INTEGRATIVE

PERFORMANCE
TASK
ANGELO C. ESPIRITU
Tinajeros National High School
OUTLINE OF THE PRESENTATION

DEFINITION OF THE INTEGRATIVE

PERFORMANCE TASK PERFORMANCE TASK

1 3

2 4

IMPORTANCE OF THE PLANNING FOR AN

PERFORMANCE TASK INTEGRATIVE
PERFORMANCE TASK
LEARNING TARGETS

▰ I can explain the importance of an

Integrative Performance Task
▰ I can discuss the steps in developing an
Integrative Performance Task
▰ I can create an Integrative Performance
Task based on GRASPS
WHAT YOU NEED

▰ 2020 MELCs
▰ Laptop
▰ Sheet of paper
▰ Pen
▰ Cornell Notes template
▰ Horizontal Articulation template
▰ Summary of Performance Task template
▰ Performance Task template
CORNELL NOTES
 Is this a Performance Task or not? Why?

“ The teacher asked the students to create

a model of the parts of the cell using
the materials found at home. They were
also given instruction to record
themselves while explaining the
different parts of the cell using the
model they created.
1
WHAT IS A
PERFORMANCE TASK?
PERFORMANCE TASK
▰ Complex challenges that mirror the
issues and problems faced by adults.
Ranging in length from short-term tasks
to long-term, multi staged projects, they
yield one or more tangible products and
performances.
-Mc Tighe and Wiggins (2010)
PERFORMANCE TASK
▰ P.T. components allows learners to
show what they know and are able to do
in diverse ways. They may create or
innovate products or do performance-
based tasks.
-Mc Tighe and Wiggins (2010)
2
WHY GIVE
PERFORMANCE TASK?
IMPORTANCE OF A PERFORMANCE TASK

Development of the
21st Century Skills
IMPORTANCE
OF A To be
Globally
PERFORMANCE Competitive
TASK
IMPORTANCE
OF A To assess
student’s
PERFORMANCE learning
TASK
IMPORTANCE
OF A To assess
student’s
PERFORMANCE learning
TASK
 TELL THE STORY

WHY GIVE PERFORMANCE TASK?

3
WHAT IS AN
INTEGRATIVE
PEFORMANCE TASK?
What is Integration?
▰ ”knowledge is meaningfully related and
connects in such a way that it is
relevant to other areas of learning as
well as rea life … To integrate a
curriculum is to combine subjects to
meet objectives across the curriculum,
not just objectives pertaining to one
subject.”
-Morris (2003)
Why Integrate?
Why Integrate?
▰ Traditional subject boundaries are not
an accurate reflection of the way the
world really is.
▰ The teachers reported positive student
outcomes such as higher-order thinking,
applying knowledge to solve problems,
collaborating, and being creative.
-Drake and Burns (2004)
Why Integrate?
▰ ”There is no better way to cover all the
standards and still make learning
relevant.”
-Drake and Burns (2004)
4 X 8 = 32
That’s a LOT of PETA
4 X 11 = 44
That’s a LOT of PETA
 WHICH IS AN INTEGRATIVE
PERFORMANCE TASK?
The theme for the month is tolerance. Students
were asked to set up a bazaar to promote
tolerance of the diverse culture of Asia. The TLE
teacher assigned a group to prepare famous meals
of different Asian countries. The Music teacher
asked a group of students to play a live music while July is declared as National Disaster Resilience
the bazaar is open. The Araling Panlipunan Month. The AP, English and Science teacher
teacher tasked another group to make an exhibit of asked their students to make a Community-
contrasting and unique cultural practices of the
Based Disaster Risk Reduction and
Asians. The English teacher asked a group of
Management Plan. The plan should contain
students to check if the grammar of the exhibit and
explanation is correct. CBDRRM approaches and steps (A.P.),
scientific basis like geographical considerations
(Science), and information from different
sources (English).
INTEGRATIVE PERFORMANCE TASK

Should be
Should Should NOT
based on
integrate require
STANDARDS
SKILLS and MULTIPLE
and
CONTENT PRODUCTS
COMPETENCIES
 TELL THE STORY

WHY IS IT IMPORTANT TO GIVE

INTEGRATIVE PERFORMANCE
TASK?
4
HOW TO CREATE AN
INTEGRATIVE
PERFORMANCE TASK?
 PLANNING FOR INTEGRATIVE PERFOMANCE TASK

STEP 1

Analyze the
Learning
Competency
STEP 1: ANALYZE THE LEARNING COMPETENCY

LEARNING COMPETENCY

Verb + Noun Phrase

(topic, content, task)
 SKILL

VERB Nasusuri ang

kahalagahan ng pag-
aaral ng NOUN
Kontemporaryong isyu PHRASE

TOPIC, CONTENT, TASK

ANDERSON AND KRATHWOHL,

2001
Natatalakay ang kalagayan,
suliranin, at pagtugon sa
isyung pangkapaligiran ng
Pilipinas
Napatutunayan na ang isip at
kilos-loob ay ginagamit para
lamang sa paghahanap ng
katotohanan at sa
paglilingkod/pagmamahal
Determine the effect of
textual aids like advance
organizers, titles, non-linear
illustrations, etc. on the
understanding of a text
Determines the arithmetic
means, nth term of an
arithmetic sequence and
sum of the terms of a given
arithmetic sequence
Describe the different
types of plate
boundaries
 PLANNING FOR INTEGRATIVE PERFOMANCE TASK

