Daily Summaries and Your Comments

Task Discussion

• 
  Ruth Rominger   July 23, 2012, 2:05 p.m.

  English Language Arts for English Language Learners?    In your experiences, do you use differnt approaches to teaching developmental students who are native english speakers than you use for teaching developmental students who are non-native english speakers?   

  Developmental education classrooms across the country have a wide mix of literacy levels, as well as non-native english speaking students. Once learners have completed their ELL/ESL courses, is the current developmental english curriculum one-size fits all? 

• 
  Amy Perry   July 20, 2012, 10:39 a.m.

  Charrette Summary, Week 2, Day 4

   

  In addition to today's lively webinar, we had a discussion continuing in the study skills task. Here are some of the key ideas from that discussion:

   

  • Support for the idea that students would most likely be honest about self-assessing their strengths/weaknesses in study skills
     
  • Surveys such as the LASSI, CSFI, or LSI are pretty good at pointing out areas where students struggle:
    
    LASSI  Learning and Study Strategy Inventory http://www.hhpublishing.com/_assessments/LASSI/index.html
    
    CSFI College Success Factor Index  http://www.cengagesites.com/academic/?site=4584&SecID=1657
    
    LSI Lifestyle Inventory
    http://www.humansynergistics.com/Solutions/DevelopingIndividuals/LifeStylesInventoryIndividual.aspx
     
  • There's no time to address everyone's potential difficulties -- instruction and practice need to be focused
     
  • Many things are competing for students' time. College can be intimidating and some students have never experienced this much freedom. All of these issues can interfere with students' studying habits and behaviors. 
     
  • Technology in relation to study skills is an important but often overlooked issue.
     
  • Developing study skills is also about unlearning certain behaviors. 
• 
  Claudia L'Amoreaux   July 23, 2012, 12:32 p.m.
  In Reply To:   Amy Perry   July 20, 2012, 10:39 a.m.

  July 19 Webinar

  We had 36 participants.

  Archive of webinar in Blackboard Collaborate and pdf of slides:

  http://nrocnetwork.org/rethinking-developmental-english

• 
  Ahrash Bissell   July 23, 2012, 7:49 p.m.
  In Reply To:   Amy Perry   July 20, 2012, 10:39 a.m.

  In light of the discussion around study skills and related non-cognitive demands, I found this article on self-regulated learning and "computers as metacognitive tools" interesting. It is focused on learning biology, but I would think that similar computer-aided scaffolding of self-regulated learning processes could be embedded in a Dev English curriculum (or any curriculum) as well.

  -Ahrash

• 
  Amy Perry   July 19, 2012, 9:37 a.m.

   

  Charrette Summary, Week 2, Day 3

   

  Here's a summary of key ideas, topics, and questions from today's discussion.

   

  The Study Skills task launched with the following questions:

  • What study skills do your students need to develop?
  • What about study skills for the 21st century?
  • What is important to teach students for success in college?
  • What do you think of Edudemic Magazine's graphic of 21st century learning skills?
     

  Responses to these prompts include:

  • Students need a wide range of study skills. The provided list is comprehensive and seems relatively accurate.
     
  • Many students (including top performers in HS) come to college underprepared
     
  • Students often think that reading over an assignment is sufficient as a study method
     
  • The most important thing students need to learn in Dev Ed is "Student-craft: the sorts of assumptions, attitudes, and skills that successful students just seem to know."  Dev Ed is about teaching good habits.
     
  • Bridge to Success courses are useful models and resources for student skill development (http://labspace.open.ac.uk/b2s and  http://b2s.aacc.edu)
• 
  Amy Perry   July 18, 2012, 8:13 a.m.

  Charrette Summary, Week 2, Day 2

  Here are some of the key themes and points from today's discussion.

   

  • On the problem of transfer: Develop assignments that are "practice for college," not just "pretend for college" -- teach students to do the sort of writing they will be expected to do in the future.
     
