Task Analy ask Analysis Proc sis Process: ess: Steps 3 & 4 - - PowerPoint PPT Presentation

SLIDE 1

Task Analy ask Analysis Proc sis Process: ess: Steps 3 & 4 teps 3 & 4

SLIDE 2

Step 4: I tep 4: Iden dentify ELP S tify ELP Standar tandards ds Step 1: Ex tep 1: Examine & I amine & Iden dentify Appr tify Appropriate Instructional T

• priate Instructional Task

ask Step 3: I tep 3: Iden dentify Disciplinary Practic tify Disciplinary Practice( e(s) )

Task Analysis Process

Step 2: I tep 2: Iden dentify T tify Task Demands ask Demands

Language Language Analytical Skills Analytical Skills Con

• nten

tent K t Kno nowledge wledge

SLIDE 3

Purposes of Steps 3 & 4

• Identify what disciplinary practices and ELP

standards relevant to task

• Make links between disciplinary practices and ELP

standards

• Help choose which ELP standards to address and

assess

SLIDE 4

Step 1: Ex tep 1: Examine & I amine & Iden dentify Appr tify Appropriate Instructional T

• priate Instructional Task

ask

Task Analysis Process

SLIDE 5

SLIDE 6

Step 1: Ex tep 1: Examine & I amine & Iden dentify Appr tify Appropriate Instructional T

• priate Instructional Task

ask

Task Analysis Process

Step 2: I tep 2: Iden dentify T tify Task Demands ask Demands

Language Language Analytical Skills Analytical Skills Con

• nten

tent K t Kno nowledge wledge

SLIDE 7

SLIDE 8

Step 4: I tep 4: Iden dentify ELP S tify ELP Standar tandards ds Step 1: Ex tep 1: Examine & I amine & Iden dentify Appr tify Appropriate Instructional T

• priate Instructional Task

ask Step 3: I tep 3: Iden dentify Disciplinary Practic tify Disciplinary Practice( e(s) )

Task Analysis Process

Step 2: I tep 2: Iden dentify T tify Task Demands ask Demands

Language Language Analytical Skills Analytical Skills Con

• nten

tent K t Kno nowledge wledge

SLIDE 9

Step 1: Ex tep 1: Examine & I amine & Iden dentify Appr tify Appropriate Instructional T

• priate Instructional Task

ask Step 3: I tep 3: Iden dentify Disciplinary Practic tify Disciplinary Practice( e(s) )

Task Analysis Process

Step 2: I tep 2: Iden dentify T tify Task Demands ask Demands

Language Language Analytical Skills Analytical Skills Con

• nten

tent K t Kno nowledge wledge

SLIDE 10

• MP1. Make sense of problems

and persevere in solving them

• MP2. Reason abstractly and

quantitatively

• MP6. Attend to precision
• MP7. Look for and make use of

structure

• MP8. Look for and express

regularity in repeated reasoning

• SP1. Ask questions and define

problems

• SP3. Plan and carry out

investigations

• SP4. Analyze and interpret data
• SP6. Construct explanations

and design solutions

• EP4. Build and present knowledge through research by integrating,

comparing, and synthesizing ideas from text

• EP5. Build upon the ideas of others and articulate their own

clearly when working collaboratively

• EP6. Use English structures to communicate

context specific messages EP7*. Use technology and digital media strategically and capably

• MP5. Use appropriate

tools strategically SP8. Obtain, evaluate, and communicate information

• EP2. Produce clear

and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

• SP2. Develop

and use models

• MP4. Model with

mathematics

• SP5. Use mathematics and

computational thinking

• EP1. Support analysis of a range of grade-

level complex texts with evidence MP3 and EP3. Construct viable and valid arguments from evidence and critique reasoning of others

• SP7. Engage in argument from

evidence

Relationships and Convergences

EDUCATION

GRADUATE SCHOOL OF

Found in:

• 1. CCSS for Mathematics

(practices)

• 2a. CCSS for ELA &

Literacy (student capacity)

• 2b. ELPD Framework

(ELA “practices”)

• 3. NGSS (science and

engineering practices)

Notes:

• 1. MP1–MP8 represent CCSS

Mathematical Practices (p. 6–8).

• 2. SP1–SP8 represent NGSS Science and

Engineering Practices.

• 3. EP1–EP6 represent CCSS for ELA

“Practices” as defined by the ELPD Framework (p. 11).

• 4. EP7* represents CCSS for ELA

student “capacity” (p. 7).

Suggested citation: Cheuk, T. (2013). Relationships and convergences among the mathematics, science, and ELA

• practices. Refined version of diagram created by the Understanding Language

Initiative for ELP Standards. Stanford, CA: Stanford University.

