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Transcript of Njall
CONTEXTU
ALIZED
LITERACY
EDUCATIO
N
LINKED T
O CAREER PA
THS
E L I ZA
BE T H
NE S I U
S
CO
NS TA
NC
E CA
L AN
DR
I NO
WHO WE AREC O N S T A N C E C A L A N D R I N O
Director of Academic Foundations Mathematics
E L I Z A B E T H N E S I U S
Director of Academic
Foundations English
WORK-PLACE LEARNING DESIGN
Created learning community of basic algebra, reading, and writing The same group of students for all 3 Collaboration on assignments Shared supplemental resources
Designed curriculum and assignments around work-place learning methodology LC for pre-nursing students Expanded to multiple majors in pilot semester
KNOWLES’S THEORY OF ANDRAGOGYmakes the following assumptions about the design of learning: adults need to know why they need to learn something,
adults need to learn experientially,adults approach learning as problem-solving, and
adults learn best when the topic is of immediate value.
Knowles, M., & Associates. (1984). Andragogy in Action. Applying modern principles of adult education. San Francisco: Jossey Bass.
NCTM AND AMATYC STATE…
The Learning Principle:…students who memorize facts or procedures without understanding often are not sure when or how to use what they know. … conceptual understanding enables students to deal with novel problems and settings. ….Learning with understanding also helps students become autonomouslearners…
NCTE AND CCCC STATE…To restrict students’ engagement with writing to only academic contexts and forms is to risk narrowing what we as a nation can remember, understand, and create. [T]he Conference on College Composition and Communication affirms that many genres and uses of writing must be taught well in the nation’s schools, colleges, and universities: forms of workplace discourse that observe established
conventions, though never at the expense of failing to convey ideas that enlighten and compel, including memos, proposals, evaluations, oral presentations, lab and progress reports, letters, reviews, instructions, and user manuals;
Learning is a function not only of the activity itself but also of the context and culture in which it takes place.
Think about a situation where you had a chance to learn through the active application of knowledge and skills. What difference did it make to what and how you learned?
To encourage transfer to other contexts, effective learning requires the acquisition of a complex knowledge base including content knowledge, skills, and cognitive and metacognitive strategies.
Think of a situation where you have transferredknowledge or a skill learned in one context to a new context. What helped you to do so?
How do you infuse contextualized content?
Which instructional strategies work best?
How do we engage students as active learners?
What are the implications of contextualization on curriculum design?
HOW DO YOU INFUSE CONTEXTUALIZED CONTENT?Examine the desired course
outcomes.
Identify the Big Ideas.
Collaborate to identify workplace skills.
Select readings and develop assignments that reflect the workplace skills and correlate to the Big Ideas and course outcomes for math and English.
WHICH INSTRUCTIONAL STRATEGIES WORK BEST?
Learner-centeredTeamwork
How do we engage students as active learners?
Use of technologyAuthentic Problem Solving
WHAT ARE THE IMPLICATIONS OF CONTEXTUALIZATION ON CURRICULUM DESIGN?
Accelerates the career pathway by offering career content early on.
Improves motivation to persist.
Teaches students how to apply skills to real world problems.
ADMINISTRATIVE
Administrative challenges centered around scheduling
Linking the courses “both ways”
Limiting which students could register
Making sure all stakeholders are in the loop (e.g. Registrar, Advisement, Deans)
PEDAGOGICAL
• Requires time for collaboration between instructors for creating assignments.
• Professional development to support use of technology and learner-centered strategies.
• Efficient and effective use of Supplemental Instruction Leader.
STUDENT SATISFACTION SURVEY RESULTS 100% strongly agreed or agreed that
what was learned in the course would be helpful to them in the rest of their college careers
100% strongly agreed or agreed that what was learned would be helpful to them in their majors
93.33% strongly agreed or agreed that the course content was interesting and engaging
73.33% found the addition of an SI Leader in the class to be very helpful or helpful
STUDENTS IN BASIC ALGEBRA REPORTEDHaving the SI Leader in the class
was beneficial.
75% of the students in Basic Algebra class participated in the SI Sessions 10 or more times, noting that holding the sessions before class was convenient.
STUDENT COMMENT
“I feel this class should help me in my future . It was very challenging and I hope I did well in the class ,so I can move on to more challenging academics.”
STUDENT COMMENT
“This class really helped me to prepare for College Algebra. I feel ready for the exit exam. It was a challenge, but I learned a lot as a result of the work.”
Description – Criminal Justice
Narrative – Journalism
Process – Business
Cause/Effect – Nursing
Compare/Contrast – Psychology
• Graphing concepts -Bullying Data
• Proportional reasoning- Nutrition
• Linear graphing –Medicine Dosages
CONNECTIONS BETWEEN CONCEPT AND CONCRETE
ASSIGNMENTS BASED ON MAJORS
Journalism Narrative style: reporting of events
Business Goal Identification & Course Action Plan Course Cover Letter
Nursing Obesity Organ donation – My Sister’s Keeper
Psychology Effects of bullying
MATH ASSIGNMENTS
Create math problem solving to correlate to the readings in English.
Examples: problem solving , graphing data, and proportional reasoning.
COLLABORATION
• Correlate reading to problem solving
• Student Surveys• Analyze data collected via student
surveys and grades• Evaluate the Process and Revise
Future lessons
Connie Calandrino
AF Mathematics
Elizabeth Nesius
AF English
CONTACT US