  • There's some resistance to the perception that FYC is a "service course" with the primary goal of preparing students for other classes; at the same time, some people struggle to explain what the course is, if not that 
     
  • What Dev Eng and FYC teachers teach, or should be teaching: "rhetoric with a focus on the written tradition of rhetoric"; how to "find the form to fit the intended message"; how to "write according to purpose"

  • Suggested Writing Competencies/Skills for High School Graduates

    • "to know the difference between their/there/they're and to/too/two (things of that nature)
    • to be correct more often than not in subject-verb agreement,
    • to have spell-checked their writing,
    • to have reasonably command of sentence and paragraph structure,
    • to be able to express their ideas coherently and in a manner that not only makes sense, but has a sense of flow to it,to avoid the use of first person unless it should be first-person
    • to not use, 'In this paper I will...' or 'I have told you...' 
    • reasonable command of MLA"
       

  • Webinar:  Thursday at 11 am PDT.  If you can attend, please register here: http://www.nrocnetwork.org/webforms/webinar.html

   

  And feel free to respond to any of the open questions at the end of these daily summaries. You can post your comment in response to the relevant summary. 
• 
  Amy Perry   July 17, 2012, 7:44 a.m.

  Charrette Summary -- Week 2, Day 1

   

  Here are some of the key themes, ideas, and points from today's discussion. There were several open questions today as well. You'll find them at the end of this summary. 

   

   

  In the Writing/Composition Task

   

  Strategies for Peer Review and Text Annotation

  • Social bookmarking sites such as Diigo ( http://www.diigo.com/): Students collectively annotate a text; aids in seeing annotation as a personal conversation with the text
     
  • Using track changes for giving feedback to students and student/teacher dialogue
     
  • Peer review using track changes and multiple reviewers: Students conduct peer reviews, changing computers every 10-20 minutes; students get multiple opinions on their work in one class period 
     
  • Student responsibility and peer review: Some students don't meet assignment deadlines and aren't able to participate in peer review; possible solution is requiring a peer reviewed draft for a grade

   

  In the Fundamentals Task: 

  • Another useful resource -- Punchbowl (http://www.punchbowl.com/) : Use to create special invitations for professional development events; helps you track attendance over multiple events and see who is making the most of PD opportunities
     
  • Curriculum Development: Support for the idea that a solid curriculum is based on skills that students will need in subsequent courses;  this presents a challenge for the development of national/universal standards; students also need to know how skills being taught will help them in future courses

   

  In the Summaries Task:

  • Preparing/studying for a college class is not the same as for high school; we need an integrated approach to help students make this transition 
     
  • On the role of matching, puzzles, games, etc. in instruction: With matching and multiple choice, the answer is presented, raising the question of what the student actually knows; for all activity types, we need to think backwards from what we want students to know and give them practical experience: "Tell me and I'll forget; show me and I may remember; involve me and I'll understand."

   

  Open questions from today

  (1-5 are from the Writing/Composition Task; 6 is from the Fundamentals Task)

   

  1.  "What is college level writing?  What are the markers of someone ready (or not ready) to start doing this?"

  2.   "How do we solve the problem of 'transfer?'  Students can be successful in a writing class but unable to transfer that knowledge of writing process, revising, editing, etc. to another context."

  3.  "What sorts of partnerships with high schools are most productive and efficient for preparing students for college level writing before they get to college?"

  4. "The first step in developing learners' skills to write in different genres is to engage students in the magic of self-expression. Poetry, lyrics, journaling, comix... and the rest is developing critical thinking.  What do you think?"

  5. "How are you finding the charrette process so far?"

  6. There's the "perception... that K-12 schools have really been restrictive about the use of technology in classroom because of widespread administrative fears of social networking." Is this the case? 

   

• 
  Amy Perry   July 14, 2012, 9:59 a.m.

  Charrette Summary, Day 5

   

  Here are some of the topics, ideas, and questions that emerged from today's discussion in the English Fundamentals Task.

