Doing the Right Thing Right - University of South Carolina · 2014-10-14 · Doing the Right Thing Right: Reconfiguring Learning ... Critical Reading Skills a Weakness in All Three

Lila Graves and Peggy Jolly 1

Doing the Right Thing Right:

Reconfiguring Learning Reconfiguring Learning Communities at the Communities at the

University of Alabama at University of Alabama at BirminghamBirmingham

Lila Graves and Peggy Jolly

Introduction

Purpose of Session:Purpose of Session:

To describe an ongoing three-stage best To describe an ongoing three-stage best practices learning community initiative at practices learning community initiative at UABUAB


Our Goals

Statistically significant gains in retention Statistically significant gains in retention

Statistically significant gains on critical Statistically significant gains on critical thinking assignments.thinking assignments.


The Three Stages

Learning Community I (Conditional Learning Community I (Conditional Admits/2 Courses)Admits/2 Courses)

Learning Community II (Regular Admits/3 Learning Community II (Regular Admits/3 Courses)Courses)

Learning Community III (Conditional and Learning Community III (Conditional and Regular Admits/3 CoursesRegular Admits/3 Courses


BestPracticesComponents Close Interaction with AdvisorsClose Interaction with Advisors

Emphasis on Critical ThinkingEmphasis on Critical Thinking


Assessment Data

Advising Component Very Effective Advising Component Very Effective (Subjective Student/Faculty Evaluations)(Subjective Student/Faculty Evaluations)

Critical Thinking Component Less Critical Thinking Component Less Effective (Objective Pre-test/Effective (Objective Pre-test/

Post-test measurements)Post-test measurements)


Closing In On the Problem

Critical Reading Skills a Weakness in All Critical Reading Skills a Weakness in All Three Learning Community Assessment Three Learning Community Assessment ResultsResults


Significance?

Learning Communities Work at UAB and Learning Communities Work at UAB and NationwideNationwide

Learning Communities Enhance Academic Learning Communities Enhance Academic PerformancePerformance

Learning Community Gains Could Possibly Learning Community Gains Could Possibly Be Enhanced by Targeting Critical Reading Be Enhanced by Targeting Critical Reading Skills.Skills.


Next Steps

Interdisciplinary Instruction and Exercises Interdisciplinary Instruction and Exercises Using a Variety of Best-Practices Using a Variety of Best-Practices ApproachesApproaches

Bloom/ChaffeeBloom/Chaffee

ACT EPAS Pathway SkillsACT EPAS Pathway Skills

SQ3R/JasonSQ3R/Jason


Reading Models

ChaffeeChaffee

ACTACT

SQ3RSQ3R

JASONJASON


ChaffeeCritical Thinking

FactFact

InterpretationInterpretation

AnalysisAnalysis


Chaffee’s Definitions

FactFact

Declarative StatementDeclarative Statement

FalsifiableFalsifiable InterpretationInterpretation

Relationships of FactsRelationships of Facts

(temporal, causal, process)(temporal, causal, process) AnalysisAnalysis

Conclusions about FactsConclusions about Facts


Applying Chaffee ModelIdentifying Facts According to Chaffee, critical thinkersAccording to Chaffee, critical thinkers

A. Support point of view with evidence and A. Support point of view with evidence and reasonreason

B. Rely on past experience to understand current B. Rely on past experience to understand current eventsevents

C. Trust their instincts to know what is trueC. Trust their instincts to know what is true D. Follow their friends’ and family’s judgment D. Follow their friends’ and family’s judgment

about what is trueabout what is true


Applying Chaffee ModelIdentifying Facts

In Hawai’ian ceremonies, who was subject to be In Hawai’ian ceremonies, who was subject to be the target of cannibalism?the target of cannibalism?

A. Priests of the heiauA. Priests of the heiau B. Chiefs captured in warB. Chiefs captured in war C. Ku, the God of warC. Ku, the God of war D. Kanoloa who was cast into the underworldD. Kanoloa who was cast into the underworld


Applying Chaffee ModelInterpretation Benjamin Bloom’s Taxonomy of Intellectual Benjamin Bloom’s Taxonomy of Intellectual

Development suggests thatDevelopment suggests that A. Fact recognition is more complex than analysis A. Fact recognition is more complex than analysis

B. Interpretation is less complex than fact B. Interpretation is less complex than fact recognitionrecognition

C. Analysis is more complex than either fact C. Analysis is more complex than either fact recognition or interpretationrecognition or interpretation

D. Fact recognition, interpretation, and analysis D. Fact recognition, interpretation, and analysis are equally difficultare equally difficult


Applying Chaffee ModelInterpretation Which of the Hawai’ian Gods most closely Which of the Hawai’ian Gods most closely

parallels Lucifer, the fallen angel in parallels Lucifer, the fallen angel in Christian mythology?Christian mythology?

