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DODEA Virtual High School (DVHS): Vision To provide interactive and engaging digital instruction that prepares students to
learn, work, and serve a global society.
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Improve Your Study Skills
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( t h i s pag e i n t en t i o n a l l y l e f t b l a nk ) ( t h i s pag e i n t en t i o n a l l y l e f t b l a nk )
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Resources to Improve Your Learning Skills
Becoming a Successful Learner; Learning Styles 4-5
Time Management 6-7
Organize Your Work Space 8-9
Note-Taking Strategies 10-12
Strategy - Summary Writing Marzano 13
Strategy - Summary Writing AVID 14-15
Summary Writing Checklist Rubric 16
Summary Writing Chart Rubric 17
Strategy - 6-traits 18
Strategy - Higher Order Thinking Skills (HOTS) 19-20
Strategy - AVID 3 Story Intellect 21
Strategy - Bloom’s Digital Taxonomy 22-26
Strategy - Using Feedback 27
References
Appendix
DoDEA Virtual High School (DVHS)
Table of Contents
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Readthisbookletandrefertoitoftentohelp
youacquirethereadingandcriticalthinking
skillsthatarenecessaryforunderstanding
challengingnewmaterial,analyzingthatmaterial
todeducemeaning,andapplyingwhatyoulearn.
Learnhowtousecriticaltermsandvocabularyas
toolsforlearning,understanding,and
communication.
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B S Successfullearnerspossesscertainqualitiesandhabitsthathelpthemthriveinanonlineenvironment.
Oftentheyareself‐aware,self‐disciplined,independent,self‐startersthatdonotrelyonthepresenceofatraditionalteacherinaclassroom.Ultimately,itisuptothelearnertomakecertainthattheyarelearningtherequiredcoursematerial,whetherinthetraditionalclassroomorinanonlinecourse.
Thisguidepresentsanumberofstudyandplanningmethodstohelpyouwithyourstudies.Dedicatesometimenowtolearnhowyoucansucceedinyouronlinecourse.Regardlessofwhereorwhatyouare
learning,successtakeseffortanddetermination.Whataresomeattributesandskillsthatareneededforyoursuccess?Besideseffortanddetermination,youmustalsopossess:
Apositiveattitude—Thismeansthatyoubelieveinyourselfandyouhavethebeliefthatyouarecapableoflearning.
Self‐motivation—Thismeansthatyouarewillingtodisciplineyourselftodoyourschoolworkinanef icientandsatisfactorymannerratherthanrelying
onsomebodyelsetomotivateyouorofferyouin‐
centives(treats)inorderforyoutocompleteyourlessons.
Awarenesstoknowwhentogethelp—Yourteachersareavailabletohelpyounomattertheques‐
tion.Theyareagreatsourceofinformation,notonlyinyourcoursesbutinotherareastoo.Alwaysre‐
memberthatthereisnosuchthingasa“dumb”question.
Discipline—Learningtakestimeandconcentration.Ofcourse,therearegoingtobetimeswhenyou
wouldratherbedoingsomething“fun”insteadofdoingyourschoolwork.However,ifyouaregoingto
succeed,youneedtodevotethetimetoyoureducationthatitneedsanddeserves.Proathletesdonot
becomeovernightphenomena.Ittakesyearsofpracticeandattentiontoeverydetailoftheirlivestosculpttheirbodiesandhonetheirtalentssotheycanattaintheaspirationsoftheirhopesanddreams,
thatofbeingaprofessionalathlete.
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DoDEA Virtual High School (DVHS)
Thereissomeresearchandtheoriesthatsuggesttheremaybedifferentwaysinwhichpeoplelearn.
Somelearnersmaypreferlistening,whileothersmayfeeltheylearnbestbyreadingorlookingatpic‐
tures.ThistheoryiscalledLearningStylesorLearningModalities.
Therehavebeenquestionsraisedastothevalidityorvalueofthetheoriessurrounding“Learning
Styles.”However,whathasbeenprovenhelpfulistolearnfromthe“processofthinkingaboutone’s
thinking”whatiscalledmetacognition.Havingthelearnerusetheprocessofmetacognitiontothink
abouthowtheylearnbest,andwhatlearningpreferencesorstrategiesaremostbene icialtothemcan
helpthemimprovetheirlearningsuccess(Chick,2016).
Knowingyourlearningpreferencemayhelpyoudecideonwhichstudymethodsmightworkbestfor
youtomaximizeyourlearninggoals.
OnepopularmodelisVARKModalities(Visual,Aural,Read/Write,Kinesthetic)byNeilFleming.
VisittheUniversityofIllinoisSpring ieldarticleaboutLearningStylesandtheOnlineEnvironmenttolearnaboutavarietyofmodelsandtoaccessadditionalwebsitesonthetopic.
TheInstituteforLearningStylesResearchhasanOverviewoftheSevenPerceptualStyles.
King, L. after Howard Gardner’s Model of Multiple Intelligences and the Seven Perceptual Styles
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Despitewhatmanypeoplemaythink,itisimpossibletogetanymore
hoursoutofonedaythan24.Thatisit.Thatisallwehave,24hoursin
oneday.Onethingisforsure,thesunrises,andthesunsets."Tempus
Fugit"–thatisLatinfor“time lies”.
Managingyourtime,ormakingthetimeyouhaveallottedforyour
studiesworkforyou,isveryimportant.Haveyoueverheardthe
expression“AllworkandnoplaymakesJackadullboy”?Whatthis
expressionistellingusisthis,thatyoudonothavetodoyour
schoolworkroundtheclock.Itisokaytohavefunandfreetime.Freetimeandfunareactuallyhealthy
foryou.Yoursuccessinyoureducationcanmanytimesbemeasuredbyhowwellyoubalanceyour
learningtimewithsome'down'time.Learninghowtosuccessfullymanageyourtimenowwillnotonly
helpyouwhileyouareinschool,butitwillalsohelpyoulaterinyourpersonalandprofessionallife.
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Letuslookatafewtimemanagementtechniques.
Budgetyourtime:
Nooneexpectsyoutoworkallthetime!Asyouscheduleyourtimeanswerthefollowingquestions:Whenareyouthemostproductive?Howmuchsleepdoyouneed?Whenareyoursur‐roundingsthequietest?Whenareyourfriendsaround?Whendoyouparticipateinotheractivitieslikesports,scouts,religiousactivities,etc.?
Useacalendarordayplanner:
Acalendarordayplannercanhelpyouorganizeyourcoursesandtheassignmentswithinthosecourses.Youcanlistwhathour(s)youwillbestudyingwhichcourseandimportantdatesforthosecourses,forexample,whenwrittenassignmentsortestsaredueortobetaken.
Takestudybreaks:
Ifyouknowthatyoubegintoloseinterestinwhatyouaredoingaftersay,20minutes,takeashortbreak.Standup,movearound,petthedog,getadrink,andthencomebacktothesubjectyoujustputdown.Reviewwhatyouhaveread,thinkaboutthemainpointsofthereading,andmoveon.
