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A Backgrounder for Parents
What would you like to know about
Rich Performance Tasks?
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Why
do we use Rich Tasks? |
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Rich performance tasks are authentic
activities, exercises, problems or challenges that require
students to show what they know and what they can do.
Performance tasks are designed to ask students
to demonstrate their understanding by applying their
knowledge and skills to a real life situation or scenario,
sometimes called a context or simulation.
Performance tasks often have more than one acceptable
solution and require choices and decision-making by
students. Various roles can offer unique entry points
for each learners. An RPT may call for a student to
respond to a problem and then to explain or defend this
response. The process may require the use of higher-order
thinking skills; deductive/inductive reasoning; experimentation;
inquiry; creative thinking; and/or critical thinking.
Performance tasks may be used for assessment at the
end of a period of instruction (i.e., culminating
tasks), but may also be used as rich learning
activities.
“This approach requires the teacher to
facilitate learning through projects/products and authentic
tasks. This approach gives students’ work meaning,
and allows them to do work based on real issues and
to experience an authentic task in a real-life context.”
(Education For All)
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What
do the Ontario Curriculum Documents say? |
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| Rich Performance Tasks
engage students in real world problem solving. Tasks under
development involves inquiry, constructivism, and collaborative
learning.
By their nature, rich tasks are cross-curricular, constructivist
and collaborative.
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The Importance
of Language
"The study of language and the acquisition
of literacy skills are not restricted to the language
program, and this curriculum promotes the integration
of the study of language with the study of other subjects.
... In addition, it emphasizes the use of higher-order
thinking skills, including critical literacy skills,
to enable students not only to understand, appreciate,
and evaluate what they read and view at a deeper level,
but also to help them become reflective, critical and
independent learners and, eventually, responsible citizens.
...By assigning tasks that promote the development
of higher-order thinking skills, teachers enable students
to become thoughtful and effective communicators.
...Opportunities to relate knowldege and skills
in language learning to wider contexts, both across
the curriculum and the world beyond the school, motivate
students to learn and to become lifelong learners."
(Excerpt from pg. 5-7 of
The
Ontario Curriculum: Language Grades 1-8, Revised 2006) |
| The
Importance of Mathematics
An information- and technology-based society requires
individuals who are able to think critically about complex
issues, analyse and adapt to new situations, solve problems
of various kinds, and communicate their thinking effectively...
Through mathematical activities that are practical and
relevant to their lives, students develop mathematical
understanding, problem-solving skills, and related technological
skills that they can apply in their daily lives and,
eventually, in the workplace... As students identify
relationships between mathematical concepts and everyday
situations and make connections between mathematics
and other subjects,they develop the ability to use mathematics
to extend and apply their knowledge in other curriculum
areas, including science, music, and language.
The mathematical processes that support effective
learning in mathematics are as follows:
• problem solving • reasoning and proving
• reflecting • connecting
• selecting tools and computational strategies
• representing • communicating
(Excerpt
from pg. 4 of The Ontario Curriculum: Mathematics Grades
1-8, Revised 2005) |
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The
Importance of The Arts
Education in the arts is essential
to students' intellectual, social, physical, and emotional
growth. Through the study of music, visual arts, and
drama and dance, students not only develop the ability
to think creatively and critically, but also develop
physical coordination and the ability to work both independently
and with others
Students learn to link the study of
the arts with the study of history, geography, language,
culture, and human interaction, and gain an appreciation
of the great importance of the arts, both as sources
of enjoyment and as means of communication, in cultures
around the world.
(Excerpt
from The Ontario Curriculum: The Arts 1998; page 6) |
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Goals of Science and Technology Education
Students must develop a thorough knowledge of basic
concepts which they can apply in a wide range of situations.
They must also develop the broad-based skills that are
so important for effective functioning in the world
of work: they must learn to identify and analyse problems
and to explore and test solutions in a wide variety
of contexts.
The goals for students are:
- to understand the basic concepts of
science and technology;
- to develop the skills, strategies, and
habits of mind required for scientific inquiry and
technological design; and
- to relate scientific and technological
knowledge to each other and to the world outside the
school.
These goals are equally important. They can be
achieved simultaneously through learning activities
that combine the acquisition of knowledge with both
inquiry and design processes in a concrete, practical
context. At the same time, these learning activities
must enable students to develop the communication skills
that are an essential component of science and technology
education.
(Excerpt from pg. 4 of Science
& Technology, The Ontario Curriculum Grades 1-8,
1998) |
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The Goals of Social
Studies / History & Geography
The focus of teaching and learning in the social
studies, history, and geography curriculum is on the
development of essential knowledge and skills. Students
must develop a thorough knowledge of basic concepts
that they can apply in a wide range of situations. They
must also develop the broad-based skills that are vital
to success in the world of work: they must learn to
evaluate different points of view and examine information
critically to solve problems and make decisions on a
variety of issues.
