BSILI 2013 Day 1.0 Presentation

7/28/2019 BSILI 2013 Day 1.0 Presentation

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WELCOME BACK!!

MONDAY


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Response to Feedback

Yay!!! Boo!!! Networking/ collaboration with new

people

Team time! Working with colleagues

Well crafted organization of activities

Changing facilitators

Time to reflect

Welcoming environment: positive,

inclusive, fun

Typo in the CAT form. Really?

REALLY?

Too much in one day! We are

pooped.

Are we going to have time to work on

our initiative? We have lots to do.

Not enough time to reflect

We could use more direction/

clarification on technical stuff


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Inquiry Questions

How do we help other educators re-discovertheir why?

How do we convince other faculty thatchange is possible?

How will ideas get shared back at ourcollege?

To what extent are we talking about goals/

obstacles/ supports for STUDENTS and towhat extent are we thinking of these in termsof OUR learning and work?


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The Final Word

This structured discussion protocol helpsstudents learn how to hold the floor

It also intervenes in the issue of big talker

domination and small talker disengagement We will briefly model the protocol to clarify

how it works.


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Storytelling

PCC/RAP


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Pasadena: Our Story of Hope

What we are doing tochange the culture on

our campus


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The Slump

Administration that stifled creativity and professionaldevelopment

Faculty arrogance about a need for professional learning


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Seeds of Change

Internal Grant Program Title V Grant

Kellogg West Leadership Retreat


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What drove us

5537

Number of first time students who enrolled at PCC in 2004


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About the 5537 6 years later

Developmental Education

N = 3,408

12% earned an AA/ASdegree

5% earned a certificate

25% transferred 69% no discoverable

milestone

Non-Developmental Education

N = 2,129

10% earned an AA/AS degree 4% earned a certificate

41% transferred

55% no discoverablemilestone


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Our Community

Interdisciplinary Team

Cultivating Relationships

Inquiry Mindset

Mutual Respect

Divide the work

Leverage our expertise


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Pilot Imperfectly

Create the Dream

2 hour weeklymeetings

Researched & wrotecurriculum, grants

Considered texts

Live the Nightmare

FYE Seminar

300 students

3 back-to-back

classes

Every Friday

Professional LearningWorkshops


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Bright Spots

One Book, One College

Student Conference
http://www.youtube.com/watch?v=L-5DMIiEDc4&feature=player_embedded


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http://www.youtube.com/watch?v=L-5DMIiEDc4&feature=player_embedded


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Our Learning Continues

FTLA Faculty Teaching & Learning Academy

Technology

Reading Apprenticeship

Syllabus Redesign

BSILI 5

Networking

Support from like-minded individuals/badgers

Communities of Practice

Took ownership of leadership roles


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Paying it Forward

One week professionallearning institute

College 1 Institute

supported by 3CSN

32 instructors from all 12

divisions on campus

Embedded Reading

Apprenticeship

Introduced Habits ofMind


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Paying it Forward

Kellogg West 2 Program RedesignRetreat

Math, English, ESL

credit & noncredit,Counseling,

Social Sciences, CTE

Problem-based Learning

(PBL) Reading Apprenticeship


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Where are we now? College 1 Institute, 2.0

41 sections, 1200 students

40+ instructors signed up for Reading Apprenticeship 101

(6 week online course)

Individual support for redesign groupsProblem BasedLearning

APL


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Dimensions of Reading Apprenticeship


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Think Aloud

Helps students to notice and say when they are confused, anduse each other as resources for making meaning

Helps you to practice making your thinking visible, so you canmodel effective ways of reading texts in your discipline for

students

Helps to give names to the cognitive strategies that we use tocomprehend text

Helps to notice text structures and how we navigate variousgenres to build confidence, range, and stamina

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Take Turns Thinking Aloud in Pairs

While the first person Thinks Aloud while reading thearticle, the other person takes notes.

