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Transcript of Rethinking Developmental Math A project of the National Repository of Online Courses (NROC) Ruth...
Rethinking Developmental Math
A project of the National Repository of Online Courses (NROC)
Ruth Rominger, Director of Learning DesignTerri Rowenhorst, Director of Member Services
Innovations March 28, 2010
Exemplary learning theory
Forward-thinking curriculum
Multi-modal content
Formative assessment
Flexible pathways
OER content
What do you and your students need?
Towards 21st Century Mathematics
Project overview
Project Goal • Increasing the number of financially-disadvantaged
students that pass developmental math
Project Funding The Bill and Melinda Gates Foundation The William and Flora Hewlett Foundations NROC Network Members
Overview
Project Approach
• Developing new educational interventions (“Standing on the shoulders of the best educators.”)
• Developing an enterprise for national distribution and sustainability (“It is more than building a better mouse trap.”)
• Engaging student, instructors, and administrator in the product and enterprise design (“Honoring everybody and making real change happen.”)
Overview
• Heeding the call for “21st century” mathematics
• Considering introductory statistics and probability concepts
• Preparing learners for modern occupations and to be informed citizens
• Informed by the national Common Core and AMAYTC's proposal for a new developmental mathematics.
Developmental Math
Moving Mathematics Education Forward
Overview
2010 project overview
What is the curriculum? • Aligning HS and CC• Common Core• A bit more statistics; bit less algebra
What is the product and enterprise? • Courseware feature, functions, production values• Professional development• Administrative feature and functions
Enterprise business model
Whole System
Overview
Warm-ups: problems to assess prior knowledge, recommend review.
Presentations: new media equivalent of a teacher and a blackboard.
Worked Examples: step-by-step presentations of a problem solved.
Problems: symbolic and word, designed in adaptive sets, giving students practice and feedback.
Readings: provide reinforcing or alternative explanations and examples.
Review: self-test mastery before moving to the next lesson.
Projects: promote collaboration in the project-based learning tradition to solve real-world problems.
Tutor Simulations: pair students with simulated peer tutors to solve problems.
Games: simple challenges to engage students in “playing” with math
Learning Design
Instructional Elements
Topic levelWarm-up (text)
Presentation (video, audio, animation, and graphics)
Worked examples (audio and graphics)
Problems (interactive text)
Review (text)
Read It (online textbook)
Unit level
Project (text and graphics)
Tutor Simulation (interactive video, graphics, text)
Simple Games (interactive animation, graphics)
Learning Design
Mixed Media and Activities
Prototype
Topic Presentation Prototype
Prototype
Tutor Simulation Prototype
Project overview
2009 2010 2011 2012
Algebra 1a
Algebra 1b
Arithmetic
Beginning Algebra
Intermediate Algebra
Geometry
Development Schedule
Technical Design Options
Pedagogical & Concept Designs
Produce PrototypeLessons
Review, Test, Pilot
SME Leads, Outlines & Sample Scripts
Development Team
AdvisorsFocus Groups
Design
Editorial
Technical
Production
Research
Marketing
Participatory Development
Editorial
SMEs
SME, Editorial, Design & Tech
Editorial
Production
Design
Assign Scripts
DevelopScripts
Review & Design
Send out for SME Review Produce &
Assemble Lessons Review &
Test
Development Cycle
Rikki Blair AMATYC and Lakeland Community CollegeRhonda Epper Colorado Community Colleges OnlineFrancisco Hernandez University of HawaiiSally Johnstone Winona State UniversityJudy Lowe Chattanooga State Technical CCSteve Nelson Oregon Department of EducationSusan Patrick Int’l Association for K-12 Online LearningStella Perez League for InnovationLinda Pittenger Council Chief State School OfficersSteve Rheinschmidt Iowa Community College Online ConsortiumJamie Sachs Southern Regional Education BoardMary Schlegelmilch Omaha Public SchoolsScott Vashaw Michigan Virtual UniversityWilliam Velez University of Arizona
Advisory Panel
Reaching Diverse Audiences
National and Regional Organizations
American Association of Community Colleges
National Council for Teachers of Mathematics
Blacks in Higher Education
Hispanic Association of Colleges and Universities
Society for the Advancement of Chicanos and Native Americans in Science
Benjamin Banneker Association
Texas Association of Chicanos in Higher Education
Center for the Mathematics Education of Latinos/as
Achieving the Dream
MESA-Western States
AVID-All States
National Common Core Curriculum
Partners
Multiple modes of learning - conceptual, procedural, problem-solving, project based, peer-based, simple games, and assessment
Opens the door to mathematical reasoning and critical thinking to a broad range of learners.
The learning object architecture allows institutions, instructors and students to adapt the content to different program and learner needs.
“Portfolio of Learning Approaches”
Opening Learning
Taxonomy
Course Taxonomy
Allows for customized pathways through series based on pre- assessment and mastery
Flexible Architecture
Complete developmental math series
Specific Remediation
Credit RecoveryIntegrated
Math Course
Game-based
Social Constructivist
Problem-based
Each Lesson Integrates Learning
Components
Learning Approaches
Remix Content
Flexibility to Modify
Content Reuse and Redesign
Training
Applied Theory
Modules
Example Approach
Remix
Foundation concepts
Games
Problem-based
Understanding theory and practice in each component type
Incorporate training component and
hands-on tutorials
Remixing by learning approaches
Reusing student lessons
Professional Development
National and Regional OrganizationsCompanion Professional Development
Free, asynchronous
• Online, on-demand mini-modules• Downloadable group lesson-study modules• Online PD social network
Fee, synchronous
• Live and recorded training online webinars• Live and recorded customized in-service
webinars
Fee, staff training on-site
• Partner-led PD workshop series• Partner-designed customized PD workshops
Professional Development
Multiple Delivery Pathways
US Distance Learning Association Conference – St. Louis
Denver School of Science, West Denver Prep & Mesa Middle School – Castle Rock, CO
Michigan Virtual School - Lansing
Colorado CommunityColleges - Denver
Iowa Assoc. of Community College Trustees- Des Moines
Tennessee Board of Regents - Nashville
Innovations Conference - Reno
Maryland Dept. of Education - Baltimore
NROC members’ meeting - Monterey
LA Unified School District - Los Angeles
West Mesa High School – Albuquerque, NM
Jemez Pueblo High School, Jemez, NM
Los Medanos College & Antioch High School
Napa Valley College
Innovations Conference -Baltimore
American Association of Community Colleges - Seattle
National Council of Teachers of Mathematics – San Diego
Engage students in content development
Engage instructors and administrators in enterprise planning
Focus Groups
Developmental Math Focus Groups
• Keep it simple: developmental students and ELLs value simplicity
• Real-world examples are a key to engagement
• Students and instructors want support for multiple learning styles
• Challenges, animations, simple illustrations, and problem sets are important
2010 project overviewDevelopmental Math Focus Groups
• Professional development and staff adoption are key issues in community colleges
• Few instructors and institutions are locked into an existing teaching method or digital product
• Cost and flexibility of digital products are important ongoing concerns
Focus groups: 2009 key findingsDevelopmental Math Focus Groups
HippoCampus.org
Rethinking Developmental Math
We invite participation...
What do you need?
What do your students need?
Ruth Rominger, Director of Learning DesignTerri Rowenhorst, Director of Member Services
Innovations March 28, 2010