Presentation on theme: "THE COMMUNITY COLLEGE OF BALTIMORE COUNTY ACLT 052: Integrating Reading, Writing, and Thinking for Student Success."— Presentation transcript:
THE COMMUNITY COLLEGE OF BALTIMORE COUNTY ACLT 052: Integrating Reading, Writing, and Thinking for Student Success
Presenters Professor Sharon Hayes, Reading Faculty and Coordinator Professor Ryan Donnelly, English Faculty Dr. Jeanine Williams, Reading Faculty and Coordinator of Reading Acceleration Initiatives
Workshop Overview Introduction to ACLT 052 Skill-embedded Curriculum Thinking-focused Pedagogy Growth-centered Assessment Group Activity and Gallery Walk Discussion and Questions
Got Questions? Well, we have answers! As questions arise, please make note of them on your index card. We will answer 2-3 pertinent questions after each segment. We have allotted plenty of time for discussion and questions at the end of the workshop.
Introduction to ACLT 052
Developmental Reading and English at CCBC Reading 051 –5 hours(36-60) Reading 0524 hours(61-78) English 0514 hours(up to 57) English 0523 hours(58-89) Reading 052/English 101 Learning Community8 hours English 052/101 Accelerated Course6 hours
Why Rethink Developmental Reading? Successful accelerated courses in developmental English and math Persistence issuescompounded by multi-level sequence Problems with placement testing Affective issues and changing student population Lack of skill transfer from developmental reading to credit courses The Completion Agenda Changes in federal aid guidelines
What is ACLT 052? 5-credit integrated Reading and English course focused on critical thinking Students with the following placements are eligible to enroll in ACLT 052: ENGL 051 and RDNG 051ENGL 051 and RDNG 052 ENGL 052 and RDNG 051ENGL 052 and RDNG 052 Successful students move directly to credit courses with developmental reading and English pre-requisites
ACLT 052 Student Placements Spring students 23 (34%) R051/E (51%) R051/E052 4 (6%) R052/E051 5 (7%)R052/E052 1 (2%)R051/E101 Fall students 32 (19%) R051/E (70%) R051/E052 5 (3%)R052/E (6%) R052/E052 1 (.5%) R051/E101 1 (.5%) R052/E101 2 (1%)CEED/E051
Benefits of ACLT 052 Authentic college-level experience Multiple low-risk opportunities for students to discuss, think, and write Increases students' familiarity with academic culture by attending to the affective domain Eliminates exit points and shortens pipeline for students Lowers cost of developmental coursework for students Capitalizes on the heterogeneous class environment and eliminates the mental classifications of 051 and 052
Guiding Principles: Curriculum Not based on the outcomes for the existing courses College-level tasks with an emphasis on English 101 and other 100- level credit courses Students practice college instead of working on pre-college skills Whole, complex reading instead of paragraphs Address affective issues through course assignments and activities Not a literature course
Embedded Course Reading, Writing and Thinking Skills Academic literacy and academic discourse The reading-writing process Organizational patterns and rhetorical modes Critical reading, writing, and thinking Reader response Using source materials Writing and evaluating arguments Grammar, punctuation, spelling, and usage Audience awareness Essay organization and development
Unit Plan ThemeReadingWritingReadingsEssay Education and Acquiring Knowledge Process Main Idea and Supporting Details THIEVES Metacognition Talk-to-the- Text Process Thesis Support Prewriting Drafting Revising CARD Editing Superman and Me The Banking Concept of Education from The Narrative of the Life of Frederick Douglas I Just Wanna Be Average Learning to read Educational Autobiography Acquiring Knowledge
Other Units THEMEREADINGSESSAYS Cultural DifferencesMyth of the Latin Woman Night Walker Veiled Intentions Fish Cheeks Assimilation: Reality or Fantasy (synthesis) Social IssuesThe Ghetto Made Me Do It Seeking the Roots of Violence Is Torture Ever Justified? Death and Justice I-Search (research) Media and Technology The Future of the Web Society is Dead: We Have Retreated Into the iWorld Is Google Making Us Stupid? The Information Revolution Will Not Be a Panacea Society, Technology, and Our Future (argument)
Materials Central Text: No Impact Man, Colin Beavan Supplemental readings: Newspaper and magazine articles. Scholarly journal articles Peer writing Videos: food production system, Story of Stuff, happiness, etc.
