High School Task Design and Assessment for Intellectual Engagement

High School Task Design and Assessment for Intellectual Engagement

Calgary Board of Education

High School Task Design and Assessment for Intellectual Engagement

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Making Learning Whole

How do we come to understanding something deeply?

The following questions come from Perkins, D. (2009). Making Learning Whole: How Seven Principles of Teaching can Transform Education. San Francisco, CA:Jossey-Bass.

Personal Reflection:

  1. What is one thing you understand really well?
  1. How did you come to understand it?
  1. How do you know you understand it?

Introduction to Discipline-Based Inquiry Task

Inquiry characteristic you are looking for: ______

Evidence of the Characteristic / Suggestions for Improvement

Inquiry characteristic you are looking for: ______

Evidence of the Characteristic / Suggestions for Improvement

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Looking at the Work: Designing for Deep Work in Mathematics and Science

Category / Description / Evidence from Task / Considerations / Ideas for Improvement
1. Discipline-Based Inquiry / Math: Are the students engaged in (a) mathematizing; (b) developing, refining, and comparing solution strategies; and / or (c) making and testing mathematical conjectures?
Science: Are students engaged in (a) engineering or design; (b) experimental inquiry; and/or (c) critical analysis of scientific findings
2. Knowledge / Task enables student to develop procedural competence, conceptual understanding and/or an application of findings.
3. Work Habits / Task requires students to tolerate ambiguity, consider alternate ideas, willing to try,
Task enables students to experience “aha” moments
4. Establishing and Supporting Community / Task provides opportunities for students to contribute, connect, and show respect to other’s ideas
5. Communication / Task requires students to show work, organize complex ideas and use correct terms and notation

Assessment:

How was student learning made visible?

What evidence of student understanding do we see and/or hear?

How were students made aware of assessment criteria?

What feedback loops were used to strengthen student learning?

What lessons or insights about assessment in relation to student learning have we discovered?

CEA Rubric
Principle #3
Assessment for Learning / Evidence From Presentation / Considerations/Ideas for Improvement
6. Clear Criteria are Established
  • Students understand expectations
  • Students are involved in establishing criteria

7. Fosters Self-Direction
  • Ongoing feedback to refine thinking, improve work or determine next steps
  • Students monitor and direct their own learning

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Exploring Topic Possibilities For Designing Intellectually Engaging Tasks

Establishing Worthwhile Learning Tasks
Use the ideas you explored in the concept-map to help you establish worthwhile learning goals for your students.

  1. What is most important for students to understand about the topic and/or discipline? (NOTE: these are often articulated in the front matters of your Programs of Study. What are the central ideas or key understandings that students must acquire within this area of study?)
  1. What important competencies (ways of knowing, doing and being) reflective of the discipline or field of study must students develop?
  1. How do experts who work in this field do their work? What is the learning culture of this discipline field like? How do experts in this field bring forward evidence and present their work?
  1. In what ways is technology used within this discipline field to advance and document knowledge? What technologies could students use to demonstrate understanding and/or that mirror the ways technologies are used within the discipline?

Complete the following learning goal statements:

  • Through this study I want my students to understand that…
  • And I want my students to be able to (identify 1 important competency)…

Generate ideas about task possibilities that would enable students to meet these learning goals.

Assessment For Learning

Develop an assessment plan for a task or series of activities that students will be completing between now and our next session

Brief description of task or learning activities:

  1. Establishing clear and specific criteria with students
  • What real-world exemplars could you use as models to help students identify characteristics of high quality workand to guide them as you generate assessment criteria together?

Anticipated criteria emerging from the exemplars:

Characteristic /
  1. What kinds of feedback loops (suggestions for improvement and time for revision) will you create to support student learning? When will these loops occur?
  1. What evidence of learning might you gather each day and throughout the study to help inform your teaching?
  1. How might you use the evidence of learning you gather to inform student next learning steps?

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Prepared by the Galileo Educational Network

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Prepared by the Galileo Educational Network

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