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PowerPoint PresentationWe Can See Clearly Now Andrea Hendricks,
Sharon Weltlich, and Marilyn Reba
Georgia State University Perimeter College GADE February 7, 2020
Development of Corequisite Support in Georgia
Center on Education and the Workforce Report; Complete College America formed, Complete College GA Reduction in levels of developmental math
Corequisite support and pathways implemented
Foundations courses eliminated
Corequisite Definition
Initial Design Corequisite Course Offerings
Reacting to the requirements first hand
Fall 2015 – Summer 2018
Reacting to the requirements first hand
Fall 2015 - Summer 2018
New Design Corequisite Course Offerings
Using learnings from the past three years to recreate and redesign the course
Fall 2018 onwards
COURSES
Alg
Initial Corequisite Course Offerings
Flaws in Our Design
Flaws in Our Design
Flaws in Our Design
Rogue Instructors
Rogue Instructors Overwhelmed Students
Flaws in Our Design
Rogue Instructors Overwhelmed Students
Flaws in Our Design
Rogue Instructors Overwhelmed Students
Attendance Problems
classroom
1 2
FURTHER CHALLENGED BY: The corequisite model requiring students to learn content for two courses
Corequisite Learning Support course that is designed to
USG Fundamental Features of Corequisite Learning Support (updated 1/2018)
→ support mastery of the skills and concepts needed to pass the collegiate course in a “just-in-time” manner
Corequisite Learning Support course that is designed to
USG Fundamental Features of Corequisite Learning Support (updated 1/2018)
→ support mastery of the skills and concepts needed to pass the collegiate course in a “just-in-time” manner
Corequisite Learning Support course that is designed to
USG Fundamental Features of Corequisite Learning Support (updated 1/2018)
→ help students master the skills and knowledge required for success in the linked college- level course
→ support mastery of the skills and concepts needed to pass the collegiate course in a “just-in-time” manner
Corequisite Learning Support course that is designed to
USG Fundamental Features of Corequisite Learning Support (updated 1/2018)
→ help students master the skills and knowledge required for success in the linked college- level course
→ cover the same topics in the same order at the same time as the college-level course
Course Design One software system Aligned content Academic mindset lessons Lessons and activities for both
courses
Course Structure Cohort students Same instructor 2-credit hour support course
1st Challenge:
Offered in the same order as the college-level class
2nd Challenge:
Equipping students to be successful
40% students who do not succeed in a math course fail everything
Momentum Year
Academic Mindset
“Finally, supporting students in college to reach their full potential demands promotion of a growth mindset around academics, supporting students’ resilience in the face of setbacks. A mounting body of evidence supports the benefits of small interventions that encourage students to view intelligence as malleable, helping them build resilience in the face of setbacks and avoid becoming demotivated and disengaged with their academic pursuits.”
Source: http://www.completegeorgia.org/what-momentum-year
3rd Challenge:
Google Search -- how to engage with students
Research Evidence-based strategies
Reading Assignments and Activities
My previous classroom I created an outline of notes for the day’s lecture and posted them in our D2L
Students came to class and listened to my lecture and filled in their notes
In my 75 minutes class…I lectured for 76 minutes
Times have changed… Now our corequisite and college level course is 2 hours and 25 minutes (with a 15 minute break)!
How much information can the brain hold?
How much soda can this cup hold?
What happens when we “pour” too fast?
These students were born into a world of commonplace technology use.
Students in the Digital Age – Active Classroom
What do millennial and gen Z students respond to?
Digital books allow an active environment OUT of the classroom
Polling questions allow an active environment IN the classroom
Support Course 75% Practice, Practice, Practice • Reading Assignments (before class)
• In-class Questions
Grading
Reading Assignments: Active OUT of the classroom
Polling Questions: Active IN the classroom
IN-class questions
This is time for me to STOP talking and let the students digest the topic. They can talk to other students to get feedback. They immediately practice what I just taught.
If students were asleep…they wake up. If students were on social media… they stop and do math.
They become ENGAGED!