STEP 1 STEP 2

Analyze the Conduct

Learning Horizontal
Competency Articulation
STEP 2: CONDUCT HORIZONTAL ARTICULATION

Source: Education Imperative for the

New Normal ( Ogena, et.al. , 2020)
 LOOK FOR POSSIBLE POINTS OF INTEGRATION
COMBO 1 COMBO 2
Skill + Content Skill + Content +
Content
Skill: Naisasagawa ang Skill: Compose an
mga angkop na argumentative essay
(English 10-Q3 Week 1)
hakbang ng CBDRRM
Plan (A.P. 10 – Q1 Content: Explain the role of
Week 8) hormones in female and
male reproductive systems
Content: Enumerate Content: Natatalakay ang
the lines of evidence mga uri ng kasarian
that support plate (gender) at sex at gender
movement (Science 10 roles sa iba’t ibang bahagi
– Q1 Week 8 ng daigdig
COMBO 3
Product + Skill +
Content
Product: CBDRRM PLAN
Skill : create a vicinity map
using an application
Content: demonstrate ways
to ensure disaster
preparedness during
earthquakes, tsunamis, and
volcanic eruptions
 PLANNING FOR INTEGRATIVE PERFOMANCE TASK

STEP 1 STEP 2 STEP 3

Analyze the Conduct Design P.T.

Learning Horizontal based on
Competency Articulation GRASPS
 TELL THE STORY

EXPLAIN STEPS 1 AND 2 OF

PLANNING FOR THE INTEGRATIVE
PERFORMANCE TASK
STEP 3: DESIGN THE P.T. FOLLOWING THE
GRASPS FORMAT
 GOAL MELC
- What is the real- Naisasagawa ang mga
hakbang sa pagbuo ng
world purpose of the CBDRRM Plan
task?
- Para saan? Bakit mo GOAL
gagawin? Masiguro ang
kaligtasan ng mga
- Paano gumawa o
mamamayan sa
bumuo ng GOAL? panahon ng kalamidad

43
 GOAL
PRODUCT
Masiguro ang kaligtasan
- What will students ng mga mamamayan sa
create? develop? or panahon ng kalamidad
perform?
- Dapat “real-world” PRODUCT
Community-Based
- Dapat ito ay kaugnay Disaster Risk Reduction
sa GOAL or and Management Plan ng
PURPOSE isang tiyak na lugar (kalye,
purok, o barangay)
 SITUATION PRODUCT
Community-Based Disaster
- What is the context? Risk Reduction and
Management Plan ng isang
What is the tiyak na lugar (kalye, purok, o
challenge? barangay)
- Dapat “real world” na SITUATION
event, senaryo o Kaugnay ng pagdiriwang ng
”Disaster Risk Reduction
pangyayari Month”, ang inyong
- Nakaugnay naman Pamahalaang Panlunsod ay
naglunsad ng proyektong:
ito sa PRODUCT Mamamayan at Pamahalaan
Kontra Sakuna.
AUDIENCE
PRODUCT
- Who will use it? Community-Based Disaster
Risk Reduction and
- Who will judged or Management Plan ng isang
critique the product tiyak na lugar (kalye, purok, o
or performance? barangay)

- Dapat may “expert AUDIENCE

Mamamayan, miyembro ng
or credible” sa Sangguniang Pambarangay,
audience DRRM Officials, LGU officials.
 MELC
STANDARDS Naisasagawa ang mga
hakbang sa pagbuo ng
- On what criteria will CBDRRM Plan
the
product/performanc PRODUCT
Community-Based Disaster
e be judged? Risk Reduction and
Management Plan ng isang
- Should include the tiyak na lugar (kalye, purok, o
skill stated in the barangay)
MELCs and other STANDARDS
aspects of the Kaangkupan, Nilalaman,
PRODUCT Praktikalidad, Paggamit ng
Datos, at Pagiging Epektibo
GRASPS

▰ Goal - Layunin nitong masiguro ang kaligtasan ng mga

mamamayan sa panahon ng kalamidad.
▰ Role - miyembro ng Disaster Risk Reduction and
Management Team
▰ Audience - miyembro ng Sangguniang Pambarangay at DRRM Team
▰ Situation - Bilang bahagi ng pagdiriwang ng ”Disaster Risk Reduction Month”
ang inyong Pamahalaang Panlunsod ay naglunsad ng proyektong:
▰ Mamamayan at Pamahalaan Kontra Sakuna.
▰ Product - CBDRRM Plan ng isang lugar (purok,
barangay o building kung saan nagtatrabaho).
▰ Standards - Kaangkupan, Nilalaman,
Praktikalidad, Paggamit ng Datos, at Pagiging Epektibo
GRASPS IN PARAGRAPH FORM

