Project I-DEA
Integrated Digital English Acceleration
Hybrid Instruction for
Low-Level ESL Students
Innovations Conference
March 2014
League for Innovation in the Community College
Presenters
Kim Chapman, Dean of Basic & Transitional Studies
North Seattle Community College
kim.chapman@seattlecolleges.edu
Jill Bauer, ESL Instructor
North Seattle Community College
jill.bauer@seattlecolleges.edu
Adria Katka, ESL Instructor
North Seattle Community College
adria.katka@seattlecolleges.edu
Introduction & Overview
• Who is here today?
• Overview of Project I-DEA…
o History:
• Funded by Bill & Melinda Gates Foundation
• Grant written by WA State Board of Community &
Technical Colleges
• Goal: All colleges on-board within 3 yrs.
o Why?
• Wash. State not hitting targets – moving students in LowLevel ESL (Levels 1-3) further, faster
• Overview (cont.)…
o Who?
• 10 colleges in the pilot – Diverse group of schools
• At NSCC: Collaboration among…
 ESL faculty
1. Big Bend CC
 IT
2. Lake Washington
 e-Learning
Institute of Technology
 Library
3. North Seattle CC
o How?
• Phase 1
with quarterly convenings
• Phase 2
with quarterly convenings
• Phase 3
4. Pierce College
5. Renton Technical
Institute
6. Seattle Central CC
7. Shoreline CC
8. Spokane CC
9. Tacoma CC
10. Walla Walla CC
Innovative Elements
• Flipped and Blended Learning
• Content-Based Instruction
• Differentiated Learning
Flipped & Blended
• Presentation
• Practice
• Production
Social Media & Learning Strand
Activity 1: What is Social Media?
• Vocabulary Learning (Online) – 60 minutes
• Introduction to Social Media (Face-to-Face) –
30 minutes
• Social Media Use Survey (Face –to-Face) – 60
minutes
Facebook
• 1.06 billion people use Facebook.
• 618 million people use Facebook daily.
Image source: flickr Some rights reserved by NtugiGroup
Source: http://investor.fb.com/releasedetail.cfm?ReleaseID=736911
Class Poll
• Do you use facebook?
o Yes, I do.
o No, I don’t.
• How often do you use facebook?
o
o
o
o
o
never
daily
1+ times each week
3+ times each month
5+ times each year
Social Media
• Social = (talking or doing things) with people
• Media = ways of sharing information or talking (TV,
radio, newspapers, the Internet, etc.)
Image source: http://www.flickr.com/photos/giselle/56864711/sizes/m/in/photostream/ c. gi varga
Social Media Brainstorm
Facebook
Social
Media
Social Media Survey
• Do you like to use social media?
o If no, why not?
o If yes, why?
• What types of social media do you use?
• How do you use social media?
• Do you enjoy using social media? Why or why not?
Image source: http://www.flickr.com/photos/danielbachhuber/3330647827/ c. Daniel Bachhuber
because
Use because to answer the question why?
Why do you like to use facebook?
I like to use facebook because I can chat with my
friends.
Practice
Finish these sentences with the correct reason from below.
1. I like using Skype…
because I can call my family for free.
2. I don’t like reading blogs… because it hurts my eyes…
3. I use facebook…
because I can see my friend’s pictures.
because I can see my friend’s pictures.
because it hurts my eyes to read on the computer.
because I can call my family for free.
Group Presentation
Work with your group to write 5 statements about your
social media experience. Then, decide who will read each
statement to the class.
Examples:
• Juan likes using facebook because he can share photos
with his family in Mexico.
• Mei doesn’t like to use Skype because it is too slow.
• Tigest doesn’t use social media because she doesn’t
have the Internet.
