Section 4: Instructional Practices




Consider including these leaders in discussions related to Section 4 of the self-assessment, listed in no particular order:



Upon completion of this section, please verify who participated by name and job title:

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Effective Practice 4.1: Sound principles of learning theory are applied in the design and delivery of courses in the developmental program.



Research indicates that active learning methodologies correlate with unique strategies that are effective for adult learners.


The following strategies were cited in the literature review as promoting this effective practice. Determine the extent to which your institution uses these strategies by completing the table below. Specify ALL levels at which the strategy exists/occurs by listing the programs and/or departments which employ the strategy. If the strategy is employed consistently throughout the institution, indicate “institution-wide.” If the strategy is not currently employed by your institution, simply indicate “does not occur.”



Strategies Related to Effective Practice

Where Strategies Occur

4.1.1

Developmental education focuses on self-directed learning, with students engaged in actively assessing and monitoring their own motivation and learning.

 

Learning Skills

4.1.2

Problem-solving and critical-thinking skills are integrated into developmental education curriculum.

 


4.1.3

Developmental education curriculum recognizes and emphasizes the cognitive development of students (e.g., contextual learning, metacognitive skill development, and constructivism).

 




As applicable, briefly describe how this practice occurs/exists at your institution:

 

  • Students in Learning Skills classes receive a combination of instructor led and computer aided instruction (CAI). Learning Skills faculty are aligning concepts and units in each course with CAI so that students can hone their skills.  The CAI allows students to monitor their own progress in skills attainment.

 

 What evidence exists to support the efficacy of this practice?


  • Success and Retention in Learning Skills has improved since the introduction of the instructor- and CAI-led instruction.

 

What barriers/limitations exist to implementing or enhancing this practice?


Most of the basic skills instructors are experts in the subject matter, but have not been trained in adult learning theory or active learning methodologies.  In addition, there are no basic skills standards (similar to the K-12 California State Standards) with which to align an adult or community college developmental education curriculum. 

 

 How might this practice be advanced or expanded upon in the future?

  • A Basic Skills Curriculum Committee should be formed that would work on creating a coherent basic skills curricula, updating syllabi, creating lesson plans, selecting and creating appropriate assessments, and aligning the curricula with K-12's or California Comminity Colleges' standards 
  • Instructors should be required to take a series of professional development workshops and/or classes that teach active learning methodologies.  The workshops should be highly structured, comprehensive, and ongoing 
  • Syllabi preparation and lesson planning should be thoughtfully executed, and there should be assignments, assessments, surveys, etc. representing a measurement for each student learning outcome.  Before being rehired to teach a basic skills course, instructors should be required to submit hard copies of their syllabi, lesson plans, worksheets, assignments, surveys, and tests that will be given in class.  These items should be evaluated by the Basic Skills Curriculum Committee and used for evaluating all faculty--full-time and adjunct. 
  • Align activities between English, ESL, Math and Learning Skills so that students can flow between classes and receive the remediation that they need.
    • Student should be able to drop into quick modules in the Learning Skills area that help them address needs given to them by their instructors.
    • Students should be able to retake Assessment test after completing a set of modules.

 


 


Effective Practice 4.2: Curricula and practices that have proven to be effective in specific disciplines are employed.


Just as ongoing research informs the development of theory and practice for effective teaching and learning in general, similar work continues to advance recommendations for discipline-specific curriculum and pedagogical approaches that work for developmental learners.


The following strategies were cited in the literature review as promoting this effective practice. Determine the extent to which your institution uses these strategies by completing the table below. Specify ALL levels at which the strategy exists/occurs by listing the programs and/or departments which employ the strategy. If the strategy is employed consistently throughout the institution, indicate “institution-wide.” If the strategy is not currently employed by your institution, simply indicate “does not occur.”



Strategies Related to Effective Practice

Where Strategies Occur

4.2.1

Developmental courses/programs implement effective curricula and practices for English (e.g., reading/writing integration, writing across the curriculum, and use of writing labs).

 

English, Learning Skills

4.2.2

Developmental courses/programs implement effective curricula and practices for mathematics (e.g., addressing environmental factors, problem-based learning, small group instruction, contextual learning, appropriate use of technology, and learning labs).

 

Math, Learning Skills, some CTE programs

4.2.3

Developmental courses/programs implement effective curricula and practices for ESL.

 

ESL

4.2.4

Developmental courses/programs implement effective curricula and practices for development of study skills.

 

Learning Skills, PD


 

 

As applicable, briefly describe how this practice occurs/exists at your institution:

 

  • English/Writing
    • Reading courses are not taught in conjunction with writing courses.  Reading is not used as a prereq for any course on campus.  The same is true of Learning Skills courses in reading and writing skills.
    • The Writing Center is currently back up and running. It needs to be better integrated into the campus as a whole.
  • Math
    • The math department has a lab that is open to students during the afternoons and is staffed by faculty during their office hours.
    • Some disciplines have created their own "math" courses for students that contextualize math for their students.
    • Some instructors supplement their courses with online/computer based work.
  • ESL
    • Beginning ESL courses are longer and meet more frequently than typical courses.
    • All ESL instructors are TESOL trained.
    • Courses are offered in writing, reading and speech.
  • Study Skills
    • Study skills courses are given in Personal Development and Learning Skills

 

 What evidence exists to support the efficacy of this practice?


