Completed skills audit - Jenny
6 pages
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Completed skills audit - Jenny

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6 pages
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Description

Date of Audit: 24.02.04 Transferable Skills Course Audit Tool – for auditing skills within an individual course Course Title: German Language 5 Course Code: GE250 Auditor / Lecturer: Dr. Jennifer Bruen Specified Level of Examples of teaching and Categorization: Skill Sub-skills in learning Taught Practiced Assessed proficiency learning methods and/or Additional Comments A, B, C or D (if appropriate) outcomes aimed for tasks employed to develop (1,2,3) skill (Tick appropriate box) Oral Summarising yes yes yes no 2 Plenary Lecture: This module has three A communication Question and answer session at contact hours/week: (1) Describing the end of the lecture plenary lecture (2) text seminar (3) grammar Discussing and debating Text Seminar: seminar. an issue Students summarise orally key The module is conducted aspects of sections of the through German and all Reporting the results of a seminar text or the entire text. assignments/tasks are small group discussion in Oral responses to questions on completed through German. plenum the seminar text. Pair work orally and the reporting of pair work to the class group. Oral communication is not Class discussions on the assessed directly in this seminar theme. module. However, some of Students describe and react the benefits of oral orally to an image related to the communication such as seminar theme. vocabulary acquisition and the development of “flow” and ...

