The Assignment Completion Strategy Professional Developer Marc Markell Trainer’s Guide developed by Charles Hughes, Kathy Ruhl, Donald Deshler, and Jean

The Assignment The Assignment Completion StrategyCompletion Strategy

Professional DeveloperProfessional DeveloperMarc MarkellMarc Markell

TrainerTrainer’’s Guide developed by Charles Hughes, s Guide developed by Charles Hughes, Kathy Ruhl, Donald Deshler, and Jean SchumakerKathy Ruhl, Donald Deshler, and Jean Schumaker

The Learning Strategy Series

The University of KansasCenter for Research on Learning

Lawrence, Kansas 66045

University of Kansas Center for Research on Learning 2000

2

[email protected]

University of Kansas Center for Research on Learning 2080 Assign. Completion Overhead # 3

Agenda

• Introductions

• Overview of SIM ??

• SLANT ??

• Overview of Assignment Completion

• Pretest

• Describe

• Model – educreation and activity

• Verbal practice

• Explain group activity

• Stage preparation

• Present stages to group

• Scoring

• Implementation

University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 4

Steps for the SLANT Strategy

Sit up

Lean forward (Writing position)

Activate your thinking or Act Interested

Name key information

Track the talker

University of Kansas Center for Research on Learning 2000 Fundamentals/Sent. Writing Overhead # 5

Steps for the SLANT Strategy

Sit up

Listen

Ask and Answer

Name key information

Take Notes


Learning Strategies Curriculum

Expression and Demonstration of Competence

– Sentences

– Paragraphs

– Error Monitoring

– Themes

– Assignment Completion

– Test Taking

– InSPECT


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.


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.


Steps of the Assignment Completion Strategy (cue card #1, page 128)

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


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.


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.


Results of Research on the Assignment Completion Strategy

(page 21 of manual)

Before Mastery

Assignments turned in on time 40% 80%

Grades on Assignments D C+/B

After Mastery

If students have mastered other strategies, If students have mastered other strategies, they may expect even better results!they may expect even better results!

If students have mastered other strategies, If students have mastered other strategies, they may expect even better results!they may expect even better results!


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.


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.)


Quality Quest Planner

Introduction– Personal information

– Study partners

– Strategy steps & summary

– How to use the forms

Monthly Planning Sheets

Weekly Planning Sheets

Assignment Sheets

Grade Charts

Look at planner



1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

August 2014


1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

Jamahl’s party

Church school

Church school

Church school

Church school

school football game

Janetti and Dale’s wedding

August 2014



School

work work

work

church



Do ex A and B in wkbk.

Spanish 9/13 9/14

Do ex A in wkbk.Do ex B in wkbk

√

Check spelling

2

7

√

9/14



B


Stage 1: Pretest and Make Commitments (page 12)

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.






Stage 1: Pretest and Make Commitments (page 12)

Purpose:

To obtain measures of use of the

Assignment Completion Strategy.

– How:

• Present the Pretest Assignments.

• Score the Pretest.


1 per student (and make sure to have a calendar for the current month visible in the room)


2 per student


1 per student


3 per student


Pretest Assignments (page 157)

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).

Directions: Page 13 and 14


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.”


Stage 2: Describe (page 18)

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.



Step 1: Psych up


Step 3: Organize

Step 4: Jump to It



Step 7: Turn It in



SAMPLE SLOTTED OUTLINE:Steps of the Assignment

Completion Strategy (cue card #1, page 128)

Step 1: __________up

Step 2: __________and Ask

Step 3: __________

Step 4: __________to It

Step 5: __________in the Work

Step 6: __________the Work

Step 7: __________It in

Step 8: __________Your Course

Psych

Record

Organize

Jump

Engage

Check

Turn

Set


Not a Quality Assignment A Quality Assignment


Step 1: Psych Up (cue card #2, page 129)

• Prepare your forms.

– Monthly Planning Sheet

– Weekly Planning Sheet

– Grade Charts

• Prepare your mind.

– Weekly – look at the monthly planner, think about what you

learned from the last week – what worked and what did not work

– Daily – pay attention – listen for cue words

Priorities demonstration


1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

Jamahl’s party

Church school

Church school

Church school

Church school

school football game

Janetti and Dale’s wedding

September 2006

Back


School

work work

work

church

Back

October 19-2519 20 21 22 23 24 25


B

Back


Step 2: Record and Ask(cue card #3, page 130)

• Write the assignment using abbreviations.