Setgoalsforcompletingyourschoolwork:
Settinggoalsforcompletingyourschoolworkgoeshandinhandwithtimemanagement.Youneedadailyplanandwhilealsolookingatthe"bigpicture."Thisinvolvesactuallydecidingwhenyouwillcompleteyourassignmentsineachcourse.Yourteacherwillprovideyouwithalistofassignmentduedates,usethatlisttoplanyourworkschedule.
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S #1S G Noahiscompletingacourseduringthesummer.
Hehasdecidedhewantstobe inishedin ive
weekssothathecanvisithisgrandparentsand
spendtimewiththembeforetheregularschool
yearbegins.
Noahreviewstheassignmentsheneedstocomplete.Hesitsdownwithhiscalendarandcarefullyplotsoutthetimehewillspendoneach
lessonanddecideswhenhewillbeginworkonhisexams.Noahmakesanoteoftheminhiscalendar.
S #2U S Lilyisatenthgradestudentenrolledinanonline
summerschoolclass.Whilehermotherishome
duringtheday,herfatherworksoutsideofthehouse.Sheknowsthatthebesttimeofthedayto
completeherschoolworkisduringtheday,when
thehouseisquieterandshecanusethecomputerwithoutinterruptionfromotherfamilymembers.
Shealsolikestogetherworkdoneearlier
becausesheseemsmorefocusedandableto
concentratebetterinthemorningandearly
afternoon.
Lilygetsup,goesthroughherusualmorning
routineincludingeatingahealthybreakfast,and
shethengetsonthecomputerandbeginsher
workby9:00a.m.Shetakesa ive‐minutebreakat
10:00a.m.and11:00a.m.andthenstopsatnoon
forlunchandabriefwalkoutsidewiththedog.
Shethen inishesupby2:00p.m.
9:00 a.m. Begin Schoolwork 10:00 a.m. 5-min. Break 11:00 a.m. 5-min. Break 12:00 Lunch & Walk 1:00 p. m. Continue Schoolwork
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HaveAppropriateStorage:
Beitbookshelves,deskdrawersorplasticmilkcrates,itisimportant
thatyouhaveanareatokeepyourschoolmaterialsorganized.Make
sureyouhaveanareawhereyoucankeepyournotebooksandother
importantcourseworksafefromdestruction.
NotebookorPaper:Havingsomeplacetowritewhatyouaretryingtore‐memberisnecessary.
Haveaplacetodoyourhomework:
Findingaquietplacefreefromdistractionforyoutodoyourhomeworkis
important.Nothingfancyisneeded!Yourworkareashouldbefree
fromalotofnoise,traf icandotherinterruptionswhereyoucanconcen‐
trateonyourwork.Askaparenttohelpyouwiththisifyou indthisdif‐
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EnsureGoodLighting:
Besurethereisplentyoflightinyourworkarea.Awell‐litareaisessential
toreduceeyestrain,whichcanleadtoheadaches,nausea,andotherun‐
healthysideeffectsthatmaykeepyoufromcompletingyourwork.
ObtaintheEssentialEquipment:ComputerKeyboard,MouseMousepad(optional)Headset/Microphone
Desk/Workspace:
Youwillneedaplacetowork.Havingacon‐sistentplacetoworkforcesustostudy.It'sasifourmindandbodyremembersstudyingherebeforewequicklygointo"study"mode.
Adjustyourchairheighttoacomfortableposition.
Havepens/pencilsreadyfornotetaking!!Eventhoughyourcourseworkisonline,tak‐ingnotesisimportanttohelpyourememberkeyconcepts.
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Therearethreestagestotakingnotes:before,during,andafteralesson.
Aftereachlesson,youneedtodothefollowing:
1. Rewriteyournotestomakethemmorecompleteandclear.Thiswillhelpyourememberwhatyouarelearningandprovidesyoutimetocompleteanymissingmaterialthatyouforgottojotdown.Itmayalsojogyourmemoryforoutstandingquestionsthatyoumighthaveforyoutogobackintoyourlessonto indtheanswer.
2. Removethequestionmarks(?’s)youhadbywritingdowntheanswersthatyougotfromyourteacher.
Duringeachlesson,youneedtodothefollowing:
1. Focusonyourlessonswithoutdistraction.Thismeansthatthereshouldbenothingcompetingwithyourclasswork(dog,sister,TV,phone,music,videogames,etc.).
2. Writeimportantinformationdowninyournotebook.Eachtimeyouwritesomething,youaremorelikelytorememberthepoint.
3. Placeaquestionmark(?)nexttoanythinginyournotebookthatdoesnotseemtomakesense.Youcanthenasksomeoneforhelp,mostlikelyyourteacher!
Beforeeachlesson,youshoulddothefollowing:
1. Makesurethatyoureviewthenotesfromthepreviouslesson.Thiswillhelpyouprepareforthenewinfor‐mationthatyouareabouttolearn.
2. Youshouldcompleteallassignedreadingsandactivitiesbeforemovingontothenextlesson.Thisistheonlywaytobuildontheinformationasitisbeingtaught.
3. Youshouldbepreparedwiththematerialsthatyouneed‐pens,pencils,paper/notebook.
Purpose:ImproveStudySkillsS : ‐
GOAL
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Outlining
Outliningisamethodthatallowsyoutoorganizematerialinawaythatgroupsconcepts,people,oreventstogether.Youcanusethestructureofyourlessonstohelpyouproducethestruc‐tureofyouroutline.Youcanuseletters,romannumerals,num‐bers,orbulletswiththismethod.Mind‐Mapping
Thismethodofnote‐takingissimilartothetypesofgraphicorganizersthatsomepeopleusewhencreatingare‐searchpaperorwritingastoryoressay.Mind‐mappingallowsyoutogroupyourideasthroughdiagramsandcreating"branches".Youcanconnectitemsbydrawinglines.CornellNote‐Taking
Thediagrambelowshowshowyouwouldseparateeachpageofnotesintothreesections.Youcandrawthelinesinyournotebook,oryoucandownloadourplaintemplateorgraphtemplate,bothusedbypermissionfromAmericanDigest.SectionAistheNote‐takingAreawhereyourecordwhatyouarelearning.SectionBistheCueColumn.Thisarearemainsemptyuntilyou inishalesson.When inished,reduceyour
notestolistcluesforreviewingwhatyoulearned.SectionC,istheSummaryareawhereyou“sumup”thenotesinasentenceortwo.
