PRISMATIC PERCEPTION PROJECT THE LEARNER’S JOURNEY A Critical Thinking Retention Model 2007 TYCA Northeast Conference, Philadelphia, PA Susan E. Apshaga,

PRISMATIC PERCEPTION PROJECT

THE LEARNER’S JOURNEY

A Critical Thinking Retention Model

2007 TYCA Northeast Conference, Philadelphia, PA

Susan E. Apshaga, Debra O. Lilli, Carol A. PanaccioneOctober 20, 2007

• An active, student-centered learning paradigm that has garnered national recognition.

The Paradigm at WorkThe Paradigm at Work

The Learner’s Journey is a multidisciplinary, active-learning paradigm that fosters self-directed learning and is based upon:

• Campbell’s The Hero’s Journey• Grow’s 4 Stages of Self-Directed Learning• Vygotsky’s Zone of Proximal Development• Bloom’s Taxonomy of Critical Thinking

“An environment which affords students opportunities to explore and construct knowledge based on their own observations and experiences.”

- Smerdon, Burkam, Lee (1999)

II. Defining Student-Centered Teaching

__________________________II. Defining Student-Centered Teaching

__________________________

A student-centered approach is in contrast to the lecture-method of classroom instruction,

…lectures were artifacts of the Middle Ages, before there were printing presses. Without printed materials, students merely transcribed the teachers’ or speakers’ comment. This was not learning but transcription. Yet today, the practice continues almost unabated, while learning suffers and students become transcribers, and inefficient ones at that (Broder, 2001).

Paradigm ShiftParadigm Shift

Community College

of Rhode Island

16,042 students

26.9 average age

10,277 part-time

5,765 full-time

10.2% graduation rate

12.9% peer institution graduation rate

Students entering community colleges for the first time are

ill-prepared for the rigors of the college experience

in the following areas:

Students entering community colleges for the first time are

ill-prepared for the rigors of the college experience

in the following areas:• The application of

basic skills

• Understanding their learning styles

• Understanding their responsibilities as students

• Intrinsic motivation

• The application of critical thinking skills

• The application of effective communication skills to all courses

• Need to shift from “passive” to “active” learning mode

• Being autonomous, self-directed learners

Retention SurveySpring 2007

Retention SurveySpring 2007

• Total Surveyed: 175 students

• Focus question: Have you ever dropped a course?

• Results: 96 Yes79 No

••

The 96 who admitted to dropping a course identified four major areas that influenced their decision:

• Personal issues• The course itself• Work issues

• Lack of support

Main Reasons for Dropping a CourseMain Reasons for Dropping a Course

0

10

20

30

40

50

60

70

80

90

Personal Course Work Support

Of those same 96, 63 had also considered but ultimately did not drop a class for the following reasons:

Of those same 96, 63 had also considered but ultimately did not drop a class for the following reasons:

• Reliance on themselves alone• Reliance on themselves plus support from others• Reliance on support from others alone

Retention Factor RatioRetention Factor Ratio

0

5

10

15

20

25

30

35

40

45

Self Self + Self -

Yes

Of the 79 who hadn’t dropped any courses, 43 did admit to thinking about it, but

decided to finish the course because of the following:

Of the 79 who hadn’t dropped any courses, 43 did admit to thinking about it, but

decided to finish the course because of the following:

• Reliance on themselves alone• Reliance on themselves and the support of others

• Reliance on the support of others alone

“What do you think is key to a student’s success in college?”

“What do you think is key to a student’s success in college?”

• Determination• A good student-teacher relationship built on

communication, dedication, and respect • Self-discipline• Motivation and discipline–because at times it

feels like everything is going wrong and outside causes just make it worse

• A good teacher• Good time management• Being passionate about what you are learning• Keeping focused • Personal feedback from professors • Taking initiative

Goal of The Learner’s Journey ____________________________

Goal of The Learner’s Journey ____________________________

To increase student retention, especially during the first year, by

-Providing a bridge between high school and college by preparing students for the rigors of the college environment.

-Providing strategies to enhance students’ self-concept as learners.

Further Goals ____________________________

Further Goals ____________________________

For faculty, this course paradigm will provide

• Strategies which address the academic success of their students, particularly those at-risk.

• Strategies which address their students’ “college-readiness,” especially those who may not see themselves as college material.

Paradigm OutcomesParadigm Outcomes

Using a thematic subject-matter approach, students will:

• Apply critical thinking skills • Apply critical reading skills• Apply the writing process• Demonstrate improved oral communication skills• Apply analytical skills and strategies with regard

to a subject matter• Work effectively in a collaborative seminar setting• Demonstrate improved research skills• Connect subject matter to its cultural and

historical contexts

Course OutlineCourse Outline

I. Introduction to The Learner’s JourneyII. Learning StylesIII. Learning AttitudeIV. Responsibility of the StudentV. Critical ThinkingVI. Effective Communication StrategiesVII. Research and CollaborationVIII. PresentationIX. Self-assessment

Student Reflection and Understanding

Student Evaluation and Presentation

Student Self-Assessment

Student Research

and Synthesis

Student Analysis

“If you want to build a ship, don’t drum up the men to gather wood,

divide the work and give orders. Instead, teach them to yearn for the vast and endless sea.”

-Antoine de Saint-ExupéryThe Wisdom of the Sands