Pellissippi State Community College. 1985-2008 Original Tennessee Board of Regents (TBR) mandate...
31
Sticky Wicket: Shifting Paradigms from Pre-Requisite to Co-Requisite Reading Remediation—A Vision Pellissippi State Community College
Transcript of Pellissippi State Community College. 1985-2008 Original Tennessee Board of Regents (TBR) mandate...
Sticky Wicket:Shifting Paradigms from Pre-Requisite to Co-Requisite Reading Remediation—A Vision
Pellissippi State Community College
History of Tennessee Developmental Programs
1985-2008
Original Tennessee Board of Regents (TBR) mandate◦ Skills based◦ Textbook driven◦ Began transition to learner-centered, strategy-
based program applied to whole texts for authentic purposes
Insights from NADE Certification from 2007-2015
Data collection
Theoretically coherent
Socio-psycholinguistic Theory of Reading
Socio/Linguistic Contexts
Purposes
Schema, Beliefs,
Emotions Moods
Strategies for Orchestrating
Skills in Constructing
Meaning Adapted from Reading Process and Practice, 3rd edition by Constance Weaver
Insights from NADE Certification cont.
Invaluable for future redesigns
Guides needed changes
Provides background for new faculty
Helps all faculty maintain the vision
History of PSCC’s NADE Certified Reading Program
2008◦ Acceleration mandate from TBR
◦ Use of technology required
◦ Students would not have to repeat mastered competencies
◦ Placement retesting before registration (33% of READ students tested out)
History of PSCC’s NADE Certified Reading Program
REDESIGN 1 (2008-2011)◦ READ/ENGL combo for lowest students (5 credit hrs.)
◦ One semester READ course for other students
REDESIGN 2 (2011-2013)◦ 5 one hour modules
◦ Students tested into 1st or 2nd module
◦ Could complete all or part
History of PSCC’s NADE Certified Reading Program
REDESIGN 3 (2011-2013)◦Two one-semester courses READ 0800 (5 hrs.) READ 0810 (4 hrs.)
Co-Requisite Mandate from TBR for Fall 2015
Sticky Wicket--Co-requisite Remediation: Serious Reservations
Limited samples—Tried only with developmental students with high ACT scores
No reading models No community college trials and data in TN, only
university
Suggestions from TBR: Reading/History, Reading/Psychology
1 year time frame
Epiphany: Reading as Co-requisite with College Success
College Success—traditionally, study skills are part of reading curriculum
Reading faculty qualified to teach both linked courses
Self-management elements of College Success critical success skills essential for developmental students
WHAT ARE WE GOING TO DO???
Stand our ground!
Serendipity
Researched models
Found College One course at Pasadena City College
Produced phenomenal success rates
First Year Pathways (FYP) at PCC
Student Success Course Using Reading Apprenticeship Strategies
Reading Apprenticeship
WestEd-Strategic Learning Initiative (SLI)
Instructional framework using metacognitive routines within a safe learning environment
RA Wow Factors!
Compatible with socio-psycholinguistic theory (learner centered, metacognitive/cognitive strategies/engagement, authentic purposes)
Strategies applied to disciplinary texts
Remediation for developmental students AND Continuous Literacy Development for all students
RA Wow Factors cont. Equity—all students regardless of their literacy
development are invited into a community of practice
Community of practice model—Interested faculty become campus coaches to lead professional development and workshops on their own campuses
Transforms the role of the teacher and the student
Potential SAILS model
Unsticking the WicketIntegrating Reading and College Success
Unifying Theme
Effort
Good Strategies
Help from others
Intelligent Practice
Effort
Growth Mindset Active/passive Self-assessment
◦Grit◦Locus of Control◦VARK◦Personality
Neuro-plasticity
Good Strategies Cognitive/Metacognitive RA Routines
◦Think Aloud
◦Talk to the Text
◦Double Entry Journals
◦Think Pair Share
Good Reader Strategies
Before Reading
During Reading
After Reading
Help from Others Teacher modeling
Projects
Share/Discuss◦Partners◦Small group◦Share out Large group practice of routines
Cognitive Modeling
Self-discovery
Social interaction
Reflections
Literature circle logs
Reader response journals
Scaffolding
Methods
Evaluation CERA
◦ (Curriculum-Embedded Reading Assessment)
Self-assessment survey of good reader strategies
MARSI ◦ (Metacognitive Awareness of Reading Strategies
Inventory)
MARSI Data
Global Problem Solving Support0%
10%20%30%40%50%60%70%80%90%
100%
11%
55%
22%
78%89%
48%
MARSI
Pre Post
Pilot Retention and Success Rates
n=46
Hardin Valley
Campus
Division Street
Campus
Total
Retention Rate
87% 74% 80.5%
College Success
74% 56.5% 65.25%
READ 0800/0810
74% 61% 67.5%
READ 0820
65% 61% 63%
College Success and RACollege Success RA Routines
Self-Assessment
Time Management
Group Project
Career Research
Academic Plan
Financial Literacy
Study Skills
Double-Entry Journals
Text Sets
Think Aloud
Talk to the Text
Final Word
Think-Pair-Share
Text Sets
Contact Us
Lora Bagwell◦ [email protected]
Pamela Smith◦ [email protected]
Mary Monroe-Ellis◦ [email protected]
