Task Analy ask Analysis Proc sis Process ess Task Analysis - - PowerPoint PPT Presentation

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Task Analy ask Analysis Proc sis Process ess Task Analysis - - PowerPoint PPT Presentation

Dec 17, 2023 770 likes •1.19k views

Task Analy ask Analysis Proc sis Process ess Task Analysis Process Step 1: Ex tep 1: Examine & I amine & Iden dentify Appr tify Appropriate Instructional T opriate Instructional Task ask Step 2: I tep 2: Iden dentify T tify

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Task Analy ask Analysis Proc sis Process ess

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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

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

  • priate Instructional Task

ask

Task Analysis Process

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Step1: Examine & Identify Appropriate Task

  • Choose a “touchstone” task the first few times
  • Ask yourself, is/does this task:

– Clear in its expectations? – Grade-level appropriate? – Aligned to the standards? – Require students to use language and analytical skills as well as demonstrate their content knowledge?

  • Common pitfalls:

– Task is too narrow or too broad

Step 2 Step 3 Step 4 Step 1: Examine & Identify Appropriate Instructional Task

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Example Instructional Task

¡

Step 2 Step 3 Step 4 Step 1: Examine & Identify Appropriate Instructional Task

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Analyzing the Example Task

q Choose a “touchstone” task the first few times

  • Ask yourself, is/does this task:

q Clear in its expectations? q Grade-level appropriate? q Aligned to the standards? q Require students to use language and analytical skills as well as demonstrate their content knowledge?

  • Common pitfalls:

q Task is too narrow or too broad

Step 2 Step 3 Step 4 Step 1: Examine & Identify Appropriate Instructional Task

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SLIDE 7

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

  • priate Instructional Task

ask

Task Analysis Process

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SLIDE 8

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

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SLIDE 9

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

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SLIDE 10

Step 2: Identify Task Demands

  • Write down everything that students need to

demonstrate, know, or do in order to successfully complete this task

  • To do this, read (or watch) the task instructions

Step 2: Identify Task Demands Step 3 Step 4 Step 1

Content K

  • ntent Knowledge

nowledge Analytical Skills Analytical Skills Language Language Discrete content-specific knowledge or skills Analytical skills or practices that cut across content areas Language students are required to understand and use

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Example Instructional Task

¡

Step 2: Identify Task Demands Step 3 Step 4 Step 1

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Initial Identification Demands

  • What do students need to do and know?

– Read the story, Frog Girl – Orally discuss the story with a partner – Decide on and use appropriate adjectives (e.g. courageous, helpful, etc.) to describe character – Justify this decision, providing evidence from the text – Decide which big idea is more important in the text – Orally explain and justify choice, using supportive examples from the text

Step 2: Identify Task Demands Step 3 Step 4 Step 1

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SLIDE 13
  • What do students need to do and know?

– Read the story, Frog Girl – Orally discuss the story with a partner – Decide on and use appropriate adjectives (e.g. courageous, helpful, etc.) to Frog Girl – Justify this decision, providing evidence from the text – Decide which big idea is more important in the text – Orally explain and justify choice, using supportive examples from the text

Content ¡& ¡ Language ¡ ¡ Language ¡ ¡ Content ¡& ¡ Language ¡ ¡ Analy/cal ¡ Skills ¡ Language ¡& ¡ Analy/cal ¡ Content ¡

Initial Brainstorm

Step 2: Identify Task Demands Step 3 Step 4 Step 1

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Step 2: Identify Task Demands Step 3 Step 4 Step 1

Content K

  • ntent Knowledge

nowledge Analytical Skills Analytical Skills Language Language

ŸRead the story, Frog Girl ŸDecide which adjective describes Frog Girl ŸDecide which big idea is more important in the text ŸJustify this decision, providing evidence from the text ŸOrally explain and justify choice, using supportive examples from the text ŸComprehend the language of the story ŸDiscuss the story with a partner ŸOrally explain and justify choice, using language from the text ŸUse se adjectiv adjectives ( es (e.g. e.g. courageous, helpful, e

  • urageous, helpful, etc.)

tc.)

Three Task Analysis Lenses

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Overlap between the Three Lenses

Step 2: Identify Task Demands Step 3 Step 4 Step 1

Content

  • ntent

Knowledge nowledge Analytical Analytical Skills Skills Language Language Practic Practices es

Decide which adjective describes Frog Girl Read & comprehend language of story Orally discuss story with partner Justify decision, providing evidence from text Decide which big idea most important in text

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SLIDE 16

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

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SLIDE 17

Step 2: Identify Task Demands: Content Step 3 Step 4 Step 1

Content K

  • ntent Knowledge Guiding Question

nowledge Guiding Question Resourc esources es

  • Common Core Content Standards or Next Generation Science Standards
  • Other relevant standards (e.g., district, state, etc.)

