developing academic readiness from the start presenters: sharon wallar susy oldham
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TRANSITIONS FROM THE BEGINNING
Developing Academic Readiness From the Start
Presenters:Sharon WallarSusy Oldham
Roll Call
Who do we have representing us?
TESOL Academy
What do you think Academic Readiness is?
What’s in a name? dictionary.com
Transitions: movement, passage, or change from one position, state, stage, subject, concept, etc., to another
From the Beginning: an act of entering upon an action or state
Developing: to bring out the capabilities or possibilities of
Academic Readiness: Preparing students to engage and succeed in interactive and experiential learning inside and outside the classroom. http://www.vpstudents.ubc.ca/strategic.cfm?go=goals,academic
Skills: the ability, coming from one's knowledge, practice, aptitude, etc., to do something well
From the Start: to begin or set out, as on a journey or activity.
Strategies and Skills Students Need to be Successful
Strategies for Effective Reading and Listening
Tasks to Build Organizing and Note-taking Skills
Skills that Promote Critical Thinking
Making predictions Confirming predictions Listening/reading for
gist Listening/reading for
specific information Inferring intended
meaning and attitudes Recognizing when
comprehension is blocked and use “fixing strategies”
Use a variety of clues (linguistic, contextual, and background knowledge) to infer the meaning of unknown words
(Johnson and Parrish, 2010; Parrish and Johnson, 2010)
Sorting tasks Using graphic
organizers, such as Venn Diagrams or flow charts
Concept mapping and the use of matrices
Know-What-Learn (KWL) charts
Guided note-taking Cornell notes
Identifying assumptions Organizing Categorizing Interpreting Inquiring Analyzing and
evaluating Decision-making Problem-solving
The Yardman
The yardman comes every two weeks. The yardman’s name is Byron. He drives a gray pick-up truck. The truck is a Ford. It is about 15 years old, but it runs well. It doesn’t burn oil, and it gets decent gas mileage.
In the back of Byron’s truck are a leaf blower, a rake, a lawn mower, a hedge trimmer and a shovel. He uses the leaf blower to blow leaves and dirt from the back of the building out to the front of the building. Then he rakes up the leaves into a bag. He blows the dirt out into the street. He cuts the lawn with his lawn mower. He trims the hedge. He uses the leaf blower to blow the dirt off each Welcome mat that lies in front of each apartment door.
Then Byron puts the bag of leaves, the grass trimmings and the hedge clippings into a wheelbarrow. He pushes the wheelbarrow to the back of the building, where he uses his big shovel to empty the wheelbarrow contents into the big dumpster. It takes Byron about two hours to do this work.
When Byron is done, he goes half a block up the street to the house on the corner. There he does the same work again.
The above passage is based on a passage from http://www.eslfast.com/
Strategies for Effective Reading and Listening
1. Making predictions and confirming predictions
SQ3R: Survey, Question, Read, Recite, Review
Survey: Skim passage for gist – main idea
Question: Person: 1st, 2nd,3rd
Setting: Time and place
Type of writing: Narrative, Expository, Descriptive, or Persuasive
Authors purpose: Informational, evoke emotion, persuade
Read to answer questions: Scan for specific answers to questions
What’s a yardman?
What does _____ mean?
Recite to remember: Answer questions aloud in own words
Review: By looking over notes and questioning self
PQRST: Preview, Question, Read, Self-recitation, Test
2. Intended meaning and attitudes
Infer- readerCultural differences (schema) may impede
understanding “Yardman” Imply-authorAuthor’s implications may not be evident “He blows the dirt….”
3. Use fixing strategies when comprehension is blocked; use a variety of clues (linguistic, contextual, background knowledge) to infer the meaning of unknown words and sentences
Spelling conventions, Semantics, Syntax
Example from passage: a rake (noun), he rakes (verb)
Tasks to Build Organizing and Note-Taking Skills
Sorting Tasks Using graphic organizer, such as Venn
Diagrams or flow charts Concept mapping and the use of matrices Know-What-Learn (KWL) charts Guided note-taking Cornell Notes
Cornell Notes
1. Record: During the lecture, use the note taking column to record the lecture using telegraphic sentences.
2. Questions: As soon after class as possible, formulate questions based on the notes in the right-hand
column. Writing questions helps to clarify meanings, reveal relationships, establish continuity, and strengthen memory. Also, the writing of questions sets up a perfect stage for exam-studying later.
3. Recite: Cover the notetaking column with a sheet of paper. Then, looking at the questions or cue-words in the question and cue column only, say aloud, in your own words, the answers to the questions, facts, or ideas indicated by the cue-words.
4. Reflect: Reflect on the material by asking yourself questions, for example: “What’s the significance of these facts? What principle are they based on? How can I apply them? How do they fit in with what I already know? What’s beyond them?
5. Review: Spend at least ten minutes every week reviewing all your previous notes. If you do, you’ll retain a great deal for current use, as well as, for the exam.
Summary
http://lsc.sas.cornell.edu/Sidebars/Study_Skills_Resources/cornellsystem.pdf
Topic Name: Teacher: Class: Date
Questions/Main Ideas: Notes Summary:
Venn Diagram
Skills that Promote Critical Thinking
www.cal.org/caelanetwork CAELA Network Brief - April 2010
Remember – Make it relate to the student.
Identifying Assumptions:
We use our own personal perspective in making assumptions. In the classroom we can broaden thinking by listening to the assumptions of others.
Who employs a yardman?
Who pays for the services?
Organizing – Methods to use:
Note-takingGraphic organizers
Categorizing – Break up ideas in the passage.Tools – power, manual, etc.
Interpreting – understanding the significance of data and to clarify its meaning
Inquiring – asking questions
Analyzing - breaking information down and recombining it in different ways and evaluating – judging the worth, credibility or strength of accounts
Decision-making – does the information make sense?
Problem-solving - creating an argument through logical steps. What’s the problem in the story? Do we know the specifics?
Something Interesting
Interesting website http://www.thoughtfullearning.com/resources/what-are-learning-skills
Now You Try
Choose a note-taking strategy to create an activity for your students.
Work in groups of 3 to 6. You need a host, a scribe, and a
presenter.
Report Out
Let’s hear from your groups.
Questions
How will you use what you’ve learned today?
Do you have any questions?
Thank you!!
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