A. KuA. Ku B. KaneB. Kane C. LonoC. Lono D. KanaloaD. Kanaloa


Applying Chaffee ModelAnalysis Which statement is most likely?Which statement is most likely? A. The UFO model discovered in the Walters’ A. The UFO model discovered in the Walters’

house is evidence of their lying.house is evidence of their lying. B. The UFO model discovered in the Walters’ B. The UFO model discovered in the Walters’

house is irrelevant in deciding whether are house is irrelevant in deciding whether are lying.lying.

C. The UFO model discovered in the Walters’ C. The UFO model discovered in the Walters’ house is evidence that they are telling the house is evidence that they are telling the truth.truth.


Applying Chaffee ModelAnalysis In Hawai’ian myth, men and women were In Hawai’ian myth, men and women were

banished from Mokapu becausebanished from Mokapu because

A. Kanaloa seduced Ke-aka-huli-laniA. Kanaloa seduced Ke-aka-huli-lani B. Ku accepted human sacrificesB. Ku accepted human sacrifices C. Lono was honored at celebrationsC. Lono was honored at celebrations D. Kane had an affair with Ku’s wifeD. Kane had an affair with Ku’s wife


ACT Pathway SkillsFrom 16-19 to 20-23 Draw simple conclusions using details that support Draw simple conclusions using details that support

the main points of more challenging passagesthe main points of more challenging passages Locate important details in uncomplicated Locate important details in uncomplicated

passagespassages Order simple sequences of events in Order simple sequences of events in

uncomplicated literary narrativesuncomplicated literary narratives Identify comparative relationships between ideas Identify comparative relationships between ideas

and people in uncomplicated passagesand people in uncomplicated passages


ACT Pathway SkillsFrom 16-19 to 20-23, cont.

Identify clearly stated cause-effect Identify clearly stated cause-effect relationships in uncomplicated passages relationships in uncomplicated passages

Use context clues to define some words and Use context clues to define some words and interpret some figurative language in interpret some figurative language in uncomplicated passagesuncomplicated passages


Application of ACT Pathway SkillsIdentifying FactsText: Text: The Spirit Catches You, and You Fall The Spirit Catches You, and You Fall

DownDown According to legend, the Hmong live on According to legend, the Hmong live on

high ground due tohigh ground due toA.A. Tribal preferenceTribal preferenceB.B. Conflict over territoryConflict over territoryC.C. Decrees of the godsDecrees of the godsD.D. Natural disasterNatural disaster


Application of ACT Pathway SkillsIdentifying Facts, Con’t,Text: Text: The Spirit Catches You, and You Fall DownThe Spirit Catches You, and You Fall Down

The main source of income in pre-war Laos wasThe main source of income in pre-war Laos was

A.A. IndustryIndustry

B.B. TourismTourism

C.C. ExportsExports

D.D. FarmingFarming


Application of ACT Pathway Skills:Initiatives/Correlations Item 1=simple conclusionsItem 1=simple conclusions Item 2=simple detailsItem 2=simple details Item 3=sequencesItem 3=sequences Item 4=comparison & contrastItem 4=comparison & contrast Item 5=causal relationshipsItem 5=causal relationships Item 6=meanings of words.Item 6=meanings of words.


SQ3R

SurveySurvey QuestionQuestion ReadRead ReciteRecite ReviewReview


SQ3R: Survey

SurveySurvey the chapter before you read the chapter before you read

Read the chapter title, introduction, all Read the chapter title, introduction, all section headings and subheadings, and section headings and subheadings, and chapter summarychapter summary

Look at all illustrations, charts, maps, etc. Look at all illustrations, charts, maps, etc. and read captionsand read captions


As you survey, create Questions

Turn the title, headings, and subheadings Turn the title, headings, and subheadings into into questionsquestions

Read any questions that are included with Read any questions that are included with the sections or end of the chapterthe sections or end of the chapter

Ask yourself, “What do I already know Ask yourself, “What do I already know about this topic?”about this topic?”


