A TEXTBOOK IN DISGUISE!

Immediate Response: Does the student understand basic points of the lesson right now? Student Interaction: Does the student satisfactorily perform activities and exercises included in the text? Teacher Interaction: Is comprehension demonstrated by questions drawn from the teacher's manual? Manipulative Response: Can the student apply the lesson to more complex activities and exercises in the teacher's manual?

Interpretive Response: Can the student interpret and summarize lessons when finished? Summary Exams: Concluding each semester, has the student acquired an acceptable knowledge of the events, dates, and participants studied?

Our Land Publications achieve these goals through:

1	Immediate Response Example	Immediate Assessment is achieved by involving the student in running responses. Strategically placed questions are asked in the text of each issue. These often require the student to enter a written response or select from a series of choices. Responses are easily assessed by simply walking around the room and glancing at the student papers.
2	Student Interaction Example	Activities included in the lesson sheets may be selected for testing. There are many activities and exercises incorporated in the student texts. These may be assigned for testing purposes. Some require written or verbal response. Most involve reaction and/or interpretation of lesson content.
3	Teacher Interaction Example	Questions provided in the teacher's manual may be asked as desired. Many supplemental questions (and explanations) are included in the Comprehensive Teacher's Manual. These may be used as desired to further assure student comprehension without adding bulk to the text. Many provide valuable added information that expands the lesson's basic content.
4	Manipulative Response Example	Teacher manual activities may also be used for testing. There are many activities, projects, and exercises included in the Comprehensive Teacher Manuals along with reproducible copy masters. These may also be used for student assessment. Some require written or verbal response. Many involve maps or illustrations which must be interpreted, plotted, or expanded.
5	Interpretive Response Example	Stimulating discussion topics are provided at the end of each issue. These open-ended, how-why kinds of questions may be used altogether or selectively to stimulate and evaluate student understanding and interpretation. They may be discussed openly or assigned for written responses of a paragraph or two. In the latter case, responses should be shared in class afterward and constructive debate encouraged. Many of these questions do not have absolute hard and fixed answers!
6	Summary Exams Example	Mid-term and final tests are included and graded. These tests incorporate two or three word banks and a multiple choice section. Each is two-four pages long. The word banks provide answers to: "Who am I?" "What am I?" and/or "Where am I?" Responses reflect student recognition of people, events, and places. Each multiple choice question generally includes a humorous optional choice.

Special links: More about Specific Programs, Applications, and Other Matters

EXAMPLES

Example 1: Illustrating basic lesson structure and student responses

Lesson text example Using an excerpt adapted from the introductory issue of Our Land of Liberty, the following example illustrates typical lesson style and construction. It also shows how response lines and student choice selections may be used for immediate assessment. Notice that students are introduced to a personalized explanation of the 21st century and asked to circle appropriate check-marks indicating what they will need to be a "wise pioneer." They then interpret the lesson with answers reflecting their understanding of "centuries."

Application By observing student responses the teacher can quickly ascertain whether the students have grasped the fundamental points of the lesson. Teacher formulated questions may be used to expand this and further examples may be suggested or requested. Answer Box Some lessons include answer boxes inverted at the base of the page as seen in this example. This provides students an opportunity to self-check their answers.

Example 2: Illustrating exercises included in the text

Exercise example Assessable activities The typical map activity illustrated at left is from issue #3 of Our Land of Liberty. It shows how lesson content can be sorted and plotted using information supplied in this and preceding issues. Application The exercise is not essential to the study and may be omitted if necessary, but it provides a good means of assessing student comprehension of the pattern and sequence of early North American discoveries. Subsequent issues build further on this and students become aware of how our nation was accessed from the southern (Gulf of Mexico) shore as well as the eastern (Atlantic) shore. Answer Box Answers and continuing activities are provided in the Comprehensive Teacher's Manual as shown below.

Example 3: Teacher interaction

Supplemental questioning The three boxes at left are taken from the Our Land of Liberty Comprehensive Teacher's Manual for issue #8. They illustrate unique ways in which the text is supported by the manual and assessment opportunities are expanded in the process. The "Comment" box These boxes in the manuals offer much added material. (See Teacher support. Many include questions (and their answers) useful for assessment. The "Question" box These boxes contain specific questions (and answers) useful to gauge student comprehension of the text being studied. Activities Questions (and their answers) are frequently provided in the context of teacher manual supported activities such as this one involving "portages." Many are coupled with reproducible copy masters included in the teacher manuals. These should be used when and as helpful to stimulate student interest and intrigue. Note: A critical factor in teacher directed questioning is a kind of protagonist's approach to otherwise oblivious students! We want to stimulate their curiosity even if it needs a degree of provocation. We want them to realize the consequences of actions by learning from the past.

