International Teacher Education Conference 2014 1

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International Teacher Education Conference 2014 international students, prior to sitting for the COMPASS. Boot Camp instructional units are delivered in a 50- minute, 5-day format, with integrated formative self-assessment and summative assessment components as units progressed. Units focus on the fundamental elements of college-level writing and reading comprehension, and each integrates content from preceding units, with the goal of skill-building and mastery of material. A brief overview of the COMPASS instruction components includes this summary of learning modules, the design of the unit, and example of curriculum: UNIT 1: Basic English Grammar • Parts of Speech: Words placed into categories based on function • Parts of a sentence: Words that make up the two main parts of a sentence: subject and predicate • Agreement: Verbs • Punctuation and Mechanics: Using correct punctuation and mechanics to clarify the meaning of a sentence • COMPASS sample assessment (Unit 1) UNIT 2: Reading Strategies and Keyword Identification • Word Choice Mastery: Identification of specific words over general words • Categorizing Phrases: Headings, Introductions, Conclusions, Summaries • Make predictions: View pictures, table of contents, chapter headings, maps, diagrams, and visual features, and determine meaning • Active Reading: Emphasizing necessary information • Search Strategy: Scan contents for keywords and visuals • COMPASS sample assessment (Unit 1 and Unit 2) UNIT 3: Topic Sentence and Support Sentence Development and Meaning • Controlling idea or claim: Main topic identification • Organization of information: Building one idea to the next • Sentence Structure and Clarity: Complete and clear thoughts • Transitions: Keyword identification for connecting ideas • Signposts: Keyword identification for reading comprehension • COMPASS sample assessment (Unit 1, Unit 2, Unit 3) UNIT 4: Paragraph Development: Key Identification (2 weeks) • Describe the topic: Starting with what you know • Analyze the topic: Interpretation of topic parts • Examples and Illustrations: Specifics support the general narrative • Verbal Bridges: Keywords, synonyms, transition words • Key Data: facts, statistics, evidence, details • Compare and contrast: Similarities and differences • Cause and Effect: Why things happen (causes) and what happens as a result (effects) • Chronology of event: time segments • COMPASS sample assessment (Units 1 – 4) UNIT 5: COMPASS sample placement test • Students will sit for a complete COMPASS assessment that scores their reading comprehension and writing skill knowledge While the above daily schedule illustrates the scaffolded learning of this boot camp model, it is also helpful to see how each unit is designed and the time allotted for a sample unit. The table below is an example of classroom structure followed by instructors to help international students learn and practice elements of Basic English grammar, such as punctuation and parts of speech. How a COMPASS Prep Unit is Designed: Sample Basic English Grammar Schedule LENGTH: MINUTES INSTRUCTION DETAILS – Punctuation and Grammar 30 ‘Define and use’ instruction: overview of common punctuation used in standard English writing: periods, question marks, commas, apostrophes 15 Skill-Drill: correctly punctuate an instructor-prepared paragraph 714
International Teacher Education Conference 2014 5 Assessment: immediate assessment of drill response guides supplemental instruction COMPASS Prep Instruction Example: Parts of Speech (Identifying and using NOUNS correctly) For a deeper dive into the curriculum overview and schedule, here is an example of how an instructor approaches teaching about the parts of speech, which is a critical piece of international student comprehension. Each instructional unit offers a variety of teaching and learning strategies, as outlined earlier in the Universal Course Design definition. • Students are able to define the role and use of a noun (lecture/discussion) • Students are able to identify the nouns in a sentence (student activity) • Students are able to create a list of nouns on their own (student activity and self-reflection) The teaching demonstration focuses on three key learning elements: 1. The definition and role of a noun as used in the English language: The noun is a most basic ingredient in the English language. Every complete, grammatically correct sentence in the English language must include a noun. 2. How to use nouns correctly in the English language 3. How to identify nouns in the English language Instruction is delivered in a lecture/discussion/competency format, with in-class student activities to assess basic understanding of the role of nouns in the English language. Printed materials and a series of graphics during the teaching demonstration help guide students in their learning. Expected outcomes include: • Students are able to define the role and use of a noun (lecture/discussion) • Students are able to identify the nouns in a sentence (student activity) • Students are able to create a list of nouns on their own (student activity and self-reflection) Enrolled Student Service: College Success Academy for Success in the English 101 Classroom While the Boot Camp focuses on helping students score higher on placement tests that determine which English class matches their skill level, the College Success Academy is designed for students who test high enough to be placed into English 101 but need supplemental instruction for classroom success. During the spring and summer 2013 quarters at Bellevue College, American College Writing hosted its first 10-week College Success Academy in an English 101 classroom. The College Success Academy for international students is a competency-based academic enhancement initiative scaled to help international students advance their grammar, basic writing, and conversational skills at an accelerated pace. The Academy mirrors the English 101 classroom in curriculum but differs from regular classroom programming with coaching that helps international students acclimate to the interactive U.S. college classroom experience. This coaching is comprised of a series of collaborative, hands-on methodologies that reinforce academic learning for international students while simultaneously developing their interpersonal skills (essentials for workplace and U.S. college success). The Academy’s learning standards are mapped to college-level English 101, instruction relies on the concepts of Universal Course Design, and master’s-qualified instructors teach all coursework. The program’s philosophy is: “What a student learns at the College Success Academy one day, that student should be able to apply to his or her work or college life the next day.” (American College Writing, 2014) College Success Academy Program Goals and Learning Outcomes To mirror the goals, objectives, and accreditation standards of the host institution, ACW established these goals for international students enrolled in the spring and summer 2013 College Success Academy: Improved English reading and writing skills for success in the U.S. classroom through a competency-based curriculum: • ACW blended Universal Course Design concepts with college-level reading and writing competencies. • ACW applied a multiple entry and exit point structure; students got the help they need at the time they need it. 715
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