id project – lesson in the use of evidence in writing kelly...

Running head: K. ANDERSON – THE USE OF EVIDENCE

ID Project – Lesson in the Use of Evidence in Writing

Kelly Anderson

Boise State University - EdTech 503

K. ANDERSON – THE USE OF EVIDENCE 2"

Table of Contents Page Reflection Paper 3

Part 1. Topic 5 1a. Stated Learning Goal 1b. Description of the Audience 1c. Rationale

Part 2. Analysis Report 7 2a: Description of the Need

2a1: Needs Analysis Survey 2a2: Needs Analysis Data Report 2b: Description of the Learning Context 2b1: Learning Context 2b2: Transfer Context 2c: Description of the Learners 2d: Learning Task Analysis

Part 3. Planning 17 3a: Learning Objectives 3b: Matrix of Objectives, Bloom’s Taxonomy, and Assessment Plan 3c: ARCS Table

Part 4. Instructor Guide 20

Part 5. Learner Content 26 5a: Learning materials 5b: Formative and Summative Assessment materials 5c: Technology Tool Justification

Part 6. Formative Evaluation Plan 32 6a: Expert Review 6b: One-to-one Review 6c: Small group Evaluation 6d: Field Trial

Part 7. Formative Evaluation Report 35 7a: Evaluation survey 7b: Report of results of the Expert Review 7c: Comments on Change

Part 8. AECT Standards Grid 39

Appendix 41


Reflection Paper

“The ultimate goal of farming is not the growing of crops, but the cultivation

and perfection of human beings” (Fukuoka,1978). I believe that the same can be

said for Instructional Design (ID). The real goal is much bigger than the tangible

product. With this perspective, I’ve come to think of ID as an organic farming

process, and learners growing and flourishing in thoughtfully designed fields,

skillfully tended by farmers.

For a farm to achieve the objectives of a bountiful and nurturing harvest, the

farmer must analyze the soil, the nutrients, the growing environment, and the

plants’ needs and characteristics. Then the farmer must deliberately plan a

strategy that factors in all of these things. The farming plan must also

incorporate implementation and management strategies, as well as an evaluation

plan that provides ongoing feedback. This is much like the process of analysis,

strategic planning, implementation and evaluation utilized in Instructional Design

models (Smith & Ragan, 2005; Gustafson & Branch, 2002).

This metaphorical perspective of the essence of Instructional Design provides

an excellent example of my transformative experience over the past few months.

Early in the course, as a response to an assignment that required the selection of

a visual metaphor for Instructional Design, I chose a piece of art that depicts a

tree. At that time I saw the roots, trunk, branches, and leaves as representations

of analysis, design, implementation, and evaluation. While I still see this as a

beautiful metaphor, I don’t believe it fully captures the essence of ID.


I now see the tree as a metaphor for a learner who has benefited from well-

designed instruction, but I don’t believe the ID process can be represented by an

element of nature. The ID process is a human creation. After going through the

experience of developing a learning goal, analyzing the learner characteristics

and needs, the learning context and tasks, and then the deliberate planning of

the objectives connected to the appropriate learning domain, instructional

strategy, and assessment method, I now realize that, at its core, this is a process

much like other inventions devised by humans. And like other human designs, it

must be constantly modified in response to changing cultures, technologies, and

scientific knowledge.

The critical role that ID plays in education and the need for creativity and

continual renewal of the process draw me to this profession. My interest in

educational technologies was sparked by the potential that new and rapidly

developing technology brings to adult education. Now, I am also intrigued by the

challenges that these changes will bring to Instructional Design. Just as farming

adapts to changing cultural norms, new technology, and science, I am curious

about how Instructional Design may also respond and transform. I’m not sure

what role I will play in this new future, but I do know I want to be a player.

References

Fukuoka, M. (1978). The one straw revolution. New York, NY: New York Review of Books. Gustafson, K.L. & Branch, R.M. (2002). Survey of instructional development models (4th Ed.). Syracuse, NY: ERIC Clearinghouse on Information & Technology. Smith, P.S. & Ragan, T.J. (2005). Instructional Design (3rd Ed.). Hoboken, NJ: John Wiley & Sons.


Part 1. TOPIC

Part 1a. Stated learning goal

This lesson will focus on the use of evidence in writing to successfully meet

the requirements of the GED™ Reasoning through Language Arts (RLA) and

Social Studies Extended Response task Trait 1 assessment rubric (Hoffman,

Wine & McKinney, 2013, May). At the end of the course students will

demonstrate understanding through a practice writing assignment.

Part 1b. Description of the audience

The intended audience for this project is students in adult education programs

who are preparing for the new computer based 2014 GED™ test.

Part 1c. Rationale What need does this meet?

For several years I have volunteered as a tutor to adult basic education

students. During 2013 I worked closely with several students has they pushed to

complete all sections of the GED™ exam before the new 2014 test was

implemented. The previous exam, originally implemented in 2002, presented

many challenges for students who had struggled in school and not completed

their formal K-12 education. There were, however, good resources available to

educators to help these students succeed.

The new exam introduced significant changes and new challenges. Through

my recent work with students I have recognized that there are some holes in the

available study materials. I believe that I will be able to create a valuable


resource for use in adult education centers. After working with educators from

two different centers, I chose to focus on Trait 1 of the Extended Response task.

Overall Strategy

The students who will utilize the lesson created in this project are adults who

are returning to an educational environment after facing previous difficulties.

Because these returning students may have low aptitudes, low prior knowledge

and experience high anxiety, I will use an overall supplantive strategy in the

design as recommended by Smith and Ragan (2005). The learning context, with

limited time, universal goals, and a problem-solving task, also aligns with this

Smith and Ragan recommended strategy (pp. 142 – 143).

The fact that the students are all adult learners does cause me to give the

supplantive strategy careful consideration. Malcolm Knowles proposed important

assumptions that described adult learners as self-directed, with internal

motivation, a need to know why they are learning something, and past

experiences that should be utilized in the learning process (Merriam, Caffarella,

& Baumgartner, 2007, p. 84). Because the adults in this program tend to be low-

resource learners, I believe that a supplantive strategy will be most effective,

however I will also include some generative strategies where appropriate and

limit the use of a scaffolded, supplantive strategy to approximately 80%.

Explanation and Identification of the Instructional Strategy

Smith and Ragan (2005) described problem solving as “the ability to combine

previously learned principles, procedures, declarative knowledge, and cognitive

strategies in a unique way within a domain of content to solve previously


unencountered problems” (p. 218). This is precisely what will be required of the

students in the creation of an argument and use of evidence in the Extended

Response tasks on the GED™ exam. Based on this description, instructional

strategies for problem-solving objectives will be utilized.

To accommodate students who do not have the declarative knowledge,

intellectual skills, or cognitive strategies that may be required to successfully

problem solve the Extended Response task, instructional strategies for these

sub-skills will be included in the instructional design using a scaffolding

approach.

Part 2. ANALYSIS REPORT Part 2a. Description of the Need Part 2a.1 Needs Analysis Survey I approached the inquiry into the need for this lesson from two directions.

Initially, I conducted face-to-face interviews with the education directors from two

separate adult education centers in Boise, Idaho. I was aware that the new

GED™ included significant changes that were causing some difficulties for

students and educators. To better understand the issues, I sat down with Martha

from the Learning Lab of Idaho and Lisa from the Corpus Christie House Step-Up

Education Center and asked the following question:

Educator Interview Questions • Have any students attempted the test or practice tests? • Is score data available to identify the problem areas? What specific areas are

identified as problematic? • Can the test assessment rubrics provide useful help? • Do believe that the tested skills can be taught?


