Remedi olution
- 2. From Mesa Cribs to Accelerated English…Can a population of our basic skills students benefit from an alternative path with restructured curriculum?
- 3. Traditional Path & Accelerated EnglishTwo levels belowEnglish 42 – ReadingEnglish 43 – WritingOne level belowEnglish 48 – ReadingEnglish 49 – WritingOR English 265BAccelerated Reading, Writing and Critical Thinking
- 4. Spring 2010Decided to refocus inquiry
- 5. Hit the ground running:--launched English 47 in March--relaunched as 265B in April--final approval for District Committee on May 13Formed “Accelebratz” (faculty committee)
- 7. Met with everyone (Dean, Chair, Counseling, VPI…)
- 8. Wrote counseling description & scheduled professional development and meetings for summerFall 2010First semester of Acceleration pilot (4 sections)
- 9. Faculty cohort continues to meet to discuss course, pedagogy, and well, politics and administrivia
- 10. Unexpected events occur weekly if not daily…District meetings, push back from faculty, problems with forms and ISIS…Continue with research plan and curriculum Preliminary Data for MesaFall 2010
- 11. Nominal Group TechniqueQualitative Data CollectionIntroduce the process / pose the questionIndividual brainstormingSharing of ideas – round-robin, no duplication of answers, no discussionClarification of ideasIndividual votingTallying of votes
- 12. The $64,000 Question What was the single most valuable piece of knowledge or skill you learned through this class this semester?
- 13. Results for Section A
- 14. Results for Section B
- 15. Results for Section C
- 16. Qualitative Data Collection "I'm sure this thought crossed your mind at least once this semester during this class: "I can't do this". What was “this" thing that you thought you couldn't do? Did you eventually accomplish this thing? If yes, what specific thing did you or the instructor do to enable you to do it? If not, what single thing could you or the instructor have done differently to enable you to do it?".
- 17. Student Co-InquirerSimilar to IA/TA Work- Classroom AssistanceHelp Develop Lesson Plan/Classroom ActivityWorking with Students In/Out of Class- Tutoring, etcObserving/Evaluating Behavior, Work, and PerformanceFinding Patterns and Reoccurring ThemesFormulating Compilations of Qualitative Data Video >>>>>>>
- 18. Footage/InterviewsPlacement- Counseling, Exams, Friends, etc…Past Experience- High School, etc…Skill Level- Reading/WritingFirst Impressions of College, 265B, etc…Reactions and Feedback
- 19. Footage/Interviews Cont.Material/Subject Matter– Social Class, Social Justice, Education, Economy, Family, etc…Specific Focus/Issues- Grammar, Quotes, Structure, Vocab, Organization, Motivation, etc…ESOL/Older StudentsReady For 101/105- How/Why?Candid Stuff- Funny/Deep
- 21. Student recommendations for future students
Editor's Notes
- #8: Introduce the process / Pose the question to the group (5 min.)Group members individually brainstorm ideas/answers to the question and write them down on one side of note card (4 min.)As a group, in round-robin style, each member shares their best idea. No duplication of answers and no discussion of answers (that comes in the next step). Facilitator records ideas on butcher paper or projector where everyone can see. (10 min.) (See Table 1)Group discussion/clarification of ideas (10 min.)Vote individually for top 5 ideas. Group members write down their top 5 votes on the other side of the note card (3 min.)Wrap-up (3 min.)Follow-up: Scores are tallied such that the top votes receive 5 points each, second choice votes receive 4 points each, third choice votes receive 3 points each, fourth choice votes receive 2 points each, and fifth choice votes receive 1 point each.