1. Co-requisite Reading & Gateway Content Courses Co-requisite Reading & Gateway Content Courses www.readinggateway.pbworks.com www.danjen.pbworks.com Reading/Content: Reading/Math: This PowerPoint as an eBook: http://issuu.com/tdkest1/docs/co-requisite_text_pdf http://issuu.com/tdkest1/docs/co-requisite_text_pdf_16d52dce73dcc8

2. http://issuu.com/tdkest1/docs/mainstreaming Co-Requisite Reading to Learn Model http://issuu.com/tdkest1/docs/rigorandtransferlearning Rigor and Transfer Learning http://issuu.com/tdkest1/docs/buildingco-requisitecourse Building Co-Requisite Reading Course http://issuu.com/tdkest1/docs/completion_agenda Possibilities and Barriers to Completion Additional Reading - Dan Kesterson http://issuu.com/tdkest1/docs/whyamidoingthis Why Am I Doing This?

3. Measure of Success Completion of a set of gateway courses for a program of study is a critical measure of success toward college completion. Students who complete at least three required “gateway” courses in a program of study within a year of enrollment are twice as likely to earn certificates or degrees. (Community College Research Center)

4. If they pass the first course at different rates: (0.66)(0.93)(0.75)(0.91)(0.78) = 33% (0.75)(0.93)(0.75)(0.91)(0.78) = 37% (0.80)(0.93)(0.75)(0.91)(0.78) = 40% (0.90)(0.93)(0.75)(0.91)(0.78) = 45% Why continuing to tweak what we are doing will not work? Why sequences of developmental courses will not work? Why Sequences of Developmental Course Do Not Work College pipeline data for students beginning two levels down from college composition and tracked for three years: –Do they pass the first course? 66% –If they pass, do they enroll in the next course? 93% –If they enroll, do they pass the second course? 75% –If they pass, do they enroll in the college-level course? 91% –If they enroll, do they pass the college-level course? 78% (0.66)(0.93)(0.75)(0.91)(0.78)= 33%

5. Increase Challenge and Rigor The shift: - from all the skills that the learner did not learn in the past - to learning mental processes for developing conceptual understanding in gateway content courses - transfer Learning Reading Mental Processes relevant to content course reading assignment timely to student’s needs Goals: Transfer - learn in ways that make that learned useful: Apply in new situations, critical thinking, creative thinking, planning, decision-making, problem-solving, etc. Make Learning Easier - make learning related information easier.

6. calibration of risk and reward, problem-solving, prioritizing, thinking ahead, self-evaluation, long-term planning Working Memory 1. holding the new information in mind 1. holding the new information in mind 2. stepping back mentally 3. reflecting; an internal conversation Core Mental Processes for Co-requisite Transfer Learning of Gateway Course Content First, the learner needs to be holding the new information in mind, stepping back mentally, and reflecting.

7. Students do not spontaneously engage in metacognitive thinking unless they are explicitly encouraged to do so through carefully designed instructional activities. Reflection The common denominator and basis of all executive functioning (prefrontal cortex) is the ability to hold things in mind, step back, and reflect.

8. Working Memory v v v Second, within the process of reflecting, the learner needs to ensure that they are applying mental processes (later) that result in - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge “A key finding in the learning and transfer literature is that organizing information into a conceptual framework allows for greater “transfer”; that is, it allows the student to apply what was learned in new situations and to learn related information more quickly.” (Bransford)

9. Contrary to popular belief, learning basic facts is not a prerequisite for creative thinking and problem solving -- it's the other way around. Once you grasp the big concepts around a subject, good thinking will lead you to the important facts. (John Bransford) “A key finding in the learning and transfer literature is that organizing information into a conceptual framework allows for greater “transfer”; that is, it allows the student to apply what was learned in new situations and to learn related information more quickly.” (Bransford) “Big Picture” - Conceptual Framework

10. calibration of risk and reward, problem-solving, prioritizing, thinking ahead, self-evaluation, long-term planning Working Memory Teenagers make decisions in the back of the brain. Adults make decisions in the prefrontal cortex. age 11-35, prune synaptic connections back to front getting to the prefrontal cortex around age 18

11. Working Memory

12. Internal Dialogue Questions What do I already know? Are there examples, explanations, or illustrations of the concepts? How is what I am reading like or different that what I already know? Can I predict where this is going? Does this concept fit within the conceptual framework? Questioning in Reflection

13. shared thinking Culture shared behavior shared feeling Reflection Prior knowledge: What do I know about culture? What do I know about shared thinking, feeling, and behavior? What do I know about material objects of thinking, feeling, behaving? Prediction: At some point, shared technology may come up. Conceptual Framework: Culture is shared thinking, feeling, behaving and behaving, and their social and material objects. Working Memory shared thinking Culture shared behaving shared feeling social & material objects of social & material objects of social & material objects of social & material objects of examples Reflection Prior knowledge: What do I know about culture? What do I know about shared thinking, feeling, and behavior? What do I know about material objects of thinking, feeling, behaving? Prediction: At some point, shared technology will come up. Conceptual Framework: Culture is shared thinking, feeling, behaving and behaving. is not innate or physical traits is common experience and mutual learning Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re- exposure/elaboration) First, Hold in working memory, Step back, Reflect

