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Corequisite Model for Learning Support Math and English

The Gordon State College symposium on April 21, 2014, explored innovative practices for remediating English, reading, and mathematics. It highlighted the piloting of combined classes (English 1101/0098 and Math 1111/0999) that showed improved performance among students with lower COMM scores compared to traditional classes. With a focus on collaborative learning, the event discussed student success stories, teaching methodologies, and the importance of integration in remedial courses. Findings indicated significant improvements in student engagement and performance, demonstrating the effectiveness of corequisite models in learning support.

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Corequisite Model for Learning Support Math and English

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  1. Corequisite Model for Learning Support Math and English Statewide Symposium on Transforming Remediation April 21, 2014 Gordon State College

  2. “The Game Plan” • Gordon State College, in accordance with the task force recommendations for implementing change in the areas of English, reading, and mathematics, piloted combination English 1101/0098, Math 1111/0999, and Math 1001/0998 classes in fall 2013. The content and success of these classes will be discussed. Potential problems will also be examined.

  3. Math 1001 Comparisons The Math 1001/0998 students (with COMM scores generally in the 33-41 range) performed better than the traditional Math 1001 students (with COMM scores of 42 or higher). The final exam was 25 multiple choice questions.

  4. More Comparisons

  5. Student Comments (Math 1001/0998) • “He used D2L which had all worksheets & notes. He also used MML and never made us feel like we were in a learning support class. Encouraged student involvement.” • “I used to hate math, but now I actually enjoy it. This math is real life math.” • “(This course) increased and refreshed my mind dramatically.”

  6. Math 1111 Comparisons The Math 1111/0999 students (with COMM scores generally in the 33-41 range) performed better than the traditional Math 1111 students (with COMM scores of 42 or higher). The final exam was 25 multiple choice questions.

  7. More Comparisons

  8. More Comparisons

  9. Math 1111 Formats Class A: • Reviewed MATH 0099 topics during the first half of the semester and covered MATH 1111 topics during the second half of the semester. • Graded homework by hand Class B: • Reviewed MATH 0099 topics when required and as needed throughout the semester • Used Pearson’s My Math Lab for homework

  10. Still More Comparisons • MATH 0998 CRN 479: 15/17 (88%) passed > paired to MATH 1001 CRN 165: 12/17 (71%) ABC • MATH 0999 CRN 480: 26/30 (87%) passed > paired to MATH 1111 CRN 166: 16/30 (53%) ABC • MATH 0999 CRN 482: 28/29 (97%) passed > paired to MATH 1111 CRN 167: 23/29 (79%) ABC • MATH 0999 combined: 54/59 (92%) passed > paired to MATH 1111 combined: 39/59 (66%) ABC • Totals: 69 of 76 (91%) passed Learning Support requirement 51 of 76 (67%) passed Area A Math course with ABC grade • NOTE: Of the 11 students who were failing preceding the final exam and took the MATH 0099 Final, 5 of them passed. Five of the 11 who failed the Final passed the COMM.   Some Comparisons (Pass rates in four random sections of each below from Fall 2013): • MATH 0099: 94 of 117 (80%) passed LS requirement • MATH 1001: 74 of 107 (71%) earned ABC • MATH 1111: 78 of 129 (60%) earned ABC

  11. Design of English 1101 • Academic classes were comprised of a mix of non-LS English students and LS English students with a 2:1 ratio • Advantages of this design • Students profited through interaction in their discussions. • Group interactions were uplifting to weaker students. • LS students were never identified.

  12. English 1101/0098 gateway course • Course design • Four 3-credit hour ENGL 1101classes met three times a week with two different instructors • Two 1-credit hour ENGL 0098 labs met twice a week with the same instructor • This pilot was comprised of students scoring 50-64 on the English COMPASS. • Total credit hours: 4

  13. Lab Design • Students had access to grammar programs. • Small groups in lab allowed teacher to individually go over returned papers. • Students (and this must be the emphasis) revised papers and kept revisions in folder with original papers. • Grammar marked on the papers allowed for individual remediation. • Students further discussed literature from class. • Students did research on author and time periods of literature (gestalt approach). • English writings explained in depth with samples of successful writings on power points. • Short assignments on MLA documentation to ready students for analysis documentation assignments.

  14. Recommendations from my perspective • Lab must not become simply a general computerized session. • Writing must be the focus. • Grammar errors from the student’s writing can be individualized. • Labs need to be kept as small as possible (at Gordon we had a workable 15). • The same instructor should be assigned both ENGL 1101 and lab. • Mainstreaming helps both LS and non-LS students.

  15. English 1101 Comparisons Final exam results show that the LS students taking ENGL 1101/0098 did as well as the non-LS students taking ENGL 1101 only. It is obvious that the added support was beneficial to the students.

  16. Student Comments (ENGL 1101/0098) • “….journals, showed clips to make the class more engaged and helped my writing skills.” • “She helped me on papers I didn’t understand.” • “On the harder papers, she explained more.” • “The different authors we learned about were interesting.” • “Taught me a lot about how to write different styles of papers.” • “Journal entries and discussion made me more attentive to what I was reading. I wasn’t bored! “

  17. Still More Comparisons • ENGL 1101/0098 • ENGL 0098: 26/28 (93%) passed ABC (Passed LS requirement) • ENGL 1101: 19/28 (68%) passed ABC • NOTE: Of the 7students who failed ENGL 1101, 5 withdrew after midterm. Pass rates in four random sections of ENGL 0099 and ENGL 1101 from the same semester: • ENGL 0099: 63/79 (80%) passed LS requirement • ENGL 1101: 75/98 (77%) earned ABC

  18. Lessons Learned • The lab is a supportive class for English 1101. • Students reap the most benefits from discussions and helping on assignments from the 1101 class. • The lab grade is reflective and not separate from the English 1101 grade. • Conferences are required for every paper.

  19. Projected Changes • Gordon State will go to scale in all LS areas. • We will no longer offer Reading LS courses. • Students who score 68-77 on COMPASS Reading will take ENGL 1101/0098. • Beginning Fall 2014 • 3-credit Foundations course for: • Students who score 32-43 on COMPASS English • Students who score 62-67 on COMPASS Reading • Students who score below passing in both English (65) and reading (78) • English 1101/0098 taught by same instructor • Placement for ENGL1101/0098 class range will go to 44-64. • No mainstreaming

  20. Thanks! • Susan Hendricks susanh@gordonstate.edu • Geoff Clement gclement@gordonstate.edu Sample course syllabi/outlines for Math 0987, Math 0989, Math 1001/Math 0997, and Math 1111/Math 0999 on http://www.gordonstate.edu/faculty/gclement/CourseResources.htm Feel free to contact us with any further questions. Live and learn!

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