This webinar will run from 12:00 pm - 3:15 pm ET / 9:00 am - 12:15 pm PT on Saturday, March 6, 2021 for a total of 3 credit hours.

For those who cannot attend the live webinar on March 6, a recording of the webinar will be available for a week following the live webinar.

Both performance-based assessments (PBA) and project-based learning (PBL) offer opportunities for capturing the attention and investment of students while providing teachers with opportunities to assess student learning in a deep and meaningful manner. But which model best suits your particular classroom setting and needs? And what does it take to implement PBA and PBL in virtual, blended and face-to-face environments? This workshop will explore how to choose the model best suited to the particular needs of a district, school, or classroom OR to create a “hybrid” of the two models. Featuring examples from real classrooms, the session will also explore a plethora of practical tools for successful task design implementation with the goal of ensuring ALL students have access to – and success with – rich learning experiences. Ultimately, participants will emerge from the session equipped to effectively craft and implement performance tasks and projects that heighten student engagement and facilitate deeper learning.

LEARNING OBJECTIVES

Evaluate defining traits of PBAs and PBLs to determine or develop the best method for addressing the needs and goals for your classroom or particular school settings

Examine approaches to designing and implementing PBA and PBL in virtual, blended, and face-to-face environments

Design performance tasks and projects that provide “voice and choice” to your students

Tailor tasks and projects for all students, including those needing additional support or challenge, especially due to COVID

Glean tips for designing, implementing, and managing powerful learning and assessment experiences

Develop and use evaluation tools for student and peer review, as well as for assessment for your classroom or school

WHO SHOULD ATTEND

K-12 teachers and building administrators; building- and district-level curriculum directors

Kristina J. Doubet, PhD

Kristina Doubet, PhD, is an award-winning professor in the College of Education at James Madison University where she works with preservice teachers to prepare them for careers in the classroom while partnering with experienced teachers to help them improve their practice. Her ten years of experience in her own classroom and eighteen years as a consultant and coach in others’ classrooms help her weave practicality into everything she does. She regularly partners with schools, districts, and organizations to implement initiatives in differentiated instruction, curriculum design (UBD), digital learning, and performance-based assessment. Along with numerous journal articles, book chapters, and professional digital pieces, she has published three books through ASCD - Differentiation in Middle and High School, Differentiation in the Elementary Grades, and Designing Authentic Performance Tasks and Projects – as well as one book through Corwin - The Differentiated Flipped Classroom. Her current ventures include a new ASCD book on flexible grouping as well as research projects on integrated literacy instruction and innovative instructional practices for English Learners.

LEARNING OBJECTIVES

WHO SHOULD ATTEND

Kristina J. Doubet, PhD

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