Embed Size (px)
Citation preview
COURSE REDESIGN AT PIERCE COLLEGE: WHAT WORKS AND WHAT STILL NEEDS WORK
LACCD MATH SUMMITMARCH 11, 2011
KATHY YOSHIWARA
SUMMARY OF DEVELOPMENTAL MATH PILOTS AND PROGRAMS
Assessment tool: MET (Math Exit Test) Past Pilots (or being phased out)
Freshman Success Learning Communities (Alg 1&2)
MOD (Modularized Algebra 1 with mastery) Continuing Programs
MAP (Modeling and Algebra Project for Algebra 2) ASAP (Combined Algebra 1+2 Immersion)
Future Pilots STATWAY (Algebra 1 through Statistics in one
year) PI (Prealgebra Immersion)
MATH EXIT TEST (MET)OVERVIEW
Began in Fall 2007 (3½ years)
Standardized test written by Pierce faculty and taken by all students in all sections of Algebra 1 and Algebra 2 at the end of every semester.
Used as an SLO assessment tool
Important: Individual instructors are free to decide for
themselves how to use the MET scores in their grading.
Many, but not all, use it as a final exam. Individual results are confidential. Only
aggregates are published.
MATH EXIT TEST (MET)SUCCESSES AND
CHALLENGES Successes
Provides an additional method to compare pilot programs
Helps identify areas of weakness in student learning for Algebra 1 and Algebra 2
Many instructors find the MET useful in identifying their own strengths and weaknesses
Challenges Was initially difficult to get buy-in from the
department Logistics are complicated (but now under
control) 500-600 Algebra1 students 700-800 Algebra 2 students
FRESHMAN SUCCESS LEARNING COMMUNITIES
Two sections each fall semester 2007-2010 (Algebra 1 and Algebra 2)
9 units total (linked courses taken by all students): 5 units math (Algebra 1 or Algebra 2) 3 units Personal Development (counseling course) 1 unit Study Skills course (with tutor, 3 hours outside
of class) Algebra courses taught in standard format Recruiting, aimed at freshmen, done by counseling Participating students encouraged to take no more than
one additional course External resources:
College-level support for extra PD 40 courses BSI funds for tutors Extra course unit credited to math instructors for
Study Skills
FRESHMAN SUCCESS LEARNING COMMUNITIES
SUCCESSES AND CHALLENGES Successes
Strong bonding among students, lively classroom environment
Good retention, compared to standard courses Challenges
No significant improvement in pass rates and MET scores (relative to averages for these particular faculty)
Faculty felt the Study Skills unit was not particularly productive
Enrollment problems: linking courses is not currently possible in the LACCD system
Conclusion: success rates and MET scores did not warrant the extra resources provided for this program. It has been discontinued.
MOD (MODULARIZED) ALGEBRA 1 OVERVIEW
Fall 2009-Spring 2011 Pedagogical approach
Content divided into 9 modules of directed learning activities
Mastery (80%) of each module required to move on to next
Custom course materials Developed by Pierce faculty Integrated textbook/workbook Online WebWork homework (skill-based problems) Written assignments (problem solving, applications)
Logistics Team taught (“MOD Squad”): 4 side-by-side sections MOD squad decides who takes which students after
each Module test. Students who complete 4 modules can finish next
semester
MOD: SUCCESSES Students who complete all nine
modules “ace” the MET Mastery learning does not allow
students to ignore topics Level-appropriate tracking = great
class environment! Students filtered to slow track thrive
on the attention and learn more efficiently in a uniform group
Slower-track students are retained with the 2-semester option
MOD: CHALLENGESFew students complete all nine
modules in one semesterOnce students get behind, they
stay behindStudents bail when they see
greener grass (easier classes)Logistics are onerous
(mastery + tracking + scheduling
= difficulties!)Requires buy-in from the
department
MOD: LESSONS LEARNEDStudents do not work ahead, even
if they know the material
Self-paced and open emporium models may not offer enough structure for developmental students
