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2013 Transitional Studies

2013 Transitional Studies. What Teachers make. Lesson Examples. Math (emphasis on Personal Finance) Science (Life science with current world problems ). Shift in Curriculum nation wide. Common core…college career and readiness standards “Read like a detective, write like a reporter”

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2013 Transitional Studies

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  1. 2013 Transitional Studies What Teachers make

  2. Lesson Examples • Math (emphasis on Personal Finance) • Science (Life science with current world problems)

  3. Shift in Curriculum nation wide Common core…college career and readiness standards “Read like a detective, write like a reporter” • Evidence based writing • Text complexity • Technology emphasis • Processes in addition to answers • Algebra emphasis • Rigor • Webb’s Depth of Knowledge

  4. Webb’s depth of Knowledge It’s not about difficulty… I can ask you to define the word gadopentetate (That’s a difficult question, but not a difficult skill)

  5. Contextualization Pilot • Addresses needs of ALL students (GED, HS21+, ABE, ESL) • Emphasis is on reading/writing skills through a specific subject • More collaboration (create the atmosphere day 1)

  6. Class Quantitative Data Summer 2013 • English 5/6 (Contextualized in science) • 33 students were on my week 1 roster • 19 students attended day 1 • Of those 19: • 4 were enrolled in HS21+ • 2 were there to “brush up on skills” • 13 wanted to earn their GED (4 of those had less than 2 tests to complete) AT WEEK 8 • 13 students were still attending (and enrolled in HS21+ instead of GED) • Of those 13, 5 graduated with HS diploma • Of those 13, 4 students earned credit toward their HS diploma • 2 students earned their GED

  7. Dept. Quantitative DataSummer 2013 • 32 students enrolled in our pilot HS21+ contextualized classes in Science or U.S. History/Govt. • Out of the 12 students that graduated during the pilot, 10 of them transitioned to college programs (83%) •         4 entered the IBEST program •         4 entered other LCC programs •         2 entered college at another college institution

  8. How does one begin? • Map out content and embed essential skills • Attend contextualization trainings offered by SBCTC

  9. Traditional Adult Education Programs • Are usually open-entry, open-exit (model is changing) • Consist of multi-level classrooms • Provide a “facilitated” approach to learning and place the student in a more passive role • Rely heavily on workbooks, worksheets, and computer assisted instruction (skill and drill) • Emphasize the importance of acquiring academic knowledge but rarely focus on the application of that knowledge in real-life situations • Provide students with rules and facts that must be put on paper as proof of subject mastery • Encourage independent learning rather than large- or small-group instruction • Do not require work from the student outside of the classroom

  10. What does Research Tell us aboutthe Learning Process? • Most people learn best in a concrete manner that includes personal participation, hands-on activities, and opportunities for personal discovery. • Learning is enhanced when concepts are presented in a context that is familiar to the learner. • Most learners relate better to concrete examples rather than abstract conceptual models. • Most students learn best when they have a opportunity to interact with other students. • Rote memorization of isolated skills is relatively inefficient and ineffective for most students. • What We Know About the Learning Process, CORD, http://www.cord.org

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