CS Pt B Sample 5
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University of Calgary *
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3504
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History
Date
Feb 20, 2024
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EDUC 3504 Case Study Planning Guide, Performance Task, and Reflection Case Study B Altered Performance Task and Reflection Assessment Title: Animals in Danger
Assessment Type (formative, summative, both?): Formative and Summative Students That Need Differentiation: Kayley Leila Justification: Doesn’t like reading, has anxiety regarding big projects (needs teacher support and encouragement to alleviate this). Has difficulties with vocabulary (thus might affect her confidence and abilities in Language Arts). Students That Don’t Need Differentiation: Matthew Alexa Henry Justification: Is confident in his abilities. Would likely enjoy the option to make a video rather than a brochure. Is creative. Would likely enjoy some kind of hands on project. Has a big imagination, likes being challenged. Formative Assessments Needed to be Completed Before the Performance Task: -
Pre-discussion and note-
taking based on a discussion of what “basic needs” of an animal can be unpacked as (ie: food, water, shelter, etc). -
Planning sheet must be completed based on research and design of project, and ultimately handed in to teacher. -
Peer review of animal topic and the research completed (in the form of two stars and a wish, based upon the criteria on the grading rubric). This formative feedback can be used to strengthen students’ projects. -
Teacher conferencing available during work periods for questions and feedback. Will take notes as needed to keep track of evidence of learning. Ideas for Altering This Assessment to Ensure Fairness for All Learners in Your Set: -
Because some students (like Kayley and Leila) believe they are weaker in areas of reading and vocabulary, I would adjust the performance task worksheet to include more of a step by step elaboration of the “brochure” project. Because such a bi
g performance task might be intimidating to students like Kayley who don’t like projects I would include planning areas on the worksheet itself and incorporate many opportunities for conferencing (and would likely seek her out just to see how she is handling it). -
Would offer the students the opportunity to work alone or in partners. This way the students can use each others’ strengths
if they think they need the support. However, students can also work alone (and students like Henry likely will, as he likes being challenged). -
I would open up the Animals in Danger project to involve more than just a brochure. For example, Matthew loves making videos, so giving him this option would likely
EDUC 3504 Case Study Planning Guide, Performance Task, and Reflection increase his interest in the project. Alexa loves hands on projects so maybe a diorama with an artist’s statement would be interesting to her. This also might make the project easier on students like Kayley and Leila who have trouble with reading and vocabulary. -
I would give more of a break-down of the summative assessment grades just so students know which aspects have the most weighting and are thus most important to focus on, which can help students like Kayley prioritize their time and effort, and also remind very creative students like Henry and Alexa that there are still requirements that need to be met within this project.
EDUC 3504 Case Study Planning Guide, Performance Task, and Reflection Language Arts: Animals in Danger Project As we are studying in Social Studies, we know Alberta is a province that is rapidly changing. New homes are being built, roads are being paved, and land is being cleared for industry and recreation. Alberta Fish and Wildlife
is concerned about the impact these changes are having on the animals in Alberta. They have asked you to raise awareness about an Alberta animal that has been affected by these changes. To save this animal, your job is to use the library, the community, the classroom, and computer-
based resources to raise awareness about your chosen animal. With this research, alone or in groups of two, you will: 1)
Fill out the planning sheet below 2)
Meet with one other student or group and discuss what you have researched. This other group will give you feedback on your planning sheet below. 3)
Using all this research and feedback, you will create a brochure, story, diorama, video, or interview to help people understand more about this animal. *Please note, if you do a diorama, video, or interview, please include a script or write-up explaining your artistic choices* 4)
Complete the checklist at the end to make sure you have included everything important. Make sure that your project, which ever format you choose, is appealing and eye-catching so that others will want to help you to save your animal! Good luck! The safety of your animal depends on you!
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EDUC 3504 Case Study Planning Guide, Performance Task, and Reflection Planning Sheet: Animals in Danger Step 1: The Albertan animal I chose is: ____________________________ My animal’s habitat can be described as: ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________ My animal’s basic ne
eds, like what it
eats
, where it gets its water
, and what it needs for shelter
are: ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________ The environmental conditions that help my animal live happily and comfortably are: ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________ How can changes in the environment, like building houses or paving roads, threaten my animal? ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________ Why should my animal’s habitat be saved
or preserved by our community? 1)
________________________________________________________________________ 2)
________________________________________________________________________ 3)
________________________________________________________________________ What can community members do to help my animal survive in Alberta? 1)
________________________________________________________________________ 2)
________________________________________________________________________ 3)
________________________________________________________________________ STOP! Great job planning! Give yourself and your partner a high five!
