Post on 12-Jan-2016
The QualityAssignment Routine
Marc Markell Ph.D., CT
The Content Enhancement Series
1999
The University of Kansas
Center for Research on Learning
Lawrence, Kansas 66045
www.thelearningcoach.org
Inference
The Fundamentals of Summarizing and
Paraphrasing
University of Kansas Center for Research on Learning 1/99 QA Overhead # 4
Content Enhancement
A way of teaching an academically diverse group of students in which (developed in response to more students with disabilities and who are low achieving being integrated into general education classes):
– both group and individual needs are valued and met;
– the integrity of the content is maintained;
University of Kansas Center for Research on Learning 1/99 QA Overhead # 5
Content Enhancement
A way of teaching an academically diverse group of students in which:
– critical features of the content are selected and transformed in a manner that promotes student learning; and
– instruction is carried out in a partnership with students.
University of Kansas Center for Research on Learning 1/99 QA Overhead # 6
Routines to help students organize information and tasks:
– The Course Organizer Routine
– The Unit Organizer Routine
– The Survey Routine
– The Lesson Organizer Routine
Guidebooks in the ContentEnhancement Series
University of Kansas Center for Research on Learning 1/99 QA Overhead # 7
Guidebooks in the ContentEnhancement Series
Routines to help students understand concepts:
– The Concept Mastery Routine
– The Concept Anchoring Routine
– The Concept Comparison Routine
University of Kansas Center for Research on Learning 1/99 QA Overhead # 8
Guidebooks in the ContentEnhancement Series
Routines to help students remember and respond:
– The Recall Enhancement Routine
– The Quality Assignment Routine
– The Framing Routine
– The Clarifying Routine
University of Kansas Center for Research on Learning 1/99 QA Overhead # 9
In small groups:
*Come up with a list of- - characteristics of a good assignment
University of Kansas Center for Research on Learning 1/99 QA Overhead # 10
Characteristics Of A GoodAssignment According To Students
• Is different from other assignments
• Has an understood purpose
• Has clear/well-organized directions
• Allows for interpersonal/social interactions
• Is personally relevant for students
• Provides opportunities for creative expression
University of Kansas Center for Research on Learning 1/99 QA Overhead # 11
• Allows for feedback
• Lists available resources
• Meets criteria for optimal challenge
• Includes student choices
• Is considerate in relation to time demands
• Lists evaluation criteria
Characteristics Of A GoodAssignment According To Students
University of Kansas Center for Research on Learning 1/99 QA Overhead # 12
The Purpose Of The Routine
• To improve the quality of assignments
given to students.
• To increase the assignment completion
rate by students.
• To improve the quality of work on
assignments completed by students.
University of Kansas Center for Research on Learning 1/99 QA Overhead # 13
When To Begin Using The Routine
• Any time throughout the school year
• Best introduced at the beginning of the year
or semester
University of Kansas Center for Research on Learning 1/99 QA Overhead # 14
Get Ready!
Prepare the Assignment
• Construct a plan.
• Create a visual device.
University of Kansas Center for Research on Learning 1/99 QA Overhead # 15
ConstructA
Plan
University of Kansas Center for Research on Learning 1/99 QA Overhead # 16
The Planning Worksheet(Page 43)
• Plan the purpose of the assignment.
• Link the assignment to student needs and
interests.
• Arrange clear student directions.
• Note evaluation date and results.
University of Kansas Center for Research on Learning 1/99 QA Overhead # 17
Plan The Purpose Of The Assignment
• Determine knowledge or skills students should be able to demonstrate by completing assignment.
• Determine how students will demonstrate skills or knowledge. Use “Assignment Ideas” Sheet (page 44).
• State how the knowledge and/or skills acquired will benefit students.
University of Kansas Center for Research on Learning 1/99 QA Overhead # 18
Plan The Purpose Of The Assignment
P
The Quality AssignmentPlanning Worksheet
3. Why is this important? (Benefits)So we can understand why such a highly developed civilization fell apart, and prevent the same thing from happening to our own civilization.
