Outline of SIDE Curriculum

Outline of SIDE Curriculum

Monday, August 6th from 1:00-5:00 PM

Who are Developmental Education (DE) / Basic Skills students?

The state of DE and Basic Skills at ECC (Art Martinez)

  • Success, retention, persistence rates over the past 5 years with comparison to other local colleges
  • Discuss the need for change

“Who is the DE / Basic Skills Student?” (Cynthia Mosqueda, First Year Experience Coordinator)

  • Skills of the average DE / Basic Skills student
  • Emotional and psychological impediments of DE / Basic Skills students
  • A panel of DE / Basic Skills students discuss their experiences, backgrounds and success factors

Nine Principles for DE (presented by Scott Kushigemachi, Humanities Faculty)

This session will provide a basic definition of DE. It will also outline Nine Principles that guide our field:

  • Accept students where they are and move them as far as they can go.
  • Assume that all students have potential for growth.
  • Facilitate transfer of knowledge to new learning situations.
  • Increase cognitive self-awareness.
  • Encourage students to gradually accept responsibility for their own learning.
  • Recognize that learning also includes affective development.
  • Envision all students as potential graduates. (Boylan)

This seminar will also include brief reference to the history of DE.

Tuesday, August 7th from 1:00-5:00 PM

Poppy Copy Benchmarks: Basic Skills as a Foundation for Student Success in California Community Colleges
(presented by Art Martinez, Math Faculty)

Recommendations for Instructional Practices:

  • Research findings
  • Sound principles of learning theory in developmental courses
  • Practices that have proven to be effective in mathematics
  • The necessity of a holistic approach in developmental education programs
  • A high degree of structure within the classroom
  • The need for a variety of instructional methods
  • Routine professional development
  • Comprehensive academic support

Instructors will share their best teaching tools, practices, and techniques with the group and relate these examples to one or more of the instructional practice recommendations from the Poppy Copy.

Learning Theories and Styles (Scott)

We will provide a broad overview of five theories of learning: behavioral, cognitive, social learning, motivational, and adult learning (Bonham). From there, we will discuss a case study involving a struggling DE student and consider how the student might be best served according to each theory.

We will also discuss learning styles, help participants identify their own learning styles, and identify how to engage a classroom with students representing a wide range of learning styles.

Wednesday, August 8th from 1:00-5:00 PM

Affective Domain Activities (Art)

We will present the affective domain booklet created through the Title V Graduation Initiative. The purpose of the workshop is to provide participants with empowerment strategies for students.

Topics of discussion:

  • Personal Responsibility
  • Self-Motivation
  • Interdependence
  • Self Awareness
  • Lifelong Learning
  • Emotional Intelligence
  • Self-Esteem

Alternative Assessment Activities / Classroom Assessment Techniques (Jenny Simon)

We will review common midterms to identify the assessment goals of these exams. What do these assessments tell us or fail to tell us about student learning vis-à-vis student learning styles?

Discussion of alternative methods of assessment that fulfill the following goals:

  • Assess a broader range of student abilities
  • Involve students in the assessment process and develop students' capacities to monitor their own
    performance, e.g. by understanding the criteria used in assessment
  • Assess not only what students know but also what they do
  • Provide contextualized, complex challenges
  • Facilitate active collaboration between students, leading to assessment of projects produced
    by groups of students

Topics of discussion:

  • Traditional Exams
  • Essays
  • Multiple-Choice Tests
  • Portfolio Assessment
  • Group Assessment
  • On-line Assessment
  • Peer Assessment

Thursday, August 9th from 1:00-5:00 PM

Math and English Meet Separately

English (Scott): English A SLO, Grade Norming Session, Reflection on Current Classroom Practices, Discussion of Mike Rose article on Basic Writing.

Math (Art)

Evidence from Cognitive Science Research

  • Define various learning styles and become familiar with their merits
  • Examine individual preferences for activities and analyze the degree to which they
    reflect learning style/multiple intelligence preferences
  • Analyze how certain activities fall into various models of learning styles
  • Discuss implications for teaching and learning

Topics for Discussion

  • Cooperative group activities and evidence to support their use
  • Math cohort activities
    • Teaching Styles
    • Use of Manipulatives
    • Cooperative learning groups
    • Assessment
    • Multiple Intelligences
    • Student Empowerment
    • Embedding technology

In both meetings, participants will also pair up for classroom observations during the semester.

Follow-up Meeting on Friday, August 31st from 1:00 - 4:00 PM

Participants will develop specific items they wish to implement this semester based on the SIDE curriculum. Then they will present their action plan to the rest of the participants. In addition, participants will identify affective domain activities to incorporate during the semester.

Follow-up Meeting on Friday, September 21st from 1:00 - 4:00 PM

Participants will present the results and findings from their action plan.

Follow-up Meeting on Friday, October 5th from 1:00 - 4:00 PM

Participants will present the results and findings from their action plan.

Reception and Presentation of Certificates (Date TBD)