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Developmental Education: Instructional Practices. Ruth Dalrymple and Marilyn Mays Texas Collaborative for Teaching Excellence June 12- 13, 2003. Develop Learning Communities. Not for everyone, in spite of research Use informal assessment to decide

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developmental education instructional practices

Developmental Education: Instructional Practices

Ruth Dalrymple and Marilyn Mays

Texas Collaborative for Teaching Excellence

June 12- 13, 2003

develop learning communities
Develop Learning Communities
  • Not for everyone, in spite of research
  • Use informal assessment to decide
  • Faculty spend great deal of time coordinating efforts
  • Labor-intensive; assign release-time
  • Training required; in-service workshops
  • Students will need to be trained on roles/expections
develop learning communities1
Develop Learning Communities
  • Services (counseling/advising, tutoring) must be well integrated; yields a greater impact
  • The National Learning Communities Project (Evergreen State College in Wash.)
varied instructional methods
Varied Instructional Methods
  • Distance Learning
  • Self-paced Instruction
  • Individualized Instruction
  • Peer Review of Student Work
  • Collaborative Learning
  • Computer-Based Instruction
  • Mastery Learning
  • Small group
varied instructional methods1
Varied Instructional Methods
  • Faculty must be trained
  • Match method with student’s learning style
  • Preferred modes of learning for dev students is hands-on and visual
  • Reward faculty who attempt varied instruction
supplemental instruction
Supplemental Instruction
  • Formal training essential
  • Targets difficult classes; not difficult students
  • In addition to SI, there exists VSI (video based supplemental instruction)
testing opportunities
Testing Opportunities
  • Test and test often
  • Post practice test on web
  • Use learning centers as test sites
  • Provide “Readiness” tests (Pre-test)
technology in moderation
Technology in Moderation
  • Inverse relationship between the amount of computer technology used in a dev course and pass rates in that course.
  • Use only as supplementary assistance, tutoring, individual drill and practice
  • Use rarely mandated
  • Supplement; not substitute
frequent and timely feedback
Frequent and Timely Feedback
  • Immediately
  • Positive feedback effective when specifics are noted. (“You factored well on the homework”)
mastery learning
Mastery Learning
  • Small units of instruction
  • Frequent testing of units
  • Traditionally set of criteria for mastery
  • Usually 85%
link dev course to college level course
Link Dev Course to College-Level Course
  • Dev Faculty and College-level Faculty should meet to discuss and review syllabii
  • Dev faculty should teach college-level and visa versa
share instructional strategies
Share Instructional Strategies
  • Devote meeting to share strategies
  • Invite adjuncts
  • Use short research articles on teaching as focus for discussion
  • Attend professional conferences
teach critical thinking
Teach Critical Thinking
  • Decide what “Critical Thinking” means as a department
  • Best taught in a systematic manner such as in logical structuring
use active learning techniques
Use Active Learning Techniques
  • Student engagement in problem solving groups
  • Student design and delivery of in-class presentations or relevant course topics
  • Students providing coaching to each other in solving math problems
  • Students interview local employers to learn about the importance of basic skills in workplace
use classroom assessment techniques
Use Classroom Assessment Techniques
  • Short, in-class, assessment activities
  • One-minute paper; Muddiest Point
  • Designed to improve learning
  • Faculty should use these in their most comfortable class
  • Feedback should be provided
  • Identify which CAT is most appropriate