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Integrating Self-Access with Curriculum An Activities based Approach

Integrating Self-Access with Curriculum An Activities based Approach. Sojo & Bunkyo students: Non English majors. 3 classroom hours per week. Varying levels of motivation and proficiency. Self-Access and Autonomous Learning radically different from their previous experience of learning. .

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Integrating Self-Access with Curriculum An Activities based Approach

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  1. Integrating Self-Access with Curriculum An Activities based Approach

  2. Sojo & Bunkyo students: • Non English majors. • 3 classroom hours per week. • Varying levels of motivation and proficiency. • Self-Access and Autonomous Learning radically different from their previous experience of learning.

  3. What are SALC Activities? • ShortDuration • Done in the Self-access center. • Doneoutside of class time. • Doneindividuallyoringroups.

  4. Why SALC Activities? • Ease students (via heavy scaffolding) into a self-access environment. • Supported by and integratedinto the curriculum. • Satisfy institutional demands. (bums on seats)

  5. Are SALC Activities Commensurate with Autonomous Principles? SOJO • Voluntary. • Choice of activities. • Range of activity types. • Advanced (2nd year) activities require more reflection. BUNKYO • Minimum number compulsory. • Choice of activities. • Range of activity types. • Four stages of activity.

  6. Examples

  7. Examples

  8. 4,416 Activities Completed in Sem 1, 201171% of students completed 4 or more activities

  9. SALC Activities are Helping Drive SALC user numbers

  10. SALC Activities are Helping Drive SALC User Numbers

  11. SALC Activities are Increasing Student Motivation to use the SALC

  12. SALC Activities are Raising Awareness of our Advising Service BECC Advising Sessions by Topic 2011

  13. Conclusion • Building a culture of language learning • Stepping stones to autonomy • Satisfying institutional requirements • PICTURE GOES HERE

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