Bilang bahagi ng pagdiriwang ng ”Disaster Risk Reduction

Month” ang inyong Pamahalaang Panlunsod ay naglunsad ng
proyektong: Mamamayan at Pamahalaan Kontra Sakuna.
Layunin nitong masiguro ang kaligtasan ng mga mamamayan
sa panahon ng kalamidad. Ikaw bilang miyembro ng Disaster
Risk Reduction and Management Team sa inyong barangay ay
naatasan na gumawa ng CBDRRM Plan ng isang lugar
(purok,barangay o gusali kung saan nagtatrabaho). Ilalahad mo
ito sa mga miyembro ng Sangguniang Pambarangay at DRRM
Team. Ito ay kanilang susuriin gamit ang sumusunod na
pamantayan: Kaangkupan, Nilalaman, Praktikalidad, Paggamit
ng Datos, at Pagiging Epektibo.
GRASPS IN PARAGRAPH FORM

You are a member of a team of scientists investigating

deforestation in the province of Cebu and Palawan. You are
responsible for gathering scientific data (including visual
evidence such as photos) and producing scientific report in
which you summarize current conditions, possible future trends
and the implications for both Cebu and Palawan and its broader
influence on our planet. Your report, which you will present to
a United Nations subcommittee, should include detailed and
fully supported recommendations for an action plan that are
clear and complete.
summarize current
conditions, possible future
trends and the implications
for both Cebu and Palawan
GOAL
and its broader influence on
our planet
Member of a team of
investigative scientists
ROLE
United Nations AUDIENCE
subcommittee
Scientific Report PRODUCT
Member of a team of
investigative scientists
ROLE
Content (detailed)
Use of evidence (scientific data)
Analysis of data (fully- STANDARDS

supported recommendations)
Presentation (clear and
complete)
 TELL THE STORY

EXPLAIN HOW TO CREATE

PERFORMANCE TASK BASED ON
GRASPS
 PLANNING FOR INTEGRATIVE PERFOMANCE TASK

STEP 1 STEP 2 STEP 3 STEP 4

Analyze the Conduct Design P.T. Make an

Learning Horizontal based on analytic
Competency Articulation GRASPS rubric
STEP 4: MAKE AN ANALYTIC RUBRIC

Source: DepEd Order No. 31, s. 2020

PARTS OF AN ANALYTIC RUBRIC
 PLANNING FOR INTEGRATIVE PERFOMANCE TASK

STEP 1 STEP 2 STEP 3 STEP 4 STEP 5

Analyze the Conduct Design P.T. Make an Checking of

Learning Horizontal based on Analytic the PETA
Competency Articulation GRASPS rubric
 STEP 5: CHECKING OF THE INTEGRATIVE PETA

▰ The P.T. has integrated at least two MELCs across disciplines.

▰ The integration of at least two MELCs across disciplines is
appropriate.
▰ The P.T. is stated in GRASPS format
▰ The task address or assesses targeted standards and competencies
▰ The task calls for understanding and transfer of knowledge, not just
recall or following a formula
▰ The task has a meaningful, real-world context for application of
knowledge and skills, i.e. includes realist purpose, a target audience
and genuine constraints
▰ An analytic rubric for P.T. is provided. The rubric assesses the skills
stated in the MELC.
▰ The P.T. is an authentic task/product.
 PLANNING FOR INTEGRATIVE PERFOMANCE TASK

STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 STEP 6

Analyze the Conduct Design P.T. Make an Checking of Make a

Learning Horizontal based on Analytic the PETA Summary
Competency Articulation GRASPS rubric Table
 SUMMARY OF PETA FOR 1ST QUARTER

Week TOTAL PETA

BY SUBJECT
SUBJECT 1 2 3 4 5 6 7 8 P.S. I.P.T.

Filipino I.P.T P.S. I.P.T. P.S. 2 2

English P.S. P.S I.P.T. I.P.T. 2 2
Math P.S. P.S. P.S P.S. 4 0
Science P.S. P.S I.P.T. I.P.T. 2 2
A.P. I.P.T. P.S. I.P.T. I.P.T. 1 3
TLE P.S. P.S P.S P.S. 4 0
EsP I.P.T. P.S. I.P.T. I.P.T. 1 3
MAPEH P.S. P.S P.S I.P.T. 3 1
NUMBER OF PERFORMANCE TASK

BEFORE AFTER
INTEGRATION INTEGRATION

FIRST QUARTER 32 23
SECOND
QUARTER 32 30

THIRD QUARTER 32 28
FOURTH
QUARTER 32 25
ANY QUESTIONS?
MARAMING SALAMAT PO