The goals of the curriculum are to enable students
to:
- understand the basic concepts of social
studies, history, and geography;
- develop the skills, strategies, and
habits of mind required for effective inquiry and
communication, and for the application of the basic
concepts of social studies, history, and geography
to a variety of learning tasks;
- relate and apply the knowledge acquired
through social studies and the study of history and
geography to the world outside the classroom.
These goals are equally important. They can be
achieved simultaneously in a concrete, practical context
through learning activities that combine the acquisition
of knowledge with the application of various skills,
including inquiry/research, communication, and map,
globe, and graphic representation skills.
(Excerpt from pg. 4 of Social
Studies / History & Geography, The Ontario Curriculum
Grades 1-8, 1998) |
| The development and use of Rich
Performance Tasks are supported by the philosophies contained
many other Ontario Ministry of Education publications. |
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"The teacher chooses a problem that
offers a range of entry points for students at different
levels." Teaching
and Learning Math: The Report of the Expert Panel on Mathematics
in Grades 4-6. |
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"Literacy is about more than reading
and writing – it is about how we communicate in
society. It is about social practices and relationships,
about knowledge, language and culture. Literacy ...
finds its place in our lives alongside other ways of
communicating. Indeed, literacy itself takes many forms:
on paper, on the computer screen, on TV, on posters
and signs...."
(UNESCO, Statement for the United Nations)
Teaching
and Learning Math: The Report of the Expert Panel on
Language in Grades 4-6. |
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"Recommendation #4: The Ministry of Education support
the following initiatives: – research how to best
support at-risk students with a focus on literacy and
numeracy; – identification and sharing of successful
practices; – identification, evaluation, and system-wide
sharing of available tools, strategies, resources and
training materials and models – development
of additional web-enabled (where applicable) tools, strategies,
resources and training materials and models as required.
" Successful
Pathway for All Students |
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"Connections to mathematical literacy should be
made where they occur naturally across the curriculum."
Leading
Math Success. |
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| In order to support
these goals, a number of rich assessment tasks are being developed
by the Program Department of the London District Catholic
School Board.
These activities can be printed for
students, or can be accessed via the World Wide Web. |
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What
types of tasks are done by students? |
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| While we hope to continue to
develop a range of cross-curricular experiences for all students
, here is a sample of the types of student tasks currently
under development.
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What
makes the task Rich? |
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| Rich tasks are often cross-curricular, meaning
they call for students to apply knowledge and skills from
a range of curricular areas. In addition rich tasks can be
used to assess learning skills:
Learning Skills
The learning skills identified below are commonly highlighted
in rich performance tasks. For more information on Learning
Skills, you can access the Guide
to the Provincial Report Card.
homework
completion |
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initiative |
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class participation |
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cooperation with others |
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conflict resolution |
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goal setting |
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independent work |
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use of information |
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problem solving |
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How
do rich tasks fit within our Catholic school system? |
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| Rich Performance Tasks are designed to coincide with Catholic
Themes, and the Ontario Catholic Graduate Expectations that
pervade all that we teach in London District Catholic Schools.
This task in particular...
Catholic Themes
Open
the Eastern Ontario Catholic Cooperative planner.
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Dignity of the Human
Person
Created in the image and likeness of God, all human life
is sacred and all people have dignity. Human persons do
not lose dignity because of gender, disability, poverty,
age, or race. |
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Community and the Common Good
The human person realizes dignity and rights
in relationship with others, in community. "We are
one body; when one suffers, we all suffer." We are
called to respect each other and work for the good of
others, the common good. |
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Preferential Option for the Poor
and Vulnerable
The God of Jesus Christ is above all a God who cares for
the poor and marginalized. A distinctly Catholic perspective
on the world maintains that we can measure the quality
of any society by the way its most poor and vulnerable
are treated. |
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Human Rights and Responsibilities
Catholic teaching on the dignity of the person and the
common good imply that all people have a fundamental right
to life, food, shelter, health care, education and employment.
They have a right to participate in decisions that affect
their lives. Corresponding to this is the duty to respect
the rights of others in the wider society and promote
the Reign of God. |
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Dignity of Work and Service
The Catholic Church teaches that human persons
realize themselves in work. The economy exists to serve
people, not the other way around. Workers have the right
to: meaningful work; safe working conditions; participation
in decision making processes which affect their work;
security in case of sickness, disability, unemployment
or old age; and the right to form unions. |
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Stewardship for Creation
God’s creation is a sacred gift, entrusted
to our care. This value has deep biblical roots in both
the Hebrew and Christian scriptures. Those “who
practice stewardship recognize God as the origin of life,
the given of freedom and the source of all they have and
are and will be. They know themselves to be recipients
and caretakers of God’s many gifts. They are grateful
for what they have received and eager to cultivate their
gifts out of love for God and one another. |
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Love and Justice
A necessary condition for Jesus’ command
of love of neighbour is justice. Charity must manifest
itself in actions and structures that must respect human
dignity, protect human rights and facilitate human development.