15. Introduction to Business

16. earn a profit Business provide a product Reflection Prior knowledge: What do I know about business? What are some products that are ideas? Prediction: Revenue fits under profit somewhere. Conceptual Framework: The goal of business is earning a profit by providing a product to satisfy customer needs, Working Memory earn a profit Business providing a product satisfy customer satisfy customer needs examples intangible tangible Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re- exposure/elaboration) First, Hold in working memory, Step back, Reflect Reflection Prior knowledge: What do I know about business? What a some products that are ideas? Prediction: Revenue fits under profit somewhere. Conceptual Framework: The goal of business is earning a profit by providing a product to satisfy customer needs,

17. The Nature of Business Business product satisfies customer need tangible intangible profit “A business tries to earn a profit by providing products that satisfy people’s needs. The outcome of its efforts are products that have both tangible and intangible characteristics that provide satisfaction and benefits. When you purchase a product, you are buying the benefits and satisfaction you think the product will provide. A Subway sandwich, for example, may be purchased to satisfy hunger; a Porsche Cayenne sport utility vehicle, to satisfy the need for transportation and desire to present a certain image.” The Observer

18. The Nature of Business Business product Porsche meet needs or satisfies tangible intangible profit “Most people associate the word product with tangible goods – an automobile, computer, loaf of bread, coat, or some other tangible item. However, a product can also be a service, which results when people or machines provide or process something of value to customers. Dry cleaning photo processing, a checkup by a doctor, a performance by a movie star or basketball player – these are examples of services. A product can also be an idea. Consultants and attorneys, for example, generate ideas for solving problems ”

19. The Nature of Business Business product meet needs or satisfies customer needs profit People & Activities Management Marketing Finance customerowner employees

20. Understanding Facts and Ideas in the Context of a Conceptual Framework Sole Proprietorship advantages - disadvantages 1. Secrecy 2. 3. 4. 5. 6. 7. Partnership advantages - disadvantages 1. Secrecy 2. 3. 4. 5. 6. 7. Corporation advantages - disadvantages 1. Secrecy 2. 3. 4. 5. 6. 7.

21. earn a profit Business provide a product Reflection Prior knowledge: What do I know about business? What a some products that are ideas? Prediction: Revenue fits under profit somewhere. Conceptual Framework: The goal of business is earning a profit by providing a product to satisfy customer needs, Working Memory earn a profit Business providing a product satisfy customer satisfy customer needs examples intangible tangible Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re- exposure/elaboration) First, Hold in working memory, Step back, Reflect Reflection Prior knowledge: What do I know about business? What a some products that are ideas? Prediction: Revenue fits under profit somewhere. Conceptual Framework: The goal of business is earning a profit by providing a product to satisfy customer needs,

22. Culture: shared ways of thinking feelingbehaving social & material objects of NOTIS innate or physical traits common experience and mutual learning Shared Building a conceptual framework for cultural diversity Aligning Reading Mental Processes with Gateway Content What can the content instructor do to reinforce the reading to learn mental processes? First, help the learner understand the conceptual framework of the course, chapter, reading section, or reading assignment. What is the conceptual framework, which is made up of the systematically organized, broadly defined course concepts. = Narrowing the distance between others and ourselves Cultural Diversity

23. Culture: shared ways of thinking feelingbehaving social & material objects of NOTIS innate or physical traits common experience and mutual learning Shared Over Learn: All learning activities involve re-exposure with elaboration. Aligning Reading Mental Processes with Gateway Content What can the content instructor do to reinforce the reading to learn mental processes? Second, help the learner over learn the conceptual framework. = Narrowing the distance between others and ourselves Cultural Diversity

24. Culture: shared ways of thinking feelingbehaving social & material objects of NOTIS innate or physical traits common experience and mutual learning Shared Concepts: Individuals and identities: race and ethnicity Aligning Reading Mental Processes with Gateway Content What can the content instructor do to reinforce the reading to learn mental processes? Second, by always reinforcing how any new fact, idea, or concept is related to the larger conceptual framework. = Narrowing the distance between others and ourselves Cultural Diversity

25. Aligning Reading Mental Processes with Gateway Content What can the content instructor do to reinforce the reading to learn mental processes? Third, by helping the learner see how the relationship among all new facts, ideas or concepts are interconnected. If we look at chapter 2, we see that it is about “Understanding and Studying Culture.” Looks like a great place to start building the conceptual framework for cultural anthropology, as “culture” is the most central concept in cultural anthropology and given that cultural anthropology is about “Diversity of learned and shared thought and behavior (culture) in the present.” NOTIS innate or physical traits common experience and mutual learning learned shared symbolic integrated adaptive not innate or physical society enculturation symbols functionalism phy. adaptation- fast, intentional, free produced, practiced, circulated Narrowing the distance between others and ourselves

26. Culture: shared ways of thinking feelingbehaving social & material objects of NOTIS innate or physical traits common experience and mutual learning Shared Enculturation: What behaviors do I have that were not learned? Aligning Reading Mental Processes with Gateway Content What can the content instructor do to reinforce the reading to learn mental processes? Fourth, help consolidate facts, ideas, and concepts in long-term memory by creating opportunities for re-exposure with elaboration to this concepts. = Narrowing the distance between others and ourselves Cultural Diversity 26

27. Culture: shared ways of thinking feelingbehaving social & material objects of NOTIS innate or physical traits common experience and mutual learning Shared Enculturation: What behaviors do I have that were not learned? Aligning Reading Mental Processes with Gateway Content What can the content instructor do to reinforce the reading to learn mental processes? Fifth, create problems for which the learner comes up with a possible solution(s) or justification using the facts, ideas and concepts of the subject. Model Problem-Solving Using Concepts of the Subject: help the learner move from organized facts to concepts and generalizations. = Narrowing the distance between others and ourselves Cultural Diversity

28. -to link a current experience to previous learnings (a process called scaffolding). -to draw forth cognitive and emotional information from several sources: visual, auditory, kinesthetic, and tactile. -to act upon and process the information, synthesizing and evaluating the data. In the end, reflecting also means applying what we've learned to contexts beyond the original situations in which we learned something. In the Definition of Reflection are the Mental Processes & Activities Part of the whole process of thinking is the ability to reflect — -to be in the present moment and aware of one’s place in time, -to make the effort to understand more holistically (to see how ideas fit together), -to take the time to revisit ideas and -to develop relevant questions and connections that will enhance one’s perspective and cognitive abilities.

