Form 6.3
Form 6.3 was key in helping me to redesign my course. It forced me to ensure that each module had objectives spelled out, and then a variety of activities that were aligned to meet the objectives. Completing this activity helped me to see that information in each module was aligned to the overall course objectives, and also to remove extraneous information and activities in the course. It assisted me in determining what the real objectives were in each module, and aligning the accompanying activities to measure student achievement of those objectives.
Defining the different types of activities, Absorb, Do, Connect, allowed me to ensure that a variety of activities were used for each objective to help students’ understanding and retention. Absorb activities ask students to passively absorb information in written, audio or video format. Do activities ask students to practice with the information, often in the form of a quiz or discussion forum. Connect Activities ask students to go beyond the information presented, and connect it to their own personal knowledge or something in the "real world."
The key for me was completing Form 6 in three stages, so as not to overwhelm me as a designer. Looking first at layout and objectives, then connecting them to assessment ideas, then finally breaking them down to Absorb, Do, Connect activities, really helped me to see how each module was shaping up. This was one of the most valuable activities I did in redesigning my course, as it served as the foundation for my Learning Guides and Graphic Syllabus.
Please note: not all modules will last the same length of time. Much more time will be spent in some modules than others, so while some modules may seem to have an overwhelming amount of work, those modules will last longer than others.
Course Title: Historical Fiction
Module Number and Name: 1 Welcome and Course Documents
Competency/Outcome/Objective
|
|
|
|
|
1 Navigate course interface
|
Public - practice dis-
cussion forum (In-
troduce yourself)
Private - practice
quiz (on items in the
module), practice
assignment submis-
sion (written re-
sponse to important
items in opening
module)
|
Read/watch written
and video tutorials on
course navigation.
|
Take a quiz and
upload an assignment
to practice using these
skills
Practice participating
in a discussion forum
following proper
discussion etiquette.
|
|
2 Locate key information
presented in opening documents
|
Private - practice
quiz (on items in the
module), practice
assignment
submission (written
response to
important items in
opening module)
|
Read Syllabus and
course expectations.
|
Take a Quiz on the
most important
aspects of the course
expectations and
syllabus.
Complete a written
response to important
items in syllabus.
|
|
Module Number and Name: 1 Introduction to Research
Competency/Outcome/Objective
|
|
|
|
|
1 Articulate prior knowledge about
the research process
|
Public - Discussion
of how student
currently approaches
research
|
Read an introduction
to research mini
lecture
|
|
Participate in a
discussion about how
student typically
approaches research
(connecting existing
ideas about research)
|
2 Identify different scenarios that
require research (career, academic,
personal etc)
|
Public - Group
Google Doc (Wiki
like activity) to
identify scenarios
that require research
|
Read article about
research in the real
world (Gratz, Alan.
"TV script-writing
trick helped organize
YA novel." The Writer
June 2010: 14.
Popular Magazines.
Web. 22 Feb. 2011.)
|
|
Add a real world
situation that may
require research to the
group Google
Document | 3 Identify how to avoid
procrastinating research projects
| Public - Discussion
based on article and
personal experience
| Read article about
procrastination
("Procrastination."
The Writing Center.
The University of
North Carolina at
Chapel Hill, n.d. Web.
20 Feb. 2014. <http://
writingcenter.unc.edu/
handouts/
procrastination/>.)
| | Participate in a
discussion forum to
strategize ways to
recognize and avoid
procrastination
(connecting prior
experience with
procrastination and
ideas from article) |
Module Number and Name: 2 Topic Development
Competency/Outcome/Objective
|
|
|
|
|
1 Gather ideas using a variety of
brainstorming strategies
|
Private - submit
practice brainstorms
to dropbox;
Quiz on types of
brainstorming
Public - Discussion
of preferred
strategies
|
Read lecture materials
and view examples of
the different
brainstorming
strategies
Read The Butter Battle
Book by Dr. Seuss
|
Practice each brainstorming strategy
(Freewrite, Cluster, List, Ask Questions) on
topics connected to the book: arms race, fall of
the Berlin Wall, War as a means to address
differences of opinion, retaliation, causes of
war
Discuss with peers students’ preferred methods
of brainstorming and reason for preference
(connecting prior experience with new
strategies learned)
|
Complete Quiz on
types of brainstorming
|
|
|
|
Private - results of
pre-search including
questions generated,
and identification of
one source reviewed
Public - Discussion
on how a pre-search
helps the research
process
|
Read lecture materials
on conducting a pre-
search (possibly a
video presentation)
Read The Sneetches
by Dr. Seuss
|
Conduct a Pre-search on a racial segregation
