1. OPTIC Tuesday March 8 th, 2005

2. OPTIC is a strategy developed by College Board  for AP Vertical Team Work — — Designed to be used across the content areas and across grade levels

3. – Overview – Parts – Title/Topic – Interrelationships – Conclusion What is OPTIC? OPTIC is an organizational strategy particularly suited for analyzing visuals and graphics. It can also be used to analyze readings and multiple choice questions.

4. General Benefits to Using OPTIC 1. OPTIC is the reverse of concept mapping and allows students to organize information. 2. Guides students in understanding and analyzing graphs, pictures, figures, data tables, multiple choice questions, paragraphs. 3. Can be integrated with Bloom’s Taxonomy to generate questions on each level of cognitive ability.

5. Why do OPTIC for Science?  for next year (based on currently released middle school Periodic Assessments.  1/2 of science questions involve graphs/figures on Periodic Assessments are expected for next year (based on currently released middle school Periodic Assessments.  1/3 of science questions involve graphs/figures on CST for science.

6. Why do OPTIC for math?  UCLA math coaches doing periodic math assessments have made note of the fact a large number of math questions involve graphs/figures on standardized testing (such as Periodic Assessments, CASHEE, and CST for math)

7. OPTIC for graphs Overview: What is your first impression of the graph? Parts: How many parts of the graph are there and what do they represent? Title: What is the title of the graph and what does it tell you about the graph? Interrelationships: What is going on in the graph? Conclusion: What is the graph trying to show us?

8. OPTICOPTICOPTICOPTIC

9. Carbon Isotopes Overview: What is your overall impression of the picture? Parts: What does the picture represent? Title: What is the title/caption of the picture and what does it tell you about the picture? Interrelationships: What is going on in the picture(s)? Conclusion: What is the picture trying to show us?

10. O P T I C Caption: Migrant mother during the Dust Bowl in Oklahoma, circa 1930

11. OPTIC for a Written Passage Useful For Students to Complete Before they Complete Questions Based on the Passage. Overview: Where is it from & what do you think it is about? Parts: Who wrote the article & why are they writing it? Title: What is the title of the passage and what does the title tell? Interrelationships: What are the main issues/topics addressed in the reading? Conclusion: What is the point of the passage?

12. OPTIC for a multiple choice question Overview: Is there a chart, graph, written passage or picture that you need to use? Parts: What are the parts of the chart, graph, picture, or writing prompt? Topic: What is the question asking you about? Interrelationships: What will help you answer the question? Complete the Question

13. OPTICOPTICOPTICOPTIC

14. 1. 1. Remember ____________________ 2. 2. Understand ____________________ 3. 3. Apply _________________________ 4. 4. Analyze _______________________ 5. 5. Evaluate ______________________ 6. 6. Create ________________________ Acid titration graph Different Ways To Incorporate OPTIC: Using OPTIC with Bloom’s Taxonomy

15. Multiple Choice Questions 1. 1. 2. 2. 3. 3. Acid titration graph Using OPTIC in Conjunction With Creating Multiple Choice Questions OPTICOPTIC

16. Using OPTIC Within a Larger Project During Labs –Students using OPTIC on graphs/data tables/figures that they have created during an experiment will help students better understand how to use a graph when analyzing their hypothesis. During Group/Individual Projects –Students are able to better organize information from many sources when completing a project or culminating task.