transition- preparing students for higher education michelle morgan zoe williams teaching and...
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Transition- preparing students for higher education
Michelle Morgan Zoe Williams
Teaching and Learning Coordinator Transition Coordinator Kingston University Chichester High School
and Sixth Form College
Aims and objectives Identify the student learning experience
at A level
Identify the student learning experience at University level
Explore any shifts in pedagogic practice in past years
Explore the idea of deficits in the student learning experience
Activity
What are your concerns about the learning
skills of students today whether you are a FE
teacher or HE lecturer?
A level preparation for University
Past 10 years significant shift in teaching methods and academic rigour
Constant tampering with syllabus Shift from a 2 to 1 year programme Change in assessment Students expected to study wider range of subjects Change in teaching methodology
Expected to obtain extra curricula evidence of their competency
Constant tampering Results driven
Use of buzz words
Adhoc process driven by exam board analysis of student weakness
Change in assessment
Shift from a 2 to 1 year programme
Comprehensive programme leading to final assessment replaced with 2 year 1 stand alone programmes
One modular assessment (cw) and reduced exams
Heavier scaffolding of learning
Lack discussion and engagement in certain subjects
Inclusive not exclusive provision
Students expected to study wider range
of subjects
3 subjects over 2 years to 5 subjects (AS) in first year
3 to 4 taken on to year 2 resulting in a complete A level (A2)
Change from deep and narrow to broad and shallow
Change in teaching methodology
Less time to address core independent learning skills implicitly not explicitly taught at GCSE
Heavier use of scaffolding primary upwards
‘Chunking ‘ information and time up
Implications Academic skill base is impoverished
Low academic emotional intelligence Opportunities to revisit failed modules Extreme scaffolding
Less well prepared students going into HE No preparation for higher level study
No sense of ownership and responsibility for their own education
University introduction
Changes in HE Massification of HE Increased diversity of student body Government drive for 50% participation Greater gap between A levels and First year of
UG degree Admissions process based on a different
currency Culture shift immense
The student of todayThe world as the school leaver knows it, is (and always has been) comprised of colour and cable television, remote control operation for electrical appliances, compact discs, answering machines and microwaves. Accessibility and communication is far ranging and immediate, through telephones (landlines and mobiles) and the internet. Long distance travel is commonplace, air travel is routine and space travel considered passé. Personal mobility abounds with all family members old enough to have a driving licence each having access to a car. It is a world in which plastic proliferates, and Michael Jackson has always been white with straight hair”. Tanya Kantanis 2002
Impact on HE
Retention issues
Different skill base of students entering HE today
Debate of HE dumbing down
Different skill base of students leaving HE
Activity
How can students be assured of a seamless transition from FE to HE?
What are the practical steps that need to happen?
Transition from FE to HE
Government
Revisit each key stage of a students educational learning life
Revisit key stage structure and progression especially between FE and HE
HEIs Admissions process
Preparation for study through advice and guidance Pre-induction and orientation courses (eg summer school
for new UGs)
Identify gaps in skill base of students
Learning skills induction and provision Embedded within courses Extra curricula options Common semester 1 for all subjects to learn core study
skills Provision of induction in each year of study
Inclusion of employability skills at start of degree
Any questions?
