GRASPS Model
CHAROLF D. CARANGUIAN, PhD, DRL
Cagayan National High School
Fact or Bluff
Activity
There are 11 priority
indicators in the RPMS-PPST
for SY 2020-2021, fact or
bluff?
FACT
Among the 11 priority
indicators for SY 2020-2021,
there are 8 classroom
observable indicators, fact or
bluff?
BLUFF
PMCF stands for Performance
Monitoring Central Form, fact
or bluff?
BLUFF
Green: Proficient :: Blue:
Highly Proficient, fact or
bluff?
FACT
There are 4 career stages in
PPST, fact or bluff?
FACT
GRASPS Model
ENRIQUE M. GARCIA, JR.
Cagayan National High School
SESSION OBJECTIVES
At the end of the session, the participants must be able to:
1.familiarize themselves of the GRASPS model in creating
performance tasks for students
2.use the GRASPS model in creating performance tasks
across curriculum learning areas
3.appreciate the GRASPS model in creating performance
tasks for students
SESSION OVERVIEW
01 IPCRF
Overview 03 Sample GRASPS
02 GRASPS
Model 04 GRASPS
Writeshop
01
IPCRF
Overview
11 7
PPST Classroom
Priority Observable
Indicators
Objective 1:
Applied knowledge of content within
and across curriculum teaching areas
02
GRASPS
Model
AUTHENTIC PERFORMANCE TASKS
The task addresses or The task calls for
assesses targeted standards understanding and transfer of
knowledge, not just recall or
following a formula
AUTHENTIC PERFORMANCE TASKS
The task requires
The task has a meaningful, real-
extended thinking – not
world context for application of
just an answer
knowledge and skills
AUTHENTIC PERFORMANCE TASKS
The task includes criteria/rubric The task directions are clear
targeting indicators for
understanding and successful
performance
GRASPS
Model
GRASPS
Model
Jay McTighe Grant Wiggins
Goal
Role
Audience
Situation
Product, Performance, and Purpose
Standards and Criteria for Success
GRASPS
Goal Role
states the problem or explains who students are in the
challenge to be scenario and what they are
resolved being asked to do
GRASPS
Audience Situation
who the students are solving provides the context of the
the problem for, who they need situation and any additional
to convince of the validity and factors that could impede the
success of their solution to the resolution of the problems
problem
GRASPS
Product/Performance and Standards and Criteria for
Purpose Success
explains the product or
performance that needs to be dictates the standards that must be
created and its larger met and how the work will be
purpose judged by the assumed audience
03
Sample
GRASPS
Topic:
PERMUTATION of n things not all different
1 Stimulate
Prior knowledge 3. Have you been to other places in the
.
Cagayan Valley Region? What
beautiful spots have you seen there?
Permutation Introduce task
2. Ask: How many ways can you permute the
letters of the words CAGAYAN,
TUGUEGARAO, SOLANA, IGUIG, MANILA,
TAGAYTAY
4. Explain the performance task of
the students
Your goal is to help foreign visitors understand the history
G and culture of the Cagayan Valley Region.
R You are an intern at the Department of Tourism.
Your audience is a group of nine English-speaking visitors
A from another country.
You have been asked to develop a plan for a three-day tour
of Region 02. Decide what sites to see, how they will show
S important ideas about culture and history, and how visitors
will find these sites.
You need to prepare a written itinerary with map, visuals,
and short descriptions about why you have chosen these
P sites—it must be clear as to how each site will show
something of importance about history and culture. Since it
is multiday, think about what to see first and why.
S Your plan will include (1) itinerary and map for each day with
estimated time needed at each site, (2) at least six key sites
with rationale for why each one is important to visit, and (3)
something fun for them to do along the way. The final
product should be visually interesting, accurate, and clear.
Topic:
Combination
Your goals are (1) to explain to the owner of Perfect 10
G restaurant the number of possible combinations a customer
can make from a list of recipes in the menu and (2) to come
up with a food review of your chosen main dishes.
R You are a food vlogger and a graphic artist
Ten fellow food vloggers (classmates), Math teacher
A (Restaurant Owner), and English Teacher.
You are a food vlogger who dined in Perfect 10 restaurant. The
restaurant owner, who has an excellent knack at Mathematics, said
that you can only dine in if you are able to determine the number of
S possible combinations given that you are to choose two from the list of
Filipino main dishes served for the day: kare-kare, adobo, sisig,
sinigang, bulalo, chicken inasal, ginataang salmon, and pinakbet.
Since you are also a food vlogger and graphic artist, you are going to
come up with a FOOD REVIEW of your two chosen main dishes.
Topic:
Combination
You are going to come up with a digital infographic that
P contains:
(1) A redesigned menu to include pictures of the main dish
offerings of Perfect 10 restaurant;
(2) A sidenote highlighting the detailed solution on the
number of possible combinations a customer can make
from the list of main dish offerings; and
(3) Review of the two chosen main dishes (not exceeding 7
sentences)
S Your digital infographics will be graded in terms of:
Visual Appeal 10 points
Correctness of the solution in the sidenote 10 points
Positive and proper use of words 10 points
Positive use of ICT 5 points
Sample Students’ Outputs
Topic: Segment Lengths in Circles
Sample Students’ Outputs
Goal: To inform target audience about disaster preparedness
Role: Artists paid by PAGASA
Audience: People living in disaster-prone areas
Situation: PAGASA is currently having a weather forecast that super
typhoon Jaboom will be inside PAR in 20 days. With this, they paid
you and other four artists to take part in an informative yet
entertaining video about Disaster Preparedness.
Product: A 3 to 5-minute video about entertainment speech video
about disaster preparedness.
Standards (Science):
Accuracy – 30 points
Relevance – 30 points
Individual Participation – 20 points
Presentation – 20 points
Standards (English):
Delivery – 30 points
Entertainment Quality – 30 points
Idea Development– 20 points
Effective Paragraphs (written) – 20 points
04 Writeshop
DIRECTIONS:
1. Group yourselves according to department and grade level you handle (there must be 4
groups per department). The Grade Level Chairman must come up with a meeting link for
the group.
2. As a group, choose a particular Most Essential Learning Competency (preferably for Q3
or Q4) in your area.
3. Write a sample Performance Task using the GRASPS Model. The template will be given
by your respective Department IOs.
4. Have your DH check your output and upload the same in a link that will be sent in your
respective GCs later.
Thank you!
Doc Cha
