D. Instructional Practices

 

 

Research has identified seven instructional practices that are crucial to the success of basic skills education. For this reason, the state has asked us to evaluate our own work in these areas. For each of the seven areas identified by the questions below, please give us your feedback and ideas about any and/or all of the following:

 

• What institutions and practices already exist and what evidence do we have for their effectiveness?

• What barriers or obstacles limit our implementing or enhancing these strategies?

• How can we expand or advance new or existing institutions and practices in the future?

 

 

1. Sound Principles of Learning Theory

 

How are sound principles of learning theory applied in the design and delivery of courses in the basic skills program?

 

Research based best practices include a focus on self-directed learning, with students engaged in actively assessing and monitoring their own motivation and learning, integration of problem-solving and critical-thinking skills into the basic skills curriculum, and recognition of and emphasis on the cognitive development of students (e.g., contextual learning, metacognitive skills development, and constructivism).

 

Insert your responses below here:

 

I am already implementing a student grade tracking strategy with my Auto Tech students, that is incorporated in their portfolio and is available in Blackboard.  Since the auto tech curriculum is highly focused on developing the diagnostic skills of our students, it includes a myriad of problem-solving and critical-thinking exercises, test, and lab assignments.  (Arnoldo Williams)

 

Our writing center is based in this pedagogy with peer consultants educated to ask questions rather than just supplying answers. Also, by starting with higher order concerns such as organization and development, our consultants priviledge critical thinking above correctness. ~ Denise Stephenson

 

We need an academy with the time and incentives for teachers to learn current best practices on learning theory. ~Math folks

 

We need great teachers seminar--a year long sequence of classes, discussions, assignments attached to units or pay benefits

 

We need more discussions about scaffolding within disciplines.

 

I would like to see some of the books on the latest brain research and its impact on how students learn be the basis for faculty discussion across disciplines. I know such books have been read and discussed in Letters and Math, but it would be helpful for the rest of us to read them and be brought into the dialog. (Louisa Moon)

 

 

 

2. Discipline Specific Curricula and Practices

 

How are proven effective curricula and practices employed in math, English, ESL, and the development of study skills?

 

Research based best practices include reading/writing integration, writing across the curriculum, writing labs, addressing environmental factors, problem-based learning, small group instruction, contextual learning, appropriate use of technology, and learning labs.

 

Insert your responses below here:

 

As technology has advanced, so is the need for vocational ed student to have a firm grasp of basic reading and writing skills.  Some of our auto tech students lack the reading/writing level they need.  Auto Tech students are regularly assigned reading and writing assignments.  (Arnoldo Williams)

 

Students are allowed in classes that they are not prepared for.

 

We should consider class size in all areas. Many colleges that have proven success have smaller class size than ours. the ability for teachers to meet with students outside class and have a more personal connection would help greatly.

 

Class size as recommended by NCTE and CCC is much smaller than our ENGL 802 and 803 numbers.

 

Having writing consultants in classrooms, having learning communities for many courses (though both of the aforementioned are faculty-driven rather than difficulty or retention-driven as it is in many best-practice scenarios), having tutoring, and having a writing center that supports writing across the curriculum all address this area of disciplinary support. ~ Denise Stephenson

 

Because of the difficulties we experience with our students in math and writing, we could find a way of creating a space (virtual or physical) where students can receive help in math applied to specific disciplines such as chemistry and physics. Indeed, it looks as if students who take math classes have a difficult time applying what they learn in math to chemistry. The idea here is then to have a type of center where the "theorical" math could be applied to science disciplines. Pierre Goueth

 

At least in math, Problem Based Learning (PBL) has some very definite connotations. I hestitate to speak for all math instructors, but I think it's fair to say that we deliberately do not use this method. We literally teach "skills" that students will need in subsequent classes (not just math classes). Students that have been taught using the PBL method generally are good problem solvers, but they often lack prerequisite knowlege when they get to the next level. This relates to Pierre's comment - most students will have to be shown the relationship between the math techniques that they learned in math class and other subjects (like chemistry), and this generally has to happen (because of time constraints) in that other subject. I think it's just a fact of life that applying the math is hard, and even good students have to be shown how to do it in any given subject. ~John T.

