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Modularizing Content. W hat it means H ow it works W hy 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 - PowerPoint PPT Presentation
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Modularizing Content
What it means
How it works Why students are successful
Susan BarbittaGuilford Technical [email protected] x50032
WHAT IT MEANS
Principle #1◦Redesign the entire course
Principle #2◦Encourage active learning
Principle #3◦Provide students with individualized
assistance
NCAT Redesign PrinciplesThe National Center for Academic Transformation
Principle #4◦Build in ongoing assessment and prompt
(automated) feedback
Principle #5◦Ensure sufficient time on task and monitor
student progress
Principle #6◦Modularize the student learning experience,
especially in developmental math.
NCAT Redesign PrinciplesThe National Center for Academic Transformation
HOW IT WORKS
Fixed class time◦How many hours/week with an instructor of record
Open Lab◦Required or optional?
Student/tutor ratio◦Professional tutors, student tutors
Additional tutors first two weeks and the last week
Setting up a flexibly paced classroom (aka Emporium)
Modularizing the Curriculum‣Remove curricula redundancies
‣Create pre-tests
‣Link homework to pre-tests‣Personalized homework
‣Determine course flow
Semester long courses 4 week long modules
Pass or start over Pick up where you left off
Work through all the Credit given for concepts content previously mastered
Fixed pace Flexible Pace
One course/semester Ability to complete more than one course/semester
Traditional Redesigned
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
Benefits
Guilford Technical CCDevelopmental Math
Redesign
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
Guilford Technical CC
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
3 Courses 8 Modules
DMA 010 – Operations with IntegersDMA 020 – Fractions and DecimalsDMA 030 – Proportions/Ratios/Rates/PercentsDMA 040 – Expressions, Linear Equations,
Linear InequalitiesDMA 050 – Graphs and Equations of LinesDMA 060 – Polynomials and Quadratic
ApplicationsDMA 070 – Rational Expressions and
EquationsDMA 080 – Radical Expressions and Equations
The Modules
Seated Classroom vs.
Flexibly Paced Classroom
Do your classes look like this?
Now they’ll look like this.
o 150 person Math Emporium*oCloud Computingo4 classes running concurrentlyo25 drop-ino40 person testing center
o 80 person Math Emporiumo2 classes running concurrentlyo10 drop-in
o 30 person Math Emporiumo1 class of 24 and 6 drop-in
o 15 person Math Emporium
The GTCC Emporiums are:
Fixed class time◦3-4 hours/week with an instructor of record◦ 2 additional online hours required/wk
For each class of 35 students:◦One instructor◦One professional tutor/student tutor
~15% seats are for drop-ins Additional tutors first two weeks
The GTCC Emporiums are:
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
Creating the Coordinator Course
Module ProgressionModule Placement Test
Work through the module.
Exempt, move on to the next
module.
< 85% ≥ 85%
Credit given for objectives previously mastered.
◦MML video (optional)◦Workbook exercises◦MML homework◦MML quiz◦MML Module test◦Personalized homework
Progression Through a Module
Homework – 85%, unlimited attempts
Quiz – 85%, [3,∞)◦Pooled questions◦Instructor intervention◦personalized homework
Module Test – 80%, [1,4]◦Instructor intervention/personalized homework
Mastery Level at GTCC
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 6Assignment Predicted Date of
CompletionTime
NeededMOD 6 PLACEMENT
1:15HW 6.01 1:00HW 6.02 1:00HW 6.03 1:00HW 6.04 0:30HW 6.05 0:45HW 6.06 0:45HW 6.07 2:00HW 6.08 2:00QUIZ 6.01 - 6.08 1:45HW 6.11 3:00
Pacing
Guide
Completion
Schedule
Day Date Assignment 1 1/7 Orientation
2 1/8Orientaion Assignment/Syllabus Quiz
3 1/9 Placement Test 14 1/10 Leap Log 1.02/MML 1.025 1/11 Leap Log 1.03/MML 1.036 1/14 Leap Log 1.04/MML 1.047 1/15 Leap Log 1.05/MML 1.058 1/16 Quiz 1.02-1.05
Completion
Schedule
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%
100.0%
Spring 2011 Pilot
Traditional Redesign Spring '11
66%
93%
73% 80%
62%72%
A, B, C Success Rates
Essential Math Introductory Algebra
Intermediate Algebra
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%
100.0%Fall 2011
Traditional Redesign
73% 80% 73%
58%66%
59%
A, B, C Success Rates
Essential Math Introductory Algebra
Intermediate Algebra
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%
100.0%
Spring 2012
82%72%
64%
A, B, C Success Rates
Essential Math Introductory Algebra
Intermediate Algebra
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%
100.0%
Summer 2012
82%82%87%
A, B, C Success Rates
Essential Math Introductory Algebra
Intermediate Algebra
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%Spring 2011 to Summer 2011 /Fall
2011
Traditional Redesign
62%
87% 80% 82%59% 65%
Subsequent Course Completion Rates
Essential Math Introductory Algebra
Intermediate Algebra
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%
100.0%
Spring 2011 to Summer 2011/Fall 2011
Traditional Redesign su '11
45%
65%
40%55%
80%
100%
Repeaters Completion Rates
Essential Math Introductory Algebra
Intermediate Algebra
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%
100.0%
Fall 2011 to Spring 2012
86%85% 83%
Subsequent Course Success Rates
And the students say….
“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!!
“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.”
Faculty comments
“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.”