The Quality Assignment Routine Marc Markell Ph.D., CT The Content Enhancement Series 1999 The...

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;


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.


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



Routines to help students understand concepts:

– The Concept Mastery Routine

– The Concept Anchoring Routine

– The Concept Comparison Routine



Routines to help students remember and respond:

– The Recall Enhancement Routine

– The Quality Assignment Routine

– The Framing Routine

– The Clarifying Routine


In small groups:

*Come up with a list of- - characteristics of a good assignment


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


• 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


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.


When To Begin Using The Routine

• Any time throughout the school year

• Best introduced at the beginning of the year

or semester


Get Ready!

Prepare the Assignment

• Construct a plan.

• Create a visual device.


ConstructA

Plan


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.


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.


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


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


• 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


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


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


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


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


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


Create a The Assignment WindowVisual Device


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.



??? 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:







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







Goal:

English 5/4 5/5




S/R: Text; glossary

1. Pick wds 5 min.


3. Check 10 min

Use COPS

2







Goal:

English 5/4 5/5




S/R: Text; glossary

1. Pick wds 5 min.


3. Check 10 min

Use COPS

2

Major Activity

The primary activity that students must

perform to complete the assignment.







Goal:

English 5/4 5/5




S/R: Text; glossary

1. Pick wds 5 min.


3. Check 10 min

Use COPS

2

Directions

A description of what students must do to

complete the assignment.







Goal:

English 5/4 5/5




S/R: Text; glossary

1. Pick wds 5 min.


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.







Goal:

English 5/4 5/5




S/R: Text; glossary

1. Pick wds 5 min.


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.







Goal:

English 5/4 5/5




S/R: Text; glossary

1. Pick wds 5 min.


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.







Goal:

English 5/4 5/5




S/R: Text; glossary

1. Pick wds 5 min.


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.







Goal:

English 5/4 5/5




S/R: Text; glossary

1. Pick wds 5 min.


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.


Course & Assignment:Date Given: Date Due:Directions:

Options:

Grading Criteria:

Supplies/Resources:

Goal:


Page 42 or yellow sheet


Page 13


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


Construct Window from PLAN

Present PLAN and Window


Prepare the Students

– Teach students the “PACE” Requirements.

(Lesson 1)

– Teach students the “REACT” Strategy.(Lesson 2)


PACE 1, 2 RequirementsFor Teachers & Students to Use When Evaluating Assignments

Prompt

Arranged neatly

Complete

Edited

1.

2.

3.

Page 48, cue card #3


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


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”).


• 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)


Sample Assignment Apage 46 cue card #1

Sample Assignment B page 47 cue card #2

Taken from Assignment Window on page 8


Sample Assignment C page 50 cue card #5

Assignment on page 5

Score using PACE 1…2…


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.


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.


• Get Ready, Get Set, Go, Win!

• Start on page 17

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