that has occurred throughout history
Participate in a discussion about how
conducting a pre-search helps the research
process (connecting new knowledge with
practice)
|
3 Develop a working thesis
| Public - Discussion -
Peer review of
generated tentative
thesis statement
(demonstrates and
reinforces
understanding of
quality thesis
statement)
Private - submit
updated tentative
thesis statement after
peer review
| Read lecture materials
on developing a
working thesis
Read example of a
well written working
thesis
| Construct a working thesis about racial
inequality, incorporating all 6 characteristics of
a good working thesis
Participate in a peer review discussion forum of
working thesis statement, identifying the 6
characteristics of a thesis statement in at least 2
peer’s working thesis |
Module Number and Name: 3 Research Proposal
Competency/Outcome/Objective
|
|
|
|
|
1 Develop tentative research
questions
|
Private - submit
tentative research
questions to
dropbox; also part of
detailed proposal at
completion of the
module (see #5
below)
|
Read When the
Emperor was Divine
by Julie Otsuko
Read lecture materials
on developing
research questions
|
Create a list of
tentative research
questions as you are
reading the novel
|
|
2 Identify kinds of support
necessary for topic
|
Private - Quiz on
types of support;
also part of detailed
proposal at
completion of the
module (see #5
below)
|
Read lecture materials
on types of support
available
|
Take a quiz on types
of support available
Identify types of
support necessary to
answer the tentative
research questions
|
|
3 Identify purpose of the research
|
Private - Quiz on
purposes;
also part of detailed
proposal at
completion of the
module (see #5
below)
|
Read lecture materials
on the purposes of
research
|
Take quiz on the
purposes for
conducting research
Identify purpose of the
research proposed
|
|
Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.
4 Identify how the research will be
presented (argumentative,
narrative, definition essay, etc)
|
Private - Quiz on
types of essays;
also part of detailed
proposal at
completion of the
module (see #5
below)
|
Read lecture materials
on essay formats
|
Take quiz on essay
formats
Identify the type of
essay being proposed
to present the research
|
|
5 Write a detailed research
proposal
|
Public - Discussion -
Peer review of
research proposal
(demonstrates and
reinforces
understanding of
necessary
components of
research proposal)
Private - submit
detailed proposal
after peer review to
dropbox
|
|
Write a detailed research proposal that includes
all required elements as identified by the
lecture materials
Peer review discussion of research proposal,
identifying the different required elements in
peer’s proposals, making suggestions for
corrections, additions or improvements |
Module Number and Name: 4 Information Sources
Competency/Outcome/Objective
|
|
|
|
|
1 Identify strengths, weaknesses
and how to locate different types
of information sources
|
Public - JigSaw ac-
tivity, each student
assigned an informa-
tion source type,
create a presentation
to share with peers
Private - submit
Concept Map of
notes from peers’
presentations
Public - Discussion -
identify best source
of information to use
for research prob-
lem, defend choice,
respond to others
|
Read various articles
about types of
information sources
available
Watch Peers’
presentations on types
of information sources
|
Based on Peer
presentations, create a
concept map of the
types of information
sources available,
what their strengths
and weaknesses are,
and how to find them
|
Create a presentation
on assigned
information source
type, it’s strengths,
weaknesses and how
to find it
Discussion forum with
various research
scenarios - identify the
best source of
information to consult
first, defend choice,
and respond to others.
(enough scenarios that
each student gets one,
no repeats)
|
2 Locate information sources
using keywords, Boolean
operators and subject searches
| Public - Discussion -
identify search
strategy for thesis
statement and
research questions
developed in
previous module
Private - Quiz on
keywords; Quiz on
Boolean operators;
Quiz on subject
searches
| Read lecture materials
on developing
keywords, using
Boolean Operators
and conducting
Subject Searches
| Create a search strategy for thesis statement
and research questions created in last module
Participate in a discussion forum where student
identifies the search strategy they would use for
the thesis statement and research questions they
developed, then give peer feedback
Locate information sources utilizing proper
search strategy | Take quiz on
developing keywords
Take quiz on Boolean
operators
Take quiz on subject
searches
| | 3 Create bibliographic and in-text
citations for information sources
| Private - Submit 5
bibliographic
citations (created
using EasyBib) and
corresponding in-
text citations
Private - Also
evaluated using #4
and #5 below
| Watch tutorial on how
to use EasyBib and
find appropriate
information to create
citations
| | Create 5 bibliographic
citations and
corresponding in-text
citations using
EasyBib |
4 Evaluate the quality of
information sources
| Private - Locate an
information sources
using appropriate
search strategies.
