1 / 20

Agenda and Overview

THE college ready promise Teacher Training COLLEGE -READINESS: a professional discourse among educators I n dicators 1.1A, 1.2B , 3.2B, 3.4C. Agenda and Overview. Agenda. Objective. To build baseline familiarity with the four components of college-readiness as defined by Conley.

gerd
Download Presentation

Agenda and Overview

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. THE college ready promise Teacher TrainingCOLLEGE-READINESS: a professional discourse among educatorsIndicators 1.1A, 1.2B, 3.2B, 3.4C

  2. Agenda and Overview Agenda Objective To build baseline familiarity with the four components of college-readiness as defined by Conley Review the Key Cognitive Strategies, Academic Behaviors, Academic Knowledge and Skills, and Contextual Skills and Awareness Create strategies to implement the college-ready components To deepen understanding of how to develop the components within students Review a Performance-Based Task To deepen understanding of how to create tasks that incorporate the components

  3. College-Readiness: A Professional Discourse among Educators based on Redefining College Readiness by David T. Conley

  4. College-Readiness Definition the level of preparation a student needs in order to enroll in and succeed in – without remediation – a general education college that offers a baccalaureate degree Succeed completing courses at a level of understanding and proficiency that makes it possible for the student to take the next course in the sequence.

  5. College-Readiness The college-ready student will… Understand what is expected in a college course Cope with the content knowledge that is presented Exit the course with the key lessons and dispositions the course was designed to convey

  6. College-Readiness not simply survive college, but will get the most out of the experience and will contribute to the intellectual property of the institution The college-ready student will…

  7. Components of College-Readiness Academic Behaviors Key Cognitive Strategies Academic Knowledge and Skills Contextual Sills and Awareness

  8. Key Cognitive Strategies Page 12-14 Intellectual Openness Inquisitiveness Analysis Self-Monitoring Reasoning, Argumentation, and Proof Interpretation Problem Solving Precision and Accuracy

  9. Key Cognitive Strategies With a partner, discuss how you currently do or could incorporate the key cognitive strategies into your units of study. 2. Share out with larger group. (continued on next slide)

  10. Key Cognitive Strategies 3. As each pair shares out, individually, write down one idea that you’ve never used but think you will try this year.

  11. Academic Knowledge and Skills Overarching Academic Skills page 14 • Writing • the means by which students are evaluated to some degree in every college course • expository, descriptive, and persuasive • complete the entire writing process prior to submission • style manual • free of conventional errors • Research • Appropriate strategies and methodologies • Appropriate source material • Synthesize • Access information

  12. Academic Knowledge and Skills Core Academic Subjects Knowledge and Skills pages 15-16 English Science Math The Arts Social Studies World Languages

  13. Academic Knowledge and Skills Overarching Academic Skills Writing and research should be a component of all high school courses.

  14. Academic Knowledge and Skills Overarching Academic Skills With another partner, discuss how you currently do or could incorporate writing and research into your lessons. 2. Each pair teams up with another pair to discuss how writing and research could be coordinated among the departments? (continued on next slide)

  15. Academic Knowledge and Skills Overarching Academic Skills Individually, write down one idea about incorporating writing and/or research that you will commit to this year.

  16. Academic Behaviors Study Skills Time Management Preparing for Exams Using Information Resources Note-taking Communicating with Instructors Participate in Study Groups Self-Monitoring Awareness of Own Level of Mastery Awareness of Misunderstandings Persistence Select and Employ Best Learning Strategies Regulate, Evaluate, and Direct Own Thinking pages 16-17

  17. Contextual Skills and Awareness College Knowledge page 17 Understand the Admission Process Understand the Financial Aid Process Understand the Norms of Academic Culture Interact with Professors Collaborate and Work in Teams

  18. Contextual Skills and Awareness College Knowledge Whole Group Discussion Who do you think is the staff member/s most responsible for developing contextual skills and awareness among the students? 2. What other staff members could contribute? 3. What is one step we can all agree on to get started?

  19. College-Readiness Measuring the Components pages 20-22 Divide staff into 5 groups. Each group reads about how one of the college-ready components could be measured and one group reads page 22 about integrating the four sources. Prepare to share out with the larger group. As each group presents, individuals write down at least one measurement they would like to see used and one other one they can think of that wasn’t mentioned.

  20. Putting it All Together Performance-Based Task see handout

More Related