Workforce Literacy Institute II: Transition to Post-Secondary Education

1. Workforce Literacy Institute II: Transition to Post-Secondary Education Session 2: May 20, 2006 Presenter: Barbara Baird

2. Initial Inquiry • What do you wish you had known when you first entered college? • What advice would you give a new student transitioning into college? • Write down the 10 most important words or phrases you think we will use today

3. 3 Types of Memory • Sensory • Short-term or Working • Long-term

4. A. Use organizational tools B. Prepare students to take in information C. Teach “Metacognition“ D. Focus on “academic” language and skills E. Familiarize students with the “culture of academia” Strategy 1: Create learning opportunities that help students FOCUS

5. Strategy 1: Create learning opportunities that help students FOCUS Learners must “intend to remember” • Organizational tools • Time management • Place and location to study • 6 pack for studying

6. Strategy 1: Create learning opportunities that help students FOCUS • Time management • Weekly schedules • Where is your time going? • Are you doing what’s important to you? • Is it balanced for family, work, sleep, leisure, study? • What do you want to add to your schedule? • What do you want to reduce or modify? • How much time is designated for studying?

7. Strategy 1: Create learning opportunities that help students FOCUS • Time management • to-do lists • week at a peek • semester at a glance • planners

8. Strategy 1: Create learning opportunities that help students FOCUS • Time management • Place and location to study • Describe your study location. • Is it conducive to learning? • Is it free of distractions? • Is it well lit? • Is it too comfortable?

9. Strategy 1: Create learning opportunities that help students FOCUS • Time management • 6-pack for studying • a readiness to learn with a clear mind • reading material • pencil • highlighter • tablet or loose-leaf paper • dictionary

10. Strategy 1: Create learning opportunities that help students FOCUS • Prepare students to take in information • provide clear objectives for a lesson or skill and demonstrate how it is used • ask open ended questions to introduce a topic to help students realize they already know a lot • use background information and prior knowledge to connect to new information • KWLH: How can teachers “engage” learners?

11. Strategy 1: Create learning opportunities that help students FOCUS Teach “Metacognition“ • to be aware of and monitor your learning processes • self-assessment the ability to assess your own thinking and understanding • self-management the ability to manage your own further cognitive development

12. Strategy 1: Create learning opportunities that help students FOCUS • Focus on “academic” language and skills • sentence structure • paragraph structure • essay structure • vocabulary • grammar • punctuation • summarization skills http://www.epcc.edu/Student/Tutorial/Writingcenter/wlinks.html

13. Strategy 1: Create learning opportunities that help students FOCUS • Focus on “academic” language and skills • Bloom’s taxonomy

14. Links for Bloom’s Taxonomy • http://www.coun.uvic.ca/learn/program/hndouts/bloom.html • http://www.nwlink.com/~donclark/hrd/bloom.html • http://www.officeport.com/edu/blooms.htm

15. Strategy 1: Create learning opportunities that help students FOCUS • Familiarize students with the “culture of academia” • printed and on-line resource material such as catalogs, class schedules, brochures • concepts of terms such as semesters, degree plans, credit hours • procedures for admission, testing, advising, registration http://www.epcc.edu/

16. Strategy 1: Create learning opportunities that help students FOCUS • List and briefly explain the 3 stages of memory? • List and briefly explain the 5 strategies identified to help students focus. • What are the components of the 6-pack for studying?

17. Strategy 2: Create learning opportunities that are ENGAGING to students A. Incorporate “Whole Brain” activities and assignments B. Help students identify and use their preferred learning styles C. Make your classroom very interactive with games and fun activities

18. Strategy 2: Create learning opportunities that are ENGAGING to students • Incorporate “Whole Brain” activities and assignments • Left brain tends to process information in parts • Right brain tends to scan randomly all the parts at once. It is 400-1600 times faster than the left

19. Left Brain Scientific Logical Rational Organized Traditional Nonverbal Mathematical Facts, dates, figures Right Brain Creative Intuitive Humorous Imaginative Emotional Verbal Motor skills Music, color, rhythm Strategy 2: Create learning opportunities that are ENGAGING to students

20. Strategy 2: Create learning opportunities that are ENGAGING to students • Help students identify and use their preferred learning styles • Thinking About Learning

21. Strategy 2: Create learning opportunities that are ENGAGING to students 1. Think about something that you have learned within the last two weeks then complete the following sentence: I learned......... 2. List the steps you went through to learn it. 3. Are there other ways you could have learned the same thing? Please complete the following sentence: I could have.......... 4. Please think about your learning style and preferences and complete the following sentence: In learning new skills I find it helpful to................

