Reaching for the Stars:
Developmental Math Redesign
The presenters will review the history, review process, and pilot
experiences of the Greenville Technical College Developmental
Mathematics department’s approach to multi-course
curriculum redesign. Data from pilot approaches with
comparisons to other software programs will be shared. The
presenters will also explain how Greenville Tech used student
success data in their search for a suitable software program and
textbook.
1
Reaching for
the Stars:
Developmental Math
Redesign
Susan Johnson & Bill Parker
The Redesign Journey
1.
2.
3.
4.
Before Redesign
Planning
Pilots and Results
Moving forward
3
Before Redesign
Concerns with:
Success rates consistently low
Textbook(s)
Lack of success in curriculum math classes
Learning Software
Thus began our 5-year Journey of Redesign…
4
Planning
Revise course curricula:
Active/Engaged Learning
Extend Time on Task
Integrate Technology
Promote Critical Thinking
Incorporate outcomes assessment
5
The Progression of Teams
Fall 2013
Grant ended
Beg./Int. Alg. 2009-2012
Pre-Algebra 2010-2013
Fast Track 2011-2013
Basic Math 2012-2013
Online 2012-2013
Pilots
Course
Learning
Outcomes
Textbooks
Common Syllabus
Learning Software
Assessments
tied to course outcomes
7
1st Team: Beg./Int. Algebra
Focused on Software Selection
Can the choice of math software make a significant
difference in success rate of students?
Learning Software Piloted
8
Beg./Int. Algebra
2010 Fall & 2011 Spring
Pilots
Sections
Faculty
Pilot A
(Fall only)
Pilot B
5 sections
2 faculty
8 sections
2 faculty
Pilot C
10 Beg. Alg. sections
6 Int. Alg. sections
3 faculty
Total
29 sections
7 faculty
9
Pilot vs. Non-Pilot success
Non-Pilot
Pilot B
Pilot C
Beg. Alg.
56.3%
60.8%
70.6%
(Inc Withdrawals)
45.4%
43.6%
48.5%
Int. Alg.
57.3%
71.4%
(Inc Withdrawals)
44.9%
50.6%
10
Instructor history of student success
Instructor
Total Pilot B
Instructors:
Total Pilot C
Instructors:
Past
success rate
average
Pilot
success rate
average
(2005 FALL-2010 SUMMER)
(2010 FALL)
59.6%
60.8%
+1.2%
47.0%
71.0%
+24.0%
Change
in success
rate
11
Learning Software Selection
Mastery based
Simple and easy to navigate
Rigorous and concept-focused
Easily adaptable
Great customer support
Pilot C
12
Success Rates of Students in
Beginning Algebra
Students that finish the course are more successful
than before.
FA 2010 FA 2011 FA 2012
Beginning Algebra
43.07
44.01
47.98
56.30
56.31
61.20
Withdrawals included
Beginning Algebra
Withdrawal not
included
Success Rates of Students in
Intermediate Algebra
FA 2005 FA 2010 FA 2011 FA 2012
All
45.20
42.16
47.80
44.86
66.43
53.47
55.28
with Beg. Alg.
36.52
history
49.12
43.92
49.77
61.65
61.88
without Beg.
Alg. history
Cohort
Stage is set for
remaining teams…
15
2nd Team: Pre-Algebra
Approach Focus – Introducing & Using a Common
Calculator (TI30XS-Multiview)
Pilot A – Intensive
Pilot B – Strategic
Plus:
Enhancing Rigor and Foundation
Integrating activities and applied problems
16
Pre-Algebra
Data & Findings
Approach
Supplemental Materials
Smartboard Lessons
Activities
Rigor
Increased success in Beginning Algebra!
17
Success Rates of Students in
Pre-Algebra
The success rates, especially for those students who
persist to the end of the term, are increasing.
FA 2010 FA 2011 FA 2012
Pre-Algebra
65.68
62.43
64.90
74.41
74.21
78.71
Withdrawals included
Pre-Algebra
Withdrawal not
included
rd
3 Team: Math Fast Track
Issue: There was a significant gap in success rates
between Beginning and Intermediate Algebra;
but the largest gap occurred between Basic
Math and Pre-Algebra.