Purpose:ImproveStudySkills
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Purpose:ImproveStudySkills
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InteractiveNotebook
TheinteractivenotebookbeganasastrategyinAddisonWesley’sprogram,HistoryAlive!Studentseachhaveaspiralnotebooktorecordinformationfortheclass;eachpairofpagesisdesignatedfordifferentpur‐poses.Therightsideofthenotebookisusedtorecordnotes.Theleftsideofthenotebookissothestudentcaninteractwiththeinformationontherightpage.Thisinteractionisnotdirectedbytheteacherinanyway.Belowisapartiallistofsomeofthoseoptions.Canyouthinkofanyothersasyouusethisstrategy?
AnnotatingText
Inthisstrategy,youcancreateaframeworkforyourreading.Thismeansthatyouthinkaboutwhatyouknowaboutthetopic,place,event,orissueandtothinkabouthowyouknowthatinformation.Youaskques‐tions.Youwritedowntheobviousornotsoobvious.Canyoumakeconnectionsfromwhatyoureadtoan‐othertextorreading?Doyouunderstandwhotheaudienceis?Askthesequestionsasyou"annotate"yourreading.Thismayinvolvecuttingandpastingtextintoadocumentandthentypingyourthoughts.Thismayinvolveprintingthetext irstandhandwritingyournotes(yes,youcanstillhandwriteeveninanonlinecourse!)Hereisasampleofanannotatedtext.
DenseQuestioning
DenseQuestioning,areadingstrategycreatedbyLeilaChristenbury(1998),willhelpyouinterpretandsynthesizeinformation.Inthismethod,youdevelopaseriesofques‐tionsasyougothroughyourlessons.Theideaistoposequestionsaboutwhatyouarereadingtohelpyoubetterun‐derstandthetextatadeeperandricherlevel.Youcanuseagraphicorganizertohelpyoutakenotesusingthisstrategy.ThequestioningsurroundsperspectivesbetweentheText,theReader,andtheWorld.Learnerscandevelopquestionsduringthereadingprocesstogetreadyforadiscussion,ortounderstandthereading,ortodeveloptopicsforapaper.
Where?
Who? How?
When? What?
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Effectivesummarizingleadstoanincreaseinlearning.Helpingalearnerrecognizehow informationisstructuredwillhelpthemsummarizewhattheyreadorhear.Forexample, summarizingofareadingassignmentcanbemoreeffectivewhendonewithinsummary frames,whichtypicallyincludeaseriesofquestionstheteacherprovidestofocus attentiontospeci iccontent(Marzano,Pickering,&Pollock,2001).Studentswhocan effectivelysummarizelearntosynthesizeinformation,ahigher‐orderthinkingskill(HOTS)which includesanalyzinginformation,identifyingkeyconcepts,andde iningextraneousinformation.
K R F
Studentshavetoanalyzeinformationatadeeplevelinordertodecidewhatinformationtoignore,whattosubstitute,andwhattokeepwhentheyareaskedtogiveasummary (Anderson,V.,&Hidi,1988/1989;Hidi&Anderson,1987).
Readingcomprehensionincreaseswhenstudentslearnhowtouse"summaryframes" asatoolforsummarizing(Meyer&Freedle,1984).Summaryframesareaseriesofquestions createdbytheteacheranddesignedtohighlightcriticalpassagesoftext.Whenstudentsusethisstrategy,theyarebetterabletounderstandwhattheyarereading,identifykey information,andprovideasummarythathelpsthemretaintheinformation(Armbruster,Anderson,&Ostertag,1987).
VisitGraphicOrganizersfor
Summarizationtolocateusefullinksto
GraphicOrganizersandexampleSummaryFrames.
Purpose:ImproveWritingSkills
GOAL
(2005).RESEARCHED‐BASEDSTRATEGIES,SummarizingandNoteTaking.FocusonEffectiveness.Retrieved03,2011,fromhttp://www.netc.org/focus/strategies/summ.php[Nolongeraviablelink].
NOTE:Thesematerialsareinthepublicdomainandmaybereproducedwithoutpermission.Thefollowingacknowl‐edgmentisrequestedonmaterialswhicharereproduced:DevelopedbytheNorthwestRegionalEducationalLaboratory,Port‐land,Oregon.
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Purpose:ImproveWritingSkills
GOAL
S t e p s t o Wr i t i n g a C omp e t e n t S umma r y
Carefullyreadtheselection.
Rereadthetextandmarkinformationthatisrelevanttothereadingpurpose.
Pausetoconnectideaswithinthetext.
Makealistofthemostimportantinformationintheparagraphorsection.Leaveoutnonessentialdescriptionsandothersupportingdetails.
Trytowriteonesentencethatincludesalloftherelevantinformationintheparagraph.
Iftheparagraphislong,you
mayneedtowritetwo
sentences.
C o n s i d e r t h e F o l l ow i n g wh e n Wr i t i n g a S umma r y
Useyourownwords,exceptforimportantcontentwords.
Donotincludeyourownideas
orcomments,suchas“Ithink…”
Donotrepeatideasorchange
theauthor’smeaning.
When s umma r i z i n g t h e who l e t e x t …
Copyyoursummarysentences
intoaparagraphanduse
transitionallanguageinorder
tologicallycreate
relationshipsbetweenideas.
Readyourparagraph.Checkto
besurethatyouhaveincluded
enoughinformationsothat
someonewhohasnotreadtheselectionwouldunderstandthemainpoints.Yoursummaryshouldnotbemorethanone‐fourthtoone‐thirdthelengthoftheoriginalpassage.
W AVID?
AVID,AdvancementViaIndividualDetermination,isaglobalnonpro itorganizationthatfocusesonresearch,teachingpractices,andmethodstoimprovestudentscollegereadinessandtoincrease
schoolwidelearningand
performancefromelementary
throughhighereducation.TheSummaryWritingmethodoffered
herewascreatedbyAVID.
S W : AVID
Goals:Seektounderstandyour
readingandwritingtasks.
Establishapurposeforreadingtohelpnarrowyourfocusasyou
makedecisionsaboutwhatyou
shouldincludeinasummary.
Thestepsbelowdescribehowa
readershouldsummarizean
expositorytext.Whenwe
summarizingpurelyinformational
texts,wewanttoaccountforthe
mainideas.Becauseinformational
textscanbecontentheavy,we
needtoreadthemcarefullyto
identifythemostimportant
contentsincesomeinformationis
notimportant.Followthestepsbelowtosummarizethistypeof
readingandwritingassignment.
Step1:Seektounderstandthereadingandwritingtasks.Whatareyouexpectedtoknowanddo?Whatareyousummarizing?
Step2:Carefullyreadthe
text.Readthetextoncetogetageneralideaofwhatthetextisabout.
Step3:Rereadandmarkthe
text.Circletermsandunderline
informationrelevanttothe
readingandwritingtasks.
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Step4:Pausetoconnect
ideaswithinthetext.Connect
whatissaidtothevisualsinthe
text.Askquestionssuchas
“Howdoesthissectionconnect
totheprevioussection?”or
“Whatdoesthisideahavetodo
withthatidea?”