EDUC 3504 Case Study Planning Guide, Performance Task, and Reflection Step 2: Your next step is to meet with one student or group and: -
Describe to them what you researched -
As
k them to fill out the “two stars and a wish” feedback below. Star: One thing I really liked was
_____________________________________________ Star: I enjoyed that your project included
______________________________________ A wish: Have you thought about including
____________________________________? Step 3: What format am I going to use to bring attention to my affected animal? (Diorama, brochure, video, story, interview, etc)? ___________________________________________________ Why am I using this format? How could I use this format to bring attention to my affected animal? ______________________________________________________________________________
______________________________________________________________________________ Step 4:
Create your project to save your animal. Step 5: Before handing in your project, make sure you include everything on the list below. Check it off when it is done. DID I INCLUDE: o
A description of my animal’
s habitat (Worth 2 marks) o
A description of my animal’s
basic needs, including food, water, space, and shelter. (Worth 2 marks) o
A description of the environmental conditions that would allow my animal to live comfortably. (Worth 2 marks) o
An explanation of how changes in the environment (like building houses or paving roads) can threaten my animal’s safety and survival. (Worth 2 marks)
o
Three reasons why my animal’s habitat should be preserved (Worth 2 marks) o
Three ways that people within the community can help support my animal so it can continue to live in Alberta. (Worth 2 marks) o
*Please note, if you do a diorama, video, or interview, please include a script or write-up on a separate page explaining your artistic choices* Great job! Hand it in.
EDUC 3504 Case Study Planning Guide, Performance Task, and Reflection Reflection on Case Study B: In this performance task case study, I chose to differentiate several parts of it to help Kayley and Leila with their perceived weaknesses in learning. Kayley said she tends to struggle with reading and also with anxiety regarding big projects. Because of her statement, I decided to alter the performance task so that, rather than having students read all the information on the instruction sheet and then attempt to plan on a different sheet and possibly get overwhelmed, I had the instruction sheet as more of an introduction to the assignment. While the original task had quite a lot of reading on the instruction page, by chunking the instructions of my redesigned task I aimed to make this easier for students. Then, I gave the students an informal planning sheet that ensured they incorporated all of the required elements. This helps them understand what is needed of them while also breaking the assignment down into more manageable and interactive pieces. This allows for a clearer connection between outcomes and instruction. By having the students respond to questions within
the instructions rather than simply reading the instructions, the requirements become a little more personal to them. It helps them understand why this is important to their project. Leila was the other student requiring differentiation who said she struggled with confidence regarding unknown vocabulary. She did say she likes spending time with others however. By allowing my students to work either alone or in pairs, this offers students like Leila the peer-support she might need to feel more comfortable exploring the vocabulary. If she doesn’t understand what a particular word means, she can ask her partner. This is another reason why I chose to pose my requirements in the form of questions: by relating the questions directly to the student, Leila could perhaps gain a better understanding of what is being asked of her. One thing I also made sure to include on the planning sheet and instructions
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EDUC 3504 Case Study Planning Guide, Performance Task, and Reflection was written encouragement. In the interviews, Kayley and Alexa both said they really value teacher encouragement and support when attempting to tackle a project. Henry, Alexa, and Matthew did not need any differentiation as their perceived weaknesses that they described in their interviews all related to math rather than reading and writing. Because this assignment is not based on math, I thought they would not need as many changes as Kayley and Leila. However, their perceived strengths (a self-described love for making videos, taking on challenges, and a creative flair) made me want to alter the format from just a brochure to a broad variety of media in order to appeal to their interests. Since this was a Language Arts project, I still asked for a script or artists statement of some kind in order to ensure construct validity was still present when I marked the performance tasks. This way, I can be sure my students are demonstrating their understanding of specific ELA outcomes despite whatever modality they chose to express their animal and habitat in. In order to prevent systematic error, I attempted to make my instructions as clear as possible. By providing a checklist at the end that I compared to the specific outcomes and the rubric, I think I keep the curriculum, instruction, and assessment very closely connected. I found the original Animals in Danger
task to be quite vague in regards to the rubric, leaving room for systematic error. I attempted to preserve a high degree of content validity by looking at the specific outcomes and ensuring the task was not too heavily weighted on any outcomes or underrepresented in others. I attempted to preserve consequential validity by keeping the project quite open-
ended in order to attract students’ interests in the project and thus ELA. Furthermore, by break
ing down the task I was attempting to help Kayley understand that large projects don’
t need to be overwhelming, thus supporting the consequential validity of her understanding of
EDUC 3504 Case Study Planning Guide, Performance Task, and Reflection ELA. I also believe this assessment preserves a high degree of reliability because there are several formative components to it, ensuring it is completed thoroughly. Within this summative task, I included the formative assessments of: -
A pre-research discussion and unpacking of what the questions on the planning worksheet are asking. -
Teacher conferencing (note-taking based on evidence of learning) -
Peer assessment (two stars and a wish). Students like Henry would likely really enjoy an assessment like this as he claimed to love being challenged and enjoyed receiving direction on where to improve. -
Formative checklist before handing in the project to ensure all components have been completed. I think this is a rearranged format that would be fair to all students in the class as it allows them to use various modalities. The only thing I would further change is if there were any diagnosed disabilities in the class, then obviously a scribe or reader would be provided, although working in pairs can help with this.