STRATEGIES FOR SUCCESS:INTEGRATING EFFECTIVE STUDY SKILLS INTO DEVELOPMENTAL MATHEMATICS

California Association for Developmental EducationFall ConferenceOctober 21, 2011

Lynn MarecekMaryAnne Anthony-Smith

Santa Ana College

IF THEY ONLY KNEW……… …WHAT IT TAKES TO BE SUCCESSFUL!

What skills do you want your students to

have as they enter your classroom?

TAKE A PRO-ACTIVE APPROACH

We can either grumble…. ….OR we can do something about it!

We believe math content is not 100% of a developmental math course!

OUR CHARGE IS TO DO SOMETHING!

California Basic Skills Initiative Developmental courses/programs implement

effective curricula and practices for development of study skills.

Developmental education focuses on self-directed learning, with students engaged in actively assessing and monitoring their own motivation and learning.

AMATYC Standards The curriculum of developmental mathematics

programs should…develop students’ study skills…to enable them to be successful in other courses and in their careers.

STRATEGIES FOR SUCCESS

Activities designed to help students develop effective study skills“Meta-cognitive self-assessments”

Worksheets with teacher instructionsPrinted worksheetsElectronic versions using Online

Assessment System (OAS)

STRATEGIES FOR SUCCESS Integral part of our developmental

mathematics courses at SAC Prealgebra (Math N48)

Integrated throughout our Foundations of Algebra manuscript

Every exercise set starts with a Strategy for Success – part of every homework assignment

Elementary Algebra (Math 060) Strategies for Success bundled with all Elementary

Algebra texts this semester PLC to support teachers Suggested schedule of use

Intermediate Algebra (Math 081) Directed Learning Activities in Math Center

HISTORY OF THIS PROJECT

Recognized strong need in our lowest level courses

Developed pieces over our teaching careers

Shared often with other faculty

CREATED SO THAT TEACHERS CAN…

Use each activity confidently Needs little preparation Gives background information Is easy to grade

Integrate the Strategies into their course without using much class time

Get feedback, summary, grading easily using the OAS

TEACHER SUPPORT

Teacher page for each Strategyrationaledirections for usesuggestions for timing in the course

Teacher Manual available electronically at foundationsofalgebra.com

Teachers can seamlessly incorporate study skills in classeseasilyconfidently

CREATED SO THAT STUDENTS WILL…

Be actively engaged Constantly self-reflect Gain valuable insights Usually ‘get it’ without teacher input Be able to do the activities easily on

their own Recognize benefit received from time

spent

HOW DO WE USE THEM?

In-class activities Warm-ups ‘Ticket out the door’ ‘Sandwich’ around breaktime Group activities

Homework assignments Debrief in class

Directed Learning Activities (DLAs) One per week Online - electronic format makes teacher

feedback easy Grading? for completion

STRATEGIES FOR SUCCESS - DO THEY MAKE A DIFFERENCE?

SAC Spring 2011 data Prealgebra, Elementary Algebra, Intermediate

Algebra 14 sections taught by PLC participants 51 sections taught by other instructors Total n= 2375 students

Success rates higher (A, B, C, Pass) PLC sections – 53.8% Other sections – 46.2%

Withdrawal rates lower PLC sections – 20.3% Other sections – 29.6%

STRATEGIES FOR SUCCESS SAMPLE ACTIVITIES

Excuses! Excuses!

On Time and Ready to Go!  Homework Skills Test Taking Skills Mid-term Check-up  Test Analysis Goals

EXCUSES! EXCUSES!Math teachers hear all sorts of excuses from their students for not fully completing class assignments. Let’s look at some of the most common excuses. For each excuse listed below:(a) explain why this is not a valid excuse.(b) describe what a successful student would do in this situation.

1) “I don’t have my homework because I was absent.”

2) “I don’t have my homework because I don’t have a book.

3) “I did not finish the assignment. I forgot about it!”

4) “I left my homework paper at home.”

