Rosemary ArcaBronté MillerKathy Perino

Kate Smith

Pedagogy Matters! Refining Teaching Practice to Increase Student Success

Funded by the Bill and Melinda Gates Foundation Project between The League, LaGuardia Community

College and Knowledge in the Public Interest Principal Investigators:

Gail O. Mellow, President, LaGuardia Community College Diana Woolis, Co-Founder, Knowledge in the Public Interest Gerardo de Los Santos, The League for Innovation in the

Community College Raise Basic Skills Pass Rates to 80% nationally. Create a virtual community of practice linking high

performing faculty to each other.

The ProjectFaculty working independentlyCommunity built through virtual mediumDeveloped largely through faculty process

There is no general pedagogy: only pedagogies, like horses, for courses.

-Stuart Hall

QUESTIONS/DIALOGUE

Think about a memorable lesson you taught or witnessed that was either very successful or very unsuccessful. Was the success of the lesson a product of content expertise or pedagogical expertise?

TABLE DISCUSSION

QUESTIONS/DIALOGUE Faculty must work with committees, campus

organizations, and research in addition to teaching full loads. How can they effectively examine, reflect upon, and improve their teaching practice with such demands on their time?

TABLE DISCUSSION

GSCC’S THEORY OF CHANGEFaculty

Knowledge and Expertise

Social Networking

Tools for Faculty Reflection

Capture: ePortfolio

Consolidate:Polilogue

Advance:ePortfolio & Exchange

Basic Skills Pedagogy:

Intensification

80% pass rate

Innovation

Tags

What We Did: Routines: The work processes necessary to achieve the changes in faculty

practice that ultimately lead to an 80% pass rate. Once a week evidence based reflective description 3 videos 3 Meta-Reflections Pedagogy Circles Tagging Coaching Circles Choice Events Jams

Tools: What we used to make our work routine. ePortfolio Polilogue Pathfinder

THEMES & TAGGING: THE CATALYST FOR REFLECTION Themes were used to identify pedagogy

patterns. Tags were used to label these patterns

within our ePortfolios. Grouped according to domain

Instructional Values Instructional Approaches Instructor Qualities

80% Inter-Reader Reliability

INSTRUCTIONAL VALUES Enjoyment Whole Person College Transition Comfort Caring Self-Efficacy Inclusiveness Time on Task Differentiated Instruction High Expectations

INSTRUCTIONAL APPROACHES Community Building Accessibility Feedback Reflection/Meta-Cognition Structure in Presentation Variety of Approaches Mixed Learning Activities Contextualization Peer Engagement Using Baseline Knowledge Scaffolding Connections Higher-Order Thinking Assessment Technology

INSTRUCTOR QUALITIES Persistence and Intentionality Adaptability Presence Authenticity Mastery/Expertise Passion

THINK ABOUTThink of a lesson you taught that was particularly successful:

o What did you do that promoted success?o What pedagogical elements made it

successful?

In other words, what approach(es) did you use that led to success?

SHARE Please take 5 minutes to share your

successful pedagogical elements.

Please report to the large group any commonalities

http://www.wordle.net/create

TAGS

TAGS

PeerFeedback

Reflection

A PEDAGOGICAL PATTERN

010203040

010203040

010203040

DeMonico, Teresa (English) Getso, Richard (Math) Nicoli-Suco, Elizabeth (Math)

O'Connor, Trisha (English) Scanlan, LaVache (Math) Smith, Kate (Math)

Zollars, Michelle (English)

IA: High Level Cognition IA: Multiple Approaches to Instruction

IA: Highly Structured Instruction IV: Highly Structured Instruction

IA: Supportive Context IV: Supportive Context

Per

cent

of t

ags

6-Category Scheme: Cluster 2

ROSEMARY ARCA BRONTE MILLER

Allocation of time in class as observed in classroom videos

KATE SMITH KATHY PERINO

Allocation of time in class as observed in classroom videos

Completion Success Success byCompletion

0

2

4

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16

Math

Baseline DifferentialFall 2010 Differential

DIFFERENTIAL BETWEEN GSCC FACULTY & OTHERS AT INSTITUTION

English completion English pass success English0

10

20

30

40

50

60

70

80

90

GSCC Class Comparison Study vs Non-Study Fall 2010

English Non-StudyEnglish StudyMath Non-StudyMath Study

WHAT JUST HAPPENED?

HOW CAN YOU ATTEND TO PEDAGOGY? http://www.globalskillscc.org/

e-Portfolios Peer Discussion

Meetings Blogs Idea exchange

Routine Reflection Professional Development

Conferences Workshops Peer Meetings GSCC 2.0!

GSCC 2.0—JOIN USIndividual Requirements:

Be personally motivated and engaged with improving pedagogy.

Show the capacity to be creative and scholarly thinkers

Be scheduled to teach the final course of the developmental sequence at least once each semester of this project. (Fall 2012, Spring 2013)

Have taught the final course of the developmental sequence at least twice in the last two years.

Be available and committed to participate in all online work and face-to-face meetings including an online discussion sometime between July 8th-14th, 2012 and a face-to-face meeting in NYC on August 6th-9th, 2012.

Use ePortfolio to document their practice.

Submit 3 video snapshots of their classrooms as requested each semester.

APPLICATION AVAILABLE AT:

https://www.surveymonkey.com/s/GSCC2