1 / 48

Welcome! Preparation for Higher Education

Welcome! Preparation for Higher Education. Day Three Programme (see pack) Essay topic and assessment portfolio Presentations Tools for advising apprentices about progression to HE Study skills: Report writing Proof-reading Recap and exercises Review knowledge and skills audit

isaura
Download Presentation

Welcome! Preparation for Higher Education

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. Welcome! Preparation for Higher Education

  2. Day Three Programme (see pack) • Essay topic and assessment portfolio • Presentations • Tools for advising apprentices about • progression to HE • Study skills: • Report writing • Proof-reading • Recap and exercises • Review knowledge and skills audit • Prepare Next Steps Discussion • 2.30pm Next Steps • With Beneast Training, Blackpool and The • Fylde College, Lancashire Lifelong Learning • Network and AimHigher Lancashire

  3. Home Study review Wiki resources Mind maps Learning log Essay topics Second set of presentations

  4. Essay Format: • Topics confirmed on Wiki • 1,000 words • Choice of two topics • Double line spacing • Single side of paper • Include page numbers • Typed • Submit in hard copy - part of assessment portfolio • Deadline Friday 25 March 5pm • Hand in at Beneast (Jane Pigott – assignment box) or the College (Debra Swift)

  5. Criteria for • presentations • Be well prepared • 2. Speak clearly • 3. Use a combination of a visual aid (such as flip chart or PowerPoint) and you talking • 4. Clear, organised framework • 5. Relevant content - focus on one or two angles • 6. Provide evidence of external references • 7. On time - not too short or too long • 8. Try not to be put off by interruptions or questions

  6. Presentations • WEBSITE REPORT • Look at the website of a Lancashire HE provider and consider the extent to which it meets the needs of an apprentice who is thinking about progressing to higher education. • MIND MAP • Develop a complex mind map to illustrate one of the topics covered by this course. • OR • Learning styles and relevancy to your work • How to introduce the course topics into your work • with apprentices

  7. Progression to Higher Education – Tools for information, advice & guidance (see handout)

  8. Universities and • Colleges • Courses, student life, • entry requirements • Website • Prospectus – download, order on-line, pick up at current provider • Look at the student union website – social life, sports and other aspects of student life. • Contact Admissions Team with queries • All websites for Lancashire Higher Education • providers listed on LLLN website

  9. On-line information about HE Direct Gov - all aspects, from courses and subjects, to finance and entry routes. UCAS - provides essential information about choosing a course, entry requirements and applying for full-time courses. LLLN VisaRoute tool - progression routes for vocational courses in Lancashire. Lancashire County Council’s student services team - individual advice and guidance on HE Progression. Website links to national services e.g. student finance calculator

  10. NEW BOOKLET! • Produced by LLLN & Lancs. WBL Forum • Types of HE courses, progression routes for apprentices, places to study in Lancashire, case studies (apprentices progressing to Higher Education), finance, how to apply. • Get a copy from the WBL Forum or download from their website

  11. Personal contact • Student services and careers advisors • Tutors and Mentors – advice that is specific to you • Current Higher Education students

  12. Find out for yourself! • Open Days and Visits - tour, meet staff and students, find out about courses, applying, finance, and student life. • Free taster events and short residentials - • meet students and tutors, experience lectures, workshops, student social life and leisure facilities. Sometimes stay in halls of residence. Talks on applying to university, student finance and working while you study. • Higher Education convention – meet lots of HE providers all in one place and find out about their courses (16–17 yr old, schools)

  13. ? • IAG Exercise • Write down an example of the kind of HE • progression question you get asked by • apprentices. • Be specific e.g. what course is the person • is doing currently? Do they have any • personal circumstances an advisor would • need to take into account? • (BREAK 10.50 – 11AM)

  14. IAG EXERCISE • How easy was it to provide advice? • Are you confident your advice would answer the question? • Did you think of anything not on list discussed earlier? • Would you find out the info for • the person or leave them to it? • Any questions / conclusions / observations before we move on? ?

  15. Study skills for higher education Last time: Reading – introduce handouts with short texts, specific tasks in their reading, making notes, gradually increase amount and level of difficulty. Note taking - help understanding, help with assignments. Linear style (note taking, revision) and patterned notes such as mind maps (brain storming). Software converts mind map to linear notes.