After two minutes, we will ask partners to switch roles

the second person Thinks Aloud while the other takesnotes


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Talking to the TextThis strategy is basically a think aloud on paper. It differs

from think aloud in two key ways:

the individual reflection on the reading process is written,

not spoken

the metacognitive conversation is delayed until after theindividual reading and reflecting

On your own, read and Talk to the Text with TheImportance of Stupidity

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In the words of

College 1 Students

https://www.dropbox.com/s/2hnsq6u7mntfzha/College%20One%20Students%20Reactions%20Video.mp4
https://www.dropbox.com/s/2hnsq6u7mntfzha/College%20One%20Students%20Reactions%20Video.mp4https://www.dropbox.com/s/2hnsq6u7mntfzha/College%20One%20Students%20Reactions%20Video.mp4https://www.dropbox.com/s/2hnsq6u7mntfzha/College%20One%20Students%20Reactions%20Video.mp4https://www.dropbox.com/s/2hnsq6u7mntfzha/College%20One%20Students%20Reactions%20Video.mp4https://www.dropbox.com/s/2hnsq6u7mntfzha/College%20One%20Students%20Reactions%20Video.mp4https://www.dropbox.com/s/2hnsq6u7mntfzha/College%20One%20Students%20Reactions%20Video.mp4


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What do you notice about the College 1 students talkabout their reading and learning?

How do you connect the video clip(s) to the other texts we

have explored (the PCC change narrative, New Rules, DoYour Job Better, The Importance of Stupidity)

How does this session map to the 4 dimensions of ReadingApprenticeship?


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Dimensions of Reading Apprenticeship


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Q & A

Cecile Davis-Anderson ([email protected])

Nika Hogan ([email protected])

Shelagh Rose ([email protected])

Carrie Starbird ([email protected])
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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After Lunch Treat from Tram
http://www.youtube.com/watch?v=l-gQLqv9f4o


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Storytelling

LMC/HoM


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CONTEXTUALIZING

HABITS OF MINDThe Los Medanos CollegeHoMStudent Success Collaborative

Experience


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USWhy are Paula & Christina here?


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WEWhy are we, collectively, here?

EACH EVENT HAS HAD A


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EACH EVENT HAS HAD ADIFFERENT FOCUS & DIFFERENT

ACTIVITIES AND PRODUCTS

HOWEVER THEY HAVE


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HOWEVER, THEY HAVEALL HAD THE SAME

EXPERIENTIAL GOAL

To workcollectively to seehowthese

Can help us


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pbuild acampusculture that

promotes Collaboration


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That in turnfostersmutual/collegial

Respect


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Which leads usto improvingand increasingour


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All whilehaving

FUNatschool

/

work!

And ALL in


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And ALLinorder to becomea place wherethis

is manifested ineverything we do,

from teachingto planningto assessingto doing outreachto counselingto making

decisionsto greeting eachother in thebreezewaythrough ourintentional use of

HoM.


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DISCOVERAppreciating the best of what is!


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DREAMEnvision what might be!


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DEVELOPCo-construct what should be!


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REFLECT &

UPCYCLELearn about our practice!Amplify the possible, the value, the benefits, & the

opportunities!


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DESIGNContinue to co-construct whatshould be!


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NEXTWhat happens now???!!!


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OUR NEXTS

REFINE the design of Opening Day/All College Day/That daythat many of us dread as the end of summer, but this fall 2013every will WANT to be at!!

Classified Leadership Institute Conference

BSILI 5.0

Learning from the Middle Academy

Opening Day Kick off and Launch

LMC HoM 1.0

stay tuned


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TOOLSInspire and empower, and amplify thecollective!

Mindfully,Paula Gunder andChristina Goff


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What do we mean

by Habits of Mind? A habit is an acquired

predisposition to respond in

particular ways.

A combination of having the

inclination, capability and

commitment to particularbehaviors that lead to

productive outcomes.

Habits of

Mind

inform

Behavior

Habits of Mind


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Habits of MindPersist

Manage impulsivity

Listen with understandingand empathy

Think flexibly

Think about your thinking(Metacognition)

Strive for accuracy

Question and pose

problemsApply past knowledge tonew situations

Think and communicatewith clarity and precision

Gather data through allsenses

Create, imagine, andinnovate

Respond with wondermentand awe

Take responsible risks

Find humor

Think interdependently

Remain open to continuouslearning

Habits of Mind are


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Habits of Mind are

Informed by

Identity

Mindset Conceptions of Learning

Cognitive Development

Id tit d Mi d t


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Identity and Mindset

How does the student seehim or her self as a

learner?

Does the student believeability is fixed or growing?

How does the student react

to a challenge?

These

influence

beliefs,

attentionand

behavior.

Progressive Concepts of


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Progressive Concepts of

Learning

Learning happens by:

Acquiring facts

Memorizing and reproducing

Practicing and applying skills

Making sense of the subject matter and relating

it to the real world Reinterpreting and understanding reality in new

and different ways.

