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The Assignment Completion StrategyTrainer’s Guide developed by Charles Hughes, Kathy Ruhl, Donald Deshler, and Jean Schumaker

The Learning Strategy Series

2006The University of KansasCenter for Research on LearningLawrence, Kansas

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University of Kansas Center for Research on Learning 2006

Learning Strategies Curriculum

Acquisition

– Word Identification

– Paraphrasing

– Self-Questioning

– Visual Imagery

– Interpreting Visual Aids

– Multipass

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Storage

– First-Letter Mnemonic

– Paired Associates

– Listening and Notetaking

– LINCS

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Expression and Demonstration of Competence

– Sentences

– Paragraphs

– Error Monitoring

– Themes

– Assignment Completion

– Test Taking

– InSPECT

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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.

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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.

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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

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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.

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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.

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Results of Research on the Assignment Completion Strategy

Before Mastery

Assignments turned in on time 40% 80%

Grades on Assignments D C+

After Mastery

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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.

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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.)

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Assignment Completion Manual Organization

Introduction

Instructional Stages

Appendix A: Evaluation Guidelines

Appendix B: Instructional Materials

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Instructional StagesPretest and Make Commitments

Describe

Model

Verbal Practice

Controlled Practice and Feedback

Advanced Practice and Feedback

Posttest and Make Commitments

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Instructional Stages (cont.)

GeneralizationPhase 1: Orientation

Phase 2: Activation

Phase 3: Adaptation

Phase 4: Maintenance

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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

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Anatomy of the Assignment Completion Strategy

Psych up

Record and Ask

Organize

Jump to It

Engage in the Work

Check the Work

Turn It in

Set Your Course

Each step begins with a verb that activates the learner’s response.

This step cues the learner to self-instruct to be ready. (A self-instruction strategy)

This step cues the learner to write the assignment, reflect, and ask questions. (A questioning strategy)

This step cues the learner to make a plan. (A planning strategy)

This step cues the learner to take control & set goals. (A self-control strategy)

This step cues the learner to complete the work & ask questions. (A questioning strategy)

This step cues the learner to check & correct the work.(A monitoring strategy)

This step cues the learner to get the work turned in on time. (A monitoring strategy)

This step cues the learner to self evaluate and set goals. (A self-control strategy)

Just a few steps are used.

The student can use the steps to instruct self through the process.

The strategy steps are generic & can be used for any assignment in any class.

The first letters spell the word, “PROJECT”, the meaning of which is related to an assignment.

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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.

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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.

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Pretest Assignments

Written: Social StudiesHomework for tomorrow: read Chapter 2 and answer chapter checkup questions on p. 30.

Written: ScienceUsing papier-mache and paint, make a model of an igneous rock intrusion. Bring it to class on _______ (day of the week).

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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.”

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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.

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Step 1: Psych Up

• Prepare your forms.

• Prepare your mind.– Weekly– Daily

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Step 2: Record and Ask

• Write the assignment using abbreviations.

• Think about it.

• Ask questions.

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Subject Area AbbreviationsAlgebra Alg.

English Eng.

French Fr.

GeographyGeog.

Geometry Geom.

German Ger.

History Hist.

Language ArtsLAMath Mth.Reading Rdg.Science Sci.Social Studies SSSpanish Span.

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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).

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Other Common Abbreviations

Chapter Chp.

Definition Def.

Each Ea.

Essay Ess.

Even Evn.

Grading Criteria GC

Handout HO

Material/Resources M/R

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Other Common Abbreviations

Notebook Nbk.

Number Num. or #

Page(s) Pg(s).

Paragraph Para.

Points Pts.

Problems Probs.

Questions Qs. or ?

Sentence Sent.

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Types of Information to Record

• Directions

• Resources

• Grading Criteria

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Step 3: Organize

• Break the assignment into parts.

• Estimate the number of study sessions.

• Schedule the sessions.

• Take your materials home.

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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.

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Step 5: Engage in the Work

• Follow the instructions.

• Note any questions.

• Get help if you need it.

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Step 6: Check the Work

• Check the requirements.

• Check the quality.

• Store the assignment.

• Reward yourself.

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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.

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Step 8: Set Your Course

• Record your grade.

• Evaluate your assignment.

• Think about future goals.

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Stage 3: Model

Purpose:To demonstrate the Assignment Completion Strategy while thinking aloud.

– How:• Introduce the demonstration.• Demonstrate the strategy steps.• Enlist student participation.

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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.

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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.

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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.

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Stage 4: Verbal Practice

Purpose:– To ensure that students understand the strategy.

– How:• Conduct the Verbal Elaboration Exercise.• Check each student’s understanding with a

quiz.

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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.

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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.

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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?

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Stage 5: Controlled Practice and Feedback

Purpose:– Students practice and master the first three steps

of the Assignment Completion Strategy under controlled conditions.

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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.

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Controlled Practice Assignment #1

Written: Science– Unit test--2 weeks from today. Chps. 4-6.

Written: English– Read “Preparing to Write,” pgs. 74-75.– Write a short summary (3 sentences) of each step.

Due tomorrow.

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Controlled Practice Assignment #1

Oral: Social Studies

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

travelogue describing the route taken by the first

people to reach North America. Bring your

travelogues to class. We’ll put them around the

room so everyone can look at them.”

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Stage 6: Advanced Practice and Feedback

Purpose:– To ensure that students master all of the strategy

steps on assignments given by the strategy teacher.

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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.

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Stage 7: Posttest and Make Commitments

Purpose:

To measure student progress and celebrate success.

– How:• Use the same procedures that were used in the

Pretest Stage.

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Stage 8: Generalization

Phase I: Orientation

Phase II: Activation

Phase III: Adaptation

Phase IV: Maintenance

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Purpose:To make students aware of different situations where they can use the strategy.

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• How:

– Discuss rationales for using the strategy.

– Discuss and list different situations.

– Discuss flexible use of the strategy.

– Have the students make cue cards.

– Have the students make affirmation cards.

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Purpose:– To ensure that students use the strategy in their

mainstream classes.

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• How:– Instruct students to use the strategy in their

mainstream classes.

– Check each student’s Quality Quest Planner weekly.

– Periodically collect information on student assignment completion performance from mainstream teachers.

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Purpose:– To give students practice in adapting the strategy

to different situations.

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• How:– Discuss the different cognitive activities performed

when using the strategy.

– Discuss different situations where each of these cognitive activities is performed.

– Have students practice adaptations both in class and in other settings.

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Purpose:– To ensure that students continue to use the

strategy.

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• How:– Conduct maintenance checks once every four

weeks.

– Give students assignments.

– Score the student’s performance.

– Provide feedback.

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Specific Scoring Guidelines“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)

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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

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Specific Scoring Guidelines“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)

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“Record and Ask”


– Wrote the directions

– Wrote the materials/resources

– Wrote the grading criteria

– Asked a question when information was not given

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Specific Scoring Guidelines“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

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“Jump to It”


– Circled both a Quality and a Grade Goal

– Wrote an appropriate goal related to the assignment

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“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.”

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“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

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“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)

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“Turn It In”


– Turned in the assignment on time

– Recorded the date turned in on the Assignment Sheet

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“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

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WARNING:

Documents

quality assignments

classroom assignments

students grade

overall quality

charles hughes

donald deshler

kathy ruhl

training packet