  16. Study skills for higher education … • Referencing and bibliographies - Harvard system • Preparing assignments • Writing an essay - format, style, structure • CRITICAL THINKING SKILLS • Questioning and analysis • throughout all HE work • Writing a report • Editing and proof reading • Practice exercises

  17. Report writing • Similar to essay writing • - some key differences • Report writing skills • Identified as a learning gap for those studying apprenticeships and NVQs. • Not a part of the Edexcel curriculum • Apprentices need to practise and develop report writing skills

  18. Report writing • Not an essay! • Different structure & writing style • Shorter sections • Sub-headings • More emphasis on facts and methods • Includes recommendations • May include summary, contents page and appendices • KISS – keep it short • and simple!

  19. Assignments checklist • Same for reports as for essay • or presentation • Before you start check • Title – have you written it down correctly, do you understand what it means • Length – how many words • Format – single side, two sided? Single line spacing, double line spacing? Must be typed? Page numbering? • Deadline – which day and time, check! • How to hand in – electronic submission, hard copy? Cover sheet?

  20. And stages same as for essay: • Work out a schedule • Clarify the task • Collect and record information – research, reading, notes • Organise and plan – key points • Write an outline plan • First draft • Editing, writing, revisions • Final Draft • Submission

  21. Report has different structure • to essay … • Introduction including aims and • objectives (what) • Methodology (how you researched the • topic) • Findings/results (factual report) • Discussion (your interpretation) • Conclusions and recommendations • (logical, what next) • Appendices (only if relevant) • Bibliography

  22. Appendices • Information such as detailed methodology or findings - summarise in main report, expand in appendix – but only if relevant and useful • Not part of word count –beware over-use! • Mark “Appendix A”, “Appendix B” etc • Put after conclusion, before bibliography • Contents page • If report more than 2 pages • List of headings, sub headings, tables, diagrams, appendices • Include page numbers • Summary • Does what it says on tin – focus on key findings, conclusions and recommendations not methodology

  23. Report writing style • Concise but full • sentences • Precise detail • No ‘flowery’ or emotive language • Include charts, graphs, tables, bullet points • Formal tone – avoid first person e.g. • “The following questions were identified • as being relevant for an apprentice …” • Rather than, “These are the questions I • thought an apprentice might ask …”

  24. Report writing assignment TOPIC Look at the website of a Lancashire HE provider and consider the extent to which it meets the needs of an apprentice who is thinking about progressing to higher education. POINTERS: Is all the information the apprentice would need available? Is it easy to find? Is it written in a way that would encourage an apprentice? Compare your chosen provider’s website with that of one or two other Lancashire HE providers.

  25. Report writing assignment • Very short! 400 - 600 words (around 2 pages) • What are the key questions an apprentice would ask? What information would they want to find? Make a list then try to answer the questions using website. • Could you answer the questions? Is the website easy to use? What types of student is it aimed at? • You are not asked to make recommendations, but you can if you wish to - what is missing, how could the website be improved? • Follow the suggested headings for your report structure – some sections may be short.

  26. Report writing assignment • FORMAT • 1.5 line spacing • Single side of paper • Page numbers • Typed • Submit in hard copy - part of assessment portfolio • 5pm Friday 25 March • ANY QUESTIONS?

  27. Editing and proof reading • Always check your work – WHY? • Silly mistakes make you look bad! • distract from the content • can confuse the meaning • annoy the reader

  28. Never trust Word’s spelling and grammar checks … William Tell shot an arrow through an apple while standing on his son’s head. Under the declaration of Independence, Americans enjoy the right to bare arms. Handel was half German, half Italian and half English. Solomon had 300 wives and 700 porcupines.

  29. When proof-reading, check: • Meaning – is it clear? • Organisation and structure – clear and logical? • Evidence – well-explained and relevant • References – correctly used • Style – longer and flowing for essays, short and concise for reports, bullet points for presentations • Correct punctuation, spelling and grammar - very, very important • Presentation – does it look professional, neat, effort put in

  30. Tips Make time in your essay plan to read it through the next day when head clear Get a friend to check it / swaps work for checking Don’t rely on spelling and grammar checks in word. Create a list of any personal “BêtesNoirs” (e.g. when to use apostrophes) Get help if not confident Use services available – student mentors, even proof reading services

  31. More on study skills • Lots to read on Wiki site: • Reading / Note-taking / Referencing / • Preparing assignments / Essays / Reports • Group work and teams in HE • Think about buying a study skills book – • or get from library: • Cottrell, S (2008) The Study Skills Handbook, 3rd edn., Palgrave Macmillan, Basingstoke • Northedge, A (1990) The Good Study Guide, Open University, Milton Keynes • Check out:www.skills4study.com

  32. Study skills exercises • Choose: • Referencing exercise • Essay writing – choose one of the essay titles, think about what topics the essay might cover, rough out an outline of what would go in each sections. Think about what research you might do. • Report writing – think about how you would research the topic, and work out what would go in each of the report sections. • For Essay and Report tasks be ready to feed • back afterwards.