• Does the current educational material cover the tested subject matter? • Technological capabilities for utilizing media based instruction. What specific

equipment is available? • Openness to web-based instruction. Are instructors open to implementing this? • How targeted instruction will fit into the existing programs. What special needs

must be accommodated? • How many learners are in the programs? • What sections are they currently working on? • Do we need additional approval and support from management or leadership? • Are there any learner conditions or issues that we should be aware of?

Once I gained a good understanding of the instructional need from the

educators I surveyed students from each center. The survey instrument was

done in writing and administered by teachers at each of the education centers.

Ten students from The Learning Lab and five students from Corpus Christie

House returned completed surveys. The surveys included the following

questions (see Exhibit 1 for actual survey instrument.)

Physiological Characteristics • What is your date of birth? • How comfortable are you reading text on a computer screen? (Very, Moderately,

Have difficulties) Cognitive Characteristics • What is your native language? • If English is not your native language:

o Rate your spoken English language proficiency (beginner, intermediate, advanced, fluent)

o Rate your English language reading skills (beginner, intermediate, advanced, fluent)

o Rate your English language writing skills (beginner, intermediate, advanced, fluent).

• In which country was your formal education obtained? • What grade level did you complete in your formal education program? • Describe any previous education or specialized training outside of formal

schooling. • Have your ever taken the GED test? If so, what year? • Rank these subject areas in order of your favorite (5) to least (1) (math, science,

reading, writing, social studies)? • Do you have access to a computer outside of the learning center? If yes, please

describe your access (where, how often?) • Do you have access to the internet outside of the learning center? If yes, please

describe your access (where, how often?) • How comfortable are you with your keyboarding skills (very, moderately,

difficulties).


• Select all written communications in the past two weeks that you have participated in (short e-mails, 1 or 2 paragraph letter, e-mail, other longer electronic document. or none).

Affective Characteristics • Why do you want to earn your GED (personal goal, obtain job, entrance to higher

education)? • Describe two of your favorite ways to spend your time. • What best describes our feelings towards the GED exam

o I have no choice o I’m nervous o I’m excited o I’m sure that I can do this

Part 2a.2 Needs Analysis Data Report

The new GED™ exam changed to a computer based delivery method,

adopted the Common Core Standards, and now requires significantly

more existing knowledge in the Science and Social Studies sections.

Interviews with the two educators also revealed that there was a

significant change in the writing requirement. All of these changes have

created new challenges for the educators as well as the students.

In the first six months since the new test was implemented, one of the

learning centers sent only one student to take a test. The other center has

not sent anyone to take any part of the exam. There is little information

available regarding national test results, so the educators are relying on

their own judgment. They do believe that the new writing task has created

the greatest challenges. The various instructional resources currently

being used assume existing knowledge in the creation of arguments and

the use of evidence, so the educators believe that a lesson on the topic

will be valuable.


After reviewing the rubrics used to score the Extended Response task

(Hoffman, Wine & McKinney, 2013, May), the educators believe the

needed skills can be taught if good resource materials can be delivered. It

is important to keep in mind that the students have a wide range of

learning obstacles. Some are non- native English speakers and so writing

may be a challenge. Others have learning disabilities or mental disorders

that can interfere with the learning and testing processes.

The student survey was completed by a total of fifteen students: ten

from The Learning Lab and five from Corpus Christie House. Most of the

students have multiple reasons for taking the GED™. Eleven of the

respondents indicated that they were taking the test to obtain a job, nine

said it was a personal goal, and six hope to be able to further their

education once earning the credential.

In the past, this test has been challenging. As illustrated in the chart

below, prior to the changes, one of the students attempted to take the test

two different times, while six of the student made one attempt. With the

new exam’s increased rigor, customized instruction will be beneficial.


Part 2b. Description of the Learning Context Part 2b.1: Learning Context Both education centers utilize computers, high-speed Internet access,

print based and online learning materials, as well as tutors who provide

personalized one-to-one instruction as needed. And both centers are very

open to a computer-based instruction programs. The educators are

passionate and motivated to do whatever it takes to provide the resources

and support needed for student success.

The students are highly motivated to pass the test, however they have

complex and diverse personal histories. According to the survey

responses, most feel nervous and excited about their endeavor, some

expressed confidence, and some indicated that they have no choice.

Formal education ranges from grade 8 through grade 12. Eight students

have had the benefit of prior GED™ education or job training, however

Prior%GED%Test%Attempts%


seven students have had no education since their formal K-12 education

experience.

The stakes are very high for these students. With past learning

challenges and futures that are dependent on a positive experience, it is

important to give careful consideration to each element of the lesson.

Each and every success will be significant.

Part 2b.2: Transfer Context As previously indicated, the students will be studying and learning the

material covered in this lesson for the express purpose of successfully

creating an argument and using evidence in the Extended Response tasks

required by the RLA and Social Studies GED™ tests. The tests are timed

and administered by computer at authorized testing sites. This

environment is likely to create anxiety, so offering exposure to practice

exercises that replicate some of the conditions may help to ease anxiety in

the actual test situation.

While gaining the skills required for a high score as assessed in

accordance with the rubric is the clear and stated purpose of this lesson,

there are also additional anticipated uses. The process of successfully

creating a persuasive argument and identifying supportive evidence has

applications in many other areas of life. While it’s difficult to anticipate the

ways that the learners may benefit, it is hoped that the students will learn

improved thinking and writing skills that may increase their success in


such things as writing a persuasive letter to accompany a home rental or

job application.

Part 2c. Description of the Learners

The potential learners are a diverse and ever changing group. Based

on the current 15 students surveyed, ages range from 19 to 47. The

actual ages are shown in the chart below. The ratio of learners in five-

year age groups is also presented. This information is valuable to think

about in considering the learners in terms of development states as

described by Smith and Ragan (2005, pp. 65 – 68).

0"5"10"15"20"25"30"35"40"45"50"

1" 2" 3" 4" 5" 6" 7" 8" 9" 10" 11" 12" 13" 14" 15"

Actual%Ages%of%Surveyed%Students%

Age"


English language skills can be an issue for some of the students. While

all learners from the Corpus Christie House and six from The Learning

Lab are native English speakers, the Learning Lab also has three students

who are native Spanish speakers, and one whose native language is

Swahili. All non-native English speakers reported intermediate to

advanced skills in speaking, reading and writing English in the survey.

Keyboarding skills and comfort with the computer are issues to

consider in the development of the course. While all students reported

moderate to high comfort reading a computer screen, six students

reported low keyboarding skills. Only four students reported fulltime

access to the internet through a home computer, one has access at their

place of work, one has a laptop and accesses the internet at locations

offering free WIFI, three use library computers a few times a week, and six

reported no access to a computer outside of the education center.

Student%Count%by%Age%Group%

Age"19/23"Age"24/28"Age"29/33"Age"34/38"Age"39/43"Age"44/48"


Part 2d. Learning Task Analysis (the flow chart)


Part 3. PLANNING Part 3a. Learning Objectives (list) 1.0) Given a prompt, the learner will state a position and construct three examples of supporting evidence.

1.1) Given a short persuasive writing, the learner will outline the claim(s) and the evidence presented for the claim(s).

1.2) Given a position or claim, the learner will construct supporting evidence.

1.3) After discussing of the concept of use of evidence, the learner will explain the concept.

1.4) After a review of the topic of evidence, the learners will define the word ‘evidence’.

2.0) After discussing the topic of relevant evidence, the learner will describe the process of identifying relevant evidence.

