1. BALANCING BASIC SKILLS AND EQUITY ISSUES Joan Córdova, Daniel S. Pittaway, Darwin Smith - Basic Skills Committee, Academic Senate for California Community Colleges Julius B. Thomas - Equity & Diversity Action Committee, Academic Senate for California Community Colleges November 2009

2. 3x5 Card Activity Name Date Subject Number of years teaching Define Equity. List two strategies focused on developing equity in the classroom.

3. DEFINE EQUITY How do you define equity? Access Equality Opportunity Overcoming Obstacles Equitable Success Outcomes Universal Design

4. Borrowed from architecture, “universal design” is an educational framework based on research in the learning sciences. It includes cognitive neuroscience and guides the development of flexible learning environments that can accommodate individual learning differences.

5. Universal Design Universal Design for Learning helps meet the challenges of diversity by recommending: use of flexible instructional materials techniques strategies that empower educators the tools they need to meet students' diverse needs.

6. UDL – improves educational outcomes Educators can improve outcomes for diverse learners by applying the following principles to the development of goals, instructional methods, classroom materials and assessments.

7. Principle 1– Presentation Provide multiple and flexible methods of presentation to give students with diverse learning styles various ways of acquiring information and knowledge.

8. Principle 2 – Expression Provide multiple and flexible means of expression to provide diverse students with alternatives for demonstrating what they have learned.

9. Principle 3 – Engagement Provide multiple and flexible means of engagement to tap into diverse learners' interests, challenge them appropriately, and motivate them to learn.

10. The 3 Principles… …lend themselves to implementing inclusionary practices in the classroom.

11. Student Data Ethnicity % of Total Head Count % of Total Enrollment (Credit) % of Enrollment (Noncredit)

12. Credit and Noncredit Unduplicated Headcounts by Ethnicity ETHNICITY % Total Enrollment Credit Basic Skills/ESL Enrollment % Total Credit Basic Skills/ESL Noncredit Basic Skills/ESL % Total Noncredit Basic Skills/ESL AFRICAN- AMERICAN 7%38,265 11.3% 7,900 3.5% ASIAN 12%45,880 17% 34,933 15.5% FILIPINO 3%10,0693%3,0121.3% HISPANIC/ LATINO 30%140,27041.3%117,232 52.1% NATIVE AMERICAN 1%3,0670.9%6940.3% OTHER, NON- WHITE 2%6,4711.9%9,6884.3% PAC ISLANDER 1%2,912.9%688.3% WHITE 35%74,080 21.8% 27,724 12.3% UNKNOWN 8%15,9314.88%37,511 9.54% TOTAL 339,278100%225,097100% Basic Skills Accountability Supplemental Report 2009, CCCCO

13. STUDENT DATA Unduplicated headcount for California Community Colleges 2008-2009 academic year: 2.93 million students. We are the largest higher education system in the world! The CCCs assess between 70-85% of students into a pre-collegiate level in one or more of the basic skills areas.

14. WORKING LEARNERS http://www.encore.org/news/david-brooks- community-c http://www.encore.org/news/david-brooks- community-c Center for American Progress think-tank reports Forty-two percent of whites ages 25 to 64 have an associate’s degree or higher compared with 26 percent of African Americans and 18 percent of Hispanics. Assuming no significant changes in degree attainment patterns, the United States will fall 16 million degrees short of the number needed to match leading nations.

15. THE WHITE HOUSE (WWW.WHITEHOUSE.GOV) President Obama wants the United States to have the highest proportion of students graduating from college in the world by 2020. Regardless of educational path after high school, all Americans should be prepared to enroll in at least one year of higher education or job training.

16. INSTRUCTIONAL PRACTICE D6 D.6 Developmental education faculty employ a variety of instructional methods to accommodate student diversity. Equity in the classroom The right message at the right time in the right way; optimum learning conditions Active learning strategies

17. EFFECTIVE TEACHING STRATEGIES

18. FIVE CATEGORIES 1. Student Success Checklist 2. Learning Styles 3. Active Learning Strategies 4. Classroom Assessment Techniques 5. Learning Communities

19. 1 - Student Success Checklist Survival Level Skills Successful Level Skills Advanced Scholarly Behavior

20. 2 - Learning Styles Learning styles are various approaches or ways of learning. They involve educational methods, particular to an individual, that are presumed to allow that individual to learn best. One of the most common and widely-used categorizations of the various types of learning styles is Fleming's VARK model: visual learners; auditory learners; reading/writing-preference learners; kinesthetic learners.

21. 3 - Classroom Assessment Techniques Classroom assessment is both a teaching approach and a set of techniques. The approach is that the more you know about what and how students are learning, the better you can plan learning activities to structure your teaching. The techniques are mostly simple, non-graded, anonymous, in-class activities that give both you and your students useful feedback on the teaching-learning process.

22. 4 - Active Learning Strategies There is a large amount of research attesting to the benefits of active learning. "Active Learning" - anything that students do in a classroom other than merely passively listening to an instructor's lecture. More specifically, learners should be cognitively active.

23. 5 - Learning Communities Linked courses: Students take two connected courses, usually one disciplinary course such as history or biology and one skills course such as writing, speech, or information literacy. Learning clusters: Students take three or more connected courses, usually with a common interdisciplinary theme uniting them. Freshman interest groups: Similar to learning clusters, but the students share the same major, and they often receive academic advising as part of the learning community.

24. Pair Share 1. Select a partner. 2. Review the five CATEGORIES. 3. Choose one category; select one strategy. 4. Specify when/where/how to use it. 5. Report back to the large group.

25. EXIT STRATEGY “What did you learn in this session?” 1. Raise your hand. 2. Tell us something you learned. 3. Do not repeat what someone else said.