29. human groups social interaction Reflection Prior knowledge: What do I know about human groups? What social interaction in human groups? Prediction: Everything is going to be about social interaction in human groups. Conceptual Framework: Sociology is about social interaction in human groups. Working Memory human groups Sociology Culture social interaction Culture: knowledge, material objects, behavior, customs examples Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re- exposure/elaboration) First, Hold in working memory, Step back, Reflect Sociology knowledge, material objects, behavior, customs Reflection Prior knowledge: What do I know about human groups? What social interaction in human groups? Prediction: Everything is going to be about social interaction in human groups. Conceptual Framework: Sociology is about social interaction in human groups.

30. whole number fraction Reflection Prior knowledge: What do I know about whole numbers? What do I know about fractions? Prediction: Wholes can be broken down into parts. Conceptual Framework: A mixed number is made up of a whole number, a fraction, numerator and denominator and a fraction bar. Working Memory whole number Fraction fraction numerator numerator, denominator examples Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re- exposure/elaboration) First, Hold in working memory, Step back, Reflect Fractions knowledge, material objects, behavior, customs denominator Reflection Prior knowledge: What do I know about whole numbers? What do I know about fractions? Prediction: Wholes can be broken down into parts. Conceptual Framework: A mixed number is made up of a whole number, a fraction, numerator and denominator and a fraction bar.

31. themes chronological narratives chronological narratives Reflection Prior knowledge: What do I know about themes, chronological narratives, maps, timelines, graphic organizers? Prediction: narratives follow timeline. Conceptual Framework: the concepts making up history are organized around themes, chronological narratives, maps, graphic organizers and times. Working Memory themes History chronological narratives maps timelines examples Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re- exposure/elaboration) First, Hold in working memory, Step back, Reflect History knowledge, material objects, behavior, customs timelines graphic organizers Reflection Prior knowledge: What do I know about themes, chronological narratives, maps, timelines, graphic organizers? Prediction: narratives follow timeline. Conceptual Framework: the concepts making up history are organized around themes, chronological narratives, maps, graphic organizers and times.

32. social context cultural context cultural context Reflection Prior knowledge: What do I know about the disciplines of the humanities? Prediction: no disciplineis innate Conceptual Framework: the concepts making up the humanities fall within social, cultural, and historical contexts. Working Memory social context Intro to Humanities cultural context historical context examples Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re- exposure/elaboration) First, Hold in working memory, Step back, Reflect Intro to Humanities knowledge, material objects, behavior, customs historical context 5 disciplines Reflection Prior knowledge: What do I know about the disciplines of the humanities? Prediction: no disciplineis innate Conceptual Framework: the concepts making up the humanities fall within social, cultural, and historical contexts. examples

33. difficulty writing paper FYE: support the transition to college FYE: support the transition to college Writing Center (services, location) Reflection I am having difficulty writing the paper for my class. Campus Resources Working Memory Reflection Prior knowledge: How well do I write? Prediction: Am I likely to need the service? Conceptual Framework: How does the writing center service relate to supporting my transition to college? Instead of only 4 items being available in working memory, the whole neural network is available in working memory Instead of only 4 items being available in working memory, the whole neural network is available in working memory Critical Learning for Critical Thinking and Transfer Learning Critical Learning for Critical Thinking and Transfer Learning Learning Skills Facts and ideas understood and organized in the context of a conceptual framework build interconnected synaptic connections that are retrieved as a whole overriding the limitations of working memory, as well as faster retrieval.

34. software hardware Reflection Prior knowledge: What do I know about computer software, hardware, operating systems? Prediction: software will go to iCloud Conceptual Framework: the concepts making up history are organized around software, hardware, operating systems, internet. Working Memory software CIT 105 operating system hardware examples Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re- exposure/elaboration) First, Hold in working memory, Step back, Reflect CIT 105 knowledge, material objects, behavior, customs internet operating systems internet Reflection Prior knowledge: What do I know about computer software, hardware, operating systems? Prediction: software will go to iCloud Conceptual Framework: the concepts making up history are organized around software, hardware, operating systems, internet. examples

35. Psychology: study about how the mind or brain affects behavior Psychological Disorders http://issuu.com/tdkest1/docs/psychologyandreading