As you Read Look for the answers to the title, headings, and Look for the answers to the title, headings, and

subheadings questionssubheadings questions Note underlined, boldfaced, or italicized wordsNote underlined, boldfaced, or italicized words Reread difficult sections Reread difficult sections Reread the captions of illustrations and relate to Reread the captions of illustrations and relate to

associated text materialassociated text material Reduce reading speed to prevent skipping textReduce reading speed to prevent skipping text Look up the definitions of words Look up the definitions of words Read and study one section at a timeRead and study one section at a time


Recite after reading each section

Summarize in your own words what you have readSummarize in your own words what you have read Highlight or underline important information Highlight or underline important information Take notes from the textTake notes from the text Try to understand the information in a topic before Try to understand the information in a topic before

proceeding to the nextproceeding to the next Following a recitation of each section, briefly Following a recitation of each section, briefly

review your recitation notes from all previous review your recitation notes from all previous sectionssections


Review materials several times each week ReviewReview all questions to see if you remember the all questions to see if you remember the

answersanswers Reread sections for which you have difficulty Reread sections for which you have difficulty

answering questionsanswering questions Review all highlighted text and margin notesReview all highlighted text and margin notes Review all illustrations Review all illustrations Develop flashcards or mnemonic devices to help Develop flashcards or mnemonic devices to help

remember specific informationremember specific information


JASON

RR Reminds me of…Reminds me of… ?? QuestionQuestion VV Visual ImageVisual Image II InferenceInference ** ImportanceImportance


RMaking Connections:Reminds me of…T-ST-S Text-to-SelfText-to-Self

T-TT-T Text-to-TextText-to-Text

T-MT-M Text-to-MediaText-to-Media

T-WT-W Text-to-WordText-to-Word


? Question

AA Question Answered in TextQuestion Answered in Text DD Answered by further DiscussionAnswered by further Discussion II Answer guessed from TextAnswer guessed from Text


? Question, con’t.

BKBK Answered from Background Answered from Background KnowledgeKnowledge

RR Question Requires Further ResearchQuestion Requires Further Research ???? ConclusionConclusion


VVisual Image

DD Drawing or RepresentingDrawing or Representing IM IM Imaging or ImaginingImaging or Imagining OO Organizing InformationOrganizing Information


I Inference

G Informed GuessG Informed Guess P Prediction (Hypothesis or Conjecture)P Prediction (Hypothesis or Conjecture) T ThemeT Theme


* Importance

F F Familiar TopicFamiliar Topic N N New Topic New Topic M M All Part of Main IdeaAll Part of Main Idea ** Really Important** Really Important


Results

SummarySummary Putting Main Points Together Putting Main Points Together

Synthesis Synthesis Main Points plus Point of ViewMain Points plus Point of View


Reading ProtocolSQ3RJASON ModelModel each strategy as a classroom exercise each strategy as a classroom exercise

Group studentsGroup students to complete each model on new to complete each model on new materialmaterial

Assign individualsAssign individuals to complete strategies on new to complete strategies on new materialmaterial


SQ3R Application:Survey

Text: Chapter 1, “Thinking,” Chaffee, 1-35Text: Chapter 1, “Thinking,” Chaffee, 1-35

Survey Survey the chapter title and introduction on page the chapter title and introduction on page Read Read all section headings, subheadings, and all section headings, subheadings, and

summarysummary Look at Look at illustrations, charts, maps, captions, etc.illustrations, charts, maps, captions, etc.


Applying SQ3R:QuestionQuestionQuestion your findings: turn the title, your findings: turn the title,

headings, and subheadings into questions. headings, and subheadings into questions. For example, you might askFor example, you might ask

What is the definition of What is the definition of thinkingthinking?? What is an What is an examinedexamined life? life? What is a What is a goal?goal?


Applying SQ3R:Question, con’t. Read the Read the Questions for AnalysisQuestions for Analysis on pages 14 and on pages 14 and

35. What sorts of information is the author asking 35. What sorts of information is the author asking you to answer? you to answer?

