[ Music ]
>> With our approach to developmental education,
I have the honor, actually, of working with doctoral students
who are getting their doctorates in literacy.
And they have the 18 credits that they need,
the state requires to teach at a college level.
Plus a Master's degree to be able to teach the course.
And so together we developed a course, and I work actually
with a group in New York as well at Monroe Community College.
And at the same time in 2013, I was working with them.
And what we did is we looked at the literature,
and reviewed the literature, the faculty and I.
And agreed upon what we were going to do.
And then decided that we were going
to do it very much from a thematic base.
So we were all talking about one theme.
Like, for example, Emerelis [assumed spelling],
one of her classes she themed around "Frankenstein."
So they read, so in our classes we teach students how to consume
and produce narratives, expository and argumentative.
And we decided that was too much to do
in an eight-week accelerated course.
So we went back to 16 weeks.
It's unit-based, based upon learning how meaning is made
in narratives.
And so they read Shelley's "Frankenstein."
And then, when we went to the expository part of that unit
or theme, they started looking at, well,
Frankenstein's problem was he was very shy.
And so how, what is the psychological literature
on shyness and working with shyness?
So they read that expository literature.
And learning about shyness.
And then wrote expository text about how they succeeded.
And in the narrative they wrote a narrative
about their experiences going to college and so forth.
And then in the expository they composed an expository piece
of text for the writing part of it.
And then the last one was what do we do
with people who are different?
And how do you make an argument?
And how do you respond to those kinds of people?
And, again, looked at, gathered evidence.
And then wrote an argumentative essay towards understanding
argumentative essays in places like procon.org.
And then being able to produce an argumentative essay.
So we all decided in, more
or less a faculty learning community, both at my campus
and then at this community college in,
Monroe Community College in Rochester, New York.
We decided to deliver it that way.
And so we've been exploring it and experimenting with it.
And it's based on this notion
that the faculty know what they're doing.
And let's help them, through literature,
confirm what they're doing.
And then start gathering some data over the years.
It's a little early since we've only been doing it
about three years.
Most of the students are passing, we know that.
We know that most of the students are being retained.
We have interviewed the faculty,
and they pretty much understand the concepts.
So the faculty understand the concept, the students tend
to be learning the concepts.
So what we've been doing and have been reasonably successful.
And I allow my instructors to take those themes
and be various kinds of themes they want.
Somebody else, so they've done them
on a whole variety of themes.
And I put up some syllabi too
of what the students have been doing.
Of what my students have been doing in terms
of how they've been teaching the classes.
And all based on if they understand and pass the course,
then they're going to be well-prepared
for not only freshman composition, but really any kind
of writing assignment they will be required
in their chemistry class, in their history class,
in their nursing class, whatever in the future
because our students have junior and senior level kinds
of requirements that two-year colleges are forced
to do earlier on.
And so we're not just preparing them for that immediate gain
of passing the course.
Or even that intermediate one of passing what I
like to call at-risk courses, rather at-risk students.
Courses that are high in reading and writing demands
or communication demands.
And then, obviously, eventually to transferring or graduating.
And so that's what we're really shooting for.
And so it's a little early.
I mean, they'd be juniors now at this point.
So they get that long-term gain.
Is a little early to really see how effective it is.
But for lack of a better word, using a calibrated eyeball,
we can see that these students are doing reasonably well.
There's not a lot of research out there yet.
And to document that is working, there's a whole, there's much,
much research out there at the K-12 level.
So I suspect, given that the instruction is effective.
And given that people are not teaching more like a tag-team.
You teach reading; I'll teach writing.
Or I'll teach reading one day
and I'll teach writing the next day.
That's not integrated.
That's separate.
That's separate, but equal.
You know, with that cause.
>> That's a pitfall.
>> That is very much of a pitfall.
So it's, so the faculty has to understand, and the faculty have
to agree what is integrated
about integrated reading and writing.
How it is, and so we talked to our faculty,
you know, my graduate students.
We talk to them from the perspective
of the students don't even know they're learning reading
or writing when they're doing it.
There's a really nice article by Collins and his colleagues
about making thinking visible.
And that's what has to happen
when you're teaching reading or writing.
Is the faculty member has to understand how they do it.
And they have to understand how they read or write
or consume or produce.
And then they have to get the students making their thinking
visible as they explain through reflections.
They explain through peer groups how their thinking is working.
So that we're really, in many ways we're teaching students how
to think through literacy.
And how to think in pictures.
How to think in audio.
How to think in video.
How to think in text.
How to think in oral.
And how that phrasing that you put it together, that connection
on your purpose in your task and your intent.
And how all of that affects your ability to communicate.
And what I'm attempting to do through this is the result
of your understanding of all those variables.
And your ability to verbalize it and document you understand it.
Not just through some placement test.
Not through some end-of-the-course exam.
And so we're actually exploring a little bit portfolios.
And the idea of demonstrating it
through projects that you produce.
That are produced initially as a group
and then eventually individually.
Much like you have a portfolio when you go for a job.
The, producing a portfolio, what learning you have achieved
and what you've grown.
That kind of assessment with multiple assessments
from multiple perspectives is what's going to help us,
I think, eventually know that we're doing a good job.
[ Music ]
For more infomation >> Alumni Success Story
For more infomation >> Volvo V50 1.6 D2 S/S Navi Leer+Stoelverw Dakrail LIMITED EDITION - Duration: 1:30. 
For more infomation >> Opel Corsa 1.3CDTI S/S Edition - Airco - 53.689KM! - Duration: 1:23. 
For more infomation >> Maserati Lease Price Test Drive Maserati 2017 Ghibli S Q4 - Duration: 3:06. 
For more infomation >> Maserati Insurance Cost Quick Take 2017 Maserati Levante S - Duration: 3:20. 
For more infomation >> Hot News! Aston Martin Vanquish S Last Effort is a Worthy One - Duration: 2:41. 
For more infomation >> Hot News! Aston Martin V12 Vantage S Van Max Verstappen al Verkocht Dat Ging Inderdaad Snel - Duration: 2:46. 
For more infomation >> ¿Qué es el Desarrollo Ágil? - Duration: 5:07. 
For more infomation >> Hot News! Duntov Turbo Chevrolet Corvette - Duration: 2:50. 
For more infomation >> Hot News!5 Things You Need to Know About The 2017 BMW 6 Series xDrive Cabriolet - Duration: 2:51. 
For more infomation >> Audi Princeton 2014 Audi R8 Spyder V 8 - Duration: 3:06. 
For more infomation >> DALL'INNO D'ITALIA ALL'INNO DI 5^(PLESSO GIOVANNI XXIII) - Duration: 1:15. 
For more infomation >> Start FORScan - Duration: 4:49. 
For more infomation >> Hot News! Your Ridiculously Awesome Ferrari LaFerrari Wallpaper Is Here - Duration: 3:07. 
For more infomation >> Chỉ cần người yêu tôi vicky Nhung- hợp âm - htduong cover - Duration: 2:29. 
No comments:
Post a Comment