5) “I didn’t do the chapter review/chapter test assignment. Can I do it after I take the test?”

6) “I was absent—did you do anything important?”

ANNIE’S WAY - EXCUSES! EXCUSES!ADAPTED FOR A HIGH SCHOOL ENGLISH CLASS

English class, Fallbrook HS Situation

Due date of long-term group assignment No group had its presentation ready Students spent class period writing letters to

teacher explaining their ‘reasons’ Phone call – “Mom! What should I do?” Adaptation – next day in class

Teacher used ELMO to show selected ‘excuses’ Class discussion of why each excuse was not

valid and what a successful student would do

GROUP WORK Each group has a different activity

On Time and Ready to Go!  Homework Skills Test Taking Skills Mid-term Check-up  

Each person in the group–think about how your ‘typical student’ would answer the questions

GROUP DISCUSSION

Describe your activity.

What did you like best about the activity?

How might you adapt this activity for your class?

Other comments?

TWO MORE STRATEGIES FIRST…

Test AnalysisStudents analyze causes of point loss

3 causes Unprepared

Concept error

Careless error

“What does this tell you about yourself?”

How to ‘fix’ it

TWO MORE STRATEGIES SECOND…

GoalsWith ‘To the Instructor’ page

Rationale Timing Anticipated effects on students Splitting the worksheet

Addresses motivation

Anticipate barriers, plan for overcoming them

Provides good opportunity to highlight Student Services

ADDITIONAL USES

Higher level courses Directed Learning Activities Assessing Student Learning Outcomes Focusing student responsibilities

TEACHER COMMENTS

“These activities really set the students up for success.”

“Students [had] ‘aha’ moments where they realized they had more control over their education than they thought.”

“I knew what some of their “issues” were and how I could best help them in class”

TEACHER COMMENTS

“… are vital for students just beginning their study of math.”

“Even did some in my other classes because I liked them so much. ”

“It gave me insight into my students” 

“I definitely plan to use these next semester.”

STUDENT COMMENTS

What was the best part of these activities?

“These study skills are great!  Not only for math but for all other classes”

“You had a chance to really challenge your goals and achieve your dreams”

“They help you think about what you really want and why we are here”

“It helped me understand my weaknesses and my strengths”

STUDENT COMMENTS

……. the best part of these activities?

“You get to see how you work & what things can be done differently to get you to better yourself”

“They helped my brain to work better, smarter”

“It made us realize it by writing it down”

“It prepared you ahead of time”

“It helps you evaluate yourself”

“Setting a positive mind-frame for life”

STUDENT COMMENTS….. the best part of these activities?

“Being able to work with other people” “Shows you what you need to improve on” “That you believe in yourself that you really can pass this

class” “They help you understand” “Helped more on the homework” “It helped get me ready for the test” “That you were concerned, cared”

STUDENT COMMENTS

What was the worst part of these activities?

“Sometimes, I couldn’t get the answer”

“I didn’t like them because I had to work”

“Time consuming but made me think.”

“Maybe study too much”

STRATEGIES FOR SUCCESS

Syllabus Search Notebook Preparation Reading the Textbook Autobiography On Time and Ready to Go! Test Preparation Test Stress Reduction Test Taking Skills Post Test Check Up Test Analysis Successful Student Behavior Textbook Tour Time Management Homework Skills Mid-Term Check up Attendance

Study Group Goals Thoughts in Charge Neutralize Negative Thoughts Intervention Strategies for Negative

Thoughts Can you Hear Me Now? A Gift to Yourself Math Plan The End is in Sight Excuses! Excuses! Support from Family and Friends Stay on Campus-Stay on Task! Final Exam Prep Grade Check Up Look Back, Look Forward Reward Yourself!

YOUR TURN

What is the biggest concern you have about integrating study skills in your class?

TIME TO COMMIT!

Which Strategy for Success will you try first?

TEACHER RESOURCES

For more information email:

marecek_lynn@sac.edu anthony_maryanne@sac.edu

Check out www.foundationsofalgebra.com