Step5:Writesummary
statementsinthemargin.What
isthisparagraph(orsection)
about?Whatistheauthorsaying?Whatistheauthordoinginthisparagraph(orsection)?
Consider the following when summarizing informational text:
Ideasaretypicallypresentedin
theorderthattheyappearinthetext;however,youmayneedtopresentideasinadifferentorderifitmakessensetodoso.
Refertoyourmarkings,
summarystatements,andany
othercommentsyoumadeasyoucraftyoursummary.
Useaccurateverbssuchas
de ining,illustrating,or
introducingtodescribewhatanauthorisdoinginaparagraph
orsectionoftext.
Includeimportantcontentand
lesson‐basedvocabulary.
Accountforthemainideasinthetext.Includeenough
informationsothatsomeone
whohasnotreadthetextwould
understandthemainpoints.
Useyourownwordsand
paraphrasewhennecessary.
Ideastakendirectlyfromthe
sourceshouldbeproperly
quotedandcited.
Whatwequoteandhowwe
quoteitwilldependonthe
actualdiscipline.Forexample,asciencepaperwillhavefarfewerdirectquotationsthananEnglishorsocialsciencepaper.Asageneralrule,weshoulddirectlyquoteideasthatcannotbeexpressedaccuratelythroughparaphrasingorsummarizing.
Writeobjectively.Besensitivetobiases;avoidinaccurateinterpretationsor
representations.Weshouldexpresstheideasinthetextfairlyandaccurately.
Summariesshouldbereadfor
clarityandaccuracy.
Summariesshouldnotbemorethanone‐fourthtoone‐thirdthe
lengthoftheoriginaltext.
Purpose:ImproveWritingSkills
GOAL
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AVID,Research.RetrievedFebruary24,2015,fromhttp://www.avid.org/research.ashx.
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SummaryisAboveStandard=5
Summarydemonstratesastrongfocusandconciselycatchesthemainpoints
Themainideaisclear,sustainedandthereisuseofsupportingdetails
LengthofsummaryisappropriateIsincorrectparagraphformOrganizationofsummaryislogicalThereisawell‐linkedbeginning,middleandendExcellentuseoftransitionswithinsummaryVoiceisobjectiveandimpartiallypresentsan
appropriatepointofview.
VocabularyisappropriateforintendedaudienceExceptionaluseofsentencevarietyWritingisfreeofconventionalspellingand
mechanicalerrors
Purpose:ImproveWritingSkills
GOALS :S W R C
SummaryisAtStandard=4
Clearmainidea&suf icientandrelevantsupportingdetailswithinsummarygivesreaderadequateunderstanding
IswritteninsentenceandparagraphformOverallorganizationofsummarydemonstratesa
strongbeginning,middleandending.
ClearuseoftransitionsVoiceisobjectiveanpersonalopinionisappropriateVocabularyisappropriatetothepurposeof
thewriting
EffectiveuseofsomesentencevarietyWritinghasbeenwelleditedOccasionalspelling&mechanicalerrorsdonot
distractthereader
SummaryisDeveloping=3
Mainideapresentedinsummaryisevidentbutsupportingdetailsonlyminimallysupportive
SomeparagraphinginsummarySummaryistoolongORtooshorttobeeffectiveDistinguishablebeginning,middleandendUseoftransitionsisattemptedwithin
writtensummary
Writer'svoiceisevidentandsummaryre lectsthewriter'sopinion
Manyerrorsinspellingandmechanicsthatdistractthereader
SummaryisBelowStandard=1
Supportingdetailsareweakanditisnotclearwhatideatheyaresupporting
Summarynotcompletedinsentenceandparagraphform
NouseoftransitionswithinwrittensummaryNodistinguishablevoiceVocabularyissimplebutsuf icienttoconvey
basicideas
Writinghasnotbeenedited&containsmanyspelling&mechanicalerrors
One Mission, One Vision, One School
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Arubricmaybeusedforanyassignmentsuchasdiscussionboards,projects,papers,labs,orpresenta‐tions.Rubricssetguidelinesthatyourteachercanusetoscoreyourwork.Rubricsshowyouwhereandhowyouwillearnpointsandhelpsyouunderstandtheexpectationsofanassignment.
TherubricsshownheredescribehowyourteachermayevaluateaSummaryWriting.Ifyouunderstandthe“AboveStandard”criteria,youwillbewellonyourwaytoachievingthehighestpossiblescoreonasummaryassignmentandinunderstandingofhowtointerpretanddescribewhatyouhaveread.
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Purpose:ImproveWritingSkills
GOAL
Below Standard 1 point
Developing 3 points
At Standard 4 points
Above Standard 5 points
Purpose & Form No clear topic sentence to indicate main idea of summary.
Supporting details are weak and it is not clear what idea they are sup-porting.
Summary not com-pleted in sentence and paragraph form.
Main idea presented in summary is evident but supporting detailsonly minimally sup-portive; therefore, reader is vague aboutcontent of originalarticle.
Some paragraphing in summary.
Summary is too long OR too short to be effective.
Clear main idea & suffi-cient and relevant sup-porting details within summary gives readeradequate understand-ing of content of origi-nal article.
Is one third to a half the length of the origi-nal
Is written in sentence and paragraph form.
Summary demon-strates a strong focus and concisely catches the main points of the origi-nal article.
The main idea isclear, sustainedand supportingdetails presentingin same order asoriginal.
Length ofsummary isappropriate
Is in correct para-graph form.
Organization No clear beginning, middle or ending
No use of transitions within written sum-mary
Distinguishable be-ginning, middle and end
Use of transitions is attempted within written summary.
Overall organization ofsummary demon-strates a strong begin-ning, middle and end-ing.
Clear use of tran-sitions
Organization ofsummary is logical & coincides with the original.
There is a well-linked beginning,middle and end
Excellent use oftransitions withinsummary.
Style No distinguishablevoice.
Vocabulary is sim-ple but sufficient toconvey basic ide-as.
Writer's voice is evi-dent and summary reflects the writer'sopinions.
Attempting to usevocabulary from with-in original article.
Voice is objective and no personal opinion is evident.
Vocabulary is appropri-ate to the purpose of the writing.
Effective use ofsome sentence vari-ety.
Voice is objectiveand impartiallypresents article'spoint of view.
Vocabulary is ap-propriate for in-tended audienceand reflects accu-rately the degree ofcomplexity of theoriginal.
Exceptional use ofsentence variety
Mechanics & Spelling Writing has not been
edited & contains manyspelling & mechanical errors.
Many errors inspelling and me-chanics that dis-tract the reader.
Writing has been well edited.
Occasional spelling &mechanical errors do not distract the reader.
Writing is free ofconventionalspelling and me-chanical errors.
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W 6T ?
“SixTraitsWritingisa systematicapproachforlooking atwriting onepartata time.Sincewriting is
suchacomplicatedactivity,thisapproachhelpsmanypeoplebreakdownthetaskandunderstanditbetter.
