introduction to 3csn communities of practice. habits of mind jan connal 3csn habits of mind...
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Introduction to 3CSN
Communities of Practice
Habits of Mind
Jan Connal 3CSN Habits of Mind Coordinator
BSILI 2014
This CoP is for educators wanting to….
• Understand why and how Habits of Mind impact learning and success
• See examples of activities and programs that cultivate Habits of Mind
• Discover new ways of embedding Habits of Mind activities and routines into their practice
• Learn how to assess Habits of Mind improvements and outcomes
• Network
Importance of Habits
“Your beliefs become your thoughts,
Your thoughts become your words,
Your words become your actions,
Your actions become your habits,
Your habits become your values,
Your values become your destiny.”
Mahatma Gandhi
Cognitive Science finds that….
Intelligent behavior is not just a matter of being able to store and retrieve knowledge (content)
Rather, it is how Habits of Mind are practiced
with content knowledge
So… What do we mean by
Habits of Mind?
• An acquired disposition to respond in particular ways when we don’t have a solution.
• The inclination, capability and commitment to particular behaviors that lead to productive outcomes.
Habits of Mind
inform Behavior
Disciplinary Habits of Mind
• History• Welding• Art• Composition• Math• Sociology• Nursing• Sciences• Business
What is your discipline?
What habits of mind have you acquired through your disciplinary training?
What mental routines or strategies do you employ when confronted with a problem?
Our Habits of Mind FrameworkPersist
Manage impulsivity
Listen with understanding and empathy
Think flexibly
Think about your thinking (Metacognition)
Strive for accuracy
Question and pose problems
Apply past knowledge to new situations
Think and communicate with clarity and precision
Gather data through all senses
Create, imagine, and innovate
Respond with wonderment and awe
Take responsible risks
Find humor
Think interdependently
Remain open to continuous learning
Habits of Mind can infuse & inform…• Classroom practices and activities• Directed Learning Activities• Supplemental Instruction• Tutoring• Student Support Services• Campus-wide initiatives• Flex and professional development activities• Curriculum development• Student Learning Outcomes assessment• Program Review & Accreditation • Institutional Effectiveness
California Acceleration Project
Katie Hern and Myra SnellCAP Co-Leaders
BSILI 2014
CAP supports educators to. . .
Increase student completion by redesigning their English and Math Curricula
– Shortening developmental sequences– Better aligning remediation with college-level
requirements: “Junior Varsity” college English classes, Algebra preparation for students in math-intensive majors; statistics pathways for others
CAP’s “why”
Developmental courses sequences were intended to support the success of under-prepared students, but they are having the unintended consequence of weeding students out of college at high rates.
CAP’s “why”
The lower students are placed, the more likely they are to drop out.
– 19% of students who begin 3 or more levels below College English complete a college-level English course in three years.
– Just 7% of students who start 3 or more levels below college math complete a transferable math course in three years.
• The pipeline is clearly broken!
CAP CoP helps faculty teach redesigned classes that. . .
• Replace decontextualized sub-skill exercises with just-in time remediation•Offer a thinking-oriented curriculum that is rich in collaborative practice•Use intentional strategies to address students’ affective needs
CAP Professional Learning includes. . .
• Introductory ½ day workshops– North and South– Fall and Spring
• Community of Practice– Year-long training program for faculty piloting
redesigned courses
Community of Practice includes. . .
• Three weekend workshops– Training in accelerated pedagogy– Sharing best practices– Leadership capacity building
• Check-in calls with faculty teams• Shared classroom resources
“Acceleration Means to Me”. . .
• Video from CAP Website
Results
RP Group study of first 16 CAP colleges found that in effective accelerated pathways:
• English students had a 2.3 times greater odds of completing college-level course
• Math students had a 4.5 times greater odds of completing college-level course
Why Reading Apprenticeship?
• “Learning is hard. True, learning is fun, exhilarating, and gratifying, but it is also often daunting, exhausting, and sometimes discouraging”– (Angela Duckworth, qtd in Tough)
• “The secret killer of innovation [learning] is shame. You can’t measure it, but it is there. Every time someone holds back on a new idea, fails to give . . . needed feedback, is afraid to speak up . . . you can be sure shame played a part. That deep fear we all have of being wrong, or being belittled and of feeling less than, is what stops us from taking the very risks required to move . . . forward” (Brene Brown, Daring Greatly, 65)
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Reading Apprenticeship
• A partnership of expertise between the
teacher and students, drawing on what
content area teachers know and do as
skilled discipline-based readers and on
learners’ unique and often underestimated
strengths
Reading Apprenticeship Framework
Why Threshold Project?
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What are “Threshold Concepts”?
• First identified by Ray Land and J.F. (Erik) Meyer
• Examples:– History consists of a series of competing
narratives (History)– Language use constitutes meaning; it shapes
what we know and how we know and how we know it. (Writing Studies)
Characteristics of Threshold Concepts
• Transformative• Irreversible• Integrative• Provisional• Troublesome• Liminal
(Cousin, 2006)
Characteristics of Threshold Concepts
• Transformative• Irreversible• Integrative• Provisional• Troublesome• Liminal
(Cousin, 2006)
Communities of Practice
• Make room for recursivity• Create safety, connectedness for risk-
taking• Make room for growth• Shame resilience• Help us work productively with
expertise
CTE Community of Practice
• Create networks of collaboration, expertise and creative problem-solving
• Transform CTE programs and departments• Flow of successfully prepared graduates
meets the demands of the California job market.
California Community Colleges’ Success Network
CTE Community of Practice
Networking forums for faculty to identify, discuss and examine, the shared problem of embedding basic skills into the curriculum areas without increasing student time to completion or increasing costs to the college
California Community Colleges’ Success Network
CTE Community of Practice
Professional learning and support as faculty and staff create a shared vision of what can be and participate in action research to solve the shared problem
California Community Colleges’ Success Network
CTE Community of Practice
Collaborate with existing organizations to improve delivery of instruction and services for CTE programs and classrooms
California Community Colleges’ Success Network
CTE Community of Practice
A repository of research and best practices for CTE instruction
California Community Colleges’ Success Network
CTE Community of Practice
Next Steps:
Connect with Donna and Luis
Join monthly conference call
Share ideas and practices with group
California Community Colleges’ Success Network