Perfect Teaching Moment!!!
point…they want to know if they got
it correct…OR why they didn’t
44
Engagement is a large part of my class now
I have learned to pour a little…wait, then pour more
I now have the ability to let the fizz settle…
My students are engaged… and feel more confident.
…with a device that students are very comfortable using.
Assigning book reading before class “encourages” my students to come to class prepared.
Polling questions help me have an active classroom
New course design addressed all the initial issues
Disconnected from the College Algebra
course
Attendance Problems
Observations on Using the Corequisite Remediation Model in College Algebra
FALL 2019: Joined Georgia State University
-focuses on retaining students, rather than just enrolling them
Prior to 2019: -met Andrea Hendricks
- experimented with interactive textbook
*FIRST TIME TEACHING COREQUISITE MODEL for Pre-Algebra and College Algebra:
STRETCH-CLASS MODEL:
REQUIRED: “LONG-CALCULUS”
Or OPTIONAL ONLINE REMEDIATION: FOR ONE-SEMESTER CALCULUS I
MATH 0999 (2 CREDIT HRS) MATH 1111 (3 CREDIT HRS)
PRIOR REMEDIATION MODELS: FALL 2019:
1st Concern:
How to maintain interest and build confidence for 2 hours and 10 minutes
of math
MATH 0999: PREREQUISITE SKILLS for 55 min MATH 1111: CORE CONTENT for 75 min
COREQUISITE MATERIALS: • Start small and gently lead students into the harder material. • BACKWARD MAPPING WORKS
VERY ACTIVE CLASSROOM: • Student participation every 5 minutes (digital ink, polling) • End-of-class group activities that summarize skills and relax the
atmosphere
How to encourage time management and math study skills
Double Course Notes, Double HW Requires Better Organizational and Study Skills
SUPPORT MATERIALS: • Include sections on time-management, how to study, etc.
INSERT SUGGESTIONS INTO LECTURES: • Setting up blocks of 0999 & 1111 study time • Classroom focus • Putting problem-solving strategies into words, identifying types of
problems • Highlighting difficulties • Studying keys and notes on LMS • Analyze exam results together (C or less)
3rd Concern:
How to avoid overwhelming students so they can focus on the core skill
Prerequisite Skills for some topics are more numerous and may postpone or cloud the introduction of the Core Content Goal
Reverse “Prereqs-1st, Core-2nd”:
• Sometimes explain the core-content goal first and then introduce prerequisite skills as needed
• Sequence problems by complexity
Requires:
→ Dynamic classroom
→ Interactive materials and text for use in-class and out of class
→ Carefully-Aligned content
(for Math) incorporated in lectures and reading materials
→ “Creative License” that may reverse “Prereqs-1st, Core- 2nd”
→ Precede assessments with structured and detailed reviews
COMMENTS:
-Enjoyed the experience of teaching these linked courses.
-Corequisite offers extra opportunity to know the students; each class felt like a team-effort among friends
-Good Results:
Corequisite Definition
Course Information
USG Fundamental Features of Corequisite Learning Support (updated 1/2018)
USG Fundamental Features of Corequisite Learning Support (updated 1/2018)
USG Fundamental Features of Corequisite Learning Support (updated 1/2018)
USG Fundamental Features of Corequisite Learning Support (updated 1/2018)
Current Corequisite Course Offerings
Alignment of content between the courses
Alignment of content between the courses
Offered in the same order as the college-level class
2nd Challenge:Equipping students to be successful
Slide Number 28
3rd Challenge:Engaging students in and out of the classroom
Slide Number 32
Slide Number 37
Digital books allow an active environment OUT of the classroom
Grading
Polling Questions: Active IN the classroom
Slide Number 42
Slide Number 44
Slide Number 45
I now have the ability to let the fizz settle…
New course design addressed all the initial issues
Observations on Using the Corequisite Remediation Model in College Algebra
Slide Number 49
Slide Number 50
1st Concern:How to maintain interest and build confidence for 2 hours and 10 minutes of math
Slide Number 52
2nd Concern:How to encourage time management and math study skills
Slide Number 54
3rd Concern:How to avoid overwhelming students so they can focus on the core skill
Slide Number 56
Corequisite Course Success
Slide Number 58
Georgia State University Perimeter College GADE February 7, 2020
Development of Corequisite Support in Georgia
Center on Education and the Workforce Report; Complete College America formed, Complete College GA Reduction in levels of developmental math
