Download
1 / 44
450 likes | 707 Vues
2010 project overview. 2010 project overview. Professional development ... Professional development and staff adoption are key issues in community colleges. Few ...
E N D
Project Approach Developing new educational interventions (Standing on the shoulders of the best educators.) Developing an enterprise for national distribution and sustainability (It is more than building a better mouse trap.) Engaging student, instructors, and administrator in the product and enterprise design (Honoring everybody and making real change happen.) Project Approach Developing new educational interventions (Standing on the shoulders of the best educators.) Developing an enterprise for national distribution and sustainability (It is more than building a better mouse trap.) Engaging student, instructors, and administrator in the product and enterprise design (Honoring everybody and making real change happen.) 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
Slide 8:Content development
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 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 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 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 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 National and Regional Organizations Francisco Hernandez: fjh1947@yahoo.com American Association of Community Colleges National Council for Teachers of Mathematics Blacks in Higher Education Hispanic Association of Colleges and Universities Society for the Advancement of Chicanos and Native Americans in Science Benjamin Banneker Association Content Reuse and Redesign 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 DevelopmentSlide 16:National and Regional Organizations
Professional Development National and Regional Organizations Texas Association of Chicanos in Higher Education Center for the Mathematics Education of Latinos/as Achieving the Dream MESA-Western States AVID-All States Multiple Delivery Pathways Free, asynchronous Online, on-demand mini-modules Downloadable group lesson-study modules Online PD social network Fee, synchronous Live and recorded training online webinars Live and recorded customized in-service webinars Fee, staff training on-site Partner-led PD workshop series Partner-designed customized PD workshops Professional Development Your feedback and discussion Product issues? Enterprise issues? Political issues? 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 Intl 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 2010 project overview What is the curriculum? Aligning HS and CC Common Core A bit more statistics; bit less algebra What is the product and enterprise? Courseware feature, functions, production values Professional development Administrative feature and functions Enterprise business model Keep it simple: developmental students and ELLs value simplicity Real-world examples are a key to engagement Students and instructors want support for multiple learning styles Challenges, animations, simple illustrations, and problem sets are important 2010 project overviewSlide 22:2010 project overview
Professional development and staff adoption are key issues in community colleges Few instructors and institutions are locked into an existing teaching method or digital product Cost and flexibility of digital products are important ongoing concerns Focus groups: 2009 key findings Presentation Very well received Students liked the presenter Graphics; storyboard, pace: all worked well Students said this would help them and they would use it Worked example Promising; some changes needed in voice and pace; handwriting; diagrams Study group simulation Improvements in acting, dialogue, flow being implemented Phase 2: Student focus groups key findingsSlide 24:Focus groups: 2009 key findings
Participants are looking for new ways to approach math Math redesigns in TN, AL and elsewhere Revisiting standards and requirements This is a dynamic and critical time in math instruction Student diversity makes it essential to provide content with different context and voicesSlide 26:Focus groups and conference discussions
Engage students in content development Engage instructors and administrators in enterprise planning 2010 plan New Mexico February California early March Innovations conference late March American Association Community Colleges April And more
HippoCampus.org Algebra 1 Project Update Production Schedule Extensive prototyping and focus group work in 2009 All systems built and full production initiated Semester 1 to be published July 2010, and Semester 2 to be published October 2010 Algebra 1 Project Update Product Features Correlated to all US state frameworks and the Common Core Correlated to widely-adopted algebra textbooks LO architecture: 12 Units, 26 Lessons, 72 Topics Designed for online and hybrid classroom use Single-session formative assessment Supporting teacher professional development Rich, interactive multimedia with multiple instructional elements Algebra 1 Project Update Instructional Elements include, At the topic level: warm-up (text) presentation (video, audio, animation, and graphics) worked examples (audio and graphics) problems (interactive text) review (text) Read It (online textbook) At the lesson level: virtual tutor (interactive video, graphics, text) project (text and graphics) Digital Manipulative (interactive animation, graphics) Algebra 1 Project Update Algebra 1 Project Update Algebra 1 Project Update Algebra 1 Project Update Project Goal: Increasing the number of financially-disadvantaged students that pass developmental math Project Approach: Developing new educational interventions (Standing on the shoulders of the best educators.) Developing an enterprise for national distribution and sustainability (It is more than building a better mouse trap.) Engaging student, instructors, and administrator in the product and enterprise design (Honoring everybody and making real change happen.) Developmental Math Project Focus Groups What is the product and enterprise? Strategic Partnerships How do we reach the target audience? NROC and Algebra Development What are the product and business development processes? Taxonomy What is the curriculum? Developmental Math: Work to Date Taxonomy Developmental Math: Taxonomy Goals: Provide institutions and students with learning activities to support an efficient path to credit-bearing courses Support both flexible course configurations and a collection of learning objects Support multiple curricula (NROC members, AMATYC New Vision, Common Core State Standards) Developmental Math: Taxonomy Common Curriculum Partners Developmental Math: Taxonomy Four courses: arithmetic, beginning algebra, intermediate algebra, and geometry The collection of course content composed of: 17 units containing, 51 lessons, containing, 116 topics, with, 346 explicit learning objectives to allow fine-grained assessment Developmental Math: Taxonomy Engage students in content development Engage instructors and administrators in enterprise planning Focus Groups Developmental Math Project Keep it simple: developmental students and ELLs value simplicity Real-world examples are a key to engagement Students and instructors want support for multiple learning styles Challenges, animations, simple illustrations, and problem sets are important Focus groups: 2009 key findings Professional development and staff adoption are key issues in community colleges Few instructors and institutions are locked into an existing teaching method or digital product Cost and flexibility of digital products are important ongoing concerns Focus groups: 2009 key findings Participants are looking for new ways to approach math Math redesigns in TN, AL and elsewhere Revisiting standards and requirements This is a dynamic and critical time in math instruction Student diversity makes it essential to provide content with different context and voices Focus groups: 2009 key findings