Byfocusingonandscoringonlyonetraitatatime,awriter/readercanbreakdownacomplexactivitylikewritingandmakeitmoremanageable.Withpractice,writerscanthenlearntobemorecriticaloftheirown
workandcanmakeimprovementsinthequalityoftheirwriting.Perhaps,morethananythingelse,thesix
traitsgiveteachersandstudentsacommonvocabularyfortalkingandthinkingaboutwriting.”
6+1K Q
The6+1Trait®Writinganalyticalmodelforassessingandteachingwritingismadeupof6+1keyqualitiesthatde inestrongwriting.Theseare
Ideas,themainmessage;
Organization,theinternalstructureofthepiece;
Voice,thepersonaltoneoftheauthor’smessage;
WordChoice,thevocabularya writerchoosestoconveymeaning; SentenceFluency,thefLowrhythmofthelanguage;
Conventions,themechanicalcorrectness;and
Presentation,howthewriting actuallylooksonthepage.
Purpose:ImproveWritingSkills
GOALS :S W 6+1T W M
(2015).L.King.Basedonthe6+1TraitWritingbyEducationNorthwest.
(2015).EducationNorthwest.6+1TraitWriting.Retrieved02,2015,fromhttp://educationnorthwest.org/traits.
6+1TraitRubricshttps://educationnorthwest.org/traits/traits‐rubrics
5‐PointWriter’sRubrichttp://educationnorthwest.org/sites/default/ iles/5‐pointwriters‐rubric.pdf
[Ref
er to
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ts f
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etai
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(2015).Long,V.andGardiner,S.TheInteractiveSixTraitWritingProcess.Introduction.Retrieved02,2015,fromTheLiterateLearnerathttp://literatelearner.com/6traits/page_template6t.php?f=main.
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HOTS was developed by Stanley Pogrow
Pogrow(1987)describestheHOTScurriculum:
"TheHOTSprogramcurrentlyconsistsofdailylessonsbuiltaroundpopular,commerciallyavailable
softwarethatdevelopsthefollowingthinkingskills:
TheHOTScurriculumdifferssubstantiallyfromconventionalapproachestousingcomputers.Softwareis
notusedtoteachtheaboveoranyotherspeci icskills.Rather,softwareisusedasanopportunitytocreate'learningdramas':situationswherestudentsarehighlymotivatedtocompleteataskandwhere
questionsaredevelopedtostimulatestudentstoengageinthekeythinkingskills.Thesequestionsarenot
necessarilyrelatedtothespeci icgoalofthesoftware,noristhespeci icgoalofthesoftwareimportanttothelearningprocess.Theprogramssimplyinvolveandintriguethestudents.
GOAL S :HOTSH O T S Purpose:ReadingforEssential
Understanding
Metacognition
Developingandarticulatingstrategiesandtestingtheireffectsinsolvingproblems.Sucharticulationbothrequiresanddevelopssophisticatedlanguagecomprehensionskills.
Inference
Buildingunderstandingofunknownconceptsbyusinginformationfromknownconcepts.Again,languageskillshelpmakethenecessaryconnec‐tions.
Decontextualization
Generalizinginformationfromonecontexttoan‐other.Whenpoorlearnersencounteranewbitofinformation,itisstoredinmemoryasaconceptpeculiartothespeci iccontextinwhichitwaslearned.Problemsolvingrequiresanabilitytolinkrelatedideas.
CombiningandSynthesizingInformation
(2015).L.King.BasedontheHOTScurriculumdevelopedbyStanleyPogrow(1987).Centralgraphic,modi iedfrom
chatchaisurakram.Multicolorpresentationtemplate.iStock/thinkstock.
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GOALS :HOTSH O T S Purpose:ReadingforEssential
Understanding
NorthCentralRegionalEducationalLaboratory.HOTSCurriculum(1987),originallypublishedbyStanleyPogrow,1987byTheInternationalSocietyforTechnologyinEducation.RetrievedFebruary24,2015,fromhttp://www.ncrel.org/sdrs/areas/issues/students/
atrisk/at7lk20.htm
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Topromotekeythinkingskills,educatorshaveusedtheSocraticmethodthatusesquestioningto
promotecriticalthinkingskills.Oftenquestionsaresituatedaroundaproblem,situation,scenario,or
drama.Thisisacommonmethodusedinthetraditionalclassroomandinonlinecourseswhereyoumight
participateinaDiscussionBoardactivityorwhereawrittenassignmentprovidesyouwithaseriesof
probingquestionstoanswer.YoumayalsohaveanopportunitytomeetinanAdobeConnectsessionwhere
yourteachermayposequestions.
Toexplainthismethodoflearning,let’slookatapopularsimulationcalledtheOregonTrail.Students
aregiveninformationandarepresentedwithvocabularyandsituationsthatarenotcommontoday,but
werecommonwhenthepioneersweremakingtheirwayalongtheOregonTrail.Studentsaretaskedwitha
problemtoreachOregonviatheoldOregonTrail.Theymustplanwhattheywilltakewiththem,their
methodoftravel,andtheroutethattheywilltaketoarrivesafelybasedontheinformationtheyaregiven.
Formetacognitionskills,studentsansweraseriesofquestions,Forexample,
'WhatstrategydidyouchoosetogettoOregonandwhywasthatstrategysuccessful?'or'Whatstrategydidyouchooseandwhywasitunsuccessful?'
Tofacilitatedecontextualization,'Describewhereyouhaveheardofthewordyokebefore?'or'Fromwhatperspectiveareyouviewingthewagon,andhowdidthatdifferfromtheperspectivewhenyouwere lyingtheballoonintheRidetheWindprogram?'
Toemphasizeinferencefromcontext,giventhesedirections:'Readtheinstructionsandtellme
ifyouthinkayokeasusedinthisprogramispartofanegg[theyolk],whynot,whatdoyouthinkitmightbe,andwhydoyouthinkitwouldbeimportant?'
And inally,toencouragethecombiningofinformationthey'velearned,theywereasked,'IsanyonewhotraveledtheOregonTrailstillalivetoday?Howcouldyou igureitout?'"(p.11)
21
GOAL S :HOTSH O T S Purpose:ReadingforEssential
Understanding
A 3–
Daws,T.,&Schiro,Ed.D.,P.(n.d.).TutorialSupportCurriculumResourceGuideCreatingRigorousTutorialstoIncreaseStudentAchievementinAcademicClasses.RetrievedFebruary24,2015,from
http://www.lausd.net/Young_Oak_Kim_Academy/YOKA/Advisory_ iles/TutorialGuide.pdf.
Publisher:AVID.
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GOALPurpose:ReadingforEssential
Understanding
B '
Bloom'sDigitalTaxonomyMapRetrievedfromhttp://edorigami.wikispaces.com/Bloom%27s+‐+Introduction
underCreativeCommons2.5http://creativecommons.org/licenses/by‐sa/2.5/
KEY:Elementscoloredinblackarerecognizedandexistingverbs,Elementscoloredinbluearenewdigitalverbs.
