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Enhancing Standards of Excellence and the Assessment of Outcomes in Developmental Education

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Title: Enhancing Standards of Excellence and the Assessment of Outcomes in Developmental Education


1
Enhancing Standards of Excellence and the
Assessment of Outcomes in Developmental Education
  • NADE CONFERENCE
  • February 17, 2006
  • James A. Anderson
  • University at Albany SUNY
  • jaanderson_at_uamail.albany.edu

2
Integrated Model of Developmental Education
3
Learning to participate in the classroom culture
  • Clarify expectations (understand what the class
    will and won't do as soon as possible)
  • Understand the difference between large lecture
    classes VS. smaller ones VS. seminars
  • Assess the nature of classroom discussion (know
    when it is encouraged and rewarded)
  • Be assertive and form or participate in a study
    group
  • Practice metacognition
  • reflect on how you think
  • think about how confident you are c) identify
    your own "bottlenecks"
  • Learn how to move from one learning style to one
    more appropriate

4
Profiling the Student Support Clientele
  • What institutionally based information on student
    needs and characteristics is utilized by student
    support personnel?
  • What specific information about student
    subpopulations (women, students of color,
    nontraditional students, etc.) is utilized by
    student support personnel?
  • What information about student culture, Faculty
    concerns and campus climate is utilized by
    student support personnel?
  • Describe a profile of the students who utilize
    student support services the most/least?
  • Who benefits the most/least?

5
Factors which effect effort
  • Intensity of effort
  • Level of concentration
  • Willingness to make reasonable risks
  • Level of confidence
  • Perceptions of failure (especially unexpected
    failure)

A.
Confident students
Encounter failure
Attribute it to lack of effort
Hence workharder
Encounter failure
Students who lack confidence
Decrease amount of effort invested
Attribute it to lack of ability
B.
Key Deliberately control expectations
6
Diversity
  • Social/Human Relational Skills and
    Characteristics
  • Learning Styles/Strategies and Task Completion
    Skills
  • Psychological Characteristics
  • Information Processing Skills

Diversity
7
General Dimensions of Learning Style
  • Preference for Type of Information
  • 1) Sensory vs 2) Intuitive
  • Preferred Modality to. Perceive Information
  • 1) Visual vs 2) Verbal
  • Preferred Method of Organizing Information
  • 1) Inductive vs 2) Deductive
  • Preferred Method of Processing Information
  • 1) Actively vs 2) Reflectively
  • Preferred Method of Understanding Informaticn
  • 1) Sequentially. vs 2) Globally
  • SOURCE Felder, R. Journal of College Science
    Teaching 23 (5) 286-290 (1993)

8
Reasons for Learning Style Assessments that
Incorporate Diversity
  • Self-assessment feedback
  • Cohort comparisons
  • Cluster analysis of behaviors
  • Development of effective cooperative clusters
  • Matching of learning styles/teaching styles
  • Correlation with other dimensions
  • Identification of critical dimensions

9
Developmental and General Curriculum Courses
  • Shared outcomes
  • Provide frequent opportunities for students to
    write about what they are learning and how well
    they are learning it
  • Provide opportunities for structured
    collaborative student work (problem solving,
    writing, revisions, test preparation, etc.)
  • Facilitate student usage of common thinking
    organizers across courses

10
Developmental and General Curriculum Courses
cont.
  • Shared outcomes
  • Select reading materials that promote critical
    thought and reflection
  • Dont dilute course content (select appropriate
    strategies)
  • Incorporate critical peer review of other
    students work

11
  • Periodically, I would like to gather information
    from you about my presentation of the lecture.
    This information will help me to make necessary
    adjustments for improvement and will suggest what
    affects your learning in a positive way. Your
    responses are not connected to your course grade
    or any type of evaluation.
  • Identify the aspects of the lecture which seem
  • Most appealing to you
  • Most relevant or familiar to you
  • Most organized to you
  • A "bottleneck can be thought of as any point or
    points in a lecture where the student begins to
    have conceptual difficulty understanding what's
    going on. A "bottleneck" can be a term, a
    concept, a theory, a problem to solve, and etc.
  • Identify any bottlenecks which have occurred for
    you during this lecture. If possible, after each
    bottleneck that is identified suggests why you
    think it is occurring. For example, maybe you
    haven't had enough background information or the
    theory wasn't explained clearly, etc.

