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WARNING:. Making, carrying, or using overhead transparencies for every item in this training packet poses a significant physical and mental health hazard to you and your audience -- use sparingly and very judiciously.
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WARNING: Making, carrying, or using overhead transparencies for every item in this training packet poses a significant physical and mental health hazard to you and your audience -- use sparingly and very judiciously
The Assignment Completion StrategyTrainer’s Guide developed by Charles Hughes, Kathy Ruhl, Donald Deshler, and Jean Schumaker The Learning Strategy Series 2006 The University of Kansas Center for Research on Learning Lawrence, Kansas
Learning Strategies Curriculum Acquisition • Word Identification • Paraphrasing • Self-Questioning • Visual Imagery • Interpreting Visual Aids • Multipass University of Kansas Center for Research on Learning 2006
Learning Strategies Curriculum Storage • First-Letter Mnemonic • Paired Associates • Listening and Notetaking • LINCS University of Kansas Center for Research on Learning 2006
Learning Strategies Curriculum Expression and Demonstration of Competence • Sentences • Paragraphs • Error Monitoring • Themes • Assignment Completion • Test Taking • InSPECT University of Kansas Center for Research on Learning 2006
Pertinent Setting Demand • Students are required to complete hundreds of out-of-classroom assignments. • Completion of homework assignments can account for up to 30% of a student’s grade in a class. University of Kansas Center for Research on Learning 2006
Purpose of the Strategy • To enable students to record assignments quickly and accurately. • To enable students to analyze assignments in terms of requirements and needed effort to complete them. • To enable students to create a plan for completing quality assignments. • To enable students to use self-control techniques to complete and hand in quality assignments on time. University of Kansas Center for Research on Learning 2006
Steps of the Assignment Completion Strategy Step 1: Psych up Step 2: Record and Ask Step 3: Organize Step 4: Jump to It Step 5: Engage in the Work Step 6: Check the Work Step 7: Turn It in Step 8: Set Your Course University of Kansas Center for Research on Learning 2006
Reasons for the Assignment Completion Strategy • Students often do not record assignments accurately or completely. • Students often do not ask for help if they do not understand an assignment. • Students often do not estimate how much time/effort is required to complete an assignment. University of Kansas Center for Research on Learning 2006
Reasons for the Assignment Completion Strategy • Students often do not develop a plan for completing assignments and will “wait until the last minute.” • Students often do not consider the overall quality of the work they turn in. • Students occasionally forget to turn in their assignments. University of Kansas Center for Research on Learning 2006
Before Mastery After Mastery Assignments turned in on time 40% 80% Grades on Assignments D C+ Results of Research on the Assignment Completion Strategy University of Kansas Center for Research on Learning 2006
Selecting Students for the Assignment Completion Strategy 1. Students who are required to complete homework assignments. 2. Students who have the needed academic skills to complete most of their homework assignments. 3. Students who are disorganized in their approach to completing and turning in homework assignments. University of Kansas Center for Research on Learning 2006
Selecting Students for the Assignment Completion Strategy Optional: 4. Students who have learned other strategies targeted at academic skills (e.g., Sentence, Paragraph, and Theme Writing, Math Strategies, etc.) University of Kansas Center for Research on Learning 2006
Assignment Completion Manual Organization Introduction Instructional Stages Appendix A: Evaluation Guidelines Appendix B: Instructional Materials University of Kansas Center for Research on Learning 2006
Assignment Completion Manual Organization Instructional Stages Pretest and Make Commitments Describe Model Verbal Practice Controlled Practice and Feedback Advanced Practice and Feedback Posttest and Make Commitments University of Kansas Center for Research on Learning 2006
Assignment Completion Manual Organization Instructional Stages (cont.) Generalization Phase 1: Orientation Phase 2: Activation Phase 3: Adaptation Phase 4: Maintenance University of Kansas Center for Research on Learning 2006
Quality Quest Planner Introduction • Personal information • Study partners • Strategy steps & summary • How to use the forms • Abbreviations Monthly Planning Sheets Weekly Planning Sheets Assignment Sheets Grade Charts University of Kansas Center for Research on Learning 2006
Anatomy of the Assignment Completion Strategy This step cues the learner to self-instruct to be ready. (A self-instruction strategy) Each step begins with a verb that activates the learner’s response. This step cues the learner to write the assignment, reflect, and ask questions. (A questioning strategy) Psych up Record and Ask Organize Jump to It Engage in the Work Check the Work Turn It in Set Your Course The first letters spell the word, “PROJECT”, the meaning of which is related to an assignment. This step cues the learner to make a plan. (A planning strategy) The strategy steps are generic & can be used for any assignment in any class. This step cues the learner to take control & set goals. (A self-control strategy) The student can use the steps to instruct self through the process. This step cues the learner to complete the work & ask questions. (A questioning strategy) Just a few steps are used. This step cues the learner to check & correct the work. (A monitoring strategy) This step cues the learner to self evaluate and set goals. (A self-control strategy) This step cues the learner to get the work turned in on time. (A monitoring strategy) University of Kansas Center for Research on Learning 2006
