In this book, the authors have constructed a planning framework that includes numerous examples of performance-based visual arts set in real-life contexts.

Beyond knowledge and content

Too often, students are not able to demonstrate what they have learned?especially in music and art. This book provides a unique model for transforming the instructional focus from content centered to student centered, using performance-based standards for music and the visual arts. The authors offer a concise, easy-to-understand framework of curriculum, instruction, and assessment built upon performance-based learning actions. Teachers can use these practical classroom applications to customize relevant and meaningful instruction around critical musical and artistic concepts.

Numerous real-life examples of performance-based fine arts are illustrated along with performance benchmarks for Grades 3, 5, 8, and 12. This framework can be used to guide the development of a music and visual arts curriculum throughout a family of schools, by an instructional team, or by individual teachers within one classroom.

This book is divided into five major sections:

• Overview with question-and-answer format
• Standards and performance benchmarks for the visual arts
• Standards and performance benchmarks for music
• Guide to using technology to support performance benchmarks
• Guide to planning and analyzing performances

Performance design templates and reproducible masters provide practical tools to empower students to "show what they know."

This book is based on the content and performance standards developed by the National Council of Teachers of Language Arts in the United States. It provides a step-by-step guide to developing performance-based curriculum, and includes specific curriculum examples to illustrate the national standards at grades three, five, eight and 12.

Performance-Based Curriculum for Social Studies offers you a unique model for creating school, district, or classroom curricula that shifts the focus?from content alone ? to a more balanced one that aligns curriculum quality and context with content.

Here?s a framework for designing your own performance-based curriculum. Based on the standards set by the National Council for the Social Studies, this guide presents examples drawn from real-life contexts, with specific benchmarks for Grades 3, 5, 8, and 12. These practical tools help you assess your program?s effectiveness on a continuing basis.

The benchmarks and examples will allow you to teach your students how they can:

• Identify the problem to be solved
• Use multiple problem-solving strategies
• Apply what they learn to other problems
• Be able to show how and why as well as what

One section looks closely at the technology connections for school curriculum. It examines how the five central learning actions in performance-based curriculum?access, interpret, produce, disseminate, and evaluate?can be greatly enhanced when used in conjunction with technology. In addition, it shows you how your curriculum can incorporate technology as content.

Put together a curriculum that helps your students learn how to learn, not just memorize data. Engage your students in actively acquiring knowledge. Teach them how to "show what they know" by applying what they?ve learned to real-life situations?and that learning never stops.

This is a step-by-step guide to developing performance-based curriculum for science. The book is based on the adopted United States national standards in science. It is filled with benchmarks and specific curriculum examples which reflect all the requirements of restructured curriculum: student identification of the problem to be solved; the use of multiple problem-solving strategies; and real-world applications.

Based on the content and performance standards developed by the United States' National Council of Teachers of Mathematics, this is a step-by-step guide to developing performance-based curriculum. Replete with specific examples, the book reflects all the requirements of restructured curriculum including student identification of the problem to be solved and the use of multiple problem-solving strategies.