2.1) Given a short passage, the learner will differentiate between relevant and irrelevant evidence.

2.2) Given a claim or position as a prompt, the learner will construct examples of relevant evidence.

2.3) Given a prompt, the learner will identify examples of relevant evidence.

2.4) After reviewing the term, the learner will define the ‘relevant’.

3.0) Given a persuasive passage with two positions or claims, the learner will organize the relevant evidence.

3.1) Given a graphic organizer tool, the learner will apply it in the process of identifying evidence.

4.0) Given a persuasive passage or passages, the learner will evaluate the positions or claims in terms of the evidence presented.


Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan

Learning Objective

Bloom’s Taxonomy Classification

Format of Assessment

Description of Test Form

Sample Items

1.0 Synthesize Paper & Pencil Short answer Read the following prompt and, in your own words, state a position and construct three examples of supporting evidence.

1.1 Analyze Paper & Pencil Short answer Watch the video clip and outline the claim and evidence given.

1.2 Application Paper & Pencil Short answer After considering this statement, choose your position and construct three examples of supporting evidence.

1.3 Comprehension Paper & Pencil Short answer In your own words, explain the concept of the use of evidence in writing.

1.4 Knowledge Paper & Pencil Short answer In your own words, define the word evidence.

2.0 Analyze Paper & Pencil Short answer Diagram your preferred approach to the process of identifying relevant evidence.

2.1 Analyze Paper & Pencil Short answer Read this short passage, distinguish between the relevant and irrelevant evidence, and list the relevant evidence.

2.2 Application Paper & Pencil Short answer Support the following claim by constructing three examples of relevant evidence.

2.3 Comprehend Paper & Pencil Multiple Choice

Read the following passage and identify the relevant evidence provided.

2.4 Knowledge Performance Observation In your own words, define the term ‘relevant’.

3.0 Synthesize Paper & Pencil Short answer Read the following passage and claims and organize the evidence provided for each, using your preferred organizational approach.

3.1 Application Paper & Pencil Short answer Read the following passage and


apply the graphic organizing tool presented to identify the claims and relevant evidence

4.0 Evaluation Paper & Pencil Essay Read the following passages and identify what you believe to be the strongest position, then state your argument and list the relevant supporting evidence.

Part 3c. ARCS Table

Motivational Strategies - MOTIVATIONAL CATEGORIES OF THE ARCS MODEL (Keller, 1987) Categories & Subcategories

Process Questions

ATTENTION A.1. Perceptual arousal " A.2. Inquiry arousal " A.3. Variability

· What can I do to capture their interest? Learners will watch a fun introductory video clip to introduce the concept of evidence: “Surfing Elephant” https://www.youtube.com/watch?v=2Mfmjm8QvvA · How can I stimulate an attitude of inquiry? Learners will recognize common ways that evidence is used outside of the writing process. · How can I maintain their attention? Learners will be presented with various media forms that include the use of evidence in different contexts (music, film) in addition to text.

RELEVANCE R.1. Goal orientation """"

"R.2. Motive matching ""R.3. Familiarity

· How can I best meet my learner’s needs (How do I know their needs?) Work closely with educators and include formative assessment tools to identify areas where individualized tutoring can reinforce learning as needed. Learners will watch a video (Wake Tech’s “GED 2014 Extended Response - Part 1) that introduces the Extended Response Task and will then identify the skills they will develop. http://www.youtube.com/watch?v=HBcVJ-2PhUQ "· How and when can I provide my learners with appropriate choices, responsibilities, and influences? Learners will be responsible for choosing their own position and defending their use of evidence. · How can I tie the instruction to the learner’s experiences? As information, concepts, and principles are introduced, learners will reinforce their learning by generating claims and evidence from their own experiences. This will be accomplished by constructing personal examples in Learning Objectives 1.2 and 2.2.

CONFIDENCE C.1. Learning

· How can I assist in building a positive expectation for success?


requirements "C.2. Success opportunities "

"C.3. Personal control

A highly supplantive - facilitated - scaffolded strategy will build success by taking small steps that lead to achieving the goal. "· How will the learning experience support or enhance the students’ beliefs in their competence? Learners will receive immediate and continuous feedback as they build knowledge and skills. Educators and tutors will be present to support and guide the student. "· How will the learners clearly know their success is based on their efforts and abilities? The nature of the goal is a very personal process. Learners will see their success in the form of the writing they produce in the various activities.

SATISFACTION S.1. Natural consequences ""S.2. Positive consequences "S.3. Equity

· How can I provide meaningful opportunities for learners to use their newly acquired knowledge/skill? Learners will be given practice writing activities that require the use of the skills needed to meet the expectations of the GED tests. "· What will provide reinforcement to the learner’s successes? Learners’ final writing activity will be assessed using the same rubric utilized for the GED, demonstrating that the new skills will help them pass the test. "· How can I assist the students in anchoring a positive feeling about their accomplishments? Learners will watch a video (Wake Tech’s “GED 2014 Extended Response - Part 2) about the Extended Response task in the new GED test. This demonstrates the key role played by the concepts learned in this lesson. http://www.youtube.com/watch?v=SvUE0POFp2o

(Keller, 1987, p. 2) Part 4. INSTRUCTOR GUIDE

Instructor)Guide).)Framework)from)Smith)&)Ragan)(2005) Resources to assist with the implementation of this Instructional Design are available in the form of a text-based workbook and also in the Assistments platform, an online learning platform that is freely available as an open educational resource. The Learner Workbook is in Exhibit 2. Sample screen shots from the Assistments lesson are available in Exhibit 3.

Introduction

Active Attention → Gain Attention (one minute)

Present a fun introductory video clip to introduce the concept of evidence: “Surfing Elephant” (Poiraud, 2010, June 17) https://www.youtube.com/watch?v=2Mfmjm8QvvA (video length 35 seconds)


Establish Purpose → Inform Learners of Purpose (5 minutes)

In your own words, clearly state that the purpose of the lesson is to master the use of evidence in writing.

Identify use of evidence in the introductory video and explain that evidence is commonly used in many ways. The words in the song used in the video are supporting details that provide evidence of “A Well Respected Man” (lyrics provided in Learner Workbook, Item 1) Explain that the purpose of this lesson is to learn how to use the skill of supporting claims and positions with evidence in the formal writing process. !!

Arouse Interest and Motivation → Stimulate Learners’ Attention/Motivation (10 minutes)

In your own words, explain that the GED requires the Extended Response writing activity in both the Social Studies and the Reasoning through Language Arts (RLA) tests, this activity requires the use of evidence in writing.

Display an example of Extended Response Practice Prompt (Learner Workbook, Item 2) and emphasize the section that instructs the learner to “Incorporate relevant and specific evidence from the excerpt, the letter, and your own knowledge”(GED Testing Service, 2013a). Present the linked video (Covington, 2013, December 17), which provides an introduction to the basic requirements and grading of the Extended Response Task. http://www.youtube.com/watch?v=HBcVJ-2PhUQ (video length 6:41 minutes) Explain in your own words that this lesson will focus on the requirement that will be scored by the trait one rubric, use of relevant evidence and details, as discussed in the video.

!

Preview the Learning Activity → Provide Overview (4 minutes)

Present the elements and process to be followed to evaluate a position based on relevant evidence (Learner Workbook, Item 3).

Body (Introduction to Evidence)

Recall relevant prior knowledge → Stimulate recall of prior knowledge (5 minutes)

" Remind learners of the concepts of a topic or main idea and a claim, argument, or position in a written passage.


