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• W1503218834 abstract "A performance-based orientation requires that we think about curriculum not simply as content to be covered but in terms of desired performance of understanding (McTighe, 1997). To construct standards or performancebased classrooms, a more student-centered paradigm must be built, emphasizing students' learning as it relates to attaining national, state, and local curriculum standards (McTighe, 1997; Resnick, 1987). Within this student-centered paradigm, the nature of teacher work changes. Teachers in standardsbased classrooms spend their preparation time differently than teachers in more traditional classrooms: 1) they examine the local, state and national standards, analyzing them in light of their course content and student needs; 2) they modify, locate or create new standards-based curricular tasks that are closely aligned with local, state, and/or national standards and that are situated in a complex, 'messy', real-world context; and 3) they develop and/or modify a variety of authentic assessment tools with accompanying rubrics or scoring guides to monitor students' learning gains toward standards as they perform these tasks. In response to a long history of unequal access to meaningful educational experiences (e.g. Chavez Chavez, 1995; Ogbu, 1992; Nieto, 1996; Spring, 1994), there is a renewed commitment among many educational leaders to successfully educate all students and widespread agreement that schools should be held more accountable for successful student performance on state standards (e.g. Johnson, Arkas, Friedman, & Bers, 1995). Due to the ongoing controversy surrounding the content and purpose of local, state, and national standards (Apple, 1996; Newmann, 1993), three assumptions will be made about curriculum goals in this article. First, the standards used have been designed to provide all students with the knowledge and strategies necessary to become participatory members of a democracy, not just those from the cultural mainstream (e.g. Spindler & Spindler, 1990). Second, standardsbased classrooms are student-centered environments in which students are treated as subjects rather than objects (e.g. Friere, 1987; Macedo, 1994). Third, the standards used have been created with a variety of cultural and linguistic perspectives to better prepare all students for successful participation in an increasingly diverse, pluralistic society This article provides one illustration of a standards-based curricular task design strategy to be used as a resource for teachers who are both familiar with standards-based design and as a reference for those who are just beginning. Underlying Principles of Standards-based Curricular Design Culminating activities are integrated, endof-unit projects/products that simultaneously serve as curricular tasks, instructional strategies and authentic, performance assessments. These curricular tasks, based in real-world contexts, provide multiple opportunities for students to apply their knowledge of local and state standards and to be assessed while performing that task. Authentic Learning Students in Environmental Biology studying habitat decided to restore a parcel of land near the school to its original wetland habitat. They studied habitats in general and local wetland habitats, wrote persuasive letters to the city council for permission to do the project, and published regular community newsletters reporting their progress. When the habitat project was well on its way, the students held a community open house to present their work. Culminating activities, borrowing from work done in authentic learning, are situated in real-life contexts with audiences other than the teacher (e.g. McCombs, 1984; McTighe, 1997; Newmann, Secada & Wehlage, 1995; Newmann & Associates, 1996; Schunk, 1990; Teets Starnes, 1996). Consequently, students perceive their work as immediately useful since they use the content and strategies learned in the unit for the culminating activity. …" @default.
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• W1503218834 title "Creating a Performance-Based Classroom." @default.
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