Cognitive Apprenticeship In Case Study

The real world’s standards are constantly evolving, growing ever more demanding on the public education system, yet despite this the primary indicator used for the success of the public education system is the high school graduation rate. The high school graduation rate is a deeply flawed statistic conceived many decades ago and hasn’t changed at all, failing to encompass better and broader definitions for public education system success. However, the focus on critical writing skills at New Dorp High School had the effect of dramatically increasing the school’s graduation rate from 63 percent before the “writing revolution” to 80 percent (Tyre). At face value the increase is a tremendous success, but just because a student can graduation high school does not mean they have the technical skills to prepare them for college or the workforce. A list of the fastest growing occupations in the United States provided by the Bureau of Labor Statistics mostly includes jobs from the medical field or occupations that require

In Dan Berrett’s article “Students Come to College Thinking They’ve Mastered Writing”, published in the Chronicle of Higher Education on March 21, 2014, the author describes some issues regarding writing that first-year students face. Berrett claims that “the students’ notions about writing” do not meet their instructors’ expectations. I, as a freshman in university, agree with most of the author’s ideas. However, there are flaws in the article, which make it less convincing.

My high school years were not spectacular, nor were they terribly productive.I left high school without learning how to proficiently write an essay. However, CUNY's Borough of Manhattan Community College afforded me a desperately needed second chance. It was at BMCC that I sharpened many of the skills I should have mastered in high school. I was able to greatly improve my writing ability. I began college as a student who found writing a 2 page paper to be a terrifyingly daunting task, but due to practice and numerous resources offered by CUNY, I soon was able to compose papers consisting of 10-14 pages with confidence and efficiency.

Instead of focusing on the different types of writing styles they will encounter in college and the workforce, most of the writing instruction students receive in their underclassman English courses at Carrizo Springs High School is primarily focused on preparation for the English Language Arts Texas Assessment of Knowledge and Skills Written Composition test, which has standards that are different than the outcomes they will be expected to accomplish in their dual credit English class and future college writing courses. Therefore, there must be a method implemented at Carrizo Springs High School and Southwest Texas Junior College to help students become more successful in dual credit English before they even step foot in that class. Students must understand that how they perform in that class will have an effect on their

Every year, students in Texas remain required to take the State of Texas Assessments of Academic Readiness, otherwise known as the STAAR test. In some instances, when required to do so, students write an expository on one certain topic. The understanding of good writing has changed throughout students experiences throughout the expository writing stations, whether varying from word choice, the clarity of the essay, the focus of the topic, the ideas developed throughout the entire expository, and the overall visual perception of the paper. These elements stand crucial to the success of the expository.

I agree with how Valerle Struss the way she explains how students are supposed to be taught Writing in college. In this day in age, many student struggles with ability to know how to even write a simple sentence. The main reason students in college are not able to do this simple task is because as technology advances more and more people rely on it. This is sometimes a good thing, but not always. People have learned to rely on the technologies they have around them. Which at the end of the day won’t do them any good? So, let’s take the advice of Mrs.Struss and the way she thinks how college students should actually be taught.

In Peg Tyre’s article, The Writing Evolution, he addresses how some students struggled with writing in schools and how more time needed to be spent on teaching the proper aspects of writing. In his article, Tyre mentions a specific high school that took large measures to figure out why their students were doing so poorly on english and writing exams. This particular high school, New Dorp, made a writing revolution in which they placed an intense focus across nearly every academic subject, teaching the skills that underlie good analytical writing (Tyre 4). They received extraordinary results. Pass rates for the English Regents, for example, bounced from 67 percent in June 2009 to 89 percent in 2011 (Tyre 4). The number of kids enrolling in a program that allowed them to take college-level classes shot up from 148 students in 2006 to 412 students in 2011 (Tyre 4).

Taught dynamic lab discussions and instruction with up to 100 students per session and tutored students individually and in groups outside of class time to improve their knowledge set and promoted self-motivation

Writing Prompt. This two-day lesson assessment determined whether or not students met the lesson’s objective. We chose this assessment because it provides qualitative data and incorporates the writing standard into our lesson. Also, the writing prompt is an open-ended assessment tool that does not limit the students’ choices when answering the prompt. If we gave them a multiple choice form of assessment, then the students only have 4 options to choose from that may not represent their thoughts entirely. Plus, students could select the correct answer through process of elimination, which would not represent the full picture of their knowledge and understandings. The writing prompt required the students to individually explain to an alien what its responsibilities are now that it is a member of the local community. Attached to the writing prompt was a writing rubric that would guide students to write a complete answer (See Appendix A). Since their language arts and reading teacher uses this writing rubric for her assignments, the student are familiar with it and understand how to write a complete answer. We had the students complete it individually so we could see each students’ voice and thoughts and eliminate the possibility of their answer being influenced by their peers’ opinions. Since we understand that the “the results of assessment are used to inform the planning and implementing of experiences and to evaluate and improve teachers’ and the program’s effectiveness”

Another study, similar to the design research project, showed how revision and self-regulation can essentially improve a student’s writing. This study included 17 students taking a 13-week course on “Women and Leadership” at Brescia University College at Western University in Ontario, Canada. “Students received detailing assignment instructions and a grading rubric covering writing, information gathering and presentation, and quality of ideas” (Feltham and Sharen, 114). The students received six hours of classroom instruction, which consisted of: library research, critical thinking, writing, giving and receiving feedback, and revision strategies. To determine whether the attitudes, beliefs, or behaviors of the subjects changed, a pre and post

Having academic success is what a person strives for as they first pursue a collegiate education especially at a graduate level. But there are instances when the journey is first pursued that many students may feel intimidated by responsibilities, preparedness, and the confinement of certain codes and rules set up by how an instructor may grade and the format a student writes in, like American Psychological Association (APA) style. Knowing that the main goal overall is to graduate and a main component of academic success is writing. Being prepared and responsible may be challenging but can produce a greater reward

The STEM instructors at CCTC have numerous technologically advanced displays, such as robots and virtual welders, to recruit students and create excitement for the STEM programs. Unfortunately, once the students enroll and begin classes, the STEM instructors use lecture and standard laboratory activities that do not engage the students, which leads to a disappointing first-year experience for students (Reisel, Jablonski, Hosseini, & Munson, 2012), and as evidenced by the low retention rate (National Center for Education Statistics, 2016a), students are leaving CCTC. Thus, it is advantageous to reflect on the classroom experience in the STEM department and develop a plan of action to increase the retention rate at CCTC.

The writing submitted to professors gives them an impression of the way our practical mind works when confronted with a significant topic in a distinct field of study. Instructors want to see us learn to think like someone trained within this field. Academic writing make extensive use of specialized vocabulary and is often difficult to read if the reader is unfamiliar. The audience for this type of reading is a reader with the same background and equivalent preparation. In

As a science student, it is important for us to express our thoughts and complex ideas in a clear and concise way. We must be able to craft substantive and balanced academic arguments. Furthermore, to present ideas in a controlled and concise manner is an essential skill of a professional individual (Artifact 7). Coming into the WR 150, I did not realize the importance in the basic skill as a writer and was caught up in the desire to utilize the complicated and proper “methods” of writing (Artifact 7). In other words, I wanted to utilize the professional writing methods taught in high school and college without first perfecting the basic skills as a writer (Artifact 7). However, with the help of writing tutors and Professor Lee, I recognized

Planning and drafting academic assessments is a crucial aspect in effective academic writing and educational success. The key to successful writing is strong planning, research skills and drafting capability. (Sellers, Dochen & Hodges 2005) highlighted that Observation of writers producing non-trivial texts suggests that most spend