   

   

  Different Approaches for Teaching the Fundamentals (Games, Drills, Instruction in Context) 

  • Games and interactive approaches can make learning grammar more enjoyable
     
  • Concern about knowledge/skill retention when using exercises/drills
     
  • This NCTE Research Brief on Writing addresses questions about skill and drill vs. other methods
     
  • Support for using multiple methods and techniques, due to students' different learning styles; using multiple methods allows students to identify what works best for them, which helps them become accountable for their own learning
     
  • NROC plans to explore the approach of using multiple methods -- would be really helpful to hear about specific techniques teachers use (in class, pen/paper, flash cards, music, etc). 

   

   

  Useful resources for Teaching the Fundamentals:

  • Chomp Chomp -- interactive grammar activities
  • Grammar Rock -- songs about grammar
  • Poll Everywhere -- polling with cellphones

   

  College Level Reading Competencies (general placement criteria) -- are these sufficient?

  • Consider the skills and strategies students will need in subsequent courses
     
  • Summarizing and using efficient textbook study strategies are crucial

   

   

  Open Questions:

  • What are your thoughts on/experiences with using mobile devices, social networks, online communities, etc. in teaching English and engaging learners?
     
  • Recommended reference books and/or websites for grammar, spelling, style, etc? Are paper books still useful?
• 
  Ruth Rominger   July 14, 2012, 5:22 p.m.
  In Reply To:   Amy Perry   July 14, 2012, 9:59 a.m.

  Thanks Amy. These summaries are really helpful.  It's wonderful to see so many participants contributing ideas.  

• 
  Amy Perry   July 13, 2012, 7:33 a.m.

   

  Charrette Summary, Day 4

  Here’s a summary of some of the key themes, ideas, and questions that emerged from today’s discussion. As there were discussions running in multiple tasks today, we’ve referenced the tasks where you can find these conversations.

   

  In the English Language Fundamentals Task

  The English Language Fundamentals Task launched with a discussion of the role of mobile-based activities in Developmental English.

  • An example of a teacher’s slow conversion to using mobile phones in the classroom – one strategy involves recording as one reads an essay aloud
     
  • Polleverywhere.com -- instant polling using students' cellphones 

   

  In the Writing – Composition Task

  A discussion about fundamentals continued with the following ideas:

  • Benefits of contextualized grammar instruction
     
  • Teaching grammar/vocabulary in isolation vs. in context: Both approaches can be useful. Some students respond better to one approach than to the other.
     
  • Peer editing: Students often spot another writer’s errors more easily than they spot their own

  Plus lots of helpful information about colleges’ approaches to teaching Dev Ed – three main models.   

   

  In the Daily Summaries Task

  In response to the question “What are some reasons why students may have trouble exploring a text in depth?” participants offered the following:

  • Vocabulary: Level of vocabulary in high school appears to have diminished; students need to develop skills for learning new vocabulary – making inferences from context; using roots, suffixes, and prefixes; taking the time to use the dictionary
     
  • Engagement with subject matter – but it’s difficult to please everyone
     
  • Differences between high school and college-level reading assignments:  Heavier reading loads, texts outside the literary canon, and more extensive research options can challenge students entering college

   

  And some questions remain open:

  • "Do you think puzzles, games, drills, matching exercises are effective?"  (in the Fundamentals Task)
     
  • "Do you think Dev Eng students could work together on a wiki or something like that to write and edit each others' work as a learning activity?" (in the Writing – Composition Task)
• 
  Julie Lemley   July 16, 2012, 10:55 a.m.
  In Reply To:   Amy Perry   July 13, 2012, 7:33 a.m.

  The only problem I have with matching and multiple choice anything is that the answer is presented somewhere, and I still question what learners really know. I do think that games can make some things more fun, and that a variety of avenues need to be used. This is where I think we need to decide what we want learners to come away with, and work backward to make it not only possible, but likely. I think we have to present the information we want students to know, but also given them practical experience working with it. It goes back to, "Tell me and I'll forget; show me and I may remember; involve me and I'll understand." What becomes challenging is when, as is typically the case, your learners are at a variety of levels of understanding and meeting the needs of all learners.

• 
  Amy Perry   July 12, 2012, 7:48 a.m.

