Community of Practice Manager Rob Kantner describes mini-tasks, their uses, and tools used to develop quality mini-tasks.
- Short literacy-based mini-performance-tasks that give students practice with a precisely targeted skill
- The scaffolding that develops the reading, writing, and thinking skills students need to develop to respond successfully to a module’s teaching task
- A way to generate formative assessment data for teachers to use to adjust instruction over the course of a module, and for instruction that happens after the module.
Beyond the context of a module, mini-tasks can be used “stand-alone” to:
- Diagnose students’ proficiency with targeted literacy skills to generate valuable information about students before designing and teaching a full module
- Sharpen students’ skills and generate more data after scoring a full module’s student work that identifies literacy skills that might need improvement
- Create a literacy- and formative assessment-saturated “LDC Course” in which literacy skills are constantly and intentionally being addressed by teaching a complement of stand-alone mini-tasks in-between modules
- Provide a manageable entry point into literacy instruction, Common Core State Standards, and formative assessment for teachers new to the LDC framework by first training them in stand-alone mini-tasks before having them teach full modules.
Tools to help teachers and coaches develop quality mini-tasks include the LDC Mini-Task Library and the new stand-alone mini-task authoring environment in LDC CoreTools.
See sample “exemplary” LDC mini-tasks vetted by Dr. David Pearson’s team at the University of California at Berkeley.
See LDC Mini-Task Library Entry Guidelines for identifying and adding mini-tasks to the LDC Mini-Task Library (adapted from the Rubric for Jurying LDC Modules).
This blog was originally posted on the LDC website.