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College survival 101 (cs101)

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                                                 College survival 101 (cs101)

I.                   Course Description: This course is an introduction to college life. Offered to incoming adult learners, this course is designed to help these learners make a smooth transition to college by introducing the students to the world of higher education and by developing their skills necessary for success in college and beyond. The college survival seminar shall be worth 10 hours.

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II.                Course Objectives:

1.      The adult learner is expected to learn about his/her particular learning style through the aid of personality tests.

2.      Adult learners are taught how to be active and independent learners who are able to utilize critical thinking and resourcefulness in gaining the necessary information and knowledge.

3.       Adult learners are expected to be able to express their ideas orally both in class recitations and in oral presentations.

4.      The learners are to be able to complete worksheets.

5.      The adult learner shall be able to create an ongoing assessment and action plan that would make him/her determine his/her strengths and barriers for being successful in college.

6.      The adult learner shall be familiar with the five-part reading system that could greatly aid towards effective reading.

7.      The adult learner is to learn to make checklists both for note-taking and test taking, ensuring that all the essential things have been determined towards successful note-taking and test-taking.

8.      The adult learner is expected to learn how to arrange an exam schedule for each class.

III.             Delivery Strategy

Legend:

Outline – black

Scaffolding – red

Instructional methods- rose

Instruments- Blue

Grouping- Aqua

Media – plum

Pacing- orange

Alignment- Green

INTRODUCTION

1.                  Introduction to the course (Method – short lecture; Instruments – none; Grouping – whole group; Media – microphone; Pacing – 5 minutes; Alignment – none)

a.       Instructor gives a short statement about the course.

b.      The students are to be asked to introduce themselves, saying something about their background.

2.                  Introduction to college life  (Method – teacher-led discussion; Instruments – none; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker; Pacing – 20 minutes; Alignment – none)

a.       The instructor asks the students for the skills they think are important for college life. (Scaffolding)

b.      Instructor writes the different skills on the board.

c.       The instructor then gives an overview of the skills to be discussed in the course.

3.                  Wrap-up of introduction (Method – short lecture; Instruments – none; Grouping – whole group; Media – microphone; Pacing – 5 minutes; Alignment – none)

a.       Instructor gives a summative statement about the course.

PERSONALITY TYPOLOGY

The teacher discusses MBTI personality typology with the students. (Method – lecture discussion; Instruments – none; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker; Pacing – 50 minutes; Alignment – objective 1)
The teacher talks about MBTI in general.
The students are to be asked to individually determine their personality types through a short personality test and then form groups according to personality type. (Scaffolding) (Method –individual learning and grouping; Instruments – personality type test; Grouping – whole group and groups according to personality type ; Media – microphone, whiteboard, whiteboard marker; Pacing – 40 minutes; Alignment – objective 1)
Those students with similar personality types are to form in groups of 4 to talk about learning styles.
Students are to from small groups to summarily talk about their personality type and to determine the best learning style for their personality type.
The results of the group talks shall be presented in front of the class by a group representative.
The teacher is to give additional inputs/suggestions on these learning strategies. (Method – lecture; Instruments – none; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker; Pacing – 20 minutes; Alignment – objective 1)
The students are to answer a worksheet that tests their general knowledge of this topic. (Pacing – 10 minutes)

RESEARCH SKILLS

The teacher is to introduce the library to the students. (Method – lecture, group trip to the library; Instruments – none; Grouping – whole group; Media – computerized card catalogue, other available library media; Pacing – 40 minutes minutes; Alignment – objective 2)
The teacher talks about the basic subdivisions of the library.
The teacher shall bring the students to the library to show the different areas as well as the computer index.
The teacher shall introduce academic internet research as well as online journals research to the students.  (Method – teacher-led discussion; Instruments – notes on relevant webpages and search engines as well on the university’s guidelines on online journal search, Powerpoint presentation on online search; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker, university online computers, LCD projector; Pacing – 40 minutes; Alignment – objective 2)
The common academic websites are to be introduced to the students.
Accessing the university’s library online journals shall be taught to the students.
The students are to be given sample topics to research on online using academic webpages and online journals.
The students are to answer a worksheet that tests their general knowledge of this topic.(Pacing—10 minutes)