Corequisite support and pathways implemented
Foundations courses eliminated
Corequisite Definition
Initial Design Corequisite Course Offerings
Reacting to the requirements first hand
Fall 2015 – Summer 2018
Reacting to the requirements first hand
Fall 2015 - Summer 2018
New Design Corequisite Course Offerings
Using learnings from the past three years to recreate and redesign the course
Fall 2018 onwards
COURSES
Alg
Initial Corequisite Course Offerings
Flaws in Our Design
Flaws in Our Design
Flaws in Our Design
Rogue Instructors
Rogue Instructors Overwhelmed Students
Flaws in Our Design
Rogue Instructors Overwhelmed Students
Flaws in Our Design
Rogue Instructors Overwhelmed Students
Attendance Problems
classroom
1 2
FURTHER CHALLENGED BY: The corequisite model requiring students to learn content for two courses
Corequisite Learning Support course that is designed to
USG Fundamental Features of Corequisite Learning Support (updated 1/2018)
→ support mastery of the skills and concepts needed to pass the collegiate course in a “just-in-time” manner
Corequisite Learning Support course that is designed to
USG Fundamental Features of Corequisite Learning Support (updated 1/2018)
→ support mastery of the skills and concepts needed to pass the collegiate course in a “just-in-time” manner
Corequisite Learning Support course that is designed to
USG Fundamental Features of Corequisite Learning Support (updated 1/2018)
→ help students master the skills and knowledge required for success in the linked college- level course
→ support mastery of the skills and concepts needed to pass the collegiate course in a “just-in-time” manner
Corequisite Learning Support course that is designed to
USG Fundamental Features of Corequisite Learning Support (updated 1/2018)
→ help students master the skills and knowledge required for success in the linked college- level course
→ cover the same topics in the same order at the same time as the college-level course
Course Design One software system Aligned content Academic mindset lessons Lessons and activities for both
courses
Course Structure Cohort students Same instructor 2-credit hour support course
1st Challenge:
Offered in the same order as the college-level class
2nd Challenge:
Equipping students to be successful
40% students who do not succeed in a math course fail everything
Momentum Year
Academic Mindset
“Finally, supporting students in college to reach their full potential demands promotion of a growth mindset around academics, supporting students’ resilience in the face of setbacks. A mounting body of evidence supports the benefits of small interventions that encourage students to view intelligence as malleable, helping them build resilience in the face of setbacks and avoid becoming demotivated and disengaged with their academic pursuits.”
Source: http://www.completegeorgia.org/what-momentum-year
3rd Challenge:
Google Search -- how to engage with students
Research Evidence-based strategies
Reading Assignments and Activities
My previous classroom I created an outline of notes for the day’s lecture and posted them in our D2L
Students came to class and listened to my lecture and filled in their notes
In my 75 minutes class…I lectured for 76 minutes
Times have changed… Now our corequisite and college level course is 2 hours and 25 minutes (with a 15 minute break)!
How much information can the brain hold?
How much soda can this cup hold?
What happens when we “pour” too fast?
These students were born into a world of commonplace technology use.
Students in the Digital Age – Active Classroom
What do millennial and gen Z students respond to?
Digital books allow an active environment OUT of the classroom
Polling questions allow an active environment IN the classroom
Support Course 75% Practice, Practice, Practice • Reading Assignments (before class)
• In-class Questions
Grading
Reading Assignments: Active OUT of the classroom
Polling Questions: Active IN the classroom
IN-class questions
This is time for me to STOP talking and let the students digest the topic. They can talk to other students to get feedback. They immediately practice what I just taught.
If students were asleep…they wake up. If students were on social media… they stop and do math.
They become ENGAGED!
Perfect Teaching Moment!!!
point…they want to know if they got
it correct…OR why they didn’t
44
Engagement is a large part of my class now
I have learned to pour a little…wait, then pour more
I now have the ability to let the fizz settle…
My students are engaged… and feel more confident.
