for teachers supporting students in Dual Credit

Programs

Genesis of the ProjectDeveloped in response to the needs of Dual

Credit teachersResponds to the recommendations of college

professors, report of the College Sector Committee for Adult Upgrading, Essential Skills for Success…in college Postsecondary and Apprenticeship Programming

Shaped by members of the Literacy Committee, SCWI, which included educators from secondary schools and colleges, and individuals with literacy expertise

Premises Literacy is an equity issue

Literacy competence is predictive of long term success

Students’ academic competence in reading and writing (and math) is correlated to retention

Workshop GoalsBecome comfortable with the resource

Develop understanding of its purposes, foundations, features and format

Highlight key learning and strategies

Workshop OverviewKey MessagesUsing the Resource:

1.1. Recognizing Structure Recognizing Structure – Document Literacy2. Making Community Connections – Orientation

3.3. Engaging in Authentic Tasks Engaging in Authentic Tasks – What Literacy is For– What Literacy is For4. Being Deliberate – Targeting Learning Needs

5.5. Engaging in Power Learning Engaging in Power Learning -- Being a College Student

6.6. Learning how to Learn Learning how to Learn – Being a Strategic Learner7. Just-in-time Support -- Intervention

8.8. Exploring Forms of Writing Exploring Forms of Writing – Writing Exemplars

Customizing UseWhich lessons, or activities, could you use as

is? For what purposes?Which lesson activities could be adapted to

incorporate college/course texts and classes? How might the resource be used in an online

context?How might you use this resource for just-in-

time intervention?With whom might you share this resource?

Where else might it be useful?

Working Document Binder Sample lessons Lesson template CDPower Learning

New edition!

Key Messages Literacy Lessons

are not a curriculum or program

provide opportunities and support, not prescription

Key Messages Based on the belief that students in Dual Credit

programs have the potential to succeed

Students and teachers need to be connected to the college community and culture

The resource aims to support both students and teachers

The resource aligns with Think Literacy,

Literacy GAINS, and other Ministry resources

Key Messages Literacy learning involves the

whole studentwhole student

Literacy processes are interdependentinterdependent

Lessons attend to metacognitionmetacognition and critical literacycritical literacy

The 21st century demands technological literaciestechnological literacies

Recognizing Structure

HRSDC Essential SkillsDocument Use refers to tasks that

involve a variety of information displays in which words, numbers, icons and other visual characteristics (e.g., line, colour, shape) are given meaning by their spatial arrangement. For example, graphs, lists, tables, blueprints, schematics, drawings, signs and labels are documents used in the world of work.

Document Use: OverviewIntroductionStart Smart: Orientation (Unit 1)Writing Survival Skills (Unit 2)Reading Survival Skills (Unit 3)Speaking, Reading and Writing for Action

(Unit 4)Know your Audience (Unit 5)

Unit FeaturesAt a glanceKnowledge and Skills ChartLessonsStudent Response PagesSelf-Assessment Checklists

CD: Student Response Pages and blank Lesson Template in Word

Thinking StructuresI see… I think… Therefore

…The slogan “Be your own hero” (from an earlier version of this web page)

This caption advises me to be the person and do the things I most admire

I am responsible for making my experience a success or not

TIPS 3-part lesson templateR.A.F.T.S.Think/Pair/ShareP.O.W.E.R.

Being Deliberate

What’s this lesson about?Highlight key points in the left-hand

column. These should be validated by activities In the right-hand column.

Set Your Cites, 5.5

What’s this lesson about?Comparing & contrastingMaking personal connectionsLocating informationUsing frameworks, e.g. I see, I think, ThereforeUsing strategies, e.g., highlightingReading for meaning Summarizing Clarifying thinking , e.g., Think-Pair-ShareAsking questions

What’s this lesson about? Learning how to learnTaking personal responsibility for

learning, e.g., by using strategies & accessing support services

Being a strategic learnerManaging the workDeveloping habits of mind, e.g.

curiosity, a critical stance, reflection Using technologies

Making Community Connections

Making Community ConnectionsStudents who persist in orientation activities

persist longer in their studies (retention)Evidence that students poorly integrated into the

college community don’t persist in their studiesUnderprepared students are less persistentStudents most in need of supports underutilize

them Students often don’t recognize that they are

experiencing academic difficultyStudents need to make positive connections with

peers and role models

Learning Needs Community connectionsCommunity connectionsSupports and services Supports and services Information technologies Information technologies Students’ beliefs about Students’ beliefs about learning learning

Volume and pace of workVolume and pace of work

1.1

Peruse Unit 1What orientation topics are addressed?How might you use/adapt these

lessons during Orientation?What else is critical to orientation that

could be added?

