Reading Apprenticeship Inspired Assignment or Lesson

Patti Valella, Following Directions is Valuable Skill; Suitable For Any Course

Purpose

The purpose of this activity is to determine how students follow directions. The results of this activity informs the instructor which students already have the skill to take the written word and turn it into an action. Those that struggle with the activity will need additional guidance on future assignments until they learn how to read and follow written directions on their own. Allowing student to "see" their thinking will help them recognize where they insert their own directions instead of reading what is there. The instructor can use their judgement as to whether the students are required to complete one or up to all four of the designs.

Context

Students need to follow the directions on assignments, projects, lab protocols, and exams. And their grades are often tied to how well they meet the requirements of those assignments. Sometimes students do poorly on exams, not necessarily because they don’t know the material, but because they don’t fully read the question or follow the question directions. By starting the semester with this activity students can begin to identify where they assume information exists versus what is actually written. This is made visible when they insert their own directions and the design does not come out correctly.

Criteria

The activity involves following a set of directions. If the directions are followed properly the student will create a folded paper design. The student shows the completed design to the instructor. If the design is incorrect the student is asked to go back to the directions to see where they made their mistake and try again. If they continue to struggle, ask them to work in groups to complete the design. Also suggest someone read the directions aloud so others can follow. Once the design is correct students can move on to another design.

Metacognitive Conversations

The metacognitive work happens throughout the assignment, starting with reading and annotating the directions. Meander around the room observing the students, stopping to ask them questions or having them check in with the instructor. If there is an error ask the student to reread the directions. Ask them where they think they made their mistake.

The metacognitive part is the meat of the activity. It helps students become aware of how they read directions, which is related to how they read test questions. Helping students correct their mis-reading errors can increase their grades without additional studying for any class.

Details

This activity can be an asynchronous activity with students posting pictures/videos of their results, or it can be done in a face-to-face environment. It is best to do this in the first or second week of class.

Divide up the four designs amongst the students and have them start on their own, reading over the directions and annotating the instructions. Once they have read the directions and show you their annotations, they can obtain an 8.5"x11" piece of paper.

It takes 10-30 minutes depending on how quickly the students work and how well they follow the directions to create the intended design.

The activity doubles as a community-builder when students band together to solve the more difficult designs.

Text and Materials

Text: the four design directions are in this Google doc, Following Directions is a Valuable Skill.

Materials: 8.5"x11" sheets of paper (one per design per student) and a few extras in case students want to try again. Mistakes are okay. Learning from those mistakes is even better!