Content-Based
Quarter 1
Quarter 2
Quarter 3
Introduction to I-DEA
Technology Literacy
Study Skills
Diversity / Cross-Cultural
Communication
Social Media for Learning
Math Basics
Effective Online Presentations
Time Management
Budgeting and Consumer
Economics
Environmental Issues
Personal Inventory and
Working in a Team
Writing for the 21st Century
Job Search and Online
Interviewing
College Pathways and the
American Education System
Communicating Online and
Peer Mentoring
Occupational Education
Career Exploration
Team Collaboration in Project
Development
Professional and Social
Interpersonal Communication
Skills
Information Literacy
Creating Powerful
Presentations
Social Studies and Pathways to
Citizenship
Financial Literacy: Money
Management
Work Readiness
Stress Management / Balancing
Life and Work
Community Engagement:
Navigating Community
Contemporary World Problems
Washington State History
Health & Wellness
Quarter 1
Quarter 2
Quarter 3
Introduction to I-DEA
Technology Literacy
Study Skills
Diversity / Cross-Cultural
Communication
Social Media for Learning
Math Basics
Sample Strand
Effective Online Presentations
Time Management
Budgeting and Consumer
Economics
Environmental Issues
Personal Inventory and
Working in a Team
Writing for the 21st Century
Job Search and Online
Interviewing
College Pathways and the
American Education System
Communicating Online and
Peer Mentoring
Occupational Education
Team Collaboration in Project
Development
Professional and Social
Interpersonal Communication
Skills
Information Literacy
Creating Powerful
Presentations
Social Studies and Pathways to
Citizenship
Financial Literacy: Money
Management
Work Readiness
Stress Management / Balancing
Life and Work
Community Engagement:
Navigating Community
Contemporary World Problems
Washington State History
Career Exploration
Health & Wellness
Sample Q1 Strand:
Career Exploration
STRAND OUTLINE
(Foundation)
1a. Online: Canvas discussion: work
experience
1b. Online: Pre-class reading online
activity in Canvas
1c. Online: LiveMocha lesson: demo
and vocabulary assessment
1d. Face to Face: Read screenshots of
career data
(Guest Speaker)
3a. Face to face: Practice taking notes
from a career video
3b. Face to face: Learn invitation
language from video
3c. Face to face: Make an invitation:
phone call role play, and email
3d. Face to face: Prepare questions for
guest speaker
3e. Face to Face: Guest speaker visit
3f. Face to Face: Compare and rate
notes from presentation
(Careers & Jobs)
2a. Face to face: Find career
information online
2b. Face to face: Search for job
openings online
(Apply Learning)
4. Face to Face: A Career Ladder
Sample Q1 Strand:
Career Exploration
• Students introduced to websites for career planning
and active job search.
• Some have reported searching for jobs, and even
finding jobs, using these tools.
• Strong content focus engages students and holds
attention by building practical skills across aspects
of their lives –
 personal
 academic
 work
Sample Q1 Strand:
Career Exploration
• Resource websites:
o Bureau of Labor Statistics -- Occupational
Outlook Handbook (website: bls.gov/ooh)
o Washington Career Bridge (website: careerbridge.wa.gov)
o WorkSource Washington (website: go2worksource.com)
• Student activities:
o Web Search for Career Information
o Career Ladder
Differentiated
Hybrid  Differentiation
• Canvas-based course as personalized access point
 control pace
 repeat
 review
• Self-directed learning prompts as opportunities for
leveling and differentiation
• Unprompted student production
Student work: L. Le
Student work: L. Le
Student work: L. Le
Student work: L. Le
Student work: L. Le
Differentiation
• Contrast with traditional curriculum (Levels 1-3)
• Bucket approach – Same content for all students,
without respect to level designation
• Content provides something for everyone,
depending on background/experience with:
 language
 content
 tech tools
Sample Q2 Strands
(PACING)
(LEVELING)
(SOMETHING FOR
EVERYONE)
CREATING POWERFUL
PRESENTATIONS:
CREATING POWERFUL
PRESENTATIONS:
COMMUNICATING
ONLINE & PEER REVIEW:
How-to videos for
creating a PowerPoint
presentation
Sentence-writing:
Answering Whquestions
Create Facebook
account and set up
profile
Multiple videos break
down process into
micro-steps; can be
viewed repeatedly
Levels 1-2: Ss use
template (controlled
practice
Level 3: Ss create
sentences using
selected vocab.
(guided practice)
Most Ss already use FB,
but learn about
privacy/security and
add new
skills/functions
Perspectives in Progress
CHALLENGES…
• Implementation timeline
• Tension between…
• innovation – ambitious goals at funding & oversight level
and
• trust in faculty expertise – what works and what needs work
• Need to develop structure and continuity
• Yearlong rollout – not yet to reflection & revision
stage
Perspectives in Progress
BENEFITS…
• Preliminary CASAS test results (statewide) – Fall 2013
Ss in
I-DEA
classes
Ss in
traditional
classes
“significant gain”
54%
43%
level gain
44%
34%
• Student empowerment
Wrap-up
• Questions and Discussion
• Thank you for participating in our
session today.