  33. Assessment portfolio recap: • Hand to Sarah Pigott (Beneast – assignment • box) or Debra Swift (BFC) • 5pm Friday 25 March • HARD COPY in a file or ring binder with • University of Hull cover sheet • Summary of Learning Log: 400 – 600 • words • Copy of presentation slides and notes • Formal report: 400 – 600 words • Essay: 1000 words

  34. Assessment portfolio recap: • Further details on Wiki site – including format • Keep a copy of all work (hard or electronic) • Number pages & write your name on loose pages • Tutor marks work, then moderated by Hull, then returned to you with final mark. • Later – transcript of credit. • Support from HELMS available to read • through assignment and give feedback. • Any questions? • Contact Lucy by email with questions or • for advice: lucy@lloydconsultancy.co.uk

  35. Lunch! Start again at 12.45pm

  36. Presentations part deux • WEBSITE REPORT • Look at the website of a Lancashire HE • provider and consider the extent to which • it meets the needs of an apprentice who is • thinking about progressing to higher education. • MIND MAP • Develop a complex mind map to illustrate one • of the topics covered by this course. • OR • Learning styles and relevancy to your work • How to introduce the course topics into • your work with apprentices

  37. Before Next Steps Discussion • Four things to present to external colleagues • P4HE Course • 1. What have you found most useful? • 2. How could it be improved? • Next Steps • 3. How do you want to support apprentices to • progress to HE? • 4. What support/resources do you need to • achieve this? • Flip chart on each question • Someone to talk about each of them

  38. Topics covered since December Barriers to apprentices progressing to HE: Lack of awareness & confidence, perception that HE is “not for me”, practical barriers – time, venue, employers not supportive Differences between studying in HE, FE and workplace HE more academic / less practical, more independent working, research and wider reading, more theory, pace faster

  39. Sources of information for advising apprentices about progressing to HE: • Uni/College websites and prospectuses • UCAS • LLLN and VisaRoute • DirectGov • Passport booklet • Visits and open days • Tutors • Student services and • career advisors • HE students

  40. Skills apprentices need to develop • for HE study: • Learning independently • Self-awareness e.g. own learning style • Reflecting on learning and setting own goals • Critical thinking • Motivation and time management • Study skills – reading, note-taking, referencing, different types of assignments (presentations, essays and reports)

  41. Two fact-finding trips: • HE facilities at BFC and UCLan, incl. library and IT • HE Learning Mentors at BFC • Admissions staff at UCLan

  42. What have been the most useful parts of the course? If we were to run it again for other trainers, assessors and IAG workers, how could it be improved?

  43. Knowledge and skills audit Take a couple of minutes to think about what progress you have made. Highlight/underline anything you want to develop further or haven’t made progress on yet.

  44. Knowledge and skills audit In which areas has this course helped you to develop Where are there still gaps and what will you do about them?

  45. Issues raised during the course: • How to raise awareness that HE progression is possible via apprenticeship route – planting seed early, from initial IAG with students/parents • How to raise awareness with employers e.g. employer forums • How to integrate approachesto apprenticeship progression across teaching and student support services in your organisation • How to raise awareness of HE e.g. via visits, one-on-one review and mentoring • How to embed development of study skills into work with apprentices at early stage e.g. reading tasks – increasing difficulty and length, short presentations in class, modelling critical thinking and questioning approach

  46. Raised questions about: • Run this course for apprentices focussing on independent thinking and study skills? Or include IAG as well? • Should it be an “add on” or delivered within existing courses/frameworks? • Should it be for all apprentices or only the most able? How would you select?

  47. What should the next steps be for you and your organisation? • Split into Beneast and BFC • Put recommendations on flip chart • How do you want to build on this • course? What do you want to happen • next? • What support/resources you need to • achieve this?

  48. And finally … Feedback forms please! Thank you and well done! Break until 2.30pm

More Related