Contextualizing History in Basic Writing Skills Curriculum

1. Contextualizing History in Basic Writing Skills Curriculum South Texas College McAllen, Texas Virginia Norquest, M.A. Karen Armitano, Ph.D. Jinhao Wang, Ed.D. League for Innovation Conference February 27 - March 2, 2011 San Diego, California

2. Literature Review Gillespie, M. K. (2002). “EFF Research Principle: A Contextualized Approach to Curriculum and Instruction” --Defines contextualized curriculum and instruction as relating real-life contexts to teaching and learning in light of cognitive research and transfer of learning --Aims at skills and knowledge learners need to perform tasks meaningful to learners in real life --Focuses on application rather than possession of knowledge and skills

3. Literature Review Baker, E., Hope, L., and Karandjeff, K. (2009).Contextualized Teaching & Learning: A Faculty Primer -- Contextualized teaching and learning (CTL) is based on motivation theory, problem-centered learning, social learning theory, and brain research. -- CTL means relating subject matter in a course to meaningful situations that have relevance to students’ lives. -- CTL can be utilized to support learners’ basic English, math, or English as a Second Language skills.

4. Literature Review Association of American Colleges and Universities & Carnegie Foundation for the Advancement of Teaching. (2004). A Statement on Integrative Learning. --Connecting skills and knowledge from multiple sources and experiences --Applying theory to practice in various settings --Understanding issues and positions contextually --Addressing real-world problems that require multiple areas of knowledge and multiple modes of inquiry

5. Literature Review Project Zero, Graduate School of Education at Harvard University. (2006). Teaching for Interdisciplinary Understanding: A Framework for Design --Interdisciplinary understanding means “the ability to integrate knowledge and modes of thinking from two or more disciplines to generate a new insight” (p. 2)

6. Literature ReviewProject Zero, Graduate School of Education at Harvard University. (2006). Teaching for Interdisciplinary Understanding: A Framework for Design (continued) --The design for teaching for interdisciplinary understanding includes five dimensions: • Multifaceted topics (topics applied to multiple disciplines) • Disciplinary understandings (concepts or theories linked to multiple disciplines)

7. Literature ReviewProject Zero (continued) • Integrative understandings (insights generated from multi-disciplines) • Performances of understanding (flexible thinking used in novel situations) • Targeted assessment (key assignment elements assessed to provide student feedback)

8. Literature Review --Price, D. V. and Roberts, B. (2009). Improving student success by strengthening Developmental Education in community colleges: The role of state policy -- Recommends various ways to strengthen Developmental Education. Among them include the following: • “New ways of contextualizing curriculum by integrating academic skills with occupational programs” (p. 3). • “Alternative delivery of programs (e.g., Career Pathways, bridges) to accelerate the transition from developmental education to college-level courses” (p. 3).

9. South Texas College • Located in the Rio Grande Valley • College facts • Fall 2010: 29,563 students • Spring 2011: 27,362 • Population: 94% Hispanic • Financial Aid: 86% • First-generation college going63% • Entering Freshmen in either Dev. English or Dev. Reading 38%

10. South Texas College • Three Developmental English levels • Fall 2010------ 71 (582), 81(806), 91(498) = 1,886 • Spring 2011--- 71 (621), 81(811), 91(546) = 1,978 • Classes scheduled twice weeklyfor a total of 3 hours lecture and 1 hour lab

11. Developmental English: Placement Scores (p.3) • Placement Accuplacer THEA E=essay/## grammar score • English 1301 E8/60+; E7/60+; E6/60+; E5/80+  College Ready • 91  E8/0-59; E7/0-59; E6/0-59; E5/73-79  200-219 • 81  E5/66-72; E4/66-72  180-199 • 71  E5/0-65; E4/0-65; E3/0-65  100-179

12. Developmental English: Placement Scores (continued) • Grade Equivalency 91  9.75 - 10.6 grade 81  8.6 - 9.7 grade 71  3.3 - 8.5 grade • To Exit Developmental: Students can take/pass Accuplacer or THEA at any time.

