Table of Contents
Table of Contents
Page 3 Content Outline
Lesson 4 Time Management with Teacher Created Student Assessment
Lesson 5 Learning Styles
Lesson 6 Study Skills
(Designed to Meet the Needs of Diverse Learners
through Differentiated Instruction; Utilizes Student Assessment Data)
Lesson 7 Research Source Selection
Lesson 8 Credibility
of Internet Research Sources requiring Student Use of
Technology
Lesson 9 Writing with Sources
Lesson 10 Avoiding Plagiarism
Content Outline
The overall purpose
of this Student-Athlete Academic Support Enrichment Curriculum is to have
student-athletes develop and enhance necessary skills for
academic success.
Conceptual Outcomes
By completing the
activities in this unit, students will develop and refine their understanding
of: time
management, learning styles, study skills, source selection
as a research skill, the process of evaluating potential
Internet research sources, and the process of effectively
and legally using sources when writing.
Objectives
The primary processes/content
objectives this unit is guided by are (1.) developing the time management
skills necessary for a collegiate student-athletes to cope
with the challenges they face in the university
environment; (2.) introducing learning styles as a means
for self-assessment and understanding; (3.)
enhancing students’ study skills; (4.) refining students’
research skills; (5.) enhancing students ability to
effectively use sources in their writing, this includes an
understanding of proper citations and plagiarism;
and (6.) using technology as a resource for research and
publishing.
Materials and Resources
The following resources were
used during the various activities in this unit:
a) Printed Resources: textbooks,
journals, magazines, reference texts (e.g. dictionaries, encyclopedias)
b) Computer and CD-ROM Resources:
Reference databases (e.g. Infotrac)
c) Internet Resources
d) Audio/Visual Resources:
Chalkboard or dry erase board; Sample notebooks, study guides, and note
cards;
Sample
yearly planners, Overhead Projector
e) University Resources: Dean
of Students Office, Career Services, Learning Disability Testing, Tutorial
Services,
Writing Center, Librarians, Faculty Members, and Counseling Services
Time Management Lesson
Topic: Time management as a tool necessary for success
Instructional
Objectives:
Students will analyze the skills involved in managing one's time in order
to enhance their
level of productivity and efficiency.
Concepts
Addressed:
Students will be able to understand how to manage their time in an
effective manner so
that they can achieve the necessary balance between the following facets
of the
student-athlete college lifestyle: academics, athletics, socialization,
and personal care.
Materials
Required:
Worksheet, pencil, schedule, used yearly planners.
Engagement:
As an introduction, the instructor, using themselves as an example, will
show college years
planners and explain to the student-athletes the importance of managing
time by creating
and using a personal system of organization. The instructor will
discuss alternative
methods of systems of organization.
Procedure:
1. The teacher will discuss the process of scheduling one's time
in an effort to convey the
significance of the quote: “work smarter, not harder”.
2. The instructor will explain the “Guidelines for Scheduling” and lead
a discussion of the
practicality of these guidelines in relation to the student-athlete lifestyle.
Key Discussion
Questions:
1. Why is it essential for a collegiate student-athlete to manage their
time effectively?
2. What is your personal system of organization? Is it adequate for
the collegiate
lifestyle? What aspects of the system are beneficial? How could it
be improved?
3. What does it mean to “work smarter, not harder”?
4. What aspects of the “Guidelines for Scheduling” do you need to practice?
Closure:
The lesson will conclude with the distribution of a timetable and a
sample timetable. The
students will be instructed to spend five minutes of each day writing down
the day's
activities for one week. Students will be required to submit these
timetables at the week's
completion for assessment.
Assessment:
Students will be assessed by instructor's evaluation of their completed
timetable based on the
following rubric. A balance between academics, athletics, personal
care, and socialization is
optimal.
