Adequate Preparation

 

Learning Centered Teaching Strategies Indicators

 

Valencia Students Core Competencies (TVCA) Indicators

 

LifeMap Indicators

 

Assessment Reflection

 

Inclusion and Diversity Reflection

 

Products of Learning Outcome

The products for this learning outcome include

 

Active Learning Notes

·         Factoring Section (used for the Action Research)

·         Complete Active Learning Notes for MAT0024C Beginning Algebra

Learning Centered Strategies

·         Real Life Examples

·         Documented Problem Solving with Pairs Check

·         Minute Paper

TVCA Strategies

·         Word Problems

·        " What did I learn?" Project

LifeMap Strategies

·         LifeMap Individual Plan

·         LifeMap Stan’s Plan

Assessment Strategies

·         State Exam Documented Problem Solving with Pairs Check

·         Test Correction Activity

·         Assessment Criteria

Inclusion and Diversity Strategies

·         Getting to Know Yourself Activity

 

Student Perspective

 

Based on informal discussions, surveys, and evaluations over the years I have been teaching, students have been telling me their frustrations with learning mathematics.  One of the frustrations is that the instructors go too fast in the classroom, and the students are busy writing down the problem, so they miss the explanation.  Another fustration is the students feel that the material is not related to anything in their lives, and they do not see the purpose for the material.  Still another frustration is students find the course not interesting, and they are not engaged with the material or in the course.

 

Colleague Perspective

 

I have gathered colleagues perspectives based on informal discussions with colleagues whom I have worked with at Valencia College and colleagues I have met from various community colleges at conferences such as FDEA (Florida Developmental Education Association), NADE (National Association for Development Education), and NISOD (National Institute for Staff and Organization Development).  The feedback that I have received indicates the potential reasons students are not doing well in mathematics courses.  One of the reasons is the students are not organized.  Another reason is the students are not preparing for the lessons by studying and doing homework.  Still another reason is the students are not engaged in the course and, therefore, are not paying attention in class.  Yet another reason is there is so much material that needs to be covered in the class that there is a pressure to complete all the material and spend more time explaining than reviewing.

 

Self Perspective

 

            My personal perspective is a culmination of all of the perspectives and my own experience.  I feel that students are having difficult with mathematics courses because they do not see or are not exposed to the connections in the material; they are not exposed to the applications of the material in real world settings; they are not engaged in the course; they are busy taking notes and not listening to explanations, and they feel that mathematics is a chore that must be completed.  I feel that instructors would like to incorporate more activities in their course, but they feel the pressure of completing all the material that is required, especially in MAT0024C Beginning Algebra, where there is a high stakes state exam at the end of the course.  Instructors are faced with students who may not be prepared to take the course and may not have any study skills to help them be successful.  All of these issues are causing low passing rates in mathematics courses, especially the developmental courses.

 

 

 

Expert Perspective

Sources Consulted for this Learning Outcome include the following:

Here are a list of resources I used to learn about the research and strategies that are effective in helping students with the issues mentioned in the Student and Colleague Perspectives: 

 

Angelo, T. & Cross, P. K. (1993). Classroom Assessment Techniques: A Handbook for Teachers. 2nd ed. San Francisco, CA

 

What was learned from the resource?

How was that information used?

This was a fantastic resource and it allowed me to view assessments as not only tests and quizzes, but also as teaching tools.  This resource was not only informational, but provided many valuable assessments that can be easily implemented into any course.  I highly recommend this resource to all fellow instructors to improve assessment and ultimately learning in any course.

I used three main ideas from this resource.  I used the methods of Documented Problem Solving, Pairs Check, and the Minute Paper.  I combined the methods of Documented Problem solving and Pairs Check to be used in test corrections, study activities, and to help the students prepare for the MAT0024C State exam.  I used the method of the Minute Paper to assess the students’ level of learning throughout using the active learning notes.  All of these methods have been really valuable in teaching MAT0024C Beginning Algebra.

 

 

Bean, J. (2001).  Engaging Ideas:  The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco, CA

 

What was learned from the resource?

How was that information used?

This was a great resource that showed real ways to incorporate active learning, cooperative learning, discussions, critical thinking, and others.  

For my project, I focused on the chapter that dealt with designing tasks for active thinking and learning.  Some of the ideas that I incorporated in my active learning notes were problem posing assignments, where a problem is posed, and small groups work together to solve the problem, and another idea was assigning tasks linking course concepts to students’ personal experience or previously existing knowledge where I made conscious efforts to connect all the content in the active learning notes to previous material.

 

Caine, R. & Caine, G. (1994).  Making Connections:  Teaching and the Human Brain.  San Francisco, CA

 

What was learned from the resource?

