(1) A step-by-step guide to developing and implementing performance tasks in the classroom as a means to teach, monitor and extend student learning (2) Fosters the application of learning intentions and success criteria generated from the new state standards and provides feedback to teachers to make instructional decisions based on student performance of the learning tasks. (3) Incorporates learning progressions as an integral part of the planning process and the development of performance tasks (4) Helps close the “knowing-doing gap” by focusing on what needs to be considered for successful implementation starting with classroom organization and management. (5) Includes a number of examples of performance task components at different grade levels and content areas to demonstrate a variety of performance task possibilities and jump start readers' creativity.

Building the Base: Learning Progressions

Chapter 3 building the base: Learning progressions

Once the cornerstone of the base—consisting of the primary and secondary standards for a unit of instruction—is in place, you can proceed with the construction of the base. The standards typically represent the grade-level, or grade-span, year-end outcomes, depending on your subject area. They are what you want students to know and be able to do by the end of the year, not necessarily by the end of a given unit. For many of the standards, in particular the primary standards, students need multiple exposures in a variety of contexts in order to gain deep understanding and be able to apply what they’ve learned by the end of the school year.

Because the standards ...

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