| 4 | 3 | 2 | 1 | |
| Academics | Student allows for class time, studying, and homework. Academics are clearly a priority. | Student allows for class time, some studying, and some homework time. Academics are important, but not clearly a top priority. | Student allows for limited class time, studying, and homework time. Academics are as much of a priority as other areas. | Student allows for very limited class time, studying, and homework time. Academics are not a priority. |
| Athletics | Student allows for practice and competition time in a realistic and appropriate manner. Athletics, as a priority, is balanced with other areas. | Student allows for practice and competition time in a somewhat realistic and appropriate manner. Athletics, as a priority, is slightly more or less balanced with other areas. | Student allows for practice and competition time in an unrealistic and inappropriate manner. Athletics, as a priority, is much more or less balanced with other areas. | Student allows for practice and competition time in an unrealistic and inappropriate manner. Athletics, as a priority, is much more or less balanced than other areas and these areas suffer as a result. |
| Personal Care | Student allows for realistic and appropriate time for personal care. Student is fully able to carry out other priorities because of the sound care and regard he/she has for him/herself. | Student allows for a somewhat realistic and appropriate time for personal care. Personal care, as a priority, is slightly more or less balanced with other areas. | Student allows for an unrealistic and inappropriate time for personal care. Personal care, as a priority, is much more or less balanced with other areas and these areas suffer somewhat as a result. | Student allows for an unrealistic and inappropriate time for personal care. Personal care, as a priority, is much more or less blanched than other areas and these other areas suffer considerably as a result. |
| Socialization | Student allows for realistic and appropriate time for socialization. Socialization, as a priority, is balanced with other areas. | Student allows for socialization time in a somewhat realistic and appropriate manner. Socialization, as a priority, is slightly more or less balanced with other areas. | Student allows for socialization time in an unrealistic and inappropriate manner. Socialization, as a priority, is much more or less balanced with other areas. | Student allows for socialization time in an unrealistic and inappropriate manner. Socialization, as a priority, is much more or less balanced than other areas and these areas suffer as a result. |
Extension
Activity:
Students will try to adjust their schedule according to the suggestions
made by the instructor.
After two weeks, the student will complete another timetable to see if
their time management
practices have improved.
__________________________________________________________________________________________________
Learning Styles Lesson
Topic: Understanding personal learning styles
Instructional
Objectives:
Students will determine their own individual learning style and understand
how their
instructor's learning style can effect their own learning. Students
will develop or enhance
pre-existing skills of coping with discrepancies between their own personal
learning styles
and the instructor's learning style.
Standards
Addressed:
Students will be able to determine personal learning styles and understand
the implications
of personal learning styles. Students will be able to identify an
instructor's learning style.
Students will be able to adjust to differences between their own learning
style and their
instructor's learning style.
Materials
Required:
Myers-Briggs tests, worksheets, paper, pencil
Engagement: The teacher will administer the Myers-Briggs learning style tests and score them.
Procedure: 1. Students will discuss the implications of their personal learning style.
2. Teacher will use direct instruction to teach the students how to identify
instructor's
learning styles.
Key Discussion
Questions:
1. What is your personal learning style?
2. How do you determine an instructor's learning style? Why is this important?
3. How can you cope with a discrepancy between your personal learning
style and your
instructor's learning style?
Closure:
Students will discuss tips for coping with discrepancies between their
own learning style and
the instructor's learning style. Students will be asked to review
their educational career
and find examples of discrepancies of this kind and the implications
Assessment: Students will be assessed by their participation in group discussion.
Extension
Activity:
Students will be asked to analyze each of their instructors in order
to determine their
learning styles. Students will then be asked to determine whether
learning styles are
capable. If they are not, students will analyze their coping skills
and use suggested methods
from the lesson.
__________________________________________________________________________________________________
Study Skills Lesson
Topic: Note taking, reading, and test-taking skills.
Instructional
Objectives:
Students will understand the importance of taking good notes and reading
textbooks to
understand. Students will develop and enhance test-taking skills.
Concepts
Addressed:
Students will be able to take effective notes and read texts for content
with efficiency.
Students will enhance and develop their test-taking skills. Students
will distinguish between
various types of assessment and their demands. Students will also
increase understand of
key task words used in assessment.
Materials
Required:
Pencil or pen, worksheets, previously used textbooks, course notebooks
Engagement: The
instructor will initiate the discussion of the importance of taking good
notes with a
statistic and will circulate sample notes, sample textbooks, and sample
note cards for the
students to examine as model/examples. The teacher will continue
with a discussion of note
taking skills.
Procedure: 1. Students will discuss how to efficiently and effectively read texts for content.
2. Students will discuss general test-taking and study skills that apply
to most types of
assessment.
3. Students that receive 90% or better on the pre-assessment of specific
study skills will
receive test-taking guidelines worksheets for review. Students receiving
80% or better will
be given guided instruction and discussion on specific test-taking guidelines
for the effective
ways to study for each type. Students will analyze key task words
be examining the
implication of the words in relation to what is be asked of the student.
