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The Quality Assignment Routine Marc Markell Ph.D., CT

Learn to create engaging, effective assignments that cater to diverse student needs and enhance learning outcomes. This guide offers strategies, routines, and tips for optimizing student assignments.

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The Quality Assignment Routine Marc Markell Ph.D., CT

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  1. The QualityAssignment RoutineMarc Markell Ph.D., CT The Content Enhancement Series 1999 The University of Kansas Center for Research on Learning Lawrence, Kansas 66045

  2. www.thelearningcoach.org Inference The Fundamentals of Summarizing and Paraphrasing

  3. 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

  4. 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

  5. Guidebooks in the ContentEnhancement Series Routines to help students organize information and tasks: • The Course Organizer Routine • The Unit Organizer Routine • The Survey Routine • The Lesson Organizer Routine University of Kansas Center for Research on Learning 1/99

  6. 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

  7. 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

  8. In small groups:*Come up with a list of- - characteristics of a good assignment University of Kansas Center for Research on Learning 1/99

  9. 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

  10. Characteristics Of A GoodAssignment According To Students • Allows for feedback • Lists available resources • Meets criteria for optimal challenge • Includes student choices • Is considerate in relation to time demands • Lists evaluation criteria University of Kansas Center for Research on Learning 1/99

  11. 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

  12. 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

  13. Get Ready! Prepare the Assignment • Construct a plan. • Create a visual device. University of Kansas Center for Research on Learning 1/99

  14. Construct A Plan University of Kansas Center for Research on Learning 1/99

  15. 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

  16. 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

  17. Plan The Purpose Of The Assignment World History Ancient Greece The Quality Assignment Planning Worksheet Course Unit P 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. 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. Plan the purpose of the assignment University of Kansas Center for Research on Learning 1/99

  18. Page 44 University of Kansas Center for Research on Learning 1/99

  19. Link The AssignmentTo Student Needs And Interests • 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. University of Kansas Center for Research on Learning 1/99

  20. L 1. 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) 2. Options/Choices? With partner or by self; Diary or audio tape; Athens/Sparta 3. Pitfalls to successful completion of work? 1. Diary format 2. Find/use tape recorders 4. Solutions to these pitfalls? 1. Show sample diary 2. Tell where to get/how to use tape recorders Link assign-ment to student needs & interests (HALO) Link The AssignmentTo Student Needs And Interests University of Kansas Center for Research on Learning 1/99

  21. A Action Steps 1. Plan 7 days 2. Write each day 3. Draw picture Supplies/Resources Class notes Textbooks Library books Magazine articles Movies Imagination Grading Criteria (PACE 1, 2, …) 1. 7 entries--put date 2. 3 statements/entry 3. choose 1 good & 1 bad thing @ your interest Arrange clear student directions Arrange Clear Student Directions University of Kansas Center for Research on Learning 1/99

  22. N Date to Review Assignment Outcomes May 22 Results Volume on tapes was too soft. Next year, give more instructions on volume control. Results Students had difficulty completing on time. Next year, set an intermediate deadline of 7 days for handing in outline. Note evaluation date and results Note Evaluation Date And Results University of Kansas Center for Research on Learning 1/99

  23. Page 43 University of Kansas Center for Research on Learning 1/99

  24. 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

  25. Create a The Assignment Window Visual Device University of Kansas Center for Research on Learning 1/99

  26. 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

  27. 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

  28. Subject Date: Given Due Turned In English 5/4 5/5 Read Answer Write Other 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 2 Parts: # of study sessions: Actual Grade Received: Grade Goal: A B C A B C D F Quality Goal: A B C Other: Goal: 1. Pick wds 5 min. 2. Defins/exps 45 mins 3. Check 10 min Use COPS Page 8 University of Kansas Center for Research on Learning 1/99

  29. Subject Date: Given Due Turned In English 5/4 5/5 Read Answer Write Other D: Define 5 vocab. wds., p. 67. Write meaningful sentence/ea. O: Choose which 5 words Critical Dates The date the assignment is given. The date the assignment is due. G: 1. spell vocab. wds. correctly, 2 underline wds. Worth: 20 pts. S/R: Text; glossary 2 Parts: # of study sessions: Actual Grade Received: Grade Goal: A B C A B C D F Quality Goal: A B C Other: Goal: 1. Pick wds 5 min. 2. Defins/exps 45 mins 3. Check 10 min Use COPS University of Kansas Center for Research on Learning 1/99