13. Developmental English: Curriculum Evolution • 1994-2004: Curriculum focused on basic skills training Engl71—Sentences/Grammar Skills Engl81—Paragraphs/Grammar Skills Engl91—Essays/Grammar Skills • 2004-2007: Curriculum focused on longer discourse sequenced by rhetorical modes (heavy emphasis on test preparation) Engl71—Paragraphs/Essays: Narration, Process Analysis, Persuasion Engl81—Essays: Description, Cause and Effect, Persuasion Engl91—Essays: Definition, Illustration, Persuasion • 2007-2009: Curriculum of all levels based on real life issues and focused on theme-based writing projects that integrate reading and research

14. Developmental English: Curriculum Evolution (continued) • 2009-Present: Curriculum contextualizes core courses (Funded by Gates Foundation) • integrates academic writing skills • integrates academic research • integrates communities • integrates developmental departments • integrates an academic discipline

15. DEI Grant Flow Chart

16. Inter-Contextualization between Developmental English, Reading, and Math • Across developmental departments • reading and math assignments in writing • writing and math assignments in reading • reading and writing assignments in math

17. Intra-Contextualization within Developmental English • Within Dev. English 71: History and Sociology (syllabus--pp. 4-10) • writing assignments—5 writing projects, 13 journals, 5 interviews, and 5 videos (approximately 30 pages of writing) • reading assignments—history and sociology textbook excerpts, academic research articles, web links, peer discussions, and short stories • math assignments—legends, maps, charts, graphs, and elementary statistical analyses

18. Weaving It Together: The Challenge • Design two major writing projects with a historical or sociological perspective • Teach novice writers how expert writers work • Teach developmental students at the academic level • Accelerate acquisition of writing skills

19. Overarching Themes • Identity • Community • Overview of DEI Grant: History Writing Project • narration/description—Weeks 1-8 (pp. 4-7) • Who Am I? (paragraph #1—pp. 11-19) • Where I Came From (paragraph #2—pp. 21-32) • My History (essay #1—see pp. 33-55)

20. Contextualizing History—Why? • Part of core curriculum (pp. 56-57) • no pre-requisites for History 1301 • Identifies groups of people in society • movement of peoples • Places individuals in community groups • ancestral community, family community, college community • Addresses diverse perspectives, alternative visions, and historical change and unity • first generation college students

21. Using History Textbook • History 1301 textbook (Out of Many) displayed to class • communities in preface • maps, pictures, and graphs about the migration/diversity of people in chapter • digitized images from textbook on classroom computer • Students buy printed excerpts from History 1301 textbook • special arrangements with publisher • inexpensive excerpts

22. Contextualizing Reading via History • Instructor chooses stories, articles and/or websites using history faculty as consultants • Readings relate to family and history: Sullivan Ballou letter, “Notes of a Translator’s Son,” “Change of Attitude,” Cisneros’s “Only Daughter,” “Why Study History?” Abraham Lincoln’s migration trail,family tree, migration maps, family name crest, You Tube’s “Mi Familia,” “Who Do You Think You Are?” “Life is Beautiful,” and “Occurrence at Owl Creek Bridge” • Students write journal entry based on history textbook supplement reading • Both Developmental English and Developmental Reading integrate history textbook supplement into curriculum

23. Writing Journals • For 71 classes, students write a total of 13 summary & response journals • instructions for journal (pp. 58-59) • sample journal entry (p. 60) • For history project specifically, students summarize and respond to: • history textbook supplement • short stories • videos on-line

24. Researching Actively! • Family history interviews (p. 41) • Students find 1-2 interviewees • relative • family friend • students ask interview questions • students takes notes

25. Let’s Do It! • Ask a “shoulder partner” interview questions (p. 24) • Take brief notes • Be a good interviewer • Switch

26. Creating a Family Tree • Students fill in Family Tree (p. 44) http://develop.southtexascollege.edu/devenglish/courses/descriptions.html • Names including maiden names • Birth cities • Birth dates • Mother’s and father’s sides color coded

27. Let’s Do It! • Examine the family tree (p. 30) • Tell “shoulder partner” how far back you can trace your family • Following two slides depict family trees created by students in Developmental English 71 (Instructor: Ms. Melba Perkins at Starr County Campus)

30. Understanding Cartographic Information • Examine migration maps in Out of Many • Determine personal family migration routes • Color code family migration map

31. Let’s Do It! • Examine map (p. 31 ) • Tell “shoulder partner” about your family’s migration trail • Why did relatives leave?

