WHO WE AREC O N S T A N C EC A L A N D R I N ODirector of AcademicFoundationsMathematicsE L I Z A B E T HN E S I U SDirector ofAcademicFoundationsEnglish
WORK-PLACE LEARNING DESIGNCreated learning community of basic algebra,reading, and writing The same group of students for all 3 Collaboration on assignments Shared supplemental resourcesDesigned curriculum and assignments aroundwork-place learning methodology LC for pre-nursing students Expanded to multiple majors in pilot semester
KNOWLES’S THEORY OFANDRAGOGYmakes the following assumptions aboutthe design of learning:adults need to know why they need to learnsomething,adults need to learn experientially,adults approach learning as problem-solving, andadults learn best when the topic is of immediatevalue.Knowles, M., & Associates. (1984). Andragogy in Action. Applyingmodern principles of adult education. San Francisco: Jossey Bass.
NCTM AND AMATYCSTATE…The Learning Principle:…students who memorize facts or procedureswithout understanding often are not sure when orhow to use what they know. … conceptualunderstanding enables students to deal with novelproblems and settings. ….Learning withunderstanding also helps students becomeautonomouslearners…
NCTE AND CCCC STATE…To restrict students’ engagement with writing to onlyacademic contexts and forms is to risk narrowing what weas a nation can remember, understand, and create. [T]heConference on College Composition and Communicationaffirms that many genres and uses of writing must betaught well in the nation’s schools, colleges, anduniversities: forms of workplace discourse that observe established conventions,though never at the expense of failing to convey ideas that enlightenand compel, including memos, proposals, evaluations, oralpresentations, lab and progress reports, letters, reviews,instructions, and user manuals;
Learning is a function not only of theactivity itself but also of the contextand culture in which it takes place.Think about a situation where you had achance to learn through the activeapplication of knowledge and skills. Whatdifference did it make to what and how youlearned?
To encourage transfer to other contexts,effective learning requires theacquisition of a complex knowledgebase including content knowledge,skills, and cognitive and metacognitivestrategies.Think of a situation where you have transferredknowledge or a skill learned in one context to anew context. What helped you to do so?
How do you infuse contextualizedcontent? Which instructional strategies workbest? How do we engage students asactive learners? What are the implications ofcontextualization on curriculumdesign?
HOW DO YOU INFUSE CONTEXTUALIZED CONTENT?Examine the desired course outcomes.Identify the Big Ideas.Collaborate to identify workplace skills.Select readings and develop assignmentsthat reflect the workplace skills andcorrelate to the Big Ideas and courseoutcomes for math and English.
WHICH INSTRUCTIONAL STRATEGIES WORKBEST?Learner-centeredTeamworkHow do we engage students as activelearners?Use of technologyAuthentic Problem Solving
WHAT ARE THE IMPLICATIONS OFCONTEXTUALIZATION ON CURRICULUMDESIGN?Accelerates the career pathway by offeringcareer content early on.Improves motivation to persist.Teaches students how to apply skills toreal world problems.
ADMINISTRATIVEAdministrative challenges centeredaround scheduling Linking the courses “both ways” Limiting which students couldregister Making sure all stakeholders are inthe loop (e.g. Registrar,Advisement, Deans)
PEDAGOGICAL• Requires time for collaborationbetween instructors for creatingassignments.• Professional development tosupport use of technology andlearner-centered strategies.• Efficient and effective use ofSupplemental Instruction Leader.
STUDENT Scheduling the classes. Advertising the classes. Correlation of the Student Successcourse.
STUDENT SATISFACTION SURVEY RESULTS 100% strongly agreed or agreed that what waslearned in the course would be helpful to themin the rest of their college careers 100% strongly agreed or agreed that what waslearned would be helpful to them in theirmajors 93.33% strongly agreed or agreed that thecourse content was interesting and engaging 73.33% found the addition of an SI Leader inthe class to be very helpful or helpful
STUDENTS IN BASIC ALGEBRA REPORTEDHaving the SI Leader in the class wasbeneficial.75% of the students in Basic Algebra classparticipated in the SI Sessions 10 ormore times, noting that holding thesessions before class was convenient.
STUDENT COMMENT“I feel this class should help me in myfuture . It was very challenging and Ihope I did well in the class ,so I canmove on to more challengingacademics.”
STUDENT COMMENT“This class really helped me to prepare forCollege Algebra. I feel ready for the exitexam. It was a challenge, but I learned alot as a result of the work.”
Description –Criminal Justice Narrative –Journalism Process –Business Cause/Effect –Nursing Compare/Contrast– Psychology• Graphingconcepts -Bullying Data• Proportionalreasoning-Nutrition• Linear graphing –Medicine DosagesCONNECTIONS BETWEEN CONCEPT ANDCONCRETE
ASSIGNMENTS BASED ON MAJORS Journalism Narrative style: reporting of events Business Goal Identification & Course Action Plan Course Cover Letter Nursing Obesity Organ donation – My Sister’s Keeper Psychology Effects of bullying
MATH ASSIGNMENTSCreate math problem solving to correlateto the readings in English.Examples: problem solving , graphingdata, and proportional reasoning.
COLLABORATION• Correlate reading to problem solving• Student Surveys• Analyze data collected via studentsurveys and grades• Evaluate the Process and Revise Futurelessons
ConnieCalandrinoAF Mathematicsccalandrino@hccc.eduElizabeth NesiusAF Englishenesius@hccc.eduCONTACT US