "Feedback is the breakfast of champions." Ken Blanchard and Spencer Jones
    Purpose: Feed Forward is a technique for providing feedback. Individuals are asked to feedforward —that is, to give someone else suggestions for the future and help as much as they can.  Individuals are asked to accept feedforward—that is, to listen to the suggestions for the future and learn as much as they can. 
     
    Structure: The exercise typically lasts for 10-15 minutes, and the average participant has 6-7 dialogue sessions. 
    In the exercise participants are asked to: 
    Pick one dilemma or inquiry question that they would like to change or learn more about.
    Describe this dilemma or discuss the inquiry to randomly selected fellow participants. This is done in one-on-one dialogues
    Ask for feedforward—for two suggestions for the future that might help them achieve a positive change in their selected dilemma or understand their inquiry.  Only allowed to give ideas for the future.
    Listen attentively to the suggestions and take notes.  Participants are not allowed to comment on the suggestions in any way.  They are not allowed to critique the suggestions or even to make positive judgmental statements, such as, “That’s a good idea.”
    Thank the other participants for their suggestions.
    Ask the other persons what is their dilemma or inquiry.
    Provide feedforward - two suggestions aimed at helping the other person critically think.
    Say, “You are welcome.” when thanked for the suggestions.  The entire process of both giving and receiving feedforward usually takes about two minutes.
    Find another participant and keep repeating the process until the exercise is stopped.
     
    When the exercise is finished, ask participants to provide one word that best describes their reaction to this experience.  Then ask them to complete the sentence, “This exercise was …”.  The words provided are almost always extremely positive, such as “great”, “energizing”, “useful” or “helpful.”  The most common word mentioned is “fun!”
     
  • Working on the work.
    How are Performance Outcomes Connected to Our Standards?
    Participants gather performance outcomes, local curriculum, state standards and/or federal standards documents. Participants use information from the documents to complete the content maps organizers with the connections between performance outcomes and standards.
  • Transcript of "Gps mod 3 v2.1"

    1. 1. Graduation Portfolio Modules 2 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?
    2. 2. Mapping Performance Outcomes Module 3
    3. 3. Objectives Participants will be able to answer: 1.How are performance outcomes connected to our standards? 2.How do performance outcomes align with our curriculum? 4
    4. 4. Review: What are performance outcomes? Performance outcomes identify the skills and knowledge within content areas that help students develop global competencies. 5
    5. 5. Global Leadership Performance Outcomes KEY ELEMENTS: Investigate the World  Recognize and Weigh Perspectives  Communicate Ideas  Take Action Are Global Leadership Performance Outcomes already dispersed throughout your current curriculum? 6
    6. 6. Mathematics How do individuals use mathematics as citizens of the world? The goal of the mathematics program in an ISSN school is to develop an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well- founded judgments, and to use and engage with mathematics in ways that meets the needs of that individual’s life as a constructive, concerned, and reflective citizen of the world. That is, to contribute to the development of a more just, peaceful, and sustainable world. 7
    7. 7. Mathematics Performance Outcomes 8
    8. 8. English Language Arts How do individuals use literacy to view the world from a variety of perspectives? The goal of the English Language Arts program in an ISSN school is to broaden the selection of literature to include works from around the world, thus expanding the traditional canon of literature with which students will engage. Today, with so many books from different parts of the world available in English, infusing an international perspective into English language arts is easier than ever. Adapted from Going Global: Preparing our Students for an Interconnected World; ISSN Graduate Profile. 9
    9. 9. ELA Performance Outcomes 10
    10. 10. World Languages The goal of the World Language program in an ISSN school is to develop students who are linguistically and culturally equipped to communicate successfully in the United States and abroad. ALL students will develop and maintain proficiency in English and at least one other language, modern or classical. ISSN Graduate Profile: Adapted from American Council of Teaching of Foreign Language (1996) What does it mean to be a literate citizen of the world? Why is it important for individuals to be multi-lingual? 11
    11. 11. World Languages Performance Outcomes 12
    12. 12. Arts The goal of the Arts program in an school is to develop students who have a deep appreciation for the international influences that have informed American arts, from pottery to dance, from film to drama. Adapted from Going Global: Preparing our Students for an Interconnected World; ISSN Graduate Profile. What does it mean to be an artistic citizen of the world? 13
    13. 13. Arts Performance Outcomes 14
    14. 14. Science The goal of the Science program in an ISSN school is to develop students who are rooted in science. Understanding the roots and implications of global problems and learn the means by which, working with peers around the globe, to solve them. Adapted from Going Global: Preparing our Students for an Interconnected World; ISSN Graduate Profile What does it mean to be a scientist of the world? 15
    15. 15. Science Inquiry Performance Outcomes 16
    16. 16. Science Literacy Performance Outcomes 17
    17. 17. History/Social Studies The goal of the History/Social Studies program is to develop students understanding that no country is an island, recognizing the myriad cultural influences on U.S. history, and contrasting our nation’s story with those of other countries. Adapted from Going Global: Preparing our Students for an Interconnected World; ISSN Graduate Profile What does it mean to be a social scientist of the world? 18
    18. 18. History/Social Sciences Performance Outcomes 19
    19. 19. Feedforward 20 Participants choose a question and prepare to FeedForward.
    20. 20. The Work 21 How are Performance Outcomes Connected to Our Standards?
    21. 21. Classroom Follow-up How will we communicate these ideas to the student? – Advisory? – Content area courses? – Schoolwide? 22
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