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The Birth of a Learning Community

The Birth of a Learning Community. All it takes is: An educational need/longing A Retreat A motivating Speaker ( Vince Tinto ) A Mentor A Support Group A Partner And…. The Birth of a Learning Community. And lots of: Thinking, sharing

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The Birth of a Learning Community

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  1. The Birth of a Learning Community All it takes is: • An educational need/longing • A Retreat • A motivating Speaker (Vince Tinto) • A Mentor • A Support Group • A Partner • And…

  2. The Birth of a Learning Community And lots of: • Thinking, sharing • Trying, rewriting, re-trying • Fun, rewards, successes • Frustration, temporary setbacks • Forging forward

  3. MATH 111 PROGRESSION TO MATH 120/122 NON-LCOM ParticipantsFall 2002 – Spring 2005Students who succeed and persisted in the next semester The Problem Initially Enrolling MATH 111 Successfully Completing MATH 111 Enrolling MATH 112 Successfully Completing MATH 112 686_ 1286 341 686 252 341 1286 = 53.3% = 49.7% = 73.9% Successfully CompletingMATH 120 Enrolling In MATH 120 4566 66252 = 68.2% = 26.2% Successfully Completing MATH 120/122 6091 65.9% = Successfully Completing MATH 122 60_ 1286 Enrolling In Math 122 4.7% = 15 25 25252 = 60.0% = 9.9% MATH 111 Students Successfully Completing MATH 120/122

  4. Algebra Success Strategies Educational Team Development Who: Students who want to succeed in Math 111 What: 35505 LCOM 115 When: FALL 2005, Daily 9:10-10:00 Where: 12-0173 Why: 4 credits [3 credits for Math111 + 1 credit for CRER 122 + tutor support] ASSET Development The Solution

  5. Students aren’t the only learners in this community Key Idea Assessment Change Feed-Back Loop Improvement

  6. Assessment Tools • CATS • Post Test Self-Evaluations • Exit Interviews • LCOM Post Semester Assessment (web based)

  7. CATS • One key idea I now understand is ….. • One thing that is still fuzzy is …. • This activity helped me understand ___ by …… • My self quiz tells me I understand ___ but still need to review ___. • To improve the group process I need to work on ….

  8. Post Test Self-Evaluations/Corrections: • Post test Self-Evaluation asks students to reflect back on their preparation for the test. Did it work? If not what can be done? • Test Corrections- Students correct test, identify section in text, find two additional problems to work, discuss corrections with a tutor • Group problem analysis with peer teachers, modeling out loud the thinking process.

  9. Exit Interviews • Originally conducted by counselor while math instructor reviewed students for exam. • Now, conducted by other faculty during the exam period allotted for the study skills course. Math review for students waiting for interview. • Feedback on what works, what doesn’t, what should be added, etc.

  10. LCOM Post Semester Assessment (web based) • Check it out at www.smccd.net/accounts/gregory • Password and id are LCOM

  11. Changes andImprovements: Based on Instructor to Instructor feedback and student assessment • First Notebook vs Current Notebook: An organizational change based on student feedback • First Calendar vs Current Calendar: Original time usage vs. current time • Teaching benefits to all classes: Math Instructor and Counselor

  12. Metamorphosis of a Notebook: Phase 1 • Notebook: Each student will maintain a notebook that contains all Elementary Algebra materials. The notebook should be a three-ring loose-leaf binder. The notebook will contain the following, in order, with dividers between sections. • The grading rubric w/student name, Syllabus/Calendar of assignments • The log of HBA hours – Math Lab or Office Hour Visits [this is your back up incase of computer failure] • Notes – Title each page with date and textbook section. When you review your notes daily, use a color-coding system to highlight definitions and rules in different colors. You may clarify your lecture notes by adding comments as you read your textbook. If you are absent, you must take book notes for the section you missed. • Class work/Homework section - Each paper should be headed with date, textbook section number, and problems assigned. Work must be shown. • Vocabulary – Maintain the vocabulary section daily. • Practice test/ review section – contains all practice tests and reviews for the final exam • Test/test correction section – contains all tests with corrections written in a different color or on an attached sheet

  13. Metamorphosis of a Notebook: Phase 5

  14. Metamorphosis of a Plan: Phase 1 • Very detailed planning and coordination between study skills and math • Text book with reading and writing assignments for study skills • Detailed presentation of learning styles including Myers-Briggs test and follow-up.

  15. Metamorphosis of a Plan: Phase 5 • Less detailed advanced planning – “Just-in time” counseling intervention and informal coordination between study skills and math • No textbook for study skills. Students practice/discuss skills in context of current math assignments • Informal discussion of learning styles when appropriate. • Metacognition stressed

  16. Metacognition: 3 Key Findings on Learning Research from NRC. • Students preconceptions about how the world works. • Students develop competence in an area when they: • have a deep foundation of factual knowledge, • understand facts and ideas in the context of a conceptual framework • organize knowledge so that they can retrieve and apply it. • Students who take control of their own learning, through a metacognitive approach, monitoring their own goals and progress in achieving them, are able to achieve deep and permanent learning.

