improve your study skills - dodeaimprove your study skills . 2 (this page intentionally left blank)...

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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 )

DoDEA Virtual High School (DVHS)

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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


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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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

GOAL


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Purpose:ImproveStudySkills

GOAL

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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S W —M I

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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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.


GOAL


S :S W —A

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


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


Arubricmaybeusedforanyassignmentsuchasdiscussionboards,projects,papers,labs,orpresenta‐tions.Rubricssetguidelinesthatyourteachercanusetoscoreyourwork.Rubricsshowyouwhereandhowyouwillearnpointsandhelpsyouunderstandtheexpectationsofanassignment.

TherubricsshownheredescribehowyourteachermayevaluateaSummaryWriting.Ifyouunderstandthe“AboveStandard”criteria,youwillbewellonyourwaytoachievingthehighestpossiblescoreonasummaryassignmentandinunderstandingofhowtointerpretanddescribewhatyouhaveread.

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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.


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

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er to

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(2015).Long,V.andGardiner,S.TheInteractiveSixTraitWritingProcess.Introduction.Retrieved02,2015,fromTheLiterateLearnerathttp://literatelearner.com/6traits/page_template6t.php?f=main.


19

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.


20

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


Dea

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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.


22

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


23

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.


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


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.


Key Terms - Understanding: Interpreting, Summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying, Advanced searching, Boolean searching, blog journaling, twittering, categorizing and tagging, commenting, annotating, subscribing.

R

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25

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/


26


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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, iSt

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27


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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ONLINE LEARNING


28


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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29

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


30


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.

leuviah. Leader personality. 479993760. iStock/thinkstock.

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.

P a g e s 1 6 - 1 7

No images.

P a g e s 1 8 - 1 9

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

DVHS Icon

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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 )

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33

APPENDIX A


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

34


APPENDIX B


35

APPENDIX C



36

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APPENDIX D




37

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

improve your study skills - dodeaimprove your study skills . 2 (this page intentionally left blank)...

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