1. What will students accomplish?Analyze why the Ancient Greek culture was destroyed.
2. How will they do this?By creating a journal from the perspective of someone who lived in Ancient Greece.
CourseUnit
World HistoryAncient Greece
Plan thepurpose of theassignment
University of Kansas Center for Research on Learning 1/99 QA Overhead # 19
Assignment IdeasVerbs from Bloom’s Taxonomy
(Select what students should do when completing the assignment)
account foranalyzerelationships
arbitrateassess
break into parts
checkcalssifycombinecomparecontrastcreate
decidedefinedescribedeterminedevelopdiscern
establishexamineexplain
formulate
identifyinterpret
judge (with apurpose)
labellsit
manipulatematch
name
outline
paraphraseperform
predictpresent(uniquely)
prioritizeproduceprojectpropose a plan
recallrecognize(patterns)
rememberreorganizereproduceretell
selectsimplifysummarize
translatetransposetry
uncoverunderlineuse
verify
Assignment Ideas(Select what students might pr oduce as part of the assignment)
advertisementaudiotape
bookbook report
cartoonchartcollectioncommercialconculsioncourt trial
debatediagramdiarydioramadiscussion (panelor group)
essay
filmfilmstrip
gramegraph
illustrationinterview
journal
mapmagazine articlemobilemodel
news articlenewspaper
pantomimephotographplaypoemposterproduct (new)puzzle
questionnaire
rapradio showrecordreport
scrapbooksculptureself-evaluationsongstitcherystorysurvey
tape recordingtelevision showtermp paper
videotape
Page 44
University of Kansas Center for Research on Learning 1/99 QA Overhead # 20
• Consider variations to prevent student boredom/frustration. Consider varying:
– Format – Purpose
– Organization – Location
– Content – Social interaction
– Resources
• Consider pitfalls to successful completion.
• Offer solutions to possible pitfalls.
Link The AssignmentTo Student Needs And Interests
University of Kansas Center for Research on Learning 1/99 QA Overhead # 21
Link The AssignmentTo Student Needs And Interests
L1. How can the assign-ment be made personally relevant for students?Choose 1 aspect of Greek life that interests you (e.g., sports, art, politics, religion)
Link assign-ment to student needs & interests (HALO)
2. Options/Choices?
With partner or by self;Diary or audio tape;Athens/Sparta
3. Pitfalls to successful completion of work?1. Diary format2. Find/use tape recorders
4. Solutions to these pitfalls?1. Show sample diary2. Tell where to get/how to use tape recorders
University of Kansas Center for Research on Learning 1/99 QA Overhead # 22
Arrange Clear Student Directions
A Action Steps1. Plan 7 days2. Write each day3. Draw picture
Arrange clear student directions
Supplies/ResourcesClass notesTextbooksLibrary booksMagazine articlesMoviesImagination
Grading Criteria (PACE 1, 2, …)1. 7 entries--put date2. 3 statements/entry3. choose 1 good & 1 bad thing @ your interest
University of Kansas Center for Research on Learning 1/99 QA Overhead # 23
Note Evaluation Date And Results
NResultsStudents had difficulty completing on time. Next year, set an intermediate deadline of 7 days for handing in outline.
Date to Review Assignment OutcomesMay 22
ResultsVolume on tapes was too soft. Next year, give more instructions on volume control.
Note evaluation date and results
University of Kansas Center for Research on Learning 1/99 QA Overhead # 24
Quality AssignmentPlanning ChartPlan the purpose of the assignment
1. Answer the question, “What willstudents accomplish” bydetermining the knowledge orskills students should be able todemonstrate by completing theassignment.
2. Answer the question, “How willthey do this? by determining howstudents will demonstrate theirknowledge. To do this, select averb and an assignment idea fromthe “Assignment Ideas” Sheet.
3. Answer the question, “Why isthis important?” by stating howthe knowledge and /or skills theyacquire by completing theassignment will be of benefit inthe future.
Link assignment to student needs & interests1. To make the assignment
personally relevant for students,consider the physical, intellectual,social, emotional, and culturalcharacteristics and interests ofstudents.