Discuss the concept of evidence and how it is commonly used in our everyday lives. Replay and refer to the “Surfing Elephant” video and discuss the concept of a well respected man and the song lyrics that provide evidence of such a man. Have learners define the term ‘evidence’ in their own words. This is a formative assessment activity to determine knowledge of the definition. Their definition should be consistent with the information you have presented to them. Explain that the use of evidence in writing as similar to what the learners are already familiar with, however it has some rules to guide it’s use.

Process information and examples → Present information and examples (10 minutes)

! Guide the learners through the identification of claims/positions in a very simple passage (Learner Workbook, Item 4). Discuss the Use of Evidence in Writing and have learners explain it in their own words. This activity will assess comprehension of the concept. Please verify that the students provide accurate descriptions.

Discuss the claim – “He’s a Well Respected Man” and examples of evidence found in the lyrics from “A Well Respected Man” (Learner Workbook, Item 1). After discussing tips to identify evidence, provide a more challenging passage and guide the learners through the identification of the claim and evidence provided (Learner Workbook, Item 5)

Focus Attention → Gain & Direct Attention (5 minutes)

" Present the learners with a copy of the Social Studies and RLA Extended Response Trait 2 Rubrics and point out the requirement for use of evidence in both tasks (Learner Workbook, Item 6).

Employ Learning Strategies → Guide or Prompt Use of Learning Strategies Present (7 minutes)

!!!! Illustrate the three-step process: 1) Identify and write out the topic/main idea 2) Identify and write out the position (or positions) 3) Identify and list the evidence presented

Play the video clip (Awesome Speeches, n.d.) linked below of a speech from the movie “Miracle on Ice” and have learners use the above procedure to outline the position or claim and evidence given (script available in Learner Workbook, Item 7). This assesses the learners’ ability to apply the three step process to analyze the text by outlining the key information. Verify that the students have correctly


identified the claim and evidence. http://www.youtube.com/watch?v=VL3MZj6FHBI

Practice → Provide for and Guide Practice (8 minutes)

Provide a claim, such as, “Boise is a great (or not a great) place to live”, and instruct the students to choose a position and provide three examples of supporting evidence. This may be done verbally, in group discussion, or in writing. This activity assesses the learners’ ability to apply the concept by constructing evidence. Be sure to verify that the statements constructed by the students do provide evidence for the claim.

Provide a prompt, such as “think about something you like (a sports team, a restaurant, a movie, or other…) then have the students identify a position statement and write three examples of evidence.” This activity assesses the ability of the student to synthesize the skills needed to develop a position and construct evidence. Please verify that the students create a valid claim and supporting evidence. "" (Provide an example for the students, such as, “TCBY Yogurt is a wonderful place for a summer evening treat with the family. It is cold and delicious. It offers low fat options. It has a variety of flavors and a selection of toppings.”)

!

Evaluate Feedback → Provide Feedback

! Feedback is built into each practice exercise and is immediate.

! Educators and tutors will follow-up with individualized feedback for the writing responses.

Body (Relevant Evidence)

Recall relevant prior knowledge → Stimulate recall of prior knowledge (3 minutes)

! Review the general concept of evidence with the learners.

Remind the learners that use of evidence in writing follows guidelines.

Process information and examples → Present information and examples (10 minutes)

Present the learners with a definition of the term ‘relevant’ as something that is closely connected. Have the learners define the term ‘relevant’ in their own words (verbally in face-to-face instruction). This activity will assess that the students have knowledge of the definition. Please verify that they correctly define the term.


Present the concept of relevant evidence as supporting information and facts (proof) that has a strong connection. Provide a passage and guide the learners through the process of distinguishing relevant evidence from irrelevant details (Learner Workbook, Item 8).

Focus Attention → Gain & Direct Attention (3 minutes)

! Replay and refer to the “Surfing Elephant” video. https://www.youtube.com/watch?v=2Mfmjm8QvvA Remind the learners that the information, or evidence in the lyrics to the song have been discussed. Now have them think about the video of the surfing elephant. Discuss relevance in terms of the song lyrics and the video footage.!

Employ Learning Strategies → Guide or Prompt Use of Learning Strategies (10 minutes)

" Provide the learners with the graphic organizer and demonstrate how this tool can be used to organize the claim and evidence as you read a passage. The use of this tool is explained in Wake Tech’s “GED 2014 Extended Response - Part 2” (Covington, 2013, December 18) video that will be shown to the learners in the Conclusion section of this lesson. If you are not familiar with the tool, it is recommended that you watch the video prior to presenting the organizer to the learners. http://youtu.be/SvUE0POFp2o (Learner Workbook, Item 9). Practice → Provide for and Guide Practice (40 minutes)

Have the learners work from a given prompt to identify relevant evidence in a multiple-choice response (Learner Workbook, Item 10.) This activity assesses

comprehension of the concept of relevant evidence. Please verify that the students selected all responses.

Have the learners use a written text as a prompt to take a position and identify examples of relevant evidence in the passage (Learner Workbook, Item 11).

This activity will assess the ability of the students to apply the concept of relevance to the task. Please verify that the evidence provided is relevant and has been taken from the text.

Provide a short passage and have the learners distinguish between relevant and irrelevant evidence and list the irrelevant evidence (Learner Workbook, Item 12). This activity will assess the ability of the students to analyze the

evidence for relevance. Please verify that they students have correctly identified only irrelevant information.

After practicing this skill, the learner should now describe the process of Identifying relevant evidence (verbally or in writing).


Provide passages with two positions presented and have the learners identify the relevant evidence for each using the graphic organizer (Learner Workbook, Item 9 and 13). This formative assessment activity is designed to assess the ability of the student to apply the organization strategy provided. Please verify that the student has identified the positions and relevant evidence.

Using the same passages, now have the learners organize the claims and relevant evidence using their own preferred approach (Learner Workbook, Item 13)!!

Evaluate Feedback → Provide Feedback

Feedback is built into each practice exercise and will be immediate. Educators and tutors will follow-up with individualized feedback for writing responses.

!Conclusion

Summarize and review → Provide summary and review (5 minutes)

Use your own words to review the role that the use of evidence plays in the writing and the GED Extended Response task.

! Transfer learning → Enhance transfer (3 minutes)

! Review the sample GED Extended Response prompt (Learner Workbook, Item 2) ! Remind learners that identifying relevant evidence is a key component in the Extended Response activity.

Re-motivate and Close → Provide Remediation and Closure (20 minutes)

Have learners watch Wake Tech’s “GED 2014 Extended Response – Part 2 (Covington, 2013, December 18) video about the Extended Response

task in the new GED test. This demonstrates the key role played by the concepts learned in this lesson. You may wish to pause the video to discuss or explain sections as needed. http://www.youtube.com/watch?v=SvUE0POFp2o

Assess Learning → Conduct Assessment Evaluate (15 minutes)

! Learning assessment will apply the GED Extended Response Task 1 Rubric to the learner’s written response when given persuasive writings and a prompt. The learner will choose a position and argue using terms of the evidence presented

(Learner Workbook, Item 13)


Feedback and Seek Remediation or Provide Feedback and Remediation

! Follow-up feedback should be given based on the final assessed writing piece. Part 5. LEARNER CONTENT Part 5a. Learning materials Learning materials are included in this lesson in various forms. For instruction

that will be implemented in personal, one-to-one tutoring session, some materials

are in the form of video and are included as direct links in the instructor guide.

Other materials are included in the Learner Workbook in Exhibit 2, which is

designed to be given in printed form to the learner. For easy referral, the number

in the instructor guide references the material in the workbook.