32. Deciphering Family Names • Website—House of Names (p. 32) www.houseofnames.com • insert last name • read history of name meaning • print out family name meaning and family name crest (p. 46) • other Google websites

33. Writing the History Paragraphs • Paragraph #1: Who Am I? -- (p. 12) • sample (p. 15) • outline (pp. 16-17) • draft, write, revise (Paragraph Check Sheet pp. 18-19) • Paragraph #2: Where I Came From -- (pp. 22-23) • sample (pp. 26-27) • outline (pp. 28-29) • draft, write, revise

34. Teaching the Paragraph • Organization (Who Am I? & Where I Came From) • topics (p. 14 Who Am I?) • topic sentences (p. 16 Who Am I? , p. 25 Where I Came From) • support • conclusion and full circle • grammar • formatting • Vivid language: simile, metaphor, or personification (p. 13) • Transitions • Student sample paragraphs (p. 15 Who Am I?, pp. 26-27 Where I Came From)

35. Writing the History Essay • Essay #1: My History -- (p. 34) • two body paragraphs (already done) • sample essay with attachments (pp. 38-48) • outline (pp. 49-51) • draft • attachments list (p. 54)

36. Teaching the Essay • Essay Structure (p. 35) • Introduction (p. 37) • lead-in: history quotes, interviewee quotes, story, shocking statement, statistics, question, or fact • background • thesis statement (p. 36) • Conclusion • so what? • full circle

37. Assessing, Revising, and Publishing • Final Steps • self-assess (Self-Check Sheet pp. 42-43) • go for tutoring • revise and correct (Peer Editing Check Sheet pp. 52-53) • rewrite • publish online (Blackboard) (pp. 55, 63) • respond online

38. So What? (for students) • Students-- • engage with concrete and high interest topics • learn essay structure via their personal histories (learn to write!) • transition step-by-step yet quickly to college level writing • use flexible thinking in novel situations • develop critical thinking skills via challenging curriculum • become familiar with technology

39. So What? (for faculty) • Faculty-- • collaborate via exploration of topics within department • collaborate with academic departments via dialog and reflection/“collective responsibility for student learning” (T. Wagenaar, The Chronicle, Feb. 23, 2011) • create curriculum of substance through innovation • improve teaching because of curriculum innovation • feel proud of developmental curriculum • participate in on-going evaluation of curriculum

40. What’s Next? Developmental Courses-- • Fall 2009: Contextualize sociology • Fall 2010: Contextualize history • Fall 2011: • strengthen and create new history and sociology topics • strengthen relationships with academic faculty • continue to gather, analyze, evaluate data, and make changes for improvement as needed

41. Assessing Project Learning Outcomes Project SLOs(p. 61) Means Comparison

42. Assessing Project Learning Outcomes • Frequency Comparison (% Scoring 4--Exceeding expectation)

43. Assessing Project Learning Outcomes • Frequency Comparison (% Scoring 3--Meeting expectation)

44. Assessing Project Learning Outcomes • Frequency Comparison (% Scoring 2--Somewhat meeting expectation)

45. Assessing Project Learning Outcomes • Frequency Comparison (% Scoring 1--Not meeting expectation)

46. Assessing Project Learning Outcomes • Frequency Comparison (% Scoring 0--Not Present)

47. Student Reflections about Their Learning Experience with the Contextualized Curriculum Student Reflection Paper Prompt(p. 62)

48. Student Reflections (continued) Knowledge about the family history before working on this project

49. Student Reflections (continued) Knowledge about the family history afterworking on this project

50. Student Reflections (continued) Benefits gained while completing this entire writing project