| A Guide to Using the Cooperate With Others Performance Continuum | |
Tips for Using the Guide |
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Getting to Know the Dimensions of Performance for Cooperate with Others |
Cooperate with Others Performance Continuum: |
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Level 1 |
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Level 2 |
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Level 3 |
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Level 4 |
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Level 5 |
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Using the Performance Continuum Within the Teaching and Learning Cycle: |
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Before Instruction |
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Planning Activities |
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Planning for the Collection of Evidence |
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Using the Performance Continua After Instruction: Accountability Assessment Tasks |
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Home |
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Getting to Know the Dimensions of Performance for Cooperate with Others
Take a minute now to look over the performance continuum for Cooperate with Others. Each of the five levels is on a separate page.
Section 1 — The Components of Performance
The continuum begins with the definition of the standard, one that remains the same for each level of performance. Including the definition as the starting point for each performance level description reminds us that the definition of the standard as an integrated skill process is consistent across the continuum.
Section 2 — Knowledge, Skills and Strategies
The second section is a list of the key knowledge, skills, and cognitive and metacognitive strategies to be mastered for proficient performance at each level. These are the primary behavioral indicators (or benchmarks) of proficient performance at each level.
Bullet 1 addresses behaviors that demonstrate a conceptual understanding of "cooperation" as a dynamic process by which a group of individuals can work together to achieve a common goal. As students move up the levels, their understanding of the complexities involved in the process of cooperation become more multi-dimensional and complex.
Bullets 2 and 3 address the give-and-take process of eliciting the input of others in order to understand their opinions and what they can contribute to the goal of cooperating (Bullet 2) and providing one's own input so that others can do the same (Bullet 3). As students move up the levels they are able to draw upon an increasing range of strategies to elicit and provide input to others and to know when and under what conditions to apply these strategies.
Bullet 4 deals with defining the goal for cooperating, playing an agreed upon role and monitoring and adjusting one's behavior to assist the group in taking cooperative actions.
Section 3 — Fluency, Independence and Range
This section is a description of the fluency, independence, and ability to perform in a range of settings expected for proficient performance on the standard at each level.
- Fluency of performance refers to the level of effort or ease required for an adult to retrieve and apply what he or she knows in order to participate in group interaction.
- Independence of performancereflects the extent to which the person needs direction, guidance, or structure in his or her interactions with others.
- Range of performancerefers both to how well a person can use cooperation skills and whether the person can transfer learning from one context to another. This includes both a range of kinds and complexity of cooperation tasks and a range of contexts for tasks.
Section 4 — Examples of Proficient Performance
This section has examples of the kinds of purposeful applications of the standard that can be accomplished by an adult who is proficient at each level. These examples represent only a few of many cooperation activities that could be developed by teachers and others.
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