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: fjh1947@yahoo.com

• 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: fjh1947@yahoo.com

• 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…