NC3ADL NROC Project presentation
•Transferir como PPTX, PDF•
1 gostou•419 visualizações
NC3ADL Session: Leveraging Digital Media to Personalize the Path to College Readiness (Presentation provided by Angie Smajstrla) This session will share examples of how educators are leveraging adaptable, affordable online resources from the non-profit NROC project to support teaching and learning innovations. We will look especially at how Developmental Math - An Open Program is being used both in and out of the classroom to personalize learning experiences for students striving to accelerate the path to college readiness. NROC resources are available to all NC Community Colleges through a partnership with NCCCS. Presenter(s): Angie Smajstrla (The NROC Project); Wanda Barker (NCCCS); Kathy Davis (NCCCS); Jonathon Sweetin (NCCCS)
Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (19)
Semelhante a NC3ADL NROC Project presentation
Semelhante a NC3ADL NROC Project presentation (20)
Último
Último (20)
NC3ADL NROC Project presentation
- 1. Leveraging Digital Media to Personalize the Path to College Readiness by Angie Smajstrla
- 8. • Use however you need – no “per seat” restrictions. • Use what works for your students and teaching style – cut up, rearrange, re-use, re-purpose. • Share your changes with your colleagues. • It’s all paid for – waiting for you to use as much as possible. You’re a member! Use it! = Unlimited
- 9. Algebra 1 – An Open Course Funding: $ 2.3M from The William and Flora Hewlett Foundation Project Audience: Algebra students: first- time, advanced, remedial Primary audiences are 8th and 9th grade students Flexible use-cases: online, flipped, hybrid/blended Standalone or as a supplement
- 10. Developmental Math – An Open Program Funding: $5M from the Bill & Melinda Gates Foundation Project Audience: Students who are not yet secure in concepts from place value to trigonometry Students who are preparing for college entrance assessments Program modules: Arithmetic Beginning Algebra Intermediate Algebra Also covered are concepts in Geometry Trigonometry Statistics
- 11. The topic home page orients learners to the objective and activities they may use to master the concepts and procedures within the topic. Students may work through the elements in order, jump to the elements assigned by their teacher, or to those elements they have discovered to be the best starting place for their personal learning approach.
- 12. Warm-ups provide pre-assessment to test prior knowledge and recommend review.
- 13. Recommended review at the end of the Warm Up links students back to content they should know before proceeding with the topic.
- 14. Presentations offer a media-rich conceptual introduction to the topic with illustrated examples, and real-world applications. Different presenters appear throughout the course to appeal to different students.
- 15. Worked examples have been created by Salman Khan of Khan Academy (www.khanacademy.org). Sal walks students through step-by-step examples (one for each objective) pointing out recommended strategies and procedures while writing the problems on the virtual blackboard. Careful use of color helps students see important information as they work through each problem.
- 16. Practice problems - symbolic and word - are designed in adaptive sets, and offer students immediate feedback. Problems may be one of nine different types and include manipulatives.
- 17. The Summary Screen at the end of the Practice problems provides students with feedback. Students can click on the links provided to go directly to the material they should study before attempting the Review.
- 18. An integrated textbook provides comprehensive coverage of topics with additional explanations, manipulatives and examples. These pages may be printed per topic, or as a complete textbook for off-line studying and note-taking.
- 19. Review offers the learner an opportunity to self-test their understanding prior to moving to the next topic.
- 20. A Review summary points students to the Topic Text for further review as needed. With SCORM-compliant installations, results from the Review will be reported directly to the LMS gradebook.
- 21. Tutor simulations offer students directed guidance in problem solving. These simulations allow students to work step-by-step through a problem which requires them to understand and use the math from an entire unit. The tutor provides feedback and hints based on the options students select at each stage of the activity.
- 22. Projects are unit-level, collaborative assignments in the project-based learning tradition to solve real-world problems. Each project provides a multi-step problem, basic instructions and guidance, and a list of resources for students to explore.
