Reaching for the Stars: Developmental Math Redesign

1. Reaching for the Stars: Developmental Math Redesign • The presenters will review the history, review process, and pilot experiences of the Greenville Technical College Developmental Mathematics department’s approach to multi-course curriculum redesign. Data from pilot approaches with comparisons to other software programs will be shared. The presenters will also explain how Greenville Tech used student success data in their search for a suitable software program and textbook.

2. Reaching for the Stars: Developmental Math Redesign • Susan Johnson & Bill Parker

3. The Redesign Journey • Before Redesign • Planning • Pilots and Results • Moving forward

4. Before Redesign Concerns with: Success rates consistently low Textbook(s) Lack of success in curriculum math classes Learning Software Thus began our 5-year Journey of Redesign…

5. Planning • Revise course curricula: • Active/EngagedLearning • Extend Time on Task • Integrate Technology • Promote Critical Thinking • Incorporate outcomes assessment

6. The Progression of Teams Fall 2013 Grant ended

7. Textbooks • Course Learning Outcomes Pilots • Common Syllabus • Assessmentstied to course outcomes • Learning Software

8. 1st Team: Beg./Int. Algebra Focused on Software Selection Can the choice of math software make a significant difference in success rate of students? Learning Software Piloted

9. Beg./Int. Algebra 2010 Fall & 2011 Spring

10. Pilot vs. Non-Pilot success

11. Instructor history of student success

12. Learning Software Selection Mastery based Simple and easy to navigate Rigorous and concept-focused Easily adaptable Great customer support Pilot C

13. Success Rates of Students in Beginning Algebra • Students that finish the course are more successful than before.

14. Success Rates of Students in Intermediate Algebra

15. Stage is set for remaining teams…

16. 2nd Team: Pre-Algebra Approach Focus – Introducing & Using a Common Calculator (TI30XS-Multiview) Pilot A – Intensive Pilot B – Strategic Plus: Enhancing Rigor and Foundation Integrating activities and applied problems

17. Pre-AlgebraData & Findings Approach Supplemental Materials Smartboard Lessons Activities Rigor Increased success in Beginning Algebra!

18. Success Rates of Students in Pre-Algebra • The success rates, especially for those students who persist to the end of the term, are increasing.

19. 3rd Team: Math Fast Track Issue: There was a significant gap in success rates between Beginning and Intermediate Algebra; but the largest gap occurred between Basic Math and Pre-Algebra. Actions taken: Alignment and flow of Course Outlines & Learning Resources Curriculum Mapping Data comparing Fast Track vs. Full Term sections

20. Pre-Algebra Beginning Algebra Intermediate Algebra

21. Pre-Algebra Basic Math Intermediate Algebra Beginning Algebra

22. 4th Team: Basic Math • Pilot: Comparison of teaching methods • Results: • Solving percent problems using equations vs proportions. • Fractions • Lab time vital to success.

23. 5th Team: Beg. Algebra Online • Same curriculum but tailored to online environment • Changes: • Student-Teacher interaction • Accountability • Availability • Accessibility • Clearer expectations and layout

24. Course Kits • Outlines • Lesson Plans • Activities • Smart Lessons

25. Table of Contents • Beg. Algebra Course Outline with Lesson Plan/Activity Links • General Daily Lesson Plan with Activity/Teaching Ideas • Unit 1: Solving Linear Equations • Overview - Teaching Insights & Strategies • 1a. Course Introduction & Basic Math Review • 1b. Simplifying Algebraic Expressions • 1c. Solving Linear Equations in One Variable • 1d. Solving Absolute Value Equations • 1e. Applications of Linear Equations • Unit 2: Linear Inequalities; Graphing Linear Equations in Two Variables • Overview- Teaching Insights & Strategies • 2a. Solving Linear Inequalities • 2b. Cartesian Coordinate System • 2c. Graphing Linear Equations in Two Variables • 2d. Graphing: Slope-Intercept Form • 2e. Graphing: Point-Slope Form • 2f. Applications of Two Variable Equations

26. Unit 3: Systems of Linear Equations; Exponents • Overview - Teaching Insights & Strategies • 3a. Systems of Linear Equations: Solve by Graphing & • Substitution • 3b. Systems of Linear Equations: Solve by Addition • 3c. Applications of Linear Systems • 3d. Exponents • Unit 4: Polynomials; Factoring • Overview - Teaching Insights & Strategies • 4a. Introduction to Polynomials & Operations • 4b. Operations on Polynomials – Multiplying • 4c. Operations on Polynomials - Division • 4d. Greatest Common Factor, Factor by Grouping • 4e. Factoring Trinomials • Review Sessions

27. Developmental Studies Lesson Plan • Learning Objectives: By the end of the session, learners will: • Use the substitution method to find the solution of the system of equations. • Identify the solution of the system • Interpret the significance of the solution • Materials: Text • Duration: 40 minutes Lesson 3b-1: Solving System of Equations by Substitution Initial Session by: W. Parker Course/Unit Focus: MAT 101/Systems of Linear Equations Primary Course Outcome(s): 4.Solve systems of equations and interpret solutions;

