1  Improving Performance

This chapter introduces the performance model, a key concept that is revisited throughout the book. Sensitizing students to appreciating the dimensions of performance will allow them to begin to address how they can improve their own performance. Learning skills are also overtly addressed in Chapter 1 and students are asked to select the five skills they will work on through the course. Finally, students see and work with the first rubric in the book, Continuum of Performance Levels. This is an informationally-heavy rubric and one with which students will become very familiar as the course progresses. They see examples of each of the levels through the model students (Paula, Sam, Rene, Connie, and Steve) and are then asked to select the level that most closely matches their overall performance as a student. Students are asked to do this again in Chapter 7, and a final time, at the end of the course. Students are given a way to understand performance (the performance model), a way to improve it (learning skills), and a rubric against which to assess or evaluate it (continuum of performance levels).

èRelated/Helpful Faculty Guidebook modules

• 1.2.1 Theory of Performance

• 4.2.2 Becoming a Self-Grower

• 1.4.5 Performance Levels for Learners and Self-Growers

• 1.2.2 Profile of a Quality Learner

• 4.1.1 Overview of Assessment

• 4.1.9 SII Method for Assessment Reporting

èKnowledge Table for Chapter 1

èOnline Resources for Chapter 1: http://www.pcrest2.com/fol/ch1.htm

èNotes on Chapter Content

First Critical Reflection

• The “Before Picture”: In the book, this reflection occurs after Activity 1.1. The timing of it in your particular class will influence the goals for this activity. If it is indeed after the group activity, it may be an opportunity for each student to reflect further on where they are at this moment. If before the group activity, it can help them reflect on their current situation before discussing their goals with another student. 

• You may want to see this reflection to get a sense of them as a person.  It will also give you information about their incoming writing skills.

What Do You Think? Learning Skills

• Note that students return to this list in the final activity. Things to look for: Have they drawn from the list of skills give?  Are they all from one group (e.g. all cognitive or all social?) In answering why, does student show that s/he understands what the skill is?

What Do You Think? Performance Level

• The student’s assessment here can be quite revealing. If possible, a discussion with each student would help you and the student clarify perceptions. For example, what if your initial assessment places them at a higher or lower level?

Goals for this Course

• The student returns to goal-setting a number of times. For example, this exercise is revisited in Chapter 2 (p. 45). You may want to wait until then to see what the students have identified.

SII Assessment (Strengths, Areas for Improvement, Insights)

• Students will complete an SII Assessment for each module. In your review, see how well they have addressed the Learning Objectives for the module.

èActivities