Check out the links to Jane's notes and handouts from TESOL.
Notes
Handout 1: Pass or Fail? Making tough end-term calls
Handout 2: Case studies for Pass or Fail?
Handout 3: More Pass or Fail?
Handout 4: Towards Excellence: Preparing for CEA Review of Academics
Handout 5: Sample Student Report
Handout 6: Beyond Namegames: Breaking the Ice in IEP Classes
Handout 7: Classroom Observation Task Description (this one got scanned in upside down - oops!)
Handout 8: Cultural Differences
Monday, April 16, 2012
Thursday, April 12, 2012
Speaking assessment webinar
I've just received an email about a speaking assessment webinar hosted by Penn State. It's next Thursday at noon. It's a little difficult to copy and paste the email here, so if you're interested, just let me know, and I'll forward the email to you.
Wednesday, April 11, 2012
TESOL 2012 - WHAT THEY REALLY DO: A 4-YEAR UNIVERSITY NEEDS ANALYSIS
Paula Moore, Liza Armstrong, and Jeanne Sevart – Missouri State University
What students face when they get to the university, particularly in the first couple of years…
It’s important for IEPs to know what Ss will face in the university
Learning Outcomes: Where do they come from?
Assumptions from: TESOL experiences, college experiences, language learning experiences, ESL textbooks
*Needs analysis* (to test the assumptions)
Needs Analysis – 3 Tools
1) Surveys of students & professors
2) Interviews of students & professors
3) Undergraduate Course Syllabi
a. General Education Worksheet
b. 15 classes – different areas represented
Chose one class from each section of undergraduate course catalog
Freshman Composition, Public speaking, University Life Course, Political Science, Philosophy, Sciences, etc.
Syllabi Analysis
Written Assignments
Oral assignments/Graded Participation/Discussion
Reading Load
Assessment measures
Typical work load for first semester undergraduates
CREATED DATA TABLE: Course Name, written work, presentations, reading, assessment
WORK LOAD
Written Assignments
Classes w/ written assignments (67%)
Length of assignments (2-6 pages)
Research in writing 40%
Personal Reflection (60%)
Oral Assignmetns
Classes w/ speech assignments 27%
Length of assignments not specified
Group vs. Individidual
75% group speeches
Research in speech
Graded Participation in class discussions 27%
Reading
Average reading load per week (all reading) – how to measure this?
Number of classes that required non-textbook reading 53%
Number of classes that required fiction reading 13%
Test Item Types
Number of classes with MC questions 47%; clicker testing (Turning Point)
Number of classes with written questions 20%
Number of classes with oral testing 1/15
1ST TERM STUDENT WORKLOAD
Classes, Time in class, Writing tasks, Oral Tasks, Reading Tasks, Testss
(do side by side comparison) ELC [upper levels] vs. First term ODU student
RECOMMENDATIONS
Add more reflective writing
Add much more reading across curriculum
Create orientation for undergrads at beginning of Level 4
Provide time management seminar – how do you use free time?
Provide reading efficiency seminar
Advisement session – general education + scheduling + registration
Use Blackboard
Do a Turning Point Technology (Clicker) Event
QUESTIONS
How do you incorporate more reading in classes? Extensive reading… sustained contact with a topic over a period of time; more reading in speaking classes; reading in preparation for listening; reading and reacting (reaction papers require reading beforehand); “strategic reading”
Doing this sort of review can be incorporated as part of the REVIEW PROCESS of curriculum for CEA Accreditation as external evidence…
TEXTBOOK – Sourcework… designated for teaching ESL students about university research…
MSU ELI Course breakdown
Writing/Grammar 10
Reading 5
Listening 4
Speaking 4
(some students take 2 hours per week of spelling)
TESOL 2012 - UCIEP Meeting for Assistant/Associate Directors, Coordinators - Student Concerns Breakout Group
Student Concerns – ROUND 1
· Bridging the gap between the IEP to the university
o How to get students to see the value in what the are learning in the IEP
o University of Delaware – direct admit after finishing IEP…
§ Students who would have been eligible, but they elect not to take that path
· Will provide advice on how to get agreement with university in order for ELC students to be able to have direct path
o Sometimes, professors have had bad experiences with international students, to they are resistant to the direct path
o When there is a direct path, sometimes students still need to take “transitional courses”
o Bridge mentor program
o Conditional admission is good for recruiting – some people aren’t good test takers but still can do well with academic studies
o Population is heavily Chinese at U Delaware – the university is no longer accepting Chinese students…. However, developed a series of partners with other universities where students can go through IEP and then transfer to the partner university
§ Must be very careful about students being ready, or it will come back on the IEP
o Talk to students about their goals… why did they come?
o Students complete top level, but they don’t have TOEFL… so, what happens ? those students leave. What about adding another level? This university created a “super-senior class” (temporary solution) [for students who don’t have the scores but want to remain in the country]
§ Reasons for doing this
· If students have already done curriculum, this gives them new material
· This prevents teachers and other students suffering
o Because those students become poor attenders and they only focus on TOEFL, etc.