What specific content knowledge or skills must students demonstrate in order to successfully complete this task?

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Example Instructional Task

¡

Step 2: Identify Task Demands: Content Step 3 Step 4 Step 1

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Common C

  • mmon Core ELA Sec
  • re ELA Second Grade S
  • nd Grade Standards

tandards

  • CCSS.ELA.Literacy.RL.2.7

– Use information gained from the illustrations and words in a text to demonstrate understanding of its characters, setting, or plot

  • CCSS.ELA.Literacy.R.L.2.10

– Read and comprehend literature in grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of range

  • CCSS.ELA.Literacy.R.F.2.4

– Read with sufficient accuracy and fluency to support comprehension

  • CCSS.ELA.Literacy.R.F.2.4A

– Read grade-level text with purpose and understanding

  • CCSS.ELA.Literacy.L.2.6

– Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

Use the Standards as a Guide

Step 1 Step 2: Identify Task Demands: Content Step 3 Step 4

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Paraphrase C araphrase Content-R

  • ntent-Related K

elated Knowledge/Skills nowledge/Skills

  • Use information gained from text to demonstrate understanding of the

character of Frog Girl and the story theme

  • Read and comprehend Frog Girl proficiently
  • Read text with sufficient fluency and accuracy to support comprehension
  • Read text with purpose and understanding
  • Choose and use appropriate adjectives to describe Frog Girl, based on

understanding of text What specific content knowledge or skills must students demonstrate in order to successfully complete this task? Step 4 Step 3 Step 2: Identify Task Demands: Content Step 1

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Compare Original & R

  • mpare Original & Revised Demands

vised Demands

Step 4 Step 3 Step 2: Identify Task Demands: Content Step 1

Content K

  • ntent Knowledge

nowledge ŸRead and comprehend the story, Frog Girl proficiently Ÿ Read with sufficient fluency and accuracy to support comprehension ŸRead with purpose ŸUse information from text to demonstrate understanding of Frog Girl character and theme ŸChoose and use appropriate adjectives to describe Frog Girl, based on understanding of text

Content K

  • ntent Knowledge

nowledge

ŸRead the story, Frog Girl ŸDecide which adjective describes Frog Girl ŸDecide which big idea is more important in the text

A5er ¡ Brainstorm ¡ A5er ¡ Resource ¡

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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

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SLIDE 23

Step 2: Identify Task Demands: Analytical Skills Step 3 Step 4 Step 1

Analytical Skills Guiding Question Analytical Skills Guiding Question Resourc esources es

  • Webb’s Depth of Knowledge (DOK) chart(s)
  • Framework for English Language Proficiency Development Standards

corresponding to CCSS and NGSS

  • Valdes, Kibler & Walqui, 2014

What discrete analytical skills must students demonstrate when engaged in this task?

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Identifying Analytical Skills: Using DOKs

(Webb, ¡2002) ¡ Step 1 Step 2: Identify Task Demands: Analytical Skills Step 3 Step 4

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Step 1 Step 2: Identify Task Demands: Analytical Skills Step 3 Step 4

Example Instructional Task

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Step 1 Step 2: Identify Task Demands: Analytical Skills Step 3 Step 4

Depth of Knowledge (DOKs)

What discrete analytical skills must students demonstrate when engaged in this task? (Webb, ¡2002) ¡

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Step 1 Step 2: Identify Task Demands: Analytical Skills Step 3 Step 4

Depth of Knowledge (DOKs)

(Webb, ¡2002) ¡ What discrete analytical skills must students demonstrate when engaged in this task? ¡

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Comparing Original & R

  • mparing Original & Revised Demands

vised Demands

Step 4 Step 3 Step 2: Identify Task Demands: Analytical Skills Step 1

Analytical Skills Analytical Skills

ŸExplain adjective choice for Frog Girl, citing evidence from the text ŸAnalyze text to draw a conclusion regarding which big idea (or theme) is most important ŸDevelop a logical argument and justify theme choice, citing evidence from the text to back up thinking

Analytical Skills Analytical Skills

ŸJustify this decision, providing evidence from the text ŸOrally explain and justify choice, using supportive examples from the text

A5er ¡ Brainstorm ¡ A5er ¡ Resource ¡

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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

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Step 2: Identify Task Demands: Language Step 3 Step 4 Step 1

Language Guiding Question Language Guiding Question Resourc esources es

  • Language Functions and Forms PDF
  • Framework for English Language Proficiency Development Standards

Corresponding to CCSS and NGSS

  • Webb’s Depth of Knowledge (DOK) chart(s)

How are students required to understand and use language?

