the faculty inquiry network
Download
Skip this Video
Download Presentation
The Faculty Inquiry Network

Loading in 2 Seconds...

play fullscreen
1 / 20

The Faculty Inquiry Network - PowerPoint PPT Presentation


  • 99 Views
  • Uploaded on

The Faculty Inquiry Network. Basic Skills in Complex Contexts. ASCCC Voc Ed Conference March 11, 2010 Lin Marelick, FIN CTE Coach Scott Albright, Diesel Mechanics College of Alameda Kathryn Browne, Early Childhood Education, Skyline College. Faculty Inquiry. What is faculty inquiry?

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' The Faculty Inquiry Network' - heidi-sosa


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
the faculty inquiry network

The Faculty Inquiry Network

Basic Skills in Complex Contexts

ASCCC Voc Ed Conference

March 11, 2010

Lin Marelick, FIN CTE Coach

Scott Albright, Diesel Mechanics College of Alameda

Kathryn Browne, Early Childhood Education, Skyline College

faculty inquiry
Faculty Inquiry

What is faculty inquiry?

  • Faculty inquiry is a form of professional development by which teachers identify and investigate questions about their students’ learning. The inquiry process is ongoing, informed by evidence of student learning, and undertaken in a collaborative setting. Findings from the process come back in the form of new curricula, new assessments, and new pedagogies, which in turn become subjects for further inquiry.

http://facultyinquiry.net/the-faculty-inquiry-cycle/

faculty inquiry1
Faculty Inquiry

What Colleges have Faculty Inquiry Network (FIN) projects?

  • College of Alameda, Berkeley City, Cerritos College, East Los Angeles College, Glendale College, Laney College, Las Positas College, Los Angeles Trade Tech College, Los Medanos Puente, Los Medanos/San Diego City, Mt. San Antonio College, San Diego Mesa College, Santa Ana College, Santa Barbara City College, College of the Siskiyous, Skyline College.
    • http://facultyinquiry.net/teams/
faculty inquiry2
Faculty Inquiry

What resources are available to learn more about the FIN or other Faculty Inquiry Groups (FIGs)?

  • This Faculty Inquiry Toolkit is a resource from the SPECC Project (Strengthening Pre-Collegiate Education in Community Colleges), sponsored by the Carnegie Foundation for the Advancement of Teaching, and funded by the Hewlett Foundation
  • http://facultyinquiry.net/about-this-toolkit/
college of alameda diesel mechanics
College of AlamedaDiesel Mechanics
  • Diesel Mechanics program
    • Question: Will the integration of contextualized basic skills curricula embedded into CTE courses improve student success? How will this compare to student success under the existing program model?
    • What did we do?
    • What resulted from our efforts?
    • How did our question change?
college of alameda diesel mechanics1
College of AlamedaDiesel Mechanics

What did we do – Year 1

  • Assessed students for English and Math to determine at what level our students were
  • Surveyed students on their current reading strategies as well as the difficulties they experienced during reading
  • Pretested students with Chapter Reading Quiz
  • Taught session on reading strategies w/think-aloud demonstration
  • Reformatted Classroom Pedagogy to incorporate student group work and add group presentations of reading material
  • Post tested students on Chapter Reading Quiz
college of alameda diesel mechanics2
College of AlamedaDiesel Mechanics

What did we do – Year 1

  • Reformatted classroom pedagogy again to address slipping test scores
    • Students given in class time to work in groups to prepare for classroom presentation
    • Cut lecture time even further to allow for study and presentation time
    • Added hands on lab time as lecture time was cut even further due to coverage of material during students presentations
college of alameda diesel mechanics3
College of AlamedaDiesel Mechanics

What resulted from our efforts – Year 1

  • Improved test scores
  • Increased student ownership of curriculum
  • Increased student engagement
  • Increased amount of actual reading taking place
college of alameda diesel mechanics4
College of AlamedaDiesel Mechanics
  • Our plan for FIN – Year 2
    • In the coming year we plan to incorporate a technical writing component
    • Develop pedagogy
    • Analyze results
skyline college early childhood education
Skyline CollegeEarly Childhood Education

Early Childhood Education Program

  • Question: What is the impact of first-language literacy levels on Spanish-speaking students’ ability to succeed in the ECE program?  Can an intervention that combines Spanish literacy education and contextualized ESL improve outcomes for these students?
  • What did we do?
  • What resulted from our efforts?
  • How did our question change?
skyline college early childhood education1
Skyline CollegeEarly Childhood Education

What did we do?