o Have to be careful about teachers – must be extremely confident and competent
o Students end up working harder because there is a higher expectation
o Teachers are relieved because they can focus on students
· If a student is failing due to attendance, they must transfer… but if the student is more like “creeping along”…. Consider “WHY” is the student repeating a third time – is it because they just need more time learning the language – these cases are considered on an individual basis
· Kansas State à Formal appeal Students can make appeals at some programs – this makes it so the student can be reinstated “We shouldn’t be working
o 2-credit, Separate class for chronic non-performers – students pay for everything…
§ Physical component
§ Team-building
§ Study hall commitment
§ Lectures
· University of North Texas….. All students repeating a class, must repeat a study skills class…. 2 hours per week.
o If Ss does not attend class, they don’t get a third chance
§ 30 minute study hall
§ 30 minute question/answer session
· Hire university students to be mentors – there is a retreat/orientation
o On Course – textbook… Cengage – study skills book for native speakers
§ Upper-Intermediate through High
· Kansas State - Student tutors… must have Bachelor’s… must maintain an activity portfolio to keep the job… $9-20 per hour
· Student counselors – (advisers)
Student Concerns – ROUND 2
Addressing Issues of Student Behavior
Attendance Issues
Requirements?
45 max hours missed
80% attendance
90% attendance
40 hours per semester (~8 class days)
Probation/Warning/Drop System
If on warning 2 terms in a row, they must leave
If dropped for attendance purposes, they don’t get dropped from SEVIS, they just have to go to another school
Can’t make *conditionally admitted* students leave… must follow procedures of university
If student’s I-20 is up at end of session, they must transfer to a new program
Michigan State
5/10/15 week attendance reports – instructor must make comments for why students are failing
Instructors must turn in attendance reports weekly… helps send up red flags
Tell students “there is a problem with their visa” – it gets them in!
If 1 week of class missed in any one class, there is a flag – in each section or level, there is a teacher responsible for writing a letter that goes to student and director… then the director sits down with student to determine what is going on
Less than 80%, no certificate
Less than 70%, get dismissed
8am classes – Michigan State… register students, but then, if they are good after the first week, they can move to a different section
Re-placement tests (with permission) – University of Alabama
2nd day of classes, but registration is closed
Establish an appeals committee – can go by the book, or consider emergency situations
If dismissed, they have 24 hours to appeal the decision
Committee or section leaders is good, because then the advisors don’t get burned out
On committee – 2 administrators, 1 faculty
“I was “volun-told” to do something…” J
Gender Issues with Advising
How do you deal with it when a student does not want to speak to a female advisor?
Initially, it can be an issue for a new student.
Does anyone make a point to have a male and female advisor? Yes.
Advisor chooses which student to see…
Family Issues?
What about when family members accompany?
What about low-level students?
Georgetown – sends students who are true beginners to other school
Tried pulling students out with tutors, and th
Denver – Basic 1 class
Old Dominion University – Integrated Skills/Experiential Learning
Women’s Night? – no boys allowed… shades pulled, building locked
Dismissing Students – use the analogy of yellow/red flag in soccer…
Student contracts
“reasonable progress report”
Send them to International Student Services Office – works for scaring them
DISCUSSION PARTICIPANTS
Matthew Griffin – University of Denver – Matthew.Griffin@du.edu
Ms. Tobie Hoffman – Drexel University – tobie@drexel.edu
Laura Ray – Old Dominion University – lray@odu.edu
Heidi Vellenga – Indiana University – vellenga@indiana.edu
Karen Asenavage – University of Delaware – kasen@udel.edu
Carol Wilson-Duffy – Michigan State University – wilson77@msu.edu
Marci Daugherty – University of Alabama – marcid@eli.ua.edu
Catherine Siska – SUNY New Paltz – siskac@newpaltz.edu
Mandy Kama – Georgetown University – kamam@georgetown.edu
Kristi VerMuhn – Iowa State University – kvermulm@iastate.edu
Dawn McCormick – University of Pittsburgh – mccormic@pitt.edu
Leena Chakrabarti – Kansas State University – leena@ksu.edu
Leena Chakrabarti – Kansas State University – leena@ksu.edu
TESOL 2012 - THE UNDERSTOOD UNIVERSITY IEP: AN INDISPENSIBLE MARKETING ADVANTAGE
Benefits of the ELC to ODU – we administer the SPEAK Test for ITAs and TOEFL exams for prospective students, we provide a flow of students into the university, we collaborate with other departments on social initiatives to encourage interaction between and International students
If your institution sees the benefit, you will have access to researchers.
Who we are? What we do? How we do it?
How does our mission statement/goals/values of ELC relate to mission of ODU?
Applied English Center Mission Statement
Our students are our highest priority.
We are committed to preparing out students linguistically, academically and culturally for university life, providing services to enhance their adjustment and achievement, and advocating for ESL and international students.
CEA – the FIRST standards area is the MISSION!!! Why?
CEA is a “mission-based” accrediting agency – the mission is all about who we are, and what we do.
Mission – helps you establish identity as program – then ties into priorities
“Mission Creep” - when you start with a clearly defined mission, and then you start adding things in… STAY ON MISSION!