36. Chapter 6 Psychological Disorders Defining and Explaining Abnormal Behavior What makes behavior “abnormal”? The American Psychiatric Association (2001, 2006) defines abnormal behavior in medical terms: a mental illness that affects or is manifested in a person’s brain and can affect the way the individual thinks, behaves, and interacts with with others. Three criteria help distinguish normal from abnormal behavior: Abnormal behavior is deviant, maladaptive, or personally distressful over a long period of time. Let’s tale a closer look at what each of these characteristics of abnormal behavior entails. Abnormal behavior is deviant. Abnormal behavior is certainly atypical or statistically unusual. For example, Oprah Winfrey, LeBron James, and Steve Jobs are atypical in many of their behaviors - and yet we do not categorize them as as abnormal. We do often consider atypical behavior abnormal, though, when it deviates from what is acceptable in a culture. A women who washes her hands three or four times an hour and takes seven showers a day is abnormal because her behavior deviates from what we see as acceptable. Abnormal behavior is maladaptive. Maladaptive behavior interferes with one’s ability to function effectively in the world. A man who believes that he can endanger others through his breathing may go to great lengths to isolate himself fro people for what he believes is their own good. His belief negatively affects his everyday functioning: thus, his behavior is maladaptive. Behavior that presents a danger to the person or those around him or her is also considered maladaptive (and abnormal). Abnormal behavior involves personal distress over a long period of time. The person engaging in the behavior finds it troubling. A woman who secretly makes herself vomit after every meal may never be seen by others as deviant (because they do not know about it), but this pattern of behavior may cause her to fee intense shame, guilt, and despair. Only one of these criteria need be present for behavior to be labeled “abnormal”, but typically two or three may be present. When abnormal behavior persists, it may lead to the diagnosis of abnormal behavior.

37. Psychology- mind or brain affects behavior Psychological Disorder- abnormal behavior Abnormal Behavior- mental illness affecting behavior 3 Criteria distinguishing normal from abnormal behavior deviant atypical maladaptive function effectively danger personally distressful over time xxxx p. 142

38. Psychologyabnormal behaviorcriteria for abnormal behavior brain affects behavior mental illness affects behaviordeviant, maladaptive, personally distressful What do these facts or ideas have to do with the conceptual framework of subject at hand? How does this relate to the concepts preceding the new facts, ideas, or concepts? What do I already know about these new facts and ideas? Do I understand what I just read? Where do I think this is going? (predicting) How is this like or different than what I already know? Maladaptive function effectively/ danger Breathing harms others Start here Reflection Big Picture

39. Anxiety Disorders Think about how you felt before a make-or-break exam or a big presentation – or perhaps as you noticed police lights flashing behind your speeding car. Did you feel jittery and nervous and experience tightness in your stomach? These are the feelings of a normal anxiety, an unpleasant feeling of fear and dread. In contrast, anxiety disorders involve fears that are uncontrollable, disproportionate to the actual danger the person might be in, and disruptive of ordinary life. They feature motor tension (jumpiness, trembling), hyperactivity (dizziness, a racing heart), and apprehensive expectations and thoughts. In this section we survey five types of anxiety disorders: Generalized anxiety disorders Panic disorders Phobic disorders Obsessive-compulsive disorders Post-traumatic disorders 3 Criteria deviant ( atypical ) personally distressful ( l ong period of time ) maladaptive ( f unction); (danger )

40. 3 criteria deviant ( atypical ) maladaptive (f unction); (danger ) personally distressful ( long period of time ) Anxiety Disorder fears that are uncontrollable disproportionate to the actual danger the person might be in disruptive of ordinary life

41. uncontrollable Anxiety Disorders Psychological Disorders disruptive disproportionate personally distressful ( l ong period of time ) Reflection Part of the whole process of thinking is the ability to reflect—to be in the present moment and aware of one’s place in time, to make the effort to understand more holistically (to see how ideas fit together), to take the time to revisit ideas and develop relevant questions and connections that will enhance one’s perspective and cognitive abilities. Reflection Part of the whole process of thinking is the ability to reflect—to be in the present moment and aware of one’s place in time, to make the effort to understand more holistically (to see how ideas fit together), to take the time to revisit ideas and develop relevant questions and connections that will enhance one’s perspective and cognitive abilities. Willful effort activates the prefrontal cortex. Willful effort activates the prefrontal cortex. deviant ( atypical ) maladaptive ( f unction); (danger )

42. Generalized Anxiety Disorder When you are worrying about getting a speeding ticket, you know why you are anxious; there is a specific cause. Generalized Anxiety Disorder is different from such everyday feelings of anxiety in that suffers experience persistent anxiety for at least 6 months and are unable to specify the reasons for the anxiety (Kendler & Others, 2007). People with generalized anxiety disorder are nervous most of the time. They may worry about their work relationships, or health. That worry can take on a physical tool and cause fatigue, muscle tension, stomach problems, and difficulty sleeping. 3 criteria deviant ( atypical ) maladaptive (f unction); (danger ) personally distressful ( long period of time )

43. 3 criteria deviant ( atypical ) maladaptive (f unction); (danger ) personally distressful ( long period of time ) Anxiety Disorder fears that are uncontrollable disproportionate to the actual danger the person might be in disruptive of ordinary life Gen Anxiety Disorder persistent anxiety 6 months no cause persistent anxiety 6 months persistent anxiety 6 months no cause Gen Anxiety Disorder

44. Panic Disorder Much like everyone else, you might sometimes have a specific experience that sends you into a panic. For example, you work all night on a paper, only to have your computer crash before you saved your last changes or you are about to dash across a street when you see a large truck coming right at you. Your heart races, your hands shake, and you might break into a sweat. In panic disorder, however, a person experiences recurrent, sudden onsets of intense terror, often without warning and with not specific cause. 3 criteria deviant ( atypical ) maladaptive (f unction); (danger ) personally distressful ( long period of time )

45. wedding dress Panic Disorder Psychological Disorders eating very little getting married deviant ( atypical ) personally distressful ( l ong period of time ) maladaptive ( f unction); (danger ) Reflection Part of the whole process of thinking is the ability to reflect—to be in the present moment and aware of one’s place in time, to make the effort to understand more holistically (to see how ideas fit together), to take the time to revisit ideas and develop relevant questions and connections that will enhance one’s perspective and cognitive abilities. Reflection Part of the whole process of thinking is the ability to reflect—to be in the present moment and aware of one’s place in time, to make the effort to understand more holistically (to see how ideas fit together), to take the time to revisit ideas and develop relevant questions and connections that will enhance one’s perspective and cognitive abilities. Willful effort activates the prefrontal cortex. Willful effort activates the prefrontal cortex.

