Accelerating Basic Skills Courses Using Blended Learning

1. Accelerating Basic Skills Courses Using Blended Learning

2. The Problem • The more levels of developmental courses a student must go through, the less likely that student is to ever complete college English or Math. Bailey, Thomas. (February 2009). Rethinking Developmental Education. CCRC Brief. Community College Research Center. Teachers College, Columbia University.

3. California Community Colleges % completing college-level/degree-applicable course: • 3 levels below College Math (Pre-Algebra): 24% • 4 levels below College Math (Arithmetic): 13% • 3 levels below College English: 21% • 4 levels below College English: 17% Perry, M.; Bahr, P.R.; Rosin, M.; & Woodward, K.M. (2010). Course-taking patterns, policies, and practices in developmental education in the California Community Colleges. Mountain View, CA: EdSource.

4. Sequence Success Chart

5. We will never significantly increase completion rates of college English and Math unless we reduce the length of our developmental sequences and eliminate the many exit points where students fall away. Katie Hern, English Instructor, Chabot College Co-Director and Inquiry Coach, Faculty Inquiry Network khern@chabotcollege.edu Myra Snell, Math Professor, Los Medanos College Inquiry Coach, Faculty Inquiry Network msnell@losmedanos.edu Exponential Attrition and the Promise of Acceleration In Developmental English and Math http://db.tt/nSUpCiD

6. Dziuban et al. (2004) state that if online and face-to-face activities are blended correctly, the course should comprise the following characteristics: • A shift from lecture to student-centered instruction in which students become active and interactive learners (this shift should apply to the entire course, including the face-to-face contact sessions) • An increase in interaction between student-instructor, student-student, student content, and student-outside resources • An integration of formative and summative assessment mechanisms for students and instructor. http://bit.ly/eCJZ8t

7. Fully integrates online and face-to-face components • Provides clear and consistent connections between assignments, activities, and learning outcomes • Utilizes online components designed and assigned as homework • Incorporates student self-assessment • Encourages student-to-student (peer) learning • Incorporates formative and summative assessment • Encourages more student time-on-task • Clearly incorporates guided work for students both inside and outside of the classroom (optimizes scaffolding) • Creates clear and transparent course structure and content

8. Nancy’s Two-Week Course Module • Begin with a 5 minute in-class writing on positive and negative outcomes of war. Then we share these in-class writings with a partner, followed by class discussion. I introduce and explain the essay #2 prompt Essay_2_Red_Convertible.pdfI provide a mini-lesson on conjunctions and subordinate clausesAt the end of the class, I explain the homework assignments. • Homework (Due next class meeting):1. Read "Red Convertible" 2. Do Homework Questions 1-5 (short video clip on symbolism is provided for Question 5)3. Do Grammar readings and Exercises • Homework Questions 1-5 Assignment • Grammar readings and Exercises Assignment • NO HANDOUTS– STUDENTS GO TO MOODLE Day 1: Before web-enhancements Day 1: After web-enhancements Begin with a 5 minute in-class writing on positive and negative outcomes of war. Then we share these in-class writings with a partner, followed by class discussion. I introduce and explain the essay #2 prompt (handout)I provide a mini-lesson on conjunctions and subordinate clausesAt the end of the class, I explain the homework assignments. Read "Red Convertible" 2. Enter your responses to Homework Questions 1-5 in your journal and bring to next class meeting ( provide photocopied handouts of questions and include an explanation of symbolism)3. Do Grammar readings and Exercises ( photocopied handouts)

9. Nancy’s Two-Week Course Module • Begin with a 5 minute in-class writing discussing the meaning of the story title. Then we share these in-class writings with a partner, followed by class discussion. Students share their homework responses for questions 1-3 in groups of four. Then we discuss them collectively as a class. I review essay #2 prompt Essay_2_Red_Convertible.pdfand Instructions for Revision of Essay 2I review subordinate clauses further, based on needs I have determined from homework postings.At the end of the class, I explain the homework assignments. • Homework (Due by Saturday midnight): 1. Re-read "Red Convertible" and revisit your answer to homework question #4 and 5 as you focus on its ending2. Do the discussion postings on PTSD and/or the Vietnam War and watch the two posted videos3. Introduction and thesis development Assignment • Discussion Question 1 Forum • Introduction and thesis development Assignment Forum • NO HANDOUTS– STUDENTS GO TO MOODLE Day 2: Before web-enhancements Day 2: After web-enhancements Begin with a 5 minute in-class writing discussing the meaning of the story title. Then we share these in-class writings with a partner, followed by class discussion. Students share their homework responses for questions 1-3 in groups of four. Then we discuss them collectively as a class. I review essay #2 prompt and instruction for revision (handout)We review grammar homework questions one by one and I provide a review on subordinate conjunctionsAt the end of the class, I explain the homework assignments. Homework (Due next class session)1. Re-read "Red Convertible" and revisit your answer to homework question #4 as you focus on its ending2. Google PTSD and/or the Vietnam War and bring findings to class3. Draft introduction and thesis

10. Nancy’s Two-Week Course Module • Begin with a short discussion on PTSD and the effects of the Vietnam War. During this discussion, I share at least three thoughtful student responses about their findings or their reactions to the videoStudents share their homework question #4 (about the ending) and #5 (about symbolism of red convertible) in groups, followed by class discussion. • Homework (Due by Tuesday Midnight): Do Body Paragraphs and conclusion Development Assignment • Body Paragraphs and Conclusion Development Assignment Forum Day 3: Before web-enhancements Day 3: After web-enhancements Begin with a short discussion on PTSD and the effects of the Vietnam War. During this discussion I ask students to share Google findings Show one short video clip on either PTSD or Vietnam War Students share their homework question #4 (about the ending) and #5 (about symbolism of red convertible) in groups, followed by class discussion. Quickly check journals to see if students developed introduction and thesis (only if time allows) Homework (Due next class meeting): Develop body paragraphs and conclusion and bring entire essay draft to class

11. Nancy’s Two-Week Course Module • We begin revision of essay 2. Based on the latest student postings, I share a weak and strong body paragraph, and as a class we discuss why the paragraph is strong or weak. • Then, students share their essay and self-evaluation responses with a partner. Both help each other revise and strengthen body paragraphs and conclusion. Then, two pairs share with the class their introduction, incorporation, and explanation of one quote. • Homework (Due by Sunday Midnight ): • Please submit your final draft of essay 2 in your e-portfolio and bring a copy to class. Day 4: Before web-enhancements Day 4: After web-enhancements We begin revision of essay 2. In pairs, students share their essay. Both help each other revise and strengthen introduction, thesis, and at least two body paragraphs and conclusion using the Revision Guide. As students work together, I walk around and choose and project a strong and weak body paragraph. Then as a class we discuss what makes it weak or strong. Then, I ask students to focus on their use of quotes by choosing their partner’s best example according to the criteria in the Revision Guide. Homework (Due next class meeting): Please submit your final draft of essay 2