Does he ask for Does he ask for factsfacts from the readings, for from the readings, for relationships relationships between individuals, for between individuals, for conclusionsconclusions based on the information he provides, or for a based on the information he provides, or for a combination of all of these things?combination of all of these things?


Applying SQ3R:Question, con’t. Finally, ask yourself what you already know about Finally, ask yourself what you already know about

the topics that will be discussed in this chapter. the topics that will be discussed in this chapter. What do you need to learn more about? What do you need to learn more about? Are there terms the author uses that you need to Are there terms the author uses that you need to

check the meaning of? check the meaning of? Does this subject interest you? Does this subject interest you? How does this topic relate to your own How does this topic relate to your own

experiences?experiences?


Applying SQ3R:Read ReadRead the material in the text in short segments, the material in the text in short segments,

looking for answers to the questions that you asked looking for answers to the questions that you asked in the previous exercise. in the previous exercise.

As you read, note any text that is presented in text, As you read, note any text that is presented in text, font, or color changes, a visual clue that the author font, or color changes, a visual clue that the author considers that material especially important. considers that material especially important.

Read slowly, and reread any section that confuses Read slowly, and reread any section that confuses you. Look up the definitions of any word you do you. Look up the definitions of any word you do not understand.not understand.


Applying SQ3R:ReciteReciteRecite, or summarize each section you read in your , or summarize each section you read in your

own words and then write this information in a own words and then write this information in a separate piece of paper. separate piece of paper.

Highlight the most important ideas or terms in Highlight the most important ideas or terms in each section. each section.

Continue this process as you read additional Continue this process as you read additional sections of the text, ending each summary with a sections of the text, ending each summary with a note of how the information relates to the previous note of how the information relates to the previous section you read.section you read.


Applying SQ3R:Review

ReviewReview your questions and answers several times your questions and answers several times each week, reading any section that you do not each week, reading any section that you do not understand. understand.

Also review your highlighted texts, margin and Also review your highlighted texts, margin and summary notes. summary notes.

This activity is an excellent study guide and will This activity is an excellent study guide and will reinforce the information in the text and help you reinforce the information in the text and help you remember it as it moves from short-term to long-remember it as it moves from short-term to long-term memory. term memory.


Applying JASON:Making Connections

How does the text relate to How does the text relate to you?you? Does the material remind you of other Does the material remind you of other textstexts

you have read?you have read? Has the topic appeared in different types of Has the topic appeared in different types of

mediamedia?? How does the information relate to issues in How does the information relate to issues in

the larger world?the larger world?


Applying JASON:Questioning Are questions Are questions answered in the text?answered in the text? Can answers be Can answers be guessedguessed from clues provided in from clues provided in

the text?the text? Do concepts need Do concepts need further discussionfurther discussion for answers? for answers? Can existing Can existing background knowledgebackground knowledge provide provide

answers?answers? Do answers require Do answers require researchresearch?? What What conclusionsconclusions can be drawn? can be drawn?


Applying JASON:Visualizing

Study the Study the drawingsdrawings included. included.

What sorts of What sorts of imagesimages would you provide to would you provide to explain text?explain text?

Draw a chart or graph of the information’s Draw a chart or graph of the information’s organization.organization.


Applying JASON:Inferring Make an informed guess, Make an informed guess, inferenceinference, about , about

the material’s meaning.the material’s meaning. How would you How would you interpretinterpret the facts? the facts? What sorts of What sorts of speculationspeculation does the material does the material

lead to?lead to? What What predictionspredictions do the facts lead to? do the facts lead to? Identify the Identify the themetheme of the material. of the material.


Applying JASON:Determining Importance Is the topic Is the topic familiarfamiliar or obscure? or obscure? Are Are new topicsnew topics presented in a clearly presented in a clearly

understandable way?understandable way? How do details support the author’s How do details support the author’s main main

idea?idea? What visual changes indicate the What visual changes indicate the relative relative

importanceimportance of each piece of information? of each piece of information?


Applying JASON:Comprehending Information

SummarizeSummarize the concepts included in the the concepts included in the material.material.

SynthesizeSynthesize this information within a larger this information within a larger body of knowledge about the topic.body of knowledge about the topic.

Documents

Doing the Right Thing Right - University of South Carolina · 2014-10-14 · Doing the Right Thing Right: Reconfiguring Learning ... Critical Reading Skills a Weakness in All Three