46. Phobic Disorder Many people are afraid of spiders and snakes, indeed, thinking about letting a tarantula crawl over one’s face is likely to give anyone the willies. It is not uncommon to be afraid of particular objects or specific environments such as extreme heights. For most of us, these fears do not interfere with daily life. Some of us, however, have an irrational, overwhelming, persistent fear of a particular object or situation - and anxiety disorder called a phobic disorder (phobia). Whereas generalized anxiety disorder cannot pinpoint the cause of their nervous feelings. Individuals with phobias can. 3 criteria deviant ( atypical ) maladaptive (f unction); (danger ) personally distressful ( long period of time )

47. Obsessive-Compulsive Disorder Just before leaving on a a long road trip, you find yourself checking to be sure locked the front door. As you pull away in your car, you are stricken with the thought that you forgot to turn off the coffeemaker. This kind of checking behavior is normal. In contrast, the anxiety disorder known a obsessive- compulsive disorder (OCD) features anxiety provoking thoughts that will not go away and/or urges to perform repetitive, ritualistic behaviors to prevent or produce some future situation. 3 criteria deviant ( atypical ) maladaptive (f unction); (danger ) personally distressful ( long period of time )

48. You are a psychologist. Sue’s mother has referred her to you because she is worried that Sue has an eating disorder. Sue is to be married in two months. She is eating as little as she can because she wants to fit into her wedding dress. With this information, does she have a psychological disorder or an eating disorder based on the criteria for abnormal behavior, which would make it a mental illness affecting her behavior? What questions would you ask Sue to refine whether she has an eating disorder or not. Transfer - Application Problem 3 criteria deviant ( atypical ) maladaptive (f unction); (danger ) personally distressful ( long period of time )

49. wedding dress Sue’s eating Psychological Disorders eating very little getting married personally distressful ( long period of time ) Willful effort activates the prefrontal cortex. Willful effort activates the prefrontal cortex. maladaptive ( f unction); (danger ) deviant ( atypical )

50. An Anxiety Disorder - Panic Disorder p. 148 model Example: Modeling and Class Dialogue Ongoing reflection What do I already know? Where is this going? How does everything relate to the conceptual framework for psychological disorders.

51. Introduction to Sociology http://ocw.mit.edu/courses/anthropology/21a-245j-power-interpersonal- organizational-and-global-dimensions-fall-2005/study-materials/basic_conc.pdf

52. Sociology human groupssocial interaction culture material objects norms knowledge behavior iPhone folkways mores socialization customs society http://issuu.com/tdkest1/docs/sociologyandreading

53. The Family Global View of the Family Authority Patterns: Who Rules? What is the Family? Form of Marriage Nuclear Family Extended Family monogamy serial monogamy polygamy polygyny polyandry one woman, one man married to each other

55. human groups social interaction Reflection Prior knowledge: What do I know about human groups? What social interaction in human groups? Prediction: Everything is going to be about social interaction in human groups. Conceptual Framework: Sociology is about social interaction in human groups. Working Memory human groups Sociology Culture social interaction Culture: knowledge, material objects, behavior, customs examples Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re- exposure/elaboration) First, Hold in working memory, Step back, Reflect Sociology knowledge, material objects, behavior, customs Reflection Prior knowledge: What do I know about human groups? What social interaction in human groups? Prediction: Everything is going to be about social interaction in human groups. Conceptual Framework: Sociology is about social interaction in human groups.

56. Cultural Anthropology

57. If we look at chapter 2, we see that it is about “Understanding and Studying Culture.” Looks like a great place to start building the conceptual framework for cultural anthropology, as “culture” is the most central concept in cultural anthropology and given that cultural anthropology is about “Diversity of learned and shared thought and behavior (culture) in the present.” Culture: shared ways of On page 20, Eller defines culture as “Culture then can be understood as those ways of thinking, feeling, and behaving, and the social and material products of those ways, which are shared among a group of people not on the basis innate or physical traits but rather on the basis of common experience and mutual learning.” thinking feelingbehaving social & material objects of NOTIS innate or physical traits common experience and mutual learning Shared Building a conceptual framework for culture.

58. shared thinking Culture shared behavior shared feeling Reflection Prior knowledge: What do I know about culture? What do I know about shared thinking, feeling, and behavior? What do I know about material objects of thinking, feeling, behaving? Prediction: At some point, shared technology will come up. Conceptual Framework: Culture is shared thinking, feeling, behaving and behaving, and their social and material objects. Working Memory Culture social & material objects social & material objects First, Hold in working memory, Step back, Reflect

59. If we look at chapter 2, we see that it is about “Understanding and Studying Culture.” Looks like a great place to start building the conceptual framework for cultural anthropology, as “culture” is the most central concept in cultural anthropology and given that cultural anthropology is about “Diversity of learned and shared thought and behavior (culture) in the present.” Culture: shared ways of thinking feelingbehaving social & material objects of NOTIS innate or physical traits common experience and mutual learning learned shared symbolic integrated adaptive not innate or physical society enculturation symbols functionalism phy. adaptation- fast, intentional, free produced, practiced, circulated Continuing to build a conceptual framework for culture.

