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 Step 3. Below are some suggested steps for using the performance continuum as a tool to complete this planning guide.

  1. Based on the information you collected in Steps 1 and 2, determine the performance levels of your students. For example, students who have mastered the knowledge and skills described in Performance Level 2 can work on the dimensions of performance described in Performance Level 3.

  2. Start to fill out a planning guide by brainstorming with students what to list in the left-hand column "What do we need to know?" (Step 3 of the teaching and learning cycle). Make sure you have a copy of the description of the performance level you have selected to look at as you brainstorm. Move back and forth between the goal-specific knowledge, skills and strategies and the dimensions of performance at the level you have selected until you have covered all the main activities you will need to reach the goal. You will find that some activities may cover several dimensions of performance at once while others may address just one sub-skill within a single dimension. Not all teaching and learning activities must address each of the bulleted items in the performance level descriptions.

  3. Work with students to fill out the middle column of the Planning Guide by thinking about the activities you will plan. Consider how much time each activity will take and how much time overall you have.

Planning Guide

Standard: Use Math to Solve Problems and Communicate
Teaching and Learning Activity: To develop a monthly budget.

What do we need to know?

How can we learn it?
(Learning Activities)

How will we show we know it?
(Assessment Activities)
How a personal budget is organized (table, chart) and used in everyday life. (KSS Bullet 5)

How to read and interpret math information needed to write a budget - such as addition, percentages, and fractions. (KSS Bullet 1)
Session 1- 30 min.: Class discussion of budgets. Bring in examples of simple one page monthly budgets (personal or family budgets). Discuss students' prior knowledge of budgets and ways they can be organized and used. Students self-assessment Teacher observation

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 perform easier calculations using benchmark fractions and percents. Students at a higher level may be assigned a more complex budgeting task where they are expected to develop their own formulas for determining mathematical procedures.

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