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Gps mod 5 v2.1
This document outlines modules for a graduation portfolio that focus on designing performance tasks and units to assess student mastery of global leadership outcomes. The modules introduce the portfolio process and connect it to instructional standards. Participants will learn how to design meaningful performance tasks, give feedback, and help students manage the process. An activity models creating a storyboard of tasks to scaffold learning and allow for revision. The goal is to implement performance assessments across the network and define what proficiency in global leadership outcomes looks like.
Gps mod 5 v2.1
- 2. Graduation Portfolio Modules 2 Modules Module1 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?
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- 4. Welcome Introductions: As a teacher,I see myself as. . .
- 5. Participants will beable to answer: •How do I design a task? •What would a one-pager of the task look like? •How do I plan for the implementation of these tasks? Objectives
- 6. Global Leadership PerformanceOutcomes Study: Each group will be given a section of the Global Leadership Performance Outcomes As a group, you’re going to decide what each indicator means—for the students and for you as the leaders in this effort.
- 7. Then, Regroup yourselves, sothat all the sections of the Global Leadership are present at your table. Share with your group what your table came up with for each indicator. And finally, What should we see students doing at ISSN schools if they are working toward proficiency in these global leadership outcomes? What should we not be seeing?
- 8. Go forth andmeet in your content area groups and begin the exciting work of the GPS implementation!
- 9. So far, Idiscovered ____about myself.
- 10. The Storyboard andYou! Choose three colors of post-it notes and pull off about five sheets of each color. Think of a task you do every day—simple—but important. On one color of post-it note, write down what you do to complete the task. On another color, write how you know you got that part of the task right. And finally, on the other color of post-it, write down how much time it takes. Line them up in front of you in order. Share with a partner.
- 11. Why the storyboardis important: Scaffolding Revision Redirection Differentiation
- 12. Back to ContentGroups!
- 13. Visit us onthe web at: www.AsiaSociety.org/Education
- 14. Classroom Follow-up How willwe communicate these ideas to the students? – Advisory? – Content area courses? – Schoolwide? 14
Editor's Notes
- #4 NOTES TO THE TRAINER: For more details, see the Field Guide Welcome participants. Provide a brief overview of the module. Description: 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.
- #5 NOTES TO THE TRAINER: For more details, see the Field Guide Welcome participants. Provide a brief overview of the training. Description: Preparing teachers to use performance outcomes in their curriculum. Creating task designs for their curriculum Instructions: Have participants get into groups between 3-5. Ask participants to share with one another how they see themselves as a teacher. What are their core beliefs? What is their style? What is their purpose? Allow about 3-4 minutes for the conversations to occur and then ask for a few quick responses from the participants to share with the rest of the group.
- #6 Tell participants that they will be walking out of this training with these outcomes achieved. Emphasize that they really need to pick a topic that they feel they can create a genuine task design around for their classroom.
- #7 Have participants work with the people at their table. If the table is very large split it in half. Have participants read each performance indicator for ELA and discuss what they think it means for their student’s education. Participants will discuss what the students will have to do in order to demonstrate proficiency of these outcomes. Ask the participants to take notes because they will be sharing them with other groups later on. Participant’s may want to argue about the importance of the indicators or start discussing what they like or don’t like about them. We must focus them away from this type of discussion. The focus must be on understanding what the indicators mean for students and what expectations we have for ISSN schools.
- #8 Have participants regroup themselves so that all sections of Global Leadership are present at the table. Have participants share with this new group what their former group came up with for each indicator. Have participants determine what types of things students should be doing to reach proficiency in these global leadership outcomes. Have participants also create a list of the types of activities that we would not want to see.
- #9 Have participants move into content groups.
- #10 Instructions: Have participants get into groups between 3-5. Ask participants to share with one another what they discovered about themselves in yesterday’s training. Did they find that implementing these ideas into their curriculum came easily or was it a struggle? Did they find themselves agreeing with the mission or having doubts? Allow about 3-4 minutes for the conversations to occur and then ask for a few quick responses from the participants to share with the rest of the group.
- #11 Participants will be given three different colors of Post-it note. Have them pull out about five sheets of each color. Have the participants think about a task they might do everyday such as; brushing teeth, lifting weights, doing dishes, making a sandwich, etc… On the first color, participants will write down the details about how to complete this simple task. On the second color, participants will write down how they knew you did the task correctly. On the third color, the participants will write down how much time it takes. Participants will be given 20 minutes for this activity. A storyboard is a visual image of what the students have to do in order to be successful on the task you’ve asked them to do. It’s imperative you link the experiences you’re going to create with the assessments and to the amount of time you anticipate this taking. If you get this done, you can do your lesson plans and look ahead to what you, as the teacher, need to do in order for you to create the richest experiences for your students. It’s also a place where you can easily differentiate (with another color) and to be aware of where you are need to scaffold. In the assessment post-it notes, there should be places where you are going to take a reading on how many students are on target—and redirect those who need more help. All of this becomes clearer when you lay it out in front of you this way.
- #12 Have participants get into groups of 3-5. Have participants look at the four points on the slide and ask them to discuss how a storyboard might be beneficial in these areas.
- #13 Have participants move into content groups.
- #15 Review the ideas from the Trainer’s Notes on different activities and topics to explore with students in the classroom. Classroom Activities 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.