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Despite being CBL focused and not "grade" focused, we still have students who are very grade-oriented and want to get a 6 every time. It's hard to figure out what that really looks like though per assignment.

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Continue to build my performance task for math

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perhaps it should be less tech-heavy so time isn't spent on helping people figure out how to use the platforms

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Create the sub-tasks that build skills for students to successfully complete the Performance Task

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can the rubrics for skills be generic or do they have to be specific to each assignment?

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Next week: I'm building two rubrics based off of the ideas we worked on in today's PD!

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Next week: I'm building two rubrics based off of the ideas we worked on in today's PD!

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As a first year school teacher, this moved too fast for me. I was not able to get to working on my performance task. But I feel really great about at least completing the rubric part of the task!

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I learned that our current iteration of the rubric builder app is not sufficient and we need to tinker with it to get the results we want.

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creating a product that I can use in my next unit starting tuesday!

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Working in the Playlab (AI Generator) to further specify a requirement I have for a performance task was a bit clunky and took some time to figure out. I needed that time though to figure it out, and I think it'll go much smoother as I take the AI Generated skills and create more specific rubrics in the future.

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Revisit some of the content-area parent skills and adjust some of the wording to be more kid-friendly.

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Keep refining our master list of skills.

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getting a common language around our terms- realizing what a performance task looks like

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I wonder if we're reinventing the wheel for the 45th time or really making progress to perfect the wheel?

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I wonder if we're reinventing the wheel for the 45th time or really making progress to perfect the wheel?

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We need to schedule in time each year to teach students more about the inner-workings of how our grading system works with an emphasis on growth mindset and how that plays into competency learning

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Working on something that's relevant to what I'm doing right now.

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How do we best balance lots data collection to give individual students feedback with groups assignments and learning from/working with peers as beneficial learning and socializing skills?

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I learned how to create a more effective 6-point rubric

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i could use the rubric writing skills to produce a good rubric for the students on one of their next tasks.

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Today was helpful. I loved to hear from my team on their thinking, confusions, ideas, passions, etc. It was nice to know that we are all trying to improve our skill/craft. Also that we are passionate. Also that it can be a challenge to align, create rubrics and get it all done. I'm feeling like I have a big to do list to knock out and too many tabs open on my computer. But, its almost 5:00!

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I learned that my rubric for my first big Performance Task needs to be more specific. 

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I learned that my rubric for my first big Performance Task needs to be more specific. 

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great philosophical discussions surrounding performance tasks.

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Sharing out and bouncing ideas off of each other. The time to sit and come up with rubric specifications was also helpful.

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It was nice for us (as a team) to get on the same page in terms of language.

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I liked talking through the nuances of CBL together

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Some quality chunks of time to work on rubrics.

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Hearing from my co-workers

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Performance Tasks often times put the skills in a real world context

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I learned that the idea of a 1 or 2 on the 6 point scale means something very different to different people.

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The formative vs. performance tasks conversation was very helpful and one I would like to continue in January.

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We still need some alignment on when to call an assignment formative