Who else might use these? Where else might these be made

available?

Engaging in Authentic Tasks

Barbara Comber

If students only knew about literacy from these lessons,

what would they think [literacy] was for?

Authentic Aligns approach with goals Is effective for learning Resembles tasks and conditions

beyond school

Take Action! 4.2Action

Sticky notes on panelsUse a R.A.F.T.S. (handout) to analyse a text

Take a critical literacy stance

Engaging in Power Learning

The Young Adult LearnerTo see themselves as college studentsTo see themselves as effective communicators,

readers and writers

To learn through relevant and challenging experiences

To learn to use technology

To engage in purposeful talkTo have structured opportunities to discuss

college course content

To build supportive relationships

Power LearningOrganization:

Prepare (p. 59)

Organize (p. 66)

Work (p. 71)

Evaluate (p. 77)

Rethink (p. 78)

Power Learning FeaturesOpening scenario: real-life context

(p. 58)Journal Reflections (p. 62)Try It! (p. 63) Procrastination

QuotientCareer Connections (p. 77)Speaking of Success (p. 80)Looking back (p. 91)

Learning how to Learn

Reading (3.1)What aspects of this text will challenge

students?

What can teachers do? What strategies will help students engage with,

make sense of, and use this text?

Volume and ComplexityA Just-in-time issue

Manage length: Chunk Text Read with a purposePreview structure and contentFocus attention: highlightIdentify key ideas: (limited number of ) Sticky

Notes Hold thinking: Cornell Note-taking Process content: Summarize

Tag It and Bag It (3.3)“Although an analysis of vulnerabilities requires

looking at specific threats, making generalizations would seem to be difficult. There are various ways around this obstacle. The approach adopted here is to look at interest groups and vulnerabilities to see whether there are interests in maintaining the vulnerabilities. This allows generalizations since the key question is whether there is a feedback loop between the vulnerability and its cause.”

Brian Martin,“Technological Vulnerability”

Being a strategic reader/learnerBefore:PreviewPredict Have a purpose Understand the task Use text structuresUse text forms, features,

conventionsAdjust predictionsDevelop and apply

background knowledge

Locate information

Read for meaning

Make inferences Read critically

Being a strategic reader/learner

After: Summarize Reflect

During: Use sticky notes Highlight Chunk Use I see, I think, therefore to draw conclusions Use It says, I say to make inferences R.A.F.T.S. to identify the author-text-audience

dynamic Use Think-Pair-Share to clarify thinking Question the author to go deeper Take a critical literacy stance

More than Meets the Eye 3.2Complete the tasks in this lessonCheck your work with your elbow partnerMultiply the time it takes by 5 to estimate

how long a student would takeIdentify 3 ways you could provide guidance

and scaffolding to the student to encourage persistence and support meaning making

Just-in-Time Support

Cornell Note-taking 2.2

How would you model these? How would you invite the student

into the process? How would you build confidence and

expertise?

The Plain Explain 2.6

Just-in-time SupportWhat ‘crises’ require specific

intervention?

Just-in-time NeedsMeet an essay deadlinePerseverance and time managementOral presentationsSummarizingGetting back on track when behindVocabulary – specialized Not utilizing I.E.P. accommodations

Using Exemplars

Go to College: Information on Colleges in Canadagotocollege provides links and information to students, parents and educators on Canadian colleges.gotocollege.ca

3-2-11. Identify 3 things from today you

can use somewhere somehow

2. Identify 2 things you still wonder about

3. Identify 1 thing we could do to support you further