Stage 1: Pretest and Make Commitments Purpose: To obtain measures of current performance in mainstream classes. • How: • Collect information with the Classroom Data Forms. • Summarize the information using the Assignment Summary Sheet. University of Kansas Center for Research on Learning 2006
Stage 1: Pretest and Make Commitments Purpose: To obtain measures of use of the Assignment Completion Strategy. • How: • Present the Pretest Assignments. • Score the Pretest. University of Kansas Center for Research on Learning 2006
Pretest Assignments Written: Social Studies Homework for tomorrow: read Chapter 2 and answer chapter checkup questions on p. 30. Written: Science Using papier-mache and paint, make a model of an igneous rock intrusion. Bring it to class on _______ (day of the week). University of Kansas Center for Research on Learning 2006
Pretest Assignments Oral: English (omit due date) “At the library today, find a book about a person you admire. Read the book, and prepare a poster that portrays the person as he or she might appear in a movie poster today.” University of Kansas Center for Research on Learning 2006
Stage 2: Describe Purpose: To describe the steps of the Assignment Completion Strategy. • How: • Using Cue Cards 1-13, describe and discuss each of the strategy steps and substeps. University of Kansas Center for Research on Learning 2006
Step 1: Psych Up • Prepare your forms. • Prepare your mind. • Weekly • Daily University of Kansas Center for Research on Learning 2006
Step 2: Record and Ask • Write the assignment using abbreviations. • Think about it. • Ask questions. University of Kansas Center for Research on Learning 2006
Subject Area Abbreviations Language Arts LA Math Mth. Reading Rdg. Science Sci. Social Studies SS Spanish Span. Algebra Alg. English Eng. French Fr. Geography Geog. Geometry Geom. German Ger. History Hist. University of Kansas Center for Research on Learning 2006
General Rules for Abbreviations • Use personal abbreviations for personal messages to yourself. • Use the first two or three letters of words. • Don’t abbreviate short words (“map,” “odd”). • Use first initials for word pairs (Social Studies = SS, Language Arts = LA). University of Kansas Center for Research on Learning 2006
Other Common Abbreviations Chapter Chp. Definition Def. Each Ea. Essay Ess. Even Evn. Grading Criteria GC Handout HO Material/Resources M/R University of Kansas Center for Research on Learning 2006
Other Common Abbreviations Notebook Nbk. Number Num. or # Page(s) Pg(s). Paragraph Para. Points Pts. Problems Probs. Questions Qs. or ? Sentence Sent. University of Kansas Center for Research on Learning 2006
Types of Information to Record • Directions • Resources • Grading Criteria University of Kansas Center for Research on Learning 2006
Step 3: Organize • Break the assignment into parts. • Estimate the number of study sessions. • Schedule the sessions. • Take your materials home. University of Kansas Center for Research on Learning 2006
Step 4: Jump To It • Take control. • Take materials to your study spot. • Tell others about your plan. • Survey the assignment. • Set goals. • Set up a reward. University of Kansas Center for Research on Learning 2006
Step 5: Engage in the Work • Follow the instructions. • Note any questions. • Get help if you need it. University of Kansas Center for Research on Learning 2006
Step 6: Check the Work • Check the requirements. • Check the quality. • Store the assignment. • Reward yourself. University of Kansas Center for Research on Learning 2006
Step 7: Turn It In • Take it to class. • Listen for and follow instructions to turn it in. • Record the date. • Praise your effort. • Record the actual grade. University of Kansas Center for Research on Learning 2006
Step 8: Set Your Course • Record your grade. • Evaluate your assignment. • Think about future goals. University of Kansas Center for Research on Learning 2006
Stage 3: Model Purpose: To demonstrate the Assignment Completion Strategy while thinking aloud. • How: • Introduce the demonstration. • Demonstrate the strategy steps. • Enlist student participation. University of Kansas Center for Research on Learning 2006
Model Assignment List Social Studies: • Read Chapter 3 and answer questions 1-9 on page 67. Write at least 2 sentences for each answer. Math: • Page 42, all even problems. • Page 46, problems 1-5. Due tomorrow. University of Kansas Center for Research on Learning 2006
Model Assignment List English (present orally): • Pick one of the books on your list, read it, and write a book report. Due the 25th. Language Arts: • Do exercise A and B in workbook. Due tomorrow. University of Kansas Center for Research on Learning 2006
Model Assignment List Science (present orally): • Construct a space capsule for an egg. Build it so the egg will not break when dropped from the roof. We will drop the space capsule at school on Thursday. University of Kansas Center for Research on Learning 2006
