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Deans’ Council October 13, 2011

Achieving the Dream Update Math Reading Apprenticeship. Deans’ Council October 13, 2011. Math: Project Definition. Uniformity and sequencing of math courses from MA 095 to MA 107. Math: Project Definition. Uniformity Common Syllabi Common Course Schedules

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Deans’ Council October 13, 2011

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  1. Achieving the Dream Update Math Reading Apprenticeship Deans’ Council October 13, 2011

  2. Math: Project Definition Uniformity and sequencing of math courses from MA 095 to MA 107

  3. Math: Project Definition • Uniformity • Common Syllabi • Common Course Schedules • Minimum set of required common assignments • Uniform final exit assessments

  4. Math: Project Definition • Sequencing • Pre assessments to determine readiness • Item analysis to determine achievement gaps • Faculty training to address gap areas

  5. Progress to Date: MA 095/096/097 • Uniformity: All common elements in place prior to start of AtD

  6. Progress to Date: MA 096/097 • Sequencing • Completed the 096/097 item analysis for Winter 11 • Shared results of analysis with Department • Took the following action based on analysis: • Revised the final • Explored solutions to teaching and learning issues raised by item analysis • Creation of supplemental worksheets to address learning issues raised by item analysis in progress

  7. Progress to Date: MA 098 • Uniformity • Hired MA 098 Coordinator • Created a common syllabus, course schedule and assignments for MA 098 • Common final exam for MA 098 is being created. • Sequencing • New textbook selection team charged with improving sequence from 096 to 107.

  8. Math Progress to Date: MA 107 • Uniformity: Preliminary discussions related to common exit questions begun. • Sequencing: • Two volunteer faculty managing pre and post assessments • Pre assessment developed and administered • Pre-assessment results compiled and report written

  9. Math: Preliminary Findings • MA 095/096 • Electronic pre assessment does not work well with this population • Pre assessment quantified extent of incoming student weakness with whole numbers: will inform curriculum development. • MA 096 and 097: Item analysis of final revealed areas of instruction to stress for increased performance

  10. Math: Preliminary Findings • MA 107 • Pre-assessment results show that students coming from our MA 104 classes performed at the same level as those who did not come from our MA 104 classes. • Pre-assessment results show the following areas need more attention: identifying slope, squaring binomials, simplifying expressions, and order of operations.

  11. Math: Challenges • This is very time consuming work--25 hours to compile the data for MA 096/097 and write the report. This does not include planning and delivering the training based on results, and revising the finals based on results. • The perception that academic freedom conflicts with common practices needs to be worked through. • Finding times when all adjuncts can attend training is challenging.

  12. Math: Consultant Feedback • Suggested considering exit assessment versus common final • Suggested using sampling for item analysis to simplify process—would allow time to engage in deeper analysis of kinds of mistakes • Suggested that free writes would suffice for qualitative data • We are on track and doing well.

  13. Math: Next Steps • MA 095: Implement item analysis of common final • MA 096.097: Repeat item analysis of common final • MA 098: Implement item analysis for common final • MA 107: Repeat pre assessment in Winter 11 • MA 107: Implement item analysis of exit assessment • Evaluate results of all common finals/exit assessments • Disseminate results and address any changes to common final based on those results • Address teaching issues raised by all assessments

  14. Questions?

  15. Reading: Project Definition Improve reading ability for all students by training faculty to use Reading Apprenticeship model. Implement first in all developmental courses including MA and CO. In second year, scale up to gateway courses.

  16. What is reading apprenticeship? • Reading Apprenticeship embeds reading instruction in content learning. • RA instructors regularly engage students in discussions that increase awareness of how they read and think about what they read. • RA instructors make visible through modeling their own reading strategies as experts in their disciplines. • RA is appropriate for instructors in all disciplines.

  17. Reading: Progress to Date • Winter 2011: Introduction to RA delivered at AFP learning day • Winter 2011: Reading faculty given more in-depth introduction to RA • August 2011: All reading adjuncts given three hours of training in RA • Sept. 29-Oct. 1, 2011: RA training by experts from West Ed delivered to 32 faculty, including all full time faculty whose full appointment is in developmental education. Training included ideas for immediate implementation

  18. Reading: Progress to Date • Sept. 29-Oct. 1, 2011: RA training by experts from West Ed delivered to 32 faculty, including all full time faculty whose full appointment is in developmental education. Training included ideas for immediate implementation. • October 7: All full time English Department faculty given two hour introduction to RA at their annual learning day. • Survey (student and faculty perceptions of RA) development in progress. • 2011-2012 English Department professional reading group for reading instructors selects RA as focus. • Follow up for first trained cohort planned for Nov. 4.

  19. Reading: Consultant Feedback • The rationale for selecting RA for an AtD project is sound. • We were encouraged to scale up the project. • The consultants suggested we talk with Biology to be aware of their thinking as it relates to reading the textbook in biology. • The consultants suggested we think about pairing RD 098 with gateway courses.

  20. Reading: Challenges • Gateway faculty are less likely than developmental faculty to give up three days for training. The training experience for them may need to be modified. • Reaching even the majority of adjuncts teaching developmental courses is challenging. • Training faculty on this scale—three days of introduction and then systematic follow up---is extremely time consuming. GRCC needs at least one, preferably two or more, in-house trainers. Two faculty plan to apply for an IIPD to get this training.

  21. Reading: Next Steps • Continue working with trained cohort to assist with implementation and to assess strengths and areas for improvement. • Survey faculty and students as to their perceptions of the value of RA. • Gather data at end of Fall semester to determine impact. • Incorporate RA into a new iteration of our GED program.

  22. Questions?

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