29. Master Course Shellsin Blackboard (GTC’s LMS) • Guiding Principles: • A Starting Point – for faculty to build on, retaining common syllabi, content and assessment. • All Inclusive – all basic/ common elements for a course. • Simple & Intuitive – easy to navigate and see. • Organization & Logic –Elements clustered in a logical and sequential order. • Continuity of Design – across program, department, division & college. Key Elements • Home Page Banner & Entry Instructions • Navigation Menu – similar across courses to help Developmental students see/access course materials. • Course Information – links to section-specific information, Department/Division Policies, etc. • Syllabus & Outline – common syllabus (for all course sections) and base course outline. • Section-specific information –pre-designated locations available for faculty to upload Course & Instructor Information, Course Outlines, etc. specifically designed for their section. • Course Content – shared base content including: Ppts, Readings, Online Quizzes/Tests • Online Learning Software/Resources – links to software, tutoring, library, websites, links to instructional videos, etc. • Initial Announcement & Start-up Assignment –“To do” /assignment list acquaints students with Blackboard features • Grade Center – contains specialized categories & “My Average” with common weighted calculations (matched to course syllabus). • Instructor Resources – links to Course Kits (repositories of materials in Bb).

30. Best Practices in Creating Master Course Shells Commonality, Consistency ,Continuity & Simplicity Introduction Homepage Banner & Entry Instructions Instructor Resources Course Information Over the last three-four years Developmental Studies and Curriculum Math (102) have collaborated on the redesign of courses (Math, English & Reading). Teams of faculty worked through the Unlock Your Future Initiative (UYF, Title III funding) identifying common elements and resources for use in classes. One of our achievements is the creation of Blackboard Master Course Shells. The purpose was to bring efficiency and uniformity to course communication and to have one easy place for students (and faculty) to find all they need for learning and success in a class. Over the past two years we have developed and deployed Master Course Shells for 8 courses (and over 650 sections), learning along the way. We believe that we have come up with a pattern that can be adopted by others that will help to clarify curricula, underscore course commonalities, increase comparability and enhance the integrity of the curricula. This “starting point” of a course shell can make the teaching/learning experience easier for instructors (particularly Part-time/Adjuncts) and students alike. For Instructors: For Students: Key Elements • Instructor Resources provide direct links to all teaching resources needed for each course. These include: • Blackboard Content Collections; • Course Kits; • Activities & Handouts; • Quizzes/Tests …and more… • all of which are easily accessible from within each Blackboard course. Navigation Menu • Home Page Banner & Entry Instructions - for Faculty & Students • Navigation Menu – with similar elements across courses to help Developmental students easily see and access course materials. • Course Information – links to Syllabus, section-specific information, Department/Division Policies, Important Dates, Student Information Sheet, etc. • Syllabus & Outline – common syllabus (for all course sections) and base course outline. • Section-specific information –pre-designated locations available for faculty to upload Course & Instructor Information, Course Outlines, etc. specifically designed for their section. • Course Content – shared base content including: PowerPoints, Readings, Online Quizzes & Tests (varies from course to course, instructors add to this). • Online Learning Software/Resources – links to software, Smart Thinking tutoring, library, websites, links to instructional videos, etc. • Initial Announcement & Start-up Assignment –“To do” list acquaints students with Blackboard features; First assignment directs students to complete/submit the Student Information Sheet. • Grade Center – contains specialized categories & “My Average” column with common weighted column calculations (matched to course syllabus). • Instructor Resources – for adding to and enhancing course content (links to course-specific repositories of materials in the Blackboard Content Collection). • We have established some common structures in Blackboard Navigation designed to provide: • A simple and clear environment for developmental studies students to enter into Blackboard; • A common structure across developmental studies courses to provide continuity of experience; • A structure similar to the recommended/standard GTC Blackboard course menu - to support student’s transition to curriculum courses. • All menus have the following four areas: Course Information, Course Content, Communications and Grades/Info(plus Instructor Resources) Grade Center Setup Guiding Principles for Creating Master Shells • Master Course Shells should have the following characteristics: • A Starting Point – for faculty to build on, and make each course section ‘their own’ while retaining commonality in syllabi, content and assessment. • All Inclusive – a one stop shop that has all basic and common elements for a course. • Simple & Intuitive – so students and instructors can easily find what they need. • Organization & Logic – Cluster elements in a logical and sequential order. • Continuity of Design – across program, department, division & college. Course Info Online Learning Software maintain parallel gradebooks that either require faculty to input grades periodically (MAT - Hawkes & RDG-Aplia); Course Content Or integrate seamlessly with Blackboard, depositing grades into the Grade Center (ENG - Writing Class) Communications as students complete pre/post-tests. Diagnostic tests, practice exercises, quizzes and tests online. Grades/Info Common quizzes and tests posted to Blackboard automatically record grades into the Grade Center. The “My Average” weighted total is set up to automatically calculate grades in the Grade Center to align with the common weighted grading scheme reflected in the syllabus (note: also drops/replaces grades as commonly agreed/designed).

31. Questions? Suggestions? Comments? • Susan Johnson • Developmental Studies Math Program CoordinatorSusan.m.Johnson@gvltec.edu • William Parker • Developmental Studies MAT 032 Lead Instructor • William.parker@gvltec.edu