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Addressing the Needs of Diverse Groups Using Modified Learning Objects. Rebecca LeDocq,  Jennifer Kosiak & Bob Hoar,   UW-La Crosse , Hal Schlais, IIURL Sherrie Serros, UW-Eau Claire.

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Addressing the needs of diverse groups using modified learning objects

Addressing the Needs of Diverse Groups Using Modified Learning Objects

Rebecca LeDocq,  Jennifer Kosiak &

Bob Hoar,  UW-La Crosse,

Hal Schlais, IIURL

Sherrie Serros, UW-Eau Claire


Engaging Learning Objectsall students in science, technology, engineering, and mathematics is a priority goal for U.S. higher education.

National Mathematics Advisory Panel Report, 2008

http://www.ed.gov/about/bdscomm/list/mathpanel/index.html


Praxis learning objects for math and science
PRAXIS Learning Objects Learning Objectsfor Math and Science


Praxis learning objects
PRAXIS Learning Objects Learning Objects

  • Statement of the Question with possible Answers and mistake-specific feedback

  • Hint to help them remember a key detail

  • Sandbox, a place to “play and learn”

  • Tutorial, a careful presentation of the solution (shockwave movie)

  • Chalk-Talk to hear and see a solution

  • Additional Self-Check Questions to Assess Understanding


Praxis focus
PRAXIS Focus Learning Objects

  • Wisconsin’s PI-34 requires the PRAXIS II Middle School Content Knowledge (MSCK) for licensure.

  • A national passing rate of 80% exists.

  • Pass Rate Gap:

    • 92% for Whites

    • 50% for African Americans

    • 46% for Hispanics

      (Gitomer et al, 1999)


Equity
Equity Learning Objects

  • Excellence in mathematics education requires equity—high expectations and strong support for all students.

    (NCTM, 2000)


Why equity why now
Why Equity? Why Now? Learning Objects

  • A major societal implication of this disparity is the lack of a diverse STEM workforce, including highly qualified teachers.

  • The growth of jobs in the mathematics-intensive science and engineering workforce is outpacing overall job growth by 3:1.


Why equity why now1
Why Equity? Why Now? Learning Objects

  • Nearly one in four high school graduates do not possess the necessary prerequisite skills for success in college-level mathematics courses. (NCES, 2001)

  • A review of enrollment data for the 13 UW Colleges from the 2006-2007 academic year revealed that a total of 143 sections of remedial mathematics courses (including 110 sections of Elementary Algebra) were offered.

  • The percentage of students of color (receiving an A, B, or C in these courses ranges from 36 to 50%,compared to 73% for their peers. (UW-L Equity Score Card)



Culturally responsive los
Culturally Responsive LOs non-white.

Culturally responsive practices as using the learning styles, cultural background, and prior experiences of students to make learning more effective.


Culturally responsive los1
Culturally Responsive LOs non-white.

In mathematics education, there are three common culturally responsive interventions:

  • Scaffolding;

  • Logic; and

  • Language


Scaffolding
Scaffolding non-white.


Scaffolding1
Scaffolding non-white.

  • Scaffolding mechanisms are critical elements that build upon the prior experiences and help students remember, acquire, and solidify their understanding of math knowledge.

  • The animated Tutorialcan be divided into smaller learning steps or learners can engage in interactive exercises with a Hint.

  • Scaffolding mechanisms have been show to have a positive impact on closing achievement gaps. (NRC, 2001)



Logic and problem solving1
Logic and Problem Solving non-white.

  • Logic is connected to learning styles as it refers to the specific problem solving approaches used by learners.

  • Each LO embed multiple solution strategies in the Sandbox, Tutorial, andChalkTalks.


Language
Language non-white.


Language1
Language non-white.

  • Research indicates that when students are allowed to use their first language during the learning process, both academic achievement and English-language development are enhanced. (Jarrett, 1999)

  • One modification to the LOs will be to enhance the ChalkTalks and Tutorialswith another language.


Lo development model
LO Development Model non-white.

  • Distribute the work to faculty led teams around the State of Wisconsin

  • Faculty assemble UG research teams

  • The faculty leader determines model/processes to fit their situation

  • Content teams create a small number of LO “Storyboards” using the Local Content Server

  • Results are sent to student programmers


The Local Content Server allows educators to create, modify, and share learning objects.

  • Organizing LOs in one place;

  • Collaboratively develop LOs with colleagues;

  • Share LOs with others;

  • Register LOs so everyone can find them.


Institute for Innovations in Undergraduate Research and Learning

Mission: To develop, foster and support innovations that use digital technology to enhance undergraduate teaching, learning and research, and to make very simple the storage, retrieval and sharing of digital content for teaching.


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