Nicola Rolls (Common Unit Program) Roz Rowen (Academic Language
and Learning Success Program) PRESENTERS
Slide 3
Understanding the student context? How the Common Units respond
to this The complementary role of ALLSP What other strategies can
be adopted? Ongoing literacy development The way forward? WHAT WE
WILL COVER:
Slide 4
DEMOGRAPHIC AT CDU COMPARED
Slide 5
In your experience, what are the challenges related to teaching
students from diverse backgrounds? The advantages? THE
IMPLICATIONS? From: www.cps.k12.in.uswww.cps.k12.in.us
Slide 6
Students who are first in family, mature age, part-time, enter
through alternative pathways: May have not attended school beyond
Year 10 May be the first in their family to attend university May
have little experience of the abstract, ideas and critical thinking
associated with the discourses of academia NON TRADITIONAL
STUDENTS
Slide 7
4 corners on Monday? What stood out most for you? STUDENTS FROM
ENGLISH AS SECOND OR OTHER LANGUAGE BACKGROUNDS
Slide 8
Effected by: Demographic differences Entry path to higher
education Prior engagement with literacy Proficiency in languages
other than English LANGUAGE AND LITERACY LEVELS OF FIRST YEAR
UNIVERSITY STUDENTS IN AUSTRALIA
http://www.northernstar.com.au/news/mentors-to-guide-students-aime/1408687/
Slide 9
Who are they: Indigenous Australians First and second
generation migrants to Australia International students STUDENTS
WHO SPEAK ENGLISH AS A SECOND OR OTHER LANGUAGE
http://www.theaustralian.com.au/higher-education/australia-reaches-35-
attainment-oecd/story-e6frgcjx-1226136934637
Slide 10
Thelanguage differences students from ESL/EAL backgrounds will
be challenged by: Sounds of language Grammar Vocab Writing
DIFFERENCES IN LANGUAGES
http://palmstone.com/portfolio/index5.html
Slide 11
A language test can elicit what a student can do in a
particular language, in a particular context at a particular time
but language acquisition is an ongoing process. WHAT A LANGUAGE
LEVEL SCORE TELLS US http://ieltswithmiryana.wordpress.com/
http://www.ets.org/toefl
Slide 12
To study independently, university students must be able to
read complex academic texts with a high level of understanding, and
be able to critically analyse such texts in order to present
coherent analysis, argument or discussion in their own written
work. They must also be able to structure their essays
appropriately, using academic conventions and objective academic
language, to demonstrate their mastery of a topic or inform and
influence their readers (Rose 2006, p42). STUDYING AT
UNIVERSITY
Slide 13
The English Language Entry to CDU for international students is
IELTS 6.0. But Those who come via VET and other pathways may have
as little as IELTS 5.5 or less! Take a few moments to consider :
1.The following descriptors for IELTS capability. 2.The recommended
levels for university study 3.What kind of support would you expect
your students will need? OFFICIAL ENGLISH LANGUAGE ENTRY TO CDU IS
IELTS 6
Slide 14
Common Units Academic language and learning success program
Indigenous Academic Support Pre university prep: TEP & PTS
STRATEGIES TO ADDRESS DIVERSTY AND LANGUAGE SUPPORT NEEDS
Slide 15
COMMON UNITS PHILOSOPHY To be responsive to individual student
backgrounds and needs as they make the transition into study at
university and to help provide a level playing field for all
beginning students.
Slide 16
THEY DEVELOP KEY UNIVERSITY SKILLS AND KNOWLEDGE UPFRONT
Academic skills Cultural knowledge Critical enquiry Creativity and
teamwork Citizenship and social responsibility Confidence to
participate in academic culture From: housing.ucr.edu
Slide 17
MANAGEMENT GROUP Pro Vice Chancellor Learning, Teaching &
Learning Development (Chair) Theme Leader Common Units Head -
School of Academic Language and Learning Representative Office of
the Pro Vice- Chancellor Indigenous Leadership Faculty PVC's
Faculty HOS T&L Unit Coordinators Coordinator Information
Literacy Higher Education student representative
Slide 18
One academic literacy common unit: CUC100 Academic Literacies
(for humanities and social sciences or CUC106 Design &
Innovation: Communicating Technology (for Business, technology,
science) and CUC107 Cultural intelligence and capability (For
everyone) IN FIRST YEAR STUDENTS COMPLETE
Slide 19
1.Critical thinking, reading, researching & writing
2.Notetaking, summarising and paraphrasing 3.Referencing and using
evidence to build a logical argument 4.Writing different academic
genres: Annotated bibliography Report Discursive essay 5.Verbally
presenting information 6.ICT skills for online learning &
professional assignment presentation ACADEMIC LITERACIES
COVERED
Slide 20
Understanding of self as a multidimensional cultural being
Analyse the dynamic interactions of self and others in a variety of
cultural contexts; Analyse and evaluate strategies for creating
culturally safe spaces in diverse social, academic and work
environments; Identify, access, evaluate, organise and communicate
information using contemporary technologies. The requirements of
university culture are explored in relation to the educational
cultures students know CULTURAL LITERACY (CUC107)
Slide 21
CONTEXTUALISING THEIR LITERACY Content references all
disciplines Teaching teams drawn from different schools Management
group and unit advisory groups include representatives from
faculties and schools
Slide 22
Assessment that: Is formative and developmental Allows students
to perfect and develop their skills as they go through the course
Is fair and designed to take into account students diverse
educational and cultural backgrounds KEY PRACTISES THAT REFLECT OUR
PHILOSOPHY
Slide 23
Working from manageable levels to gradually harder with
support. Allowing students to resubmit assignments so they can
learn by addressing problems Understand that for some students
reaching the bare minimum standard by the end of the units will
represent significant progress Learning activities and assignments
that scaffold students learning by:
Slide 24
OUR LEARNING AND TEACHING APPROACH IS BASED ON: Authentic,
Experiential and Collaborative pedagogy so Learning experiences
should consider students learning styles and backgrounds, and
facilitate learning through authentic, meaningful and purposeful
collaboration with peers and teachers.