S :HOTSB ’ D T
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GOAL S :HOTSB ’ D T Purpose:ReadingforEssential
Understanding
Reviewthedigitallearningtoolsandskills
listedbelowtohelpyouwithwaystoimprove
youronlinelearningexperience.
R
Rememberingreliesontheabilitytoretrieve
material.Thisisakeyskillespeciallywiththe
expansionofknowledgeandinformation.
Bulletpointing–Thisisanalogoustomakingalist
butinadigitalformat.
Highlighting–isatechniqueforrecall.Most
softwareprograms/productivitysuitesprovidemethodstochooseandhighlightkeywordsandphrases.
Bookmarkingorfavorite‐ing–thisoption
allowsyoutobookmarkandorganizewebsites,resourcesand ilesforlateruse.
Socialnetworking–thisiswherepeopledevelop
networksoffriendsandassociates.Networkingforgesandcreateslinksbetweendifferentpeople.Likesocialbookmarks(seebelow)asocialnetworkcanformakeyelementofcollaboratingandnetworking.
Socialbookmarking–thisisanonlineversionof
localbookmarkingorfavorites.Itismoreadvancedbecauseyoucandrawonothers'
bookmarksandtags.Whilehigherorderthinking
skillslikecollaboratingandsharing,cananddo
makeuseoftheseskills,thisisitssimplestform‐
asimplelistofsitessavedtoanonlineformatratherthanlocallytothemachine.
Searchingor"Googling"‐Searchenginesare
nowkeyelementsofstudents'research.Itisas
simpleasjustenteringakeywordorphraseinto
athesearchengine.Thisskilldoesnotre inethe
searchbeyondthekeywordorterm.
U
AdvancedandBooleanSearching–Thisisa
moreadvancedmethodofsearchingrequiringa
greaterdepthofunderstandingtobeabletocreate,modifyandre inesearchestosuitthesearchneeds.
BlogJournaling–Thisistheuseofablog,where
astudentsimply"talks""writes"or"types"inadaily‐ortask‐speci icjournal.Thislevelofusedemonstratesabasiclevelofunderstanding.Theblogcanbeusedtodevelophigherlevelthinkingwhenusedfordiscussionandcollaboration.
Twittering–TheTwittersite'squestionis"whatareyoudoing?"Thiscanbeaoneortwowordanswer,butwhendevelopedthisisatoolcanlenditselftodevelopingunderstandingandpotentiallystartingacollaboration.
Categorizing–digitalclassi ication‐organizingandclassifying iles,websitesandmaterialsusing
foldersetc.
Commentingandannotating–avarietyoftools
existthatallowtheusertocommentandannotate
onwebpages,.pdf ilesandotherdocuments.The
userdevelopsunderstandingbycommenting.
Thisisanalogouswithwritingnotesonhandouts,butispotentiallymorepowerfulasyoucanlink
andindexthese.
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Key Terms - Remembering: Recognizing, listing, describing, identifying, retrieving, naming, locating, finding, Bullet pointing, highlight-ing, bookmarking, social networking, Social book-marking, favorite-ing/local bookmarking, Searching, Googling.
24
GOALPurpose:ReadingforEssential
Understanding
Subscribing–Subscriptiontakesbookmarking
onelevelfurther.Theactofsubscriptionbyitself
doesnotshowordevelopunderstandingbut
oftentheprocessofreadingandrevisitingthe
subscribed‐tofeedsleadstogreater
understanding.
A
Runningandoperating–Thisistheactionof
initiatingaprogramoroperatingandmanipulatinghardwareandapplicationstoobtainabasicgoalorobjective.
Playing–Theincreasingingamesisanother
modeofeducation.Studentswhosuccessfullyplayoroperateagameareshowingunderstandingofprocessandtaskandapplicationofskills.
UploadingandSharing‐uploadingmaterialsto
websitesandthesharingofmaterialsviasiteslike
Flickretc.Thisisasimpleformofcollaboration,a
higherorderthinkingskill.
Hacking–hackinginitssimplerformsisapplying
asimplesetofrulestoachieveagoalorobjective.
Editing–Withmostmedia,editingisaprocessor
aprocedurethattheeditoremploys.
S :HOTSB ’ D T
Key Terms - Applying: Implementing, carrying out, using, executing, run-ning, loading, playing, operating, hacking, uploading, sharing, editing.
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Key Terms - Understanding: Interpreting, Summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying, Advanced searching, Boolean searching, blog journaling, twittering, categorizing and tagging, commenting, annotating, subscribing.
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GOAL S :HOTSB ’ D T Purpose:ReadingforEssential
Understanding
A
Mashing–mashupsaretheintegrationofseveral
datasourcesintoasingleresource.Mashingdata
isacomplexprocessbutasmoreoptionsand
sitesevolvethiswillbecomeanincreasinglyeasy
andaccessiblemeansofanalysis.
Linking–thisisestablishingandbuildinglinks
withinandoutsideofdocumentsandwebpages.
Reverse‐engineering–thisisanalogouswithdeconstruction.Itisalsorelatedtocrackingoftenwithoutthenegativeimplications.
Cracking–crackingrequiresthecrackertounderstandandoperatetheapplicationorsystembeingcracked,analyzeitsstrengthsandweaknessesandthenexploitthese.
Validating–Withthewealthofinformationavailabletodayalongwiththelackofauthenticationofdata,youmustbeabletovalidatetheaccuracyofinformationsources.To
dothisyoumustbeabletoanalyzethedatasourcesandmakejudgmentsbasedonthese.
Tagging–Thisisorganizing,structuringand
attributingonlinedata,meta‐taggingweb
pages.Youneedtounderstandandanalyzethe
contentofthepagestobeabletotagit.
E
Blog/vlogcommentingandre lecting–
Constructivecriticismandre lectivepracticeare
oftenfacilitatedbytheuseofblogsandvideo
blogs.Studentscommentingandreplyingto
postingsevaluatematerialincontextandreply.
Posting–postingcommentstoblogs,discussion
boards,threadeddiscussions.Thesearecommon
elementsofstudents'dailypractice.Good
postingsarenotsimpleone‐lineanswersbutratherarestructuredandconstructedtoevaluatethetopicorconcept.
Moderating–Thisishighlevelevaluation;the
moderatormustbeabletoevaluateapostingorcommentfromavarietyofperspectives,assessingitsworth,valueandappropriateness.
Collaboratingandnetworking–Communication
andcollaborationleadingtocollectiveintelligenceisakeyaspect.Effectivecollaborationinvolvesevaluatingthestrengthsandabilitiesoftheparticipantsandevaluatingthecontributiontheymake.Networkingisafeatureofcollaboration,contactingandcommunicatingwithrelevant
personviaanetworkofassociates.
