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ERIC Number: ED343165
Record Type: RIE
Publication Date: 1992-Mar
Pages: 24
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Implementation of Integrated Skills Reinforcement Teaching and Learning Strategies in the Social Sciences, Behavioral Sciences and Puerto Rican and Latin-American Studies Courses.
Vazquez, John D.
The Integrated Skills Reinforcement (ISR) technique, developed by faculty at La Guardia Community College in New York City, is a student-centered teaching and learning model which can facilitate learning for non-traditional, non-native (frequently underprepared) students. It aims to develop and integrate students' basic skills into course content, while introducing the specific subject matter of the course. During the fall 1989 semester at New York City Technical College, a class in Elements of Sociology implemented ISR strategies. A Learning and Teacher's Guide was developed to facilitate the learning and teaching of sociology and psychology. Students gave oral presentations, engaged in collaborative learning activities, and produced brief writing tasks, ongoing short narratives in a narrative log, and two essays. A Student's Learning Guide illustrated the strategies for using sociological and psychological terms and developing college level vocabulary. An ongoing anecdotal log documented students' reactions, while a clinical journal kept by the teacher recorded classroom activities and observations. Students found the learning guide and the ISR strategies helpful, and made the most significant improvements in vocabulary development and confidence in speaking. The ISR model lends itself to all content areas because of its structure, organization, and flexibility. (Fifteen references are attached.) (SR)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: City University of New York NYC Technical Coll; Integrated Skills Reinforcement; Nonnative Speakers
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (43rd, Cincinnati, OH, March 19-21, 1992).