22. Strategy 2: Create learning opportunities that are ENGAGING to students • Make your classroom very interactive with games and fun activities • Fun and (Right-brain) Games • Goal tending • Line dialogues • Talking in circles • Odd man out

23. Links for Right/Left Brain • http://www.angelfire.com/wi/2brains/links.htm • http://staff.washington.edu/chudler/experi.html • http://www.brainconnection.com/teasers/

24. Strategy 2: Create learning opportunities that are ENGAGING to students • Goal tending • Divide into teams • Each member is to wad up a piece of paper and throw it into the wastebasket from 8 feet away • Predict how many pieces of paper will successfully make it into the wastebasket from your team • Discuss the process used to determine and accomplish the team’s goals

25. Strategy 2: Create learning opportunities that are ENGAGING to students • Talking in circles • Participants form 2 concentric circles with an equal number of members on the inside and outside • Everyone discusses a topic with the person facing him/her • After a few minutes, a signal is given and one of the circles “moves left” so each person is facing a new partner • Participants discuss a new topic

26. Strategy 2: Create learning opportunities that are ENGAGING to students • What I learned • Why it’s important to me • How I can use the information in the future

27. Strategy 3: Create learning opportunities that help students PRACTICE To help students learn and practice efficient: A. Notetaking strategies B. Study strategies C. Reading strategies D. Writing strategies E. Test-taking strategies

28. Links for Academic Strategies • http://www.studygs.net/ • http://www.epcc.edu/Student/Tutorial/tutorialservices.html • http://owl.english.purdue.edu/handouts/index.html • http://owl.english.purdue.edu/internet/owls/writing-labs.html

29. Strategy 3: Create learning opportunities that help students PRACTICE • Notetaking strategies • Outline – series of major headings • Cornell – split page or T system • Mapping – a picture of the information • L-STAR – a notetaking system

30. Strategy 3: Create learning opportunities that help students PRACTICE • L-STAR • Listen • Set it down • Translate • Analyze • Remember

31. Strategy 3: Create learning opportunities that help students PRACTICE • Study strategies • SQ3R: Survey, Question, Read, Recite, Review • Mnemonics Jingles, Sentences, Words, Story Lines • Cooperative learning Questioning, Comparing, Drilling, Brainstorming, Sharing, Mapping

32. Strategy 3: Create learning opportunities that help students PRACTICE • Mnemonics SLANT – effective listening technique • Sit up • Lean forward • Ask questions • Nod • Track the talker

33. Strategy 3: Create learning opportunities that help students PRACTICE • Reading strategies • Metacognitive reading techniques: “what good readers do” • Thinking about reading: Pre, During, and After questions http://newspapertree.com/index.sstg • Graphic organizers • A reading plan

34. Links for Graphic Organizers • http://www.region15.org/curriculum/graphicorg.html • http://www.eduplace.com/graphicorganizer/

35. Strategy 3: Create learning opportunities that help students PRACTICE A Reading Plan • Make reading a habit - find a consistent time and place to read every day • Read about things that interest you • Read a variety of things like newspapers, books, magazines • Talk about what you read with friends, family, classmates

36. Strategy 3: Create learning opportunities that help students PRACTICE • Writing strategies • The writing process • Point and support • Graphic organizers

37. Strategy 3: Create learning opportunities that help students PRACTICE • Test-taking strategies • Test-wiseness • Quick, lag, and no responses • Test Preparation

38. Links for Test Taking Strategies • http://www.studyisland.com/stateProf/testtips.html • http://www.myschoolonline.com/article/0,1120,36-14171,00.html • http://goodrich.lps.org/stories/storyReader$57

39. Links for Test Taking Strategies • http://www2.mde.k12.ms.us/3420/other/test_tips.htm • http://intranet.cps.k12.il.us/Assessments/Preparation/HS_Standardized_Test_Prep/hs_standardized_test_prep.html

40. Resource What Does It Take For Adults To Learn? Creating Learning Opportunities That Support Literacy Development And Second Language Acquisition By Heide Spruck Wrigley and Jim Powrie (Originally developed for CyberStep)