s trategies for s uccess : integrating effective study skills into developmental mathematics...
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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!
TEACHER RESOURCES
For more information email:
[email protected] [email protected]
Check out www.foundationsofalgebra.com