OPTICOPTICTuesday March 8th, 2005

• 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

– OOverviewverview– PPartsarts– TTitle/itle/TTopicopic– IInterrelationshipsnterrelationships– CConclusiononclusion

What is OPTIC?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.

General Benefits to Using OPTICGeneral Benefits to Using OPTIC1.1. OPTIC is the reverse of concept OPTIC is the reverse of concept

mapping and allows students to mapping and allows students to organize information.organize information.

2.2. Guides students in understanding and Guides students in understanding and analyzing graphs, pictures, figures, analyzing graphs, pictures, figures, data tables, multiple choice questions, data tables, multiple choice questions, paragraphs.paragraphs.

3.3. Can be integrated with Bloom’s Can be integrated with Bloom’s Taxonomy to generate questions on Taxonomy to generate questions on each level of cognitive ability.each level of cognitive ability.

Why do OPTIC for Why do OPTIC for Science?Science?

1/2 of science questions involve graphs/figures on Periodic Assessments are expected for for next year (based on currently next year (based on currently released middle school Periodic released middle school Periodic Assessments. Assessments.

1/3 of science questions involve 1/3 of science questions involve graphs/figures on CST for graphs/figures on CST for science. science.

Why do OPTIC for math?Why do OPTIC for math? UCLA math coaches doing periodic UCLA math coaches doing periodic

math assessments have made note math assessments have made note of the fact a large number of math of the fact a large number of math questions involve graphs/figures on questions involve graphs/figures on standardized testing (such as standardized testing (such as Periodic Assessments, CASHEE, Periodic Assessments, CASHEE, and CST for math)and CST for math)

OPTIC for graphsOPTIC for graphsOverview: 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?

OOPPTTIICC

Carbon IsotopesOverview: 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?

OPT IC

Caption: Migrant mother during the Dust Bowl in Oklahoma, circa 1930

OPTIC for a Written PassageOPTIC for a Written PassageUseful For Students to Complete Before they Useful For Students to Complete Before they Complete Questions Based on the Passage.Complete Questions Based on the Passage.

OOverviewverview:: Where is it from & what do you Where is it from & what do you thinkthink it is about? it is about?PPartsarts: : Who wrote the article & why are they Who wrote the article & why are they writing it?writing it?TTitleitle: : What is the What is the titletitle of the passage and of the passage and what does the title tell?what does the title tell?IInterrelationshipsnterrelationships: : What are the main What are the main issues/topics addressed in the reading?issues/topics addressed in the reading?CConclusiononclusion: : What is the point of the What is the point of the passage?passage?

OPTIC for a multiple choice questionOverview: 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

OOPPTTIICC

1. Remember ____________________2. Understand ____________________3. Apply _________________________4. Analyze _______________________

5. Evaluate ______________________6. Create ________________________

Acid titration graph

Different Ways To Incorporate OPTIC:

Using OPTIC with Bloom’s Taxonomy

Multiple Choice Questions1. 2. 3.

Acid titration graph

Using OPTIC in Conjunction With Creating Multiple Choice Questions

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Using OPTIC Within a Larger ProjectUsing OPTIC Within a Larger Project

During LabsDuring Labs– Students using OPTIC on graphs/data Students using OPTIC on graphs/data

tables/figures that they have created during an tables/figures that they have created during an experiment will help students better understand experiment will help students better understand how to use a graph when analyzing their how to use a graph when analyzing their hypothesis.hypothesis.

During Group/Individual ProjectsDuring Group/Individual Projects– Students are able to better organize information Students are able to better organize information

from many sources when completing a project from many sources when completing a project or culminating task.or culminating task.