What Teachers make 2013 TRANSITIONAL STUDIES

 Math (emphasis on Personal Finance)  Science (Life science with current world problems ) LESSON EXAMPLES

Common core…college career and readiness standards “Read like a detective, write like a reporter”  Evidence based writing  Text complexity  Technology emphasis  Processes in addition to answers  Algebra emphasis  Rigor  Webb’s Depth of Knowledge SHIFT IN CURRICULUM NATION WIDE

WEBB’S DEPTH OF KNOWLEDGE It’s not about difficulty… I can ask you to define the word gadopentetate (That’s a difficult question, but not a difficult skill)

 Addresses needs of ALL students (GED, HS21+, ABE, ESL)  Emphasis is on reading/writing skills through a specific subject  More collaboration (create the atmosphere day 1) CONTEXTUALIZATION PILOT

 English 5/6 (Contextualized in science)  33 students were on my week 1 roster  19 students attended day 1  Of those 19:  4 were enrolled in HS21+  2 were there to “brush up on skills”  13 wanted to earn their GED (4 of those had less than 2 tests to complete) AT WEEK 8  13 students were still attending (and enrolled in HS21+ instead of GED)  Of those 13, 5 graduated with HS diploma  Of those 13, 4 students earned credit toward their HS diploma  2 students earned their GED CLASS QUANTITATIVE DATA SUMMER 2013

 32 students enrolled in our pilot HS21+ contextualized classes in Science or U.S. History/Govt.  Out of the 12 students that graduated during the pilot, 10 of them transitioned to college programs (83%)  4 entered the IBEST program  4 entered other LCC programs  2 entered college at another college institution DEPT. QUANTITATIVE DATA SUMMER 2013

 Map out content and embed essential skills  Attend contextualization trainings offered by SBCTC HOW DOES ONE BEGIN?

Are usually open-entry, open-exit (model is changing) Consist of multi-level classrooms Provide a “facilitated” approach to learning and place the student in a more passive role Rely heavily on workbooks, worksheets, and computer assisted instruction (skill and drill) Emphasize the importance of acquiring academic knowledge but rarely focus on the application of that knowledge in real-life situations Provide students with rules and facts that must be put on paper as proof of subject mastery Encourage independent learning rather than large- or small- group instruction Do not require work from the student outside of the classroom TRADITIONAL ADULT EDUCATION PROGRAMS

 Most people learn best in a concrete manner that includes personal participation, hands-on activities, and opportunities for personal discovery.  Learning is enhanced when concepts are presented in a context that is familiar to the learner.  Most learners relate better to concrete examples rather than abstract conceptual models.  Most students learn best when they have a opportunity to interact with other students.  Rote memorization of isolated skills is relatively inefficient and ineffective for most students.  What We Know About the Learning Process, CORD, WHAT DOES RESEARCH TELL US ABOUT THE LEARNING PROCESS?