Major Assignments 4 Essays (including a research project) Weekly discussion board posts 1 Educational autobiography 1 Presentation 1 Final Portfolio
Unit Format Themes and Texts Reading/Writing Skills Mini-Lessons Pre-reading/Pre-writing Activities Independent Reading w/ Guide Questions In-class, Post-reading Activities Unit Exam (In-class Writing Assignment) Essay
Typical Class Quiz on homework Small group comprehension-based activity Quick-write on theme-related critical thinking question Mini lesson on a timely reading/writing skill Exam preparation Speed Dating Essay planning and drafting Peer editing Instructor-student conferencing Everyday is differentNo Autopilot
We Dont Need No Education: The Politics of Schooling Essential Questionsprovide the larger context for critical thinking and discussion Embedded Skillsintroduce students to the academic state of mind and basics of academic reading and writing Affective Issuesaddress lack of student posture, provide space to interrogate previous educational experiences, and provide an opportunity to create a new narrative College-level Textsexamine various educational narratives as a springboard for self-examination Exam and Essayfocus on big ideas and critical thinking
Embedding Skills Brief, but explicit discussion of academic habits of mind to set the stage Students move to immediate practice of college-level tasks via class work and homework assignments Focusing on the big ideas of the reading selection students practice: Activating prior knowledge Annotation and note-taking Finding main ideas Questioning the text and hypothesizing Inferences and conclusions Basic writing/ paragraph structure Supporting Assertions
Guiding Principles: Pedagogy Turn our assumptions on their head or before they can do this, they have to do this. Start with the real academic tasks right awaynot baby steps Use a thematic approach Use active learning techniques Use triage to deal with student areas that need support rather than lowering the entire curriculum to sub-skillsjust in time remediation Have a growth mindset towards students and their progress Help grow student sense of responsibility
Scavenger Hunt Scenarios What happens if you and your friend share the answers to a homework assignment? Your friend, Mario, asks to see your homework. He tells you that his mother was sick and he had to take her to the hospital and couldnt do it. He promises that hell only ask to copy this one time if you would just help him out now. How do you respond to his request? The Syllabus
Reading Integrated Discussion of fast food and obesity Read Weight of Blame Identify the main idea and supporting details Intervention: Use of quotation marks? Who is the author? Publication? Audience? Revise main idea and supporting details Entry 1: Free write: fast food and obesity Discussion Entry 2: If you were the editor of Restaurants and Institutions, what point would you make about eating out and obesity? Discussion Read Weight of Blame Entry 3: What was the authors point and why do you think that? Discussion (agreement or discrepancy between entries 2 and 3) Small group/pairs: analyze the major point in ¶6. Entry 4: Analyze ¶7 or ¶8. Entry 5: What is your take away from this reading experience? The Integration
Reading Integrated Main idea practice Supporting details practice Read carefully - No future transference or even memory of the intervention discussion (purpose, audience, etc.) Main idea practice Supporting details practice Read carefully + Authors purpose and audience + Critical thinking + Accountability for learning + Transference of concepts (purpose, audience, etc. ) to future discussions Comparison of Results
Guide Questions Critical Thought Questions How did Douglas mistress change? What role did bread play in Douglas reading instruction? How did the understanding of the term abolition change Douglas? Why did Douglas begin to envy his fellow slaves? How did Douglas learn to write? Why would slave owners want to ensure that their slaves were kept illiterate? Why would the ability to read and write become so important to Douglas? Why did Douglas [come] to feel that learning to read had become a curse rather than a blessing? Who might have been the audience for Douglass work? What similarities exist between Douglas experience and that of Malcolm X or Sherman Alexie? The So What? Factor
Large group discussion Given a before and after model In groups, evaluate which is better and why Share results with class Video: Discussion of the video In groups, identify areas in first drafts could be rewritten for more effectiveness. The Art of Revision
The Challenge of Critical Thought How can you relate this group to this class?
