Accelerating Developmental English at Atlantic Cape: The Triad Model Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of English English Department Coordinator Maryann Flemming-McCall Assistant Professor of Developmental English
26
Embed
Stephanie Natale-Boianelli Assistant Professor of Developmental English Accelerated Learning Program Coordinator Richard Russell Assistant Professor of.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Accelerating Developmental English at Atlantic Cape: The Triad Model
Stephanie Natale-BoianelliAssistant Professor of Developmental EnglishAccelerated Learning Program Coordinator
Richard RussellAssistant Professor of English
English Department Coordinator
Maryann Flemming-McCallAssistant Professor of Developmental English
ENG 101 ENG 052
Community College of Baltimore ALP Model
A L P
ALP Advantages (Baltimore model)
reduces stigma
improves attachment
provides stronger role model
encourages learning communities
changes attitude toward developmental course
allows individual attention
allows time for non-cognitive issues
allows coordination of the two courses
A L PThe Accelerated Learning Program
The Triad Model
ENGL099 & ENGL101 are both three credit courses.
Once a week, ENGL099 meets in a computer lab.
ALP
Backward design
The goal is for students to pass the college-level
course.
Developmental course is taken concurrently with the college-level
course.
Teacher is expected to both teach and mentor
the students.
Focus on non-cognitive
issues
080
Traditional course
The goal is for students to pass the
developmental course.
Developmental course is taken as a prerequisite to
college-level course .
Teaching is the only expectation.
No formal focus on non-cognitive
issues
Two critical ALP features: Both courses are taught by the same professor. Eleven of the students in the college-level course placed into credit-level English.
ALP SyllabusStudent Learning Outcomes/Objectives, similar to ENGL101 syllabus, with important additions:Students will learn the value of being an active participant in a learning
community: how to prepare for/attend classes; actively participate; respectfully/responsibly interact with learners; ethically collaborate/study for other classes.
Students will choose a program path for the next two years, study the schedule in the tabloid, make effective decisions for scheduling an academic semester. Students will discuss the pros and cons of shortened summer semesters and of online classes.
Students will become familiar with the college culture: make use of available and appropriate resources; meet with the instructor to discuss individual program; learn about essential services/procedures for registration and about extracurricular activities; etc.
Curriculum PlanningFirst day of each week: discuss questions from previous
week in 101 and/or reading/writing concerns from other classes.
Instructor consideration: What should be reinforced in both 101 class and in ALP? What should be addressed in only ALP?
Design “just in time” exercises/group activities within learning communities.
Sometimes student-generated concerns supersede planned activities.
Active learning; NOT drill and practice.Personalize/contextualize learning for ALP students.
A Sample WeekEnglish 101
Day 1Discuss new words to the OED online. Introductions. Review syllabus. Private writing.
HW: Read/annotate “The Coddling of the American Mind” (The Atlantic September 2015) for next class.
Day 2: Diagnostic reading/writing: Summarize and respond to the article.
HW: Assign short response papers to The Northside (Nelson Johnson). Read/annotate “The Prologue” for next class.
ALPDay 1 (Re-)introductions: What is ALP?Discuss active reading strategies. Preview material; then read/annotate in pairs “Brainology” (Carol Dweck). Compare annotations for the first part. What is the most significant and most confusing/disturbing line in the second part? (These could be the same.) Etc.
Day 2 (computer lab)Complete entrance survey and learning inventory.On the discussion board, choose one word to describe Atlantic City. Respond.
Spring 2012
Fall
2012
Spring
2013-
Spring
2014
Fall
2014
Spring 2014
Fall
2014
Scaling Up: Timeline
Effie Russell pilots
program with
11 students
4 triads; 3 campuses;
4-6 triads; 3 campuses
7 triads;first evening
triad
14 triads10 triads;4 adjuncts; part-time students eligible
Engl080 Track
ALP Track
Engl101 Track
Gateway Course Success
No. of Students 1173 329 1427
English 101 Completion Rate 44% 84% 75%
English 102 Completion Rate 3% 54% 49%
Number of Semesters 3 2 2
The Triad Model Works!Part 1: Internal Measures of Success
ALP students are also retained at higher rates than Engl080 and Engl101 students and complete and pass more credits than Engl080 students.
The Triad Model Works!Part 2: External Measures of Success
From “Replicating the Accelerated Learning Program: Preliminary But Promising Findings” study conducted by the Center for Applied Research. You can access a
copy of the study here: http://alp-deved.org/2014/02/findings-from-a-nationwide-alp-study-just-released/
The Triad Model Works!Part 2: External Measures of Success
From “Replicating the Accelerated Learning Program: Preliminary But Promising Findings” study conducted by the Center for Applied Research. You can access a
copy of the study here: http://alp-deved.org/2014/02/findings-from-a-nationwide-alp-study-just-released/
Step 2. Brainstorm topics that should be in our handbook.
Step 3. Research/explore topic in pairs.
Step 4. Create the handbook page.
Step 5. Presentation/peer review.
Step 6. Revision and publication.
ICW (Week 1): Besides getting “good grades,” what are your goals for this semester? How will you ensure that you are working towards these goals?
Students will revisit these goals and their progress throughout the course.
Students write a short reflection/letter to me to submit with Paper #1.
ICW (Week 3): Discuss your writing process. What was the most difficult part about writing Paper #1? What are the strengths of your paper?
Self-Assessment: Reflective Writing
Self-Assessment: End-of-Term Reflection
I. What are characteristics of “good writing”? Use specific examples read for class and explain what made them effective.
II. What are your strengths as a writer? Use specific examples.
III. What are you still working on in your writing?
Some variation used for the “final exam”
Self-Assessment: End-of-Term Reflection
From “Ending at the Start” (David Gooblar), The Chronicle of Higher Education, 29 April 2015:
Write a letter to a future student of this class.
What do you wish you would have known before taking this class?
What should future students know about this class or professor? (Advice.)
Thank you!“I always felt like I was one step ahead of all the other kids in English 101 because of the extra work with the same professor.”
“I felt like the transition of coming into college was very smooth because I learned a lot here academically, but I also learned all my resources at the campus.”
“I felt more like a student at ACCC because I learned so much about not only English as a course but this college as a whole.”
“ALP greatly helped my confidence in 101. At the beginning, I didn’t know or thought I didn’t know anything about reading and writing…ALP is awesome for becoming part of the Atlantic Cape family and meeting students at similar levels…Best class ever.”