Material has also been developed in the Assistments platform. In this case,

both the video and text forms of learning materials have been embedded directly

in the screens for each assigned problem. This allows the learners to work

through the material independently, at their own pace, and from any location.

The following information describes the learning materials provided in this

instruction:

• The introductory video clip, “Surfing Elephant” (Poiraud, 2010, June 17) http://youtu.be/2Mfmjm8QvvA was selected to be a fun introduction to the concept of evidence in general. This is to be used in the Introduction – Active Attention → Gain Attention section of the instruction.

• The lyrics to the song “A Well Respected Man” by The Kinks are

presented in Exhibit 2 - Learner Workbook Item 1. The text format of the introductory video allows the learners to consider the evidence that supports the claims in the song. This material is to be used in the Introduction – Establish Purpose → Inform Learners of Purpose section of the instruction.


• An example of an Extended Response Practice Prompt (GED Testing Service, 2013a) is presented in Exhibit 2 - Learner Workbook Item 2. This is designed to draw the learners’ attention to the importance of understanding the use of evidence and is to be presented in the Introduction – Arouse Interest and Motivation → Stimulate Learner’s Attention/Motivation section of the instruction.

• Wake Tech’s “GED 2014 Extended Response – Part 2 video from

Covington (2013, December 17) is linked in the Instructor Guide in the Introduction – Arouse Interest and Motivation → Stimulate Learner’s Attention/ Motivation section. This is intended to give the students a broader perspective of the Extended Response task and requirement of identifying evidence in successful mastery of this task.

• An overview of the elements and procedures to be covered in this lesson

are presented in Exhibit 2 -Learner Workbook Item 3. This is intended to provide the learners with a clear picture of the intended direction of the lesson. This material is designed to be presented in the Introduction - Preview the Learning Activity → Provide Overview section of the instruction.

• An example passage is presented to provide a resource for reminding the

learners of the concept of identifying a claim or position in writing. This is intended to be used by the instructor to guide students through the process. This resource is available in Exhibit 2 - Learner Workbook Item 4 and is referenced in the Body (Introduction to Evidence) - Process information and examples → Present information and examples section of the Instructor Guide.

• The graphic about evidence (Rojas n.d.) and text from the Gettysburg

Address (Lincoln, 1863) is provided for use by the instructors as they guide the learners through the process of identifying evidence. The material is in Exhibit 2 - Learner Workbook Item 5 for use in the Body (Introduction to Evidence) - Process information and examples → Present Information and Examples section of the instruction.

• The GED Extended Response Trait 1 Rubrics (GED Testing Service,

2013) are available in Exhibit 2 - Learner Workbook Item 6 and included in the Body (Introduction to Evidence) -Focus Attention → Gain & Direct Attention. The purpose for presenting this is to make this lesson


meaningful to learner by connecting the skills gained from the lesson to success on the actual test.

• Three-step Process for identifying topic, position, and evidence is included

for the purpose of providing an organizational strategy for the learners as they approach the task of reading and analyzing a passage. This is included directly in the Instructor Guide as an available option in the Body (Introduction to Evidence) Employ Learning Strategies → Guide or Prompt Use of Learning Strategies Present section.

• A passage is provided for the instructor to use as they guide the learners

through the process of distinguishing relevant evidence from irrelevant details. The passage is available in Exhibit 2 - Learner Workbook Item 8. The activity is included in the Body (Relevant Evidence) - Employ Learning Strategies → Guide or Prompt Use of Learning Strategies section of the Instructor Guide.

• The Graphic Organizer (Covington, 2013, December 18) is provided as an

example of a tool that can help organize the claim and evidence. This is another suggested organizational strategy available to the learners. It is available in Exhibit 2 - Learner Workbook Item 9 and is introduced in the Body (Relevant Evidence) Employ Learning Strategies → Guide or Prompt Use of Learning Strategies section of the Instructor Guide.

• Using the passages from Exhibit 2 Learner Workbook Item 13 the

students will develop and use their own preferred organizational strategy to be used as they identify a position and relevant evidence. The purpose of this activity is to provide the opportunity for the students to explore organizational strategies that make sense for them. This activity is included in the Body (Relevant Evidence) Practice → Provide for and Guide Practice section of the instruction.

Part 5b. Formative and Summative Assessment materials Much like the learning materials, formative and summative assessment

materials are included in the Instructor Guide. Some assessment items are

detailed in the Learner Workbook and referenced by number in the Instructor

Guide, while some assessment activities have suggested approaches that are


described in the guide. Assessments are also included in the Assistments

lessons. The following is a description of the assessment activities:

• The learners will demonstrate knowledge by defining the term “evidence” in the Body (Introduction to Evidence) Recall relevant prior knowledge → Stimulate recall of prior knowledge section of the instruction.

• Explaining the Use of Evidence in Writing in their own words will assess the learners’ comprehension of the concept. This activity is included in the Body (Introduction to Evidence) Process information and examples → Present information and examples section of the instruction.

• The learners will use analytical skills by applying the three-step process

and outlining the claim and evidence in the speech from the movie “Miracle on Ice” (Awesome Speeches, n.d.). This activity is presented in the Body (Introduction to Evidence) Employ Learning Strategies → Guide or Prompt Use of Learning Strategies and the text is available in Exhibit 2 - Learner Workbook Item 7.

• The learners will be given a claim and asked to demonstrate the ability to

apply the concept of evidence by choosing a position and constructing three examples of supporting evidence. This assessment activity is included in the Body (Introduction to Evidence) Practice → Provide for and Guide Practice of the instruction.

• The learners will be asked to think about something they like and then

identify a position statement and three examples of evidence. This will assess the students’ ability to synthesize the creation of a claim and supporting evidence and is included in the Body (Introduction to Evidence) - Practice → Provide for and Guide Practice section of the instruction.

• The learners will demonstrate knowledge by defining the term ‘relevant’ in

their own words. This activity is included in the Body (Relevant Evidence) - Process information and examples → Present information and examples section of the instruction.

• The learners will demonstrate comprehension of the concept of relevant evidence by reading the passage provided and choosing the relevant evidence provided in a multiple-choice response. The activity is available in Exhibit 2 - Learner Workbook Item 10 and is included in the Body (Relevant Evidence) Practice → Provide for and Guide Practice section of the instruction.


• Using the previous passage, the students will take a position and provide evidence from the text to support their claim. This activity will assess the ability of the students to apply the concept of relevant evidence from the given text. The activity is available in Exhibit 2 - Learner Workbook Item 10 and is included in the Body (Relevant Evidence) Practice → Provide for and Guide Practice section of the instruction.

• The students will be given a short passage and asked to differentiate the

relevant supporting evidence from the irrelevant evidence. This activity will assess the ability of the students to analyze the evidence for relevance. The passage is available in Exhibit 2 - Learner Workbook Item 12 and is included in the Body (Relevant Evidence) Practice → Provide for and Guide Practice section of the instruction.

• The students will identify the positions and relevant evidence from two

passages using the graphic organizer provided. This will assess the ability of the students to apply an organizational strategy. The passage is available in Exhibit 2 - Learner Workbook Item 13 and is included in the Body (Relevant Evidence) Practice → Provide for and Guide Practice section of the instruction.

• The final summative assessment activity will use the same passages

utilized above (Exhibit 2 Learner Workbook Item 13) to assess the students’ ability to evaluate a position and evidence. The assessment will utilize the GED Trait 1 assessment rubric (GED Testing Service, 2013a).