 

Goal setting has been an emphasis in noncredit ESL but we have not systemetized this yet (Sylvia)

 

Not sure if this the right place in the wiki to put this, but it seems to me that identifying basic computer skills, as a component of basic skills, is necessary.  The current definition from this wiki's home page says:  "For this initiative, California is defining basic skills as “skills in reading, writing, mathematics, and ESL, as well as learning skills and study skills, which are necessary for students to succeed in college-level work.”  I would propose that we should take the opportunity presented by this self study to acknowledge and recognize that achieving success in most parts of that definition is not possible without basic computer skills.   I am not talking about information literacy, ala library, (though that is important, too) but somehow through this process recognizing that much of what our students do to function successfully as learners requires the use of the computer as a tool – without some basic skills in using that tool, achieving success at the college level is difficult.  Some starter questions that need our collaboration to consider and answer:  what are the computer skills and techniques that students need so that they can be successful as learners (insert any of the basic skill areas here as well); once those computer skills and techniques are identified, what are the best ways to teach our basic skills students those computer skills and techniques; and, finally, once these computer skills and techniques are taught, how can we effectively measure whether or not our basic skills students can do the computer skills and techniques we have taught them?   Implied in this, at least from my perspective, is that we do not necessarily need to allocate more money (vis-à-vis this initiative at least) to buying more computers and physical technology (hardware/software/otherwise) to show success in this area.  I am willing to work with others in collaboration on this piece of the project/initiative when we get to the appropriate point. ~ Steve Isachsen

 

3. Holistic Development

 

How does the basic skills program at MiraCosta address the holistic development of all aspects of the students. How is attention paid to the social and emotional development of students, as well as to their cognitive growth?

 

Research based best practices include classroom teaching/learning that pays attention to students' attitudes and emotions (e.g., self-concept and self-efficacy development) as well as teaching basic subject skills; student support services that address external needs (e.g., child care, financial assistance, and transportation) of basic skills students; timely interventions that address emotional, social, or non-academic obstacles that arise to prevent student attrition resulting from such circumstances; formal mechanisms in basic skills courses that enhance student motivation and engagement to promote learning; and college programs that promote basic skills students' social integration into and identification with the college environment.

 

Insert your responses below here:

 

 

Students are not prepared to committ to an educational program when they enter college.  Students would benefit from receiving a course prior to starting the semester (or first few days) that will equip them with the necessary techniques to motivate "themselves" and stay focused on their goals.   (Arnoldo Williams)

 

We need to explore freshman experience / bootcamp options that create cohorts and focus beyond specific disciplines (Pam Deegan and several others)

 

More could be done to help instructors learn how to create a learning environment that is effective in fostering independent learners. Students expect to be spoon fed all of the course content and are surprised when an instructor expects them to find any information on their own; even basic things such as course policies or due dates that they could easily find on blackboard, the syllabus or the class calendar. ~Pilar

While we have support services that address the whole person, such as counseling, these services are not directly tied to most classes, and thereby, not necessarily delivered to the students who need them most. EOPS, DSPS, and Puente provide good models of how to mentor and support students beyond the classroom. ~ Denise Stephenson

 

Our students are coming in with a lack of math study/college success/life success skills. We need to come up with a way of teaching them these skills. ~ Math folks

 

We need more of a focus on social cohesion and a sense of college identity (Karen Baum and others)

 

We need to call "stop outs" immediately to get them back.

 

4. Culturally Responsive Teaching Theories and Practices

 

How are culturally responsive teaching theory and practices applied to all aspects of basic skills instructional programs and services?

 

Research based best practices include instructional content and pedagogy that capitalize on perspectives and life experiences of students from diverse backgrounds; basic skills instruction that communicates high expectations, engages students in critical dialogue regarding cultural conflicts, and establishes compatible sociocultural contexts for group learning; basic skills instruction that reflects cultural sensitivity and employs culturally mediated instruction (e.g., the way communicating and learning takes place in students' cultures).

 

Insert your responses below here:

I believe that all MCC staff and faculty would benefit from a culture sensitivity training in order to genuinely accept and embrace all our students and provide them the support they need.  (Arnoldo Williams)

 

 

I fear this is completely ignored at MCC. We're left on our own in this zone. We come with this value and skill as a teacher or we don't. It's not directly supported through any faculty development venue. ~ Denise Stephenson

 

We need courses to teach our faculty about different cultures and how we can use that knowledge in our classrooms. ~Math folks

 

ESL program is culturally responsive but not sure this is a priority or even attended to in other disciplines (several respondents)

 

We need interdisciplinary groups to get together and discuss cultural issues (group brainstorm at Monday work session)

 

This is a capital idea! As Denise points out, either you bring these sensitivities to the table or you don't; we could benefit from each other's advise. Sharing some of our  classroom experiences and teacher/student exchanges in an informal dialog might work. Perhaps those of us who who teach classes in sociology and history and those who may have had recent university level classes in these areas, could lead a discussion in the radical evolution of cultural sensitivity, tolerance, etc. over the last 2 decades... I bet it would open some eyes.