• Think about it – do I have all the information I need?

• Ask questions – if you need more information or are confused

GPS, MTC, ATM, IBM, phy ed, H.S., GE, Mpls, St. REI, UCCUCC, UU,ISD, SPED …

GPS, MTC, ATM, IBM, phy ed, H.S., GE, Mpls, St. REI, UCCUCC, UU,ISD, SPED …

Page 31-32 to discuss asking questions

Next


Subject Area Abbreviations (cue card #4, page 131)

Algebra Alg.

English Eng.

French Fr.

GeographyGeog.

GeometryGeom.

German Ger.

History Hist.

Language Arts LA

MathMth.

Reading Rdg.

Science Sci.

Social Studies SS

Spanish Span.

Example Abbreviation Sheet page 149Example Abbreviation Sheet page 149


General Rules for Abbreviations (cue card #5, page 132)

• 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).


Other Common Abbreviations (cue card #6, page 133)

Chapter Chp.

Definition Def.

Each Ea.

Essay Ess.

Even Evn.

Grading Criteria GC

Handout HO

Material/Resources M/R


Other Common Abbreviations (cue card #6, page 133)

Notebook Nbk.

Number Num. or #

Page(s) Pg(s).

Paragraph Para.

Points Pts.

Problems Probs.

Questions Qs. or ?

Sentence Sent.

Back

Think Texting!

B4 Before

BTW By the way

LY Love You

TX Thanks

AFK Away From Keyboard



Types of Information to Record (cue card #7, page 134)

• What to do

• What Materials/resources to use

• How the assignment will be graded

DirectionsOptionsGrading CriteriaSupplies/Resources

From Quality Assignment Routine

DOGS didn’t eat my homework; I have it all done!



Spanish 9/13 9/14

Do ex A inwkbk.Do ex B in wkbk

√

Check spelling

2

7

√

9/14

3 pts per prblm

Odd or even prblms

Page 30


Step 3: Organize (cue card #8, page 135)

• Break the assignment into parts.

• Estimate the number of study sessions.

– Each study session equals 30 minutes

• Schedule the sessions.

– Write on the Monthly Planner 1st

– Schedule on the weekly planner 2nd

• Take your materials home.



Spanish 9/13 9/14


√

Check spelling

2

7

√

9/14


Step 4: Jump To It (cue card #9, page 136)

• Take control (page 39 – self talk to stay with plan)

• Take materials to your study spot – have a designated place to study

• Tell others about your plan.

• Survey the assignment – make sure to have everything needed

• Set goals.– On Assignment Sheet

• Set up a reward – decide on a rewardNext



Spanish 9/13 9/14


√

Check spelling

2

7

√

9/14

Back


Step 5: Engage in the Work (cue card #10, page 137)

• Follow the instructions.

• Note any questions.

• Get help if you need it.

– Parent/sibling

– Another student (study partner)

– Teacher the next day


Step 6: Check the Work (cue card #11, page 138)

• Check the requirements.

• Check the quality.

• Store the assignment.

• Reward yourself.


Step 7: Turn It In (cue card #12, page 139)

• Take it to class.

• Listen for and follow instructions to turn it in.

• Record the date.

– On Assignment Sheet

• Praise your effort.


Step 8: Set Your Course (cue card #13, page 140)

• Record your grade.

– On Grade Sheet

– On Assignment Sheet

• Evaluate your assignment.

• Think about future goals.

Model

• Model P of PROJECTS

• https://www.educreations.com/lesson/view/ac-model-p/

25320436/?s=9FnYoI

• Model R of PROJECTS

• https://www.educreations.com/lesson/view/ac-model-r/

25331982/?s=erfCLn

• Model O of PROJECTS

• https://www.educreations.com/lesson/view/ac-model-o/

25589390/?s=HN7I45


Model

• Model J of PROJECTS

• https://www.educreations.com/lesson/view/ac-model-j/

25604214/?s=Nl7eHv&ref=appemail

• Model E, C, T, S of PROJECTS

• https://www.educreations.com/lesson/view/ac-e-c-t-s/

25604196/?s=txCGsp&ref=appemail



Stage 3: Model (page 140)

Purpose:

To demonstrate the Assignment Completion

Strategy while thinking aloud.

– How:

• Introduce the demonstration.

• Demonstrate the strategy steps.

• Enlist student participation.


Model Assignment List (page 157)

Social Studies:

– Read Chapter 3 and answer questions 1-9 on

page 67. Write at least 2 sentences for each

answer. Worth 10 pts.

