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- 1. Statway™ A student success initiative embedded in a Networked Improvement Community Bob Martinez, Kathy Yoshiwara, and Bruce YoshiwaraLos Angeles Pierce College
- 2. The Problem 60 – 90% of community college students place into developmental mathematics Only 30% of those ever complete the sequence Only one pathway – for STEM and non-STEM
- 3. One solution...new pathways Statway™ To-and-through college level statistics in one year Developmental math in the service of statistics Quantway™ Quantitative literacy courses A developmental math course followed by a college level course
- 4. What makes these pathways unique Curriculum Outcomes determined by members of leading statistical and mathematics organizations, supported by AMS, ASA, AMATYC, MAA Pedagogy Professional Development Productive Persistence Language and Literacy Articulation
- 5. Networked Improvement Community Collaboratory – “a center without walls” Collaboration of researchers and practitioners building and refining a solution Carnegie Foundation, Charles A. Dana Center, Researchers at UCLA and University of Pittsburg and University of Minnesota 19 Statway™ community colleges in 5 states, 3 CSU campuses
- 6. Timeline 2010 – 2011 Establish and build the community Co – development of materials and supports Lesson study 2011 – 2012 Pilot the pathways Strengthen the community Continue to improve – curriculum, pedagogy, training, etc 2013 and beyond - Expand…
- 7. Learning Philosophy Principles Rich task or overarching question motivates the development of concepts Students bring their own experience and reasoning to solve problems Focus on fewer topics in greater depth Stress conceptual understanding over procedural fluency
- 8. 3 Key Learning Opportunities Productive Struggle Explicit Connections Deliberate Practice
- 9. 3 Key Learning Opportunities Productive Struggle: The students have to be engaged in working on their own learning. They need to struggle on the right things. Explicit Connections Deliberate Practice
- 10. 3 Key Learning Opportunities Productive Struggle Explicit Connections: At some point in the instruction, make explicit connections to other ideas, applications, and/or previous experience. Deliberate Practice
- 11. 3 Key Learning Opportunities Productive Struggle Explicit Connections Deliberate Practice: Not repetitive practice! The questions are ordered and varied so that there is effort for each.
- 12. MyStatway™ “Out of Class Experience” Based on Carnegie Mellon’s OLI statistics course Students are expected to learn through reading text online. Some tasks ask students to self-assess the accuracy of their own responses.
- 13. Research Informed Instructional Design James Stigler and Karen Givvin, UCLA Lesson Study Faculty engage with each other around how to teach a lesson Sharing and improvement of practice and curriculum
- 14. Bob Martinezmartinrm@piercecollege.edu Kathy Yoshiwarayoshiwka@piercecollege.edu Bruce Yoshiwarayoshiwbw@piercecollege.edu Contact Us
Notas del editor
- The Carnegie Foundation for the Advancement of Teaching is funded by Andrew Carnegie as an operating, not a grant-making foundation.Funders for the Statway™ project:Carnegie Corp NY, Gates Foundation, Hewlett Foundation, Kresge Foundation, Lumina Foundation, other
- We all know this…Uri would say, ‘where dreams go to die’Doesn’t matter whether you wish to be a firefighter, nurse, historian or engineer, you’re all taking the same dev math. Everyone apparently needs to know how to factor trinomials.
- One solution is to break the current system. Create new curricular pathways.Statway:One yearCollege level statistics class, from day one, in which the needed dev math is integratedQuantway:-two semesters – one dev ed, one college levelStudents learn the mathematics needed to be good citizens
- Curriculum: Math and Statistics outcomes were developed by representatives of the leading math and stat organizations.Pedagogy: Jim Stigler and Karen GivvinProfessional Development: Bill Saunders (UCLA) , Kay Merseth (Harvard), Tom CareyProductive Persistence: David Yeager, Jane MuhichLanguage and Literacy: Guadalupe Valdez at Stanford and Kim Gomez at University of Pittsburg.Articulation: CSU approval
- California: American River College, Foothill College, Pierce College, Mt. San Antonio College, San Diego City CollegeWashington: Tacoma Community College, Seattle Central Community CollegeFlorida: Miami Dade College, Tallahassee Community College, Valencia Community CollegeTexas: El Paso Community College, Houston Community College, Northwest Vista College, Richland College, Austin Community CollegeConnecticut: Capital Community College, Gateway Community College, Housatonic Community College, Naugatuck Valley Community CollegeCalifornia State University System: CSU Northridge, Sacramento State University,San Jose State University
- So for now,the number of students who enrolled in Statway™ and successfully completed is zero.
- Instructional InterventionWorking with students who haven’t been successful so farSame “watch one, do one” isn’t going to workRemember we are teaching college level material to students, who if were on the traditional pathway, would likely never even reach this point. They would have dropped out by now.
- Carnegie has decided to focus on three of numerous learning opportunities identified by educational researchers.
- In struggle environment, create schema so students can benefit from direct instruction (in wrap up)…then MyStatway™ for explicit connections, deliberate practice (read a little, do a lot)
- It is not sufficient to have activities that demonstrate connections.
- How many windows in the house you grew up in?
- There is no textbook. Students have worksheets for each lesson. Pierce sells lesson packets in the bookstore.The online homework includes the equivalent of a statistics textbook. Computations via TI graphing calculator, StatCrunch, R, or Excel accommodated.
- Teaching is a cultural activity.Typical US: ‘I want them to be able to do…’Typical Japan: ‘I want them to understand that…’Typical US: hw review, see one – do oneTypical Japan: posed a rich task or broad question and then students are allowed to struggle with it. After 10-15 minutes discuss the solutions among the class, some right some wrong. Since never told how to do it – they came up with some creative solutions. Then go back and teach the concepts and layer the conceptual understanding to support that task.