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246978
External Pressures
Budget Cuts
Grammar (4 Units)
Listening & Speaking (4 Units) Reading & Writing (6 Units)
284A/B
215A/B
216A/B
217A/B
283A/B
232A/B
233A/B
50A/B
285A/B
222A/B
223A/B
52A/B
The Strands
6 skill strands in addition to language objectives run through all main courses at all levels
Critical Thinking
ADV A
HIGH INT B
HIGH BEG A
INT B
ADV B
ADV A
HIGH INT B
HIGH BEG A
INT B
ADV B
ADV A
HIGH INT B
HIGH BEG A
INT B
ADV B
ADV B
ADV A
HIGH INT B
HIGH INT A
INT B
INT A
HIGH BEG B
HIGH BEG A
HIGH INT B
HIGH INT A
INT B
INT A
HIGH BEG B
HIGH BEG A
HIGH INT B
HIGH INT A
INT B
INT A
HIGH BEG B
HIGH BEG A
Advanced A
High Intermediate B
High Intermediate A
Fall 2012
All students participated in a common assessment used to determine placement for Spring 2013
Questions
How many students accelerated at each level? How many students progressed to the B course? When students accelerated, how did they do?
Laney College Fall 2012 R/W Students R/W Courses Taken Spring 2013 None B course of same level A Course of next level A course 2 levels
High38% Beginning 285A students (229 total) Intermediate 36% 222A students (200 total)
25%
1%
22.5%
0%
38.6%
22.8%
0%
57.3%
17.5%
25.1%
0%
21
15
71.43%
12
11
91.67%
% of students scoring Acceptable-Excellent on the English/ESL Common Portfolio Assessment Spring 11 vs. Spring 13
Student perception:
Do you feel that reading and writing are integrated (= connected) in the Reading/Writing class you are taking now?
70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0%
No. We mostly study reading, not writing. No. We mostly study writing, not reading. We study both reading and writing but they are not connected. Reading and writing are somewhat connected. Yes, reading and writing are very connected.
Instructor perception
88% faculty said integrating r/w increased intellectual rigor to a moderate degree or more Allows for more interesting and meaningful assignments that engage students better and more opportunities for recycling target skills.
Remaining Questions
Are we serving both academic and non-academic students? Is there a true distinction? Student goals can change: who knows what students will decide to do given the chance? How do we better support faculty as they make changes in pedagogy and honor those who feel they have always been doing a good job?