Getting resources to support you is next
Everyone’s hand went up in the room when the presenter asked who had space problems…
GAINING RESPECT AND RESOURCES ON CAMPUS
· Accreditation
· Know institutional mission, priorities and current strategic plan bv
· Get comfortable with money
o Everything you do costs money
· Learn to speak “administration”
o Make everything short and sweet
o Learn how to deal with audience
o Don’t alienate people who you want to be your colleagues, friends, advocates
· Facts empower
o Financial numbers
o What do your peer institutions do?
§ Office of Institutional Research and Planning
· “aspirational peers”
· Draw on other resources: e.g. , research on importance of 1st year/term experience
UCIEP – ask them things like what salaries are like, etc.
Find out about the first year experience. IEP students are essentially getting the “first-year” experience in the IEP – if institution not supporting you, then students be less likely to stay at the university. $100,000 will walk out the door. If their classroom is a bedroom in a dorm, they won’t stay.
SWOT Analysis
Never say, “I’m just a teacher.”
If the IEP and institution are working together, then it becomes a hand in glove operation.
If the university knows the there is a strong English program, you become a key player in helping the institution reach its goals.
Money goes where money is: corporate interests…
Corporate entities are getting involved – offering institutions millions of dollars to take over the international component of campus.
They are taking a big risk!
ATTRACTING STUDENTS
A clear pathway from ESL into university courses
Bridge courses, pathway programs, academic preparation
Upper IEP levels: academic credit for courses
Availability of proficiency testing
PARTICIPATE AS A RECRUITING PARTNER
International recruiting travel
IEP sometimes can pay recruiters when an institution cannot
Advertising – a joint effort
Relationships with sponsors
ADMISSIONS READINESS
Admitted students should be ready to enter university
PROVIDE ACADEMIC SUPPORT
TESOL 2012 - PASS OR FAIL? Making Tough End-Term Calls
“When I fail a student, I feel like I’m failing them as a person.”
1. Why is it important to fail students?
2. Why is it hard for teachers to fail students?
3. Group Activity: Case Studies
4. How to Make it Easier for Teachers to Fail Students
Benefit Programs:
· Maintain program standards – important for credibility
· Maintains coherent program levels
Benefits Students:
· Students learn best at appropriate level
· Fear of failure can motivate weak/borderline students
· Passing weak/lazy students demotivates strong students (could encourage others to slack off)
Why it’s hard to fail students
· Why is there social promotion?!
o Lack of clearly articulated pass/fail criteria
o Belief that effort should be rewarded
o Negative view of failure as a punitive and shaming
o Personal teacher/students relationships
o Teacher identification with students’ success/failure
o Teacher desire to be like by every student
· We are accustomed to attending to the affective domain of students, but we may need to look at teacher affective domain
“Feelings are an important part of the process of assessing students. Understanding the reasons why failing is difficult….. reduce the incidence of avoidance of ‘failure to fail.’ (Ilott and Murphy)
GROUP DISCUSSION
Case Study #1
Is it about proficiency? The student should pass because he met minimum requirements? But aren’t we preparing them for study skills? We want to teach them American academic culture… but what about class morale? It could be a placement issue… There’s an attitude of “eh, it’s just ESL.”
Feelings – exhaustion, frustration, anxiety, guilt, anger
Case Study #2
Life happens….
If the work can be made up out of class, maybe give an incomplete? If speaking, then maybe no…
If you have student learning outcomes, you can make the argument that you can’t assess student learning outcomes with the student being out of class.
Feelings – sadness, acceptance, commiseration, empathy
Case Study #3
After 5 semesters, if you fail her, you are failing her personality, not her work… ??
What if it’s a learning issue?
It’s important to identify this kind of student early on…
Was too much emphasis placed on writing? Is it a skill issue?
Maybe this was a program-based problem… oral skills were neglected until the end – feeling of guilt and frustration with the program.
Also, self-doubt, pity – feelings we experience
We don’t sometimes think about the social dimension…
SOLUTIONS
How to make this easier!
TEACHERS CAN:
· Clearly state requirements and standards in syllabus
· Give ongoing progress reports to all students
· Encourage students to monitor their own proficiency and progress
o Engage them in their own assessment
· Avoid punitive and judgmental language “You need more time, you aren’t quite ready, learning a language is a process.”
· Consult with peers and supervisors.
o Separate the subjective and objective
· Be aware of their feelings (separate the facts from the feelings)
PROGRAMS CAN PROVIDE:
· Clear standards
· Accurate initial placements
· Objective outside objective measures (departmental exams, proficiency exams, interviews)
· Administrative input in end term decisions (ex. Coordinators make end-term decisions in some programs)
· Alternatives to pass/fail for hard classes (remediation, tutoring, extra required coursework)
· Early + frequent communication
How to foster and institutional culture in which is it ok to fail:
Clearly communicate rationale for pass/fail standards
Orientations
Syllabus templates
Mid-term and end-term follow-up reports
Create opportunities for dialogue among instructors through
Informal meetings
Workshops
Surveys
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