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Basic Skills Conference, August 3, 2010 Pat Phillips & Melanie Knier Davidson County Community College Lexington, NC Students do not necessarily view math as applicable to their daily lives Students want to make connections between what they learn and what they experience in real life Effective learning requires active application of knowledge, skills, and processes Learners need to acquire content knowledge and learn how to apply what they have learned Transfer of learning is likely to occur when the student understands the facts and the big picture The learning environment should be community-centered, learner-centered and knowledge-centered Contextualized learning helps students make these applications OVAE defines contextualized learning as “a conception of teaching and learning that helps teachers relate subject matter to real world situations” Current information indicates that new WIA Title 1 & Title 2 re-authorization will require closer alignment with work skills and tie learning to those work skills Contextualized curriculum is one method of making this alignment Requires a shift in understanding of what it means to develop curriculum Begins curriculum instruction with tasks learners need in their daily lives; then begins instruction of knowledge and skills required to perform these tasks Encourages teamwork and collaborative learning. Students often find comfort and success when working with a partner or small group How do you infuse contextualized content? Which instructional strategies work best? How do we engage students as active learners? How do we sustain the effort? What are the implications of contextualization on curriculum design? Methods ◦ Contextualization using career fields or clusters (Toolkit, page 4) ◦ Contextualization using specific occupations (Toolkit, pages 4 & 5) ◦ Contextualization Using Career Exploration (Toolkit, page 5) Page 15 of Contextualization Toolkit Met with appropriate staff and instructors to begin planning Achieved buy-in from key people (administrators and those developing the curriculum and those teaching it) Set up advisory team to review curriculum and give feedback Piloted the first few lessons with a group of students and solicited their feedback for curriculum improvement Identify career pathways in which the curriculum is needed Identify credit staff & faculty who will work with you in the areas curricula will be developed Interview faculty to determine key concepts and teaching and learning objectives needed to be taught in each subject in the pathway Identify subjects and skills needed to be taught based on feedback from faculty in the area Identify faculty & staff who are interested in developing the curriculum Identify resources needed to develop the curriculum Do a readability level for credit textbooks Determine number of units to be developed in each pathway Develop lesson plan for each lesson to be developed and begin curriculum development Identified short-term certificate and diploma programs that could be completed in 1-3 semesters Met with college faculty and representatives from business and workforce development to determine areas where employment was obtainable Identified faculty and staff and trained them to develop the curriculum Developed curriculum in areas of health, transportation and early childhood initially. Added HVAC, Business, Computers and are currently identifying others to add Nurse Assistant Medical Office Assistant Pharmacy Technology Early Childhood Choose the best answer Find These Words What Would You Do? Complete this Chart Multiple Choice Fill in the Blank/Word Bank Crossword Puzzle Memorizing/mnemonics Common Bonds Reading True/False Cell Word Chop Matching Context Clues Magic Square Reading (continued) Single-step word problems Multi-step word problems Chart/graphs word problems Hands-on activities using math application, manipulatives, etc. Students are provided content and write their own work problems Math Short answer situations Topic Sentence placement Grammatically Correct Pick 5 key statements and write a summary Statement re-write Research and create a 3 minute oral presentation on topic of research Writing Students get more out of problems that are interactive Problems that are relevant to their lives are important Key words, phrases, or topics you want students to use need to be very clear in the problem Work through the problem as the instructor before giving to students to prevent any surprises Initially, begin with single step word problems until the student becomes more comfortable doing them Working together often makes students more comfortable and they can solve the problem together May give the students the answer to the problem in initial stages to lower anxiety in solving the problems Make explicit how class activities develop skills for career paths ◦ Tap into student motivation ◦ Scaffold learning ◦ Use hands-on/active learning ◦ Apply learning in a variety of contexts Develop a screening process to determine skill level ◦ Lower assessment barriers to enrollment Use instructional strategies that leverage contextualized learning approaches Address varying skill levels in the same class ◦ Use group/pair work Identification of the student’s learning style and making sure that instruction touches on each student’s learning preference Conducting a Career Aptitude/ Interest Inventory and connecting the results to each student’s learning Varying activities in the classroom (example: Use 4-MAT Learning Wheel to design lesson plans) Using problem-based learning Participating in activities such as projects, solving real world problems, conducting interviews, creating charts and graphs, creating presentations and other activities that reinforce real-life situations Increasing the student’s motivation to learn and fostering student independence in learning Use of MECA or other hands-on activities Implement processes designed during the planning phase Use management or advisory team for review and program improvements Support and retain faculty Implement data and cost-tracking systems Promote contextualization throughout your programs Assess the costs benefits of contextualization Does integration of contextualized content change the scope and sequence for academic skills that are being taught? How can we insure that students are learning the underlying concepts? Can students apply the skills outside of the context? What are resources that you can use for curriculum development? Lesson Title: Medical Assisting Math I Subject:_Math/measurement__Prepared by: Pat Phillips__________________ Overview & Purpose Competencies addressed: Teach math skills needed to succeed in a Measurement of ounces and gallons medical assisting program Math to prepare specimens Objectives (Specific skills that will be learned) Multiplication and division of ounces to gallon Information (Give or demonstrate necessary information) Verification (Steps to check student understanding) Teacher Plan Guide students through math problem, modeling the proper procedures to calculate the problem. Then have students create their own word problems related to medical assisting and practice hands-on activity Student Plan Practice math Materials Needed calculations Gallon of water needed to Measuring cup complete the pan math problems. calculator Practice paper/pencil measurement until the concept is mastered Demonstrate math calculations and model the steps in determining the necessary information to solve the problem Monitor student Have students do accuracy in solving a self-check for problems accuracy of solving problems Other resources (ie. Websites, books, wikis, games, etc) More examples from other community colleges: GED Bridge to Health Career Profile Writing Project Reading Curriculum Math Curriculum Here’s what they are doing in Illinois: CNA to LPN class •3 hours/week X 16 weeks •Contextualized medical vocabulary •Based on National League of Nursing Exam •“Reading Smart” “504 Absolutely Essential Words” •Exit exam – Compass Reading, English, Math Fast Track Allied Health Class in Arkansas •Contextualize developmental level reading and math •Move students along quicker through career pathway Where are we going ??? •More hybrid classes – using Moodle, Blackboard •Use SoftChalk to easily convert contextualized curriculum to engaging, interactive lessons on the web sites.wiki.ubc.ca EFF Research Principle: A Contextualized Approach to Curriculum and Instruction mcli.dist.maricopa.edu www.teachforever.com Contextualized Teaching & Learning: A Faculty Primer developed by California Community College Breaking Through Contextualization Toolkit Sources http://www.laguardia.edu/uploadedFiles/T2/pcap/home_content/GED %20Bridge%20to%20Health%20Careers%20Reading%20Curric%20Sessio n%203.pdf http://www.laguardia.edu/uploadedFiles/T2/pcap/docs/Geometry%20 Overview.pdf http://occrl.illinois.edu/files/Projects/promising_pratice/2010/Prom ising_Practice_Oakton_CC_Curriculum.pdf http://www.aatyc.org/about-us/archive-news/181-aatycnewsletter-july-2010.html Pat Phillips patp@davidsonccc.edu 336.224.4570 Melanie Knier mgknier@davidsonccc.edu 336.224.4584