SLIDE 11

Step 3: Identify Disciplinary Practice(s) Step 2 Step 4 Step 1

Guiding Question Guiding Question

What ¡disciplinary ¡prac/ce(s) ¡are ¡most ¡relevant ¡to ¡this ¡task? ¡

SLIDE 12

Example Instructional Task

¡

Step 3: Identify Disciplinary Practice(s) Step 2 Step 4 Step 1

. ¡

SLIDE 13

Step 3: Identify Disciplinary Practice(s) Step 2 Step 4 Step 1

Guiding Question Guiding Question Resourc esources es

• Core Disciplinary Practices PDF
• Interactive Correspondence between Practices, Tasks, and Functions

PDF

What ¡disciplinary ¡prac/ce(s) ¡are ¡most ¡relevant ¡to ¡this ¡task? ¡

SLIDE 14

SLIDE 15

Example Instructional Task

¡

Step 3: Identify Disciplinary Practice(s) Step 2 Step 4 Step 1

. ¡

SLIDE 16

Step 2: Identify Task Demands Step 3 Step 4 Step 1 What do students need to know and do in terms of……?

SLIDE 17

SLIDE 18

SLIDE 19

• ELA Practice 1

– Support analyses of a range of grade-level complex texts with evidence

• ELA Practice 3

– Construct valid arguments from evidence and critique the reasoning

• f others
• ELA Practice 5

– Build upon the ideas of others and articulate their own when working collaboratively

• ELA Practice 6

– Use English structures to communicate context-specific messages

Identify the Relevant Disciplinary Practices

Step 1 Step 4 Step 2 Step 3: Identify Disciplinary Practice(s)

SLIDE 20

Step 3: Identify Disciplinary Practice(s) Step 2 Step 4 Step 1

Guiding Question Guiding Question Resourc esources es

• Core Disciplinary Practices PDF
• Interactive Correspondence between Practices, Tasks, and Functions

PDF

What ¡disciplinary ¡prac/ce(s) ¡are ¡most ¡relevant ¡to ¡this ¡task? ¡

SLIDE 21

SLIDE 22

Step 1: Ex tep 1: Examine & I amine & Iden dentify Appr tify Appropriate Instructional T

• priate Instructional Task

ask Step 3: I tep 3: Iden dentify Disciplinary Practic tify Disciplinary Practice( e(s) )

Task Analysis Process

Step 2: I tep 2: Iden dentify T tify Task Demands ask Demands

Language Language Analytical Skills Analytical Skills Con

• nten

tent K t Kno nowledge wledge

SLIDE 23

Step 4: I tep 4: Iden dentify ELP S tify ELP Standar tandards ds Step 1: Ex tep 1: Examine & I amine & Iden dentify Appr tify Appropriate Instructional T

• priate Instructional Task

ask Step 3: I tep 3: Iden dentify Disciplinary Practic tify Disciplinary Practice( e(s) )

Task Analysis Process

Step 2: I tep 2: Iden dentify T tify Task Demands ask Demands

Language Language Analytical Skills Analytical Skills Con

• nten

tent K t Kno nowledge wledge

SLIDE 24

Step 4: Identify ELP Standards Step 2 Step 3 Step 1

Guiding Question Guiding Question Resourc esources es

• The ELP Standards
• Alternative Organization of Standards
• The K-12 Practices Matrix
• What English Language Proficiency Standards are reflected in this task?
• Which of these ELP standards do you feel comfortable measuring or

intend to assess?

SLIDE 25

Example Instructional Task

¡

Step 4: Identify ELP Standards Step 2 Step 3 Step 1

¡

. ¡

SLIDE 26

Disciplinary Practices

ELP Standards

Step 1 Step 2 Step 4: Identify ELP Standards Step 3

• EP1: Support analyses of a range of

grade-level complex texts with evidence

• EP3: Construct valid arguments from

evidence and critique the reasoning of

• thers
• EP5: Build upon the ideas of others

and articulate their own when working collaboratively

• EP6: Use English structures to

communicate context-specific messages

SLIDE 27

SLIDE 28

Disciplinary Practices

ELP Standards

Step 1 Step 2 Step 4: Identify ELP Standards Step 3

• ELP1: Construct meaning through oral

presentations and literary and informational text through grade-level appropriate listening, reading and viewing

• ELP2: Participate in grade-level

appropriate oral and written exchanges of information, ideas and analyses, responding to peer, audience