Consider offering assignmentsbased on:• current events • TV• heroes/heroins • fantasy• social interaction • futurism• cultural values• community involvement
2. Consider ways to produce a finalproduct without boring orfrustrating students.
Consider variations according to:• Format (match modalitystrengths-oral, writtendemonstration, etc.)• Organization (lists, diagrams,outlines)• Content (topics, task selection)• Purpose (practice, prepare, extend,create)• Location (library, home, studyhall)• Social interaction (partner, smallgroup)• Resources (books, film strips, etc.)
3. Consider pitfalls that mightprevent successful completion ofthe assignment. For example:
• Confusing vocabulary words• Unavailability of equipment• Unfamiliarity with equipment• Lack of particular academic skill• Low access to resources• Low motivation
4. Offer solutions to such problems.
Arrange clear student directions Note evaluation date & resultsTo arrange clear student directions, jot down information thatis complete and easy to follow. This includes:
Specify a date for reviewing the appropriateness andoutcomes of the assignment:
Grading CriteriaThe way grades will bedetermined.
Due Date(s)The day on which thework is to be handed in;shows time consideration.
PointsThe total pointsassignment is worth.
Action Steps:The task broken into itscomponent parts.
Supplies/ResourcesThe human and materialresources (text books,dictionaries, magazines,computers, people) neededto complete the work.
Results:Record necessary changesin the assignment toensure better performancethe next time it is used orthe course is taught.
Assignment Review DateNote the date when theassignhment results willbe ready and anassignment discussion canbe conducted.
Page 43
University of Kansas Center for Research on Learning 1/99 QA Overhead # 25
Construct PLAN•Get together with 1 or 2 other teachers•Create a PLAN for a lesson that one or more of you may use in a class•Present your PLAN to another group and get feedback
University of Kansas Center for Research on Learning 1/99 QA Overhead # 26
Create a The Assignment WindowVisual Device
University of Kansas Center for Research on Learning 1/99 QA Overhead # 27
The Assignment Window
• Is a graphic device that:
– Is prepared ahead of time by the teacher.
– Allows the teacher and students to record
important information related to an upcoming
assignment.
– Is presented to the class through a co-
construction process.
– Is used to promote student understanding of how
to complete an upcoming assignment.
University of Kansas Center for Research on Learning 1/99 QA Overhead # 28
The Assignment Window
??? Directions ?? Materials/Resource ?? Grading ???
Subject Date: Given Due Turned In
Read Answer Write Other
Parts: # of study sessions: Actual Grade Received:
Grade Goal: A B C A B C D F
Quality Goal: A B C Other:
Goal:
University of Kansas Center for Research on Learning 1/99 QA Overhead # 29
Subject Date: Given Due Turned In
Read Answer Write Other
Parts: # of study sessions: Actual Grade Received:
Grade Goal: A B C A B C D F
Quality Goal: A B C Other:
Goal:
English 5/4 5/5
D: Define 5 vocab. wds., p. 67. Write meaningful sentence/ea.
O: Choose which 5 words
G: 1. spell vocab. wds. correctly, 2 underline wds. Worth: 20 pts.
S/R: Text; glossary
1. Pick wds 5 min.
2. Defins/exps 45 mins
3. Check 10 min
Use COPS
2
Page 8
University of Kansas Center for Research on Learning 1/99 QA Overhead # 30
Subject Date: Given Due Turned In
Read Answer Write Other
Parts: # of study sessions: Actual Grade Received:
Grade Goal: A B C A B C D F
Quality Goal: A B C Other:
Goal:
English 5/4 5/5
D: Define 5 vocab. wds., p. 67. Write meaningful sentence/ea.
O: Choose which 5 words
G: 1. spell vocab. wds. correctly, 2 underline wds. Worth: 20 pts.
S/R: Text; glossary
1. Pick wds 5 min.
2. Defins/exps 45 mins
3. Check 10 min
Use COPS
2
University of Kansas Center for Research on Learning 1/99 QA Overhead # 31
Subject Date: Given Due Turned In
Read Answer Write Other
Parts: # of study sessions: Actual Grade Received:
Grade Goal: A B C A B C D F
Quality Goal: A B C Other:
Goal:
English 5/4 5/5
D: Define 5 vocab. wds., p. 67. Write meaningful sentence/ea.