Slide 25
SELTS Average 6 across units 81% students surveyed find them
helpful Retention and success study found CUs allow vulnerable
students to succeed External review endorsement: Baldwin &
McGuiness (2001), Baldwin (2008), AUQA 2012 REFLECTIVE REVIEW: WE
ARE ON THE RIGHT TRACK ALTC Award 2011 for Programs that Enhance
Learning: the first year experience
Slide 26
ALLSP - THE OTHER MECHANISM FOR ENABLING AND SUPPORT ACADEMIC
LITERACY ALLSP offer academic literacy support in the following
ways: 1. Generic academic skills Workshops 2. Embedded academic
literacy programs 3. Individual consultations (50mins) 4. Drop-in
service (20mins)
Slide 27
GENERIC VS. EMBEDDED ACADEMIC LITERACY SUPPORT Generic
Workshops Semester 1, 2015 Embedded Literacy Workshops Semester 1,
2015 Developed independent of discipline content and student cohort
needs Developed with unit lecturer and with consideration of
discipline relevant specific student needs Delivered
independentlyDelivered in unit lecture time 15 workshops conducted
(on campus and online) 10 Embedded (discipline specific) literacy
workshops conducted (on campus and online) Total 21 students (most
repeat students) Total 440 (unique students) LETS PUT IT IN
PERSPECTIVE
Slide 28
ALLSP - THE OTHER MECHANISM FOR ENABLING AND SUPPORT ACADEMIC
LITERACY Do students really need ongoing enabling and academic
literacy support? The proof is in the academic support pudding
Semester 2, 2014Semester 1, 2015 (ongoing) Individual consultations
191140 (ongoing) Generic Workshops30 workshops (25 students) 15
workshops (21 students) Embedded WorkshopsNot run440 (students
across 5 x units) TOTAL216601
Slide 29
How well are we achieving this at CDU? How might we do this
better? What can you do within your units and courses? LITERACY
LEARNING MUST BE ONGOING
Slide 30
Adopting an apprenticeship model Scaffolding their reading and
writing Having realistic expectations Supporting students more both
online and in the classrooms Supporting students with assignments
Other ideas IDEAS AND PRACTICES WE COULD ALL ADOPT
Slide 31
Learning to read and write academic texts takes time and
practice. So Our teaching for first year students and beyond should
be seen as an apprenticeship model this means scaffolding student
learning. This involves supporting students in the acquisition of
literacy, giving students time to practise complex skills. AN
APPRENTICESHIP MODEL http://investingcaffeine.com/tag/bubble/
Slide 32
Academic texts are highly specialised and dense. So, Teaching
at university involves teaching students how to recognise how
meanings are made in texts. Then, They can make use of this
knowledge in academic tasks. SCAFFOLDING ACADEMIC LANGUAGE AND
LITERACY
http://steve-wheeler.blogspot.com.au/2010/06/scaffolding-or-no-scaffolding.html
Slide 33
What do you expect 1 st year students to be able to do?
Acquisition of knowledge: How independent should they be as
learners? Knowledge Base: What do you expect them to know?
Application: How effectively and broadly should they be able to
apply this knowledge? Creativity: How original and/or innovative
should their ideas be? Communication: What do you expect them to be
able to do in spoken and written tasks? (Consider language
criteria) Team Work: How well should they be operating in a group
context? REALISTIC EXPECTATIONS FIRST YEAR UNIVERSITY
STUDENTS?
Slide 34
Provide a clear overview of a lecture or workshop and what will
be covered, and at the end, give a summary of what was covered
Provide lecture notes of key points Provide clear visual teaching
aids to support lectures or discussions SUPPORTING ALL STUDENTS IN
THE CLASSROOM & ONLINE
http://blog.simplek12.com/education/engage-students-online/
Slide 35
In group discussions Give students enough time to organise
their thoughts and speak to each other, and record their ideas In
class discussions Summarise what was said, and note down the main
points on the board where possible. SUPPORTING ALL THE STUDENTS IN
THE CLASSROOM
http://www.washington.edu/doit/cbi/stempartners/student.html
Slide 36
Supporting Students to Learn Through Assignments Interpretation
of assignments Plan and check drafts (or partial draft) to check
students understanding of task Giving feedback Be instructive and
specific in your comments. Prioritise content and structure
Critical Thinking Help students to expand on what they have said
Coherence and reference Be explicit about where and how revise 1
part to demonstrate Logical progressions Clarify where logical
parts should be e.g. thesis, reference details, cohesive markers
Stylistic devices Explain if particular aspects not appropriate
Evidence Say what constitutes acceptable or good evidence and what
does not. Correcting grammar and language Decide what is tolerable
writing accent - if meaning comes through focus on key systematic
errors. Remember Overcorrection of grammar and language use is not
usually instructive.
Slide 37
Hi Jane In general you have made a great attempt at summarising
and paraphrasing these readings. As you will see from my comments
within your assignment you have at times slipped into informal
language remember no personal pronouns (e.g I and you) in academic
assignments unless you are asked for these specifically. You could
also have developed your comments on the readings a little further
to talk specifically about why the ideas were relevant or not to
your profession. Overall though you have presented your annotated
bibliography correctly and captured the key ideas well. Cheers
Nicola BE POSITIVE WITH THE STUDENTS EFFORTS
Slide 38
Realistic goals? Other strategies? Resources needed? GOING
FORWARD TOGETHER