Tools & Resources


We want our students to tap into their desires and take action as part of their curricular and co-curricular programs. But as educators, we are also responsible for designing and evaluating performance. This is a growing library of meaningful, authentic tasks that capture student interest and align with curricular expectations. This collection can be used in several ways:


  • To demonstrate to your colleagues that you can “teach the content” AND create meaningful, authentic tasks that are driven by student desire.
  • To use these tasks as a model for students to inspire independent projects as part of their course study.
  • To use these tasks as an option for students if it awakens a desire in them.


  1. Two multidisciplinary performance tasks centered around CCSS Math Standards.
  2. Link to performance tasks   featured on “What Kids Can Do” — remarkable collection to share with students as inspiration for pursuing their own idea.
  3. Video link on creating autonomous learners, a clear emphasis in the Common Core.
  4. Sample 1st grade multidisciplinary performance task that has students explore key skills and concepts in four subject areas.
  5. Sample set of K-12 communication performance tasks in ELA that can be a platform for multidisciplinary connections.
  6. Sample set of K-12 multidisciplinary performance tasks  that is aligned with 21st century skills.
  7. Sample model of 21st century continuum that describes how student learning in key skills should become more sophisticated over their K-12 education.
  8. Sample set of multidisciplinary performance tasks in high school  aligned with key skills.



Feedback should be consistent and action-oriented to facilitate student accomplishments. This growing collection of tools demonstrates both the value of feedback as well as concrete samples to inspire your work.


Click here to view a short clip from Dylan William on the difference between “ego-driven feedback” and “task-driven feedback.” What feedback do you give to your students verbally and in writing? How can you make it more task-driven?


Click here to see sample rubrics written in student-friendly language so that students can refer to it as a meaningful guide to self-assess during and after the task at hand.

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