- 23. Drawing upon research on games and learning, each unit includes a Puzzle which give learners a chance to reinforce math concepts in a fun, no-fault environment.
- 24. Unit Instructor Resource Guides Instructor Resource Guides
- 26. What Worked: • Require videos and worked examples in a structured schedule. • Use teacher-created problems that are related to the key concepts covered in the previous night’s assignment. • NROC as the formal lecture, real work comes in connecting lecture to competence. CASE STUDIES (available at http://NROCmath.org) • Jacksonville State University • Central Piedmont Community College —Flipped Classroom—
- 27. Developmental Math – You have options! Standard Version Pre-Assessment Version
- 28. Unit Home – Landing Page
- 32. “My Learning Path” – a personalized learning plan
- 33. Updated Unit Map – shows learner’s progress
- 34. Cloud-based Grade Book Provides Detailed Data
- 35. Developmental Math Pilot Use Cases
- 36. —Blended— WHAT WORKED: • Competency based – allow students work at their own pace • Teacher-developed pre-assessment allowed students to skip previously mastered concepts • Pull students for small group instruction – advanced and struggling CASE STUDIES: (available at http://NROCmath.org) • Sierra Vista High School – Whittier Union SD, CA • Bay Port High School – Green Bay WI
- 37. WHAT WORKED: • Worked Examples – allow students to see the thinking process • Presentations – apply math to a real situation so students can see a reason for learning the concept • Practice Problems – reveal where you are stumbling. CASE STUDIES: • St. John’s School District • Community College of Denver • Chattanooga State Community College Lab / Independent Learning
- 38. RESULTS: • Students worked independently when motivated. • Students who were motivated increased their placement scores, an average improvement of 24% on COMPASS scores. • AccuPlacer scores for two cohorts increased by 21 and 23 points respectively. CASE STUDIES: • St. John’s School District • Community College of Denver • Chattanooga State Community College Lab / Independent Learning
- 39. “I must say that if it were not for the NROC pilot, I would have not passed the COMPASS. I owed my success to this program. Thank you for letting me be a part of it! I’d recommend it for anyone needing to take or re-take the placement exam.” - Chattanooga State student
- 45. Coming in 2014!
- 46. Thank you for your time and attention today Please explore: www.nrocmath.org Angie Smajstrla asmajstrla@thenrocproject.org Regional Membership Manager for NROC
Notas do Editor
- All courses developed around principles defined during national focus groups:Keep it simple: struggling students and English language learners value simplicity.Real-world examples and application are a key to engagement.Puzzles, animations, simple illustrations, and problem sets are important.Humor, esoteric example, and idioms trip-up or confuse struggling students especially English language learnersStudents appreciate and identify with the presenters and real work examples
- You have unlimited use of the courses we develop – use however you’d like.3 courses – from basic place value to trigonometry.Use cases for middle school: introductory, remediation, advance placement (intro).Flipped, blended, etc. See nrocmath.org for use cases .
- Landing page for a topic.
- Warm up –is a type of formative assessment – once a student takes this they are provided with feedback that tells them if they are prepared to go on with the material in this topic. Or it suggests any review a student might need BEFORE taking this material. AT VERY BOTOM OF WINDOW IS THE NAVIGATION.YOU CAN CONTROL SIZE OF WINDOW BY ENLARGING OR USING SCROLL BARS
- Presentation – mix of media—video presenter on screen for part of the presentation. Also includes graphics and animations. Presents CONCEPTS. This is not a full lecture. Makes concepts relevant to your personal experiences, gives examples to put in context for student.
- Black Board procedural presentation of problems. Demonstrated step-by-step how to solve a problem. 3-5 minutes on average, but depends on what is being covered. Can be shorter or longer.
- Practice Problems – allow for practice with immediate feedback at the objective level – the navigation in the bottom left indicates the objective, but each objectives has a set of MULTIPLE ADAPTIVE questions. Students will know what they did not understand from the topic. ADD A SLIDE HERE
- Online textbook written specifically for this curriculum. It was written for the screen, not an adaptation of an analogue product. Most comprehensive coverage of the material in a topic.
