Independent Performance Task
Students rarely have the opportunity to show in an authentic what way what they have learned and what they can do with the knowledge they have obtained. To this end, it has been my philosophy to provide students with a task that requires a deeper depth of knowledge rather than traditional paper-pencil assessment. Performance task data that reflects a deeper understanding of content and tasks students to transfer their knowledge to novel situations matters most. As a school community, the transition to a competency based learning model has signaled a change in the way teachers deliver content and the way students are assessed. Independent Performance Tasks measure student learning when they are ready to assess. Similarly, leveraging the power of technology has been instrumental to making the assessment process a positive experience for students.
My colleagues and I use a variety of hand signals in our classroom to avoid unnecessary disruptions and maintain focus and time on task. Three common hand signals: a signal to use bathroom; a signal for needing scrap paper; and a signal for asking a presenter to speak louder. We introduce all of the hand signals to students at the beginning of the year in a community-wide Town Hall Meeting.
In 2011, my school was awarded a grant that brought the School of One mastery-based blended learning model to MS88. School of One allows students to learn at their own pace in a totally redesigned, open classroom that can fit well over 100 students in different centers of the room. Students are assessed at the beginning of the year and given a “learning trajectory” for the entire year. Every day, each student is assigned new individualized lessons in different parts of the classroom in one of seven different learning modalities: virtual instruction/reinforcement, independent practice, small group/peer-to-peer collaboration, live investigation, and task projects. At the end of each class, we use an “exit slip” to evaluate and regroup students based on their progress. They are required to demonstrate mastery in each skill or concept before they can move onto new skills and concepts.
Number of Students: ~300 students
Number of Adults: six teachers; one Operations Technology Associate; SPED teacher(s) and/or paraprofessionals (as needed)
Length of Class Period/Learning Time: 92 minutes (divided into two 36 minute sessions)
Digital Content/Ed Tech Tools Used on a Regular Basis: proprietary web-based software; IXL, LearnZillion, VirtualNerd, Khan Academy, MangaHigh, Math XL, TenMarks, I Can Learn, Khan Academy, Engrade, Educreations, Padlet, Remind, Weebly, Google Apps for Education
Hardware Used on a Regular Basis: student laptops (1:1), iPads for teachers, SMARTboards
Key Features: competency-based; student agency;individualized learning paths; project-based; innovative use of time; innovative use of talent; co-teaching
Anytime I can bring a student up for a demonstration it usually captures the other students' attention much more than I do. Having a physical connection can help with internalizing the mathematics.