Math:

– Page 42, all even problems.

– Page 46, problems 1-5. Due tomorrow.


Model Assignment List

Spanish:

– Do exercise A and B in workbook. Due tomorrow.

English (present orally):

– Pick one of the books on your list, read it, and

write a book report. The book report should be

either neatly written in ink or typed double-

spaced. Due the 25th of this month. This

assignment is worth 25% of you grade this

quarter.


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.



Step 1 - Psych up` Prepare your forms. “P”, “R”, “O”

» Monthly Planning Sheet Pretest, controlled practice » Weekly Planning Sheet post test » Grade Charts

Prepare your mind.» Weekly» Daily

Step 2 - Record and Ask Write the assignment using abbreviations.Think about it.Ask Questions

Step 3 - Organize Break the assignment into parts.

Estimate the number of study sessions.

Schedule the sessions.

Take your materials home.**********************

Social Studies:

–Read

Chapter 3

and answer

questions 1-9

on page 67.

Write at least

2 sentences

for each

answer.

Worth 10 pts.



Step 7 - Turn It in (68-69) Take it to class.Listen for and follow instructions

to turn it in

Record the date On Assignment Sheet

Praise your effort..

Step 8 - Set Your Course(69-70)Record your grade.Evaluate your assignmentThink about future goals

Step 7 - Turn It in (68-69) Take it to class.Listen for and follow instructions

to turn it in

Record the date On Assignment Sheet

Praise your effort..

Step 8 - Set Your Course(69-70)Record your grade.Evaluate your assignmentThink about future goals

Step 4 - Jump to It (page 66-67)Take controlTake materials to your study spot.Tell others about your plan.Survey the assignment.Set goals.Set up a reward.

Step 5 - Engage in the Work (page 67-68)Follow the instructions.Note any questionsGet help if you need it.

Step 6 - Check the Work (page 68)Check the requirementsCheck the qualityAsk questions.Store the assignment.

Step 4 - Jump to It (page 66-67)Take controlTake materials to your study spot.Tell others about your plan.Survey the assignment.Set goals.Set up a reward.

Step 5 - Engage in the Work (page 67-68)Follow the instructions.Note any questionsGet help if you need it.

Step 6 - Check the Work (page 68)Check the requirementsCheck the qualityAsk questions.Store the assignment.




Rd chp. 3 and ans. ? 1-9 on pg 67. Write at least 2

sen. for each. Worth 10 pts.

Spanish 9/13

√√

Check spelling

2

7



Spanish 9/13 9/14

Do ex A in wkbk.Do ex B in wkbk.

√

ch spell

2

7

√

9/14


Stage 4: Verbal Practice(page 72)

Purpose:

– To ensure that students understand the strategy.

– How:

• Conduct the Verbal Elaboration Exercise.

• Check each student’s understanding with a

quiz.


Stage 4: Verbal Practice

Purpose:

– To ensure that students can name the strategy

steps.

– How:

• Conduct the Verbal Rehearsal Exercise.

• Check each student’s understanding with a

quiz.


Example Verbal Elaboration Questions

• What is the main purpose of the Assignment

Completion Strategy?

• How can using the Assignment Completion Strategy

benefit you?

• Tell me, in your own words, what you do as you use

the Assignment Completion Strategy.

Pages 73-76


Example Verbal Elaboration Questions

• What are the two things you need to prepare in the

first step of the strategy?

• What three forms do you need to prepare?

• When do you prepare these forms?

• Why do you prepare your mind?

Pages 73-76

University of Kansas Center for Research on Learning 2000Assign. Completion Overhead # 77


Step 1: Psych up


Step 3: Organize

Step 4: Jump to It



Step 7: Turn It in




Step 1: Psych

Step 2: Record

Step 3: Organize

Step 4: Jump

Step 5: Engage

Step 6: Check

Step 7: Turn

Step 8: Set



Step 1: Psych

Step 2: Record

Step 3: Organize

Step 4: Jump

Step 5: Engage

Step 6: Check

Step 7: Turn

Step 8: Set



Step 1: Psych

Step 2: Record

Step 3: Organize

Step 4: Jump

Step 5: Engage

Step 6: Check

Step 7: Turn

Step 8: Set



Step 1: Psych

Step 2: Record

Step 3: Organize

Step 4: Jump

Step 5: Engage

Step 6: Check

Step 7: Turn

Step 8: Set



Step 1: P

Step 2: R

Step 3: O

Step 4: J

Step 5: E

Step 6: C

Step 7: T

Step 8: S



Step 1:

Step 2:

Step 3:

Step 4:

Step 5:

Step 6:

Step 7:

Step 8:


(Page 150)

Questions on pages 73-76


Stage 5: Controlled Practice and Feedback(page 80)

Purpose:

– Students practice and master the first three steps

of the Assignment Completion Strategy under

controlled conditions.


