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Library Widget

Strategy in Action

I used the strategy of QICS for my new class in Media. I had to read a chapter to discuss online, so as I read, I used QICS to keep track of the most important points and then have something to talk about later.

Strategies

I'll catalog the strategies I've been using with them here... and why - working towards their own use of the strategies independently over time

Unit 1 - Stress

• QICS - process the reading and discussion
  
• VIP/MVP-> summary writing
  
• Text Guide - reading guide of what to look for (definitions, examples, important people, explanations)
  
• Graphic Organizer - visual representation of the parts of a concept
  
• Language Starters - "What does the author mean by...?" "The author states on page 123 that... it makes me think of..." "Stess is defined as..." An example of the presences of stress could be..." - hedges...
  
• Building background knowledge - using simpler readings (websites) before the academic reading
• CLOZE exercise - to highlight text structure, providing a source, and general to specific structure of academic texts
• Stop-Look-Reflect - Blog it!! - Stop to gather strategies and reflect on the 4W's and an H - put it in the blog...
  

Changes over time

I started teaching the ESL 4 Academic Writing course three years ago.

The first iteration, I was directed to teach it with the same content as ENG 4 - same text and same assignments (4-5 essays) - Students in ENG 4 and ESL 4 all had to pass a final essay (timed and written in class) in order to pass the class.

I worked hard that first year to change that rule - since students do not take a TOEFL test to be admitted to the University - so they could come into class at any level - to expect them all then to pass an exit exam at the level of native speakers at the end of one semester was bad practice! - We invited students to learn in the class, and then set them up to fail because they are not ready language-wise yet... So I at least got that changed - Either test students at admission and not admit those who are not yet ready - or offer more ESL classes that are leveled and provide what students need to be successful.

So year 2 - I structured the course to still focus on writing - but much more traditional ESL activities - reading, writing, speaking, and listening... Students wrote 3 essays, did a presentation, practiced note taking and learned about college-level reading strategies. I changed the textbook to the Academic Encounters series and focused more on academic skill building along with writing essays. After discussions with Eng faculty this seemed like the most reasonable course for the situation we had - it also left the door open for students to then transition into ENG 4 if they still needed more work - or into ENG 15 with the ENG 5 tutoring support as needed without having them take the exact same course over again in terms of content and the text...

Now in year 3 - and having more reading and language acquisition courses from IUB and I feel ready more than ever to help these students and eager to try some of the strategies I've been learning about...

So far Ive seen these changes I've made:

• Not having to get students to pass a final (year 1) relieved a HUGE load of pressure to do the impossible - so I felt I could relax and slow down and have a much more positive classroom climate - getting to know them, allowing them time to know each other - finding out their strengths and weak areas - teaching them the technology they need
• I've changed the meeting times to have a longer period of time to work, rather than 3, 50 minute periods - we now have 2 which meet longer
• I've focused more this time than ever before on getting them to be actively engaged using language - so I've told them to keep an eye on me - am I talking too much? - Instead of them working...
• Are we doing R,W,S,L in every class? They do a check at the end
• I'm giving/getting homework each week with a writing component to work on the grammar individually
• I'm incorporating the strategies especially from the academic (content area) literacy course - so far, we've done QICS to process readings and I did a text guide to get them started with the first academic reading - the goal being that they eventually can do this for themselves...I think I'll start them on a blog to catalog the strategies we use - when and why
  
• I'm making sure to use the book - but building content background knowledge first - e.g. the first unit in the text is on stress - so we started with a website (easier reading & getting them to read a wide variety of texts = exposure to vocab and language) on stress - conversation - then move into the more difficult academic text
• Using combinations of whole class, individual and small group work
• Stopped giving vocabulary exercises out of context - used only the placement test to get a feel for their starting point - and post-test to see if they improved over time
  
• I might still use the grammar quizzes as reinforcement - but only targeted as they need it.
• I am consciously trying to connect students to activities of interest at the University - outside of their normal cultural comfort zone - art club, student trips, etc. - based on their interest inventory
  

This semester feels GREAT, and I feel like we are really going to make some good progress - for the first time, this course is feeling like a true ESL course