What's New at NROC: A Focus on Mathematics


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What's New at NROC: A Focus on Mathematics

  1. 1. What’s New at NROC?   A Focus on Mathematics <ul><li>Jessica Everton </li></ul><ul><li>Francisco Hernandez </li></ul><ul><li>Ruth Rominger </li></ul><ul><li>John Watson </li></ul><ul><li>  </li></ul>
  2. 3. Project overview <ul><ul><li>Project Goal : Increasing the number of financially-disadvantaged students that pass algebra and developmental math </li></ul></ul><ul><ul><li>Project Funding : Began October 2009 for three years </li></ul></ul><ul><ul><li>Project Approach : </li></ul></ul><ul><ul><li>Developing new educational interventions (“ Standing on the shoulders of the best educators .”) </li></ul></ul><ul><ul><li>Developing an enterprise for national distribution and sustainability (“ It is more than building a better mouse trap .”) </li></ul></ul><ul><ul><li>Engaging student, instructors, and administrator in the product and enterprise design (“ Honoring everybody and making real change happen .”) </li></ul></ul>
  3. 4. Content development Basic Math /Arithmetic Beginning Algebra Intermediate Algebra Geometry 2010-2012 Developmental Math Four semester 30-40 lessons each 2010 Algebra 1 (8th grade) Two semesters 26 lessons Semester 1 - July Semester 2 - December
  4. 5. Warm-ups: a series of problems to assess prior knowledge and recommend review. Presentations: the new media equivalent of a session with a teacher and a blackboard. Worked Examples : narrated step-by-step presentations of a problem solved. Problems: symbolic and word, designed in adaptive sets, giving students practice and feedback. Readings : excerpts that provide reinforcing or alternative explanations and examples. Review: self-test mastery before moving to the next lesson. Projects: promote collaboration in the project-based learning tradition to solve real-world problems. Peer-Tutor Simulations : pair students with simulated peer tutors to solve problems. Games: simple challenges to engage students in “playing” with math Learning Components
  5. 6. Multiple modes of learning - conceptual, procedural, problem-solving, project based, peer-based, simple games, and assessment Opens the door to mathematical reasoning and critical thinking to a broad range of learners. The learning object architecture allows institutions, instructors and students to adapt the content to different program and learner needs. “ Portfolio of Learning Approaches”
  6. 7. Call for “21st century” mathematics Considering introductory statistics and probability concepts Traditional curriculum may not best prepare learners for modern occupations or to be well informed citizens Informed by Achieve's Common Core and AMAYTC's proposal for a new developmental mathematics. Developmental Math
  7. 8. Allows for customized pathways through series based on pre- assessment and mastery Flexible Architecture Complete developmental math series Specific Remediation Credit Recovery Integrated Math Course Game-based Social Constructivist Problem-based Each Lesson Integrates Learning Components Learning Approaches Remix Content
  8. 9. Technical Design Options Pedagogical & Concept Designs Produce Prototype Lessons Review, Test, Pilot SME Leads, Outlines & Sample Scripts Development Team Advisors Focus Groups Design Editorial Technical Production Research Marketing
  9. 11. Editorial SMEs SME, Editorial, Design & Tech Editorial Production Design Assign Scripts Develop Scripts Review & Design Send out for SME Review Produce & Assemble Lessons Review & Test Production Workflow Development cycle per semester
  10. 12. National and Regional Organizations <ul><li>Francisco Hernandez: [email_address] </li></ul><ul><li>American Association of Community Colleges </li></ul><ul><li>National Council for Teachers of Mathematics </li></ul><ul><li>Blacks in Higher Education </li></ul><ul><li>Hispanic Association of Colleges and Universities </li></ul><ul><li>Society for the Advancement of Chicanos and Native Americans in Science </li></ul><ul><li>Benjamin Banneker Association </li></ul>
  11. 13. National and Regional Organizations <ul><li>Francisco Hernandez: [email_address] </li></ul><ul><li>Texas Association of Chicanos in Higher Education </li></ul><ul><li>Center for the Mathematics Education of Latinos/as </li></ul><ul><li>Achieving the Dream </li></ul><ul><li>MESA -Western States </li></ul><ul><li>AVID-All States </li></ul>
  12. 14. <ul><li>Content Reuse and Redesign </li></ul>Training Applied Theory Modules Example Approach Remix Foundation concepts Games Problem-based Understanding theory and practice in each component type Incorporate training component and hands-on tutorials Remixing by learning approaches Reusing student lessons Professional Development