Students receiving
lower than 80% will be given one-on-one instruction and discussion on specific
test-taking
guidelines in an effort to insure maximum understanding.
Key Discussion
Questions:
1. What note taking format works best for you? Why do you need
to have a system? Why
is taking good notes necessary for success?
2. How can you read texts for content most effectively?
3. What are things you should do to prepare for a test, regardless of the format of the test?
4. What are effective test taking strategies for each type of test?
Closure:
Students will be given an opportunity to ask any questions in order
to clarify the information
they were exposed to. The instructor will also explain to these
students that these study
skills are a practical means for achieving success. Furthermore,
using these guidelines will
enable them to work efficiently.
Assessment:
Students will first be pre-assessed (see below) in order to determine
their test-taking skills.
Students will also be assessed by teacher observation of their participation
in group and class
discussions. Students' understanding and mastery of the skills will
ultimately be assessed by
the grades they receive in their course work.
Extension
Activity:
Student will create a study plan in order to formally express a study
plan for each type of
exam that will work best for them.
|
TEST-TAKING SKILLS PRE-TEST __________________________________________ DIRECTIONS: The purpose of this pretest is to determine
what you do know. Please read each question
1. How do you prepare for a multiple choice exam? 2. How do you prepare for short answer exam? 3. How do you prepare for an essay exam? 4. How do you prepare for a true and false exam? 5. How do you prepare for a matching exam? 6. When you take any type of test,
what things do you commonly do in order to be successful as you take
7. Do you ever leave any questions unanswered? 8. What is your test-taking strategy for a multiple choice exam? 9. What is your test-taking strategy for a short answer exam? 10. What is your test-taking strategy for an essay exam? 11. What is your test-taking strategy for a true - false exam? 12. What is your test-taking
strategy for a matching exam?
|
___________________________________________________________________________________________________
Research Source Selection Lesson
Topic: Understanding the importance of source selection as a research skill
Instructional
Objectives:
Students will analyze the skills involved in source selection of research
materials in order to
enhance their research and reading comprehension skills.
Concepts
Addressed:
Students will be able to understand how to locate information by using
appropriate sources
and strategies such as: determine valid resources for researching the topic,
including primary
and secondary resources; evaluate the importance and quality of these resources;
and be
able to use traditional and electronic research tools.
Materials
Required:
Worksheet, pencil, chalk, and blackboard
Engagement: The
instructor will place a concept map on the sample topic on the chalkboard
(e.g. the Olympics) and ask the student-athletes if they can add any information
based on
their personal knowledge.
Procedure:
1. The teacher will begin the discussion of topic selection as
the first research step by using
the completed concept map on the chalkboard as a basis for completing a
discussion on how
a researcher selects a topic. Ask the students what some of the sub-topic
possibilities based
on the concept map on the chalkboard. The purpose of this exercise
is to promote the
students’ understanding of the way to abstract focused topics from
broader issues. List
these focused topics on the board.
2. In order for students to further determine if there topic is worth researching
and to
determine the most efficient and wise approach to researching, students
need to define their
needs for information before they physically or electronically enter the
library. Therefore,
the instructor will pass out a list of questions (see key discussion questions).
Students will be
asked to determine which of the focused topics from the list on the chalkboard
do they know
the most information about based on their own personal knowledge.
The teacher will conduct
a guided discussion by having the students answer these questions.
3. When the discussion leads to the last question: “what do you want to
do with this
information?” the teacher will offer some sample assignments.
The teacher will ask the
student-athletes to imagine one of these sample assignments is the answer
to the question.
The teacher will then ask them to assess, based on the information on the
assignment, how
much information they would need and where to look for this information.
Key Discussion
Questions:
1. Considering the names, events, dates, places, terms, and relationships
to other topics,
what do you already know about your topic?
2. Which scholars, researchers, professionals in what specifics fields
or disciplines would be
writing about your topic? (e.g. disciplines are broadly classified – arts,
humanities) Where
would you expect to find their writing?
3. What do you want to know or need to find out about this topic?
4. What is the vocabulary of your topic? Are there specialized terms
that you could search
for?
5. What do you want to do with this information? (Knowing how you
plan to use the
information will help you determine what you need to look for and where
you should look.)
Closure:
The lesson will conclude by explaining that research resource selection
is a skill that will
enable them to work more efficiently.
Assessment:
Students
will be assessed by teacher observation of their participation in group
and class
discussion. Students understanding of key concepts will ultimately
be assessed by their level
of performance in certain courses.
