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When it comes to ELT, what makes a worthwhile performance?
- 1. Education is not preparation for life; education is life itself - John Dewey The Evolution of ELT…
- 2. When it comes to ELT, what makes a worthwhile performance? by Benjamin L. Stewart, PhD The Evolution of ELT: Sharing Our Experiences in the Field 25th Anniversary of the B.A. in E.L.T. September 10-11, 2018 This work is licensed under a Creative Commons Attribution 4.0 International License.
- 3. Context English Language Learning Experience Performance Task (What, How, & Why)
- 4. So, what is a performance task?
- 5. Survey Evidence of Skills and Understandings 54321 Wiggins & McTighe, 2005, pp. 152-153. (Wiggins & McTighe, 2005)
- 6. Performance tasks... … are the goal! You are here... Performance task (the goal)!
- 7. Imagine you are part of a welcoming committee at your school. In the past incoming students have typically had a problem acclimating to a new learning environment and their grades and attitudes have reflected this. It’s the welcoming committee’s responsibility to find innovative ways for easing the transition from high school to university life for these incoming students in a way that fosters a familiarity of the degree program and promotes building key relationships that promote higher academic achievement. The welcoming committee will know that they have done their job well once they have received comments and suggestions from the incoming students midway through their first semester of study. What do you notice from this performance task? Take a picture!
- 8. Understandings Explain Interpret & Apply PerspectiveEmpath Self-knowledge Six Facets of Understanding (Wiggins & McTighe, 2005)
- 9. (Tomlinson & McTighe, 2006)
- 10. So, how does one get to a performance task? Planning... Employing...
- 11. G.R.A.S.P.S.! Planning... Goal Role Audience Situation (Context) Product, Performance, Process, & Purpose Standards (Criteria - Assessment) (Wiggins & McTighe, 2005)
- 12. Planning... Goal: ● Your task is... ● The goal is to... ● The problem or challenge is... ● The obstacles to overcome are... Role: ● You are... ● You have been asked to... ● Your job is... G.R.A.S.P.S. Framework
- 13. Planning... Audience: ● Your clients are... ● The target audience is... ● You need to convince... Situation: ● The context you find yourself in is... ● The challenge involves dealing with… G.R.A.S.P.S. Framework
- 14. Planning... Product, Performance, Process, and Purpose ● You will create a… in order to... ● You need to develop… so that... Standards and Criteria for Success ● Your performance needs to... ● Your work will be judged by... ● Your product must meet the following standards... G.R.A.S.P.S. Framework
- 15. ● Written ● Oral ● Visual Planning... puppet shot
- 16. The Es of Practice... Practice 02 0304 05 01 Enduring Effective EfficientEngaging Enabling Employing... Long-term benefit Fun, entertaining Objectives-based Avoids wasting time Builds over time
- 17. An example performance task...
- 18. Image that you are a nutritionist and have recently been hired to work at a new sports center. Your job is to provide dietary plans for club members who suffer from different ailments: diabetes, high blood pressure, and heart conditions. Create a four-week dietary plan that is best for each member who each have historically followed a typical western diet of hamburgers, hotdogs, and ice cream. When designing each individual dietary plan, make sure to consider the person’s cultural eating habits and favorite foods so that clients (club members) are more likely to stick to the plan. Another example of a performance task...
- 19. A performance task is worth doing if it becomes (or transfers to) a real-world experience for the learner while at the same time provides enough evidence for the instructor to make accurate inferences on English language proficiency. Teacher to student...
- 20. A performance task is worth doing if it becomes a reason for forming a professional learning community of educators around goals and commitments to key assessments that get implemented throughout the curriculum. Teacher to teacher...
- 21. Thank you! Twitter: @bnleez (https://twitter.com/bnleez) LinkedIn: https://www.linkedin.com/in/bnleez/ Website: http://www.benjaminlstewart.org/
- 22. References Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction + understanding by design. Alexandria, VA: ASCD. Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.
- 23. Attribution (images) ● https://thebestschools.org/reflections/john-dewey-education-is-life-itself/ ● https://cdn.wallpapersafari.com/12/0/lcEBIr.png
Editor's Notes
- Performance tasks are the goal in every educative experience - without them, language teachers are selling English language learners short. During this talk the presenter will discuss what performance tasks are, why they are required in every (English) language learning classroom, and specific ways of how to design and differentiate them according to learners’ learning preferences, interests, and readiness levels. The design of any performance task is prefaced by key understandings and essential questions. Throughout the talk, attendees will learn how to align performance tasks with the six facets of understanding and essential questions that couple desired results with evidence of understanding (i.e., assessment) through a backward design. Thus, assessment planning precedes instructional planning so that the latter consistently remains purposeful according to the objectives of the course as well as any personal objectives learners set for themselves. Also, attendees will receive handouts that will serve as a framework for designing performance task for specific groups of English language learners. This talk provides opportunities for attendees to not only reflect on personal experiences with implementing performance tasks but also interact with other attendees through thoughtful collaboration and personal feedback.