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Learning Community Linked Courses /Counselor Involvement
2002 - 2005 Asset Development MATH 111, CRER 122, MATH 880
Counselor as Co-Instructor
2003 - 2005
Tools for Thought: Using Math and English to Explore Contemporary Issues
MATH 120, ENGL 100Counselor Assistance
2004 - 2005This is My United States of Whatever . .
PHIL 244 , ENGL 100 Counselor Assistance
2004 - 2005
Social Justice? Understanding Problems and Solutions in the New Millennium
SOCI 100, ENGL 100Counselor Assistance
2004 - 2005 Writing in the End Zone IPE 684, ENGL 828
Counselor Assistance
2005 Writing in the End Zone IIFITN 220, ENGL 838
Counselor Assistance
2004 - 2005Philosophy and Psychology in Contemporary films
PHIL100, PSYC 100, SOCI 101Open to all Students
2004The American Dream: Facts and Fictions
PHIL 244, SOCI 105Counselor Assistance
2001 - 2002English for Life: Learn it today - Use it tomorrow
ENG 841, SPCH 841
The Birth of a Learning Community
All it takes is:An educational need/longingA Retreat A motivating Speaker (Vince Tinto)A Mentor A Support GroupA PartnerAnd…
The Birth of a Learning Community
And lots of:Thinking, sharingTrying, rewriting, re-tryingFun, rewards, successesFrustration, temporary setbacksForging forward
MATH 111 PROGRESSION TO MATH 120/122 NON-LCOM ParticipantsFall 2002 – Spring 2005
Students who succeed and persisted in the next semester
1286 53.3%=686_ 1286
341 686
252 341
==
Initially Enrolling MATH 111
73.9%49.7%
Enrolling MATH 112
SuccessfullyCompleting MATH 111
SuccessfullyCompleting MATH 112
4566
66252
== 26.2%68.2%
Successfully CompletingMATH 120 Enrolling In MATH 120
4.7%
65.9%=6091
15 25
25252
==MATH 111 Students Successfully Completing MATH 120/122
9.9%60.0%
Successfully Completing MATH 122
Successfully Completing MATH 120/122
Enrolling In Math 122 60_ 1286
=
The Problem
ASSET Development
• Algebra
• Success
• Strategies
• Educational
• Team
• Development
• Who: Students who want to succeed in Math 111
• What: 35505 LCOM 115• When: FALL 2005, Daily 9:10-10:00 • Where: 12-0173• Why: 4 credits [3 credits for Math111 +
1 credit for CRER 122 + tutor support]
The Solution
Students aren’t the only learners in this community
Assessment Change
Feed-Back Loop Improvement
Key Idea
Assessment Tools
CATS
Post Test Self-Evaluations
Exit Interviews
LCOM Post Semester Assessment (web based)
CATS
One key idea I now understand is …..One thing that is still fuzzy is ….This activity helped me understand ___ by
……My self quiz tells me I understand ___ but
still need to review ___.To improve the group process I need to
work on ….
Post Test Self-Evaluations/Corrections:
Post test Self-Evaluation asks students to reflect back on their preparation for the test. Did it work? If not what can be done?
Test Corrections- Students correct test, identify section in text, find two additional problems to work, discuss corrections with a tutor
Group problem analysis with peer teachers, modeling out loud the thinking process.
Exit Interviews
Originally conducted by counselor while math instructor reviewed students for exam.
Now, conducted by other faculty during the exam period allotted for the study skills course. Math review for students waiting for interview.
Feedback on what works, what doesn’t, what should be added, etc.
LCOM Post Semester Assessment (web
based)
• Check it out at www.smccd.net/accounts/gregory
• Password and id are LCOM
Changes and Improvements: Based on Instructor to Instructor feedback and
student assessment
First Notebook vs Current Notebook: An organizational change based on student feedback
First Calendar vs Current Calendar: Original time usage vs. current time
Teaching benefits to all classes: Math Instructor and Counselor
Metamorphosis of a Notebook: Phase 1
Notebook: Each student will maintain a notebook that contains all Elementary Algebra materials. The notebook should be a three-ring loose-leaf binder. The notebook will contain the following, in order, with dividers between sections.
1. The grading rubric w/student name, Syllabus/Calendar of assignments2. The log of HBA hours – Math Lab or Office Hour Visits [this is your back up
incase of computer failure] 3. Notes – Title each page with date and textbook section. When you review
your notes daily, use a color-coding system to highlight definitions and rules in different colors. You may clarify your lecture notes by adding comments as you read your textbook. If you are absent, you must take book notes for the section you missed.
4. Class work/Homework section - Each paper should be headed with date, textbook section number, and problems assigned. Work must be shown.
5. Vocabulary – Maintain the vocabulary section daily. 6. Practice test/ review section – contains all practice tests and reviews for the
final exam7. Test/test correction section – contains all tests with corrections written in a
different color or on an attached sheet
Metamorphosis of a Plan: Phase 1
•Very detailed planning and coordination between study skills and math
•Text book with reading and writing assignments for study skills
•Detailed presentation of learning styles including Myers-Briggs test and follow-up.
