Using the Performance Continuum in Planning Activities

Steps 3 and 4 of the teaching/learning cycle involve designing a learning activity to address the real-life concerns of learners and developing a plan to capture evidence and report learning. At this stage teachers can develop their own planning tool or use one described in this guide. Before you read this section you may want to either look at or print out a copy of the sample planning guide based on Jose's plan for working with his class.

  1. Once he had determine to have his students work toward Performance Level 3, Jose set to work looking more carefully at the Level 3 Indicators. He used these to rough out the far left column of the planning guide under "What do we need to know?" and to think about some preliminary ideas for activities the class might use to work on their goal.
  2. Jose then shared the learning guide with his students in Session 2. He began by reviewing the language of the Learn Through Research Standard with the students and sharing what he had learned by assessing their prior knowledge (Steps 1 and 2). He showed students how, by identifying their research questions, they had already addressed some of the knowledge, skills and strategies they needed to address the Standard.
  3. In a brainstorming activity, Jose then worked with students to fill in what they would do over the next few class sessions to meet their goal. He and his students moved back and forth between the goal-specific knowledge, skills, and strategies and the dimensions of performance at Level 3 and until the class felt they had covered all the main activities they would need to reach the goal. They also discussed how much time each activity might take and how much overall time they wanted to spend on this work.

Planning Guide

Standard: Learn Through Research
Teaching and Learning Activity:  To compile information about a particular job and decide whether or not to apply for it

What do we need to know?

How can we learn it?

How will we show we know it?
How to understand the process of research (KSS Bullet 1)

How to pose a question or make a prediction that can be adequately researched using available resources (KSS Bullet 1)
As a class, review the purposes of research and steps in the research process.  discuss teh fact that research is not just something done in but can be used in other contexts.  Ask students to give examples of situations outside of school where they could use research.(1)
With students refine the research question or questions they want to ask with respect to jobs at their worksite (e.g., questions related to the kinds of jobs for which they might apply, the level of education and experience required, the language demands of the job, the job duties, and the level of English language skills required to do the job well. (2)

Teacher observation


Refined research questions

To see a complete version of this Planning Guide, click here.

Click here to print out a blank Word version of the Planning Guide to use in your program.

Multi-Level Classes

In multi-level classes you may find that students fall within two or three different performance levels. In this case you may need to create modified planning guides for each level. Often you can plan instruction where the activities themselves are similar but the expectations are different depending on the level. For example, students performing at a lower level may be asked to only research familiar sources of information and would be expected to have a simpler presentation of their findings. Students at a higher level may be assigned a different, more complex research task where they are expected to develop an extensive presentation of findings gathered from a variety of familiar and unfamiliar resources.

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