  30. Subject Date: Given Due Turned In English 5/4 5/5 Read Answer Write Other 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 2 Parts: # of study sessions: Actual Grade Received: Grade Goal: A B C A B C D F Quality Goal: A B C Other: Goal: 1. Pick wds 5 min. 2. Defins/exps 45 mins 3. Check 10 min Use COPS Major Activity The primary activity that students must perform to complete the assignment. University of Kansas Center for Research on Learning 1/99

  31. Subject Date: Given Due Turned In English 5/4 5/5 Read Answer Write Other 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 2 Parts: # of study sessions: Actual Grade Received: Grade Goal: A B C A B C D F Quality Goal: A B C Other: Goal: 1. Pick wds 5 min. 2. Defins/exps 45 mins 3. Check 10 min Use COPS Directions A description of what students must do to complete the assignment. University of Kansas Center for Research on Learning 1/99

  32. Subject Date: Given Due Turned In English 5/4 5/5 Read Answer Write Other 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. Options/Choices The options students have for completing the assignment. Includes choice of content, format, due date, social interaction, and resources. S/R: Text; glossary 2 Parts: # of study sessions: Actual Grade Received: Grade Goal: A B C A B C D F Quality Goal: A B C Other: Goal: 1. Pick wds 5 min. 2. Defins/exps 45 mins 3. Check 10 min Use COPS University of Kansas Center for Research on Learning 1/99

  33. 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. Subject Date: Given Due Turned In English 5/4 5/5 Read Answer Write Other 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 2 Parts: # of study sessions: Actual Grade Received: Grade Goal: A B C A B C D F Quality Goal: A B C Other: Goal: 1. Pick wds 5 min. 2. Defins/exps 45 mins 3. Check 10 min Use COPS University of Kansas Center for Research on Learning 1/99

  34. Supplies/Resources A statement related to the supplies and resources students are to use to complete the assignment. Subject Date: Given Due Turned In English 5/4 5/5 Read Answer Write Other 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 2 Parts: # of study sessions: Actual Grade Received: Grade Goal: A B C A B C D F Quality Goal: A B C Other: Goal: 1. Pick wds 5 min. 2. Defins/exps 45 mins 3. Check 10 min Use COPS University of Kansas Center for Research on Learning 1/99

  35. Assignment Plan An outline of the action steps required to complete the assignment. An estimation of how much time each task will take. Subject Date: Given Due Turned In English 5/4 5/5 Read Answer Write Other 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 2 Parts: # of study sessions: Actual Grade Received: Grade Goal: A B C A B C D F Quality Goal: A B C Other: Goal: 1. Pick wds 5 min. 2. Defins/exps 45 mins 3. Check 10 min Use COPS University of Kansas Center for Research on Learning 1/99

  36. 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. Subject Date: Given Due Turned In English 5/4 5/5 Read Answer Write Other 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 2 Parts: # of study sessions: Actual Grade Received: Grade Goal: A B C A B C D F Quality Goal: A B C Other: Goal: 1. Pick wds 5 min. 2. Defins/exps 45 mins 3. Check 10 min Use COPS University of Kansas Center for Research on Learning 1/99

  37. The Assignment Window Course & Assignment: Date Given: Date Due: Directions: Options: Grading Criteria: Supplies/Resources: Goal: Page 42 or yellow sheet University of Kansas Center for Research on Learning 1/99

  38. Page 13 University of Kansas Center for Research on Learning 1/99

  39. Model Assignment Window 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 Course & Assignment: Date Given: Date Due: Directions: Options: Grading Criteria: Supplies/Resources: Goal: University of Kansas Center for Research on Learning 1/99

  40. Construct Window from PLAN Present PLAN and Window University of Kansas Center for Research on Learning 1/99

  41. 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

  42. 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

  43. PACE 1, 2 RequirementsFor Teachers & Students to Use When Evaluating Assignments Prompt Arranged neatly Complete Edited 1. 2. 3. Taken from Assignment Window on page 8 Seven entries w/ date Three statements/entry 1 good & 1 bad thing about your interest in each entry University of Kansas Center for Research on Learning 1/99

  44. 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

  45. How To Teach Pace (Lesson 1) • 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. University of Kansas Center for Research on Learning 1/99

  46. Taken from Assignment Window on page 8 Sample Assignment Apage 46 cue card #1 Sample Assignment B page 47 cue card #2 University of Kansas Center for Research on Learning 1/99

  47. 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

  48. 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

  49. 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

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