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Developmental Education: Instructional Practices

This presentation focuses on effective strategies for developing learning communities and improving instructional practices in developmental education. It emphasizes the importance of informal assessments, varied instructional methods (including distance learning and collaborative learning), and frequent, timely feedback. Training faculty and students in their roles and expectations is crucial for success. The integration of support services and a focus on critical thinking and active learning techniques are highlighted, along with the necessity of linking developmental courses to college-level offerings.

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Developmental Education: Instructional Practices

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  1. Developmental Education: Instructional Practices Ruth Dalrymple and Marilyn Mays Texas Collaborative for Teaching Excellence June 12- 13, 2003

  2. Develop Learning Communities • Not for everyone, in spite of research • Use informal assessment to decide • Faculty spend great deal of time coordinating efforts • Labor-intensive; assign release-time • Training required; in-service workshops • Students will need to be trained on roles/expections

  3. Develop Learning Communities • Services (counseling/advising, tutoring) must be well integrated; yields a greater impact • The National Learning Communities Project (Evergreen State College in Wash.) • http://learningcommons.evergreen.edu

  4. Varied Instructional Methods • Distance Learning • Self-paced Instruction • Individualized Instruction • Peer Review of Student Work • Collaborative Learning • Computer-Based Instruction • Mastery Learning • Small group

  5. Varied Instructional Methods • Faculty must be trained • Match method with student’s learning style • Preferred modes of learning for dev students is hands-on and visual • Reward faculty who attempt varied instruction

  6. Supplemental Instruction • Formal training essential • Targets difficult classes; not difficult students • In addition to SI, there exists VSI (video based supplemental instruction)

  7. Testing Opportunities • Test and test often • Post practice test on web • Use learning centers as test sites • Provide “Readiness” tests (Pre-test)

  8. Technology in Moderation • Inverse relationship between the amount of computer technology used in a dev course and pass rates in that course. • Use only as supplementary assistance, tutoring, individual drill and practice • Use rarely mandated • Supplement; not substitute

  9. Frequent and Timely Feedback • Immediately • Positive feedback effective when specifics are noted. (“You factored well on the homework”)

  10. Mastery Learning • Small units of instruction • Frequent testing of units • Traditionally set of criteria for mastery • Usually 85%

  11. Link Dev Course to College-Level Course • Dev Faculty and College-level Faculty should meet to discuss and review syllabii • Dev faculty should teach college-level and visa versa

  12. Share Instructional Strategies • Devote meeting to share strategies • Invite adjuncts • Use short research articles on teaching as focus for discussion • Attend professional conferences

  13. Teach Critical Thinking • Decide what “Critical Thinking” means as a department • Best taught in a systematic manner such as in logical structuring

  14. Use Active Learning Techniques • Student engagement in problem solving groups • Student design and delivery of in-class presentations or relevant course topics • Students providing coaching to each other in solving math problems • Students interview local employers to learn about the importance of basic skills in workplace

  15. Use Classroom Assessment Techniques • Short, in-class, assessment activities • One-minute paper; Muddiest Point • Designed to improve learning • Faculty should use these in their most comfortable class • Feedback should be provided • Identify which CAT is most appropriate

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