Worksheet for ILP/Portfolio Development Al Groccia

LO # 1: I would like to learn about proven strategies and research to improve learning for students in developmental mathematics courses.   I would like to learn about research on the way the brain learns material, assessment techniques, collaborative learning, and other methods that help learning.  The research and proven strategies that I learn will be the driving force in creating the active study notes.  I will justify aspects of the study notes with the research I have learned.  The active study notes will guide the students through the material, give the students a good notebook to study and learn the material, and provide the student a clear organization of the course.   There will be additional formative and summative assessments in a WebCT6 component to help supplement the active study notes. 

Essential competencies addressed in this LO	Indicators addressed in each essential competency.              Indicators provide examples of how competencies can be demonstrated in an Individualized Learning Plan. While all competencies need to be demonstrated, only some indicators need to be employed in the ILP process.	Products and/or performance that reflect evidence of learning (candidate learning and/or student learning) addressing the selected indicators for each essential competency.
Learning-Centered Teaching Strategies	A     employ active learning techniques (engaging lectures, discussion, experiential learning, scenarios, role-play, case study, problem-based learning…) B     encourage students to challenge ideas C     use cooperative learning strategies D     integrate concrete, real-life situations into learning strategies E     invite student input on course outcomes (goals for course outcomes; choice among assignment topics; in-progress student feedback…)	A, C, D, E The active study notes will be created around learning.  The design of the active study notes and the WebCT component will be to help student learn and measure how much is learned through formative and summative assessment.  Each lesson will begin by posing a question related to the new material for students to critically think about.  For example, the introduction to graphing will be an application scenario that involves to variables in a linear relationship.  The students’ goal will be to learn the material with real understanding of the concepts. A Active notes will be created through the use of problem-based learning C Cooperative learning strategy of document problem solving with pairs check will be used in the active study notes D Real life situations will be used in the form of math problem in the active study notes. E Students’ feedback will be asked after assessments are given to improve assessments.
Valencia Students Core Competencies (TVCA)	A    engage students in construction of knowledge B    facilitate the discovery and use of the ways of knowing in discipline C    design assignments and assessments that demonstrate student growth in the core competencies D    align course outcomes and learning activities with core competencies E    document student growth in the core competencies F    collaborate with colleagues and dean to assure and demonstrate progression of student learning across courses and programs	B. C THINK- through the active study notes the students will analyze data, utilizes facts and formulas, create informed conclusions, and be able to interpret the conclusions in the context of the problem. ACT- there will be a project in the active study notes where the students will relate the material learned in the course to something in their lives or in real life such as determining which cell phone plan to purchase, which loan option is better to purchase a car, etc. COMMUNICATE- through the active study notes’ assessment components and group activities the students will communicate their strengths and weaknesses. B Active study notes will pose questions based on material just learned.  The students must discover how to solve more complex problem based on basic concepts. C The assignments and assessments will be created with developing TCA competencies
LifeMap	A    help students to continue clarifying and developing purpose (attention to life, career, education goals) B    help students assume responsibility for making informed decisions C    help students transfer life skills to continued learning and planning in their academic, personal, and professional endeavors. D    establish student & faculty contact that contributes to students’ academic, personal, and professional growth E     seek out struggling students and identify options through dialog (and appropriate referrals) F     establish student services staff, librarian, and teacher connections employ electronic tools to aid student contact (Atlas, MyPortfolio, WebCT, email…)	A, B There will be an assessment where the students must use Life Map to plan out their mathematics courses for their individual goals.  For example, if the student’s goal is to complete a degree from the University of Central Florida, the student will determine all the mathematics courses required for that goal.  Another example would be the if the student’s goal is to receive an A.S. degree from Valencia College, the student will determine the mathematics courses required for that goal. A This activity will help students clarify and develop their college future by creating their educational path B The project will have the students become responsible for their college path.
Essential competencies addressed in this LO	Indicators addressed in each essential competency.              Indicators provide examples of how competencies can be demonstrated in an Individualized Learning Plan. While all competencies need to be demonstrated, only some indicators need to be employed in the ILP process.	Products and/or performance that reflect evidence of learning (candidate learning and/or student learning) addressing the selected indicators for each essential competency.
Assessment	A    employ formative feedback loops early and often (both to and from students) B    provide students with written or face-to-face comments on strengths and weaknesses of their performance(s) C    give timely feedback on class activities, exams and papers D    design activities to help students refine their abilities to self-assess learning E    integrate self-assessment into course processes F    align summative evaluations with course outcomes and learning activities (appropriate to level of thinking; appropriate levels of performance) G   make assessment criteria public to students and colleagues H   evaluate effectiveness of assessment strategies and grading practices I    vary assessment measures and techniques to form a more complete picture of learning	A, B, C, G, I The active study notes will assess students’ learning through formative and summative assessments (documented problem solving, pair’s check, real life application questions/projects, quizzes, and exams) A Formative assessments will include the documented problem solving, real life applications, and quizzes B Comments will be written on assessments of documented problem solving, real life applications, project, and exams. C Exams will be graded and returned the next class day.  Immediate feedback on quizzes.  Peer feedback will be given as students work collaboratively on documented problem solving with pairs check and real life applications in pairs. G Grading criteria will be given to students in advance for projects and with the assessments on exams, quizzes, and collaborative assignments. I Students will be assessed through exam, quizzes, documented problem solving with pairs check, real life applications, and projects.
Inclusion & Diversity	A   design learning experiences that address students' unique strengths* B   design learning experiences that address students' unique needs* C   develop reciprocity and cooperation among students (interdependence and teamwork) D   include content well-suited to Valencia's diverse student population E   establish connections among students in and out of the classroom (learning communities) F   vary assessment measures and techniques to engage cognitive diversity G   create learning atmospheres that encourage all students to share viewpoints H   use diverse perspectives to engage and deepen critical thinking (diversity as learning resource) I    develop student self-awareness (learning styles, personality types, assumptions) J    foster social connections in classroom, library, counseling environments *Note: diversity has many dimensions (culture, gender, race/ethnicity, socio-economic circumstances, learning style, education background, skill level, etc.)	A, B, D There will be an assessment in the active study notes for students to determine which learning style they learn best with.  There will be various opportunities for students to learn in different ways.  For example, there will be group activities using documented problem solving and pair’s check which will address students’ unique strengths and needs as well as develop cooperation among students.  Another example will be completing assessment activities independently on WebCT6.  The goal here is to provide an opportunity to learn in different ways.  All activities will be developed with the understanding that students learn differently and may or may not learn best working in groups, independently, on the computer, or on paper.  A, B Having the students identify which learning style they are will show them their strengths and needs in learning.  The assessments given and the instruction through the active study notes will allow them to use their strengths and work on their needs. D The content in the active study notes will be well suited to reach students of all learning styles.

