What’s New at NROC? A Focus on Mathematics Jessica Everton Francisco Hernandez Ruth Rominger John Watson
Dec 18, 2014
What’s New at NROC? A Focus on Mathematics
Jessica EvertonFrancisco Hernandez
Ruth RomingerJohn Watson
Project overview
Project Goal: Increasing the number of financially-disadvantaged students that pass algebra and developmental math
Project Funding: Began October 2009 for three yearsProject Approach:• Developing new educational interventions (“Standing on the
shoulders of the best educators.”)• Developing an enterprise for national distribution and
sustainability (“It is more than building a better mouse trap.”)• Engaging student, instructors, and administrator in the product
and enterprise design (“Honoring everybody and making real change happen.”)
Content development
Basic Math /Arithmetic
Beginning Algebra
Intermediate Algebra
Geometry
2010-2012
Developmental Math Four semester
30-40 lessons each
2010
Algebra 1 (8th grade) Two semesters
26 lessons
Semester 1 - July
Semester 2 - December
Warm-ups: a series of problems to assess prior knowledge and recommend review.Presentations: the new media equivalent of a session with a teacher and a blackboard.Worked Examples: narrated step-by-step presentations of a problem solved.Problems: symbolic and word, designed in adaptive sets, giving students practice and feedback.Readings: excerpts that provide reinforcing or alternative explanations and examples.Review: self-test mastery before moving to the next lesson.Projects: promote collaboration in the project-based learning tradition to solve real-world problems.Peer-Tutor Simulations: pair students with simulated peer tutors to solve problems.Games: simple challenges to engage students in “playing” with math
Learning Components
Multiple modes of learning - conceptual, procedural, problem-solving, project based, peer-based, simple games, and assessment
Opens the door to mathematical reasoning and critical thinking to a broad range of learners.
The learning object architecture allows institutions, instructors and students to adapt the content to different program and learner needs.
“Portfolio of Learning Approaches”
Call for “21st century” mathematics
Considering introductory statistics and probability concepts
Traditional curriculum may not best prepare learners for modern occupations or to be well informed citizens Informed by Achieve's Common Core and AMAYTC's proposal for a new developmental mathematics.
Developmental Math
Allows for customized pathways through series based on pre- assessment and mastery
Flexible Architecture
Complete developmental math series
Specific Remediation
Credit RecoveryIntegrated
Math Course
Game-based
Social Constructivist
Problem-based
Each Lesson Integrates Learning
Components
Learning Approaches
Remix Content
Technical Design Options
Pedagogical & Concept Designs
Produce PrototypeLessons
Review, Test, Pilot
SME Leads, Outlines & Sample Scripts
Development Team
AdvisorsFocus Groups
Design
Editorial
Technical
Production
Research
Marketing
Editorial
SMEs
SME, Editorial, Design & Tech
Editorial
Production
Design
Assign Scripts
DevelopScripts
Review & Design
Send out for SME Review Produce &
Assemble Lessons Review &
Test
Production Workflow
Development cycle per semester
National and Regional Organizations
Francisco Hernandez: [email protected]
• American Association of Community Colleges• National Council for Teachers of Mathematics
• Blacks in Higher Education• Hispanic Association of Colleges and Universities
• Society for the Advancement of Chicanos and Native Americans in Science
• Benjamin Banneker Association
National and Regional Organizations
Francisco Hernandez: [email protected]
• Texas Association of Chicanos in Higher Education
• Center for the Mathematics Education of Latinos/as
• Achieving the Dream
• MESA-Western States• AVID-All States
Content Reuse and Redesign
Training
Applied Theory
Modules
Example Approach
Remix
Foundation concepts
Games
Problem-based
Understanding theory and practice in each component type
Incorporate training component and
hands-on tutorials
Remixing by learning approaches
Reusing student lessons
Professional Development
Multiple Delivery Pathways
Free, asynchronous
• Online, on-demand mini-modules• Downloadable group lesson-study modules• Online PD social network
Fee, synchronous
• Live and recorded training online webinars• Live and recorded customized in-service
webinars
Fee, staff training on-site
• Partner-led PD workshop series• Partner-designed customized PD workshops
Professional Development
Your feedback and discussion
• Product issues?• Enterprise issues?• Political issues?
Advisors
Rikki Blair AMATYC and Lakeland Community CollegeRhonda Epper Colorado Community Colleges OnlineFrancisco Hernandez University of HawaiiSally Johnstone Winona State UniversityJudy Lowe Chattanooga State Technical CCSteve Nelson Oregon Department of EducationSusan Patrick Int’l Association for K-12 Online LearningStella Perez League for InnovationLinda Pittenger Council Chief State School OfficersSteve Rheinschmidt Iowa Community College Online ConsortiumJamie Sachs Southern Regional Education BoardMary Schlegelmilch Omaha Public SchoolsScott Vashaw Michigan Virtual UniversityWilliam Velez University of Arizona
2010 project overview
What is the curriculum? (Michael)• Aligning HS and CC• Common Core• Moving from algebra to statistics
What is the product and enterprise? (John)• Courseware feature, functions, production values• Professional development• Administrative feature and functions• Enterprise business model
2010 project overview
How do we reach the target audience? (Francisco)• Financially-disadvantaged and minority students• Financially-disadvantaged institutions• Parents and families
What are the product and business development processes?• Learning from and leveraging algebra 1 development• Learning from and leveraging NROC
• Keep it simple: developmental students and ELLs value simplicity
• Real-world examples are a key to engagement
• Students and instructors want support for multiple learning styles
• Challenges, animations, simple illustrations, and problem sets are important
Focus groups: 2009 key findings
• Professional development and staff adoption are key issues in community colleges
• Few instructors and institutions are locked into an existing teaching method or digital product
• Cost and flexibility of digital products are important ongoing concerns
Focus groups: 2009 key findings
Presentation• Very well received• Students liked the presenter• Graphics; storyboard, pace: all worked well• Students said this would help them and they would use it
Worked example• Promising; some changes needed in voice and pace;
handwriting; diagrams
Study group simulation• Improvements in acting, dialogue, flow being implemented
Phase 2: Student focus groups key findings
Participants are looking for new ways to approach math
• Math redesigns in TN, AL and elsewhere
• Revisiting standards and requirements
• This is a dynamic and critical time in math instruction
Student diversity makes it essential to provide content with different context and voices
Focus groups: 2009 key findings
Focus groups and conference discussions
Engage students in content development
Engage instructors and administrators in enterprise planning
2010 plan • New Mexico February• California early March• Innovations conference late March• American Association Community Colleges April• And more…