Project I-DEA Integrated Digital English Acceleration Hybrid Instruction for Low-Level ESL Students Innovations Conference March 2014 League for Innovation in the Community College Presenters Kim Chapman, Dean of Basic & Transitional Studies North Seattle Community College [email protected] Jill Bauer, ESL Instructor North Seattle Community College [email protected] Adria Katka, ESL Instructor North Seattle Community College [email protected] Introduction & Overview • Who is here today? • Overview of Project I-DEA… o History: • Funded by Bill & Melinda Gates Foundation • Grant written by WA State Board of Community & Technical Colleges • Goal: All colleges on-board within 3 yrs. o Why? • Wash. State not hitting targets – moving students in LowLevel ESL (Levels 1-3) further, faster • Overview (cont.)… o Who? • 10 colleges in the pilot – Diverse group of schools • At NSCC: Collaboration among… ESL faculty 1. Big Bend CC IT 2. Lake Washington e-Learning Institute of Technology Library 3. North Seattle CC o How? • Phase 1 with quarterly convenings • Phase 2 with quarterly convenings • Phase 3 4. Pierce College 5. Renton Technical Institute 6. Seattle Central CC 7. Shoreline CC 8. Spokane CC 9. Tacoma CC 10. Walla Walla CC Innovative Elements • Flipped and Blended Learning • Content-Based Instruction • Differentiated Learning Flipped & Blended • Presentation • Practice • Production Social Media & Learning Strand Activity 1: What is Social Media? • Vocabulary Learning (Online) – 60 minutes • Introduction to Social Media (Face-to-Face) – 30 minutes • Social Media Use Survey (Face –to-Face) – 60 minutes Facebook • 1.06 billion people use Facebook. • 618 million people use Facebook daily. Image source: flickr Some rights reserved by NtugiGroup Source: http://investor.fb.com/releasedetail.cfm?ReleaseID=736911 Class Poll • Do you use facebook? o Yes, I do. o No, I don’t. • How often do you use facebook? o o o o o never daily 1+ times each week 3+ times each month 5+ times each year Social Media • Social = (talking or doing things) with people • Media = ways of sharing information or talking (TV, radio, newspapers, the Internet, etc.) Image source: http://www.flickr.com/photos/giselle/56864711/sizes/m/in/photostream/ c. gi varga Social Media Brainstorm Facebook Social Media Social Media Survey • Do you like to use social media? o If no, why not? o If yes, why? • What types of social media do you use? • How do you use social media? • Do you enjoy using social media? Why or why not? Image source: http://www.flickr.com/photos/danielbachhuber/3330647827/ c. Daniel Bachhuber because Use because to answer the question why? Why do you like to use facebook? I like to use facebook because I can chat with my friends. Practice Finish these sentences with the correct reason from below. 1. I like using Skype… because I can call my family for free. 2. I don’t like reading blogs… because it hurts my eyes… 3. I use facebook… because I can see my friend’s pictures. because I can see my friend’s pictures. because it hurts my eyes to read on the computer. because I can call my family for free. Group Presentation Work with your group to write 5 statements about your social media experience. Then, decide who will read each statement to the class. Examples: • Juan likes using facebook because he can share photos with his family in Mexico. • Mei doesn’t like to use Skype because it is too slow. • Tigest doesn’t use social media because she doesn’t have the Internet. Content-Based Quarter 1 Quarter 2 Quarter 3 Introduction to I-DEA Technology Literacy Study Skills Diversity / Cross-Cultural Communication Social Media for Learning Math Basics Effective Online Presentations Time Management Budgeting and Consumer Economics Environmental Issues Personal Inventory and Working in a Team Writing for the 21st Century Job Search and Online Interviewing College Pathways and the American Education System Communicating Online and Peer Mentoring Occupational Education Career Exploration Team Collaboration in Project Development Professional and Social Interpersonal Communication Skills Information Literacy Creating Powerful Presentations Social Studies and Pathways to Citizenship Financial Literacy: Money Management Work Readiness Stress Management / Balancing Life