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2013 Transitional Studies

2013 Transitional Studies

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2013 Transitional Studies

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  1. 2013 Transitional Studies What Teachers make

  2. Lesson Examples • Math (emphasis on Personal Finance) • Science (Life science with current world problems)

  3. Shift in Curriculum nation wide Common core…college career and readiness standards “Read like a detective, write like a reporter” • Evidence based writing • Text complexity • Technology emphasis • Processes in addition to answers • Algebra emphasis • Rigor • Webb’s Depth of Knowledge

  4. Webb’s depth of Knowledge It’s not about difficulty… I can ask you to define the word gadopentetate (That’s a difficult question, but not a difficult skill)

  5. Contextualization Pilot • Addresses needs of ALL students (GED, HS21+, ABE, ESL) • Emphasis is on reading/writing skills through a specific subject • More collaboration (create the atmosphere day 1)

  6. Class Quantitative Data Summer 2013 • English 5/6 (Contextualized in science) • 33 students were on my week 1 roster • 19 students attended day 1 • Of those 19: • 4 were enrolled in HS21+ • 2 were there to “brush up on skills” • 13 wanted to earn their GED (4 of those had less than 2 tests to complete) AT WEEK 8 • 13 students were still attending (and enrolled in HS21+ instead of GED) • Of those 13, 5 graduated with HS diploma • Of those 13, 4 students earned credit toward their HS diploma • 2 students earned their GED

  7. Dept. Quantitative DataSummer 2013 • 32 students enrolled in our pilot HS21+ contextualized classes in Science or U.S. History/Govt. • Out of the 12 students that graduated during the pilot, 10 of them transitioned to college programs (83%) •         4 entered the IBEST program •         4 entered other LCC programs •         2 entered college at another college institution

  8. How does one begin? • Map out content and embed essential skills • Attend contextualization trainings offered by SBCTC

  9. Traditional Adult Education Programs • Are usually open-entry, open-exit (model is changing) • Consist of multi-level classrooms • Provide a “facilitated” approach to learning and place the student in a more passive role • Rely heavily on workbooks, worksheets, and computer assisted instruction (skill and drill) • Emphasize the importance of acquiring academic knowledge but rarely focus on the application of that knowledge in real-life situations • Provide students with rules and facts that must be put on paper as proof of subject mastery • Encourage independent learning rather than large- or small-group instruction • Do not require work from the student outside of the classroom

  10. What does Research Tell us aboutthe Learning Process? • Most people learn best in a concrete manner that includes personal participation, hands-on activities, and opportunities for personal discovery. • Learning is enhanced when concepts are presented in a context that is familiar to the learner. • Most learners relate better to concrete examples rather than abstract conceptual models. • Most students learn best when they have a opportunity to interact with other students. • Rote memorization of isolated skills is relatively inefficient and ineffective for most students. • What We Know About the Learning Process, CORD, http://www.cord.org