project i-dea integrated digital english acceleration hybrid instruction for low-level esl students...
TRANSCRIPT
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Project I-DEA Integrated Digital English Acceleration
Hybrid Instruction forLow-Level ESL Students
Innovations ConferenceMarch 2014
League for Innovation in the Community College
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PresentersKim Chapman, Dean of Basic & Transitional StudiesNorth Seattle Community [email protected]
Jill Bauer, ESL InstructorNorth Seattle Community [email protected]
Adria Katka, ESL Instructor North Seattle Community [email protected]
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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
Low-Level ESL (Levels 1-3) further, faster
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• Overview (cont.)…
o Who?• 10 colleges in the pilot – Diverse group of schools• At NSCC: Collaboration among…
ESL facultyITe-LearningLibrary
o How?• Phase 1 with quarterly convenings • Phase 2 with quarterly convenings • Phase 3
1. Big Bend CC2. Lake Washington
Institute of Technology3. North Seattle CC4. Pierce College5. Renton Technical
Institute6. Seattle Central CC7. Shoreline CC8. Spokane CC9. Tacoma CC10.Walla Walla CC
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Innovative Elements
• Flipped and Blended Learning
• Content-Based Instruction
• Differentiated Learning
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Flipped & Blended
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• Presentation
• Practice
• Production
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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
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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
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Class Poll• Do you use facebook?
o Yes, I do.o No, I don’t.
• How often do you use facebook?o nevero dailyo 1+ times each weeko 3+ times each montho 5+ times each year
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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
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Social Media Brainstorm
Social Media
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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
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becauseUse 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.
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Practice
1. I like using Skype…
2. I don’t like reading blogs…3. I use facebook…
Finish these sentences with the correct reason from below.
because it hurts my eyes to read on the computer.
because I can see my friend’s pictures.
because I can call my family for free.
because I can call my family for free.
because it hurts my eyes…
because I can see my friend’s pictures.
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Group PresentationWork 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.
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Content-Based
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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
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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 ExplorationTeam 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
Sample Strand
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Sample Q1 Strand:
Career ExplorationSTRAND OUTLINE
(Foundation)1a. Online: Canvas discussion: work experience
1b. Online: Pre -class reading online activity in Canvas1c. Online: LiveMocha lesson: demo and vocabulary assessment1d. Face to Face: Read screenshots of career data
(Guest Speaker)3a. Face to face: Practice taking notes from a career video3b. Face to face: Learn invitation language from video
3c. Face to face: Make an invitation: phone call role play, and email3d. Face to face: Prepare questions for guest speaker3e. Face to Face: Guest speaker visit3f. Face to Face: Compare and rate notes from presentation
(Careers & Jobs)2a. Face to face: Find career information online2b. Face to face: Search for job openings online
(Apply Learning)4. Face to Face: A Career Ladder
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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
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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 Informationo Career Ladder
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Differentiated
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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
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Student work: L. Le
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Student work: L. Le
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Student work: L. Le
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Student work: L. Le
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Student work: L. Le
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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
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Sample Q2 Strands
(PACING) (LEVELING) (SOMETHING FOR
EVERYONE)CREATING POWERFUL PRESENTATIONS:
How-to videos for creating a PowerPoint presentation
Multiple videos break down process into micro-steps; can be viewed repeatedly
CREATING POWERFUL PRESENTATIONS:
Sentence-writing: Answering Wh- questions
Levels 1-2: Ss use template (controlled practiceLevel 3: Ss create sentences using selected vocab. (guided practice)
COMMUNICATING ONLINE & PEER REVIEW:
Create Facebook account and set up profile
Most Ss already use FB, but learn about privacy/security and add new skills/functions
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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
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Perspectives in Progress
BENEFITS…• Preliminary CASAS test results (statewide) – Fall
2013
• Student empowerment
Ss inI-DEA
classes
Ss intraditional
classes
“significant gain”
54% 43%
level gain 44% 34%
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Wrap-up
• Questions and Discussion
• Thank you for participating in our session today.