Workshop 1: Performance Task

Members: 1. Winnie Rose A. Pablo

2. Gemark D. Gebone
3.
Region(s): XII

Instruction: You will develop a performance task for your students, considering that you will
teach a topic in flexible modality.

Title of the Topic: Various Potential Earthquake Hazards

Area: Disaster Readiness and Risk Reduction
Grade level: 11/12
Quarter: 1st
Competencies with code: 1. Identify the various potential earthquake hazards
(DRR11/12-If-g-17).
2. Recognize the natural signs of an impending tsunami
(DRR11/12-If-g-18).
3. Analyze the effects of the different earthquake hazards
(DRR11/12-If-g-19).
4. Interpret different earthquake hazard maps (DRR11/12-If-g-
20).
Title of the performance “PREPARED AND ALERT for the BIG ONE!”
task:
Time allotment for the task: For face-to-face learning (Role Playing), an allotted time of
10mins./group (30mins.)
For online learning (Role Playing-Video), an allotted time of
5mins./group (15mins.)
Description of the task that targets the identified competencies
Reflective guide in developing the performance task:
1. How will the task target the identified competencies in flexible learning environment?
- During the planning of their roleplay before the “Big One”, students could identify
various potential earthquake hazards (DRR11/12-If-g-17) and recognize the natural
signs of an impending tsunami (DRR11/12-If-g-18).
- They could also analyze the effects of the different earthquake hazards (DRR11/12-
If-g-19) and interpret different earthquake hazard maps (DRR11/12-If-g-20).

2. Are you sure that the behaviors that will be observed are measurable using a tool?
-Yes. Upon doing the role play, each groups’ performance will be graded according to
a given rubric. This rubric will be presented prior to the role play for them to be aware
on how their performance will be graded.

The National Training Program for Newly- Hired Teachers

under the Junior Level Science Scholarship (JLSS) Program of Republic Act No. 10612 | Batch 2
 3. Is the time allotment for the task enough for you to target the competencies?
-Yes. Since in the given time, students will directly portray what they are going to do
before, during, and after an earthquake. In the span of 10 minutes, students should be
able to present the necessary emergency preparedness plan before, during, and after an
earthquake.

4. Does the task show direct application of knowledge in real-life?

- Since the task is Role Play, students will think of any circumstances (before,
during, and after) that might happen when the “Big One” comes and plan for the
best steps/solutions. Thus, there will be a direct application of knowledge in real-
life.

5. Does the task also target higher-order thinking skills?

- Imagining what might happen, planning what to prepare, and thinking what’s the
best steps/solutions to do before, during, and after the “Big One” requires higher-order
thinking skills. So yes, it does.

The National Training Program for Newly- Hired Teachers

under the Junior Level Science Scholarship (JLSS) Program of Republic Act No. 10612 | Batch 2
 3 1
4 2
Criteria Very Needs
Outstanding Satisfactory
Satisfactory Improvement
Content
The performance task . . . ALL of the
1. targets the stated learning given Only 1 of the
competencies indicators of an given Only 2-3 of the
2. involves the application of outstanding indicators of an given Four to 5 of the
knowledge in real-life output are outstanding indicators of an given indicators
3. challenges students’ evident. output is not outstanding of an
thinking and creativity evident. output are not outstanding
skills evident. output are not
4. includes contextualized evident.
activities
5. enhances students’
understanding of the lesson
Construction
The performance task is ALL of the
SMART. given Only 1 of the
1. S – Specific indicators of an given Only 2-3 of the
2. M – Measurable outstanding indicators of an given Four to 5 of the
3. A – Attainable output are outstanding indicators of an given indicators
4. R – Relevant evident. output is not outstanding of an
5. T – Time-bound evident. output are not outstanding
evident. output are not
evident.
Promptness of Submission The output is The output is The output is The output is
submitted submitted on submitted a submitted two or
before the the set the day after the more days after
deadline. deadline. deadline. the deadline.

The National Training Program for Newly- Hired Teachers

under the Junior Level Science Scholarship (JLSS) Program of Republic Act No. 10612 | Batch 2