of the goal for writing in this course: One
of the most powerful ways to learn something is to try to teach
it. If you follow the standards in the Evidence Checklist/Rubric and you try
to understand what happened so you can teach it as simply but as accurately
as you can, you will have something worth writing. If you then write in a
common sense way as though you were teaching your cousin history that he or
she needed to understand, you will succeed in these assignments.
What do you do for each term?
with care and for accuracy.
through 3 to 5 things that your smart cousin would need to know to understand.
the things down but limit yourself to a word or two for each one.
Example: Limit yourself to the number of words that would on a little
kid’s palm if the kid had to give a speech using those words as reminders.
The kid (my daughter) knew the content, but was scared that she would
forget one of the four things or get them out of order.
you work, add the page numbers where you can find the content for the 3 to
Write nothing else down. No
may subtract or add to the 3 to 5 things, but let your maximum be 5
worthwhile things you cousin must know and limit the words for those
things to what would fit on a little kid’s palm.
aloud. Pretend to teach your cousin.
you cannot speak without stammering around, that means you do not understand.
What do you do? Go read that
this until it you can explain it aloud in a common sense way—it often
takes five practices. By using the list and practicing aloud, you will
catch your own errors.
Caution: Do not write your speech. Students who write the speech ahead
believe their own errors.
your lists in safe place.
before the exam, practice again. If necessary, reread the things you
Copyright C. J. Bibus, Ed.D.