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Learning Personalized > Authors > Jay McTighe

Category: Jay McTighe

Learning Loss: Are We Defining the Problem Correctly?

Rather than asking, How can we make up for all of the content that was not covered?, we propose framing the problem differently around two key questions.

deep learning, learning lossLeave a comment

It’s Time for Curriculum Mapping 3.0

This post was first published on Solution Tree Blog and is reprinted with permission. Curriculum mapping is a well-established process for helping to ensure a “guaranteed” curriculum. Unlike a lesson plan that focuses on specific learning objectives for a single Read More …

curriculum mappingLeave a comment

Deep Learning is Doable: Five Strategies for Supporting Deep Learning in Virtual Environments

  by Jay McTighe, Harvey Silver, and Matthew Perini Learning is learning, whether it occurs in a classroom, at a library, or within a virtual environment. But regardless of the venue, learning can vary—from superficial to substantive. We wrote this Read More …

deep learningLeave a comment

Using Essential Questions to Engage Student Inquiry

The key to teaching for understanding is to foster ongoing inquiry into important “big ideas.” A natural way to actively engage students in such inquiry is to use a few Essential Questions (EQs) to frame a curriculum unit. The explicit Read More …

essential questions, student inquiryLeave a comment

Beware of the Test Prep Trap

test prep

In this era of accountability, educators throughout the nation are under pressure. Administrators are held accountable for student achievement in their schools as gauged by standardized tests. Increasingly, teachers’ evaluations include a percentage based on the results of test scores Read More …

Jay McTighe, test prepLeave a comment

How Can Educators Design Authentic Performance Tasks? (Part 3)

authentic performance tasks

In this blog, we will explore ideas and processes for designing authentic performance tasks to be used as rich learning activities and/or for purposes of assessment. In the spirit of “backward design,” let’s begin at the end by considering the Read More …

assessment, authenticity in assessment, performance tasksLeave a comment

Why Should We Use Performance Tasks? (Part 2)

performance tasks

The case for the increased use of performance tasks rests on two foundational ideas: Authentic tasks are needed to both develop and assess many of the most significant outcomes identified in the current sets of academic Standards as well as Read More …

assessment, authenticity in assessment, performance tasksLeave a comment

What is a Performance Task? (Part 1)

performance task

A performance task is any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding and proficiency. Performance tasks yield a tangible product and/or performance that serve as evidence of learning. Unlike a selected-response item (e.g., Read More …

assessment, authenticity in assessment, performance tasks, real-world application, world as a classroomLeave a comment

Defined STEM: Real-World Applications Impact Learning

Defined STEM

I want to call your attention to what I think is a terrific resource from a group called Defined Learning. The product is entitled, Defined STEM, although the name can be misleading. They have created more than 100 performance tasks Read More …

Defined STEM, performance tasks, real-world application, STEM, technology in the classroomLeave a comment

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