Actions taken:
Alignment and flow of Course Outlines &
Learning Resources
Curriculum Mapping
Data comparing Fast Track vs. Full Term
sections
19
Pre-Algebra
Beginning Algebra
Intermediate Algebra
20
Basic Math
Pre-Algebra
Beginning Algebra
Intermediate Algebra
4th Team: Basic Math
Pilot: Comparison of teaching methods
Results:
 Solving percent problems using equations vs
proportions.
 Fractions
 Lab time vital to success.
22
th
5 Team: Beg. Algebra Online
Same curriculum but tailored to online environment
Changes:
Student-Teacher interaction
Accountability
Availability
Accessibility
Clearer expectations and layout
23
Course Kits
Outlines
Lesson Plans
Activities
Smart Lessons
24
Table of Contents
Beg. Algebra Course Outline with Lesson Plan/Activity Links
General Daily Lesson Plan with Activity/Teaching Ideas
Unit 1: Solving Linear Equations
Overview - Teaching Insights & Strategies
1a.
1b.
1c.
1d.
1e.
Course Introduction & Basic Math Review
Simplifying Algebraic Expressions
Solving Linear Equations in One Variable
Solving Absolute Value Equations
Applications of Linear Equations
Unit 2: Linear Inequalities; Graphing Linear Equations in Two Variables
Overview - Teaching Insights & Strategies
2a. Solving Linear Inequalities
2b. Cartesian Coordinate System
2c. Graphing Linear Equations in Two Variables
2d. Graphing: Slope-Intercept Form
2e. Graphing: Point-Slope Form
2f. Applications of Two Variable Equations
25
Unit 3: Systems of Linear Equations; Exponents
Overview - Teaching Insights & Strategies
3a. Systems of Linear Equations: Solve by Graphing &
Substitution
3b. Systems of Linear Equations: Solve by Addition
3c. Applications of Linear Systems
3d. Exponents
Unit 4: Polynomials; Factoring
Overview - Teaching Insights & Strategies
4a.
4b.
4c.
4d.
4e.
Introduction to Polynomials & Operations
Operations on Polynomials – Multiplying
Operations on Polynomials - Division
Greatest Common Factor, Factor by Grouping
Factoring Trinomials
Review Sessions
26
Developmental Studies Lesson Plan
Lesson 3b-1: Solving System Learning Objectives: By the
of Equations by Substitution end of the session, learners
will:
Initial Session by: W. Parker
•Use the substitution method
to find the solution of the
Course/Unit Focus: MAT
system of equations.
101/Systems of Linear
• Identify the solution of the
Equations
system
Primary Course Outcome(s): • Interpret the significance of
the solution
4. Solve systems of
equations and interpret
Materials: Text
solutions;
Duration: 40 minutes
27
Time
Description/Activity
5min. Review objectives. Introduce topic and uses in
mathematics.
5min Review and demonstrate solving a system of equations by
graphing
10min Demonstrate solving systems of equations by
substitution. Review how a solution is checked and
interpreted.
15min Activity: Small group-solving practice problems.
Students work cooperatively to solve 3 problems from
worksheet.
5min Review solutions by substitution and interpretation of
solutions. Student volunteer will explain solution from
the group. Additional problems from worksheet and
certification for Hawkes 10.2 assigned for homework.
28
Master Course Shells
in Blackboard (GTC’s LMS)
Key Elements
• Home Page Banner & Entry Instructions
• Navigation
Menu – similar across courses to help Developmental students see/access course
materials.
Guiding Principles:
•
faculty to build on, retaining
common syllabi, content and
assessment.
• Course Information – links to section-specific information, Department/Division Policies, etc.
• Syllabus & Outline – common syllabus (for all course sections) and base course outline.
•
All Inclusive
•
Simple & Intuitive –
• Section-specific
information –pre-designated locations available for faculty to upload
Course & Instructor Information, Course Outlines, etc. specifically designed for their section.
• Course Content – shared base content including: Ppts, Readings, Online Quizzes/Tests
• Online
Learning Software/Resources – links to software, tutoring, library,
websites, links to instructional videos, etc.
• Instructor Resources – links to Course Kits (repositories of materials in Bb).
– all basic/
common elements for a
course.
easy to navigate and see.
•
• Initial
Announcement & Start-up Assignment –“To do” /assignment list
acquaints students with Blackboard features
• Grade
Center – contains specialized categories & “My Average” with common weighted calculations
(matched to course syllabus).
A Starting Point – for
Organization &
Logic –Elements clustered
in a logical and sequential
order.