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SLIDE 31
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Example Instructional Task

¡

Step 2: Identify Task Demands: Language Step 3 Step 4 Step 1

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Language Demands

Language Functions

  • Compr
  • mprehend

ehend language of text, read aloud or silently

  • Listen

Listen and compr

  • mprehend

ehend partner’s textual analysis

  • Analyz

Analyze textual meaning with partner, pr presen esenting ting character and thematic analyses

  • Support

Support analyses with evidence from text

¡ Language Forms

  • Use descriptive adjectives (e.g.

compassionate, courageous, helpful) to characterize

  • Use verbal phrases (e.g. being

courageous, showing kindness) to describe theme

  • Use conjunctions (e.g. because, as,

since) to link descriptions and support

  • Use textual language to support

claims

Step 2: Identify Task Demands: Language Step 3 Step 4 Step 1

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Compare Original & R

  • mpare Original & Revised Demands

vised Demands

Step 4 Step 3 Step 2: Identify Task Demands: Language Step 1

Language Language

Ÿ Comprehend language of text, read aloud or silently Ÿ Listen and comprehend partner’s textual analysis Ÿ Analyze textual meaning with partner, presenting character and thematic analyses Ÿ Use descriptive adjectives (e.g. compassionate, courageous, helpful) to characterize Ÿ Use verbal phrases (e.g. being courageous, showing kindness) to describe theme Ÿ Support analyses with evidence from text Ÿ Use conjunctions (e.g. because, as, since) to link descriptions and support Ÿ Use textual language to support claims Language Language Ÿ Comprehend the language of the story Ÿ Discuss the story with a partner Ÿ Orally explain and justify choice, using language from the text Ÿ Use adjectives (e.g. courageous, helpful, etc.)

A5er ¡ Brainstorm ¡ A5er ¡ Resource ¡

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SLIDE 36

Step 2: Identify Task Demands Step 3 Step 4 Step 1

Content K

  • ntent Knowledge

nowledge Analytical Skills Analytical Skills Language Language

ŸRead and comprehend story, Frog Girl, proficiently Ÿ Read with sufficient fluency and accuracy to support comprehension ŸRead with purpose ŸUse information from text to demonstrate understanding of Frog Girl character and theme ŸChoose and use appropriate adjectives to describe Frog Girl, based on understanding of text ŸExplain adjective choice for Frog Girl, citing evidence from the text ŸAnalyze text to draw a conclusion regarding which big idea (or theme) is most important ŸDevelop a logical argument and justify theme choice, citing evidence from the text to back up thinking ŸComprehend language of text, read aloud or silently Ÿ Listen and comprehend partner’s textual analysis ŸAnalyze textual meaning with partner, presenting character and thematic analyses ŸUse descriptive adjectives (e.g. compassionate, courageous, helpful) to characterize ŸUse verbal phrases (e.g. being courageous, showing kindness) to describe theme ŸSupport analyses with evidence from text ŸUse conjunctions (e.g. because, as, since) to link descriptions and support ŸUse textual language to support claims

Revised Task Demands

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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

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SLIDE 38

Analyzing the Example Task

q Choose a “touchstone” task the first few times

  • Ask yourself, is/does this task:

q Clear in its expectations? q Grade-level appropriate? q Aligned to the standards? q Require students to use language and analytical skills as well as demonstrate their content knowledge?

  • Common pitfalls:

q Task is too narrow or too broad

Step 2 Step 3 Step 4 Step 1: Examine & Identify Appropriate Instructional Task

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SLIDE 39

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 Step 4: I tep 4: Iden dentify ELP S tify ELP Standar tandards ds

Language Language Analytical Skills Analytical Skills Con

  • nten

tent K t Kno nowledge wledge

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SLIDE 40
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SLIDE 41
  • How is this process similar or different than from how you typically examine

instructional tasks?

  • What lingering questions do you still have about the task analysis process?
  • What are the advantages of first brainstorming a list of task demands and then

going back to consult resources related to each lens?

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

professional learning?

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

meetings, individually) can you imagine using this process?

Reflection Questions