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
Lila Graves and Peggy Jolly
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.
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
BestPracticesComponents Close Interaction with AdvisorsClose Interaction with Advisors
Emphasis on Critical ThinkingEmphasis on Critical Thinking
Lila Graves and Peggy Jolly
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)
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
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.
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
Reading Models
ChaffeeChaffee
ACTACT
SQ3RSQ3R
JASONJASON
Lila Graves and Peggy Jolly
ChaffeeCritical Thinking
FactFact
InterpretationInterpretation
AnalysisAnalysis
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
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.
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
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.
Lila Graves and Peggy Jolly
SQ3R
SurveySurvey QuestionQuestion ReadRead ReciteRecite ReviewReview
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
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?”
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
JASON
RR Reminds me of…Reminds me of… ?? QuestionQuestion VV Visual ImageVisual Image II InferenceInference ** ImportanceImportance
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
? 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
Lila Graves and Peggy Jolly
? Question, con’t.
BKBK Answered from Background Answered from Background KnowledgeKnowledge
RR Question Requires Further ResearchQuestion Requires Further Research ???? ConclusionConclusion
Lila Graves and Peggy Jolly
VVisual Image
DD Drawing or RepresentingDrawing or Representing IM IM Imaging or ImaginingImaging or Imagining OO Organizing InformationOrganizing Information
Lila Graves and Peggy Jolly
I Inference
G Informed GuessG Informed Guess P Prediction (Hypothesis or Conjecture)P Prediction (Hypothesis or Conjecture) T ThemeT Theme
Lila Graves and Peggy Jolly
* 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
Lila Graves and Peggy Jolly
Results
SummarySummary Putting Main Points Together Putting Main Points Together
Synthesis Synthesis Main Points plus Point of ViewMain Points plus Point of View
Lila Graves and Peggy Jolly
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
Lila Graves and Peggy Jolly
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.
Lila Graves and Peggy Jolly
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?
Lila Graves and Peggy Jolly
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?
Lila Graves and Peggy Jolly
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?
Lila Graves and Peggy Jolly
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.
Lila Graves and Peggy Jolly
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.
Lila Graves and Peggy Jolly
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.
Lila Graves and Peggy Jolly
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?
Lila Graves and Peggy Jolly
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?
Lila Graves and Peggy Jolly
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.
Lila Graves and Peggy Jolly
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.
Lila Graves and Peggy Jolly
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?
Lila Graves and Peggy Jolly
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.