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Collaborative Role Play for Environmental Issues

The document provides a framework and instructions for students to develop an authentic assessment task to evaluate their understanding of addressing environmental issues in their community. It includes: 1) A five-dimensional framework to guide students in developing a role play task involving the task, physical and social context, expected results and evaluation criteria. 2) The role play task requires students to work in groups to address an environmental problem in their community by performing a scenario showing how community members can help. 3) The role plays will be evaluated based on a rubric assessing originality, delivery, presentation and teamwork.

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27 views3 pages

Collaborative Role Play for Environmental Issues

The document provides a framework and instructions for students to develop an authentic assessment task to evaluate their understanding of addressing environmental issues in their community. It includes: 1) A five-dimensional framework to guide students in developing a role play task involving the task, physical and social context, expected results and evaluation criteria. 2) The role play task requires students to work in groups to address an environmental problem in their community by performing a scenario showing how community members can help. 3) The role plays will be evaluated based on a rubric assessing originality, delivery, presentation and teamwork.

Uploaded by

chariesse
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Collaborative Learning Task

#1 Developing Classroom Assessment


tools
Name: _______________________ Prog./Yr./Sec.: _________ Date: ________ Score: _______

Group Learning Activity:

Instructions: Form a group with 5 members then answer the given questions.

A. Reflect and discuss the five-dimensional framework for authentic


assessment.
1. Task: What do you have to do?
2. Physical context: Where do you have to do it?
3. Social context: With whom do you have to do it?
4. Result/form: What has to come out of it/ What is the result of your
efforts?

Criteria: How does what you’ve done have to be evaluated/judged?


B. Develop an authentic task by following the 4-step process or the five-
dimensional framework.

Five Dimensional Framework


(Learning Outcome: Students will be able to create a scenario that represents how they act to
address a community environmental issue.)

Task: A Role Play on How The Students Can Possibly Help in Solving The Environmental Problems
in Their Community

Physical Context: The Role Play will be done inside the classroom, through the usage of props
and decorations, the classroom must look like a real community so that the students will be able
to connect and have an idea of how to apply their learnings in a real-life community.

Social Context: The students will be working collaboratively; they will be divided into 5 groups.
They will first have a brainstorm about the different environmental problems that are present in
their community. The teacher will ask each group to select and create a scenario of a certain
environmental problem they wish to address. The play must consist of a scenario that shows
unhealthy activities that people do, and how as members of the community they can aid to
reduce such activities.

Result/Form: At the end of the role-play, the students must be able to understand their
significant roles as members of the community. It reflects their understanding and how they
manage to come up with ideas to perform the task. Also not only do the participants learn by
doing the task but also their peers or the audience. From the activity, they were able to share
their thoughts about environmental issues and how they can solve them. As a result, it is
expected from them to connect their learnings in this activity to a real-life setting.

Criteria:
Originality: 30%
Delivery: 30%
Presentation: 20%
Teamwork: 20%
100%

Rubrics Excellent(3) Very Good(2) Good(1)


Originality Able to create new and Students adapts others' The scenarios created
creative presentation of ideas to solve the weren't different from
how they deal in environmental issue in how other groups
addressing the their community; some address the
environmental issue in originality shown. environmental issue; very
their community. little originality shown.
Delivery The performers deliver the The performers were able The performers weren't
lines and actions to deliver the lines and able to deliver the lines
excellently which show actions properly and and actions very well.
proper intervention and showed how they're able
clearly portrayed how they to solve the
solve the environmental environmental issue.
issue.
Presentation • Informative, able to • Present some • Unsure of the
address well the given information, address responsibility.
environmental issue some solutions to the •Somewhat informative.
throughout the roleplay. assigned environmental • Lacks engagement from
• Entertaining; engages the issue. the audience.
audience • Engages audience
Teamwork • Accepts ideas of others; • Accept most ideas • Unwilling to
able to compromise. without negative compromise.
•All members contribute comments. •Few members
•Some members contribute.
contribute.

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