Module+2+activities+and+test+questions

From Christina: The // DOTHIS // in Module 2, part 4 says:

Review a set of student performance standards in an area of interest to you (e.g., Sunshine State Standards). While these are more broad than the instructional objectives we have been practicing with, they will still be helpful to practice classifying skills according to learning levels. Select two (one that is lower and one that is higher) and classify them according to type and level of learning. Post them to your group's discussion area and review the standards and classifications your group members have posted. Discuss any differences you may observe. While you are selecting the standards, examine those you have selected to determine whether they are written using **observable** and **measurable** terms for the behavior or not. Comment on this in your posting, also. THis interesting.[] This is Students with disabilities "appropriate educational services designed to meet the individual needs of such students to the same extent as the needs of students without disabilities are met"

ELL* Accommodation Strategies // *ELL (English Language Learners) formerly ESOL L(Englishf or Speakers // // of Other Languages). //


 * Item numbers = codes for lesson plan documentation . ||

1. Simplify your speech by making it slower and redundant. 2. Promote cooperation with small groups (Kagan Cooperative Learning Strategies). 3. Allow bilingual dictionary use. 4. Write your daily learning objectives on the board and explain to students. 5. Read to your students. 6. Link lessons to students’ prior knowledge. 7. Teach vocabulary supporting key concepts (Academic Vocabulary). 8. Use student pairs for translation assistance (buddy system). 9. Encourage the use of graphic organizers, thinking maps, and drawings as an aid to identifying concepts and seeing relationships. 10. Write instructions and problems using shorter and less complex sentences. 11. Limit the number of problems that must be worked according to levels of proficiency in English. 12. De-emphasize speed and emphasize accuracy of work. 13. Assign short readings for homework. 14. Have students underline, highlight, or use Post-It Notes to remember key facts in written assignments. 15. Give feedback promptly and frequently. 16. Use direct instruction: modeling, explaining, scaffolding, name the strategy, describe the strategy and show how to use it. 17. Teach note taking strategies: T-List, time lines, Cornell Notes. 18. Teach think, pair, share strategies in cooperative groups. 19. Respect the silent phase; allow students a “pass” for some oral activities. 20. Allow use of native language in the classroom for academic conversations with peers. 21. Use preview/review activities. 22. Offer praise. 23. Teach questioning for clarification. 24. Integrate speaking, listening, reading and writing activities. 1. Reinforce the ideas you present again and again. 2. Provide contextual support through audio visuals, models, demonstrations,  manipulatives, body language, and facial expressions. 3. Establish predictable classroom routines through the use of an agenda or outline on the white board or bulletin board. 4. List important words or phrases from a lesson on a transparency, board, or word wall. 5. Record your lectures, presentations, or stories on audio tape (or allow students to record you), especially for new students who have very limited exposure to English. 6. Give students the opportunity to demonstrate knowledge (i.e. cultural perspectives). 7. Give enough wait time for LEP students to respond to questions.

Now let's review steps we take in deciding on the type of test question. After considering the goals and subordinate skills within a specific unit, a teacher will then determine the best way to measure students' skills. As you examine the behaviors from From Christina: Here are some test questions that might work: Which of the following reasons is __not__ a reason why students experience stress? a. Using Cliff Notes b. Drinking excessive alcohol c. Scheduling regular time to study d. Getting regular exercise
 * Discuss and post the instructional objective** **and test item (if you can create some items at this point) for your Final Project** under the your group Discussion forum. Review and **offer constructive criticism to the postings of your classmates** to improve the objectives and test items (you can actually use the criteria found in Table 5.1, Columns A - C to remind yourself of the characteristics of good instructional objectives).
 * ~  ||||||||||||~ **Learning Levels** ||
 * ~  ||||||~ **Knowledge** ||~ **Comprehension** ||~ **Application** ||~ **Evaluation** ||
 * ~ **Content** || A. State/Recall Physical Characteristics || B. State/Recall Functional Characteristics || C. State/Recall Quality Characteristics || D. Discriminate Examples and Non-examples || E. Create an example || F. Evaluate given examples ||
 * 1. Instructional Objective || A statement of learning outcome that contains 3 - 4 parts (below). || Serves as the foundation of instructional planning and assessment. || Clear, appropriate scope. Matches subordinate skill in content and learning level. || Discriminate between: instructional objectives and instructional activities; instructional objectives and goals ||  || (Use criteria from columns A - C to evaluate given examples.) ||
 * 2. Behavior || The action or "verb" part of the objective. || Specifies the action part of the skill the student is to perform. Helps guide construction of test items or tasks || Clear, observable, measurable. Appropriate for learners. || Discriminate between behavior and the other parts (content, conditions, criteria). ||  || (Use criteria from columns A - C to evaluate given examples.) ||
 * 3. Content || The part of the objective that states the subject matter or topic of learning. || Identifies topic or subject matter the student is learning. Serves as basis of lesson planning, material selection, and test items or tasks. || Clear, relevant, observable, measurable. Appropriate for learners. || Discriminate between content and the other parts (behavior, conditions, criteria). ||  || (Use criteria from columns A - C to evaluate given examples.) ||
 * 4. Conditions || The part of the objective that specifies equpment and materials. Usually at beginning of objective and starts with "Given ....". || Specifies equipment or materials the learner needs to perform the skill. Assists in setting the level of difficulty. Helps ensure the test item will match the instruction. || Clear, relevant, practical. Appropriate for learners and context. || Discriminate between conditions and the other parts (behavior, content, criteria). ||  || (Use criteria from columns A - C to evaluate given examples.) ||
 * 5. Criteria || The part of the objective that indicates the mastery level. || Indicates the level of mastery at which the skill is to be performed (correct 85% of the time; correct to within 3 feet fo the target, etc.). || Clear, observable, measurable. Appropriate for learners and content. || Discriminate between criteria and the other parts (content, conditions, behavior). ||  || (Use criteria from columns A - C to evaluate given examples.) ||

