Outline

Aim

The aim of this unit is to assist you in developing a greater understanding of the processes required for academic reading and writing. A deep understanding of these processes will allow you to effectively teach these skills to your learners. The unit also describes the IELTS system in detail. IELTS is an internationally recognised benchmark in English language acquisition. Certain levels of IELTS are required in many countries (including Australia) for university entrance to be granted. If your future learners have university aspirations, then IELTS may be a necessary step for them. Even in cases where IELTS is not required for university entrance, IELTS preparation will assist your learners in developing their academic English to an acceptable university standard.

Structure

This unit is divided into ten modules. It is estimated that each module will take a minimum of two hours to complete. It is recommended that you spend more than two hours on some of the modules. You may complete the unit at your own speed. You may repeat modules if you feel you need to revise them at any time. There is a textbook you  definitely must buy to assist you with the modules. There is also a list of recommended texts, these are useful references for your future teaching and also for you to improve your own knowledge of English grammar and structures. The official IELTS web-site is also recommended to give you access to a myriad of resources and information and enable you to stay informed of changes made to the IELTS testing procedures.

Assessment

After each module you will be given a short online test. These tests will be structured in the same way as the IELTS Academic Reading test items. This will test your knowledge of the course material as well as give you practical experience with the format of the IELTS Academic Reading module. The test questions will have a correct or an incorrect answer, so for each module you will be given a score. Once you have completed the course the scores for each module will be averaged and you will be given an overall percentage mark. A percentage of 80% or over is required in order to pass the unit. If you do not achieve this percentage you may redo the tests and gain an improved percentage.

Outcomes

Textbook & website

Terry, M., & Wilson, J. (2004). Focus on Academic Skills for IELTS. Essex, England: Pearson Education Limited.

This textbook offers a clear focus on the four basic language skills: Listening, Speaking, Academic Reading and Academic Writing. This unit will not cover the Listening and Speaking skills in detail, although it is highly recommended that you review these skills and how they are covered in the textbook in order to advance your own understanding and general competence.

www.ielts.org

This is the official IELTS web-site and offers a great deal of information as well as practical assistance in the classroom. The Teachers Resources section of this web-site will be used throughout the unit to extend your understanding in many of the modules of work.

Recommended reference and reading

Conway, D., & Shirreffs, B. (2003). On Course for IELTS. Melbourne: Oxford University Press.

Hopkins, D., & Cullen, P. (2007). Grammar for IELTS with answers. Cambridge, UK: Cambridge University Press.

McCarthy, M., & O’Dell, F. (2008). Academic Vocabulary in use. Cambridge, UK: Cambridge University Press.

Oshima, A., & Hogue, A. (1997). Writing Academic English Fourth Edition. New York: Addison Wesley Longman.

Education has moved from the days when one size fitted all and the great majority of students within Government funded educational systems, were being given the very basics of literacy and numeracy. Their futures were seen to be on factory floors, challenged only to become speedy in completing repetitious tasks. The ability to think and seek solutions, was not expected to nor required. Teachers in those times were regarded as the fonts of all knowledge and to be considered ‘clever’, students needed to be able to regurgitate so called facts in answer to set piece exam questions: “… we produced a bundle of pens, a copious supply of ink, and a goodly show of writing and blotting paper” Charles Dickens, ‘Great Expectations’

In today’s vastly different world we have access to large amounts of data. To change data into knowledge is the present day challenge. Today’s students need to develop powers of research and analysis to be able to sift, evaluate and then form hypothesise. This is now described as self directed learning, teachers guide whilst students research and report. Since there is no longer a set period of students’ lives in which to ‘learn’, we also have developed the concept of Life Long Learning, the title of which clearly indicates its premise.

Outline

The expression Self-Directed Learning infers a level of personal discipline and interest focus. This usually begins with Child-Centred Learning in which educators orient to developmentally-appropriate approaches, to Learner-Motivated learning in which learners focus on personal learning passions with educator support, to a Differentiated approach in which educators customize a curricula reflecting learner-readiness and biographical or cultural sensitivity. We have moved from “The Sage on the Stage” to “The Guide on the Side”…for Life Long Learning.

“What our young people need much more of in the future, more than we did or our parents needed,” Dr. Sahlberg told a reporter, “is education to discover their own passions, their own interests and talents.”

Dr. Sahlberg’s comment underscores a need to provide young people more autonomy in their learning. Such autonomy will, in turn, engender more self-responsibility and self-resilience, two traits that will be much needed in the face of significant changes and challenges that experts agree are in store in the future.

Michael Maser: www.selfdirectedlearning.com

Outcomes

To be able to clearly define the key concepts inherent to Self Directed Learning. [ i.e. Research, Report, Action ] by presenting and guiding a highly interactive, conference workshop for your peers.

Following the research phase, you will develop speakers notes as well as any visual or material aids for conducting a two hour, very interactive workshop, which incorporates a ten minute break out.

You will be expected to have carried out, and have evidence as well as supporting references pointing to current research on the topic. You will be expected to be highly conversant with current methods and research.

Mentoring will be readily available throughout from EE’s Academic Director and such collaboration is a major part of the assessment and is non negotiable. This will be a simulated Real Time project with a mutually agreed time frame for completion, expected to be approximately three weeks.