• r reader comments and questions
• ELP4: Construct grade-appropriate
• ral and written claims and support

them with reasoning and evidence

• EP1: Support analyses of a range of

grade-level complex texts with evidence

• EP3: Construct valid arguments from

evidence and critique the reasoning of

• thers
• EP5: Build upon the ideas of others

and articulate their own when working collaboratively

• EP6: Use English structures to

communicate context-specific messages

SLIDE 29

SLIDE 30

ELP Standards

Step 1 Step 2 Step 4: Identify ELP Standards Step 3

• ELP1: Construct meaning through oral presentations and literary and informational

text through grade-level appropriate listening, reading and viewing

• ELP4: Construct grade-appropriate oral and written claims and support them with

reasoning and evidence

• ELP2: Participate in grade-level appropriate oral and written exchanges of

information, ideas and analyses, responding to peer, audience or reader comments and questions

• ELP8: Determine the meaning of words and phrases in oral presentations and

literary and informational text

• ELP10: Make accurate use of Standard English to communicate in grade-

appropriate speech and writing

SLIDE 31

SLIDE 32

Step 4: Identify ELP Standards Step 2 Step 3 Step 1

Guiding Question Guiding Question Resourc esources es

• The ELP Standards
• Alternative Organization of Standards
• The K-12 Practices Matrix
• What English Language Proficiency Standards are reflected in this task?
• Which of these ELP standards do you feel comfortable measuring or

intend to assess?

SLIDE 33

ELP Standards

Step 1 Step 2 Step 4: Identify ELP Standards Step 3

• ELP1: Construct meaning through oral presentations and literary and informational

text through grade-level appropriate listening, reading and viewing

• ELP2: Participate in grade-level appropriate oral and written exchanges of

information, ideas and analyses, responding to peer, audience or reader comments and questions

• ELP4: Construct grade-appropriate oral and written claims and support them with

reasoning and evidence

• ELP8: Determine the meaning of words and phrases in oral presentations and

literary and informational text

• ELP10: Make accurate use of Standard English to communicate in grade-

appropriate speech and writing

SLIDE 34

Modalities

• dalities

Domains Domains Corr

• rresponding ELP S

esponding ELP Standar tandards ds Receptive Listening and Reading 1 construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing 8 determine the meaning of words and phrases in oral presentations and literary and informational text Productive Speaking and Writing 3 speak and write about grade-appropriate complex literary and informational texts and topics 4 construct grade-appropriate oral and written claims and support them with reasoning and evidence 7 adapt language choices to purpose, task, and audience when speaking and writing Interactive Listening, reading, speaking and writing 2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 5 conduct research and evaluate and communicate findings to answer questions

• r solve problems

6 analyze and critique the arguments of others orally and in writing

Alternativ Alternative Organization of the S e Organization of the Standards tandards

SLIDE 35

• ELP1: Construct meaning through
• ral presentations and literary and

informational text through grade- level appropriate listening, reading and viewing

• ELP2: Participate in grade-level

appropriate oral and written exchanges of information, ideas and analyses, responding to peer, audience or reader comments and questions

• ELP4: Construct grade-appropriate
• ral and written claims and support

them with reasoning and evidence

• ELP8: Determine the meaning of

words and phrases in oral presentations and literary and informational text

• ELP10: Make accurate use of

Standard English to communicate in grade-appropriate speech and writing

Modalities

• dalities

Domains Domains Corr

• rresponding ELP S

esponding ELP Standar tandards ds Receptive Listening and Reading 1 construct meaning from oral presentations and literary and informational text through grade- appropriate listening, reading, and viewing 8 determine the meaning of words and phrases in oral presentations and literary and informational text Productive Speaking and Writing 3 speak and write about grade-appropriate complex literary and informational texts and topics 4 construct grade-appropriate oral and written claims and support them with reasoning and evidence 7 adapt language choices to purpose, task, and audience when speaking and writing Interactive Listening, reading, speaking and writing 2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 5 conduct research and evaluate and communicate findings to answer questions or solve problems 6 analyze and critique the arguments of others orally and in writing

SLIDE 36

Step 4: I tep 4: Iden dentify ELP S tify ELP Standar tandards ds Step 1: Ex tep 1: Examine & I amine & Iden dentify Appr tify Appropriate Instructional T

• priate Instructional Task

ask Step 3: I tep 3: Iden dentify Disciplinary Practic tify Disciplinary Practice( e(s) )

Task Analysis Process

Step 2: I tep 2: Iden dentify T tify Task Demands ask Demands

Language Language Analytical Skills Analytical Skills Con

• nten

tent K t Kno nowledge wledge

SLIDE 37

Reflection Questions

• How do Steps 3 and 4 of the task analysis process build on the previous

steps?

• What lingering questions do you still have about the task analysis

process, particularly in respect to the English Language Proficiency Standards?

• Can you envision engaging in this task analysis process as part of your

professional learning?

• In what venues (e.g. professional learning community, grade-level

planning meetings, individually) can you imagine using this process?