Task Predicts Performance – CILO

Task predicts performance… As we are working, please keep in close mind what your students will be doing during the learning opportunities that you are creating, planning and developing. Are they building and creating and thinking? Or are they filling in the blanks on a worksheet?

If our tasks are not authentic and challenging and engaging, we go back to old style school where kids are forced to do what the teacher demands, but not to be able to truly engage with the work. Hopefully, similar to our professional work and our need to be engaged in what we are doing, when we are engaged  everyone can tell! People can see exactly how engaged we are, and when it is this is because the work is purposeful, meaningful, and has an element of choice and creativity in it.

I often joke that much of my job is knowing when to get out of the way of good work. I believe that this fits very clearly when you look at the tasks that we create for ourselves and our students. Take report cards and IPP’s as examples. Report cards and documentation can be just one of those tasks that we need to get finished. However, if we are truly using them as part of formative assessment practices as well, students become a part of the work and it becomes more than just a makework project. If we set up tasks which are challenging and push our kids to think, they will become engaged thinkers and ethical citizens within the communities we are trying to develop, build and improve. I know that for myself I absolutely love my work when I am engaged in it and see it as purposeful for the big picture.

Work hard, learn tons!


10 Responses to Task Predicts Performance – CILO

  1. Derek was focused on examining how to upgrade and purchase educational technology and musical instruments to best support learning at Keeler School as part of the grant we applied for and were successful in getting for the school! Lots of further discussion as a staff coming up as we get the purchasing going…!

  2. laura fleming says:

    sure do miss all this!

  3. Mike, Lisa, Terra, Tammy and Kathy says:

    The fantastic five team continued to embark on lessons to make Canadian Stories and Ways of Life Unit come alive in our classroom. Our planning was focused on knowing that our students succeed in small groups with chunks of ideas and hands on activities. Art will be fused into our timeline of Canadian studies.

    Science is also beginning to bubble with enthusiasm as we think about the Chemistry experiments that will be on display at the grade Five Science Fair.

  4. Sonya Bradley says:

    The Grade 6 team was able to reflect on the completion of Part One of our comparative Social Studies unit on Ancient Athens and the Iroquois Confederacy. Now that we have completed the background groundwork necessary we are dividing the class into two groups, the Athenians and the Iroquois. Each group will be responsible for persuading their peers that their form of government is the better option. We spent today planning persuasive activities for students to choose from as well as outlining our story writing unit that focus on narratives around the Ancient Athenians and the Iroquois Confederacy.

  5. Bent says:

    The ELL team revisited the students that they had been working with and discussed areas of improvement and areas that still require improving. We then looked at all the ELL students in the school and tried to focus on who would benefit from some additional support. We discussed additional resources that would benefit the ELL program and ways that they can be implemented.

  6. Lisa & Emily says:

    The grade 4 Team met with Mike to organize our Regions of Alberta Wikispace, including adding an opening page, pages for each of the 6 regions, and finally, adding/inviting all of the students to the wiki. We are ready for the grade 4’s to share their research on the regions with each other, and anyone else interested in finding out a bit more about Alberta’s Geography.

    Since each team studied only one region, we also discussed how students can learn from and share the information they get from one another.

    Finally, we briefly discussed what peer/self assessment might look like, and plan to revisit this topic next week.

  7. Heather Graham says:

    Have we got some exciting conversations happening here in Kindergarten! This is such an exciting time for us because all of the “ground work” we have been laying is really starting to take form and many of our students are really ready to take on some big questioning and critical thinking tasks. Before Winter Break we were studying different holidays celebrated by people in our classroom, in our community, and all around the world; which students really started to understand and connect with.

    We want to continue this comparison of our own lives to the lives of others, with a focus around Circle of Courage, needs/wants, heroism, and helping others. We have decided to do a comprehensive hero study focusing on fictional and real-life superheros. We will look at how these people show the Circle of Courage, and will then create our own unique superhero identities. We will create “backstories” for our superhero identities by looking at our real life selves and documenting our skills, talents, passions, and personal experiences. We will then start studying people around the world who are in need of a hero (due to natural disasters, circumstance, etc) and talk about way that we can be heroes to them.

    We are excited to get this unit started and have many ideas for tasks, activities, projects, etc that we would like to do. We hope that this superhero “hook” will get all of our students excited and engaged right off the bat!

    Some of the supports/people that we have worked so hard to secure for some of our students are eager to help out, so having this framework to refer to will help us all to work as a team. Specifically, our SLP has begun to work with us on ways we can incorporate vocabulary, grammar, and other language concepts into our work.

  8. Lien, Sandi & Claire says:

    The grade 1 team delved into writing today. We focused on a book called If… by Sarah Perry. The main goal of this writing lesson was to get the students to develop creative and imaginative ideas of how the world would be different IF… ie. “ If the moon was a cube.” We wanted the students to produce ideas at a higher level of thinking, than just mere facts. After brainstorming, students will record their thinking onto a “IF” web and illustrate their thoughts as an art activity (cross curricular).

  9. Jen Arruda says:

    The grade 2 team talked about our final experiment with Magnetism. We looked over the next few months in all subject areas and planned out activities to help our students transition through the next few weeks. We also looked at changing our upcoming plan on the Inuit unit as our community expert needed to change the date of their presentation.

    • Lisa B says:

      Lisa B and Jessica went to ACH for a follow up meeting for one of our little ones to discuss supports and strategies. Collaborating with outside agencies always helps to widen our perspectives and our learning about what we do with our kids.

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