Provide a proper
MLA citation, then
evaluate the source
based on the criteria
identified in the
lecture materials/
activities
| Watch presentation on
how to evaluate an
information source
| Evaluate the quality of
an information source
| | 5 Create annotated bibliography
entries for information sources
| Private - Locate a
second information
source using
appropriate search
strategies. Construct
a proper annotated
bibliography entry
for this source.
| Read lecture materials
on annotated
bibliography entries
| | Construct a properly
formatted annotated
bibliography entry for
an information source |
Module Number and Name: 5 Intellectual Property
Competency/Outcome/Objective
|
|
|
|
|
1 Identify what plagiarism is and
how to avoid it
|
Public - Discussion
- Plagiarism in the
real world; Discus-
sion - “The Plagia-
rist”;
Private - Quiz (Pre-
assessment on Aca-
demic Integrity);
Quiz (on identifying
Plagiarism in given
scenarios, may re-
move this)
Also assessed using
activity described in
#5 below
|
Watch video about plagia-
rism
Read “The Plagiarist” by
Isaac Bashevis Singer
Read Gabriel, Trip. "Lines
on Plagiarism Blur for Stu-
dents in the Digital Age."
The New York Times -
Breaking News, World
News & Multimedia. The
New York Times Company,
1 Aug 2010. Web. 12 Jan.
2011.http://www.nytimes.-
com/2010/08/02/education/
02cheat.html
Read Staples, Brent. "Edi-
torial Observer - Cutting
and Pasting - A Senior
Thesis by (Insert Name)."
The New York Times. The
New York Times Company,
12 July 2010. Web. 12 Jan.
2011.http://www.nytimes.-
com/2010/07/13/opinion/
13tue4.html
Read Itzkoff, Dave. "'South
Park' Creators Apologize
for Lifting Dialogue." The
New York Times - Break-
ing News, World News &
Multimedia. The New York
Times Company, 22 Oct.
2010. Web. 12 Jan.
2011.http://www.nytimes.-
com/2010/10/23/business/
media/23southpark.html
|
Take pre-assessment
Quiz on Plagiarism
|
Participate in a
discussion about how
plagiarism affects
everyone, not just the
plagiarist
Participate in a
discussion about the
three articles read and
plagiarism in the
“real” world
|
2 Explain Copyright law and how
it applies to research
| Private - Quiz on
Copyright
Public - JigSaw
Activity - students
assigned to 3
groups, Copyright,
Fair Use and
Creative Commons.
Groups will create
informational
materials on their
assigned topic to
present to class.
Students will then
use the information
presented to identify
violations of
copyright law in
given scenarios.
Also assessed using
activity described in
#5 below
| Read/View lecture
materials on copyright
law
Read/View materials
produced by Peers on
Copyright law
| Take quiz on copyright
law
| Create informational
materials on Copyright
Participate in a
discussion to identify
whether copyright
infringement has
occurred in given
scenarios
|
3 Explain Fair Use and how it
applies to research
| Private - Quiz on
Fair Use
Public - JigSaw
Activity - students
assigned to 3
groups, Copyright,
Fair Use and
Creative Commons.
Groups will create
informational
materials on their
assigned topic to
present to class.
Students will then
use the information
presented to identify
violations of
copyright law in
given scenarios.
Also assessed using
activity described in
#5 below
| Read/View lecture
materials on Fair Use
Read/View materials
produced by Peers on
Fair Use
| | Create informational
materials on Fair Use
Participate in a
discussion to identify
whether fair use
applies in given
scenarios
|
4 Explain Creative Commons and
how it applies to research
| Private - Quiz on
Creative Commons
Public - JigSaw
Activity - students
assigned to 3
groups, Copyright,
Fair Use and
Creative Commons.
Groups will create
informational
materials on their
assigned topic to
present to class.
Students will then
use the information
presented to identify
violations of
copyright law in
given scenarios.
Also assessed using
activity described in
#5 below
| Read/View lecture
materials on Creative
Commons
Read/View materials
produced by Peers on
Creative Commons
| Take quiz on Creative
Commons
| Create informational
materials on Creative
Commons
Participate in a
discussion to identify
whether Creative
Commons applies in
given scenarios |
5 Determine if given scenarios are
plagiarism, and if so, why, and
what could have been done differ-
ently to avoid it
| Public - Discussion
- Intellectual Prop-
erty Scenarios (stu-
dents create scenar-
ios that may or may
not be plagiarism.
