Historical Performance Tasks

Historical Performance Tasks A performance task is any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding and proficiency. Performance tasks yield a tangible product and/or performance that serve as evidence of learning. It is an alternative assessment to the traditional, multiple choice test. Recently, our team created our own performance tasks in a shared Google Doc. Each of us created and uploaded samples we could use with our students using the GRASPS model. See characteristics of a performance task by Jay McTighe. We were able to write comments and give constructive feedback to one another about […]

3 Major Initiatives in Middle School

1:1 Chromebook Program A Chromebook is a personal computer running Chrome OS as its operating system. The devices are designed to be used while connected to the Internet, though there are a variety of apps that can be run offline. All the data is stored in the “cloud” accessed by an internet connection. What is a Chromebook? Kentucky Country Day’s 1:1 CB Program Everything You Need to Know About Chromebooks Understanding by Design (UbD – Backwards Unit Design) UbD is a way of thinking purposefully about curricular planning and school reform. It offers a 3-stage design process, a set of helpful design tools, and design […]

Feedback from Performance Task (UbD Stage 2) and iPlan17

What was your biggest takeaway about performance tasks? What questions do you still have about performance tasks? How relevant was the focus of the professional learning on Jan 6 for your classroom practice? What new insights did you gain about the connection between “the initiatives we have launched” and the “why” behind them? In Wednesday’s faculty meeting, what was your biggest takeaway from giving and receiving feedback with vertical teams on your performance task designs? How familiar are you with the details of “Design and Demonstrate” in the Strategic iPlan17? To what degree do you plan to utilize GRASPS as […]

Teacher Feedback from PL Day on UbD Stage 1

What was the most helpful part of the meeting on Stage I of Understanding by Design? What was your biggest takeaway? Since Friday’s meeting, how do you feel as though your understanding of UBD has changed? What questions do you still have about Stage I of Understanding By Design? What other feedback you would like to share regarding Friday’s meeting? Everyone participating, asking questions Getting ideas from others much better I think it helps working in groups and sharing ideas and suggestions with others. Having to work on our own unit plans. A much better understanding of Phase I I […]

Essential Questions in Middle School This Month

September 24, 2013 Dear Middle School Families, Reflecting back on the first six weeks of school, I am amazed at all that our students have accomplished. I am proud of the content they are learning, as well as the ways they are approaching the learning process. In my weekly observations of classrooms, online grade books, and conversations with parents, I have seen solid academic rigor, as well as innovative strategies. I have observed teachers spending late hours conducting research and collaboration on how to best serve our students. Our dedicated faculty work tirelessly to guide students to an understanding of […]

How Might Teachers Use Their Soft Power?

Soft power is a concept developed by Joseph Nye of Harvard University to describe the ability to attract and co-opt rather than coerce, use force or give money as a means of persuasion. Nye coined the term in a 1990 book, Bound to Lead: The Changing Nature of American Power. He further developed the concept in his 2004 book, Soft Power: The Means to Success in World Politics. Put another way, soft power is essentially a country’s ability to gain global respect and influence through non-military means such as art, entertainment, product exportation, tourism, education, relief aid, etc. The term is now widely used in international affairs by […]

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