60. learned, shared Culture produced, practiced, circulated symbolic,integrated Reflection Prior knowledge: What do I know about culture being: shared learned adaptive symbolic practiced produced integrated Prediction: I almost know-nothing that is not learned. Conceptual Framework: Culture is shared thinking, feeling, behaving and behaving, and their social and material objects. Working Memory First, Hold in working memory, Step back, Reflect Culture adaptive social & material objects of social & material objects of examples symbolic, integrated learned, shared produced, practiced, circulated examples Reflection Prior knowledge: What do I know about culture being: shared learned adaptive symbolic practiced produced integrated Prediction: I almost know-nothing that is not learned. Conceptual Framework: Culture is shared thinking, feeling, behaving and behaving, and their social and material objects. Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re-exposure/elaboration) Narrowing the distance between others and ourselves

61. First Year Experience

62. The Heart of FYE 105 is Critical Thinking and Problem Solving http://issuu.com/tdkest1/docs/fye_critical_thinking_pdf

63. Information alone without the mental processes of critical thinking and problem solving limits the application potential of that information. Along with the information, the FYE learner needs to be able to use the information to: evaluate choices, calibrate of risk and reward, solve problems prioritize thinking ahead, do long-term planning The mental processes for doing so have to be taught along with the content information for most FYE learners.

64. calibration of risk and reward, problem-solving, prioritizing, thinking ahead, self-evaluation, long-term planning What does this mental process look like: Working Memory 1. holding the new information in mind 1. holding the new information in mind 2. stepping back mentally 3. reflecting; an internal conversation

65. The Overarching Conceptual Framework: What is the Overarching Goal of FYE 105? We want the learner to be able to think critically and be able to solve problems as they negotiate the complex world of college. What do we want the learner to take from this unit about campus resources? We want the learner to be able to think critically and be able to make decisions as they find the need to call upon campus resources.

66. A Simple Example for Practice: FYE introduces students to campus resources to support the transition to college life and learning. There are some facts, such as the campus resources available, what services the resources offer, and their location, but that is merely isolated information. For future critical thinking and problem solving to occur, the learner needs to not only hold this information in mind, step back, and reflect as they learn about each campus resource, but they must also begin understanding what they are learning in the context of the conceptual framework of the course. For example, the Writing Center, its location, and services need to be understood and organized around the conceptual framework of the FYE course if the learner wants to be able to think critically and be able to make decisions as they find the need to call upon campus resources. FYE support the transition to college Reflection Prior knowledge: How well do I write? Prediction: Am I likely to need help? Conceptual Framework: How do the writing center services relate to supporting my transition to and success in college. Campus Resources Services Location Learning skills Writing Center

67. campus resources FYE transition to college FYE: support the transition to college FYE: support the transition to college Writing Center services Writing Center (services, location) Reflection Prior knowledge: How well do I write? Prediction: Am I likely to need the service? How is my grammar and spelling or punctuation? Conceptual Framework: How does the writing center services relate to supporting my transition to college? Campus Resources Working Memory Reflection Prior knowledge: How well do I write? Prediction: Am I likely to need the service? Conceptual Framework: How does the writing center service relate to supporting my transition to college? Critical Learning for Critical Thinking and Transfer Learning Critical Learning for Critical Thinking and Transfer Learning Learning Skills

68. difficulty writing paper FYE: support the transition to college FYE: support the transition to college Writing Center (services, location) Reflection I am having difficulty writing the paper for my class. Campus Resources Working Memory Reflection Prior knowledge: How well do I write? Prediction: Am I likely to need the service? Conceptual Framework: How does the writing center service relate to supporting my transition to college? Instead of only 4 items being available in working memory, the whole neural network is available in working memory Instead of only 4 items being available in working memory, the whole neural network is available in working memory Critical Learning for Critical Thinking and Transfer Learning Critical Learning for Critical Thinking and Transfer Learning Learning Skills Facts and ideas understood and organized in the context of a conceptual framework build interconnected synaptic connections that are retrieved as a whole overriding the limitations of working memory, as well as faster retrieval.