•
Continuity of Design
– across program,
department, division &
college.
29
Best Practices in Creating Master Course Shells
Commonality, Consistency ,Continuity & Simplicity
Introduction
Over the last three-four years Developmental Studies
and Curriculum Math (102) have collaborated on the
redesign of courses (Math, English & Reading). Teams of
faculty worked through the Unlock Your Future Initiative
(UYF, Title III funding) identifying common elements and
resources for use in classes. One of our achievements
is the creation of Blackboard Master Course Shells.
The purpose was to bring efficiency and uniformity to
course communication and to have one easy place for
students (and faculty) to find all they need for learning and
success in a class.
Over the past two years we have developed and
deployed Master Course Shells for 8 courses (and over 650
sections), learning along the way. We believe that we have
come up with a pattern that can be adopted by others
that will help to clarify curricula, underscore course
commonalities, increase comparability and enhance the
integrity of the curricula. This “starting point” of a course
shell can make the teaching/learning experience easier
for instructors (particularly Part-time/Adjuncts) and students alike.
Key Elements
• Home Page Banner & Entry Instructions - for Faculty &
Students
• Navigation Menu – with similar elements across courses to
help Developmental students easily see and access course
materials.
• Course Information – links to Syllabus, section-specific
information, Department/Division Policies, Important Dates, Student
Information Sheet, etc.
• Syllabus & Outline – common syllabus (for all course sections) and
base course outline.
Homepage Banner &
Entry Instructions
Course Information
For Instructors:
•
•
For Students:
Instructor Resources provide direct links to all teaching resources needed
for each course. These include:
• Blackboard Content Collections;
• Course Kits;
• Activities & Handouts;
• Quizzes/Tests …and more…
all of which are easily accessible from within each Blackboard course.
Navigation Menu
We have established some common structures in Blackboard Navigation
designed to provide:
• A simple and clear environment for developmental studies students
to enter into Blackboard;
• A common structure across developmental studies courses to provide
continuity of experience;
• A structure similar to the recommended/standard GTC Blackboard
course menu - to support student’s transition to curriculum courses.
All menus have the following four areas: Course Information, Course Content,
Communications and Grades/Info (plus Instructor Resources)
Grade Center Setup
• Section-specific information –pre-designated locations
available for faculty to upload Course & Instructor Information,
Course Outlines, etc. specifically designed for their section.
from course to course,
• Online Learning Software/Resources – links to software,
Online Learning Software maintain parallel
gradebooks that either require faculty to
input grades periodically (MAT - Hawkes &
RDG-Aplia);
Smart Thinking tutoring, library, websites, links to instructional
videos, etc.
• Initial Announcement & Start-up Assignment –“To do”
Or integrate seamlessly with Blackboard,
depositing grades into the Grade Center
(ENG - Writing Class)
• Grade Center – contains specialized categories & “My Average”
to course
make each course section ‘their own’ while retaining
commonality in syllabi, content and assessment.
and common elements for a course.
• Simple & Intuitive – so students and instructors
can easily find what they need.
as students complete pre/post-tests.
Diagnostic tests, practice exercises, quizzes
and tests online.
• Instructor Resources – for adding to and enhancing course
content (links to course-specific
Content Collection).
• A Starting Point – for faculty to build on, and
• All Inclusive – a one stop shop that has all basic
list acquaints students with Blackboard features; First assignment
directs students to complete/submit the Student Information Sheet.
column with common weighted column calculations (matched
syllabus).
Guiding Principles for
Creating Master Shells
Master Course Shells should have the following
characteristics:
• Course Content – shared base content including: PowerPoints,
Readings, Online Quizzes & Tests (varies
instructors add to this).
Instructor Resources
repositories of materials in the Blackboard
The “My Average” weighted total is set up to automatically calculate grades
in the Grade Center to align with the common weighted grading scheme
reflected in the syllabus (note: also drops/replaces grades as commonly agreed/designed).
Common quizzes and tests posted to
Blackboard automatically record grades into
the Grade Center.
• Organization & Logic – Cluster elements in a
logical and sequential order.
• Continuity of Design – across program,
department, division & college.
Questions?
Suggestions?
Comments?
Susan Johnson
Developmental Studies Math Program
CoordinatorSusan.m.Johnson@gvltec.
edu
William Parker
Developmental Studies MAT 032 Lead
Instructor
William.parker@gvltec.edu
31