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Modularizing Content

Modularizing Content. W hat it means H ow it works W hy students are successful. Susan Barbitta Guilford Technical CC sbarbitta@gtcc.edu 336-334-4822 x50032. WHAT IT MEANS. NCAT Redesign Principles The National Center for Academic Transformation. Principle #1

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Modularizing Content

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  1. Modularizing Content What it means How it works Why students are successful Susan Barbitta Guilford Technical CC sbarbitta@gtcc.edu 336-334-4822 x50032

  2. WHAT IT MEANS

  3. NCAT Redesign Principles The National Center for Academic Transformation • Principle #1 • Redesign the entire course • Principle #2 • Encourage active learning • Principle #3 • Provide students with individualized assistance

  4. NCAT Redesign Principles The National Center for Academic Transformation • Principle #4 • Build in ongoing assessment and prompt (automated) feedback • Principle #5 • Ensure sufficient time on task and monitor student progress • Principle #6 • Modularize the student learning experience, especially in developmental math.

  5. HOW IT WORKS

  6. Setting up a flexibly paced classroom (aka Emporium) • Fixed class time • How many hours/week with an instructor of record • Open Lab • Required or optional? • Student/tutor ratio • Professional tutors, student tutors • Additional tutors first two weeks and the last week

  7. Modularizing the Curriculum • Remove curricula redundancies • Create pre-tests • Link homework to pre-tests • Personalized homework • Determine course flow

  8. Traditional Redesigned • Semester long courses4 week long modules • Pass or start over Pick up where you left off • Work through all the Credit given for concepts content previously mastered • Fixed paceFlexible Pace • One course/semester Ability to complete more than one course/semester

  9. How To Prepare Students • Explain how to progress through the course • Detail these procedures in your syllabi • Drive through the online software together • How/when to watch videos • How to review a quiz • How to access the e-book • Outline the cost & time savings • Less math is needed for most majors • Can finish more than one course per semester

  10. How To Prepare Faculty • Training in the online software • Work through selected sections of the new course • Consistency amongst instructors • Academic Coaching • How to keep students on track*

  11. Keeping students on track • Personal contact with every student weekly • Knowing where your students are in the course • Soft due dates • Assignment completion times

  12. WHY STUDENTS ARE SUCCESSFUL

  13. Benefits • Reduced redundancies in curricula • Flexibly paced • Mastery Based • Minimal academic gaps • No course drift • Cost savings • Access code valid for 2 years • Workbook good for all of modules

  14. Guilford Technical CCDevelopmental Math Redesign

  15. Guilford Technical CC • Jamestown, North Carolina • 4 Campuses • 20,000 Curriculum Students • 25,000 Con Ed Students • Developmental Math • 56 Faculty and Staff • ~7,500 Developmental Math Students/Year

  16. 3 Courses8 Modules • Essential Mathematics • DMA 010, 020, 030 • Introductory Algebra • DMA 010, 040, 050 • Intermediate Algebra • DMA 060, 070, 080 • Most non-STEM programs require mods 1-5

  17. The Modules DMA 010 – Operations with Integers DMA 020 – Fractions and Decimals DMA 030 – Proportions/Ratios/Rates/Percents DMA 040 – Expressions, Linear Equations, Linear Inequalities DMA 050 – Graphs and Equations of Lines DMA 060 – Polynomials and Quadratic Applications DMA 070 – Rational Expressions and Equations DMA 080 – Radical Expressions and Equations

  18. Seated Classroom vs. Flexibly Paced Classroom

  19. Do your classes look like this?

  20. Now they’ll look like this.

  21. The GTCC Emporiums are: • 150 person Math Emporium* • Cloud Computing • 4 classes running concurrently • 25 drop-in • 40 person testing center • 80 person Math Emporium • 2 classes running concurrently • 10 drop-in • 30 person Math Emporium • 1 class of 24 and 6 drop-in • 15 person Math Emporium

  22. The GTCC Emporiums are: • Fixed class time • 3-4 hours/week with an instructor of record • 2 additional online hours required/wk • For each class of 35 students: • One instructor • One professional tutor/student tutor • ~15% seats are for drop-ins • Additional tutors first two weeks

  23. Creating the Coordinator Course • Create pre-tests • Link personalized homework • Create homework assignments • Create the quizzes (pooling) • Multiple authors/books • Create the Module Test (pooling) • Personalized homework • Insert links to videos • Set pre-requisites for all assignments

  24. Module Progression Module Placement Test Credit given for objectives previously mastered. < 85% ≥ 85% Work through the module. Exempt, move on to the next module.

  25. Progression Through a Module • MML video (optional) • Workbook exercises • MML homework • MML quiz • MML Module test • Personalized homework

  26. Mastery Level at GTCC • Homework – 85%, unlimited attempts • Quiz – 85%, [3,∞) • Pooled questions • Instructor intervention • personalized homework • Module Test – 80%, [1,4] • Instructor intervention/personalized homework

  27. Keeping students on track • Personal contact with every student weekly • Knowing where your students are in the course • Soft due dates • Assignment completion times

  28. Pacing Guide

  29. Completion Schedule Completion Schedule

  30. A, B, C Success Rates

  31. A, B, C Success Rates

  32. A, B, C Success Rates

  33. A, B, C Success Rates

  34. Subsequent Course Completion Rates

  35. Repeaters Completion Rates

  36. Subsequent Course Success Rates

  37. And the students say….

  38. “I like it because you get to skip sections that you already know how to do.” • “I hate to feel like I have to work at someone else’s pace. This course gives me the ability to learn the way I learn.” • “I like that you can go at your own pace. I just do not like how one teacher shows you one way to a problem and you get it and then another teacher comes behind that teacher with a different way and it confuses me.”** .

  39. “I feel like all of my class time is being used instead of getting lectured and being lost.” “I really like the individualized attention that the teachers give. They are always available toanswer your questions.” “I like that you can complete this course at your own speed and not the speed of the class. With this rate I am able to comprehend more.”

  40. And faculty say…. The good, the bad, and the ugly….. Change is hard!!

  41. Faculty comments “At first, I didn’t know what to think, but I didn’t think I was going to like it.” “It can be challenging teaching 3 levels at the same time.”

  42. “I like the ‘on-demand’ teaching that takes place. The student actually listens to me.” “Students learn by doing, not watching. Now they are more responsible for what they learn and how quickly they learn it.”

  43. Questions? Susan Barbitta sbarbitta@gtcc.edu 336-334-4822 x50032

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