BAG TECHNIQUE Bag technique-a tool making use of public health bag through wh...
Gps mod 3 v2.1
1.
2. Graduation Portfolio Modules
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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?
4. 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?
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5. Review:
What are performance outcomes?
Performance outcomes identify
the skills and knowledge within
content areas that help
students develop global
competencies.
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6. 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?
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7. 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.
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9. 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.
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11. 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?
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13. 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?
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15. 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?
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18. 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?
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22. Classroom Follow-up
How will we communicate
these ideas to the
student?
– Advisory?
– Content area courses?
– Schoolwide?
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Editor's Notes
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.
