Designing Authentic Performance Tasks and Projects
Designing Authentic Performance Tasks and Projects
Summary
Aimed at the growing number of educators who are looking to move beyond covering the curriculum, Designing Authentic Performance Tasks and Projects provides a comprehensive guide to ensuring students' deeper learning - in which they can transfer their knowledge, skills, and understandings to the world beyond the classroom.
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Designing Authentic Performance Tasks and Projects by Jay Mctighe
Aimed at the growing number of educators who are looking to move beyond covering the curriculum, Designing Authentic Performance Tasks and Projects provides a comprehensive guide to ensuring students' deeper learning—in which they can transfer their knowledge, skills, and understandings to the world beyond the classroom. Readers will learn how to: Create authentic tasks and projects to address both academic standards and 21st century skills. Apply task frames to design performance tasks that allow voice and choice for students. Design and use criterion-based evaluation tools and rubrics for assessment, including those for students to use in self-assessment and peer assessment. Incorporate performance-based instructional strategies needed to prepare students for authentic performance. Differentiate tasks and projects for all students, including those needing additional support or challenge. Effectively manage the logistics of a performance-based classroom. Use project management approaches to facilitate successful implementation of tasks and projects. Develop performance-based curriculum at the program, school, and district levels. Authors Jay McTighe, Kristina J. Doubet, and Eric M. Carbaugh provide examples and resources across all grade levels and subject areas. Teachers can use this practical guidance to transform their classrooms into vibrant centers of learning, where students are motivated and engaged and see relevance in the work they are doing.Kristina J. Doubet is a professor in the College of Education at James Madison University in Harrisonburg, Virginia, where she has received the Distinguished Teacher Award, the Madison Scholar Award, and the Sarah Miller Luck Endowed Professorship for Excellence in Education. As an independent consultant and ASCD Faculty member, Doubet has partnered with more than 100 schools, districts, and organizations around initiatives related to differentiated instruction, the Understanding by Design(c) framework, classroom assessment, digital learning, and classroom management and grouping. She is the coauthor (with Jessica Hockett) of Differentiation in Middle and High School: Strategies to Engage All Learners--the companion book to this volume--and of The Differentiated Flipped Classroom: A Practical Guide to Digital Learning (with Eric Carbaugh). She is also the coauthor (with Carol Ann Tomlinson) of Smart in the Middle Grades: Classrooms That Work for Bright Middle Schoolers. Doubet taught middle and high school language arts for 10 years and has also served as an instructional coach and a curriculum developer in elementary and middle school classrooms.
| SKU | Unavailable |
| ISBN 13 | 9781416628361 |
| ISBN 10 | 1416628363 |
| Title | Designing Authentic Performance Tasks and Projects |
| Author | Jay Mctighe |
| Condition | Unavailable |
| Binding Type | Paperback |
| Publisher | Association for Supervision & Curriculum Development |
| Year published | 2020-02-28 |
| Number of pages | 254 |
| Cover note | Book picture is for illustrative purposes only, actual binding, cover or edition may vary. |
| Note | Unavailable |