69. Reading and Writing: make thinking visible & intermediate skills

70. One of the challenges for gateway content course learners that is only being sparsely addressed is writing to learn and communicate about the content of gateway content courses. As we hear on this listserv, neither developmental nor many non developmental learners taking gateway content courses are able to write to read critically critically, thinking logically, respond to texts. I am exploring possibilities for a one-level-up ENC 91 where learners testing into ENC 91 are placed in ENG 101 with intermediate writing skill support and co-requisite reading skill support in which the skills support conceptual understanding and transfer learning of gateway course content. The ENG 101 writing skills would focus on writing to communicate around conceptual understanding of the content of gateway content courses. The intermediate co-requisite writing skills would focus on writing to learn and writing to communicate. The intermediate reading skills would focus on reading to learn. The literature: “Let’s use the words of Bass and Eynon to reinforce this thought. “What are the “intermediate processes,” the steps in the learning process that are often invisible but critical to development. All too often in education, we are focused only on final products: the final exam, the grade, the perfect research paper, mastery of a subject. But how do we get students from here to there? What are the intermediate stages that help students develop the skills and habits of master learners in our disciplines? What kinds of scaffolding enable students to move forward, step by step? How do we, as educators, recognize and support the slow process of progressively deepening students’ abilities to think like historians and scholars?” (Randy Bass and Bret Eynon (2009), Capturing the Visible Evidence of Invisible Learning.) Reading to learn mental processes (intermediate processes): First, the learner needs to be holding the new information in mind, stepping back mentally, and reflecting. Second, within the process of reflecting, the learner needs to ensure that they are applying mental processes (later) that result in Understanding facts and ideas in the context of a conceptual framework Organizing knowledge in ways that facilitate retrieval and application Developing a deep foundation of factual knowledge What I don’t know: Does the following description of ENG 101 allow for using a focus on gateway content course writing? ENG 101 COURSE DESCRIPTION: A course in writing emphasizing argument. Instruction and practice in reading critically, thinking logically, responding to texts, developing research skills, writing substantial essays through systematic revision, addressing specific audiences, expressing ideas in standard and correct English. Includes grammar and mechanics review.

72. Reading and Math

73. Transfer Learning, Reflection, Communication and Math Communication is an essential part of mathematics and mathematics education. It is a way of sharing ideas and clarifying understanding. Through communication, ideas become objects of reflection, refinement, discussion, and amendment. The communication process also helps build meaning and permanence for ideas and makes them public. Because mathematics is so often conveyed in symbols, oral and written communication about mathematical ideas is not always recognized as an important part of mathematics education. Students do not necessarily talk about mathematics naturally; teachers need to help them learn how to do so.

74. Strategy for developing a deep foundation of factual knowledge. Create a mind map that organizes the math concepts (math vocabulary) with illustrations of each concept. Example: Under “Definition of Mixed Fractions”, we encounter the following math vocabulary: whole number, fraction, numerator, denominator, fraction bar, Definition of a mixed fraction Whole number Number with no parts Ex. 1 whole apple fraction whole divided in to equal parts Ex. circle divided into 4 parts numerator denominator fraction bar

75. Change 3 1/2 to an improper fraction 3 1/2

76. Example: Under “Changing Mixed Number to an Improper Fraction,” we encounter the following math vocabulary (concepts), and operations (multiplication and addition) for the steps in procedure of making the change for 3 1/2: Strategy for understanding facts and ideas in the context of a conceptual framework and organizing knowledge in ways that facilitate retrieval and application. Create a mind map that organizes the math concepts (math vocabulary) with illustrations of each concept. Changing Mixed Number to Improper Fraction 1. Multiply whole number by denominator 3 x 2 = 6 (6 is the product) 2. Add the result (product) to the numerator 6 + 1 = 7 (7 is the sum) 3. Place the result (sum) of step 2 over the denominator 7/2

77. whole number fraction Reflection Prior knowledge: What do I know about whole numbers? What do I know about fractions? Prediction: Wholes can be broken down into parts. Conceptual Framework: A mixed number is made up of a whole number, a fraction, numerator and denominator and a fraction bar. Working Memory whole number Fraction fraction numerator numerator, denominator examples Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re- exposure/elaboration) First, Hold in working memory, Step back, Reflect Fractions knowledge, material objects, behavior, customs denominator Reflection Prior knowledge: What do I know about whole numbers? What do I know about fractions? Prediction: Wholes can be broken down into parts. Conceptual Framework: A mixed number is made up of a whole number, a fraction, numerator and denominator and a fraction bar.

78. Anatomy & Physiology

80. History Conceptual frameworks may go by a number of different names such as cognitive frameworks, core concepts, mental structures, mental models, scaffolding, schemas or big ideas. The Bradley Commission on History in Schools has said, "To develop judgment and perspective, historical study must often focus upon broad, significant themes and questions, rather than short-lived memorization of facts without context.” History educators often speak in terms of "themes" that represent an interest in phenomena that are manifested across several historical periods and/or geographic locations, and thus may offer useful insights into how humans generally behave and how the world generally works.

81. Conceptual Frameworks A review of literature from history education and cognitive research strongly suggests that conceptual frameworks, contribute to meaningful understanding and should be a major component of history education. Themes History and geography educators often speak in terms of "themes" that represent an interest in phenomena that are manifested across several historical periods and/or geographic locations, and thus may offer useful insights into how humans generally behave and how the world generally works. Chronological narrative Another type of conceptual framework is a chronological narrative that provides students with a broad view of historical development over time. "A coherent chronological narrative gives students a context within which to consider important themes and questions. Maps A map is another conceptual framework of the visual variety. Maps provide the spatial orientation that students must have in order to comprehend the workings of history Timelines A timeline is a conceptual framework that presents a chronological summary of history in visual form. Graphic organizers Graphic organizers are another type of conceptual framework that presents information in visual form. If a picture is worth a thousand words, graphic organizers attempt to harness the prodigious information-bearing capacity of visual images to transmit knowledge.