C iti D l t


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Cognitive Development

Novice

Sees knowledge asrepresenting absolutetruth and certainty.

Knowledge resides inan expert authority.

Relies solely on the

authority to justifybeliefs.

Advanced

Sees knowledge ascontinuously evolving.

Knowledge isconstructed throughsocial interactions.

Personally evaluates

the evidence andexpertise of theauthority.

Habits of Mind in your


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Habits of Mind in your

Student Success Initiative

Which Habits of Mind (HoMs) are most associated

with your SSI? Why are they important?

Who needs to be involved to accomplish your SSI,

especially with regard to your target HoMs?

How will your target HoMs be implemented or

integrated into your SSI?

Once your SSI is in place, how will you know if yourtarget HoMs have improved? How will you know if

they improved student completion?

Poster Walk


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Poster Walk

Prepare a poster that represents your SSI,including your target Habits of Mind.

Identify Who, What, How and Why

Use Post-it Notes to share appreciativecomments, pose questions, offersuggestions.

Perceptions of Literacy and


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p y

College Readiness

Part I: Introducing the Threshold Project

Dr. Kim Costino, Professor ofEnglish/Director of the Teaching Resource

Center California State University, San

Bernardino

Peter Elbows Methodological


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g

Doubting and Believing

Methodological Doubt the systematic,disciplined & conscious attempt to criticizeeverything, no matter how compelling it might

seem to find flaws or contradictions we mightotherwise miss

Methodological Belief the equallysystematic, disciplined, and conscious

attempt to believe everything, no matter howunlikely or repellent to find virtues orstrengths we might otherwise miss

Methodological


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g

Doubting and Believing (cont.)

Together these two processes offer usan opportunity to think rigorouslywithout polarization and to embrace

contradictions that normally divide us. They help us to recognize complexity;

the strength and worth of a position notones own; a movement, however,slight, in ones own position; a desireto go on thinking (Shapiro, 2011).

The Belie ing Game


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The Believing Game

The idea here is to suspend judgment,

promote continued thought, open

ourselves up to to the strengths and

values of these premises, so that whenwe begin the work of the Threshold

Project for Academic Literacies, we can

start on some shared ground and moveforward.

Instructions


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Instructions

1. Read the premises and write your initial

reaction. (8 min.)

2. On your poster, create statements or

examples that illustrate the truth of

these premises. If/when you get stuck,

build a list of questions that would help

you understand or believe the truth ofthese statements. (12 min.)

Instructions (cont )


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Instructions (cont.)

Continuing in the believing mode, what

would these principles mean for:

Your own practice

Your professional learning hub

Your change narrative

Take aways


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Take-aways

Acceleration at Fullerton College


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LINKS

Event

SSSAcceleration

Presentation

Article on

RP Group

Website

Shared

with FC

English

Dept.

FIG

created

LINKS

Acceleration

Event

PractitionerTeam

Course

Design

Team

Designed

and TaughtPilot Course

Weekly

Meetings

CAP

CoP

Course

taught 3

times

Listserve/

Coursesite

Workshop

series

WorkshopPresentations

New

course

Fall 2014

New CAPCoP

SSS/CalADE/PC

C

My Story of 3CSN and Acceleration at Citrus College


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1 2 3 5 6 7 8 9 10 11 12

Aug. 2007

Citrus first

offered Fast

Track Classes

in English

and Reading

June 2010

Attended

BSILI 2010

Meeting with

Dean

Course

outline

developed

and

launched

Curriculum

committee

approval

Faculty Cross-

training

Aug. 2009

Attended Katie

Herns ECCTYC

presentation

on accelerationat Chabot

March 2011

Faculty

Discussions

Meetings

with campus

stakeholders

Faculty cross-

training

developed

May 2011

3CSN CAP

presentation

at Citrus

College

August 2011

New sequence

courses offered

Note: Additional faculty meetings were held in July and August 2011 to

plan course delivery.

4


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Homework: Identifying a shared

bl


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problem

With your campus teammates, create a

poster that articulates the need for your

SSI and PL to support it.

You might think about this piece of your

campus change narrative as a problem

presentation.

Be prepared to share your poster for feedbackon Tuesday morning.

BSILI 2013 Day 1.0 Presentation

Documents

Transcript of BSILI 2013 Day 1.0 Presentation