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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.

Reaching for the Stars:

Developmental Math Redesign

Susan Johnson & Bill Parker

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The Redesign Journey

1. Before Redesign2. Planning 3. Pilots and Results4. Moving forward

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Before RedesignConcerns with:

Success rates consistently low Textbook(s) Lack of success in curriculum math

classesLearning Software

Thus began our 5-year Journey of Redesign…

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PlanningRevise course curricula:

Active/Engaged LearningExtend Time on TaskIntegrate TechnologyPromote Critical Thinking Incorporate outcomes assessment

Beg./Int. Alg. 2009-2012

Pre-Algebra 2010-2013

Fast Track 2011-2013

Basic Math 2012-2013

Online 2012-2013

The Progression of TeamsFall 2013Grant ended

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PilotsCourse

Learning Outcome

sTextbooks

Learning Software

Assessments

tied to course outcomes

Common Syllabus

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Can the choice of math software make a significant difference in success rate of students?

Learning Software Piloted

1st Team: Beg./Int. Algebra

Focused on Software Selection

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Pilots Sections Faculty

Pilot A(Fall only)

5 sections 2 faculty

Pilot B 8 sections 2 faculty

Pilot C 10 Beg. Alg. sections6 Int. Alg. sections

3 faculty

Total 29 sections 7 faculty

Beg./Int. Algebra2010 Fall & 2011 Spring

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Pilot vs. Non-Pilot successNon-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%

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Instructor history of student success

InstructorPast

success rate average

(2005 FALL-2010 SUMMER)

Pilot success rate

average (2010 FALL)

Change in success

rate

Total Pilot B Instructors: 59.6% 60.8% +1.2%

Total Pilot C Instructors: 47.0% 71.0% +24.0%

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Mastery based

Simple and easy to navigate

Rigorous and concept-focused

Easily adaptable

Great customer support

Pilot C

Learning Software Selection

Success Rates of Students in Beginning Algebra

FA 2010

FA 2011

FA 2012

Beginning AlgebraWithdrawals included

43.07 44.01 47.98

Beginning AlgebraWithdrawal notincluded

56.30 56.31 61.20

Students that finish the course are more successful than before.

Success Rates of Students in Intermediate Algebra

FA 2005

FA 2010

FA 2011

FA 2012

All 45.20 42.16 47.80without Beg. Alg. history

44.86 66.43 53.47 55.28

with Beg. Alg. history

36.52 49.12 43.92 49.77

Cohort 61.65 61.88

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Stage is set for remaining teams…

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2nd Team: Pre-AlgebraApproach Focus – Introducing & Using a Common Calculator (TI30XS-Multiview)

Pilot A – Intensive Pilot B – Strategic

Plus: Enhancing Rigor and Foundation Integrating activities and applied

problems

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Pre-AlgebraData & Findings

Approach Supplemental Materials Smartboard Lessons Activities Rigor

Increased success in Beginning Algebra!

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-AlgebraWithdrawals included

65.68 62.43 64.90

Pre-AlgebraWithdrawal notincluded

74.41 74.21 78.71

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3rd Team: Math Fast Track

Actions taken:Alignment and flow of Course

Outlines & Learning Resources Curriculum MappingData comparing Fast Track vs. Full

Term sections

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.

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Pre-Algebra

Beginning Algebra

Intermediate Algebra

Basic Math

Pre-Algebra

Beginning Algebra

Intermediate Algebra

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4th Team: Basic Math Pilot: Comparison of teaching methods Results: Solving percent problems using

equations vs proportions. Fractions Lab time vital to success.

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5th Team: Beg. Algebra Online Same curriculum but tailored to online environment Changes: Student-Teacher interaction Accountability Availability Accessibility Clearer expectations and layout

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Course Kits

       

OutlinesLesson PlansActivitiesSmart Lessons

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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. Course Introduction & Basic Math Review 1b. Simplifying Algebraic Expressions 1c. Solving Linear Equations in One Variable 1d. Solving Absolute Value Equations 1e. 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

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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. Introduction to Polynomials & Operations 4b. Operations on Polynomials – Multiplying 4c. Operations on Polynomials - Division 4d. Greatest Common Factor, Factor by Grouping 4e. Factoring Trinomials Review Sessions

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Lesson 3b-1: Solving System of Equations by Substitution

Initial Session by: W. Parker

Course/Unit Focus: MAT 101/Systems of Linear Equations

Primary Course Outcome(s): 4. Solve systems of equations and interpret solutions;

Developmental Studies Lesson Plan Learning Objectives: By the end of the session, learners will:

•Use the substitution method to find the solution of the system of equations. • Identify the solution of the system• Interpret the significance of the solution

Materials: TextDuration: 40 minutes

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Time Description/Activity5min. Review objectives. Introduce topic and uses in

mathematics. 5min Review and demonstrate solving a system of equations by

graphing10min 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.

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Master Course Shellsin Blackboard (GTC’s LMS)

Key Elements • Home Page Banner & Entry Instructions• Navigation Menu – similar across courses to help Developmental

students see/access course materials.

• Course Information – links to section-specific information, Department/Division Policies, etc.

• Syllabus & Outline – common syllabus (for all course sections) and base course outline.

• 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.

• 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).

• Instructor Resources – links to Course Kits (repositories of materials in Bb).

Guiding Principles:

• A Starting Point – for faculty to build on, retaining common syllabi, content and assessment.

• All Inclusive – all basic/ common elements for a course.

• Simple & Intuitive – easy to navigate and see.

• Organization & Logic –Elements clustered in a logical and sequential order.

• Continuity of Design – across program, department, division & college.

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.

Homepage Banner & Entry Instructions

Instructor Resources

Best Practices in Creating Master Course Shells Commonality, Consistency ,Continuity & Simplicity

• •

Introduction Course Information

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.

• 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: PowerPoints, Readings, Online Quizzes & Tests (varies from course to course, instructors add to this).

• Online Learning Software/Resources – links to software, Smart Thinking tutoring, library, websites, links to instructional videos, etc.

• Initial Announcement & Start-up Assignment –“To do” list acquaints students with Blackboard features; First assignment directs students to complete/submit the Student Information Sheet.

• Grade Center – contains specialized categories & “My Average” column with common weighted column calculations (matched to course syllabus).

• Instructor Resources – for adding to and enhancing course content (links to course-specific repositories of materials in the Blackboard Content

Collection).

Navigation Menu

Grade Center Setup

Guiding Principles for Creating Master ShellsMaster Course Shells should have the following

characteristics:

• A Starting Point – for faculty to build on, and make each course section ‘their own’ while retaining commonality in syllabi, content and assessment.

• All Inclusive – a one stop shop that has all basic and common elements for a course.

• Simple & Intuitive – so students and instructors can easily find what they need.

• Organization & Logic – Cluster elements in a logical and sequential order.

• Continuity of Design – across program, department, division & college.

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)

Online Learning Software maintain parallel gradebooks that either require faculty to input grades periodically (MAT - Hawkes & RDG-Aplia);

Or integrate seamlessly with Blackboard, depositing grades into the Grade Center (ENG - Writing Class)

as students complete pre/post-tests. Diagnostic tests, practice exercises, quizzes and tests online.

Common quizzes and tests posted to Blackboard automatically record grades into the Grade Center.

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).

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.

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Questions? Suggestions?

Comments?Susan JohnsonDevelopmental Studies Math

Program CoordinatorSusan.m.Johnson@gvltec.edu

William ParkerDevelopmental Studies MAT

032 Lead InstructorWilliam.parker@gvltec.edu