82. A review of literature from history education and cognitive research strongly suggests that conceptual frameworks, by whatever name, contribute to meaningful understanding and should be a major component of history education. This is especially true in world history classrooms where the volume of potential content to be assimilated can be overwhelming. Students need conceptual frameworks to make sense of history, to give it meaning and to make it usable. Research on conceptual frameworks In 1999, the National Research Council (NRC) released a major study titled How People Learn: Brain, Mind, Experience, and School. The central theme of this report was that the mind uses experience to "develop coherent structures of information" that are meaningful to the learner and are stored in memory where these structures form the basis of understanding, thinking and problem solving. The NRC report cited research studies that compared the thinking of experts to the thinking of novices, not because teachers expect their students to become experts, but because experts solve problems better than novices do. Researchers wanted to know what it is about experts that makes them good at thinking and problem solving. According to the NRC report, expert knowledge "is not simply a list of facts and formulas that are relevant to their domain (area of expertise); instead, their knowledge is organized around core concepts or 'big ideas' that guide their thinking about their domains." The NRC report cited a study by Sam Wineburg in which a group of history experts and a group of high- achieving advanced placement high school seniors were given the task of making sense of primary source documents from American history. Although several of the students outscored several of the historians on a factual test of American history, the historians excelled at evaluating and understanding the documents because they possessed useful conceptual frameworks. The students "had no systematic way of making sense of contradictory claims...They lacked the experts' deep understanding of how to formulate reasoned interpretations of sets of historical documents. Experts in other social sciences also organize their problem solving around big ideas.” http://www.studentsfriend.com/onhist/frame.htmlhttp://www.studentsfriend.com/onhist/frame.html

83. themes chronological narratives chronological narratives Reflection Prior knowledge: What do I know about themes, chronological narratives, maps, timelines, graphic organizers? Prediction: narratives follow timeline. Conceptual Framework: the concepts making up history are organized around themes, chronological narratives, maps, graphic organizers and times. Working Memory themes History chronological narratives maps timelines examples Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re- exposure/elaboration) First, Hold in working memory, Step back, Reflect History knowledge, material objects, behavior, customs timelines graphic organizers Reflection Prior knowledge: What do I know about themes, chronological narratives, maps, timelines, graphic organizers? Prediction: narratives follow timeline. Conceptual Framework: the concepts making up history are organized around themes, chronological narratives, maps, graphic organizers and times.

84. Humanities 102 Introduction to the Humanities “Humanities” comes from the Latin “humanitas,” meaning those powers or capacities regarded as common to or characteristic of human beings and the cultivation of these aspects of human nature. According to the 1965 National Foundation on the Arts and the Humanities Act, the term “humanities” includes, but is not limited to, the study of language (both modern and classical), linguistics, literature, history, jurisprudence, philosophy, archaeology, comparative religion, and ethics. It also includes the history, criticism, and theory of the arts; those aspects of social sciences which have humanistic content and employ humanistic methods; and the study and application of the humanities to the human environment with particular attention to reflecting our diverse heritage, traditions, and history and to the relevance of the humanities to the current conditions of national life. “Intro to the Humanities” surveys Western thought, literature, and the arts from antiquity to the present, focusing on philosophy, religion, painting, sculpture, architecture, theater, dance, literature, and film. These “humanities” are the core of the dominant ideals of Western tradition, and they characterize Western thought and the cultural concerns known as the Humanities. Humanities 120 seeks to synthesize our knowledge of these arts and traditions in order to improve our own aesthetic tastes and moral awareness. This is not a class about dates. It is a course about ideas, and your preconceptions will be questioned and questioned vigorously. This is not a course solely about memorizing and regurgitating; it is also a course about understanding and reasoning. Students are expected to think about course material, make connections, and form opinions.

85. CIT 105 Introduction to Computing An overview of computer information systems. Concepts include terminology, computer hardware, software, and networks as well as the impact of computers on society, ethical issues in computing, and trends in information processing. Course Competencies Upon successful completion of this course, the student can: 1. Utilize computer technology as a tool to access and prepare information. 2. Describe basic computer functions and use correct computer terminology. 3. Describe trends in information processing. 4. Explain the impact of computers upon society. 5. Explain the difference between system, application, and programming software. 6. Use a graphical user interface-based operating system to manage files, folders and disks. 7. Discuss ethical issues such as copyright, privacy, and security as related to computing. 8. Use a word processing software package to prepare elementary documents. 9. Use a spreadsheet program to prepare elementary financial reports. 10. Use a database software package to develop an elementary database and generate reports on the data. 11. Use a web page editor to create web pages. 12. Use basic data communications applications and networks. 13. Use the Internet and understand its capabilities. Course Outline I. Computer System Fundamentals A. Impact of Computers on Society B. Information Processing C. Ethical Issues, Security, and Privacy II. Computer Hardware A. Input and Output Hardware B. Processing Hardware C. Storage Hardware D. Communications and Networking III. Computer Software A. Operating Systems B. Word Processing C. Electronic Spreadsheets D. Database Management E. Web Publishing

86. Computer System Fundamentals Computer Hardware Reflection Prior knowledge: What do I know about computer hardware and software? Prediction: Software runs on hardware. Conceptual Framework: Understanding computers involves computer system fundamentals, computer hardware and software. Working Memory Computer System Fundamentals Computer Information Computer Hardware Computer Software examples Second, - Understanding facts and ideas in the context of a conceptual framework - Organizing knowledge in ways that facilitate retrieval and application - Developing a deep foundation of factual knowledge (re- exposure/elaboration) First, Hold in working memory, Step back, Reflect Introduction to Computers knowledge, material objects, behavior, customs Computer Software Reflection Prior knowledge: What do I know about computer hardware and software? Prediction: Software runs on hardware. Conceptual Framework: Understanding computers involves computer system fundamentals, computer hardware and software.