Extension
Activity:
Students will answer the key questions in relation to an actual research
assignment they have
for a course.
______________________________________________________________________________________________________
Credibility of Internet Research Sources Lesson
Topic: Evaluation of Potential Research Sources
Instructional
Objectives:
Students will utilize and analyze a criteria for assessing the usefulness
and credibility
of potential web-based research sources.
Standards
Addressed:
Students will be able to understand how to locate information by using
appropriate sources and
strategies such as: determine valid resources for researching the topic,
including primary and
secondary resources; evaluate the importance and quality of these resources;
and be able to
use traditional and electronic research tools. Students will
be able to analyze the structure of
informational materials in order to explain how authors used these to achieve
their purposes.
Students will be able to use and understand a variety of media and evaluate
the quality of
material produced by: selecting appropriate electronic media for research
and evaluating the
quality of the information received; and explain how the techniques used
in electronic media
modify traditional forms of disclosure for different purposes.
Materials
Required:
Computers with Internet capabilities, worksheet, and pencil
Engagement: The
teacher will ask the students what the World Wide Web is and whether or
not there is any
governing body who decides what can and cannot be published. This
will establish the need for
having skills to independently assess web-based source material for research
purposes.
Procedure:
1. Once the need for evaluation of Internet resources is established,
the class will travel to the
computer lab. Students may work independently, be placed in pairs,
or be placed in groups of
three depending on availability of computers.
2. Students will be given a list of websites associated with a sample
topic (e.g. the Olympics).
Students will be asked to evaluate at least two of the pre-selected based
on the criteria
embedded within questions on worksheets (see key discussion questions).
One of the websites
will be a model website and the other will be an example of a non-credible
research source.
3. The teacher will allow enough time for all students to complete this
exercise. Students
cannot be expected to complete the assignment within the same time period
because students
will have varying levels of skills in this type of exercise and in familiarity
with the Internet.
4. The teacher will lead a guided review and discussion of the students’
findings and responses
to the worksheet. These responses should be used as a means of discussing
why each specific
criteria is important and how the each criteria element, when looked at
collectively, can
enable the reader to establish whether a web-based resource is credible.
Key Discussion
Questions:
1. Who is the author? Have you heard of him/her? If so,
in what context? Does the author
supply his/her credentials or a brief biography?
2. What clues does the title contain about the author's bias or point of view?
3. When was the source published or updated? Is the topic one on
which new information is
being rapidly generated? How old can the source be and still be trustworthy?
4. Is the website associated with any credible sources? (Hint:
check links, author or
organization's biographies which may be under links called “about author”
or “about us”)
Does the author or organization who published the website provide you with
a way to contact
them?
5. Does the author(s) provide a reference list or Works Cited list?
This information may be
embedded with in text. If you found none, what does that tell you?
6. Look for signs of use. Has this website been visited frequently?
When was the website last
updated?
7. How long is the text(s)? Is length an indication of depth of treatment of the topic?
8. Read and skim the text(s). What do the words
and sentences tell you about tone? Point
of view? What does the vocabulary level and sentence length tell
you about the audience the
author is aiming at?
9. Read and skim the text(s). Does the author define terms or provide
a glossary or do you
encounter highly specialized vocabulary and professional jargon unexplained?
10. Look for an indication of evidence. Does the author support
assertions with examples?
Do you find frequent and substantial documentation?
Closure:
The lesson will conclude by asking the students to decide whether
each of the two websites are
credible based on their evaluations and the class discussions. Then,
the teacher will review
why Internet resources need to be evaluated and this will be contrasted
to other sources of
research material such as books and periodicals.
Assessment:
Students will be assessed by teacher observation of their participation
in group and class
discussions and on their responses on the worksheets.
Extension
Activity:
Students will locate a website on a topic for an actual research assignment
in one of their
courses. Students will complete the worksheet based on the key discussion
questions above
in order to determine the credibility of the website they intend to use.
___________________________________________________________________________________________________
Writing with Sources Lesson
Topic: Understanding how to effectively use sources when writing.
Instructional
Objectives:
Students will be able to identify the various ways sources can be
used in writing and
understand how to abstract information from a source and effectively use
it in writing.
Standards
Addressed:
Students will be able to write complex informational pieces that use primary
and secondary
sources.
Students will be able to write using well developed content appropriate
for the topic by:
gathering, determining the validity and reliability of information, and
by writing fully
developed paragraphs that have details and information specific to the
topic and relevant to
the focus.