  Charrette Summary, Day 3

   

  Here are some of the key ideas and themes from Day 3:

  Key Competencies for Reading Comprehension:

  • A positive aspect of the Common Core Anchor Standards for Reading is that they are not merely knowledge-based; these could be beneficial for all students, not just those in Developmental English
  • Rank standards in terms of order of most needed
  • Prioritize #10 in the Common Core Reading standards: “Read and comprehend complex literary and informational texts independently and proficiently.” 
  • College teachers can help students learn to read analytically and critically

   

  Developmental English vs First Year Composition:

  • Teachers’ use of language can make Developmental English students feel deficient
  • Texts may be different but approaches can be the same
  • The role of research in Developmental English vs First Year Comp

   

  Teaching in Anticipation of the Next Class/Course: Assignments can establish goals and give students a sense of what they are working toward; the final assignment of a course can be designed to lead into the first assignment in the subsequent course

   

  Rubrics: Students often don’t seem to follow rubrics, even when they are clear and concise; designing rubrics collaboratively with students takes time, but worth the effort

   

  Ensuring Proficiency in Early Years: By devoting more resources to developing literacy skills in early years, we may be able to reduce the need for remediation later on at the college level

   

  Proficiency with Academic Technology: Proficiency with certain kinds of technology (Facebook, Twitter) does not ensure proficiency with academic technology; consider the benefit of providing resources for students who may not be as skilled as they appear 

   

  And an open question:

  Exploring Texts in Depth: What are some reasons why students may have trouble exploring a text in depth? Directly related to vocabulary and level of comprehension?

• 
  Julie Lemley   July 12, 2012, 11:09 a.m.
  In Reply To:   Amy Perry   July 12, 2012, 7:48 a.m.

  In response to your open question, "What are some reasons why students may have trouble exploring a text in depth?"

  A few potential issues come to mind in regard to this question. First, as you questioned, I do believe it is directly related to vocabulary and level of comprehension. In working with high school students, it appears the level of vocabulary has diminished. However, I've always been a reader and my parents always made me look words up in the dictionary that I didn't know. It never occurred to me that they may not know, but it didn't matter - I looked them up, and I learned. I learned how to read phonetically, and had a solid grasp of root words which enabled me to often figure out what a word meant in addition to prefixes, and suffixes, and through the context. I know through raising three girls that the methods of learning to read have varied over the years, but I believe the way I learned allowed me to make connections to comprehend texts even when I had not encountered a word before. Even now, though I can likely guess the meaning of a word with a fair amount of accuracy, I still look words up to see if I'm right (which I usually am). If learners don't know what words mean - the comprehension will suffer, and they won't be able to extract meaning from a text.

  Additionally, the subject matter of the text is also significant. How engaged a student is in relation to a text can also make a huge difference. However, let's be real - we can't make everyone happy.

  So what do we do when learners are on their way to college without the ability to comprehend texts, and are therefore less able to explore a text in depth? Knowing that this is happening, we would also have to admit we need to go back further to make changes to prevent this situation in future students.

• 
  nabb   July 12, 2012, 11:34 a.m.
  In Reply To:   Julie Lemley   July 12, 2012, 11:09 a.m.

  I would add that there is a very big difference between the type of reading students are exposed to in high school and the type of reading students do at college.   It is not that students did not read textbooks in high school, but that they were not expected to read, comprehend, and come prerpared to discuss an entire chapter in a twenty-four or forty-eight hour period of time.   It is not that students did not read research articles or use research databases, but that the resources available to them were not as extensive as those at a research univeristy.  It is not that students did not have to read for their English and Reading classes, but that now we are asking them to do more than the literary canon.  Each of these reading activities require skills that may not have been expected of them or explained to them in high school.

• 
  Julie Lemley   July 16, 2012, 11:25 a.m.
  In Reply To:   nabb   July 12, 2012, 11:34 a.m.

  You present a valid point. The manner in which they need to study and prepare for a class becomes much different. I honestly think there needs to be a more integrative approach to properly prepare learners as they progress in their educational journey in terms of how to study, how to prepare, and how to learn.

• 
  Amy Perry   July 10, 2012, 9:17 p.m.

