Recommended
Recommended
More Related Content
Similar to SLTCC2017 1.1 Embedding academic literacy: creating learning objects through collaboration (Claire Saunders and Danilo Venticinque)
Similar to SLTCC2017 1.1 Embedding academic literacy: creating learning objects through collaboration (Claire Saunders and Danilo Venticinque) (20)
Recently uploaded
Recently uploaded (20)
SLTCC2017 1.1 Embedding academic literacy: creating learning objects through collaboration (Claire Saunders and Danilo Venticinque)
- 1. E MBE DDI N G AC ADE MI C L I TE R AC Y C R E AT I N G L E A R N I N G O B J E C T S T H R O U G H C O L L A B O R AT I O N J U N E 2 0 1 7
- 2. S L T C C - C L A I R E S A U N D E R S - D A N I L O V E N T I C I N Q U E - J U N E 2 0 1 7 2 Academic Literacy refers to the range of reading, writing, thinking, speaking and listening skills a student needs to communicate effectively within an academic context. 1.What is academic literacy: what are the skills students need? 2.What specific aspects do students find difficult? 3.How would you prioritise these aspects? YOUR STARTER FOR 10
- 3. S L T C C - C L A I R E S A U N D E R S - D A N I L O V E N T I C I N Q U E - J U N E 2 0 1 7 3 Bolt-on Subject studies Study skills Generic Out of context Deficit
- 4. S L T C C - C L A I R E S A U N D E R S - D A N I L O V E N T I C I N Q U E - J U N E 2 0 1 7 4 Academic literacy Subject studies Academic discourse Embedded
- 5. 5 Identify need Develop activity Trial activity Feed back and refine A n e x a m p l e : R e f l e c t i v e w r i t i n g COLLABORATION
- 6. S L T C C - C L A I R E S A U N D E R S - D A N I L O V E N T I C I N Q U E - J U N E 2 0 1 7 6 Developing reflective writing
- 7. S L T C C - C L A I R E S A U N D E R S - D A N I L O V E N T I C I N Q U E - J U N E 2 0 1 7 7 Developing reflective writing
- 8. S L T C C - C L A I R E S A U N D E R S - D A N I L O V E N T I C I N Q U E - J U N E 2 0 1 7 8 WORKING GROUPS The learning objects should: • Have clearly defined learning outcomes • Use one or more of the standard activity types in a VLE • Give students opportunities to engage in dialogue about concepts and skills • Have scope for adaptation to the specific needs of students in different disciplines E VA L U AT I N G A L E A R N I N G O B J E C T
- 9. S L T C C - C L A I R E S A U N D E R S - D A N I L O V E N T I C I N Q U E - J U N E 2 0 1 7 9 The Successes • Development of a range of activities • Constructive feedback from staff and students • Subtle shifts in thinking and practice The challenges • Shifting the deficit model of the student • Shifting thinking…one conversation at a time! T H E P R O J E C T S O FA R …
- 10. CLAIRE SAUNDERS - SOLENT LEARNING AND TEACHING INSTITUTE DANILO VENTICINQUE - SCHOOL OF BUSINESS LAW AND COMMUNICATION
Editor's Notes
- We’ll introduce this and then move to the Poll Everywhere questions
- I’ll do a very quick explanation of this model and the embedded one (next slide)
- DANILO – this is where your 4-5 minute slot about using the activity ‘Writing a reflective blog’ will fit in. The idea is to give them a sense of how we worked together to design it, how you embedded it in your teaching, the feedback from students and the fact that we are now working to revise it. This is the collaborative process we’re trying to get across! All in 5 minutes – sorry! Feel free to add an extra slide if you want to.
- Groups will have a copy of an activity from Teaching to Succeed @ Solent, plus an A3 copy of an evaluation sheet. They will be asked to discuss the activity and evaluate it against the criteria. They will also be asked to make suggestions for improvement.