Differentiation Strategy: Performance Tasks

Coaching Guide

Module Summary
In this module, teachers will:
 Define performance task.
 Describe the types of learning objectives most appropriate for performance tasks.
 Explain why a teacher would use a differentiated performance task.
 Describe five elements for differentiating performance tasks.

Module activities:
Teachers will be presented with a group of exemplar performance tasks that have been differentiated and have
explanatory teacher comments.

Performance Tasks is part of a suite of modules on differentiation. One group of modules prepares users to
differentiate according to student readiness, learner profile, and student interest. The other group of modules
has strategies for differentiation. We recommend that teachers visit each “preparing to” module before
beginning a “strategy” module.

Key Takeaways
Essential knowledge:
By the conclusion of the module, the user should know that performance tasks are open-ended problems or
situations that students must resolve by doing some form of demonstration. Demonstrations can be through live
performance, enacting a process, creating a product, or a mix of all three. Teachers should also be able to
describe 5 ways in which performance tasks can be differentiated: student choice, personal relevance, small
and great leaps, pace and structure, and simple to complex resources.

Essential skill:
To differentiate a performance task, a teacher should first consider the needs and strengths of the students in
his or her classroom. Secondly, the teacher should analyze the performance task for points of natural flexibility
that are often characteristic of open-ended tasks.

Essential mindset:
In order to enact this knowledge/skill in his/her classroom, a teacher needs to believe that performance tasks
are a valuable way to assess student learning. Furthermore, a teacher would need to believe that differentiating
learning experiences for students is a fair and necessary practice.

The Skill in Action

 Teachers would carefully select or design performance tasks to measure student learning.
 They would then gather important information about their students’ interests, background, prior
experiences, needs, and strengths.
 Teachers would then carefully analyze the performance tasks for ways to integrate students’ strengths
and interests while supporting their individual needs. In the classroom, students would use different
resources, work collaboratively or independently, and complete different activities all for the same
performance tasks. Students would be engaged, supported, and appropriately challenged.

Copyright © 2017 Arizona Board of Regents, All rights reserved

For a complete list of references, refer to the On-Demand Module Differentiation Strategy: Performance Tasks
 Questions for Discussion
The following is a list of suggested questions for engaging in a reflective dialogue with the teacher,
either before or after he or she attempts to implement the skill.

 What were your key takeaways from the module?

 How do you believe the knowledge and skills highlighted in this module will benefit your growth as a
teacher?
 What questions do you have related to the module?
 What struggles or challenges do you think you may encounter or have encountered when differentiating a
performance task for your students?
 What benefits do you foresee from using differentiated performance tasks?
 What sort of communication do you think is necessary to have with your students and/or parents before
using a differentiated performance task? Why do you think that communication is important?
 How exactly can I support you in differentiating a performance task or using one in the classroom?

Standards
InTASC:
2(a): The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths
and needs and creates opportunities for students to demonstrate their learning in different ways.
2(b): The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task
demands, communication, assessment, and response modes) for individual students with particular learning
differences or needs.

Copyright © 2017 Arizona Board of Regents, All rights reserved

For a complete list of references, refer to the On-Demand Module Differentiation Strategy: Performance Tasks