Rick Dollieslager Thomas Nelson Community College, Hampton, Virginia For Cengage Learning

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<ul><li><p>Rick DollieslagerThomas Nelson Community College, Hampton, VirginiaFor Cengage Learning</p></li><li><p>Soft Skills = Success in Life Developing responsibility through course activities and graded assignments:Syllabus buildingBase Group establishmentThe late paper case studyProfessional behaviors work sheetNQAs</p></li><li><p>Copied from ENF 003 course syllabus (English Fundamentals 3, integrated reading and writing instruction)</p><p>Expectations of Students(Compiled and agreed to by Mr. D. and the members of the class)In order to be successful in ENF 3 and ENG 111, we agree to do the following:</p><p>Show up on time every dayBe prepared with all homework that is due. . . Following group discussion of student success behaviors, finish this section of the syllabus in class</p><p>Expectations of Mr. Dollieslager(Compiled and agreed to by Mr. D. and the members of the class)In order to facilitate your success and support your academic achievements .I agree to do the following:Be prepared for classMaintain my office hours, f2f and virtual, at the agreed upon times of _______________. . . Following group discussion, finish this section of the syllabus in class</p><p>Classroom Deportment(Compiled and agreed to by Mr. D. and the members of the class)In order to foster success, it is my responsibility to maintain a safe, learning-centered environment in which every student can participate and develop the skills necessary to be successful in ENF 3 and ENG 111. I take this responsibility very seriously, and we will all agree to the following classroom behaviors in order to respect everyones right to learn the course objectives and to support each other in achieving them.Turn off your cell phone during classListen actively when your class colleagues are speaking . . . Following group discussion, finish this section of the syllabus in class</p></li><li><p>Establishes students responsibility for their own learning outcomesRequires and initiates active involvement of the students in their desired outcomesConnects the students to their colleagues and professor through common goals and agreed-upon behaviors Posits a de facto course conduct contract between student, teacher, and class colleagues http://www.creatingcreativeclasses.com/blog-the-creative-classroom.html</p></li><li><p>COOPERATIVE BASE GROUPS:MEMBERS MONITOR EACH OTHERS ACADEMIC PROGRESS AND MAKE SURE ALL ARE ACHIEVING.Long term (an entire semester) heterogeneous (in terms of academic achievement and motivation) study and support groups with stable membership that meets on a biweekly basis. </p><p>Members encourage each other to master course content and complete assignmentsMembers check to see what assignments each member has and what help they need to complete themGroup discusses assignments, provides information about what a member missed or misunderstoodHelp each other with test prep.Go over missed questions after tests and/or quizzesHelp with proofreading and editing essays and covering math homeworkCall and email absent members</p></li><li><p>DID I MISS THE BOAT?THE LATE PAPER CASE STUDYWho is responsible for Kims failing grade: Kim? Prof. Freud? Kims husband? Her classmate? Freuds secretary?</p><p>Discussing the case study, students see responsibility means making wise choices. </p></li><li><p>THEY CHOOSE WHEN TO USE ITONE CHANCE/ONE CHOICE: NQASOne-time use of No Questions Asked couponMakes up one late assignmentUnderstand that this is their single late submission; no others can be accepted.Add your on stipulations to the coupon (time-out date, extra credit for not using it, etc.)</p><p>NQA: No Questions Asked</p><p>This coupon entitles the bearer to turn in ONE assignment up to one week late, with no questions asked and no reduction in grade.</p><p>Assignment: _______________________Date: ________ Signature: ___________</p></li><li><p>PREPARING FOR A PROFESSIONBY ACTING PROFESSIONALLY IN CLASSUSING MODELS AND RUBRICSContinuous improvement modelSelf-assessingAssessing peersTeacher assessmentMid-termEnd-of-termAssessing growth and progressA professionalism rubric</p></li><li><p>TEACH GOOD NOTE TAKINGINTEGRATE STUDY SKILLS INTO COURSESTeach Cornell notes formatCollect and grade notesAllow open notes testsTeach SQ3R readingUse math journalsUse grammar journals Use Chunking</p></li><li><p>*</p></li></ul>