""""" Part 5c. Technology Tool Justification This project includes several technological tools that are designed into the

instruction. Links to four videos are included in the Instructor Guide. High quality

learning materials were obtained through the digital capabilities facilitated by the

Open Content movement, which is a key part of developing educational

technologies. And, the Assistments platform offers an online version of the

lesson. Each of these aids and enhances the learning experience.


The first video, “Surfing Elephant” (Poiraud, 2010) is used as a short, fun tool

to engage the learners. It also provides easy to grasp examples of the concepts

to be covered. The video clip of a speech from the movie “Miracle on Ice”

(Awesome Speeches, n.d.) also provides a good example of the use of evidence,

while off-loading the cognitive processing from purely text-based material to a

visual and auditory experience. This is valuable in reducing cognitive load as

described by Cognitive Load Theory (Smith & Ragan, 2005, p. 144)."

The two additional videos, Wake Tech’s GED 2014 Extended Response –

Parts 1 and 2 (Covington, 2013) provide high quality resources that offer an

introduction and a more detailed overview of the learning goals and objectives.

This information is important for connecting the material covered in the lesson

with its future use, as described by Information-Processing Theory (Smith &

Ragan, 2005, p. 26 – 29). This open educational resource would be time

consuming and costly to reproduce. Taking advantage of the free availability of

this type of content increases the efficiency and effectiveness of the design

process.

Several open content resources were included in the design. The graphic

about evidence from the Rojas web log (Rojas, n.d.), the texts of the Gettysburg

Address (Lincoln,1863) and the Declaration of Independence (Gwinnett, et

al.1776), and the Extended Response prompt, passages, and scoring rubrics

from the GED Testing Service (2013) were all accessed through technology.

While all of this information is available from many other resources, the ability to


obtain it in digital format and embed in the design materials made the process

more efficient and improved the quality.

The final technological tool, the learning management platform Assistments, is

extremely useful. This resource, developed at Worcester Polytechnic Institute in

collaboration with Carnegie Mellon is freely available to any teacher, school, or

district that wishes to implement it. It is web-based and does not need to be

managed on a local server, which simplifies its use for small education centers

like The Learning Lab and Corpus Christie House.

The benefit that its availability brought to my project was that I was able to

replicate the online elements of the actual GED testing experience, without

adding any cost. The assessment activities on this platform will introduce the

students to the process of reading instructions, prompts and passages on the

computer-screen, and then writing their responses in an expanding text box,

exactly as they will be required to do on the actual GED test. Additionally, the

students will be able to work on the lesson independently from any location.

All of the technological tools used bring huge benefits. To be able to offer the

students a richer, more engaging and meaningful learning experience, at no

monetary cost and using minimal time and energy, is incredibly valuable.

Part 6. FORMATIVE EVALUATION PLAN Part 6a. Expert Review Martha Strong, Adult Educator at the Learning Lab of Idaho and Lisa Veaudry,

Education Director at the Corpus Christie House Step Up Education Center

served as Subject Matter Experts (SME) for this project. The Instructor Guide,


Learning Materials, and Evaluation Survey were submitted to both of the experts.

The SMEs each reviewed the guide and materials and completed the survey.

The survey and responses are discussed in Part 7 of this report and copies of

the actual completed surveys are available in Exhibit 4.

Part 6b. One-to-One Evaluation The first stage in formative evaluation through learner validation is a one-to-

one evaluation. In this step I would work directly with two learners from my target

audiences. These would be the learners who best represent a typical student

from each program and would be selected by the Learning Lab and Corpus

Christie House educators.

I would work individually with each of the representatives as they work through

a draft of the learning materials. Questions I would be attempting to answer are:

• Are the materials in general easy to follow? If not, what specific areas cause confusion?

• Are the objectives explained well? If not, what is ambiguous or misleading?

• Are the instructions for the practice activities clear and easy to follow? If not, in what way do the instructions need to be reworded or clarified?

• Are there any obvious errors or flaws that need to be addressed? If so, what is needed to correct them?

Part 6c. Small Group Evaluation After revising the instructional materials to correct for problems identified in the

first stage of the learner validation process, I would move to a small group

evaluation process. In this second stage I would work with a broader range of

learners selected by the educators. Due to the small number of students

available, I will work with six or eight students, to be selected by the educators.


In this evaluation process, I would observe the students as they work through

a pilot test of the materials. At this stage the materials should be free of obvious

errors and I would be attempting to answer the following questions:

• Do the students have the expected prerequisite knowledge and skills? If not, what specific knowledge or concepts need additional instruction?

• Did the students successfully meet the objectives? If not, what specific areas caused problems?

• Was the material appropriately challenging for the range of learners represented? If not, is it too challenging or not challenging enough?

• Did the material keep the learners engaged? If not, what specific content or strategy requires revision?

• Is the time required to complete the lesson as planned? If not, what adjustments are needed?

Part 6d. Field trial After modifying the instructional design plan to correct issues identified in the

small group evaluation process, the final stage would be a field trial. Because

the current GED student count in the two adult education centers is small, the

initial implementation by the Learning Lab and Corpus Christie House will

essentially be a field trial. The instructional materials used in this evaluation

phase will be high quality and at a near final state.

This last formative evaluation phase will seek to answer the following

questions:

• Do the educators encounter any problems as they administer the lesson? If so, what are the problems and how can they be corrected?

• Do the students have the expected prerequisite knowledge and skills? If not, what specific knowledge or concepts need additional instruction?

• Are additional materials needed to assist the educators with specific needs?

• Did the students successfully meet the objectives? If not, what specific areas caused problems?


• Were the modifications made after the small group evaluation phase effective? If not, what additional modifications are needed?

• Is the material appropriate for the full range of learners? If not, what special attention is needed?

• Were all learners engaged and motivated to complete the lesson? If not, what specific areas were identified as problematic?

• Is the time required to complete the lesson as planned? If not, what adjustments are needed?

• What suggestions do the educators have for modifications? Part 7. FORMATIVE EVALUATION REPORT Part 7a. Evaluation Survey


Part 7b. Report of results of the expert review The subject matter experts (SME), Lisa and Martha, each reviewed the

Instructor Guide and learning materials and provided excellent feedback. They

responded positively to most items, and were extremely enthusiastic on some

points. They also provided very useful suggestions and comments.

Both experts added comments that indicated that the supplantive, scaffolded

approach was appropriate for the learners, and they thought the activities would

be effective learning strategies. They were particularly intrigued with the use of

media and indicated that it would be very effective in their instructional

environments, which use a combination of computer based instruction and tutors.

Martha provided some helpful suggestions for improvement. She believed

that the Declaration of Independence was too long and included language that

would make the learning process difficult for her learners. The Learning Lab

student body generally includes a substantial non-native English speakers.


Martha also pointed out two concerns with the instruction. She thought that

without advance knowledge, the Organization Graphic might be confusing for the

instructors to implement. She also thought that it might be helpful for instructors

to be prepared to pause the Wake Tech’s “GED 2014 Extended Response - Part

2” (Covington, 2013, December 18) video included in the Conclusion section.

All of this feedback was extremely valuable. The positive comments

supported and validated the predominantly supplantive approach that I took. The

suggestions were all improved the quality of the lesson.

Part 7c. Comments on Change All of the feedback from Lisa and Martha has helped to shape modifications to

the lesson. The positive responses to the use of media and the scaffolded

approach will be used to guide any future changes. The support of the SMEs

has confirmed the importance of carefully considering the instructional strategies

as described by Gagné as well as using Bloom’s Taxonomy of learning domains

when building the activities (Smith & Ragan, 2005, p. 79).

