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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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Principle #1 ◦ Redesign the entire course Principle #2 ◦ Encourage active learning Principle #3 ◦ Provide students with individualized assistance NCAT Redesign Principles The National Center for Academic Transformation

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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. NCAT Redesign Principles The National Center for Academic Transformation

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HOW IT WORKS

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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

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

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Semester long courses 4 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*

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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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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

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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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Essential Mathematics ◦ 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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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

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Seated Classroom vs. Flexibly Paced Classroom

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Now they’ll look like this.

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o 150 person Math Emporium * o Cloud Computing o 4 classes running concurrently o 25 drop-in o 40 person testing center o 80 person Math Emporium o 2 classes running concurrently o 10 drop-in o 30 person Math Emporium o 1 class of 24 and 6 drop-in o 15 person Math Emporium

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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

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

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◦ MML video (optional) ◦ Workbook exercises ◦ MML homework ◦ MML quiz ◦ MML Module test ◦ Personalized homework

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Homework – 85%, unlimited attempts Quiz – 85%, [3,∞) ◦ Pooled questions ◦ Instructor intervention ◦ personalized homework Module Test – 80%, [1,4] ◦ Instructor intervention/personalized homework

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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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MODULE 6 Assignment Predicted Date of Completion Time Needed MOD 6 PLACEMENT 1:15 HW :00 HW :00 HW :00 HW :30 HW :45 HW :45 HW :00 HW :00 QUIZ :45 HW :00 Pacing Guide

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DayDateAssignment 11/7Orientation 21/8 Orientaion Assignment/Syllabus Quiz 31/9Placement Test 1 41/10Leap Log 1.02/MML /11Leap Log 1.03/MML /14Leap Log 1.04/MML /15Leap Log 1.05/MML /16Quiz

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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.”**.

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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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“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.” Faculty comments

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“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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Susan Barbitta x50032

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