Students will be able to identify, describe, evaluate, and synthesize the
essential ideas in text.
Students will be able to demonstrate after reading, how to make and support
with evidence
assertions about texts, including public documents.
Materials
Required:
Worksheet, pencil, and notebook
Engagement: The
teacher will the first step in writing with sources is determining
that sources are relevant
and credible, then deciding what the sources will be used for.
Procedure:
1. The teacher will begin the discussion of the issue of the reasons
why a writer should write
with sources. The purpose of this discussion is to establish the
differences between the way
a writer establishes his/her persuasive authority in fiction pieces and
nonfiction pieces. It is
essential that students understand that in relation to research and report
writing, the
persuasive authority of a writer is based on information outside the writer's
self. This is
accomplished by using support and evidence from experts.
2. The teacher will ask the students to take out their notebooks or a sheet
of paper. The
students will then be asked to indicate what are ways to use sources.
Students should be able
to derive the three main ways (paraphrasing, summarizing, and direct quotation).
Once each
of these three main ways is determined, students will be asked to define
and explain each
method. Through this process, definitions will be enhanced by comparing
and contrasting
the three ways of using sources in writing.
3. Student will be given a worksheet with three unidentified examples of
a direct quotation,
paraphrasing sample, and summarizing sample on the same piece of information.
Students
will take a few minutes to independently read the three examples and determine
which
example illustrates either direct quotation, paraphrasing, or summarizing.
Then, students
will be asked to identify which example uses which method and explain how
they arrived at
this decision during a class discussion. This worksheet will be used
as a reference for
students when they use sources in their own writing.
Key Discussion
Questions:
1. Why should a writer write with sources?
2. What are the three main ways a writer can use sources in his/her writing?
3. What are the differences between paraphrasing, summarizing, and direct quotation?
4. What are the similarities between paraphrasing, summarizing, and direct quotation?
5. What criteria should you use in selecting and using a direct quotation in your writing?
Closure:
Teacher will distribute a reference sheet of guidelines for incorporating
direct quotations into
papers. Students will have the opportunity to ask any questions and will
be encouraged to use
this worksheet as a guide when they write with sources.
Assessment:
Students will be assessed by teacher observation of their participation
in group and class
discussion and exercises.
Extension
Activity:
Students will be asked to read a short sample article and identify
a quote that meets the
criteria for determining which information should be quoted directly.
_________________________________________________________________________________________________
Avoiding Plagiarism Lesson
Topic: Understanding and avoiding plagiarism in when writing with sources.
Instructional
Objectives:
Students will understand the concept of plagiarism, be able to identify
when and express why
it occurs, and be able to use sources in their writing without plagiarizing.
Concepts
Addressed:
Students will be able to write complex informational pieces that use primary
and secondary
sources.
Students will be able to write using well developed content appropriate
for the topic by:
gathering determining the validity and reliability of information, and
by writing fully developed
paragraphs that have details and information specific to the topic and
relevant to the focus.
Materials
Required:
Worksheet, paper, pencil, overhead transparencies, marker, and overhead
projector.
Engagement: The
teacher will introduce the necessity for understanding the concept of plagiarism
by
asking the students what the consequences are if a writer plagiarizes.
Procedure:
1. The teacher will distribute a worksheet concerning plagiarism.
Students will take turns
reading the worksheet out loud. The worksheet has a sample excerpt
form a text, then a
plagiarized version and a paraphrased versions based on the original excerpt.
2. The teacher will initiate a guided inquiry discussion in order to identify
the differences
between the three different versions of the text. The students will
be asked to assess why
the paraphrased version is good.
Key Discussion
Questions:
1. Why is the second version on the worksheet plagiarized?
2. What makes the paraphrased version effective?
3. Are the sources used? Do the paragraphs reflect both of the articles?
4. Does the writer clearly answer the question?
5. Is there any indication of plagiarism? If so, how do you know? How could it be avoided?
6. How can this paragraph be improved?
Closure:
The lesson will conclude with repetition of the definition of plagiarism
and students will be
given an opportunity to ask any questions in order to clarify the information
they were
exposed to.
Assessment:
Students will be assessed by teacher observation of their participation
in group and class
discussion and exercises. Students will also self-assess their ability
to correctly use sources
in their own assignments.
Extension
Activity:
Students will write a paragraph based on a sample article using the same
criteria for
additional practice.
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