Accelerating Basic Skills Courses Using Blended Learning

The more levels of developmental courses a student must go through, the less likely that student is to ever complete college English or Math.

Bailey, Thomas. (February 2009). Rethinking Developmental Education. CCRC Brief. Community College Research Center. Teachers College, Columbia University.

The Problem

% completing college-level/degree-applicable course:

• 3 levels below College Math (Pre-Algebra): 24%

• 4 levels below College Math (Arithmetic): 13%

• 3 levels below College English: 21%• 4 levels below College English: 17%

Perry, M.; Bahr, P.R.; Rosin, M.; & Woodward, K.M. (2010). Course-taking patterns, policies, and practices in developmental education in the California Community Colleges. Mountain View, CA: EdSource.

California Community Colleges

20 21 26 28 101

70% 75% 65% 75% 65% 75% 70% 75% 7%

80% 75% 65% 75% 65% 75% 70% 75% 7%

90% 75% 65% 75% 65% 75% 70% 75% 8%

100% 75% 65% 75% 65% 75% 70% 75% 9%

Sequence Success Chart

We will never significantly increase completion rates of college English and Math unless we reduce the length of our developmental sequences and eliminate the many exit points where students fall away.

Katie Hern, English Instructor, Chabot College Co-Director and Inquiry Coach, Faculty Inquiry Network khern@chabotcollege.edu

Myra Snell, Math Professor, Los Medanos College Inquiry Coach, Faculty Inquiry Network msnell@losmedanos.edu

Exponential Attrition and the Promise of Acceleration In Developmental English and Math

http://db.tt/nSUpCiD

Dziuban et al. (2004) state that if online and face-to-face activities are blended correctly, the course should comprise the following characteristics:

1. A shift from lecture to student-centered instruction in which students become active and interactive learners (this shift should apply to the entire course, including the face-to-face contact sessions)

2. An increase in interaction between student-instructor, student-student, student content, and student-outside resources

3. An integration of formative and summative assessment mechanisms for students and instructor.

http://bit.ly/eCJZ8t

Fully integrates online and face-to-face components

Provides clear and consistent connections between assignments, activities, and learning outcomes

Utilizes online components designed and assigned as homework

Incorporates student self-assessment

Encourages student-to-student (peer) learning

Incorporates formative and summative assessment

Encourages more student time-on-task

Clearly incorporates guided work for students both inside and outside of the classroom (optimizes scaffolding)

Creates clear and transparent course structure and content

Nancy’s Two-Week Course ModuleDay 1: Before web-enhancements

Begin with a 5 minute in-class writing on positive and negative outcomes of war. Then we share these in-class writings with a partner, followed by class discussion.

I introduce and explain the essay #2 prompt (handout)

I provide a mini-lesson on conjunctions and subordinate clauses

At the end of the class, I explain the homework assignments. Read "Red Convertible" 2. Enter your responses to Homework Questions 1-5 in your journal and bring to next class meeting ( provide photocopied handouts of questions and include an explanation of symbolism)3. Do Grammar readings and Exercises ( photocopied handouts)

Begin with a 5 minute in-class writing on positive and negative outcomes of war. Then we share these in-class writings with a partner, followed by class discussion.

I introduce and explain the essay #2 prompt Essay_2_Red_Convertible.pdf

I provide a mini-lesson on conjunctions and subordinate clauses

At the end of the class, I explain the homework assignments.

Homework (Due next class meeting):

1. Read "Red Convertible" 2. Do Homework Questions 1-5 (short video clip on symbolism is provided for Question 5)3. Do Grammar readings and Exercises

Homework Questions 1-5 Assignment Grammar readings and Exercises Assign

ment

NO HANDOUTS– STUDENTS GO TO MOODLE

Day 1: After web-enhancements

Nancy’s Two-Week Course ModuleDay 2: Before web-enhancements

Begin with a 5 minute in-class writing discussing the meaning of the story title. Then we share these in-class writings with a partner, followed by class discussion.

Students share their homework responses for questions 1-3 in groups of four. Then we discuss them collectively as a class.

I review essay #2 prompt and instruction for revision (handout)

We review grammar homework questions one by one and I provide a review on subordinate conjunctions

At the end of the class, I explain the homework assignments.

Homework (Due next class session)

1. Re-read "Red Convertible" and revisit your answer to homework question #4 as you focus on its ending2. Google PTSD and/or the Vietnam War and bring findings to class3. Draft introduction and thesis

Begin with a 5 minute in-class writing discussing the meaning of the story title. Then we share these in-class writings with a partner, followed by class discussion.

Students share their homework responses for questions 1-3 in groups of four. Then we discuss them collectively as a class.

I review essay #2 prompt Essay_2_Red_Convertible.pdfand Instructions for Revision of Essay 2

I review subordinate clauses further, based on needs I have determined from homework postings.

At the end of the class, I explain the homework assignments.

Homework (Due by Saturday midnight):

1. Re-read "Red Convertible" and revisit your answer to homework question #4 and 5 as you focus on its ending2. Do the discussion postings on PTSD and/or the Vietnam War and watch the two posted videos3. Introduction and thesis development Assignment

Discussion Question 1 Forum Introduction and thesis development Assignment

Forum

NO HANDOUTS– STUDENTS GO TO MOODLE

Day 2: After web-enhancements

Nancy’s Two-Week Course ModuleDay 3: Before web-enhancements

Begin with a short discussion on PTSD and the effects of the Vietnam War. During this discussion I ask students to share Google findings

Show one short video clip on either PTSD or Vietnam War

Students share their homework question #4 (about the ending) and #5 (about symbolism of red convertible) in groups, followed by class discussion.

Quickly check journals to see if students developed introduction and thesis (only if time allows)

Homework (Due next class meeting): Develop body paragraphs and conclusion and bring entire essay draft to class

Begin with a short discussion on PTSD and the effects of the Vietnam War. During this discussion, I share at least three thoughtful student responses about their findings or their reactions to the video

Students share their homework question #4 (about the ending) and #5 (about symbolism of red convertible) in groups, followed by class discussion.

Homework (Due by Tuesday Midnight): Do Body Paragraphs and conclusion Development Assignment

Body Paragraphs and Conclusion Development Assignment Forum

Day 3: After web-enhancements

We begin revision of essay 2. In pairs, students share their essay. Both help each other revise and strengthen introduction, thesis, and at least two body paragraphs and conclusion using the Revision Guide. As students work together, I walk around and choose and project a strong and weak body paragraph. Then as a class we discuss what makes it weak or strong.

Then, I ask students to focus on their use of quotes by choosing their partner’s best example according to the criteria in the Revision Guide.

Homework (Due next class meeting): Please submit your final draft of essay 2

We begin revision of essay 2. Based on the latest student postings, I share a weak and strong body paragraph, and as a class we discuss why the paragraph is strong or weak.

Then, students share their essay and self-evaluation responses with a partner. Both help each other revise and strengthen body paragraphs and conclusion. Then, two pairs share with the class their introduction, incorporation, and explanation of one quote.

Homework (Due by Sunday Midnight ): Please submit your final draft of essay 2 in

your e-portfolio and bring a copy to class.

Nancy’s Two-Week Course ModuleDay 4: Before web-enhancements Day 4: After web-enhancements