Delivering the material by topic instead of by conceptual level does not work well
MAP: MODELING AND ALGEBRA PROJECT
(ALGEBRA 2) OVERVIEW Since Fall 2007 (3½ years), 4 sections this semester Pedagogical approach:
Like the MOD: discovery/directed learning activities stress critical thinking
Less lecturing, more group work Reading questions due before class Concept questions with clickers In-class tutor
Custom course materials Developed by Pierce faculty Integrated textbook/workbook Videos of problem solutions Online WebWork homework
EXAMPLE MAP ACTIVITY
(CONTINUED)
EXAMPLE MAP ACTIVITY
(CONTINUED)
(CONTINUED)
(CONTINUED)
MAP SUCCESSES
High scores on MET (Average score 64.2 vs 52.6 for all Algebra 2)
Success and retention comparable to average for Algebra 2
Reading Questions encourage students to read before coming to class
Activities and Concept Questions engage students
Focus on applications increases writing ability and critical thinking without detracting from mastery of skills
MAP CHALLENGES
Many students in class are not level prepared – makes discovery harder than it needs to be
Students resist the idea that the discovery “struggle” approach is better for them than the lecture method they are used to
Students are easily discouraged by challenging material – requires lots of pep talks
ASAP Algebra Success At Pierce – Get through
your algebra classes ASAP!
Learning-community-style cohorts
Course has four components: Algebra 1 (5 units), Algebra 2 (5 units), Math study skills unit (1 unit), College success class (1 or 3 units) Total units: 11 or 14
ASAP MATERIALS Combined textbook by Pierce faculty
Directed learning activities Wide variety of problems Emphasis on graphical reasoning and
applications Rule of four: verbal, numerical, graphical,
and algebraic descriptions of models $100 cheap!
Graphing calculator Math Study Skills booklet for 1 unit
study skills class
SUPPORT FOR ASAP PD class taught by counselor Each class has a TA who:
Helps students with activities in class (5 hrs/week)
Tutors outside of class 8 hrs/week Advises and supports students Paid by Basic Skills Initiative
Deans, counselors, dept chair: Helped with logistics problems Collected evaluations and success data
EXAMPLE ACTIVITY (MAP AND ASAP)
EXAMPLE HOMEWORK
SUCCESS IN ASAP: SP’08–SP’10
Note: Success rate of passing BOTH Algebra 1 and Algebra 2 (in two semesters )is normally about 25%.
ASAP: WHY COMBINE?
Immersion means students have less time to forget material from class to class.
Eliminates overlap of Algebra 1 & 2—more time to shore up basics & delve deeper.
Community building through SI and counseling support
Student attrition over two semesters is diminished
More is at stake—failing 5 units might be no big deal, but failing 14… ouch!
ASAP CHALLENGES Computer registration system can’t tell
students they’re signing up for ASAP! Extensive outreach program attempts to communicate this fact to them.
Getting students enrolled in 4 sections is tricky—good relationship with admissions office helps!
Learning community sometimes feels like MTV’s “The Real World.”
A VISION FOR FUTURE DEVELOPMENTAL MATH
STATWAY For Humanities/Social Science students 75% of all Pierce Algebra 1 students
ASAP For STEM, Business, Nursing 25% of all Pierce Algebra 1 students
PI (Prealgebra Immersion)
PI: PREALGEBRA IMMERSION
Students enroll in 9 math units (immersion): 5 units Prealgebra 1 unit Math Success 3 units Arithmetic
Six hours of in-class directed learning activities from EMPower Math booklets
Three hours of online work in Carnegie Cognitive Tutor
Instructor credited with 6 units
Students take 3 additional units to be full-time
WRAP-UP: WHAT WORKS
Careful construction of curriculum content and design
Directed learning activities
Mastery learning
IMMERSION!
The Empirical Approach to Redesign: Try different things! Keep what works; learn from what doesn’t
PIERCE COLLEGE MATH COURSE REDESIGNS
For info about the materials contact Kathy Yoshiwara, Math faculty
[email protected] or visit onlinefaculty.piercecollege.edu/yoshibw
/ka/m125/VideosAndToolkit.html
