Transcript sociology - Developmental Studies

Presented by
Karen Armitano, Ph.D.
Virginia Norquest, M.A.
Jinhao Wang, Ed.D.
South Texas College
NISOD Conference, Austin, Texas
May 27-30, 2012
 Located in the Rio Grande Valley
 College facts
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Fall 2011:
Spring 2012:
Population:
Financial Aid:
First-generation
college going
 Entering Freshmen in
either Dev. English or
Dev. Reading
30,558 students
28,391
94% Hispanic
86%
63%
38%
 Developmental English Enrollment:
Fall 2011:
Spring 2012:
Engl 71 – 593
Engl 71 – 306
Engl 81 – 725
Engl 81 – 481
Engl 91 – 450
Engl 91 – 369
Engl 100--192
Engl 200--246
Engl 100--220
Engl 200--343
Total: 1719
Total: 2206
Baker, E., Hope, L., and Karandjeff, K. (2009).
Contextualized Teaching & Learning: A Faculty Primer
• Contextualized teaching and learning (CTL) is based on
motivation theory, problem-centered learning, social
learning theory, and brain research.
• CTL means relating subject matter in a course to
meaningful situations that have relevance to students’
lives.
• CTL can be utilized to support learners’ basic English,
math, or English as a Second Language skills.
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Association of American Colleges and Universities & Carnegie Foundation for
the Advancement of Teaching. (2004). A Statement on Integrative Learning.
• Connecting skills and knowledge from multiple sources and
experiences
• Applying theory to practice in various settings
• Understanding issues and positions contextually
• Addressing real-world problems that require multiple areas
of knowledge and multiple modes of inquiry
5
JFF’s common instructional framework: Six strategies to build college readiness
• Collaborative Group Work: Collaborative group work involves bringing students
together in small groups for the common purpose of engaging in learning.
• Writing to Learn: Writing to learn is a strategy through which students can
develop their ideas. Writing to learn can also be used as formative assessment and
as a way to scaffold mid- and high-stakes writing assignments and tests.
• Questioning: Questioning challenges students and teachers to use good questions
as a way to open conversations and further intellectual inquiry. Teachers use this
strategy to create opportunities for students to investigate and analyze their
thinking as well as the thinking of their peers and the authors that they read in
each of their classes.
• Scaffolding: Scaffolding helps students to connect prior knowledge and experience
with new information.
• Classroom Talk: Classroom talk creates the space for students to articulate their
thinking and strengthen their voice. Classroom talk takes place in pairs, in
collaborative group work and as a whole class.
• Literacy Groups: Literacy groups provide students with a collaborative structure
for understanding a variety of texts and engaging in a higher level of discourse.
The purpose of literacy groups is to raise student engagement with texts by
creating a structure within which they may do so.
Retrieved from the Jobs for the Future website: www.jff.org at
http://backontrackdesigns.org/sites/default/files/CIF_0.pdf
• Do it faster--in one to two semesters
• Increase literacy level and encourage academic success
(avoid discouragement)
• Make content relevant
• Incorporate college level academic skills
• Create bridge to academic writing
• Do all of the above in digestible chunks with-step-by-step
instruction
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Carefully identify goals
Meet goals via step-by-step instruction
Incorporate adult level topics
Build in academic rigor
Contextualize writing
Chose textbook chapter to complement themes of identity and community
Identity
Community
Contextualization is :
• Teaching writing by using content from academic
classes
• Teaching writing relevance
• Teaching writing for academics
 Across developmental departments
• reading and math assignments in writing
• writing and math assignments in reading
• reading and writing assignments in math
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 Within Dev. English 71: History and Sociology
• writing assignments—5 writing projects, 13 journals,
4 interviews, and 5 videos (approximately 30
pages of writing)
• reading assignments—history and sociology textbook
excerpts, academic research articles, web
links, peer discussions, and short stories
• math assignments—legends, maps, charts, graphs,
and elementary statistical analyses
13
HISTORY
Personal Identity
Who Am I?
Where I Came From
My Family Migration Trail
Personal/family experience
Addresses affective domain
*Alternative Projects:
What’s in a Name?
My Blended Heritage
My History
SOCIOLOGY
Academic Community
The Value of a College Education
Larger community experience
Addresses affective and cognitive domains
*Alternative Project:
Academic Preparation
Project #1
Project #2
HISTORY
Sociology
Read History 1301 text chapter

Read Sociology 1301 text chapter
Interview family members
5 questions
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Interview 3 strangers
20 questions
Create family tree
Draw migration map
Research family name history
Find family name crest
Notecards
Conduct surveys
Compile & analyze statistics
Create graphs
History
Sociology
History
5 Interview Questions: Who was your
grandfather, why did he immigrate, what family
stories do you know?
Sociology
20 Interview Questions: Do you feel income is related
to education? What obstacles did you face in obtaining
an education? Were you ever denied an education?
With regards to education, who are you?
5 Survey Questions: “On a value scale of one to seven,
where do you rank how you value a college education.
Please circle answer.
1 2 3 4 5 6 7
Index Cards: Family attitudes towards college
Name
Question #
Quote
Mary
4&5
“Quit school at
14—had to work.”