   

  Charrette Summary, Day 2

  Ruth asked: What are the key competencies students need to be able to continue their post-secondary education? Here’s a summary of some of the ideas, themes, and questions that emerged from this discussion.

  • Some of the many key competencies include reading closely and making logical inferences, reading critically, comprehending informational texts, analyzing the structure of a text, assessing the role of point of view, comprehending content in diverse formats and media, evaluating arguments, identifying main ideas, and defending one’s own interpretation of the main idea.
     
  • Do common core reading standards and/or common college placement exams reflect the competencies students need?
     
  • The need to balance information literacy and close reading. For some students, reading is just about finding the answers; students struggle to reflect on how a message is conveyed
     
  • Strategies for encouraging students to develop and defend their positions   
     
  • A strategy of prioritizing the most essential skills and allowing others to develop in time
     
  • Reading, writing, and thinking are linked; the benefits of focusing on these skills together rather than separately  
     
  • In reading and writing curriculum, finding a balance between deep exploration of a single theme vs. exposure to a wide variety of subjects  

  Some other issues and questions from today’s discussion include:

  • How to determine when a new technology/tool is worth the effort?
     
  • Ways to use Voicethread in Developmental English
     
  • What are similarities and differences between Development English and First Year Composition? 
• 
  Claudia L'Amoreaux   July 10, 2012, 9:30 p.m.
  In Reply To:   Amy Perry   July 10, 2012, 9:17 p.m.

  And here is my summary of the thread on a Straw Curriculum.

  The charrette is in full swing. It didn't take long.

  
  Ruth Rominger issued a dare:

  • What is the best way to start defining what the "public state college" curriculum standards are that we need to prepare students for?
  • Dare to throw out a "straw curriculum" in this charrette?

  In a later comment in the thread, Ruth adds more to the question:

  • 21st Century Lit Skills?  
  • Common Core Assessment?  
  • College Placement Tests?
  • How do we reconcile these into a new generation of curriculum and learning resources? 
  • Is NCTE's framework for 21st Century Curriculum and Assessment a good framework for reimagining Developmental English curriculum?

  
  Liz adds Yancey's "Writing in the 21st Century" to the conversation.
  http://www.ncte.org/library/NCTEFiles/Press/Yancey_final.pdf

  Nabb seconds Yancey as important and valuable resource.

  
  Michael Damian Jeter would reduce the focus on HS literature.

  He observes that:

  • most students arrive to college unable to "develop an argument of their own...the modern curriculum should teach students to develop a variety of arguments across multiple genres and media."
  • "As much as possible, developmental courses should resemble first - year composition. Educators should build developmental courses around challenging readings and multiple types of writing that vary in style, length, and intellectual demand."

  Liz proposes that:

  • "WPA group has published the best set of standards for First Year Composition."
  • [WPA = Council of Writing Program Administrators]

  
  Malkiel Choseed reports that:

  • his school "used the WPA Outcomes for FYC statement as the basis for our own program's outcomes and mission statement."
  • He notices wide range of interpretation of terms.
  • He sees a big "need for ongoing and sustained professional development as the basis for programmatic change."

  
  Nabb posted a long thoughtful post about representation.
  https://p2pu.org/en/comments/18829/
  She writes that:

  • she's uncertain "how we decided the Outcomes for Developmental and First-Year English."
  • She contrasts this with SUNY where "system-wide standards for the core competencies including writing, and the colleges and universities regularly rotate through evaluating each of the core competencies by applying university-wide rubrics to student samples."
  • At SUNY she was more involved in "understanding and contributing to that process."
  • She points out that DevEng and 1st Year Eng are different: "we are talking about students are who not yet ready for a class or two-class sequence that would meet those outcomes."
  • And concludes by recommending: "...we need to think about where we would find and house recommendations for a national standard or reference on outcomes for Developmental English."

  
  Rhonda Taylor and Nabb bring up challenges with social media:

  • lack of technology in many schools
  • teachers not comfortable with digital & social media
  • technology can be daunting and fails unexpectedly
  • students are not as tech savvy as we imagine, "at least, not academically so."

   

  Thanks to everyone for a rich conversation today!