Final Team Performance

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Final Team Performance

• ITS REAL Area 5 LTC

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Final Team Product/Performance

• Is created and revised throughout the unit, not
  at the end of the unit
• Constructed in sections to allow students to
  apply and synthesize new knowledge and skills as
  they are learned
• Has a real use
• Created for a real audience
• Has a purpose

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Final Team Product/Performance

• Reflects mastery of all benchmarks
• Is a synthesis of individual team work, not a
  collection of individual pieces
• Students use technology in order to communicate
  demonstrate learning

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2nd grade
It takes a hawk less then a month to travl from
Canada to the tropical South America. Hawks may
glide for thousands of miles when they migrate.
In the sky hawks rise with warm columns of air
called thermals.
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2nd grade
How did the response of the students differ to
the directions given? What part did the
directions play in each response?
There are different kinds of fish. Fish keep
safe by swimming in a group. A lion fish keeps
safe by its stripe and prickly spines to blend
in so its enemies wont see him.
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It takes a hawk less then a month to travl from
Canada to the tropical South America. Hawks may
glide for thousands of miles when they migrate.
In the sky hawks rise with warm colums of air
called thermals.
2nd grade
Facts? What makes this different from the other
2nd grade product?
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2nd grade
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Trees Factual information at the beginning of a
class book
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Trees Synthesis in the last part of the book.
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Trees (Synthesis)
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Trees (Synthesis)
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Trees (Synthesis)
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Individual Accountability
Information T/L Events
First individual assessment

• Checks along the way

1st Benchmark
Teams work on FTP
2nd Benchmark
Second individual assessment

• Checks along the way

Teams work on FTP
Third individual assessment
3rd Benchmark

• Checks along the way

Teams work on FTP
Final Team Performance completed and evaluated by
team
Unit Ends
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• Genetics
• FINAL TEAM PERFORMANCE
• What understandings of genetics and behavior are
  essential for responsible dog ownership?
• Each team will produce a guide to answer the
  essential question and promote responsible dog
  ownership. The guide will include the reasons
  such a guide is needed, a genetic comparison of
  mixed breed and purebred dogs, the genetic
  characteristics of a particular breed and
  environmental conditions necessary to bring out
  the best in the breed. These guides will be
  compiled and published on the schools web site.
  This will then serve as a link from several
  humane societies websites.
• A portfolio will be kept throughout the unit to
  aid the students in managing the information
  necessary to complete the final project. The
  following forms will be used
• Reasons and statistics to support the publication
  of the guide (1)
• Mixed breed dogs vs. purebred dogs and essential
  characteristics of both (2)
• Scientific explanation of genetics of teams
  assigned breed (3)
• Genetic disposition imperative for potential
  owners to consider in ownership of that
  particular breed. (3)
• Your ideas about the environment necessary for
  bringing out the best of the breed.

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Examples

• Explorers
• Trees and Insects

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FTP for Your Unit

• Build rubric/checklist for FTP
• Use template and examples to develop lessons that
  incorporate assessments and build pieces of FTP
• Add bullets to Teaching/Learning events for FTP
  work

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CONTEXT
CONTENT
Engaging the Learner
Teaching and Learning Events
Goals/Standards (S)

• students read letter and complete task analysis
  ask questions based on opening activities and
  letter

• In modeling the opening we
• brainstormed appliances
• calculated costs
• received the letter
• determined coal usage

• inquiry begins with students seeking information
  from
• a variety of sources

• jigsaw information in teams, organize and share
  with
• class

• mini lessons begin

Benchmark

• activity
• activity
• activity
• activity

Final Team Performance
Individual Student Assessments
??? outcome is assessed (Number refers to
assessment)
Numbers after Teaching and Learning Events refer
to assessments
?Emily Alford, 1998