- Review – helps a student to know if they have mastered the material. At the end of the review problems students will be pointed back to what they might need to study before they move on.
- Review – helps a student to know if they have mastered the material. At the end of the review problems students will be pointed back to what they might need to study before they move on.
- Unit Level components are INTEGRATIVE, help determine if a student has synthesized the information – indicating higher level understanding. Students go through problem step-by-stepExercise in problem solving – let you play with it for a few minutes. Get a sense of how FB is different depending on what answers student choose. WE’VE CALLED THIS INTEGRATIVE ACTIVITY, but we do have people who have considered starting with these or using them as a group activity in the classroom.
- Projects – based on project based learning literature, requires students to work together in a group. Have to apply broad knowledge from topic.
- Puzzles – game based interactive exercise that reinforces a mathematic concept or relationship. In a no-fault environment -- allows student to play with math and have fun.
- Previous note from Terri:NROC’s Developmental Math – An Open Program is designed to be used with students striving to meet college entrance requirements. The multi-modal program allows learns to create their own pace and path through developmental mathematics. The program offers video, audio, interactive simulations, puzzles, and other instructional approaches that engage a variety of learning styles and attitudes.NROC’s high-quality courses are media-rich, adaptable and affordable, a combination of features not readily available from commercial providers. With rich content mapped to state and federal standards, NROC courses can be used with or without a textbook to enhance online, blended and face-to-face learning environments.
- When a student launches the Unit Map & Pre-assessment link, a new window will open and they will see the Unit Home. The Unit Home provides students with directions for how the Pre-Assessment works. My Learning Path is grayed out until a student takes the Pre-Assessment. Students can click on the menu bar at the top of the screen to select the Pre-Assessment, or Unit Map to see everything for that Unit.
- Each Pre-Assessment is a set of questions to help students identify what math they already know for the Unit. By answering questions correctly, they will be able to skip Topics or even the entire Unit. This give students a personalized path through those Topics that have content they have not mastered, which will save time and effort. Once a student starts, they must complete the Pre-Assessment. If they leave, their progress will not be saved.
- Students can ‘skip’ questions they do not know how to answer. Since the Pre-Assessment is meant to show how much of the content a student already knows, it is better to skip questions than to guess the answers. A progress indicator in the lower left will show how many questions (or sets of questions) are left to answer. As the student works through the questions, they may be asked additional follow-up questions to better identify their level of understanding of the learning objectives. These additional questions will not display in the progress indicator.The pre-assessment contains two tiers of assessment items: a set of high-level and a set of low-level questions that map to the Topic objectives. Each high-level question has been individually linked to multiple low-level Topic objectives. High-level questions measure the mastery of multiple lower-level objectives.
- When a student completes the pre-assessment they are given a score for each Topic. The administrator can choose to allow students to ‘retake’ the pre-assessment, and a “Retake” button will be available.
- After a student answers all of the Pre-Assessment questions for a Unit, a path through the Unit will be created just for that individual student -- (My Learning Path). My Learning Path shows only those Topics that still need to taken--there may be Topics that do not need to be taken based on the individual’s pre-assessment results.
- The Unit Map provides a list of all of the Topics in the Unit, sorted by lesson. If a student chooses not to take the Pre-Assessment or follow My Learning Path, they can click the Unit Map button to see all of the Topics in the Unit.The Key is shown for My Learning Path and the Unit Map.The Unit Progress bar shows how much of the Unit has been completed. As the student Masters or Passes Topics on the Unit Map, the bar will update to reflect their progress.Click on a topic to view the material in that topic. As you can see here, Ordering & Rounding Decimals has been started but not completed, so we are going to click on that topic to complete it.
- Developing for multiple LMS’s with multiple versions - each with different implementation of LTI and CCCartidge, only way is for exportable as CSV.