FINAL+PROJECT+A

From Christina

With the Professors approval-we are using instructional objectives. Thanks for checking!

From Leeona I was looking over Part A and are we going to use SSS or just the instructional objectives?

**//From Melinda - 6/9/2009//** //My internet search on study schedules for Objective 5// -

http://highered.mcgraw-hill.com/sites/0079876543/student_view0/freshman_year-999/study_skills1/weekly_study_schedule.html
 * 1.** Here is a sample schedule and a link to a printable blank schedule. There are important points listed at the bottom of the schedule. It is from McGraw-Hill, which is a well-known publisher of books. The schedule is geared towards college freshman. There is quite a bit of valuable information throughout the website.

http://www.studygs.net/schedule/Weekly.html This website also has a strategy checklist for time management. The link is here. I think it's pretty thorough. http://www.studygs.net/timman.htm
 * 2.** Here is another sample schedule. This one you can plug in the times right on the website for both a daily and weekly schedule. I'm inserting the weekly schedule link below.

http://www.cliffsnotes.com/WileyCDA/Section/How-much-outside-class-study-time-is-recommended-for-every-hour-of-class-time-for-college-freshmen-.id-305397,articleId-7601.html -- Here's a guideline to what freshman can expect throughout their college years: Each unit of credit requires 2 to 3 hours of outside classwork per week. So, a student carrying 15 credit hours should plan to spend 30 to 45 hours each week studying beyond the classroom. If you tally study time and class time, a typical student invests from 45 to 60 hours in academic work each week. Add a part-time job to that load (not to mention any hint of a social life), and you see a theme: time management. Of course, study time doesn't translate just to test preparation. Toss reading and homework assignments into the mix. A weekly schedule might work out something like this: A course counts as 4 credit hours. Reading assigned text could take 2 to 3 hours; completing homework might occupy another 3 to 6 hours. Reviewing material for an exam may well consume 3 more hours. Total: 8 to 12 hours a week for one class. No way around the fact that budgeting your time in college is as critical as keeping your bank account afloat. It's an investment that starts paying off with your first round of grades!
 * 3.** I also found this article from cliffnotes.com regarding time management and studying. The link is below. I also added the text below the link that is on the webpage below the link.

From Christina from information in Module 2: My understanding of what we are to accomplish is to create a table of test specifications detailing specific content areas and learning levels that would be covered in unit of instruction. Knowing that we need to know what our instruction is about, who our students are, what we want them to learn. So first, 1 T** he test purpose could be to determine what strategies students have in place to deal with stressful college/study/test prep/ situations and what information they might be lacking ****.** The students taking the course are aged 18 -26. There are two students in the class recieving LEP and ESE services, one student is a ** military veteran with a significant physical challenge by way of severe hearing disability as a result of service in Iraq, **hile the other student is an ** exchange student from Serbia, who has difficulty with English ** ** language ****.**  Second, We base our learning objectives /test at least particially on these Guidelines from Dartmouth/Harvard (as I posted in the discussion with a link to the original ):

1) Try to stay on a reasonably regular schedule of reviewing, eating, sleeping, and relaxing. Start at least a week, or preferably two, before exams begin. 2) Don't attempt to study 24 hours a day; your efficiency and capacity to retain material will rapidly decrease. 3) Don't force yourself to study beyond your normal limits of concentration. If you find yourself able to concentrate for only ten or twenty minutes, study for only that period of time and then take a short break. Your concentration should return. In fact, short and regular study periods are more productive than lengthy single sessions. 4) Eat a well-balanced diet and drink lots of fluids. Excessive amounts of coffee may produce confusion and even disorganization of thought processes. 5) Don't use drugs or alcohol -- they can decrease your ability to think clearly. Take medication only under the supervision of a physician. 6) Be conservative and reasonable about the demands you place on yourself. 7) If you have a problem you believe will interfere with taking your exams, be sure to notify your counselor/physician before you take your exam."

My ideas for learning objectives are 1-Student will be able to list(BEHAVIOR) from memory, the seven guidelines (CRITERIA) for coping with stress before taking exams.(CONTENT) The the type of learning is Cognitive and cognitive component of Bloom's taxonomy is Knowledge 2-Given a list of choices the s tudent will be able to distinguish between the productive and unproductive habits (CRITERIA) for overcoming stress.(Content) The type of learning is Cognitive and the component of Bloom's taxonomy is (ANALYSIS)

. Please read 100-105 so we can make the table - pages 102 and 104 in the textbook have examples ...this is my start...you can add yours and then we can make a word doc to submit.

