Accelerating Basic Skills Courses Using Blended Learning. The Problem. The more levels of developmental courses a student must go through, the less likely that student is to ever complete college English or Math.
Accelerating Basic Skills Courses Using Blended Learning
Bailey, Thomas. (February 2009). Rethinking Developmental Education. CCRC Brief. Community College Research Center. Teachers College, Columbia University.
% completing college-level/degree-applicable course:
Perry, M.; Bahr, P.R.; Rosin, M.; & Woodward, K.M. (2010). Course-taking patterns, policies, and practices in developmental education in the California Community Colleges. Mountain View, CA: EdSource.
Katie Hern, English Instructor, Chabot College Co-Director and Inquiry Coach, Faculty Inquiry Network email@example.com
Myra Snell, Math Professor, Los Medanos College Inquiry Coach, Faculty Inquiry Network firstname.lastname@example.org
Exponential Attrition and the Promise of Acceleration In Developmental English and Math
Dziuban et al. (2004) state that if online and face-to-face activities are blended correctly, the course should comprise the following characteristics:
Day 1: Before web-enhancements
Day 1: After web-enhancements
Begin with a 5 minute in-class writing on positive and negative outcomes of war. Then we share these in-class writings with a partner, followed by class discussion. I introduce and explain the essay #2 prompt (handout)I provide a mini-lesson on conjunctions and subordinate clausesAt the end of the class, I explain the homework assignments.
Read "Red Convertible" 2. Enter your responses to Homework Questions 1-5 in your journal and bring to next class meeting ( provide photocopied handouts of questions and include an explanation of symbolism)3. Do Grammar readings and Exercises ( photocopied handouts)
Day 2: Before web-enhancements
Day 2: After web-enhancements
Begin with a 5 minute in-class writing discussing the meaning of the story title. Then we share these in-class writings with a partner, followed by class discussion. Students share their homework responses for questions 1-3 in groups of four. Then we discuss them collectively as a class. I review essay #2 prompt and instruction for revision (handout)We review grammar homework questions one by one and I provide a review on subordinate conjunctionsAt the end of the class, I explain the homework assignments.
Homework (Due next class session)1. Re-read "Red Convertible" and revisit your answer to homework question #4 as you focus on its ending2. Google PTSD and/or the Vietnam War and bring findings to class3. Draft introduction and thesis
Day 3: Before web-enhancements
Day 3: After web-enhancements
Begin with a short discussion on PTSD and the effects of the Vietnam War. During this discussion I ask students to share Google findings
Show one short video clip on either PTSD or Vietnam War
Students share their homework question #4 (about the ending) and #5 (about symbolism of red convertible) in groups, followed by class discussion.
Quickly check journals to see if students developed introduction and thesis (only if time allows)
Homework (Due next class meeting): Develop body paragraphs and conclusion and bring entire essay draft to class
Day 4: Before web-enhancements
Day 4: After web-enhancements
We begin revision of essay 2. In pairs, students share their essay. Both help each other revise and strengthen introduction, thesis, and at least two body paragraphs and conclusion using the Revision Guide. As students work together, I walk around and choose and project a strong and weak body paragraph. Then as a class we discuss what makes it weak or strong.
Then, I ask students to focus on their use of quotes by choosing their partner’s best example according to the criteria in the Revision Guide.
Homework (Due next class meeting):
Please submit your final draft of essay 2