LO # 2: I would like to know if the active study notes that I created in LO 1 will improve the passing rates and learning in MAT0024C Beginning Algebra.  I will implement the MAT0024C Beginning Algebra active study notes with WebCT6 component into various sections of MAT0024C Beginning Algebra (not including myself).  This Learning Outcome will involve an Action Research Project (ARP), to determine if the active study notes with WebCT6 component are beneficial to student learning and passing rates as compared to traditional courses.  I will be examining three areas in my action research project to determine if the active study notes are effective:

1)  Compare overall passing rates of courses with the active study notes and traditional courses.  A passing grade will be an A, B, or C overall.

2)  Compare the retention of courses with the active study notes and the retention of traditional courses.

3)  Assess the course satisfaction through a survey of courses with the active study notes to the course satisfaction of traditional courses.

Essential competencies addressed in this LO	Indicators addressed in each essential competency.              Indicators provide examples of how competencies can be demonstrated in an Individualized Learning Plan. While all competencies need to be demonstrated, only some indicators need to be employed in the ILP process.	Products and/or performance that reflect evidence of learning (candidate learning and/or student learning) addressing the selected indicators for each essential competency.
Scholarship of Teaching and Learning (SofTL)	For the SofTL, all indicators are needed to truly demonstrate this Essential Competency. This Essential Competency can be efficiently demonstrated though an Action Research Project. A   produce professional work that meets the Valencia Standards of Scholarship (course designs, conference presentations, action research projects, publications…) B   build upon the work of others (consult literature, peers, self, students) C   be open to constructive critique (by both peers and students) make work public to college and broader audiences demonstrate relationship of SofTL to improved teaching and learning processes D   demonstrate current  teaching and learning theory & practice	A, B Action Research Project on the results from implementing the active study notes with the WebCT6 component into MAT0024C Beginning Algebra courses and compare the results to traditional MAT0024C Beginning Algebra courses on Osceola Campus and college wide.  A Produce professional work that meets the Valencia standards of Scholarship:  action research project B Include work on brain research, connected math
Professional Commitment	A   stay current in discipline (professional organizations, conferences, journals and other literature) B   contribute to discipline/academic field C   participate actively on department, campus and college committees/task forces D   engage with faculty governing bodies E    access faculty development programs and resources F    collaborate with colleagues in department/discipline G   expand knowledge of college connections to wider communities (Focus on Workplace; student development activities; trends in business and government…)	B, F The active study notes with the WebCT6 component will be used in MAT0024C Beginning Algebra courses participating in my Action Research Project.  The active notes will be available to be used by all instructors of MAT0024C Beginning Algebra college wide and can be used a manual for new instructors.  I will also present the active notes and research project at various workshops. B The active notes can be distributed to all instructors of MAT0024C Beginning Algebra F The notes will be piloted by various instructors of MAT0024C at Valencia College

LO # 3: As I create the active study notes for MAT0024C Beginning Algebra, I would like to know the copyright issues involved with the document that I produce at Valencia College.  I will research the Valencia College policies on copyright and discuss the issues with Valencia College’s attorney.

Essential competencies addressed in this LO	Indicators addressed in each essential competency.              Indicators provide examples of how competencies can be demonstrated in an Individualized Learning Plan. While all competencies need to be demonstrated, only some indicators need to be employed in the ILP process.	Products and/or performance that reflect evidence of learning (candidate learning and/or student learning) addressing the selected indicators for each essential competency.
Professional Commitment	A   stay current in discipline (professional organizations, conferences, journals and other literature) B   contribute to discipline/academic field C   participate actively on department, campus and college committees/task forces D   engage with faculty governing bodies E    access faculty development programs and resources F    collaborate with colleagues in department/discipline G   expand knowledge of college connections to wider communities (Focus on Workplace; student development activities; trends in business and government…)	G To be aware and understand college policies and legal issues regarding copy right issues at Valencia College. G Expand my knowledge on college policies specifically on copy right issues.