Guiding Principles: Assessment Holistic approach to assessing student worklook at content as well as grammar Progressive approach to grading: tolerance for less than perfect work early in the semester Provide a lot of low-risk opportunities to talk, think, and write before graded, higher-stakes assignments Embrace 3 Goals: Independently read and understand complex academic texts Critically respond to the ideas and information in those texts Write essays integrating ideas and information from those texts
Pre-Reading Goal: Tap into existing knowledge Free-write Watch video Class discussion Key concepts and terms
Pre-Reading Example: Prep for a reading on importance of biodiversity Free-write and discussion What is a food web? Why is it important to understand? During discussion: How do food webs work? What is extinction and why is it a problem? What would happen if a disease killed all the spiders in the world?
Pre-Reading Lecture: Reinforce concept of systems and how they function. Reinforce relationships of organisms to each other. Introduce biodiversity as a term.
Reading Goal: Guide students to facilitate comprehension. Annotations Guiding questions Dual-entry journals Written responses
Reading Article: Will we soon be extinct? by Josh Clark. Annotations Guiding Questions: Why is nitrogen important to humans? How do worms keep up us alive? What will happen if species continue to die? How much biodiversity is in your neighborhood? Count as many different kinds of life as you can (think about large animals like humans, about small ones like insects, and about bacteria, mold, and fungus as well.)
Post-Reading Goal: Assess comprehension and engage with concepts. Quizzes Response papers Discussion Group activity Further research
Post-Reading Short Quiz: How do many advances in technology depend on nature? Discussion: Why is biodiversity important? What places might have high and low levels of biodiversity? Follow-up: How bio-diverse is our campus?
Post-Reading Essay Problem: How can we increase biodiversity on the community, national, and international level? Make a case for biodiversity Offer solutions for species extinction Individual action Collective action
Discussion/Essay Prompts Integrated Directly address content Prompt sophisticated writing Critical Thinking Students should cognitively engage with content (e.g. craft an argument)
Discussion/Essay Prompts Article: Sex Selection Should be Regulated, by Hattie Kaufman. Dr. Steinburg and Dr. Caplan disagree on this issue. Explain each of their ideas, and then write an argument in which you take a side on the issue of if we should have government regulation of this issue.
Discussion/Essay Prompts Article: Will we soon be extinct? by Josh Clark. How can we increase biodiversity on the community, national, and international level? Make a case for biodiversity, citing Clarks article. Offer solutions for species extinction. Remember to think about individual action as well as collective action.
Focus on heavily… Focus some on… Emergent skills Engaging with content Gauging comprehension Sentence complexity Academic tone Major grammar issues e.g. sentence boundaries, subject-verb. Responding to Writing
Incorporating quotes. Engaging with those statements. Drawing inferences. Thousands of dollars? How do you think Walton feels about the low-benefit model? Should you introduce the paragraph material first? Tone. Walmart founder Sam Walton once said, "I pay low wages. I can take advantage of that. We're going to be successful, but the basis is a very low- wage, low-benefit model of employment." So what does that tell you? Well I can tell you, what I think of that statement. I think that, If Wal- Mart wants to continue making thousands of dollars per year, than Walmart should not only worry about how much money Walmart can make, but how successful Walmart employees could be, what they can learn, and employees can make more money by working full time schedules, if thats what the employee prefers.
Responding to Writing The Grammar Question Triage / Just-in-time Most urgent needs first Assess group needs One-on-one or brief lectures Always practice grammar in context
Group Activity and Gallery Walk
Workshop Directions: 1. Develop a lesson plan. 2. Remember integration, embedding, & critical thinking. 3. Use the following organizational model: Pre-reading Reading Post-reading 4. Create group poster
Discussion and Questions
ACLT 052 Final Grades Spring (40%)S 33 (48%)U 1 (2%)I 5 (7%)FX 2 (3%)W Fall (57%)S 45 (25%)U 1 (1%)I 23 (14%)FX 7 (3%)W
Pass Rates by Placements Spring % R051/E052 35% R051/E051 40% R052/E052 Fall % R051/E052 50% R051/E051 82% R052/E052 60% R052/E051
Fall 2012 to Spring 2013 Retention Rates Total Cohort72% Passing Students83% African Americans72%
Contact Information Dr. Jeanine L. Williams Coordinator of Reading Acceleration Initiatives Prof. Sharon Hayes Prof. Ryan Donnelly