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Nombre de lectures 33
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Adapted, with permission, from Queen’s University Belfast Skills Audit Tool, 2003
Transferable Skills Course Audit Tool – for auditing skills within an
individual course
Date of Audit: 24.02.04
Course Title: German Language 5
Course Code: GE250
Auditor / Lecturer: Dr. Jennifer Bruen
Skill
Sub-skills
(if appropriate)
Specified
in learning
outcomes
Taught
Practiced
Assessed
Level of
proficiency
aimed for
(1,2,3)
Examples of teaching and
learning methods and/or
tasks employed to develop
skill
Additional Comments
Categorization:
A, B, C or D
(Tick appropriate box)
Oral
communication
Summarising
Describing
Discussing and debating
an issue
Reporting the results of a
small group discussion in
plenum
yes
yes
yes
no
2
Plenary Lecture:
Question and answer session at
the end of the lecture
Text Seminar:
Students summarise orally key
aspects of sections of the
seminar text or the entire text.
Oral responses to questions on
the seminar text.
Pair work orally and the
reporting of pair work to the
class group.
Class discussions on the
seminar theme.
Students describe and react
orally to an image related to the
seminar theme.
This module has three
contact hours/week: (1)
plenary lecture (2) text
seminar (3) grammar
seminar.
The module is conducted
through German and all
assignments/tasks are
completed through German.
Oral communication is not
assessed directly in this
module. However, some of
the benefits of oral
communication such as
vocabulary acquisition and
the development of “flow” and
fluency are assessed in the
assessment of written work.
A
Written
communication
Writing short factual
pieces.
Writing discursive pieces
and giving one’s own
opinion.
Producing grammatically
accurate German.
yes
yes
yes
yes
2
Text Seminar:
3 written assignments given
over the course of the 12 week
semester. The structuring of
essay questions is discussed in
a feedback class on the first
assignment and where
necessary the second and third.
Each assignment is returned to
the students with linguistic
errors indicated (but the correct
versions not provided) and
comments relating to the
A
Adapted, with permission, from Queen’s University Belfast Skills Audit Tool, 2003
content and structure of the
piece. Students are requested
to submit a second draft for
further comment.
Grammar Seminar:
Students discuss grammar
points with their lecturer in order
to assess implicit knowledge in
advance of explicit teaching of
grammar syllabus.
Students complete grammatical
exercises in class, outside of
class, in groups and individually.
Students translate sentences
from English to German which
contain terms/concepts which
research has shown to be
problematic for English-
speaking learners of German.
Assessment:
Students complete a written
examination at the end of the
module. In this they complete
short factual paragraphs on key
issues as well as a longer
discussion piece on a thematic
area covered by the course.
They also complete a
grammatical cloze test. If
required they are given
feedback on their performance
early in semester two.
Presentation skills
no
no
no
no
N/a
N/a
Presentation skills form a
core component of the
subsequent module, German
Language 6. It is intended
that vocabulary acquisition,
development of grammatical
proficiency etc. will assist the
students in giving
presentations through
German in semester 2.
D
IT skills
no
yes
yes
no
1
Students directed to shared
staff/student drives and required
to download and print
powerpoint files/seminar nexts
and bring them to the relevant
classes.
It is intended to use the new
virtual learning environment
at DCU, MOODLE, to support
this module in semester 1 of
2004/2005. This will
necessitate additional training
B
Adapted, with permission, from Queen’s University Belfast Skills Audit Tool, 2003
for the staff/students
involved.
Team work
No
(is referred
to in the
“indicative
syllabus”
no
yes
no
1
Students required to work in
pairs and in small groups
particularly during the text
seminars in order to determine
the answers to questions posed
and to defend their positions in
the class group.
In the previous module,
German Language 4,
students engaged in
researching and presenting
group oral presentations.
B
Adapted, with permission, from Queen’s University Belfast Skills Audit Tool, 2003
Managing one’s
own learning
Planning
no
yes
yes
no
2
Plenary Lecture:
In week 1 the importance of
effective note-taking is
demonstrated to students. The
lecturer gives a 10-minute
presentation with no discussion
beforehand. This is followed by
a discussion with the students
concerning what they have
successfully retained of the
material.
The purpose of note-taking is
then discussed with them and
techniques such as skim-
reading, the noting of key
aspects, the use of meaningful
abbreviations, diagrams,
schemata and symbols and so
on are discussed together with
the value of using one’s own
words. Tips concerning the
importance of reading the
lecture notes provided on the
shared drives in advance are
given and the importance of
organising materials over the
course of the semester
discussed. The importance of
identifying and working with the
lecturer’s lecturing style is also
discussed.
Students are encouraged to go
over their notes after each
lecture and to clear up
misunderstandings at this point
with their lecturer. The
importance of immediate review
for successful retention is also
emphasised. Students are also
encouraged to reorganise and
restructure the material in a way
that is meaningful for them.
Seminar:
Reading strategies for effective
work with texts are discussed in
the first/second week of the
semester. These include the
identification of the most
important points/arguments and
the usefulness of summarising
and paraphrasing techniques for
the retention of material. Close
vocabulary work such as the
grouping of vocabulary
according to themes and the
utting of words into sentences
While not assessed directly,
students’ abilities concerning
“planning”, “decision-making”,
“multi-tasking”, “time-
management” and “problem
solving” all contribute to their
overall performance in all of
their modules.
B
Adapted, with permission, from Queen’s University Belfast Skills Audit Tool, 2003
Decision making
No
yes
yes
no
1
In the context of the ELP
students are encouraged to
make decisions concerning their
levels of proficiency (self-
assessment) and to identify
which language learning
strategies are likely to help them
in the achievement of their
goals.
B
Multi-tasking
No
no
yes
no
1
Some classroom activities such
as for example watching a video
while answering questions on
the video clip require students to
multi-task.
B
Time management
no
no
yes
No (no
summative
assessment
although
formative
assessment
takes place
in the form
of the
written
assignment
s and their
related
feedback)
3
Completion of three written
assignments over the 12 week
semester.
Students in year two deal with a
heavy workload. Dealing with
this (or solving this problem)
requires considerable time
management and multitasking
abilities.
B
Problem solving
no
no
yes
no
1
B
Information
Management
No
No
yes
No (not
directly)
Students provided with access
to large amounts of information
on the seminar themes as well
as on the language itself.
Completion of assignments
necessitates an ability to
manage and structure this
information (see also
“planning”).
B
Critical Thinking
no
yes
yes
yes
Students respond to arguments
and discussion statements
relating to the seminar themes.
Students encouraged to
differentiate fact from opinion in
the materials with which they
are engaging.
B
The skills highlighted in red above are the skills which have been chosen for development in the Transferable Skills project pilot programme.
Adapted, with permission, from Queen’s University Belfast Skills Audit Tool, 2003
Definitions:
Specified in Learning Outcomes
– the learning outcomes of the course explicitly mention that the skill will be developed as a result of the student undertaking the course.
Taught
– a lecture or tutorial (or part of one) on the course is devoted to giving the student information on the skill or directing the student where to find information on the skill.
Practiced
– Students are explicitly required to use the skill in classes or in completing course assignments
Assessed
– Marks are formally awarded for the use of the skill as part of an assessment, or assessment criteria include explicit reference to the skill
Level of proficiency aimed for (1, 2 or 3):
See Levels of Proficiency / Skills Definitions document
Categorization: A, B, C or D
A
– skill already present and at a satisfactory level in the curriculum
B
– skill already present and would like to improve in the curriculum
C
– skill not present and would like to integrate into curriculum
D
– skill not present and not likely to integrate into curriculum
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