O: Choose which 5 words
G: 1. spell vocab. wds. correctly, 2 underline wds. Worth: 20 pts.
S/R: Text; glossary
1. Pick wds 5 min.
2. Defins/exps 45 mins
3. Check 10 min
Use COPS
2
Major Activity
The primary activity that students must
perform to complete the assignment.
University of Kansas Center for Research on Learning 1/99 QA Overhead # 32
Subject Date: Given Due Turned In
Read Answer Write Other
Parts: # of study sessions: Actual Grade Received:
Grade Goal: A B C A B C D F
Quality Goal: A B C Other:
Goal:
English 5/4 5/5
D: Define 5 vocab. wds., p. 67. Write meaningful sentence/ea.
O: Choose which 5 words
G: 1. spell vocab. wds. correctly, 2 underline wds. Worth: 20 pts.
S/R: Text; glossary
1. Pick wds 5 min.
2. Defins/exps 45 mins
3. Check 10 min
Use COPS
2
Directions
A description of what students must do to
complete the assignment.
University of Kansas Center for Research on Learning 1/99 QA Overhead # 33
Subject Date: Given Due Turned In
Read Answer Write Other
Parts: # of study sessions: Actual Grade Received:
Grade Goal: A B C A B C D F
Quality Goal: A B C Other:
Goal:
English 5/4 5/5
D: Define 5 vocab. wds., p. 67. Write meaningful sentence/ea.
O: Choose which 5 words
G: 1. spell vocab. wds. correctly, 2 underline wds. Worth: 20 pts.
S/R: Text; glossary
1. Pick wds 5 min.
2. Defins/exps 45 mins
3. Check 10 min
Use COPS
2
Options/Choices
The options students have for completing the assignment.
Includes choice of content, format, due date, social interaction, and resources.
University of Kansas Center for Research on Learning 1/99 QA Overhead # 34
Subject Date: Given Due Turned In
Read Answer Write Other
Parts: # of study sessions: Actual Grade Received:
Grade Goal: A B C A B C D F
Quality Goal: A B C Other:
Goal:
English 5/4 5/5
D: Define 5 vocab. wds., p. 67. Write meaningful sentence/ea.
O: Choose which 5 words
G: 1. spell vocab. wds. correctly, 2 underline wds. Worth: 20 pts.
S/R: Text; glossary
1. Pick wds 5 min.
2. Defins/exps 45 mins
3. Check 10 min
Use COPS
2
Grading Criteria
A statement related to requirements for the assignment and how the assignment is to be graded. Includes the number of
points the assignment is worth.
University of Kansas Center for Research on Learning 1/99 QA Overhead # 35
Subject Date: Given Due Turned In
Read Answer Write Other
Parts: # of study sessions: Actual Grade Received:
Grade Goal: A B C A B C D F
Quality Goal: A B C Other:
Goal:
English 5/4 5/5
D: Define 5 vocab. wds., p. 67. Write meaningful sentence/ea.
O: Choose which 5 words
G: 1. spell vocab. wds. correctly, 2 underline wds. Worth: 20 pts.
S/R: Text; glossary
1. Pick wds 5 min.
2. Defins/exps 45 mins
3. Check 10 min
Use COPS
2
Supplies/Resources
A statement related to the supplies and
resources students are to use to complete
the assignment.
University of Kansas Center for Research on Learning 1/99 QA Overhead # 36
Subject Date: Given Due Turned In
Read Answer Write Other
Parts: # of study sessions: Actual Grade Received:
Grade Goal: A B C A B C D F
Quality Goal: A B C Other:
Goal:
English 5/4 5/5
D: Define 5 vocab. wds., p. 67. Write meaningful sentence/ea.
O: Choose which 5 words
G: 1. spell vocab. wds. correctly, 2 underline wds. Worth: 20 pts.
S/R: Text; glossary
1. Pick wds 5 min.
2. Defins/exps 45 mins
3. Check 10 min
Use COPS
2
Assignment Plan
An outline of the action steps required to
complete the assignment.
An estimation of how much time each
task will take.
