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WHO WE AREC O N S T A N C E C A L A N D R I N O

Director of Academic Foundations Mathematics

E L I Z A B E T H N E S I U S

Director of Academic

Foundations English

OVERVIEW

WORK-PLACE LEARNING DESIGN

Created learning community of basic algebra, reading, and writing The same group of students for all 3 Collaboration on assignments Shared supplemental resources

Designed curriculum and assignments around work-place learning methodology LC for pre-nursing students Expanded to multiple majors in pilot semester

WHY?

KNOWLES’S THEORY OF ANDRAGOGYmakes the following assumptions about the design of learning: adults need to know why they need to learn something,

adults need to learn experientially,adults approach learning as problem-solving, and

adults learn best when the topic is of immediate value.

Knowles, M., & Associates. (1984). Andragogy in Action. Applying modern principles of adult education. San Francisco: Jossey Bass.

NCTM AND AMATYC STATE…

The Learning Principle:…students who memorize facts or procedures without understanding often are not sure when or how to use what they know. … conceptual understanding enables students to deal with novel problems and settings. ….Learning with understanding also helps students become autonomouslearners…

NCTE AND CCCC STATE…To restrict students’ engagement with writing to only academic contexts and forms is to risk narrowing what we as a nation can remember, understand, and create. [T]he Conference on College Composition and Communication affirms that many genres and uses of writing must be taught well in the nation’s schools, colleges, and universities: forms of workplace discourse that observe established

conventions, though never at the expense of failing to convey ideas that enlighten and compel, including memos, proposals, evaluations, oral presentations, lab and progress reports, letters, reviews, instructions, and user manuals;

Learning is a function not only of the activity itself but also of the context and culture in which it takes place.

Think about a situation where you had a chance to learn through the active application of knowledge and skills. What difference did it make to what and how you learned?

To encourage transfer to other contexts, effective learning requires the acquisition of a complex knowledge base including content knowledge, skills, and cognitive and metacognitive strategies.

Think of a situation where you have transferredknowledge or a skill learned in one context to a new context. What helped you to do so?

HOW?

How do you infuse contextualized content?

Which instructional strategies work best?

How do we engage students as active learners?

What are the implications of contextualization on curriculum design?

HOW DO YOU INFUSE CONTEXTUALIZED CONTENT?Examine the desired course

outcomes.

Identify the Big Ideas.

Collaborate to identify workplace skills.

Select readings and develop assignments that reflect the workplace skills and correlate to the Big Ideas and course outcomes for math and English.

WHICH INSTRUCTIONAL STRATEGIES WORK BEST?

Learner-centeredTeamwork

How do we engage students as active learners?

Use of technologyAuthentic Problem Solving

WHAT ARE THE IMPLICATIONS OF CONTEXTUALIZATION ON CURRICULUM DESIGN?

Accelerates the career pathway by offering career content early on.

Improves motivation to persist.

Teaches students how to apply skills to real world problems.

CHALLENGES

ADMINISTRATIVE

Administrative challenges centered around scheduling

Linking the courses “both ways”

Limiting which students could register

Making sure all stakeholders are in the loop (e.g. Registrar, Advisement, Deans)

PEDAGOGICAL

• Requires time for collaboration between instructors for creating assignments.

• Professional development to support use of technology and learner-centered strategies.

• Efficient and effective use of Supplemental Instruction Leader.

STUDENT Scheduling the classes. Advertising the classes. Correlation of the Student

Success course.

BENEFITS

STUDENT SATISFACTION SURVEY RESULTS 100% strongly agreed or agreed that

what was learned in the course would be helpful to them in the rest of their college careers

100% strongly agreed or agreed that what was learned would be helpful to them in their majors

93.33% strongly agreed or agreed that the course content was interesting and engaging

73.33% found the addition of an SI Leader in the class to be very helpful or helpful

STUDENTS IN BASIC ALGEBRA REPORTEDHaving the SI Leader in the class

was beneficial.

75% of the students in Basic Algebra class participated in the SI Sessions 10 or more times, noting that holding the sessions before class was convenient.

STUDENT COMMENT

“I feel this class should help me in my future . It was very challenging and I hope I did well in the class ,so I can move on to more challenging academics.”

STUDENT COMMENT

“This class really helped me to prepare for College Algebra. I feel ready for the exit exam. It was a challenge, but I learned a lot as a result of the work.”

WHAT

?

Description – Criminal Justice

Narrative – Journalism

Process – Business

Cause/Effect – Nursing

Compare/Contrast – Psychology

• Graphing concepts -Bullying Data

• Proportional reasoning- Nutrition

• Linear graphing –Medicine Dosages

CONNECTIONS BETWEEN CONCEPT AND CONCRETE

ASSIGNMENTS BASED ON MAJORS

Journalism Narrative style: reporting of events

Business Goal Identification & Course Action Plan Course Cover Letter

Nursing Obesity Organ donation – My Sister’s Keeper

Psychology Effects of bullying

MATH ASSIGNMENTS

Create math problem solving to correlate to the readings in English.

Examples: problem solving , graphing data, and proportional reasoning.

COLLABORATION

• Correlate reading to problem solving

• Student Surveys• Analyze data collected via student

surveys and grades• Evaluate the Process and Revise

Future lessons

QUESTIONS A

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CONVERSATIO

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Connie Calandrino

AF Mathematics

ccalandrino@hccc.edu

Elizabeth Nesius

AF English

enesius@hccc.edu

CONTACT US