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**What it means How it works Why students are successful**

Modularizing Content What it means How it works Why students are successful Susan Barbitta Guilford Technical CC x50032

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WHAT IT MEANS

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**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 Redesign your entire course sequence. Modularizing is NOT just taking chapters and turning it into modules REMOVE redundancies

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**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 – pacing guide, completion schedule 6 - Give credit for previously mastered skills

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HOW IT WORKS

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**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 GTCC is mixed. 3 or 4(for vets) fixed

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**Modularizing the Curriculum**

Remove curricula redundancies Create pre-tests Link homework to pre-tests Personalized homework Determine course flow

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**Traditional Redesigned**

Semester long courses 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 pace Flexible Pace One course/semester Ability to complete more than one course/semester

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**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

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**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* What are your department rules about partial credit, helping on quizzes, determining who can get an incomplete? Will students pick up exactly where they left off? At the beginning of a module?

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**Keeping students on track**

Personal contact with every student weekly Knowing where your students are in the course Soft due dates Assignment completion times

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**WHY STUDENTS ARE SUCCESSFUL **

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**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 No longer – You get it or you don’t and if you don’t you start all over. Older students really like this. Cost Savings – some by using more adjuncts, some by larger class size

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**Guilford Technical CC Developmental Math Redesign**

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**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

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**3 Courses 8 Modules Essential Mathematics Introductory Algebra**

DMA 010, 020, 030 Introductory Algebra DMA 010, 040, 050 Intermediate Algebra DMA 060, 070, 080 Most non-STEM programs require mods 1-5

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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 Geometry spread throughout. Notice where polynomials is. Great news for 070 students.

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**Flexibly Paced Classroom**

Seated Classroom vs. Flexibly Paced Classroom

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**Do your classes look like this?**

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**Now they’ll look like this.**

Engaged students.

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**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

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**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 GTCC is mixed. 3 or 4(for vets) fixed

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**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

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**Exempt, move on to the next module.**

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

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**Progression Through a Module**

MML video (optional) Workbook exercises MML homework MML quiz MML Module test Personalized homework Most of the conceptual work is in the workbook . We will NOT help a student if they have not done the section in the workbook

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**Mastery Level at GTCC Instructor intervention personalized homework**

Homework – 85%, unlimited attempts Quiz – 85%, [3,∞) Pooled questions Instructor intervention personalized homework Module Test – 80%, [1,4] Instructor intervention/personalized homework HW generated for the quiz and the test.

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**Keeping students on track**

Personal contact with every student weekly Knowing where your students are in the course Soft due dates Assignment completion times

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**Predicted Date of Completion**

MODULE 6 Assignment Predicted Date of Completion Time Needed MOD 6 PLACEMENT 1:15 HW 6.01 1:00 HW 6.02 HW 6.03 HW 6.04 0:30 HW 6.05 0:45 HW 6.06 HW 6.07 2:00 HW 6.08 QUIZ 1:45 HW 6.11 3:00 Pacing Guide

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**Orientaion Assignment/Syllabus Quiz**

Completion Schedule Day Date Assignment 1 1/7 Orientation 2 1/8 Orientaion Assignment/Syllabus Quiz 3 1/9 Placement Test 1 4 1/10 Leap Log 1.02/MML 1.02 5 1/11 Leap Log 1.03/MML 1.03 6 1/14 Leap Log 1.04/MML 1.04 7 1/15 Leap Log 1.05/MML 1.05 8 1/16 Quiz Completio n Schedule

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A, B, C Success Rates

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A, B, C Success Rates

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A, B, C Success Rates

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A, B, C Success Rates

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**Subsequent Course Completion Rates**

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**Repeaters Completion Rates**

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**Subsequent Course Success Rates**

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And the students say….

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**“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.”** . A&T Chancellor.

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**“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 to answer 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.”

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

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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.”

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**“I like the ‘on-demand’ teaching that takes place**

“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.”

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Questions? Susan Barbitta x50032

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