  • Spring 2009: surveyed students in 9 sections to identify a Spanish-speaking low-performing cohort
    • Difficulty finding our cohort
    • Not many students openly self-identified as Spanish-speaking on the survey
    • We had difficulty pulling students into focus groups
    • Many students remained “under the radar”
skyline college early childhood education2
Skyline CollegeEarly Childhood Education

What did we do?

  • Fall 2009: Targeted only 2 sections; went into the classes instead of them coming to us
      • Presented multi-lingualism an asset
      • Did lesson studies highlighting careers and language
      • Held focus groups (pullouts from class) with the aim of illuminating the behaviors of strong and weak students
      • Result: higher numbers, found our cohort
skyline college early childhood education3
Skyline CollegeEarly Childhood Education

What resulted from our efforts?

  • Characteristics of High-performing Bilinguals
    • Self-knowledge, vision, skills.
    • Attitudes: confidence, eye contact, relaxed body language, ability to talk about one’s strengths, engagement in a group, strong skills in both 1st and 2nd language
skyline college early childhood education4
Skyline CollegeEarly Childhood Education

What resulted from our efforts?

  • Characteristics of Low-performing bilinguals
    • Lack of self-knowledge/awareness
    • High goals, but vague idea of what it takes to get there
    • Ill-defined and generally poor study skills and behaviors.
    • Attitudes: were characterized by apathy, hesitance, reticent body language, passivity, or lack of engagement, spotty skills in English and heritage language
skyline college early childhood education5
Skyline CollegeEarly Childhood Education

What resulted from our efforts?

  • Spring ’10: Student Behavior Identification Survey Personal Ideas of Success
  • Sample question: “I know what it takes to get the career I want to get.”
  • Goal: To illuminate behaviors that might predict student success.
  • The next step: Create a series of self-reflective activities with the aim of strengthening students’ self-knowledge, self-confidence, and ability to build their own skills.
skyline college early childhood education6
Skyline CollegeEarly Childhood Education

How did our question change?

  • From: What is the impact of first-language literacy levels on Spanish-speaking students’ ability to succeed in the ECE program?  Can an intervention that combines Spanish literacy education and contextualized ESL improve outcomes for these students?
  • To: What factors contribute to low student success in self-identified Hispanic students in ECE? What behaviors do strong and weak students engage in? How can we identify weaker students early enough to improve their success?
skyline college fin y2
Skyline CollegeFIN Y2

Our plan for Year 2

  • Analyze survey
  • Develop self-knowledge and reflection and clarity of goals in students
  • Create a series of self-reflection activities inspired by the OnCourse materials used in our counseling department in order to increase awareness and self-knowledge.
  • Identify focus groups to improve student success.
skyline college fin y21
Skyline CollegeFIN Y2

Our plan for Year 2

  • Future actions
    • Create a learning community of ECE and Spanish (not ESL as previously thought, although perhaps as a later step)
    • Implement a workplace “ESL for Educators” course to support ECE second-language English speakers.
faculty inquiry network
Faculty Inquiry Network
  • Questions?
  • Exercise- Discuss the following question with others at your table:

What are you grappling with in your classroom?

slide20

FIN

Basic Skills in Complex Contexts

URL: http://facultyinquiry.net/about-fin/

Contact information:

Lin Marelick, [email protected]

Scott Albright, [email protected]

Kate Browne, [email protected]

ad