Stage 5: Controlled Practice and Feedback

• How:

– Assignments are presented.

– Students use the “PRO” Steps.

– Each performance is scored. (Left-hand column

of the Assignment Completion Strategy Score

Sheet.)

– Feedback is given.


Controlled Practice Assignment #1 (page 157)

Science

– Unit test--1 week from today. Chps. 4-6. Study

clas notes and book. Worth 10% of grade.

Math

– Homework; Problems 4 & 6; problems 1-

5. Due Tuesday.


Controlled Practice Assignment #1

Oral: Social Studies

– “For Friday, you and your partner are to create a

poster describing the route taken by the first

people to reach North America. Bring your

posters to class. We’ll put them around the room

so everyone can look at them.”



Stage 6: Advanced Practice and Feedback (page 86)

Purpose:

– To ensure that students master all of the strategy

steps on assignments given by the strategy

teacher.


Stage 6: Advanced Practice and Feedback

• How:

– Parent involvement is enlisted.

– Assignments are given.

– Students use Quality Quest Planner.

– Students complete assignments at home.

– Each assignment completion performance is

scored. (Both columns of the Score Sheet.)

– Feedback is given.


Stage 7: Posttest and Make Commitments (page 91)

Purpose:

To measure student progress and celebrate

success.

– How:

• Use the same procedures that were used in

the Pretest Stage.


Stage 8: Generalization

Phase I: Orientation (pages 95-99)

Phase II: Activation (pages 100-103)

Phase III: Adaptation (pages 104-110)

Phase IV: Maintenance (pages 111-114)


Specific Scoring Guidelines (pages 115-119)

“Psych up”

Score 1 point in each space if the student:

– Filled in the dates on the Monthly Planning Sheet(s)

– Noted special events on the Monthly Planning Sheet(s)

– Noted dates on the Weekly Planning Sheet(s)

– Boxed in busy times on the Weekly Planning Sheet(s)



Specific Scoring Guidelines

“Psych up”

Score 1 point in each space if the student:

– Wrote the names of subjects on Grade Charts

– Recorded grade goals for each subject

– Was ready in class with the forms

– Recorded the assignment immediately when presented




“Record and Ask”

Score 1 point per assignment if the student:

– Used abbreviations to record it

– Recorded the subject for each class

– Recorded the date given

– Recorded the due date

– Recorded the assignment number

– Circled the action word(s)




“Record and Ask”


– Wrote the directions

– Wrote the materials/resources

– Wrote the grading criteria

– Asked a question when information was not given




“Organize”


– Wrote the parts of the assignment

– Assigned time to the parts

– Wrote the number of study sessions

– Recorded the assignment number on the Monthly Planning Sheet

– Scheduled the study sessions on the Weekly Planning Sheet




“Jump to It”


– Circled both a Quality and a Grade Goal

– Wrote an appropriate goal related to the assignment




“Engage in the Work”


– Asked a question about the work or asked for help on the work

Note: If the student completed the work with no difficulty, write “NA” for “Not applicable.”




“Check the Work”

Score 1 point per assignment if:

– The assignment met or exceeded the established requirements

– The actual performance matched or exceeded the Quality Goal set by the student

– The Grade Goal box was checked




“Check the Work”

Score 1 point per assignment if:

– The Quality Goal box was checked

– The assignment was stored properly (i.e., not wrinkled, smudged, or torn)




“Turn It In”


– Turned in the assignment on time

– Recorded the date turned in on the Assignment Sheet




“Set Your Course”


– Recorded the actual grade earned on the Assignment Sheet

– Recorded the actual grade earned on the corresponding Grade Chart

– Set a future course




55

Total number possible on “P”, “R”, “O”


5549

Let’s pretend - the student earned 49 of the 55 possible points


5549

89

49/55=.89


5549

89 89

.89X100=89%

Documents

The Assignment Completion Strategy Professional Developer Marc Markell Trainer’s Guide developed by Charles Hughes, Kathy Ruhl, Donald Deshler, and Jean