Testing(AlphaandBeta)–Testingofapplications,processesandproceduresis
akeyinthedevelopmentofanytool.Tobean
effectivetesteryoumusthavetheabilityto
analyzethepurposeofthetoolorprocess,what
itscorrectfunctionshouldbeandwhatitscurrent
functionis.
Key Terms - Analyzing: Comparing, organizing, deconstructing, Attributing, outlining, finding, structuring, integrating, Mashing, linking, reverse-engineering, cracking, mind- mapping, validating, tagging.
Key Terms - Evaluating: Checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring, (Blog/vlog) commenting, reviewing, posting, moderating, collabo-rating, networking, reflecting, (Alpha & beta) testing.
Bloom'sDigitalTaxonomyMapRetrievedfromhttp://edorigami.wikispaces.com/Bloom%27s+‐+IntroductionunderCreativeCommons2.5http://creativecommons.org/licenses/by‐sa/2.5/
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GOALPurpose:ReadingforEssential
Understanding
C
Programming–Whetheritiscreatingtheirown
applications,programmingmacrosordeveloping
gamesormultimediaapplicationsstudentsare
routinelycreatingtheirownprogramstosuit
theirneedsandgoals.
Filming,animating,videocasting,podcasting,
mixingandremixing–theserelatetothe
increasingavailabilityofmultimediaand
multimediaeditingtools.Studentsfrequentlycapture,create,mixandremixcontenttoproduceuniqueproducts.
Directingandproducing–todirectorproducea
product,performanceorproductionisahighlycreativeprocess.Itrequiresthestudenttohavevision,andunderstandthecomponentstomeldtheseintoacoherentproduct.
Publishing–whetherviatheweborfromhome
computers,publishingintext,mediaordigitalformatsisincreasing.Againthisrequiresahugeoverviewofnotonlythecontentbeingpublished,buttheprocessandproduct.RelatedtothisconceptarealsoVideoblogging–theproduction
ofvideoblogs,bloggingandalsowiki‐ing‐
creating,addingtoandmodifycontentinwikis.
CreatingorbuildingMashupswouldalso ithere.
B Churches,A.2009,Bloom’sDigitalTaxonomy
Churches,A.2007,EducationalOrigami,Bloom'sandICTTools
Anderson,L.W.,andD.Krathwohl(Eds.)(2001).ATaxonomyfor
Learning,TeachingandAssessing:aRevisionofBloom'sTaxonomy
ofEducationalObjectives.Longman,NewYork.
Acknowledgements:Forassistance,discussionandoften
punctuation:MiguelGuhlin,SherylNussbaum‐Beach,Alan
Knightbridge,SueCattell,RaewynCasey,MargMcLeod,DougDeKockEmail:AndrewChurches
Key Terms - Creating: designing, constructing, planning, producing, invent-ing, devising, making, programming, filming, animat-ing, Blogging, Video blogging, mixing, remixing, wiki-ing, publishing, videocasting, podcasting, directing/producing, creating or building mash ups
S :HOTSB ’ D T
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GOALPurpose:ReadingforEssential
UnderstandingS :L F F
F
Therightkindoffeedbackcanmakeasigni icant
differenceinyourachievement.Therearetwokey
considerations:
First,feedbackthatimproveslearningis
responsivetospeci icaspectsofyourwork,such
asatestoryourhomeworkanswers,and
providesspeci icandrelatedsuggestions.A
stronglinkbetweenteachercommentsand
youranswer(s)canbeveryinstructive.Thiskindoffeedbackgivesyoutheopportunitytolearnbyalleviatingmisunderstandingandreinforcingconcepts.
Second,feedbackneedstobetimely,usuallywithinacoupleofdaysafteratestorhomeworkassignmenthasbeenturnedin.Feedbackwillincreaseyouropportunityforlearning.Feedbackisaresearch‐basedstrategythatteachersandstudents,canpracticetoimprovetheirsuccess.
K R F
Whenfeedbackiscorrectiveandisusedto
explainwhereandwhyerrorshavebeenmade.It
cansigni icantlyincreaselearning(Lysakowski&
Walberg,1981,1982;Walberg,1999;
Tennenbaum&Goldring,1989).
Feedbackhasbeenshowntobeoneofthemost
signi icantactivitiesateacherandlearnercan
engageintoimprovestudentachievement
(Hattie,1992).
Askingstudentstocontinueworkingonatask
untilitiscompletedandaccurate(untilthestandardismet)enhancesstudentachievement(Marzano,Pickering,&Pollock,2001).
Effectivefeedbackistimely.Delayinproviding
studentsfeedbackdiminishesitsvalueforlearning(Banger‐Drowns,Kulik,Kulik,&Morgan,1991).
Testscanbeusedtooptimizelearning.Tests
givenadayafteralearningexperienceisbetterthantestingimmediatelyafteralearningexperience(Bangert‐Downs,Kulik,Kulik,&
Morgan,1991).
Rubricsprovidehelpfulcriteriaforsuccess,
makingdesiredlearningoutcomesclearer.
Rubricsprovidecriterion‐referencedfeedback
thatistherightkindofguidanceforimproving
understanding(Crooks,1988;Wilburn&Felps,1983).
Effectivelearningresultsfromstudentsproviding
theirownfeedback,andmonitoringtheirwork
againstestablishedcriteria(Trammel,Schloss,&
Alper,1994;Wiggins,1993).
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GOALPurpose:ReadingforEssential
UnderstandingS :L F F
I
Fine‐tunehowyoureadfeedbackbyfocusingon
thedetailsofcommentsfromyourteacher.
Readthesesuggestionsaboutfeedback:
1. Increasethevalueoftestsandhomework.A
gradeornumberonatestorhomework
assignmentisnotthemostcriticalinformation
thatyoureceive.Taketimetoreadcomments,
aboutanymisunderstandingyoumighthavehad
aboutatopic.
2. Feedbackisbestwhenitiscorrectiveinnature.Learninghowtocorrectyourerrorsisimportant.Makefeedbackanotherpartofyour
learningprocess.
3. Knowthatyourteacherswanttoseeyousucceed.Takeadvantageofanyopportunityyourteacherprovidesforyoutoaskquestionsand/orredo
work.
4. Youmaybeaskedtoprovidefeedbacktoanotherstudent.Youcanmonitorandprovidefeedbacktootherstudents,aswellascompareyourwork
tocriteria.Engaginginreviewofyourownworkandotherscanenhanceyourlearning.
5. Togiveyoutimetoabsorbnewideas,testsare
oftenmoreeffectiveasopportunitiesforlearning
ifadayhasgonebybetweenlearningexperiences
andthetest.
6.Userubrics.Rubricsimproveyourlearning.You
maybeaskedtohelpindevelopingrubrics.
Rubricshelpfocusyoureffort.
Psencik,Ed.D.,K.(n.d.).ExaminingStudentWorkandProvidingPreciseFeedback.
