Homework and Test Preparation

1. Homework and Test Preparation

2. Homework • Definition of “home work”: practice at home (outside of school) of important and relevant life and other academic skills • Two types: structured and natural environment (“real world”)

3. Structured Homework • At least 20 minutes / day “structured”: consistent place • All materials necessary readily available (pencils, paper, ruler), • Routine (e.g., same time everyday; 10 minutes reading; 10 minutes math) • Actual work session

4. Making Homework Conducive to Learning • Have a set place and time to complete homework. • Pick a work space conducive to work (NOT bed or sofa). • Keep the work area free from distractions (e.g., t.v., “traffic” areas). • Arrange the work space with all necessary materials (sharp pencils, pens, paper, computer access).

5. Homework Setting, cont. • Complete all written work first (e.g., before reviewing for a test). • Start with the least favorite subject. • Schedule brief breaks for work times (work for at least 15 minutes but no longer than 30 minutes in between a 2-5 minute break). • Have the student read through their assignment book when finished to make sure they’ve completed ALL parts of all • assignments.

6. Motivation • Necessary • Praise - - - - - -Treat for each wksht done • Goals • Time • On-task • Number of problems completed • Accuracy

7. Grab Bags • Write down list of “reinforcers” on index card • Place in box/bag • Meets specified goal = reward card

8. “Reinforcer” Menus: Option 1 • Set criteria for each level of behavior • Select “reinforcers” for each level • “Reinforcers” should be of more value to child with each level

9. “Reinforcer” Menus: Option 2 • Each day give 3-5 options from big list of “reinforcers” that the child can pick from and earn that day if criteria met

10. Behavior Charts • Magic Circle Charts • Each time behavior is exhibited, earns a star/sticker on chart and is praised as behavior occurs • When lands on “magic circle”, child earns incentive • Could use for each piece of homework or row of problems completed, each assignment above 80%

11. Behavior Charts • Dot-to-dots • Each time child exhibits behavior, they earn a line on chart and is praised as behavior occurs • When completed dot-to-dot, earns reward • Could use if trying to work on independent work, each minute working earns a line, each problem completed earns a line

12. Practice in the Natural Environment • seek and identify learning opportunities in multiple environments – promote generalization (grocery stores, restaurants) • daily skills of living – kitchen: measuring cups, cooking principles, mixtures (salads, etc.); “I spy” while driving, waiting in lines (bank, post office, grocery store), in waiting room at doctor’s offices

13. Test Preparation – “Studying” • The more students “do” with the material, the better they learn the material. • The best way to prepare for a test, is to take a practice test. • Prepare a test (or several versions) the same way the student will be • tested.

14. Practice Tests • Repeat the practice tests until the student achieves at least 95% correct. Regardless of the “score,” take at least two practice tests over a two-day period of time. The more the student practices testing the material correctly, the better they will do on the real test.

15. Level of Support • Students will need different levels of support to prepare for a test or “study.” • The more students can assist in test development and preparation, the better they will learn the information.

16. Example • develop two sets of flashcards for vocabulary terms and definitions, with the term on one side and the definition on the other. Students can write the information on the index cards – that will give them two opportunities for written practice of the terms and the definitions to • start with.

17. Example, cont. • Then, these can be used for matching exercises as well as typical flash card use of presenting either the term or the definition and having the student produce the other component (definition or term).

18. Folding-In Technique • Useful for memorization

19. Folding-In Technique 1. Determine what is known vs. unknown • Present all information. • Any letter, etc. that your child gets correct all 3 times is considered a known • Any letter, etc. that your child did not get right all 3 times is considered unknown

20. Folding-In Technique 2. Getting ready • Select 7 known & 3 unknown letters, sounds, or sight words • Use the same 10 letters, etc. each day • Before doing the folding-in practice, present all 10 letters, etc. • Separate them into correct & incorrect piles. • Write down which unknown words were correctly identified. • Once your child gets a letter, sound, or word right 3 days in a row, it should be considered a known • letter, etc.

21. Folding In Technique 3. Daily Practice • Practice 10 letters, sounds, or words.