How was that information used?

This was a real eye opening resource because it looks at teaching from the perspective of how the brain operates.  I really enjoyed reading this resource, and it challenged my previous knowledge and experience and opened me up to new ways of looking at things.  The resource explains how the brain operates and takes in information and how teachers can teach concepts to students using this knowledge..  

For my project, I used much of the information I learned from this research.  First of all, the resource explained that many brains prefer to start with a question to be answered because the brain is designed to solve problems.  I used this information by starting every section of my notes with a question.  Then, at the end of the lesson, the question is posed again, and space is provided for the answer.  Another idea that I used was connecting previous material to new material because the brain has an easier time of learning material when it is connected to previous material rather than taught as something new.  Therefore I made strong efforts to connect all the material to previously learned material.  I feel this is very natural for mathematics because everything builds.

 

Ellis, D. (2006).  Becoming A Master Student.  11th ed. St. Charles, Il

 

What was learned from the resource?

How was that information used?

I was introduced to this resource when I taught a LinC section of MAT0024C Beginning Algebra with SLS1122 Student Success because it was the SLS1122 textbook.  This was a very good resource that teaches students about planning, memory, reading, note taking, test taking, thinking, communicating, diversity, technology, and health.

This resource and teaching the LinC course with SLS1122 really showed me what students need to be successful and many of the things we overlook as instructors or feel all students already know.  I modeled to students how to take effective notes and I used effective note taking strategies when designing the active learning notes.  I also incorporated the test taking strategies of providing many examples, test review, and providing resources that students can use to study.  Another idea I used was to implement technology, such as WebCT, to help organize the course and provide assessments.

 

Osten, C. (2003).  Managing the Mean Math Blues.  Upper Saddle River, New Jersey

 

What was learned from the resource?

How was that information used?

This was an excellent resource to show the challenges students face in learning mathematics.  It explains that students are not alone, and there are strategies that help students overcome their “Math Blues."  This resource deals with math anxiety and how to deal with it.  It offers many strategies to help students be successful in mathematics, such as effective test taking, memory, learning, before and after class advice, problem solving , and changing thoughts and attitudes.  

This resource really showed me how much students can fear and have issues with mathematics.  I have always been pretty good at mathematics, so I did not deal with many of these issues.  I learned that students have real fears in mathematics due to past performance and fears of future performance.  I used that information to provide many resources in the active learning notes to helps students with those fears.  For example, I provided test reviews so students knew what to expect on the test. Another example is I provide many examples for practice and homework.  This allows students ample practice for learning.  Still another example is I have use clear organization so students know where they are in the material and where they are going.  All of these examples are to help students deal with their “Math Blues."

 

Silberman, M.  (1996).  Active Learning:  101 Strategies to Teach Any Subject.  Needham Heights, MA

 

What was learned from the resource?

How was that information used?

This was a good resource that first explains how the brain works, learning styles, the social side of learning, concerns of active learning, and the nuts and bolts of active learning.  Then it provides 101 active learning strategies with different levels from getting started, helping students acquire knowledge, and making learning unforgettable.

I really enjoyed this research because it explained active learning well and gave 101 examples of active learning.  The information that I used was that learning can not just be the instructor talking and the students listening.  The learning needs to be active.  That was one of the main goals that I wanted for my active learning notes.  I did not want just another textbook or resources that students hardly use.  I created it in a way that the notes were used every class period and in many ways.  It can be used for independent and collaborative learning.  I wanted the learning to be an active process and my notes to facilitate that.

 

 

Tileston, D. W. (2005).  10 Best Teaching Practices:  How Brain Research, Learning Styles, and Standards Define Teaching Competencies.  2nd ed. Thousand Oaks, CA

 

What was learned from the resource?

How was that information used?

This was probably my favorite resource because it had everything.  This research discussed brain research, learning styles, diversity, technology, thinking, assessments, real world applications, and teaching competencies.  This resource had everything that I wanted to incorporate in my active learning notes. 

I used many aspects of this resource in my active learning notes, such as brain research, learning styles, and technology.  The brain research section explained how important it is to make connections to help the brain learn.  That is main focus of my active learning notes because I made strong effort to connect the content to previous material.  The resource also explained how to make connections through association and similarity.  Another topic this resource discussed was learning styles.  I created a resource for students to determine and learn their learning styles so students can learn more effectively.  Still another topic is technology.  This resource explained that using technology is brain friendly, so I incorporated assessments in WebCT.  Overall, this resource really helped with my active learning notes research. 