Jose
8
Mom said needed
Master’s
90
80
70
60
50
40
30
East
West
North
20
10
0
1st Qtr
2nd Qtr
3rd Qtr
4th Qtr
History
Paragraph
topic sentence
supporting details
vivid language &
imagery
Simple Essay
thesis/introduction
conclusion
Brainstorming
Sociology
Full Essay
thesis
quotes
graphs with linking
sentence
unity & support
critical analysis
Brainstorming
History
Sociology
Journal Writing: summarize &
respond to narratives:
Journal Writing: summarize &
respond to narratives and scholarly
articles:
• “Only Daughter” Sandra Cisneros
• “Notes of a Translator’s Son”
Joseph Bruchac
• Mi Familia—YouTube
• “Change of Attitude” Grant Berry
• “Most Hateful Words” Amy Tan
• “Latinos and Education: Explaining
the Attainment Gap” Pew Hispanic
Center
• “The Earnings Effect of Education at
Community Colleges” Dave Marcotte
• “Distorted Statistics on Graduation”
Susan Ohanian
• Out of Many-college level history
text book
• Essentials of Sociology-college level
history textbook
History
Blackboard-On-Line:
• Grammar PowerPoints
• Grammar lessons, practices &
quizzes
• Announcements & Messages
• Essays Posted (+ response)
• Tutoring (Smarthinking/human)
Sociology
Blackboard-On-Line
• PPTs, Grammar lessons & practice,
and quizzes
• Continued student/instructor
contact
• Essays Posted (+ critical response)
• Continued Tutoring
• Graphs created (Word)
HISTORY
Websites:
• Sullivan Ballou’s Civil War
Letter
• “Occurrence at Owl Creek
Bridge”
• Jerry Seinfeld Teaches
History
SOCIOLOGY
Websites:
• “Students Playing Catch
Up” (Dallas Morning
News)
• “How Colleges Can
Ensure Quality, Not
Inequality” (The Chronicle
of Higher Education)
• APA Format
• Library Databases
History
Grammar
homonyms, subjects, verbs,
fragments, run-ons,
sentence patterns  SVO
Formatting
Microsoft Word skills
Academic style: heading,
font, spacing, spell-check
Sociology
Grammar
parallelism, pronouns,
subordination/coordination,
misplaced modifiers
sentence variety 
sophistication
Formatting
APA
citations
plagiarism
History & Sociology
Samples & Models
Outlines & Re-Writing
Tutoring
Bonus Points
Checklists
Self & Peer-evaluations
Portfolios
Rubrics
 Students-• engage with concrete and high interest topics
• learn essay structure via their personal histories and academic
experiences (learn to write!)
• transition step-by-step yet quickly to college level writing
• use flexible thinking in novel situations
• develop critical thinking skills via challenging curriculum
• become familiar with technology
• Faculty-• collaborate via exploration of topics within department
• collaborate with academic departments via dialog and
reflection/“collective responsibility for student
learning” (T. Wagenaar, The Chronicle, Feb. 23, 2011)
• create curriculum of substance through innovation
• improve teaching because of revolution
• feel proud of developmental curriculum
• participate in on-going evaluation of curriculum
Top 6 Ranked Strategies
Count (n = 50)
11. Interviewing for family information
23
14. Using “Monster Booklet”
9. Writing the outline of the paragraph
and essay
17
1. Writing journals
14
12. Completing maps and family tree and
discovering family crest and name meaning
14
3. Studying the structure of the essay
13
15
• Student Reflection Paper Prompt
• List of Strategies for Ranking
27
Themes or
Challenges
Examples
Number % of
of Hits Hits
Challenge in Gathering
Information
No time to interview/can't find
interviewees/Family members’ stories
conflicted/family far away/difficulty in
finding required information-family crest
Hard to summarize large amount of
Info/putting it all together/organizing the
information and write the essay
24/50
48%
16/50
32%
Grammar/punctuation/English
4/50
8%
Challenge in mapping
or family tree
Can’t find enough information to fill out
the family or map
4/50
8%
Challenge in the
rhetorical aspect of
writing
Hard to make it concrete/making
4/50
transitions within and between
paragraphs/making the paper
flow/putting feeling to it.
I waited until last minute, and there was
3/50
so much to do/I had family issues and a lot
of stress
8%
Challenge in
Synthesizing Multiple
Sources/Organizing
Information
Challenge in language
Challenge in Managing
Time/Stress
28
6%
• Students value strategies that support the completion of
specific writing tasks (how to interview for family
information, how to complete maps and family tree, etc.);
• Students like the strategies that help them organize their
thoughts and their paper (how to write the outline and how
to structure the essay);
• Students also like low-stake writing that helps them warm up
to the writing (journal writing);
• Students like the resources handy for them to use (“Monster
Booklet”);
• Students need help with time management and task
management.
• Provide specific support for the specific writing tasks;
• Provide assistance to students on how to structure
ideas;
• Provide low-stake writing practice via free writing or
journal writing;
• Compile resource book for students;
• Teach time management and task management;
• Collaborate with faculty in curriculum development.
• Collaborate with faculty in curriculum development.
• Revolutionize old curriculum for student’s benefit.
• Evaluate in Classrooms
• Keep the promise to build the bridges.
Our Contact:
Karen Armitano, Ph.D.
[email protected]
956-872-6711
Virginia Norquest, M.A.
[email protected]
956-330-1142
Jinhao Wang, Ed.D.
[email protected]
956-872-3508