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.
Bailey, Thomas. (February 2009). Rethinking Developmental
Education. CCRC Brief. Community College Research Center.
Teachers College, Columbia University.
% completing college-level/degree-applicable course:
•
•
•
•
3 levels below College Math (Pre-Algebra): 24%
4 levels below College Math (Arithmetic): 13%
3 levels below College English: 21%
4 levels below College English: 17%
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.
20
21
26
28
101
70%
75%
65%
75%
65%
75%
70%
75%
7%
80%
75%
65%
75%
65%
75%
70%
75%
7%
90%
75%
65%
75%
65%
75%
70%
75%
8%
100%
75%
65%
75%
65%
75%
70%
75%
9%

We will never significantly increase completion
rates of college English and Math unless we
reduce the length of our developmental
sequences and eliminate the many exit points
where students fall away.
Katie Hern, English Instructor, Chabot College Co-Director
and Inquiry Coach, Faculty Inquiry Network
khern@chabotcollege.edu
Myra Snell, Math Professor, Los Medanos College Inquiry
Coach, Faculty Inquiry Network msnell@losmedanos.edu
Exponential Attrition and the Promise of Acceleration In
Developmental English and Math
http://db.tt/nSUpCiD
Dziuban et al. (2004) state that if online and faceto-face activities are blended correctly, the course
should comprise the following characteristics:
1.
2.
3.
A shift from lecture to student-centered instruction in which
students become active and interactive learners (this shift
should apply to the entire course, including the face-toface contact sessions)
An increase in interaction between student-instructor,
student-student, student content, and student-outside
resources
An integration of formative and summative assessment
mechanisms for students and instructor.
http://bit.ly/eCJZ8t

Fully integrates online and face-to-face components

Provides clear and consistent connections between
assignments, activities, and learning outcomes

Utilizes online components designed and assigned as
homework

Incorporates student self-assessment

Encourages student-to-student (peer) learning

Incorporates formative and summative assessment

Encourages more student time-on-task

Clearly incorporates guided work for students both inside and
outside of the classroom (optimizes scaffolding)

Creates clear and transparent course structure and content
Day 1: Before 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.
Day 1: After web-enhancements

I introduce and explain the essay #2
prompt Essay_2_Red_Convertible.pdf
I introduce and explain the essay #2
prompt (handout)
I provide a mini-lesson on conjunctions
and subordinate clauses
I provide a mini-lesson on conjunctions
and subordinate clauses
At 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)
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.

At the end of the class, I explain the
homework assignments.
Homework (Due next class meeting):
1. Read "Red Convertible"
2. Do Homework Questions 1-5 (short
video clip on symbolism is provided for
Question 5)
3. Do Grammar readings and Exercises


Homework Questions 1-5 Assignment
Grammar readings and Exercises
Assignment

NO HANDOUTS– STUDENTS GO TO
MOODLE
Day 2: Before 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.
Day 2: After web-enhancements

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 conjunctions


At 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 ending
2. Google PTSD and/or the Vietnam War
and bring findings to class
3. Draft introduction and thesis



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
Essay_2_Red_Convertible.pdf
and Instructions for Revision of Essay 2
I review subordinate clauses further, based
on needs I have determined from
homework postings.
At the end of the class, I explain the
homework assignments.
Homework (Due by Saturday midnight):
1. Re-read "Red Convertible" and revisit
your answer to homework question #4 and
5 as you focus on its ending
2. Do the discussion postings on PTSD
and/or the Vietnam War and watch the
two posted videos
3. Introduction and thesis development
Assignment
Discussion Question 1 Forum
Introduction and thesis development
Assignment Forum
NO HANDOUTS– STUDENTS GO TO
MOODLE
Day 3: Before 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
Day 3: After web-enhancements

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
Begin with a short discussion on PTSD and
the effects of the Vietnam War. During this
discussion, I share at least three thoughtful
student responses about their findings or
their reactions to the video
Students share their homework question #4
(about the ending) and #5 (about
symbolism of red convertible) in groups,
followed by class discussion.


Homework (Due by Tuesday Midnight):
Do Body Paragraphs and conclusion
Development Assignment
Body Paragraphs and Conclusion
Development Assignment Forum
Day 4: Before 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
Day 4: After web-enhancements




We begin revision of essay 2. Based on the
latest student postings, I share a weak and
strong body paragraph, and as a class we
discuss why the paragraph is strong or
weak.
Then, students share their essay and selfevaluation responses with a partner. Both
help each other revise and strengthen body
paragraphs and conclusion. Then, two pairs
share with the class their introduction,
incorporation, and explanation of one
quote.
Homework (Due by Sunday Midnight ):
Please submit your final draft of essay 2 in
your e-portfolio and bring a copy to class.