Seven+-+Designing+Minds

= Designing Minds: Generating, Reflecting and Developing Student Tasks =

Outcome(s)

 * Student Performance Inquiry Task Defined
 * Organizing for Implementation

Agenda AM

 * Opening[[image:sps-inquirycircles/Know_Your_Types.001.jpg width="400" height="300" align="right"]]
 * Blogging Reflections
 * Learning Circle Sharing
 * Questioning Our Questions
 * Brains on Board - Developing a Collaborative Performance Task
 * Project Time

Agenda PM

 * Student Work as Evidence ~ UBD
 * Defining TYPES of Communication
 * GalleryWalk for TYPES
 * Project Time
 * Optional: Learning VoiceThread
 * Optional: Pixie Overview
 * Closing ~ Next Steps: Action and Benchmark Tasks

Today's Resources and Links

 * VoiceThread GalleryWalk for TYPES
 * ==== VoiceThread GalleryWalk for DocuDramas ====
 * ==== H.E.A.T. Learning Lab 6: VoiceThread FAVS ====


 * Suggestion:** Viewing VoiceThread projects is open to everyone IF authors have made their work public. Create a VoiceThread account to be able to comment. Having an account will allow students to work under your email. This is a good time to have an email that is not your professional or personal account. Consider creating a Gmail or Hotmail account just for class projects. Watch the overview videos - they will help you get started!

=Double Checking Crafting Scenarios a la G.R.A.S.P.S. Tasks=

A successful authentic performance task has the following characteristics:

 * ====It is realistic. It simulates the way a person’s knowledge and abilities are tested in the real world.====
 * ====It requires judgment and innovation. A student has to use knowledge and skills wisely and effectively to solve a real-world problem.====
 * ====l It replicates or simulates the contexts in which adults are tested in the workplace, the community, or the home.====
 * ====It assesses the student’s ability to efficiently and effectively use a variety of knowledge and skills to negotiate a complex task.====

Getting Started

 * Turning UP the H.E.A.T.™ Handout for STEM Questions and Examples- Pages 14 & 15
 * Wiggins Original Planning Document for G.R.A.S.P.S. Tasks
 * Five Year Olds Pilot Own Learning - Video of GRASPS Task in Action
 * Math Example
 * Environment Example

The goal is to… The problem or challenge… The obstacles to overcome are… || As a scientist with a consumer research group, your task is to design an experiment to determine which of four brands of detergent will most effectively remove three different types of stains on cotton fabric. || As a student in the genetics research lab, you will be able to design an experiment to test whether or not a compound is mutagenic ([|Marshall, 2007]) || You have been asked to… Your job is… || You are a scientist || You are a genetics researcher testing a mutagenic compound (Marshall, 2007) || The target audience is … You need to convince… || Your target audience is the testing department for Consumer Research magazine || You will develop this PowerPoint presentation to educate your fellow students as to the toxicity and mutagenicity of your compound (Marshall, 2007) || The challenge involves dealing with || You have a two-part challenge: (1) to develop an experimental design for isolating the key variables, and (2) to clearly communicate the procedures so that the staff of the testing department can conduct the experiment to determine which cleaner is most effective for each type of stain. || You will propose an experimental design and develop a hypothesis about a compound you bring from home (Marshall, 2007) || __You need to develop__ so that _ || You need to develop a written experimental procedure (following the given format) outlining the steps in sequence. You may include an outline or graphic format to accompany the written descriptions. || You will keep a lab notebook detailing your hypothesis, experimental methods, results and conclusions so that you can repeat the experiments at a later time || Your work will be judged by Your product must meet the following standards || Your experimental design needs to follow the criteria for good design accurately and completely; appropriately isolate the key variables; include a clear and accurate written description of the procedure (an outline or graphic to assist the testers is optional); and enable the testing department staff to determine which cleaner is most effective for each type of stain. || Your lab report will be understandable to someone who has not taken this lab. They should be able to identify your hypothesis, and follow your reasoning to your conclusions. The materials and methods should be written so that they can repeat the experiment without any additional reading on their part. || Source: http://www.bioscience.heacademy.ac.uk/journal/vol13/beej-13-4.aspx
 * Table 1** Explanation of GRASPS (adapted from Wiggins and McTighe, 2005, pp. 158-159)
 * **Element of GRASPS** || **Explanation** || **Components** || **Example from Wiggins and McTighe** || **Example from Sophomore Genetics** ||
 * **Goal** || The action that students will take in the scenario || Your task is…
 * **Role** || Who the students are in the scenario || You are…
 * **Audience** || With whom the students are most concern; To whom are they addressing || Your clients are…
 * **Situation** || The challenge and the details of the context || The context you find yourself in is
 * **Product, Performance, and Purpose** || What will students produce during the activity || You will create a _ in order _____
 * **Standards and Criteria for Success** || How will this assignment be assessed? || Your performance needs to