  17. Metacognition • Students literally build their own minds. • Reflection Notes • Midterm and Final Paper focused on self-reflection • Analyze a Math problem using a metacognitive approach

  18. Student comment taken from mid-term CRER paper One thing that I have learned about myself is that I may over study before an exam. I also use metacognition techniques to review my homework material before trying to complete the assignment. I now read the GRFC, and then read the chapter. This technique at times can give me an answer as I read the chapter. I found myself reading the chapter and then looking over the questions and having to re-read the chapter, just to answer them.   Now the questions are on my mind as I read. There are times when I have to go back and re-read to find answers.

  19. Student comments taken from mid-term CRER paper One of the most valuable lessons that I have learned about mathematics at this point in the semester is the concept of metacognition as it is applied to mathematical thinking.  Metacognition is the conscious awareness of one’s thinking process and a conscious attempt to influence one’s thinking process.    Although I am novice at both math and the application of metacognition to the disciplines of math, I think that this approach may greatly facilitate my current and future acquisition of mathematical knowledge. 

  20. Students’ comments taken from their final CRER papers. • The most beneficial thing I can do to ensure my learning is being conscious of what I’m doing. Thinking about my thinking. • An activity that works well for me is writing down the process of what I’m doing, really thinking about my learning and trying to figure out what I don’t know. • A new word in my vocabulary is Metacognition. Thinking on my own about my thinking seemed a little strange at first, but it really does make sense to know the way I think and to understand how I learn and how I don’t learn. • I learned a lot in this class from understanding what Algebra means to just trying to put into words how to solve a problem. This is really fun and I feel I really understand Algebra when I can talk through a problem.

  21. Benefits to LCOM Students Learning Communities: A Win - Win Situation

  22. Student Self-Reports The learning community is very helpful in ways that have improved my determination to stay in college. Now, more than ever before, I'm sure that this is the place for me to be. Student, Fall 04

  23. Student Self-Reports I think that the learning community is a good program and I encourage students to join. It has really made a big difference to me. It built my confidence back up to let me know that I really can make it through math despite my bad experiences. They help you out, they encourage you to go to the labs and to get into study groups, teach you to be more efficient in your studies. Student, Fall 04

  24. Asset Development Post Semester Assessment Those who succeeded • are beginning to learn what being a college student means. • are beginning to accept the time demands for study. • are beginning to take responsibility for their own learning. • learned they can succeed in Math. • have better study skills and reading skills. • formed study groups. • learned to utilize the math tutors in the Math Resource Center. • learned to utilize office hours. • learned to ask questions and to identify what they need to ask. • learned to plan their time. • learned to take organized notes. • learned to identify the course work they need to meet their goals and make a plan.

  25. MATH 111 PROGRESSION TO MATH 120/122 LCOM ParticipantsFall 2002 – Spring 2005 Improved Success Rates Initially Enrolling MATH 111 Successfully Completing MATH 111 Enrolling MATH 112 Successfully Completing MATH 112 59 106 37 59 30 37 106 = 55.7% = 62.7% = 81.1% Successfully CompletingMATH 120 Enrolling In MATH 120 34 4_30 = 75.0% = 13.3% Successfully Completing MATH 120/122 9_10 90.0% = Successfully Completing MATH 122 9_ 106 Enrolling In Math 122 8.5% = 6 6 630 = 100.0% = 20.0% MATH 111 Students Successfully Completing MATH 120/122

  26. Benefits to all Math classes taught by LCOM Instructors • Math Instructors: • Study skill hints automatically worked into all class curricula • Instructors notice learning style issues more often and can better assist students • Instructors understand course selection/transfer issues fully • Instructors know how to link students with support services

  27. Teaching benefits to all classes taught by LCOM counselors • Counselors • Counselors more aware of difficulties developmental students face in academic classes • Students receive more realistic advising • Counseling support now available to all Learning Communities

  28. How We Benefit Professionally • We build networks of like-minded colleagues—make friends outside of our discipline. • We participate in stimulating discussions about learning and subject matter connections. • We have fun—we feel more connected to our campus.

  29. Counseling Services Menu Available to All LCOM classes • Orientation to College Campus • Educational plans • CSM catalog and the Schedule of classes • AA/AS degree worksheet • CSU and IGETC transfer worksheets • Overview of the CSM Student Services • Student Handbook Common college terms • Course scheduling • Stress Reduction, test anxiety • College study skills, homework strategies, study plans, • How to prepare for exams • How to have a productive and positive meeting with your Professor • When and how to use tutoring services

  30. Therefore, Learning Communities are alive, changing and growing , and improving the quality of the educational experience for participating faculty and students at CSM QED

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