  • Students that use the Writing Center have performed better on assignments.

 

 

What barriers/limitations exist to implementing or enhancing this practice?


  • Reading is not enforced as a prereq/coreq/advisory for courses at the college.
  • Writing Center/Tutoring Center faced administrative troubles during the past year.
  • The Math Lab does not have permanent staffing or tutors
  • Study skills courses are not consistent across disciplines.

 

 How might this practice be advanced or expanded upon in the future?

  • Reading needs to be used as a corequisite for beginning writing courses.
  • Writing Center needs to be integrated across disciplines.
  • Contextualized learning needs to be created for CTE programs.

 

 


Effective Practice 4.3: The developmental education program addresses the holistic development of all aspects of the student. Attention is paid to the social and emotional development of students, as well as to their cognitive growth.



According to the literature, effective developmental education programs address the holistic development of the student.


The following strategies were cited in the literature review as promoting this effective practice. Determine the extent to which your institution uses these strategies by completing the table below. Specify ALL levels at which the strategy exists/occurs by listing the programs and/or departments which employ the strategy. If the strategy is employed consistently throughout the institution, indicate “institution-wide.” If the strategy is not currently employed by your institution, simply indicate “does not occur.”



Strategies Related to Effective Practice

Where Strategies Occur

4.3.1

In classroom teaching/learning, attention is paid to students’ attitudes and emotions (e.g., self-concept and self-efficacy development) as well as to teaching basic subject skills.

 

DSPS, ESL, Learning Skills

4.3.2

Student support services exist to address the external needs (e.g., child care, financial assistance, and transportation) of developmental education students.

 

EOPS, CalWorks

4.3.3

Timely interventions occur with students to address emotional, social, or non-academic obstacles that arise, and to prevent student attrition resulting from such circumstances.

 

Matriculation (Early Alert), SARS

4.3.4

Formal mechanisms in developmental courses and programs enhance student motivation and engagement to promote learning.

 


4.3.5

College programs promote basic skills students’ social integration into and identification with the college environment.

 

EOPS, Puente


As applicable, briefly describe how this practice occurs/exists at your institution:

 

  • In the Learning Skills lab, students are frequently speaking to their instructors about emotional, social, and non-academic obstacles that arise.  Often students are referred to their counselors, but return because they feel more comfortable talking to someone who already knows them. 
  • EOPS and CalWorks provide book grants, child care services, transportation and tutoring for students of their programs.  EOPS and the Puente program have Personal Development classes for their students in which they address various issues that students may face when attending college.
  • The Early Alert system does ask for instructors to refer students to counseling, but few do so.
  • SARS system is being utilized to call students.

 

 What evidence exists to support the efficacy of this practice?


  • Students in EOPS have a good rate of success and graduation as compared to the rest of the student body

 

 

What barriers/limitations exist to implementing or enhancing this practice?


  • Most students do not have access to services like EOPS and CalWorks students.
  • Instructors do not refer students to counseling, financial aid and other support services.

 

 How might this practice be advanced or expanded upon in the future?

  • A better Early Alert system needs to be created that links instructors with referring students to services available on campus.
  • Instructors needs to be more aware of services available and have an easy way to refer students to these services.

 


 

Effective Practice 4.4: Culturally Responsive Teaching theory and practices are applied to all aspects of the developmental instructional programs and services.


Culturally Responsive Teaching theory and practice articulates basic principles and pedagogical strategies designed to enhance learning among all students, regardless of the students’ ethnic, socioeconomic, or educational backgrounds.


The following strategies were cited in the literature review as promoting this effective practice. Determine the extent to which your institution uses these strategies by completing the table below. Specify ALL levels at which the strategy exists/occurs by listing the programs and/or departments which employ the strategy. If the strategy is employed consistently throughout the institution, indicate “institution-wide.” If the strategy is not currently employed by your institution, simply indicate “does not occur.”



Strategies Related to Effective Practice

Where Strategies Occur

4.4.1

Instructional content and pedagogy capitalize on perspectives and life experiences of students from diverse backgrounds.

 

ESL

4.4.2

Developmental instruction communicates high expectations, engages students in critical dialogue regarding cultural conflicts, and establishes compatible sociocultural contexts for group learning.

 

ESL

4.4.3

Developmental instruction reflects cultural sensitivity and culturally mediated instruction, (e.g., the way communication and learning takes place in students’ cultures).

 

ESL



As applicable, briefly describe how this practice occurs/exists at your institution:

 

  • This doesn't exist

 

 What evidence exists to support the efficacy of this practice?



NA

 

What barriers/limitations exist to implementing or enhancing this practice?


  • The majority of  instructors and staff have not received CRT or diversity training.

 

 How might this practice be advanced or expanded upon in the future?

  • Professional Development in CRT