Martha’s comments in regard to the issues she encountered in the Instructor

Guide have been incorporated in this presentation. The instructor is now advised

to view Wake Tech’s “GED 2014 Extended Response - Part 2” (Covington, 2013,

December 18) video prior to presenting the graphic organizer to the students, if

they are not already familiar with its application. The Instructor Guide also

recommends that the instructor should be prepared to pause that video for

needed explanation and discussion when showing the Wake Tech video to the

students during the Conclusion section of the instruction.


Martha’s suggestion for a shorter and clearer passage to replace the

Declaration of Independence will also be implemented. Considering this material

in terms of the potential negative effects of excessive cognitive load (Smith &

Ragan, 2005, p. 144) has been very helpful. It is very important to be highly

selective in choosing appropriate learning materials so that the cognitive capacity

of the students is focused on essential processing. Unnecessarily complex

material can distract and inhibit the learning process. I am working to locate a

more effective passage.

Part 8. AECT STANDARDS GRID Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) X ID Project 1.1.1 Analyzing X ID Project 1.1.2 Designing X ID Project 1.1.3 Developing X ID Project 1.1.4 Implementing X ID Project 1.1.5 Evaluating X Selected Discussion Forums; ID Project 1.2 Message Design 1.3 Instructional Strategies X ID Project 1.4 Learner Characteristics X ID Project Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) X ID Project 2.1 Print Technologies X Reading Quiz; ID Projects 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies X (all assignments) 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization X (all assignments) 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization X

ID Project

3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management


4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis X 5.2 Criterion-Referenced Measurement X ID Project 5.3 Formative and Summative Evaluation X ID Project 5.4 Long-Range Planning

%

%


Appendix "Exhibit 1

Adult Education Center Student Survey 1) What is your Date of Birth? ______________________________________ 2) How comfortable are you reading text on a computer screen? Put a check by the statement that best describes you:

____ I am very comfortable reading on a computer screen. _____I am moderately comfortable reading on a computer screen. _____I have trouble reading on a computer screen.

3) What is your native language? _________________________________ If English is your native language, please go to question 7 (skip!questions!4!F!6.) If English is not your native language please complete questions 4 through 6. 4) Please put a check by the level of your spoken English language proficiency.

_____ beginner _____ intermediate _____ advanced _____ fluent

5) Please put a check by the level of your English language reading skills.


6) Please put a check by the level of your English language writing skills.


7) In which country was your formal education obtained? ______________

Please continue to next page


8) What grade level did you complete in your formal education program? Grade Level ___________ 9) Describe any previous education or specialized training outside of formal schooling (such as other GED Preparation programs, or work related training.) _____________________________________________________________ 10) Have you ever taken the GED test? __________ If so, what year? _____ 11) Rank these subject areas in order of your favorite (1) to least favorite (5).

_____ Math _____ Science _____ Reading _____Writing _____ Social Studies

12) Do you have access to a computer outside of the learning center? _____ Yes _____ No If yes, please describe your access to a computer (where? how often?) ___________________________________________________________ 13) Do you have access to the internet outside of the learning center? _____ Yes _____ No If yes, please describe your access (where? how often?) ___________________________________________________________ 14) How comfortable are you with your keyboarding skills? Put a check by the statement that best describes you:

____ I am very comfortable typing on a computer keyboard. _____I am moderately comfortable typing on a computer keyboard. _____I have trouble typing on a computer keyboard.

Please continue to next page


15) Put a check by any written communications that you have completed in the past two weeks:

_____short e-mails _____1 to 2 paragraph typed letter or e-mail _____ other longer electronic document _____ none

16) Please describe why you want to earn your GED (for example: personal goal, obtain a job, go to college). ____________________________________________________________ 17) Describe two of your favorite ways to spend your time. ____________________________________________________________ 18) Put a check by the statement that best describes your feelings towards the GED exam?

_____ I have no choice _____ I’m nervous _____ I’m excited _____ I am sure that I can do this

Thank you for completing this survey! Kelly Anderson

Boise State University


Exhibit)2)Learner Workbook (Learning Materials and Formative/Summative Assessment Materials) 1) Lyrics to the song “A Well Respected Man” by The Kinks ‘Cause he gets up in the morning And he goes to work at 9 And he comes back home at 5:30 Gets the same train every time ‘Cause his world is build on

punctuality It never fails And he’s, oh so good And he’s, oh so fine And he’s, oh so healthy In his body and his mind He’s a well respected man... 2) Extended Response Practice Prompt (GED Testing Service, 2013a)

3) Elements and procedures to be covered in this lesson: The concepts of a main idea, topic, and position (or claim) The concept of the ‘use of evidence’ in writing Process for identifying evidence The concept of ‘relevant evidence’ Use of a graphic organizer Evaluation of claims through the evidence provided 4) Example passage for reminder of identifying claim or position in writing: “Dogs are wonderful animals. They wag their tails and are always happy to see you. They alert you to danger with a loud bark.”


5) Consider the following graphic about Evidence (Rojas, n.d.) and then use these tips to help identify the claim and evidence in the Gettysburg address passage below:


Transcript of Gettysburg Address (1863) Executive Mansion,

Washington, , 186 .

Four score and seven years ago our fathers brought forth, upon this continent, a new nation, conceived in liberty, and dedicated to the proposition that "all men are created equal"

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived, and so dedicated, can long endure. We are met on a great battle field of that war. We have come to dedicate a portion of it, as a final resting place for those who died here, that the nation might live. This we may, in all propriety do. But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow, this ground-- The brave men, living and dead, who struggled here, have hallowed it, far above our poor power to add or detract. The world will little note, nor long remember what we say here; while it can never forget what they did here.

It is rather for us, the living, to stand here, we here be dedica-ted to the great task remaining before us -- that, from these honored dead we take increased devotion to that cause for which they here, gave the last full measure of devotion -- that we here highly resolve these dead shall not have died in vain; that the nation, shall have a new birth of freedom, and that government of the people by the people for the people, shall not perish from the earth.

Abraham Lincoln, Draft of the Gettysburg Address: Nicolay Copy. Transcribed and annotated by the Lincoln Studies

Center, Knox College, Galesburg, Illinois. Available at Abraham Lincoln Papers at the Library of Congress, Manuscript

Division (Washington, D.C.: American Memory Project, [2000-02]),http://memory.loc.gov/ammem/alhtml/malhome.html.

Lincoln (1863) 6) GED Extended Response Trait 1 Rubric from GED Testing Service (2013)


7) Use the three-step process to outline the claim and evidence in the speech from the movie “Miracle on Ice”:

The!threeFstep!process: ! ! 1)!Identify!and!write!out!the!topic/main!idea ! ! 2)!Identify!and!write!out!the!position!(or!positions) ! ! 3)!Identify!and!list!the!evidence!presented

Script from “Miracle on Ice” Great Moments speech: “Great moments... are born from great opportunity. And that's what you have here, tonight, boys. That's what you've earned here tonight. One game. If we played 'em ten times, they might win nine. But not this game. Not tonight. Tonight, we skate with them. Tonight, we stay with them. And we shut them down because we can! Tonight, WE are the greatest hockey team in the world. You were born to be hockey players. Every one of you. And you were meant to be here tonight. This is your time. Their time is done. It's over. I'm sick and tired of hearing about what a great hockey team the Soviets have. Screw 'em. This is your time. Now go out there and take it” (Awesome Speeches, n.d.)