To avoid stress it is important to be prepared. To get all your work done, it is a good idea to: a. Drink energy drinks and coffee to stay up as long as you need to get work done b. Do most of your test preparation at the last minute so you will remember it better c. Use candy and sugary foods to keep yourself alert. d. Follow a regular schedule of daily study periods.


 * __From Melinda:__**

//>>UPDATED 6/2/2009//

 Short Answer (15 points)
 * 1) Paul is cramming for his exam one hour before class. He is relying on learning strategies that are__.__ (OBJ 4)
 * 2) Jessica has been studying for 15 minutes and decides to take a break. She has learned that short and regular study periods are _. (OBJ 1)
 * 3) Ann thinks that drinking a couple beers with friends before studying will help her relax. While she may be relaxed the alcohol has . (OBJ 2)
 * 4) When studying for exams, it is important to stay on a regular schedule, which includes . (OBJ 1)
 * 5) It is 4 am and Bill has an exam at 8 am. He has been studying, without taking a break, for the past 9 hours. He did not eat dinner, missed his normal bedtime, and has been eating candy bars and drinking coffee to stay awake. Is this an effective study strategy? Please provide a brief explanation. _ __(OBJ 4)__

  //>>UPDATED //  5/28/2009 This is posted in the discussion forum as well.

How is this for a short essay question? Should the short essay be worth a larger percent of the grade. I was thinking maybe 15-20% of the test grade? Or do you think that's too much? Mary, a first term freshman at University of Central Florida, is taking five college classes. She works at the on campus computer labs 15 hours per week and is involved in an intramural sports team which plays two games per week. Midterm exams are approaching and Mary is starting to get nervous that she may not have enough time to study, work, and compete with the intramural sports team. In a short essay format (two paragraphs maximum), devise a study schedule that includes steps Mary should take to ensure as little anxiety as possible during her midterm week. You may use your notes as reference.


 * From Leeona Sanders

Hi guys, sorry for the long delay in contact. Army computers do not let you on wiki. I have a question to add. Let me know if I am off topic. You are all doing a great job in keeping organized.** All of the following are acceptable ways to study for a test except ( Obj 2)__ a.  Read and reread class notes and relevant chapters in the assigned textbook. b.  Create your own study guide using class notes and assigned textbook. c.  Wait until the night before the test and stay up late to cram. <span style="font-family: 'Lucida Grande'; color: windowtext; font-size: 11pt; mso-fareast-font-family: 'Lucida Grande'; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: 'Lucida Grande'; msofareastfontfamily: 'Lucida Grande'; msobidifontsize: 12.0pt; msobidifontfamily: 'Lucida Grande'; msolist: Ignore;">d. <span style="font-family: 'Lucida Grande'; color: windowtext; font-size: 11pt; mso-bidi-font-size: 12.0pt;"> Study at a time when you are alert and not hungry or sleepy.

Complete a detailed time table of your weekly schedule. Include class times, work and other time commitments. From this, devise a study schedule that will help eliminate stress from your week. Explain in 300 words, how this study schedule will decrease your stress and increase class performance.