To promote justice is to transform the structures that
block love. Action of behalf of justice is not an option
but a constitutive dimension of the Gospel. |
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Peace
Peace is the work of justice and the result of love. Much
more than the absence of conflict, it speaks of a harmony
or shalom which is fundamental to God’s original
vision for all of creation. |
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Hope
Hope is that virtue by which we take responsibility both
for ourselves and for the world. It is rooted in the fulfillment
of God’s promises in Christ. |
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Faith
“Faith
is the assurance of things hoped for, the conviction of
things not seen.”(Hebrews 11:1) The gift of faith
assures us of God’s steadfast and abiding love.
At the same time, it is a reasoned assent to revealed
truth. |
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Mystery, Wonder and Awe
When the finitude of our human nature is confronted by
the infinite nature of our God, our responses may be as
inspired as they may be humbling. Yet humanity is called
into an intimate and loving relationship with our Creator.
While we may lack a complete understanding of that relationship,
nonetheless the experience always presents an opportunity
for celebration. |
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| This
task supports the selected Catholic Theme(s) in
the following specific ways:
- Students will work collaboratively to 'invent'
a school of the future and to include elements
to ensure that a faith-centred community is
the end result. In their planning, students
will be required to consider the environmental
implications of their plans.
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Ontario Catholic Graduate Expectations
PDF
version | Flash
version
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a discerning believer formed
in the Catholic Faith community who celebrates the signs
and sacred mystery of God's presence through word, sacrament,
prayer, forgiveness, reflection, and moral living. |
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an effective communicator who speaks,
writes and listens honestly and sensitively, responding
critically in the light of gospel values. |
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a reflective, creative and holistic thinker
who solves problems and makes responsible decisions with
an informed moral conscience for the common good. |
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a self-directed, responsible, lifelong learner
who develops and demonstrates their God-given
potential. |
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a collaborative contributor who finds
meaning, dignity and vocation in work which respects the
rights of all and contributes to the common good. |
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a caring family member who attends
to family, school, parish, and the wider community. |
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a responsible citizen who gives witness
to Catholic social teaching by promoting peace, justice,
and the sacredness of human life. |
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task supports the selected Catholic Theme(s) in
the following specific ways:
- By working collaboratively as a member of
the design team, each student will use his/her
unique talents to realize an original school
community including an appropriate school name,
motto, and mascot.
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What
is Differentiated Instruction? |
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| Differentiation is the modification
of a given task, project, or assignment, to make it more attractive
to a particular audience. Rich Performance tasks are often
exemplary of Differentiated Instruction, in that they provide
a number of avenues whereby students can access the content
of the curriculum. By exe rcising CHOICE, students can show
what they know in a variety of ways.
One of the ways teachers differentiate activities
within their classrooms, is to consider Multiple Intelligences
theory. Developed by Howard Gardner, and adapted by educators
worldwide, MI calls for teachers to consider the various types
of 'smarts' individuals may be blessed with, and to adapt
activities to allow all types of learners to access curricular
content.
While much of a child's education is focused
on literacy and numeracy, there are other ways of knowing.
You might like to take
a forty question MI Survey to learn more about your Multiple
Intelligences profile.
One good way of ensuring
differentiated instruction is to incorporate Multiple
Intelligences into instructional strategies.
Educators
can differentiate CONTENT, PROCESS, or PRODUCT.
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As
a parent, is there any way I can become involved? |
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| Wherever possible, Rich Performance
Tasks have 'Real World' connections. By engaging participants
from the school and wider community, we can create experiences
for students that are authentic and highly motivating.
For this task in particular, your child's teacher may choose
to invite the participation of family and community members.
If you have interest in participating in this project, you
are encouraged to follow-up on any invitations that come
your way.
To support your child in this activity.... you might engage
in activities that require the would help your child see
real world connections to the themes and activities embedded
in this task. Are there movies,
books, or field trips on this theme that you can consider
sharing with your child?
For this task in particular, we would appreciate the participation
of anyone who:
- has recently traveled to Africa (or an extreme environment...
Arctic, tropical forest, desert, isolated island....)
- is knowledgeable regarding cosmetic surgery/medicine
- loves to work with papier mache
- can act as a member of a 'real world audience' as students
present their modified ostriches
- knows how to create web pages with Macromedia Dreamweaver
- can help us learn to draw cartoons
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Last updated on June 12, 2007.
Copyright © 2006 London District Catholic
School Board and its licensors.
All rights reserved.
In the event this activity
were to be placed on a searchable database, we would need some
keywords for search purposes (grade level, subject(s), strand(s)
activity related...)
Keywords: teacher, rich performance task, RPT, assessment,
catholic graduate expectations, designing a task, science &
technology...
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