12
Common Graphic Organizers (Critical Reading)
  • Identify main point or thesis
  • Identify supporting arguments
  • Identify supporting examples
  • Recognize assumptions and bias
  • Recognize source of persuasive argument/effect
  • Relate the content to personal values, experience

13
Theory(chronological order)
14
Calculation Problems
  • Generally, what am I looking for?
  • What information is available to me?
  • Is this a problem in which I have to do a simple
    calculation?
  • How many different calculations do I need to do?
  • Do I need to recall (from memory) a formula?
  • Do I need to recall a principal?

15
Occasions for Informal Writing/Feedback in Math
and Science
  • Free writing (one minute paper)
  • Focused writing
  • Reflective writing
  • Attitudinal writing
  • Metacognitive writing
  • Explaining errors
  • Log
  • Journal definitions
  • Summarizing
  • Organization
  • Creating problems (individual or group)
  • Problem solving (individual or group)
  • Sentence completion Today i learned to ..." 

16
Active Learning Strategies That Enhance Lectures
(Charles C. Bonwell)
  • Provide a preview of information prior to
    explanation
  • Example Overview or graphic organizer
  • Organize information sequentially
  • From simple concrete familiar explicit to
    complex abstract unfamiliar inexplicit
  • Asses student learning periodically
  • Example CATS or Bottleneck Assessment
  • Signal transitions between information
  • Example Ask students to summarize/synthesize
    information previously presented
  • Use multiple examples
  • Have students brainstorm examples without comment
    from the instructor. Students then brainstorm
    list of examples
  • Stress important points during explanations
  • Example give quiz and ask students who developed
    incorrect answers why they thought answers made
    sense
  • Provide brief pauses at appropriate times
    students can use the time to
  • Asses previous lecture,
  • Ask critical questions
  • Write a reflective statement that focuses on the
    material presented

17
 Success strategies for diverse students in
courses with technical and abstract content
  • 1. Exploratory activity and questioning
  • Prior to formal concept formation and model
    building students use own words
  • 2. Continuous use of real world and practical
    examples
  • 3. Idea first and name afterwards 
  • Students introduced to concepts by examination
    and observation of objects, situations, and
    phenomena. Knowledge and understanding come from
    shared experience not just technical terms.

18
Success strategies for diverse students in
courses with technical and abstract content cont.
  • 4. Inferences drawn from models
  • Students should have reasons for what they
    believe. They should feel free to express
    success, futility, and wonder in their own words.
    Early model-building should be based upon
    self-initiated activities and direct experience.
  • 5. Use of analogies
  • Students learn to move from relatively simple
    analogies to those, which are increasing more
    complex

19
Success strategies for diverse students in
courses with technical and abstract content cont.
  • 6. Early identification of bottlenecks
  • Bottlenecks represent points in a course where
    students begin to have conceptual difficulty
    understanding whats going on. Need to know
    where they are and why they are happening. How
    does faculty adjust?
  • 7. Laboratory or experiential exercises should
    precede or occur simultaneously with lecture

20
Teaching Strategies that Engage Differences in
the Classroom
  • Acknowledging distinct learning styles
  • Interactions among diverse teaching and learning
    styles
  • Exploring difference and commonality through
    collaboration
  • Using writing and rhetoric to explore differences
    across the curriculum
  • Elevating the discourse on diversity through
    Learning Communities

21
Teaching Strategies that Engage Differences in
the Classroom
  • contd
  • Exploring differences through the use of thinking
    schemes
  • Classroom assessment and student feedback
    pedagogical resources on inclusion
  • Allow students to convey reactive feelings to
    accumulated information
  • Using levels of questioning to contrast
    differences

22
Learning Communities Quantitative and
Qualitative Assessments
  • Surveys
  • Individual interviews
  • Focus groups
  • Ethnography or field research
  • Participant observation
  • Classroom assessment techniques (CAT)
  • Student portfolios
  • Self-assessment by students and faculty
  • Reflective student writing
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