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1. WRITING OF PROJECT-BASED IN A GRASPS FRAMEWORK Presented By : Crisel S. Millares

2. GRASPS is a model advocated for by Grant Wiggins and Jay McTighe to guide teachers in designing authentic performance-based assessment. It’s a form of assessment that engages learners to employ their thinking skills and demonstrate application ofessential knowledge, conceptual understanding, and skills acquired throughout a unit of learning. 1 The WHY of GRASPS assessment design

3. 3 “ Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field.” Grant Wiggins

4. TEACHERS CAN USE THE GRASPS ASSESSMENT MODEL TO: 1 2 3 engage students through contextualized learning; provide simulations of real-world situations or challenges that adults might encounter; create opportunities for students to practice transfer of learning; Larana University | 2024 5

5. TEACHERS CAN USE THE GRASPS ASSESSMENT MODEL TO: 4 5 foster curiosity and building experiences of students; develop project management skills of students. Larana University | 2024 5

6. THANK YOU Presented By : CRISEL MILLARES

7. GRASPS : Real-World Learning GRASPS connects learning to real-world problems. It enhances engagement and makes learning more relevant. This framework is applicable across various subjects. It fosters critical thinking and problem-solving skills. by Aizel Valdez

8. What is GRASPS? Goals Define clear objectives and learning outcomes . Roles Assign roles to students to simulate real-world professions. Audience Identify the target audience for the project. Situation The scenario should mirror real-life challenges. This helps students understand the context. Product Define tangible deliverables. Reports and presentations are common outputs. Standards Set clear assessment criteria. This ensures project success.

9. GRASPS Example: Food Waste Goals Objective: Reduce food waste in the school cafeteria by 30% over the next semester . Learning Outcome: Students will understand the impact of food waste on the environment and develop practical solutions. Roles Role of Students: Students will act as members of a "Green Task Force" in their school. They will be responsible for researching the issue, gathering data, and proposing solutions to reduce food waste. Audience Target Audience: The primary audience will be the school administration and cafeteria staff. The secondary audience can include fellow students and parents who are stakeholders in the school community.

10. Situation Context: The school is facing a growing concern about food waste, which not only affects the environment but also represents a loss of resources. Students must investigate the causes of food waste in their cafeteria and develop strategies to mitigate the issue. Product Deliverables: Students will create a comprehensive report that includes: Data on current food waste levels in the cafeteria. Interviews with cafeteria staff and students about their eating habits . Proposed initiatives (e.g., composting, food sharing programs, education campaigns). A presentation to the school board to advocate for their proposed changes . Standards Assessment Criteria: The project will be evaluated based on: Depth of research and data analysis . Creativity and feasibility of the proposed solutions . Quality of presentation and report . Engagement with the audience during the presentation .

11. GRASPS in Mathematics Goal : Analyze data to propose a solution to reduce traffic accidents. Role : Transportation analyst. Audience : City planning committee and local residents . Situation : The city has seen an increase in traffic accidents over the past year, particularly at certain intersections. Students will investigate traffic data, accident reports, and patterns. Product/Performance : A comprehensive report with data visualizations (graphs and charts) and recommendations for traffic safety measures to present to the city planning committee. Standards : Assessment based on the accuracy of data analysis, quality of visual aids, clarity of the report, and the practicality of the recommendations.

12. GRASPS : Key Takeaways 1 Real-World Connection Enhances learning relevance. 2 Critical Thinking Develops problem-solving skills. 3 Versatility Applicable across various subjects.

13. In conclusion, applying GRASPS in real-life problem-solving not only enhances learning but also equips individuals with the necessary skills to tackle complex challenges effectively. It bridges the gap between theory and practice, fostering a deeper understanding of the issues at hand and promoting innovative solutions.