  13. 15. <ul><li>Multiple Delivery Pathways </li></ul><ul><li>Free, asynchronous </li></ul><ul><li>Online, on-demand mini-modules </li></ul><ul><li>Downloadable group lesson-study modules </li></ul><ul><li>Online PD social network </li></ul><ul><li>Fee, synchronous </li></ul><ul><li>Live and recorded training online webinars </li></ul><ul><li>Live and recorded customized in-service webinars </li></ul><ul><li>Fee, staff training on-site </li></ul><ul><li>Partner-led PD workshop series </li></ul><ul><li>Partner-designed customized PD workshops </li></ul>Professional Development
  14. 16. <ul><li>Your feedback and discussion </li></ul><ul><li>Product issues? </li></ul><ul><li>Enterprise issues? </li></ul><ul><li>Political issues? </li></ul>
  15. 17. Advisors Rikki Blair AMATYC and Lakeland Community College Rhonda Epper Colorado Community Colleges Online Francisco Hernandez University of Hawaii Sally Johnstone Winona State University Judy Lowe Chattanooga State Technical CC Steve Nelson Oregon Department of Education Susan Patrick Int’l Association for K-12 Online Learning Stella Perez League for Innovation Linda Pittenger Council Chief State School Officers Steve Rheinschmidt Iowa Community College Online Consortium Jamie Sachs Southern Regional Education Board Mary Schlegelmilch Omaha Public Schools Scott Vashaw Michigan Virtual University William Velez University of Arizona
  16. 18. 2010 project overview <ul><ul><li>What is the curriculum? (Michael) </li></ul></ul><ul><ul><li>Aligning HS and CC </li></ul></ul><ul><ul><li>Common Core </li></ul></ul><ul><ul><li>Moving from algebra to statistics </li></ul></ul><ul><ul><li>What is the product and enterprise? (John) </li></ul></ul><ul><ul><li>Courseware feature, functions, production values </li></ul></ul><ul><ul><li>Professional development </li></ul></ul><ul><ul><li>Administrative feature and functions </li></ul></ul><ul><ul><li>Enterprise business model </li></ul></ul>
  17. 19. 2010 project overview <ul><ul><li>How do we reach the target audience? (Francisco) </li></ul></ul><ul><ul><li>Financially-disadvantaged and minority students </li></ul></ul><ul><ul><li>Financially-disadvantaged institutions </li></ul></ul><ul><ul><li>Parents and families </li></ul></ul><ul><ul><li>What are the product and business development processes? </li></ul></ul><ul><ul><li>Learning from and leveraging algebra 1 development </li></ul></ul><ul><ul><li>Learning from and leveraging NROC </li></ul></ul>
  18. 20. Focus groups: 2009 key findings <ul><ul><li>Keep it simple: developmental students and ELLs value simplicity </li></ul></ul><ul><ul><li>Real-world examples are a key to engagement </li></ul></ul><ul><ul><li>Students and instructors want support for multiple learning styles </li></ul></ul><ul><ul><li>Challenges, animations, simple illustrations, and problem sets are important </li></ul></ul>
  19. 21. Focus groups: 2009 key findings <ul><li>Professional development and staff adoption are key issues in community colleges </li></ul><ul><li>Few instructors and institutions are locked into an existing teaching method or digital product </li></ul><ul><li>Cost and flexibility of digital products are important ongoing concerns </li></ul>
  20. 22. <ul><li>Presentation </li></ul><ul><ul><li>Very well received </li></ul></ul><ul><ul><ul><li>Students liked the presenter </li></ul></ul></ul><ul><ul><ul><li>Graphics; storyboard, pace: all worked well </li></ul></ul></ul><ul><ul><ul><li>Students said this would help them and they would use it </li></ul></ul></ul><ul><li>Worked example </li></ul><ul><ul><li>Promising; some changes needed in voice and pace; handwriting; diagrams </li></ul></ul><ul><li>Study group simulation </li></ul><ul><li>Improvements in acting, dialogue, flow being implemented </li></ul>Phase 2: Student focus groups key findings
  21. 23. Focus groups: 2009 key findings <ul><li>Participants are looking for new ways to approach math </li></ul><ul><ul><li>Math redesigns in TN, AL and elsewhere </li></ul></ul><ul><ul><li>Revisiting standards and requirements </li></ul></ul><ul><ul><li>This is a dynamic and critical time in math instruction </li></ul></ul><ul><li>Student diversity makes it essential to provide content with different context and voices </li></ul>
  22. 24. Focus groups and conference discussions <ul><li>Engage students in content development </li></ul><ul><li>Engage instructors and administrators in enterprise planning </li></ul><ul><li>2010 plan </li></ul><ul><ul><ul><li>New Mexico February </li></ul></ul></ul><ul><ul><ul><li>California early March </li></ul></ul></ul><ul><ul><ul><li>Innovations conference late March </li></ul></ul></ul><ul><ul><ul><li>American Association Community Colleges April </li></ul></ul></ul><ul><ul><ul><li>And more… </li></ul></ul></ul>