RetrievedFebruary24,2015,fromhttp://www4.scoe.net/ims/webcasts/relatedMaterials/140121ProvidingFeedback.pdf
OriginalSource:http://www.netc.org/focus/strategies/prov.php
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REFERENCES P u b l i c a t i o n s
(2005). RESEARCHED-BASED STRATEGIES, Summarizing and Note Taking. Focus on Effectiveness. Retrieved 03, 2011, from http://www.netc.org/focus/strategies/summ.php [No longer a viable link].
W e b R e s o u r c e s
“AVID, Advancement Via Individual De-termination, is a global nonprofit organiza-tion dedicated to closing the achievement gap by preparing all students for college and other postsecondary opportunities.” http://www.avid.org/what-is-avid.ashx
AVID College Readiness System http://www.avid.org/avid-college-readiness-system.ashx
AVID and the Common Core State Standards http://www.avid.org/common-core.ashx
AVID Research. http://www.avid.org/research.ashx.
Education Northwest, also known as Northwest Regional Education Laboratory, conducts Educational Research and provides professional development and consulting services to educational organizations. http://educationnorthwest.org/
6+1 Trait Rubrics http://educationnorthwest.org/traits/traits-rubrics
5-Point Writer’s Rubric http://educationnorthwest.org/sites/default/files/5-pointwriters-rubric.pdf
Educational Origami is a blog and a wiki, about 21st Century Teaching and Learning. This wiki is not just about the inte-gration of technology into the classroom, though this is certainly a critical area, it is about shifting our educational paradigm. Its really about PEDAGOGY. http://edorigami.wikispaces.com/
Bloom's Digital Taxonomy Map http://edorigami.wikispaces.com/Bloom%27s+-+Introduction
Bloom's and ICT tools http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools
NCREL North Central Regional Educa-tional Laboratory provides resources on “Critical Issues” involving school im-provement “Pathways”. http://www.ncrel.org/sdrs/
The Literate Learner, is a website creat-
ed by teachers, Vince Long and Steve Gard-ner, at Billings Senior High School in Billings, Montana. This site provides infor-mation about 21st Century Literacy, Reading and Writing Resources. http://www.literatelearner.com/
6-Trait Writing Process http://www.literatelearner.com/6traits/page_template6t.php?f=main
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DoDEA Virtual High School (DVHS)
IMAGE CREDITS P a g e 1
DVHS Logo
Vladgrin. Education book with science icons.. 186294722. iStock/thinkstock.
P a g e s 2 - 3
DVHS Logo
P a g e s 4 - 5
buchachon. Success icon diagram. 173314239. iStock/thinkstock.
leremy. Top Student School Best Outstanding Special Kid Pictogram. 533347355. iStock/thinkstock.com.
leremy. Human Senses Stick Figure Pictogram Icons. 532466469. iStock/thinkstock.com.
onmyvespa. Design creative brain Idea concept. 516002386. iStock/thinkstock.com.
moodboard. University students studying, from above. 97429031. moodboard/thinkstock.
P a g e s 6 - 7
GODS_AND_KINGS. Businesswoman holding clock over face isolated on white. 474950986. iStock/thinkstock.
IvelinRadkov, Time to Earn. 467818872. iStock/thinkstock.
totallyPic.com. Creative template with pencil ribbon banner flow chart. 495569329. iStock/thinkstock.
Grapestock. Pin with post It notes and pin on diary page. 475045154. iStock/thinkstock.
Antonis Liokouras. Teenage girl sitting on floor holding a cup of coffee. 472088368. iStock/thinkstock.
eLearning Brothers. Character: Noah. #24923 http://library.elearningtemplates.com/
eLearning Brothers. Character: Lily. #27486 http://library.elearningtemplates.com/
mangpor_2004. Empty white table and blurred store bokeh background. 467930954. iStock/thinkstock.
P a g e s 1 0 - 1 1
Lesia_G. Vector colorful info graphics for your business presentations. 474933032. iStock/thinkstock.
Cornell Note-Taking Layout.
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P a g e s 1 2 - 1 3
Eenevski. Pen in the hand. 475559246.
iStock/thinkstock.
Ruslan Nassyrov. Empty notes. 101023179. Hemera/thinkstock.
Blazej Maksym. Teenage girl in the library. 101534733. Hemera/thinkstock.
P a g e s 1 4 - 1 5
Tuk69tuk. Pen and book with filter effect retro vintage style. 510689612. iStock/thinkstock.
Fuse. Teenager Reading Book. 78753306. thinkstock.
Scanra. Big stack of color hardcover books. 523428745. iStock/thinkstock.
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LuminaStock. Teenage Girl Doing Homework. 166668594. iStock/thinkstock.
Monkey Business Images. Students studying in geography class. [cropped] 84464685. Monkey Business/thinkstock.
Goodshoot RF. teen boy seated on inflatable chair with laptop. 89585324. Goodshoot/thinkstock.
chatchaisurakram. Multicolor presentation template. [modified] 459459877. iStock/thinkstock.
King, L. Diagram.
P a g e s 2 0 - 2 1
Godruma. Modern Question mark icon. 478765949. iStock/thinkstock
Daws, T., & Schiro, Ed.D., P. (n.d.). Avid 3– story intellect model house. Tutorial Support Curriculum Resource Guide Creating Rigorous Tutorials to Increase Student Achievement in Academic Classes. Published by AVID. Retrieved February 24, 2015, from the Los Angeles Unified School District http://www.lausd.net/Young_Oak_Kim_Academy/YOKA/Advisory_files/Tutorial Guide.pdf.
P a g e 2 2 - 2 3
Church, Andrew. Bloom's Digital Taxonomy Map Retrieved from http://edorigami.wikispaces.com/Bloom%27s+-+Introduction under Creative Commons 2.5 http://creativecommons.org/licenses/by-sa/2.5/.
P a g e 2 4 - 2 5
totallyPic.com. Abstract 3d paper infographics. [modified] 455784581. iStock/thinkstock.
Romanov, Askold. E-learning icon flat. [modified] 525105875. iStock/thinkstock.
P a g e 2 6 - 2 7
Wavebreakmedia. Portrait of an university student mixing audio. 532445999. iStock/thinkstock.
buchachon. Best practice. 174264486. iStock/thinkstock.
P a g e 2 8
Ximagination. Female student and school doodles 2. 510107583. iStock/thinkstock.
P a g e 3 2 - t h e l a s t p a g e
Appendices
L a s t P a g e
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APPENDIX A
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P l a c e ho l d e r f o r Fu t u re S t ud en t Examp l e s
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APPENDIX B
P l a c e ho l d e r f o r Fu t u re S t ud en t Examp l e s
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APPENDIX C
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DEPARTMENT OF DEFENSE EDUCATION ACTIVITY
DODEA Mission To Educate, Engage, and Empower each student to succeed in a dynamic world.
One Mission, One Vision, One School