CRITICAL THINKING

The teacher talks about the importance of critical thinking to students and gives an overview of the core critical thinking skills (Facione, 2006, p. 5) (Scaffolding—instructor’s introduction; Method – lecture; Instruments – script on the different critical thinking skills; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker; Pacing – 45 minutes; Alignment – objective 2)
Case studies to exercise the different critical thinking skills. (Method – discussion; Instruments – case studies; Grouping – individualized learning and whole group; Media – microphone, whiteboard, whiteboard marker, university online computers; Pacing – 25 minutes; Alignment – objective 2)
The students shall be presented with different cases wherein the different skills shall be utilized. The students are to individually evaluate the cases in a sheet of paper. (Scaffolding)
The teacher shall discuss the possible answers for the cases.
A discussion shall be made on the art and ways of argumentation (Gilbert, 1996).  (Method – lecture discussion; Instruments – notes on different styles of argumentation; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker; Pacing – 40 minutes; Alignment – objective 2)
The teacher discusses Gilbert’s (1996) argument rules to the students.
The teacher gives examples of good and bad argumentation.
The teacher asks for examples from the students of good and bad argumentation styles.
The students are to answer a worksheet that tests their general knowledge of this topic. (Pacing – 10 minutes)

ORAL PRESENTATIONS AND CLASS RECITATION

The basics of oral presentations, with and without Powerpoint, shall be lectured on by the instructor. (Method – lecture; Instruments – notes on oral presentation, Powerpoint presentation on oral presentation ; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker, computer, LCD projector; Pacing – 40 minutes; Alignment – objective 2)
The instructor shall provide the basic tips for a good oral presentation.
The instructor shall show samples of good Powerpoint presentations.
The teacher introduces graded recitation to the students. (Method – lecture discussion; Instruments – notes on tips for studying and doing oral graded recitation; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker; Pacing – 25 minutes; Alignment – objective 3)
The students are to be given mock graded recitation tests based on knowledge attained so far in the seminar. (Method – recitation; Instruments – mock graded recitation questions; Grouping – individual learning; Media – microphone; Pacing – 15 minutes; Alignment – objective 3)
The students are to answer a worksheet that tests their general knowledge of this topic. (Pacing – 10 minutes)

ONGOING ASSESSMENT AND ACTION PLAN

The students are to be advised of the importance of keeping syllabi handed by the professors of each class. (Method – lecture discussion; Instruments – none; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker; Pacing – 20 minutes; Alignment – objective 5)
The student ought to familiarize himself/herself with the course through the syllabus. (Scaffolding)
The students are to be asked to organize their test results for grade reference. (Scaffolding)
The instructor shall briefly talk about other necessary skills that may aid in making college life smoother (Method – lecture discussion; Instruments – notes and tips on time management, student motivation, and stress management; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker; Pacing – 20 minutes; Alignment – objective 5)
The instructor talks about time-management.
The instructor then presents the importance of student’s motivation.
Some tips on stress management shall be presented.
A short discussion shall take place that talks about the importance of the above-mentioned skills.  (Method – lecture discussion; Instruments – none; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker; Pacing – 10 minutes; Alignment – objective 5)
The students are to answer a worksheet that tests their general knowledge of this topic. (Pacing—10 minutes)

FIVE PART READING

The instructor shall explain the reading demands in college. (Scaffolding – instructor’s introduction; Method – lecture discussion; Instruments – none; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker; Pacing – 5 minutes; Alignment – objective 6)
The five-part reading style shall be projected on the board along with the SQ3R method (Virginia Commonwealth University, 2007). (Scaffolding – instructor’s lecture on reading style; Method – lecture discussion; Instruments – notes on SQ3R and five-part reading method, Powerpoint presentation on SQ3R and five-part reading method; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker, computer, LCD projector; Pacing – 20 minutes; Alignment – objective 6)
The SQ3R method shall be introduced on the board or in a Powerpoint presentation. The five-part reading style shall be presented as an alternative way of understanding the SQ3R method.
The students shall be asked to exercise each skill on a sample reading.
The students are to be asked to pull out a short reading (different from the sample reading used above) and practice the method for a few minutes. (Instruments – short reading exercise; Grouping – whole group; Media – microphone; Pacing – 15 minutes; Alignment – objective 6)
The instructor shall give out comprehension test questions that should check the students’ comprehension level after reading the material. The students shall check their individual work. (Instruments – comprehension test questions; Grouping – individual learning; Media – microphone; Pacing – 10 minutes; Alignment – objective 6)
The students are to answer a worksheet that tests their general knowledge of this topic. (Pacing – 10 minutes)

CHECKLIST FOR NOTE-TAKING AND TEST-TAKING

The instructor shall introduce general tips on good note-taking to the students. (Scaffolding; Method – lecture discussion; Instruments – tips on good note taking; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker; Pacing – 5 minutes; Alignment – objective 7)
The instructor then presents the five R’s of the Cornell System for taking down notes (Virginia Commonwealth University, 2007). (Scaffolding;  Method – lecture discussion; Instruments – notes on Cornell System; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker; Pacing – 5 minutes; Alignment – objective 7)
The students shall do an exercise that will make them more familiar with the Cornell System. (Method – lecture discussion, peer discussion, individual learning; Instruments – lecture notes on topic of choice, lecture exercise worksheet; Grouping – whole group, groups of 4 or 5; Media – microphone, whiteboard, whiteboard marker; Pacing – 20 minutes; Alignment – objective 7)
The instructor shall hand out a worksheet page then makes a 10 minute lecture on a topic of choice.
The students, after taking down notes using the Cornell System, shall be grouped in groups of 4 or 5. The students shall exchange papers with their peers for a peer discussion of the effectiveness of the notes taken.
The teacher presents a pre-written sample of a paper with good notes from which the students can further examine their work.
The instructor moves on to discuss test taking to the students. The instructor begins with tips for the students to prepare for the test as well as some tips to avoid test anxiety. (Scaffolding; Method – lecture discussion; Instruments – notes on test taking; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker; Pacing – 5 minutes; Alignment – objective 7)
The instructor then discusses the different kinds of tests. (Scaffolding; Method – lecture discussion; Instruments – notes on taking tests, Powerpoint presentation; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker; Pacing – 15 minutes; Alignment – objective 7).
The instructor gives tips for taking multiple choice questions (Virginia Commonwealth University, 2007).
The instructor then gives samples of multiple choice questions and discusses the right answer.
The instructor discusses the tips in taking an essay.
The instructor shows a sample of an essay question and a sample of an essay that is well-written and another sample of an essay that is badly written. The instructor shall discuss the reasons why the first essay sample is good and why the second sample is bad.
The instructor discusses tips on answering math and science tests.
The instructor then gives some samples then discusses the ways that these tests should be approached and answered.
6. The students are to answer a worksheet that tests their general knowledge of this topic. (Pacing – 10 minutes)

EXAM SCHEDULE

The instructor familiarizes the students with the school’s system of arranging exam schedules. (Method – lecture discussion; Instruments – notes on the school’s exam scheduling system; Grouping – whole group; Media – microphone, whiteboard, whiteboard marker; Pacing – 20 minutes; Alignment – objective 8)
The students are to answer a worksheet that tests their familiarity with the system. (Pacing—10 minutes)

REFERENCE LIST:

Facione, P.A. (2006). Critical thinking: what it is and why it counts. Insight Assessment.

Gilbert, M. A. (1996). How to win an argument, second edition. New York: John Wiley & Sons.

Virginia Commonwealth University (2007). Academic success tips. Retrieved August 12, 2007 from http://www.has.vcu.edu/success/academic_tips.html.

 FORMATIVE EVALUATION AND SUMMATIVE EVALUATION OF STUDENTS

            The students of CS101, as could be noticed in the lesson plan, are to undergo a number of assessments. It should be recalled that the students are to acquire skills on the following: personality typology, research skills, critical thinking, oral presentation, classroom graded recitation, self-assessment, five-part reading, note-taking, test-taking, answering worksheets, and arranging exam schedules. Each of these skills necessitates an assessment as all the parts require students to answer worksheets at the end of each presentation. On top of these worksheets, students are also to be assessed on their success to do specific tasks for each skill. Thus for the personality typology part the student shall be required to first figure out his/her personality type and later on determine the learning strategy suitable to his/her personality type. As for research skills, the students are to be tested on their ability to look for good academic materials on sample topics given by the teacher. In critical thinking, the students are to answer problems given certain case studies. In oral presentation, the students are to undergo mock graded recitations. In five-part reading, the students are to be tested on their comprehension based on the skills learned in five-part reading. In note-taking, the students are required to make effective notes. In all the topics, the students shall also be assessed based on class participation.

            Based on this large base of assessment data, the students are to be evaluated on the following criterion:

Worksheet exercises — 60%

Completion of other exercises — 25%

Class participation — 15%

The passing score shall be 75% which is equivalent to a C.

            The students are to be monitored within a span of 2 years. A mentor is to be assigned to each student who will have the task of aiding the student in regularly assessing and evaluating the student’s performance. After 2 years, the students who successfully completed CS101 are to be assessed and evaluated against other students who did not enroll in CS101. The students shall be summatively evaluated through their academic performance and achievements in contrast with other students.

FORMATIVE AND SUMMATIVE EVALUATION OF THE SEMINAR

            The seminar shall be assessed in the middle and at the end by the participants/students. The students are to be given survey forms that assess the usability of the seminar and its efficacy in imparting new skills to these participants. A space shall also be provided for the participants to give their comments. These surveys shall be used to formatively evaluate the seminar and eventually adjust the existing seminar.

            Aside from student evaluation at the end of the seminar which is mainly used to adjust the class, the seminar shall have a summative evaluation every two years, along with the summative evaluation of the students. At this stage, surveys and focused-group discussions on the participants, mentors, and the instructors of the participants shall be utilized to assess and eventually evaluate the seminar.

 

Cite this College survival 101 (cs101)

College survival 101 (cs101). (2016, Sep 21). Retrieved from https://graduateway.com/college-survival-101-cs101/

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