Steve Vail

 

 

5. Highly Structured Basic Skills Courses

 

How is a high degree of structure provided in basic skills courses at MiraCosta?

 

Best practices include a well-planned, step-by-step sequence of basic skills course offerings; well-planned, sequential courses that possess a corresponding proactive academic support component; individual courses (particularly those taken earliest in the basic skills sequence) that engage students in highly structured learning experiences designed to progressively build their skills and knowledge.

 

Insert your responses below here:

 

Course outlines and learning outcomes both address this to some extent. I think we should be wary of the possibility of being overly prescriptive in terms of the ways courses are structured. I know in English, where development is a recursive process, skills don't stack on one another in a linear fashion. The premise that first you learn to write a paragraph and then you can write an essay is one I reject, while others may find it useful. In fact, both strategies can work well. The danger is that in looking for an ideal sequential structure we will stifle teacher innovation and end up with formulas that may be less engaging for students or overly simplistic.

 

If we think about structure in terms of the academic support component, we have programs on campus that do address this - learning communities, lab assistants - but that are implemented inconsistently and to varying degrees of effectiveness. (John Fisher)

Sequencing is a constant challenge in English courses because of the recursive process.  I would love to have a conversation with faculty in other disciplines on this topic.  (Susan Herrmann) 

 

We need a higher percentage of our developmental courses to be taught by full-time faculty (many respondents)

 

The overriding goal of Basic Skills instruction should be to teach students “to do for themselves,” meaning we need to equip them with the skills and knowledge to learn material and find things out on their own. But beyond that, we need to motivate and inspire students “to want to do for themselves.” For instructors, this means creating curricula and using instructional methods in the classroom that keep students engaged. Smaller class sizes certainly would help as would the regular use of small groups and even one-on-one discussions and advising.

            I’ve found that adult students enjoy some methods of learning that I would have thought would’ve been left behind in the lower grades: games and competitions, being pulled to front of the class to write on the board or overhead, using “art” in assignments, and so on. Here is an example of an assignment I use when teaching the parts of an essay: I give students color markers and an essay from the inside back page of Newsweek, or from another source, and then I have the students mark the thesis statement in blue, the topic sentences in yellow, the details in orange, etc. While the students are breaking the essay apart, they are also hands-on creating their own visual aids.   

            To equip students “to do for themselves,” we need to give ourselves as higher-level educators the permission to focus on the basics without thinking every assignment has to have a higher-level-thinking or critical-thinking component. What we need is a Basic Skills Boot Camp with measureable Learning Outcomes. If a student could walk out the door with predetermined English or math building blocks at the end of a semester, he or she would be well on his or her way.

            These might be such building blocks for the Basic Skills English student:

·         Able to use the dictionary  (dictionary.com on the computer) to determine the pronunciation, part(s) of speech, spelling, and meanings of a word

·         Knowledge of pronunciation symbols and vowel sounds

·         Knowledge of major spelling rules

·         Knowledge of eight parts of speech

·         Knowledge of main grammar conventions, such as sentence structures, agreement, etc.

·         Knowledge of the rules of punctuation

·         Able to identify the parts of a paragraph and an essay: thesis statement, topic sentence(s), supporting details, etc.

·         Knowledge of different shapes of writing: essays, short stories, newspaper articles, etc.

·         Knowledge of major rhetorical modes of composition: expository, persuasive, cause and effect, etc.

·         Knowledge of 50-100 Latin and/or Greek word parts

·         Able to determine a word’s meaning in context; knowledge of such definitions as synonym, antonym, homonym, etc.

·         Able to distinguish general ideas from specific ones

·         Able to infer meaning from a short passage

·         Able to do an Internet search for information on an assigned topic

            The student may or may not master every one of these, and perhaps we could only scratch the surface of some, but still the student would have an awareness – a basic knowledge – so he or she would know what questions to ask or where to look for answers in the future. Students need to know what they don’t know.