Peers must then
identify if the sce-
nario is plagiarism,
why or why not, and
how the person
could have avoided
plagiarizing) -
demonstrates under-
standing of plagia-
rism through appli-
cation
| | | Participate in
discussion -students
create intellectual
property scenarios that
may or may not be
plagiarism. Peers must
then identify if the
scenario is plagiarism,
why or why not, and
how the person could
have avoided
plagiarizing |
Module Number and Name: 6 Taking Notes
Competency/Outcome/Objective
|
|
|
|
|
1 Articulate why taking notes is
important
|
Public - Discussion
about strategies used
and why;
Private - RolePlay
explaining why
notes are important
in a PSA type
format; Quiz on
importance of note
taking and strategies
|
Read Tamar by Mal
Peet
Read lecture materials
on why taking notes is
important
|
Quiz on the
importance of
Notetaking and
strategies
Discussion of the
notetaking strategy
chosen by the student,
why it was chosen,
what benefits it has
over the others, and
how it was beneficial
to the student in
completing the
assignment
|
Create a PSA about
why it is important to
take notes while you
conduct research
|
| Private - take notes
by utilizing at least
two strategies (rule-
based summarizing,
paraphrasing,
highlighting) and
one note taking
method (tables, note
cards, note webs)
| Read Tamar by Mal
Peet
Read lecture materials
and examples
including: Tips,
Paraphrasing, Rule-
Based Summarizing
and highlighting
Read lecture materials
and examples
including: Tables,
Note cards, note maps
and webs | Take notes while
reading Tamar on the
theme of truth, secrets
and deceptions,
focusing on when
characters must make
decisions in relation to
this theme, and what
the effects of their
decision are. (This will
be used for a
discussion about the
these, and for a
discussion about how
note taking was
beneficial for this
assignment)
Take notes from 2
information sources
that discuss the
German Occupation of
Holland utilizing at
least two strategies
(rule-based
summarizing,
paraphrasing,
highlighting) and one
note taking method
(tables, note cards, note webs) | Participate in a
discussion on the
theme of truth, lies
and deceptions
utilizing the notes
taken
Use the notes taken to
write a 700 word essay
on the topic of the
historical accuracy of
the novel |
Module Number and Name: 7 Writing an Outline
Competency/Outcome/Objective
|
|
|
|
|
1 Construct a detailed outline for a
5 paragraph essay including a
thesis statement and supporting
evidence
|
Private - construct a
detailed outline for a
5 paragraph essay
including a thesis
statement and
supporting evidence
|
Read Cather, Willa.
"Tom Outland's
Story." The Professors
House. Classic
Authors.net / Great
Literature Online.
N.p., n.d. Web. 25
Feb. 2011. http://
www.classicauthors.ne
t/Cather/
ProfessorsHouse/
index.html.
Read lecture materials
on why and how to
write an outline
|
|
Construct a detailed
outline for a 5
paragraph essay
including a thesis
statement and
supporting evidence
for the provided
prompt | Module Number and Name: 8 Writing a Draft and Editing your Paper
Competency/Outcome/Objective
|
|
|
|
|
1 Construct a draft introduction,
body paragraphs and conclusion
|
Public - Discussion
peer review of draft
paragraphs
(demonstrates and
reinforces
understanding of
paragraph structure)
|
Read lecture materials
about drafting written
works
|
Write a draft introduction, body paragraphs and
conclusion
Participate in a peer review discussion where
students identify the different types of
sentences used in peers’ works
|
2 Identify sentence purposes in
own work and work of others
|
Public - Discussion
peer review of draft
paragraphs
(demonstrates and
reinforces
understanding of
paragraph structure)
Private - Quiz to
identify different
parts of paragraphs
|
Read lecture materials
about sentence
purposed in
paragraphs
|
Compare two draft
paragraphs and
identify the stronger
one based on structure
Take quiz to identify
different parts of
paragraphs
|
|
Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.
3 Identify key steps in the editing
process
|
Private - Quizzes on
editing tips and
word choice/
thesaurus use
|
Read lecture materials
about the editing
process
Read lecture materials
about Word choice and
thesaurus use
|
Take quiz to identify
appropriate steps to
take while editing
Take quiz to identify
replacing repetitive
words and identifying
appropriate
replacements
|
|
4. Apply rubric and requirements
to an assignment
|
Private - Quiz
Private - will also be
assessed in Module
9 during the final
project when it will
be applied
|
Read lecture materials
about applying rubrics
|
Take quiz to check
understanding of a
given rubric’s
requirements
Apply a rubric to final
project (see below)
|
| Module Number and Name: 9 Final Project
Competency/Outcome/Objective
|
|
|
|
|
1 Produce a finished research
product, turning in evidence of
each phase of the process along
the way
|
Public - Discussions
for peer editing of:
Research Proposal
and Thesis; Draft of
final product; Peer
assessment of draft
utilizing the rubric
Private - Topic
Development/
Brainstorming;
Research Proposal
and Thesis; List of
possible sources;
Revised Proposal
and Thesis;
Annotations for
each source; Notes
for sources; Outline;
Draft of final
product; Self-
Assessment using
the rubric; Final
Product
|
Re-read any lecture
materials, discussion
threads or outside
sources that student
feels necessary to
successfully conduct a
research project
|
Utilize all of the skills and information gained
throughout the course to produce a finished
research project on a topic related to historical
fiction (choices include writing a historical
fiction piece, creating a historical fiction movie,
creating a documentary, writing an 8 page
traditional research paper or something else
student proposes)
|
Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.
|