X ||  ||  ||  ||  ||  || X ||  ||  ||  ||  ||
 *  ||  |||||||||| Learning ||
 * ^  || Knowledge || Analysis || Synthesis || Evaluation || Total || <span style="text-align: center; display: block; font-family: 'Times New Roman', 'serif'; font-size: 12pt;">Percentage ||
 * <span style="font-family: 'Times New Roman', 'serif'; background: yellow; color: black; font-size: 12pt;">Student will be able to list (BEHAVIOR) from memory, the seven guidelines (CRITERIA) for coping with stress before taking exams.(CONTENT) <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;">. || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman', 'serif'; background: yellow; color: black; font-size: 12pt;">Student will be able to distinguish between the productive and unproductive habits (CRITERIA) for overcoming stress.(Content) <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 14pt; mso-bidi-font-size: 12.0pt;">
 * <span style="border-collapse: separate; webkit-border-horizontal-spacing: 0px; webkit-border-vertical-spacing: 0px;"> <span style="background-color: rgb(255,255,0);">Given examples of unproductive study habits, the student will devise (BEHAVIOR) on paper study schedules (CONTENT) to address the examples, with limited use of reference materials. (CRITERIA) ||  || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="background-color: rgb(253,255,0); color: rgb(0,0,0);">X ||   || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> ||
 * <span style="background-color: rgb(253,255,0); font-size: 13px;">The student will identify from a list (BEHAVIOR), the four most common habits that place added stress on an individual when coping with exams and exam anxiety (CONTENT), with 100% accuracy (CRITERIA). || <span style="background-color: rgb(253,255,0);">X <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> ||   || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> ||
 * Students will devise a study plan based on their individual schedule(behavior). They should include reasons why their plan will decrease stress. (content) || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || X || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> ||
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;">Students will || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> ||  || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> ||
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;">Students will || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> ||  || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> ||
 * <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;">Students will || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> ||  || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman', 'serif'; font-size: 12pt;"> ||

From Christina:Feel free to disagree or suggest alternatives, but I want to give my justification for my choices. My background is in psychology, I am a veteran and I do have a hearing disability so....I have some good insights into the suggestions I am proposing to the extent that it matters and it may assist us with insights. Here I go...

My idea is that **our students could be UCF students** eligible to receive LEP and ESE services. One student is from **another country / Exchange student? and has difficulty with English** **language.** The other student is a **military veteran with a significant physical challenge by way of severe hearing disability as a result of service in Iraq**. unit, and
 * the test purpose could to determine what strategies students have in place to deal with stressful college/study/test prep/ situations and what information they might be lacking.**

The Sunshine State Standard (or equivalent) is The set of //instructional objectives// is:

The //table of test specifications// illustrating the specific content areas and learning levels that would be covered in unit of instruction for the SSS is:

From Melinda:
<span style="background-color: rgb(253,255,0);"> >>UPDATED: 5/27/2009

I uploaded a file called Instructional Objectives. [|Instructional_Objectives.doc]

>>UPDATED: 5/26/2009 Going with what Christina has started above (using the Dartmouth/Harvard Guidelines), I have created the following learning objectives and added them to the table above. Please feel free to make suggestions or changes.


 * 1. Given examples of unproductive study habits, the student will devise (BEHAVIOR) on paper study schedules (CONTENT) to address the examples, with limited use of reference materials (CRITERIA).
 * The type of learning is COGNITIVE and the cognitive component of Bloom's Taxonomy is SYNTHESIS.


 * 2. The student will identify from a list (BEHAVIOR), the four most common habits that place added stress on an individual when coping with exams and exam anxiety (CONTENT), with 100% accuracy (CRITERIA).
 * The type of learning is COGNITIVE and the cognitive component of Bloom's Taxonomy is KNOWLEDGE.

I was thinking that the four most common habits from the Dartmouth/Harvard Guidelines should be included. They were listed on the discussion page. I've listed them below as well.

<span style="font-family: Arial, Helvetica, sans-serif; font-size: 10pt;">It is clear that it does not help to put added stress on yourself by: 1) keeping irregular hours. 2) pulling all-nighters. 3) eating irregularly or eating junk food. 4) relying on ineffective learning strategies.

From Leona: Test Spec: (already added to table) Students will devise a study plan based on their individual schedule(behavior). They should include reasons why their plan will decrease stress. (content)

From Emily: