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In the Library: Using the Cephalonian Method for English Language Learners

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In the Library: Using the Cephalonian Method for English Language Learners Laurie Bridges, Librarian Oregon State University American Library Association Annual Conference 2015 ACRL Academic Library Services to International Students Interest Group Discussion


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What is the Cephalonian Method? Large and small groups Facilitates audience participation Uses color-coded structure Suitable for many situations (classroom, tours) Developed at Cardiff University by Linda Davies and Nigel Morgan


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Our Initial Process (2012) Team of three: Two librarians (Anne-Marie Deitering and me) Evening reference desk manager (Kristin Swetland) Purpose: Introduce students to the idea of the library as a partner in their academic success. Give students some familiarity/experience with resources and processes that will be unfamiliar to them no matter how good their high school library was (e.g. reserving study rooms or finding course reserves).


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Our Initial Process (cont.) Audience: The primary audience for this workshop will be u-engage (first-year orientation course) students who are required to attend one of the library workshops by their instructor. These students could be required to attend this specific workshop, or they could be given the choice of attending


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Our Initial Process (cont.) Learning Outcomes: After completing this workshop, students will be able to: Point to multiple ways to get help from Valley Library librarians. Locate useful service points in the Valley Library. Tell another student about useful services offered by the Valley Library. Demonstrate how to to use library services or spaces to accomplish academic goals, including: completing class readings and facilitating group study.


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Re-Purposed for ELL Students (2013) Nearly 4,000 international students at OSU INTO OSU Private/Public Partnership Nearly 1,500 (of the nearly 4,000) Language Learning Pathway Language Learning Class: American Survival 4-6 sections a term 1 visit to the library Lower-Level English


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Why for English Language Learners (students who have not met TOEFL requirement)? Teaching with Visuals (photos in powerpoint) Encourage Participation (U.S. classroom culture) Background Knowledge (libraries in home country) Academic Vocabulary Development


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Materials Presentation / Powerpoint Color-coded questions Prizes


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Plan Hand out color-coded questions at the beginning of class. “Who has the green question?”


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My Chemistry professor said that I should get help with my homework in the Mole Hole What’s a Mole Hole?


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Free, drop-in service. Tutors available after Week 2 Math, Physics, Writing Center, Chemistry, CAMP & more. Appointments required for the Writing Center.


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After Question(s) Students select their prizes for asking a question during class. Highlighters Notecards Notepads Pins that say OSU Libraries Other OSU takeaways


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Future Possible Changes Group work to discuss and answer questions afterward (partner learning) Handout an outline of the presentation along with my name and contact Introduce a short writing activity (currently read, listen, and speak, but no writing) Activity focused on library (academic) vocabulary


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