Report

What it means How it works Why students are successful Susan Barbitta Guilford Technical CC [email protected] 336-334-4822 x50032 WHAT IT MEANS 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 NCAT Redesign Principles The National Center for Academic Transformation Principle #4 Principle #5 Principle #6 ◦ Build in ongoing assessment and prompt (automated) feedback ◦ Ensure sufficient time on task and monitor student progress ◦ Modularize the student learning experience, especially in developmental math. HOW IT WORKS Fixed class time Open Lab Student/tutor ratio Additional tutors first two weeks and the last week ◦ How many hours/week with an instructor of record ◦ Required or optional? ◦ Professional tutors, student tutors ‣ Remove curricula redundancies ‣ Create pre-tests ‣ Link homework to pre-tests ‣ Personalized homework ‣ Determine course flow Semester long courses Pass or start over Pick up where you left off Work through all the content Credit given for concepts previously mastered Fixed pace Flexible Pace One course/semester Ability to complete more than one course/semester 4 week long modules 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 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* Keeping students on track • Personal contact with every student weekly • Knowing where your students are in the course • Soft due dates • Assignment completion times WHY STUDENTS ARE SUCCESSFUL 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 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 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 DMA DMA DMA DMA 010 020 030 040 – – – – Operations with Integers Fractions and Decimals Proportions/Ratios/Rates/Percents 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 Seated Classroom vs. Flexibly Paced Classroom Now they’ll look like this. o 150 person Math Emporium* oCloud Computing o 4 classes running concurrently o 25 drop-in o 40 person testing center o 80 person Math Emporium o 30 person Math Emporium o 15 person Math Emporium o 2 classes running concurrently o 10 drop-in o 1 class of 24 and 6 drop-in Fixed class time ◦ 3-4 hours/week with an instructor of record ◦ 2 additional online hours required/wk For each class of 35 students: ~15% seats are for drop-ins Additional tutors first two weeks ◦ One instructor ◦ One professional tutor/student tutor 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 Module Placement Test Credit given for objectives previously mastered . < 85% Work through the module. ≥ 85% Exempt, move on to the next module. ◦ MML video (optional) ◦ Workbook exercises ◦ MML homework ◦ MML quiz ◦ MML Module test ◦ Personalized homework Homework – 85%, unlimited attempts Quiz – 85%, [3,∞) ◦ Pooled questions ◦ Instructor intervention ◦ personalized homework Module Test – 80%, [1,4] ◦ Instructor intervention/personalized homework Keeping students on track • Personal contact with every student weekly • Knowing where your students are in the course • Soft due dates • Assignment completion times MODULE 6 Assignment MOD 6 PLACEMENT HW 6.01 HW 6.02 HW 6.03 HW 6.04 HW 6.05 HW 6.06 HW 6.07 HW 6.08 QUIZ 6.01 - 6.08 Predicted Date of Completion Pacing Guide Time Needed 1:15 1:00 1:00 1:00 0:30 0:45 0:45 2:00 2:00 1:45 Day Date Assignment 1 1/7 2 3 4 5 6 7 8 1/8 1/9 1/10 1/11 1/14 1/15 1/16 Orientation Orientaion Assignment/Syllabus Quiz Placement Test 1 Leap Log 1.02/MML 1.02 Leap Log 1.03/MML 1.03 Leap Log 1.04/MML 1.04 Leap Log 1.05/MML 1.05 Quiz 1.02-1.05 Spring 2011 Pilot 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 93% 73% 66% 80% 72% 62% Essential Math Introductory Algebra Intermediate Algebra Traditional Redesign Spring '11 Fall 2011 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 73% 80% 73% 66% 58% Essential Math 59% Introductory Algebra Intermediate Algebra Traditional Redesign Spring 2012 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 72% 82% 64% Essential Math Introductory Algebra Intermediate Algebra Summer 2012 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 82% Essential Math 82% 87% Introductory Algebra Intermediate Algebra Spring 2011 to Summer 2011 /Fall 2011 100.0% 80.0% 60.0% 87% 59% 65% 62% Essential Math Introductory Algebra 80% 82% 40.0% 20.0% 0.0% Traditional Redesign Intermediate Algebra Spring 2011 to Summer 2011/Fall 2011 100% 100.0% 80% 80.0% 60.0% 65% 55% 45% 40% 40.0% 20.0% 0.0% Essential Math Introductory Algebra Intermediate Algebra Traditional Redesign su '11 Fall 2011 to Spring 2012 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 85% Essential Math 86% 83% Introductory Algebra Intermediate Algebra “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.”** “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.” And faculty say…. The good, the bad, and the ugly….. Change is hard!! 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.” “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.” Susan Barbitta [email protected] 336-334-4822 x50032