 

Wlodkowski, R. J. & Ginsberg, M. B. (1995).  Diversity & Motivation:   Culturally Responsive Teaching. San Francisco, CA

 

What was learned from the resource?

How was that information used?

This was another good resource that discussed diversity and motivation.  This resource discussed understanding relationships between culture and motivation to learn, establishing inclusion, developing attitude, enhancing meaning, engendering competence, and implementing a culturally responsive pedagogy.

This resource gave me more insight on diversity.  In addition to the valuable information it provided, it also had valuable resources.  One of the resources was the cooperative lesson worksheet, which was a step by step guide to preparing a cooperative lesson and an effective lecturing method within the multicultural classroom.  The information and the resources made me conscious of diversity issues and to be aware of them as I am creating the active learning notes.

 

I also attended the following Teaching/Learning Academy Seminars on Essential Competencies during the first year of my tenure process:

 

 

What was learned from the resource?

How was that information used?

This workshop discussed assessment and its relationship to learning.

This workshop helped me to see assessment as more than tests and quizzes.  The workshop offered great examples of assessments.  This workshop and the Classroom Assessment Techniques resources helped me to create meaningful assessments.

 

 

What was learned from the resource?

How was that information used?

This workshop discussed effective ways to design one's course to improve learning.

This workshop helped me to learn effective classroom designs.  I used the information from this workshop to help organize the structure of the active notes.

 

 

What was learned from the resource?

How was that information used?

This workshop was effective in helping me understand inclusion and diversity.  I originally thought inclusion and diversity meant working with students from varying backgrounds.  I learned that diversity is more than just different backgrounds and cultures.  It includes learning styles, personality styles, and other issues.

This workshop helped me get a better understanding of inclusion and diversity.  The workshop gave me good ideas on ways to incorporate inclusion and diversity in my active learning notes, such as providing learning and personality styles inventories and hold classroom discussions.  The classroom discussions can be on how to work with people who have different learning and personality styles and how to learn in an environment that is not one's preferred learning style.

·         INDV 2253 PD Personality & Learning Styles

What was learned from the resource?

How was that information used?

This workshop discussed personality and learning styles and their impact on learning.

The workshop offered website resources that students can use to determine their learning and personality style.  I used these resources to create an activity for students to discover what their learning and personality styles are and to learn more about them.

 

 

What was learned from the resource?

How was that information used?

This workshop discussed effective ways in developing math proficiency.

Some of the ways the workshop discussed about developing math proficiency were methods that I tried to emulate in my active learning notes.  For example, the workshop discussed having good study habits and practicing, which I try to encourage through the use of the active study notes.

 

 

What was learned from the resource?

How was that information used?

This workshop discussed what learning-centered teaching was and presented examples of learning-centered teaching.

I used the information from this workshop to create my active learning notes. I was developing the notes, I asked myself with every decision, "How will this affect learning?"  One of my main focuses in creating the active learning notes was to create a learning-centered resource.

·         PRFC 2161 PD Creating an ILP

What was learned from the resource?

How was that information used?

This workshop was on how to create an Individual Learning Plan.

This information was valuable for me to understand all the elements in an ILP and how to properly create an ILP for my tenure portfolio.

·         SOTL 2171 PD Understanding Scholarship of Teaching 

What was learned from the resource?

How was that information used?

This workshop was on understanding what the scholarship of teaching is. Examples of scholarship of teaching strategies were also presented.

This workshop helped me understand what the scholarship of teaching was and explained the Action Research Builder.  I had used the Action Research Builder in the professional development activity Destinations, but the workshop explained all the elements in the Action Research Builder and how it is related to my tenure portfolio.

 

 

What was learned from the resource?

How was that information used?

This workshop explained the Valencia core competencies of Think, Value, Communicate, and Act (TVCA) and provided examples of TVCA.

The information in this workshop led me to create real life applications and activities in the course to help the students with the competencies of Think, Value, Communicate, and Act.

 

 

What was learned from the resource?

How was that information used?

Faculty to faculty is a professional development opportunity where faculty can interact and learn from other faculty.

 

 

In faculty to faculty, I was able to exchange ideas with other faculty members on my tenure project and learn more about technology, such as using advanced WebCT features, a digital portfolio, study mate, and respondus.  This helped me create some of the assessments on WebCT.

 

 

What was learned from the resource?

How was that information used?

This workshop helped explain what an evidence-based portfolio was and how to create an evidence-based portfolio.

This workshop helped me to learn the elements in an evidence-based portfolio and how to create one.  The workshop provided examples of evidence-based portfolio and allowed the participants to grade them just as the tenure class will be graded.  This was really helpful for me in creating my own evidence-based portfolio.