Yuba College Cross Curricular
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Yuba College Cross Curricular

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Yuba College Cross Curricular Yuba College Cross Curricular Document Transcript

  • Required class? Lecture hall? High drop-out or failure rate? How about designing something like this? “An Adjunct Paired Class: Helping Students Be Successful” Gretchen M. Cupp, Reading & Dr. Rick Bliss, Biology BSI Regional Meeting Sacramento, California April 30-May 1, 2009
  • Spring 2009 Reading 15A - Topics Jan 21 Orientation 26 SURVEY – Preview 28 QUESTION – 5 W’s +H Feb 2 QUESTION – levels of questions 4 READING—flash cards 9 READING – print & context clues 11 review for Exam 1 16 Washington’s Birthday holiday 18 review for Exam 1 23 READING—text patterns 25 READING—text patterns Mar 2 READING—paraphrase 4 READING—paraphrase 9 review for Exam 2 11 review for Exam 2 16 READING—Fact vs. Opinion 18 READING—Fact vs. Opinion 23-27 Spring Break 30 RECITE Apr 1 REVIEW—Annotate 6 review for Exam 3 8 review for Exam 3 13 REVIEW—Cornell notes 15 REVIEW—matrix 20 REVIEW—outline 22 REVIEW—outline 27 review for Exam 4 29 review for Exam 4 May 4 REVIEW—map 5 REVIEW—map 11 REVIEW—summary 13 review for Exam 5 & Bio 15 final 18 review for Exam 5 & Bio 15 final 20 R15A final @ 1 PM
  • Name: Date: Examining Returned Test #1 1. How many wrong answers were the result of carelessness? 2. How many wrong answers were the result of studying the wrong information? 3. How many wrong answers were the result of misreading directions? 4. How many wrong answers were the result of misreading the question? 5. How many wrong answers were the result of poor use of time? 6. How many wrong answers were the result of text anxiety? 7. What can I learn about the way in which my instructor constructs tests from this exam? 8. What should I do to improve my performance on the next exam? 9. How many times did I change correct answers to incorrect ones? 10.How many times did I change incorrect answers to correct ones?
  • Reading 15A Strategy Sheet #1 (Survey) Name: Date: 1. Why am I using this strategy: Suits my purpose________ Suits my learning style________ Suits the subject matter________ It is an assignment________ Other________ 2. How will I know it helped me? 3. Did it help me? 4. How can I modify this strategy to work better?
  • Reading 15A Strategy Sheet #2 (Question) Name: Date: 1. Why am I using this strategy: Suits my purpose________ Suits my learning style________ Suits the subject matter________ It is an assignment________ Other________ 2. How will I know it has helped me? 3. Did it help me? 4. How can I modify this strategy to work better?
  • Reading 15A Strategy Sheet #3 (Read) Name: Date: 1. What strategy will I choose: 2. Why will I choose this strategy: Suits my purpose________ Suits my learning style________ Suits the subject matter________ It is an assignment________ Other________ 3. How will I know it has helped me? 4. Did it help me? 5. How can I modify this strategy to work better?
  • Reading 15A Strategy Sheet #4 (Recite) Name: Date: 1. Why am I using this strategy: Suits my purpose________ Suits my learning style________ Suits the subject matter________ It is an assignment________ Other________ 2. How will I know it has helped me? 3. Did it help me? 4. How can I modify this strategy to work better?
  • Reading 15A Strategy Sheet #5 (Review) Name: Date: 1. What strategy will I choose: 2. Why will I choose this strategy: Suits my purpose________ Suits my learning style________ Suits the subject matter________ It is an assignment________ Other________ 3. How will I know it has helped me? 4. Did it help me? 5. How can I modify this strategy to work better?
  • Overall Success Rate Biology-15 Overall Successful Completion Rate by Reading Status 100 90 80 72.2 Percent of Students 70 60 43.9 50 40 30 20 10 0 Not enrolled in Reading Enrolled in Reading- -15A 15A Note: Success is considered an A, B, C or CR in the course. Overall Retention Rate Biology-15 Overall Retention Rate by Reading Status 100 90 83.3 77.8 80 Percet of Students 70 60 50 40 30 20 10 0 Not enrolled in Reading Enrolled in Reading-15A -15A
  • Selected References General: Commander, N.E. & Smith, B. (2003). Developing adjunct reading and learning courses that work. In N. Stahl and H. Boylan (Eds.), Teaching developmental Reading (pp. 95-109). Boston: Bedford/St. Martin’s. Hattie, J., Biggs, J., and Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Board of Educational Research, 66, 99-126. Hodges, R. &Agee, K.S. (2009). Program management. In R. Flippo and D. Caverly (Eds.), Handbook of college reading and study skills research (2nd ed.). (pg. 359-360). New York & London: Routledge. Mealey, D.L. (2003). Understanding the motivation problems at at-risk college students. In N. Stahl and H. Boylan (Eds.), Teaching developmental reading (pp. 208-215). Rooney, S.A., and Pottorff, C. (2008). Reading across disciplines. Boston: Pearson Custom Publishing. Simpson, M.L. & Nist, S.L. (2003). An update of strategic learning: It’s more than textbook learning strategies. In N. Stahl and H. Boylan (Eds.), Teaching developmental reading (pp. 156- 178). Boston: Bedford/St. Martin’s. Simpson, M.L., Hynd, D.R., Nist, S.L. and Burrell, K.I. (1997). College academic assistance programs and practices. Educational Psychology Review, 9 (1), 39-87. Weinstein, C.E., Dierking, D., Husman, J., and Powdrill, L. (2003). The impact of a course in strategic learning on the long-term retention of college students. In N. Stahl and H. Boylan (Eds.), Teaching developmental reading (pp. 193-208). Boston: Bedford/St. Martin’s. Biology: Holschuh, J.P. (2003). Do as I say, not as I do: High, average, and low-performing students’ strategy use in biology. In N. Stahl and H. Boylan (Eds.), Teaching developmental reading (pp. 316-329). Boston: Bedford/St. Martin’s. Wilson, J.E. (2006). Reading links: nursing and biology. Dubuque, Iowa: Kendall/Hunt Publishing Company.