8) Example, read the passage below to distinguish the relevant evidence and irrelevant details: Sam had a wonderful morning. He went to the grocery store to buy some eggs for breakfast. Because it was a beautiful day, he walked. The sun was shining and there was a light breeze. Sam’s daughter was studying for a test. Sam enjoyed the walk very much and the exercise helped him work up an appetite for his special breakfast. Assignment: Underline the irrelevant information. 9) Graphic Organizers (Covington, 2013, December 18). This is an example of a tool that can help you organize the claim and evidence as you read a passage.

10) Below is the test from the Declaration of Independence. Read the passage and select the examples of relevant evidence in the multiple-choice response: IN CONGRESS, July 4, 1776. The unanimous Declaration of the thirteen united States of America, When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to


institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.--Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world. He has refused his Assent to Laws, the most wholesome and necessary for the public good. He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them. He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only. He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records, for the sole purpose of fatiguing them into compliance with his measures. He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people. He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within. He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands. He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers. He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries. He has erected a multitude of New Offices, and sent hither swarms of Officers to harrass our people, and eat out their substance. He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures. He has affected to render the Military independent of and superior to the Civil power. He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation: For Quartering large bodies of armed troops among us: For protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States: For cutting off our Trade with all parts of the world:


For imposing Taxes on us without our Consent: For depriving us in many cases, of the benefits of Trial by Jury: For transporting us beyond Seas to be tried for pretended offences For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies: For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments: For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever. He has abdicated Government here, by declaring us out of his Protection and waging War against us. He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people. He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation and tyranny, already begun with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation. He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands. He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages, whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions. In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people. Nor have We been wanting in attentions to our Brittish brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends. We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor. (Gwinnett, et al., 1776)


QUESTION: The writers of the Declaration of Independence claimed that the King of Great Britain had established a tyranny over the States. Choose the response(s) below that provided relevant evidence of this claim. (more than one may apply) 1) He has dissolved Representative Houses repeatedly, for opposing with manly

firmness his invasions on the rights of the people.

2) He has affected to render the Military independent of and superior to the Civil power. 3) He has plundered our seas, ravaged our Coasts, burnt our towns, and

destroyed the lives of our people.

11) Refer to the Declaration of Independence above. Consider the passage, based on the evidence provided in the text, do you agree or disagree with the decision to declare independence. In writing, state your position and provide evidence from the text to support your argument. (Hint: It is very important to use evidence from the text! You may want to refer to the graphic presented in this workbook, Item 5, for tips about how to support your argument.) 12) Read this short passage and differentiate the relevant supporting evidence from the irrelevant evidence stated. Identify the irrelevant evidence provided. I believe that a student of history should keep in mind that what is written in the history books is not necessarily the only truth. The group in power generally writes history. When two sides are in conflict, the loser is dominated, and the winner takes control and writes the history. Napoleon once said, 'What is history, but a fable agreed upon?” And Edmund Burke is quoted as saying “Those who don’t know history are doomed to repeat it.” 13) Sample Extended Response prompt and passages for writing activity using GED Trait 1 assessment rubric. “Stimulus Material Excerpt All too, will bear in mind this sacred principle, that though the will of the majority is in all cases to prevail, that will, to be rightful, must be reasonable; that the minority possess their equal rights, which equal laws must protect, and to violate which would be oppression. - Thomas Jefferson, 1801


Letter June 15, 1943 To the Editor: Students and teachers across this land say the pledge of allegiance each day to honor a republic committed to liberty and justice for all. That commitment was reaffirmed yesterday by the Supreme Court's ruling in West Virginia State Board of Education v. Barnette. The ruling struck down as unconstitutional West Virginia's directive that schoolchildren must daily salute the flag while reciting the pledge of allegiance or face expulsion. The Barnettes challenged the compulsory salute and pledge because it conflicts with their religious beliefs as Jehovah's Witnesses. Even so, the Court did not make its ruling based on freedom of religion. Instead, the decision was based, in large part, on freedom of speech. Our Constitution places certain rights beyond the reach of government offcials and beyond the reach of what the majority likes. The freedom of speech is certainly such a right. Yesterday’s ruling not only affirmed the freedom of speech but expanded it to include the right not to speak. The court has made clear that the government cannot force people to say things they do not believe. As our nation fights a worldwide war, it is natural to seek the reassurance that comes from a shared sense of patriotism. As a society, we have looked to our public schools to help develop a love of country in our young people. But do we want patriotism that is “demonstrated” by government-mandated expressions of allegiance by students (or any citizen)? Of course we do not! We want a nation which commands our love and respect because the government does not infringe on personal beliefs and protects the rights of all citizens. Yesterday’s ruling helps ensure that that is the type of nation in which we and our children will live! - Amelia Parsons Wheeling, West Virginia Prompt Use the graphic organizer from Item #9 organize the position and evidence, then make a claim about how the author’s position in her letter reflects the enduring issue expressed in the excerpt from Thomas Jefferson. List the relevant and specific evidence from the


excerpt, and the letter to support your analysis.” (Modified from GED Testing Service, 2013a)


Exhibit 3 Screen shots from Assistments Lesson – The Use of Evidence


Exhibit 4 SME Survey Results


Exhibit 5

References Awesome Speeches. (n.d.) Great moments, are born from great opportunity” – Miracle [Video file]. Retrieved from http://www.youtube.com/watch?v=VL3MZj6FHBI "Covington, K. [HEPKatie]. (2013, December 17). GED 2014 Extended Response - Part 1 [Video file]. Retrieved from http://www.youtube.com/watch?v=HBcVJ-2PhUQ "Covington, K. [HEPKatie]. (2013, December 18). GED 2014 Extended Response - Part 2 [Video file]. Retrieved from http://www.youtube.com/watch?v=SvUE0POFp2o "GED Testing Service. (2013a). The 2014 GED Test - Social Studies: Extended response resource guide for adult educators. Retrieved from http://www.gedtestingservice.com/uploads/files/46db78e28c2f72be53327b2f911aa8d5.pdf "GED Testing Service. (2013b). The 2014 GED Test - Reasoning through language arts (RLA): Extended response resource guide for adult educators. Retrieved from http://www.gedtestingservice.com/uploads/files/949aa6a0418791c4f3b962a4cd0c92f4.pdf "Gwinnett, B., et al. (1776). The Declaration of Independence. Retrieved from http://www.archives.gov/exhibits/charters/declaration_transcript.html" Hoffman, A.M., Wine, M.P., & McKinney, J.S. (2013, May). A GED Test for a Common Core world: Understanding the changes coming in 2014. Paper presented at the annual meeting of the American Education Research Association, San Francisco, CA. Retrieved from http://www.gedtestingservice.com/uploads/files/6c97b538e2780491ee60d1d297d5d9f5.pdf "Keller, J. M. (1987). “The systematic process of motivational design.” Performance & Instruction, 26 (9/10), 1-8. Lincoln, A. (1863). The Gettysburg address. Transcribed and annotated by the Lincoln Studies Center, Knox College, Galesburg, Illinois. Retrieved from http://memory.loc.gov/ammem/alhtml/alhome.html Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. San Francisco, CA: John Wiley & Sons.


Poiraud, T. [mercadeoypuclicidad]. (2010, June 17). Surfing Elephant [Video file]. Retrieved from https://www.youtube.com/watch?v=2Mfmjm8QvvA "Rojas, R. (n.d.). Create, teach, share. [Web Log Post] Retrieved from http://mrsrojasteaches.blogspot.com/p/upper-grades.html "Smith, P.L. & Ragan, T.J. (2005). Instructional Design (3rd Ed.). Hoboken, NJ: John Wiley & Sons.

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