International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
• ACW provided frequent, on-going assessments and feedback to identify student progress and build on
student strengths.
Received interactive instruction with activities that simulate U.S. college classroom and workplace
environments:
• Instruction Infused collaborative activities throughout to increase vocabulary base and foster
conversational and interpersonal skills.
• Students developed skills in problem-solving, critical thinking, teambuilding, and negotiations with
others in the context of the American workplace and college experiences.
• The Academy required student participation: asking questions in class about material without
prompting, responding to instructor questions, contributing to classroom discussions without
prompting, student self-assessments of progress.
Finally, the overall success of the Academy relied on student collaboration, especially being active in and
engaging in small group work.
In terms of learning outcomes, college pedagogy recognizes outcomes as identifying what students know, are
able to do, or demonstrate when they have completed the College Success Academy. These outcomes were
expressed in the English 101 classroom as measurable gains in knowledge and skills and the successful
integration of values and attitudes into the educational experience and aligned with those used by Bellevue
College’s Intensive English program. For this case study, sample learning outcomes included:
• Read with Understanding
" Recognize unfamiliar and some specialized words using word analysis or inference.
" Scan newspapers and periodicals for current events articles to share during class.
" Comprehend texts at an appropriate pace to independently accomplish structured reading
activities.
" Use word analysis or inference to recognize unfamiliar and some specialized words.
" Understand and use the concepts of reading strategies to further language acquisition.
• Convey Ideas in Writing
" Use note-taking skills to comprehend and retain material in lectures and presentations.
" Be able to compose a message and provide ideas and information suitable to the topic, purpose,
and audience.
" Write well-constructed, complete sentences easily and with few errors to independently
accomplish well developed, clear writing that meets the standards of English 101.
" Write well-constructed paragraphs easily and with few errors to independently accomplish
organized, clear, and effective writing that meets the standards of English 101.
• Solve Problems and Communicate Effectively
" Read, write and interpret a variety of common information, including print articles, websites,
and texts.
" Communicate the solution to a problem orally or in writing.
" Use written, oral, and electronic methods for effective communication.
• Speak So Others Can Understand
" Recall and use a range of vocabulary including words related to a student’s degree program.
" Determine the purpose for and value in communicating in both class discussion and class
presentation contexts.
" Be able to organize and relay information to effectively serve the purpose, context, and
listener during class discussions and class presentations.
" Be able to recall and use a range of vocabulary including words related to the English 101
classroom, the student’s degree program, communication between student and instructor, and
interpersonal relationships to promote a collaborative college and workplace environment.
• Active Listening
" Be able to listen in order to comprehend information, critique and evaluate a message, show
empathy for the feelings expressed by others, and/or appreciate a presentation.
" Be able to repeat, paraphrase, clarify, and summarize what is heard in the classroom and the
workplace.
" Ability to be self-reflective in the written and oral communication process.
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