Scaffolding. A. Providing opportunities for students to build upon what they know to what they need to know to complete a larger scale assignment. This reflects a developmental approach to demonstrating learning over the course of the semester.
A. Providing opportunities for students to build upon what they know to what they need to know to complete a larger scale assignment. This reflects a developmental approach to demonstrating learning over the course of the semester.
Research Paper-taken in sections (Topic selection, Resource list, Outline, Drafts, Peer editing, Final paper)
Progress checks in a project or large assignment
Are there opportunities for students to receive feedback as they move through the assignment?
Are assignments built upon the skills, knowledge acquired previously?
Is the course designed to have students move progressively through more complex content or application of that content?
Do students have opportunities to process their learning as they move through the assignment process over time?
Brief case studies identifying which of the rubrics were being used, by whom, and in what areas of the curriculum and co-curriculum, as well as to describe how the resulting data were being used to improve student learning.
Students who successfully complete ECC courses, whose sections contain explicitly embedded critical thinking instructional components, will have the following skills which have been defined as the QEP Student Learning Outcomes (SLOs).
SLO #: 1 Course Level:_1000_Suggested Class Time :1 hr 40 min Complexity Index: Moderate
Critical thinking is defined as: …the disciplined and continuous process of asking the right questions and practicing logical thought processes to come to justifiable conclusions.
SLO statement: Apply critical thinking terms in context.
Analyzing and Evaluating Claims: District
Objective of Activity:
Students will learn to identify a claim, derive assumptions, state what the assumptions imply, make inferences, and evaluate the claims that they have identified.
Lesson Plan Outline for Activity DistrictClassroom ImplementationSuggested Assessment Technique(s): Direct & Indirect MeasuresEvidence To Be Collected
El Centro DistrictSLOs– organic process
Started with 5 QEP lead faculty
Implementation in 5 courses – HIP – Student Success Class
Developed toolkit for each SLO – SLO #1 required for all courses; others as appropriate to course
Assessment – customized VALUE rubrics and activities - faculty had calibration sessions
Trained key individuals who, in turn, train all faculty
El Centro DistrictSLOs– Data – sources & results
Student achievement measures – nationally-normed tests and other
Tracked % of faculty who administered activities/assessments successfully vs. those who had problems
Implementation now at 80%
90% involvement by adjuncts in training
Have not yet tracked student cohort data
El Centro DistrictSLOs– Lessons learned
Provide FT faculty monetary incentive to participate in training.
Not a top-down initiative – must be “locally” driven – by department/division
Involve individuals across the curriculum/ cross-curricular conversations are most valuable.
Faculty are having the conversations and enjoying them!