Trixie Aira C Garcia

BSED-MATH 3

Application

You and several travel agent colleagues have been assigned the responsibility of designing a trip to China
for 12-14-year-olds. Prepare an extensive brochure for a month-long cultural exchange trip. Include
itinerary, modes of transportation, costs, suggested budget, clothing, health considerations, areas of
cultural sensitivity, language considerations, and other information necessary for a family to decide if
they want their child to participate.

Activity 1. Remember the example of Mr. Wiggins in designing the assessment context? It's in the box
for your reference. Read it again and extract answers to the three questions you should ask yourself
when choosing a product-oriented task. Write your answers in the table provided.

Before answering these questions, what do you think is the kind of profession portrayed in the
performance task designed by Wiggins?

The profession portrayed in the performance task designed by Wiggins is a professor in which they are
assigned to design a trip to China for middle school students.

Question Answer

What does the "doing of mathematics, history,
science, art, and so forth" look and feel like to
professionals who make their living working in
those fields in the real world? (In this case, social
studies)
They would have to create an extensive brochure
for a month-long cultural exchange trip. They must
consider the itinerary, modes of transportation,
prices, proposed budget, clothes, health
considerations, cultural sensitivity, and language
considerations, among other things.

What are the projects and tasks performed by Preparing an extensive brochure for a month-long
those professionals that can be adapted to school trip can be adopted to school construction as it is
instruction? performance-based and that it will help the
students more in their learning.

What are the roles that those professionals They can be a role model and an inspiration to go
acquire that learners can re-create in the further and to dream bigger. They hold students
classroom? accountable for their success and failures and
good teachers won’t let their talented student get
 away with not living to their full potential.

Activity 2. In your field of specialization, choose a topic and write two product-oriented learning
competencies and think of tasks your students will have to accomplish to achieve the competencies.
Detail the tasks in the space provided.

Field of Specialization: Mathematics

Grade level 10

Topic Permutations and Combinations

Learning Competencies: A. Differentiate the concept of a Permutations and

Combinations

B. Apply the concept of Permutations and

Combination to real-life situations.

Expected Product: Solve problems involving geometric permutations and combinations to the given set
of problems.
Real-world problem: Create 5 examples of real-world problems in permutations and combinations.

Task Design (How will your students carry out the task and what are the specifications and inclusions
of the product? --- write similarly as Mr. Wiggins.):

Formulate any real-world related problem regarding the permutations and combinations. Minimum of 3
examples must be presented and report it in the class.

Feedback
Completion Test: Read the incomplete statements very well and choose the appropriate word from the
pool of words below that will complete the thought of the sentence.

1. When designing a product task, it should be complex enough to allow for multimodal assessment.
2. Students should be able to form an image of how the final product should look like.

3. To reinforce authenticity, tasks should mirror real-world problems and issues in society.

4. Regardless of whether tasks are process or product-oriented, clear objectives are significant to the
success of instruction.

5. Product-oriented tasks should allow the teacher to observe a wide range of behavior in a narrow
domain of skill.
6. Product-oriented tests should place high demands on the creativity of the learner.

7. When designing a task, teachers should think prospectively of what students are expected to deal
with in the future.
8. Product-oriented tasks should possess appeal so that learners will be interested enough to complete
the task.

9. The teacher can decide with the objectives in designing product-oriented tasks.
10. Products should be reflective of what we want students to be able to do with their learning.