and Work Community Engagement: Navigating Community Contemporary World Problems Washington State History Health & Wellness Quarter 1 Quarter 2 Quarter 3 Introduction to I-DEA Technology Literacy Study Skills Diversity / Cross-Cultural Communication Social Media for Learning Math Basics Sample Strand Effective Online Presentations Time Management Budgeting and Consumer Economics Environmental Issues Personal Inventory and Working in a Team Writing for the 21st Century Job Search and Online Interviewing College Pathways and the American Education System Communicating Online and Peer Mentoring Occupational Education Team Collaboration in Project Development Professional and Social Interpersonal Communication Skills Information Literacy Creating Powerful Presentations Social Studies and Pathways to Citizenship Financial Literacy: Money Management Work Readiness Stress Management / Balancing Life and Work Community Engagement: Navigating Community Contemporary World Problems Washington State History Career Exploration Health & Wellness Sample Q1 Strand: Career Exploration STRAND OUTLINE (Foundation) 1a. Online: Canvas discussion: work experience 1b. Online: Pre-class reading online activity in Canvas 1c. Online: LiveMocha lesson: demo and vocabulary assessment 1d. Face to Face: Read screenshots of career data (Guest Speaker) 3a. Face to face: Practice taking notes from a career video 3b. Face to face: Learn invitation language from video 3c. Face to face: Make an invitation: phone call role play, and email 3d. Face to face: Prepare questions for guest speaker 3e. Face to Face: Guest speaker visit 3f. Face to Face: Compare and rate notes from presentation (Careers & Jobs) 2a. Face to face: Find career information online 2b. Face to face: Search for job openings online (Apply Learning) 4. Face to Face: A Career Ladder Sample Q1 Strand: Career Exploration • Students introduced to websites for career planning and active job search. • Some have reported searching for jobs, and even finding jobs, using these tools. • Strong content focus engages students and holds attention by building practical skills across aspects of their lives – personal academic work Sample Q1 Strand: Career Exploration • Resource websites: o Bureau of Labor Statistics -- Occupational Outlook Handbook (website: bls.gov/ooh) o Washington Career Bridge (website: careerbridge.wa.gov) o WorkSource Washington (website: go2worksource.com) • Student activities: o Web Search for Career Information o Career Ladder Differentiated Hybrid Differentiation • Canvas-based course as personalized access point control pace repeat review • Self-directed learning prompts as opportunities for leveling and differentiation • Unprompted student production Student work: L. Le Student work: L. Le Student work: L. Le Student work: L. Le Student work: L. Le Differentiation • Contrast with traditional curriculum (Levels 1-3) • Bucket approach – Same content for all students, without respect to level designation • Content provides something for everyone, depending on background/experience with: language content tech tools Sample Q2 Strands (PACING) (LEVELING) (SOMETHING FOR EVERYONE) CREATING POWERFUL PRESENTATIONS: CREATING POWERFUL PRESENTATIONS: COMMUNICATING ONLINE & PEER REVIEW: How-to videos for creating a PowerPoint presentation Sentence-writing: Answering Whquestions Create Facebook account and set up profile Multiple videos break down process into micro-steps; can be viewed repeatedly Levels 1-2: Ss use template (controlled practice Level 3: Ss create sentences using selected vocab. (guided practice) Most Ss already use FB, but learn about privacy/security and add new skills/functions Perspectives in Progress CHALLENGES… • Implementation timeline • Tension between… • innovation – ambitious goals at funding & oversight level and • trust in faculty expertise – what works and what needs work • Need to develop structure and continuity • Yearlong rollout – not yet to reflection & revision stage Perspectives in Progress BENEFITS… • Preliminary CASAS test results (statewide) – Fall 2013 Ss in I-DEA classes Ss in traditional classes “significant gain” 54% 43% level gain 44% 34% • Student empowerment Wrap-up • Questions and Discussion • Thank you for participating in our session today.