Example 4: Expanded activities

Exercises The following example illustrates how activities provided in the teacher manuals may be used to exercise student judgement and logic while also serving as a possible assessment device. Structure These activities include instruction for use, reproducible copy masters for the students, and answer guides for the teacher. Additional lesson content is generally provided as well. The example which follows combines our study of rivers, portages, and transportation with a practical application of hydraulics!

Implementation As with most activities provided, this is optional. Yet it is very helpful in order that students may more fully understand and appreciate the role of canals in America's pioneer transportation network. Coupled with a continuing emphasis on rivers and their historic impact, students better appreciate how settlement was influenced by geography. Note: Like this example, many activities are multi-disciplined. Math, science, physics, mechanics, and other principles are also incorporated. Assessment After giving copies of the master (not shown here) to students, have them follow instructions provided. Review and discuss results. (As with most of these activities, the teaching aspect is even more important than the testing aspect.)

Example 5: Reaction Time

Discussion topics Each issue of each program concludes with a discussion section for student reaction. Open-ended questions are asked, but many do not have hard and fast answers. Structure Four or more "discussion topics" are presented in a box at the end of each issue. The example that follows is typical. Most incorporate "Why?" In the student texts, only the questions (italicized) are included. In the teacher manuals, the answers (Roman type) guide and expand answers and teacher response.

Implementation After students have completed study of each issue, the teacher assigns selected topics for review and response. For assessment, require a one or two paragraph written response to those topics chosen. Students should generally work independently but there are times when collaboration of two or more in groups is helpful. Assessment In assessing these responses, correctness (often subjective) is not the primary goal. Rather, does the student understand principles involved and personal implications? Rational responses, even if errant, are our objective and indicative of success. Arguable points and issues should then be explored openly (not prejudicially) in the classroom.

Example 6: Test excerpts

Formal testing Two or three gradable tests are provided in each program, a "mid-term" and a "final." These are directed more at facts studied than their interpretation. Each test includes material from only those lessons regarded as "primary" and within the issues studied to that point. Structure The structure is unique. Each test is a two or four-page sub-issue including word banks and a multiple choice section. "Who am I?" "What am I?" and/or "Where am I?" sets are used with the word banks. A portion of the "Who am I?" answer master is shown below to demonstrate the technique. Each section includes a number of statements to which names, places, or events should be assigned from the words listed. Multiple choice questions often include at least one humorous option.

Word bank section Each list of names, places, or events is to be distributed among the applicable statements. Most have two or more outwardly reasonable fits, but only one that is correct. For example, Jefferson and Washington, a Cherokee Indian and a Seminole Indian, etc. As students draw from the word banks they check off each name used. Application Tests may be given "closed-book" or "open-book." The former, of course, is better suited to grading, the second to learning. (Issue numbers containing the answers are listed at the end of each answer blank.) Grading These tests are easily graded using the answer guides in the teacher manuals. They may be self-graded or graded by students trading papers. Troublesome choices should be discussed.

Multiple choice This section on page four of each test issue consists of about 18-20 sets of four choices each. (A portion of the answer guide is shown below.) Structure Each statement is followed by lettered choices only one of which provides a superior answer. Many statements include one or more humorous choices intended to lighten the atmosphere!

Grading The correct selections are indicated on the answer guide by the bold capital letter. Once again, issue numbers containing the answers are listed adjacent to the statements.

IMPORTANT LINKS

Programs & Prices	Applications	Other
My California	Public Schools	Testing & Assessment
My Texas	Private Schools	Teacher Support
My Illinois	Homeschooling	Frequently asked questions (FAQs)
My Indiana	Gifted, Spec. Ed., etc.	Basic strategy
Our Land of Liberty (U.S.A.)	Adult - ESL, etc.	Home

For further information or e-commerce: E-mail me here,

Telephone 1-800-777-5292, or fax 1-909-627-9475
Our Land Publications - 4861 Chino Avenue - Chino, CA 91710-5132 Home