Metamorphosis of a Plan: Phase 5
•Less detailed advanced planning – “Just-in time” counseling intervention and informal coordination between study skills and math
•No textbook for study skills. Students practice/discuss skills in context of current math assignments
•Informal discussion of learning styles when appropriate.
•Metacognition stressed
Metacognition: 3 Key Findings on Learning Research from NRC.
• Students preconceptions about how the world works.
• Students develop competence in an area when they:– have a deep foundation of factual knowledge, – understand facts and ideas in the context of a conceptual
framework – organize knowledge so that they can retrieve and apply it.
• Students who take control of their own learning, through a metacognitive approach, monitoring their own goals and progress in achieving them, are able to achieve deep and permanent learning.
Metacognition
• Students literally build their own minds.
• Reflection Notes
• Midterm and Final Paper focused on self-reflection
• Analyze a Math problem using a metacognitive approach
Student comment taken from mid-term CRER paper
One thing that I have learned about myself is that I may over
study before an exam. I also use metacognition techniques to
review my homework material before trying to complete the
assignment. I now read the GRFC, and then read the chapter.
This technique at times can give me an answer as I read the
chapter. I found myself reading the chapter and then looking over
the questions and having to re-read the chapter, just to answer
them. Now the questions are on my mind as I read. There are
times when I have to go back and re-read to find answers.
Student comments taken from mid-term CRER paper
One of the most valuable lessons that I have learned about
mathematics at this point in the semester is the concept of
metacognition as it is applied to mathematical thinking.
Metacognition is the conscious awareness of one’s
thinking process and a conscious attempt to influence
one’s thinking process. Although I am novice at both
math and the application of metacognition to the disciplines
of math, I think that this approach may greatly facilitate my
current and future acquisition of mathematical knowledge.
Students’ comments taken from their final CRER
papers.• The most beneficial thing I can do to ensure my learning is being
conscious of what I’m doing. Thinking about my thinking.• An activity that works well for me is writing down the process of
what I’m doing, really thinking about my learning and trying to figure out what I don’t know.
• A new word in my vocabulary is Metacognition. Thinking on my own about my thinking seemed a little strange at first, but it really does make sense to know the way I think and to understand how I learn and how I don’t learn.
• I learned a lot in this class from understanding what Algebra means to just trying to put into words how to solve a problem. This is really fun and I feel I really understand Algebra when I can talk through a problem.
The learning community is very helpful in ways that have improved my determination to stay in college. Now, more than ever before, I'm sure that this is the place for me to be.
Student, Fall 04
Student Self-Reports
I think that the learning community is a good program and I encourage students to join. It has really made a big difference to me. It built my confidence back up to let me know that I really can make it through math despite my bad experiences. They help you out, they encourage you to go to the labs and to get into study groups, teach you to be more efficient in your studies.
Student, Fall 04
Student Self-Reports
Those who succeeded• are beginning to learn what being a college student means.• are beginning to accept the time demands for study.• are beginning to take responsibility for their own learning.• learned they can succeed in Math.• have better study skills and reading skills.• formed study groups.• learned to utilize the math tutors in the Math Resource Center.• learned to utilize office hours.• learned to ask questions and to identify what they need to ask.• learned to plan their time. • learned to take organized notes.• learned to identify the course work they need to meet their goals and
make a plan.
Asset Development Post Semester Assessment
MATH 111 PROGRESSION TO MATH 120/122 LCOM Participants
Fall 2002 – Spring 2005
106 55.7%= 59 106
37 59
30 37
==
Initially Enrolling MATH 111
81.1%62.7%
Enrolling MATH 112
SuccessfullyCompleting MATH 111
SuccessfullyCompleting MATH 112
34
4_30
== 13.3%75.0%
Successfully CompletingMATH 120 Enrolling In MATH 120
8.5%
90.0%= 9_10
6 6
630
==MATH 111 Students Successfully Completing MATH 120/122
20.0%100.0%
Successfully Completing MATH 122
Successfully Completing MATH 120/122
Enrolling In Math 122 9_ 106
=
Improved Success Rates
Benefits to all Math classes taught by LCOM
InstructorsMath Instructors:
• Study skill hints automatically worked into all class curricula
• Instructors notice learning style issues more often and can better assist students
• Instructors understand course selection/transfer issues fully
• Instructors know how to link students with support services
Teaching benefits to all classes taught by LCOM counselors
Counselors
• Counselors more aware of difficulties developmental students face in academic classes
• Students receive more realistic advising• Counseling support now available to all
Learning Communities
We build networks of like-minded colleagues—make friends outside of our discipline.
We participate in stimulating discussions about learning and subject matter connections.
We have fun—we feel more connected to our campus.
How We Benefit Professionally
Orientation to College Campus Educational plans CSM catalog and the Schedule of classes AA/AS degree worksheet CSU and IGETC transfer worksheets Overview of the CSM Student Services Student Handbook Common college terms Course scheduling Stress Reduction, test anxiety College study skills, homework strategies, study plans, How to prepare for exams How to have a productive and positive meeting with your
Professor When and how to use tutoring services
Counseling Services Menu
Available to All LCOM classes