…with a device that students are very comfortable using.
Assigning book reading before class “encourages” my students to come to class prepared.
Polling questions help me have an active classroom
New course design addressed all the initial issues
Disconnected from the College Algebra
course
Attendance Problems
Observations on Using the Corequisite Remediation Model in College Algebra
FALL 2019: Joined Georgia State University
-focuses on retaining students, rather than just enrolling them
Prior to 2019: -met Andrea Hendricks
- experimented with interactive textbook
*FIRST TIME TEACHING COREQUISITE MODEL for Pre-Algebra and College Algebra:
STRETCH-CLASS MODEL:
REQUIRED: “LONG-CALCULUS”
Or OPTIONAL ONLINE REMEDIATION: FOR ONE-SEMESTER CALCULUS I
MATH 0999 (2 CREDIT HRS) MATH 1111 (3 CREDIT HRS)
PRIOR REMEDIATION MODELS: FALL 2019:
1st Concern:
How to maintain interest and build confidence for 2 hours and 10 minutes
of math
MATH 0999: PREREQUISITE SKILLS for 55 min MATH 1111: CORE CONTENT for 75 min
COREQUISITE MATERIALS: • Start small and gently lead students into the harder material. • BACKWARD MAPPING WORKS
VERY ACTIVE CLASSROOM: • Student participation every 5 minutes (digital ink, polling) • End-of-class group activities that summarize skills and relax the
atmosphere
How to encourage time management and math study skills
Double Course Notes, Double HW Requires Better Organizational and Study Skills
SUPPORT MATERIALS: • Include sections on time-management, how to study, etc.
INSERT SUGGESTIONS INTO LECTURES: • Setting up blocks of 0999 & 1111 study time • Classroom focus • Putting problem-solving strategies into words, identifying types of
problems • Highlighting difficulties • Studying keys and notes on LMS • Analyze exam results together (C or less)
3rd Concern:
How to avoid overwhelming students so they can focus on the core skill
Prerequisite Skills for some topics are more numerous and may postpone or cloud the introduction of the Core Content Goal
Reverse “Prereqs-1st, Core-2nd”:
• Sometimes explain the core-content goal first and then introduce prerequisite skills as needed
• Sequence problems by complexity
Requires:
→ Dynamic classroom
→ Interactive materials and text for use in-class and out of class
→ Carefully-Aligned content
(for Math) incorporated in lectures and reading materials
→ “Creative License” that may reverse “Prereqs-1st, Core- 2nd”
→ Precede assessments with structured and detailed reviews
COMMENTS:
-Enjoyed the experience of teaching these linked courses.
-Corequisite offers extra opportunity to know the students; each class felt like a team-effort among friends
-Good Results:
Corequisite Definition
Course Information
USG Fundamental Features of Corequisite Learning Support (updated 1/2018)
USG Fundamental Features of Corequisite Learning Support (updated 1/2018)
USG Fundamental Features of Corequisite Learning Support (updated 1/2018)
USG Fundamental Features of Corequisite Learning Support (updated 1/2018)
Current Corequisite Course Offerings
Alignment of content between the courses
Alignment of content between the courses
Offered in the same order as the college-level class
2nd Challenge:Equipping students to be successful
Slide Number 28
3rd Challenge:Engaging students in and out of the classroom
Slide Number 32
Slide Number 37
Digital books allow an active environment OUT of the classroom
Grading
Polling Questions: Active IN the classroom
Slide Number 42
Slide Number 44
Slide Number 45
I now have the ability to let the fizz settle…
New course design addressed all the initial issues
Observations on Using the Corequisite Remediation Model in College Algebra
Slide Number 49
Slide Number 50
1st Concern:How to maintain interest and build confidence for 2 hours and 10 minutes of math
Slide Number 52
2nd Concern:How to encourage time management and math study skills
Slide Number 54
3rd Concern:How to avoid overwhelming students so they can focus on the core skill
Slide Number 56
Corequisite Course Success
Slide Number 58