            As for the bigger picture, Basic Skills classes should be aligned with the departments of their disciplines. In other words, Basic Skills English needs to be part of the Letters Department. This way, if there are any “holes” in the path from the lower-level classes to the higher-level classes, these holes are more likely to be spotted. Here is an example from a few years back at the CLC:

     ESL students bridging into English 1in the Adult High School Diploma Program were better prepared in their grammar skills than native speakers bridging from ABE (Adult Basic Education) classes because the ABE classes focused almost exclusively on reading, with no grammar lessons and little writing. In the ESL program, the students were learning the nitty-gritty of verb tenses and so on. When all these students converged in English 1, there was an assumption that they should already have these grammar skills. The ABE students had major holes in their grammar knowledge.   (Sandi Weisel)

 

 

 

 

 

6. Variety of Instructional Approaches

 

How do basic skills faculty employ a variety of instructional approaches to accommodate student diversity?

 

Research based best practices include basic skills instructors assess, employ, and incorporate a variety of active learning strategies (e.g., student engagement, collaborative learning, learning communities, supplemental instruction, and service learning); basic skills programs that promote individualized student learning, focusing on learner-centeredness rather than teacher-centeredness; an academic and campus climate that supports active learning strategies and connects basic skills students to the institution, faculty, staff, and other students.

 

Insert your responses below here:

Again, there's nothing in place to make sure faculty are aware of this, let alone address this need in the classroom. ~ Denise Stephenson

 

We need to link classes with required supplemental instruction. ~Math folks

 

This is one in definite need of staff development.  (Susan Herrmann)

 

I can visualize a linked course between Comm 101 (public speaking) and Engl 100 – a 2-fer in basic skills.  Write the paper; now turn it into a speech.  Too often in Comm 101 we’re faced with students who don’t understand what a thesis sentence is, or how to gather thoughts and then organize them into an outline.  Or they don’t know what to do their speech on, so they procrastinate on their research, then pull something together, and never work on their delivery.  What if they can “compose” in one class, then “deliver” it in the other???

 

How about another 2-fer between Music and Math?  I don’t know how it would work, but I know there’s a connection. 

 

Many other faculty have commented to me about learning community and paired courses models that link basic skills--study, reading, writing, calculating, etc.--instruction with content based courses in other disciplines. (Jim)

 

 

7. Aligned Entry / Exit Skills

 

How does MiraCosta allign entry/exit skills among levels and link course content to college-level performance requirements?

 

Research based best practices include regular review and revision (as needed) of basic skills course entry/exit standards; periodic review and alignment of entire trajectory of basic skills course sequences (including entry by placement instruments) to ensure appropriate student progression through sequential levels; a systemic approach within disciplines to align basic skills course content and pedagogy to degree-applicable and transfer-level course content.

 

Insert your responses below here:

 

We need to discuss our grading/assessment techniques. ~ Math folks

 

 

 

 

 

8. Faculty Regularly Share Instructional Strategies and Approaches

 

How do MiraCosta faculty who teach basic skills students share instructional strategies and approaches?

 

Research based best practices include formal processes that facilitate and promote the exchange of effective instructional strategies among faculty within disciplinesl formal processes that facilitate and promote the exchange of effective instructional  strategies among faculty across disciplines; formal processes exist that facilitate and  promote the exchange of effective instructional strategies between faculty in general and developmental education programs.

 

 Through my TRC process (visitations by TRC members and my visits to other classes) I have been able to observe and then implement instructional strategies that I felt would benefit my students.  This has contributed greatly to my "bag of tricks" and made my course more engaging and relevant.  (Arnoldo Williams)

 

 

9. Faculty and advisors closely monitor student performance.

 

How do MiraCosta faculty and monitors closely monitor student performance?

 

Research based best practices include mechanisms to frequently and consistently provide course performance feedback to students; faculty and advising staff who provide early intervention and support to students experiencing academic and/or personal difficulties.

 

 

 

10. Comprehensive academic support services.

 

How does Miracosta provide comprehensive academic suport services?

 

Research based best practices include learning support services that emphasize an interrelationship between all levels of course offerings (developmental, degree-applicable, transferable, and others.); Learning support services that are visible and centrally located, minimizing marginalization and isolation; Various learning support services that provide  active learning experiences (e.g., Supplemental Instruction, workshops, and study groups); A formal referral system between academic and student support services; Tutoring that is available and accessible in response to student needs/desires; All tutors receive formal training in both subject  matter and effective pedagogy for the discipline; An academic support center provides diverse  and active learning experiences such as workshops, study groups, self-paced instruction via video or software, and experiential learning.