University of Kansas Center for Research on Learning 1/99 QA Overhead # 37
Subject Date: Given Due Turned In
Read Answer Write Other
Parts: # of study sessions: Actual Grade Received:
Grade Goal: A B C A B C D F
Quality Goal: A B C Other:
Goal:
English 5/4 5/5
D: Define 5 vocab. wds., p. 67. Write meaningful sentence/ea.
O: Choose which 5 words
G: 1. spell vocab. wds. correctly, 2 underline wds. Worth: 20 pts.
S/R: Text; glossary
1. Pick wds 5 min.
2. Defins/exps 45 mins
3. Check 10 min
Use COPS
2
Goals
A statement related to the student’s goals for the assignment.
The student’s grade goal for the assignment.
The student’s quality goal for the assignment.
University of Kansas Center for Research on Learning 1/99 QA Overhead # 38
Course & Assignment:Date Given: Date Due:Directions:
Options:
Grading Criteria:
Supplies/Resources:
Goal:
The Assignment Window
Page 42 or yellow sheet
University of Kansas Center for Research on Learning 1/99 QA Overhead # 39
Page 13
University of Kansas Center for Research on Learning 1/99 QA Overhead # 40
Course & Assignment:Date Given: Date Due:Directions:
Options:
Grading Criteria:
Supplies/Resources:
Goal:
English: Vocabulary
Sentences
5/4
Define 5 vocab. wds. p. 67. Write
meaningful sentence for each.
Choose which 5 vocabulary words
1. spell vocab wds. correctly; 2.
underline each vocab. wd.
Text, glossary
To get an A
Model Assignment Window
University of Kansas Center for Research on Learning 1/99 QA Overhead # 41
Construct Window from PLAN
Present PLAN and Window
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Prepare the Students
– Teach students the “PACE” Requirements.
(Lesson 1)
– Teach students the “REACT” Strategy.(Lesson 2)
University of Kansas Center for Research on Learning 1/99 QA Overhead # 43
PACE 1, 2 RequirementsFor Teachers & Students to Use When Evaluating Assignments
Prompt
Arranged neatly
Complete
Edited
1.
2.
3.
Page 48, cue card #3
University of Kansas Center for Research on Learning 1/99 QA Overhead # 44
PACE 1, 2 RequirementsFor Teachers & Students to Use When Evaluating Assignments
Prompt
Arranged neatly
Complete
Edited
1.
2.
3.
Seven entries w/ date
Three statements/entry
1 good & 1 bad thing about your interest in each entry
Taken from Assignment Window on page 8
University of Kansas Center for Research on Learning 1/99 QA Overhead # 45
How To Teach Pace (Lesson 1)
• Give an advance organizer.
• Discuss examples & nonexamples of
“quality” work.
• Introduce & explain the “basic” PACE
Requirements (“P,” “A,” “C,” & “E”).
• Explain the “additional” PACE Requirements
(the numbers “1” & “2”).
University of Kansas Center for Research on Learning 1/99 QA Overhead # 46
• Model how to check assignments with the
PACE Requirements.
• Summarize and state expectations for
students to use the PACE Requirements to
check all future assignments.
How To Teach Pace (Lesson 1)
University of Kansas Center for Research on Learning 1/99 QA Overhead # 47
Sample Assignment Apage 46 cue card #1
Sample Assignment B page 47 cue card #2
Taken from Assignment Window on page 8
University of Kansas Center for Research on Learning 1/99 QA Overhead # 48
Sample Assignment C page 50 cue card #5
Assignment on page 5
Score using PACE 1…2…
University of Kansas Center for Research on Learning 1/99 QA Overhead # 49
The REACT Strategy page 51 cue card #6
For students to use during the assignment presentation
• Review the directions.
• Evaluate whether the directions are
complete.
• Ask questions.
• Create a plan to complete the assignment.
• Target some goals.
University of Kansas Center for Research on Learning 1/99 QA Overhead # 50
How To Teach REACT (Lesson 2)
• Review the PACE lesson; preview new lesson.
• Introduce and explain each step of the REACT Strategy.
• Model each step of REACT.
• Conduct verbal practice on the REACT Steps.
University of Kansas Center for Research on Learning 1/99 QA Overhead # 51
• Get Ready, Get Set, Go, Win!
• Start on page 17