Pedagogy Session 6, 3:15-4:45
Newport Beach 1
Feedback and Marking Strategies for the Acceleration Classroom
Jennifer Hurley, Ohlone College, Fremont, CA
Joellen Hiltbrand, Los Medanos College, Pittsburg, CA
Jeff Rhyne, Moreno Valley College, Moreno Valley, CA
Participants will walk away with tools for implementing appreciative, encouraging feedback strategies. We will briefly present the need to transform feedback and marking practices and then offer three different models for providing appreciative, encouraging, revision-focused feedback, helping students to improve their writing skills and their mindsets toward writing.
Integrated Reading and Writing
Newport Beach 2
Success is a Spiral Upward: How “Spiral Learning” and Thematic Inquiry Promote Student and Teacher Success in an Accelerated English Course.
Jim Sauve, Portland Community College, Portland, OR
Kristen Hren, City College of San Francisco, San Francisco, CA
A spiral learning curriculum requires students to revisit and reapply topics, ideas, and skills throughout the term, with complexity and challenge increasing with each revisit. When coupled with a thematic inquiry focus, an accelerated English course based on spiral learning design and pedagogy produces greater student learning, engagement, and success.
Newport Beach 3
Salami and Havarti Cheese: Embedding Critical Thinking Activity Arcs in an Accelerated Mathematics Program
Lars Kjeseth, El Camino College, Torrance, CA
Art Martinez, El Camino College, Torrance, CA
Ambika Silva, El Camino College, Torrance, CA
Sue Bickford, El Camino College, Torrance, CA
In this session, participants experience one example of an activity arc that offers students practice with college-level critical thinking skills in a complex context. Activity arcs are embedded in both accelerated developmental mathematics courses at El Camino College and are changing the way we think about student learning.
Promoting Student Learning and Productive Persistence in Accelerated Mathematics Courses: High Impact Practices in the Carnegie Pathways Instructional System
Ann R. Edwards, Carnegie Foundation for the Advancement of Teaching
Rachel Beattie, Carnegie Foundation for the Advancement of Teaching
Michelle Brock, American River College, Sacramento, CA
Aaron Altose, Cuyahoga Community College, Cleveland, OH
Scott Maccarone, Los Angeles Pierce College, Los Angeles, CA
This workshop will engage participants in teaching practices, derived from the highly successful Carnegie Community College Pathways mathematics program (i.e., Statway and Quantway), designed to achieve deeper student learning by supporting students’ engagement in discipline-based learning and promoting productive persistence in accelerated mathematics courses.
A World of Difference: Practical Pedagogy in ALP-ESOL
Alex Garrido, Community College of Baltimore County, Essex, MD
David Hewitt, Community College of Baltimore County, Catonsville, MD
How can accelerated writing be effectively adapted for non-native or World English speakers? This session will explore the advantages and the challenges of the ALP-ESOL model, including an overview of outcomes; approaching course design from a strengths rather than a deficit perspective, to capitalize on diversity; and practical pedagogical tools.
Emerald Bay 1
“What the . . . ?”: Listening, Observing, and Intervening to Identify and Address Affective Issues in the Accelerated Classroom”
Jamie Dingman, Irvine Valley College
Rebecca Kaminsky, Irvine Valley College
Kurt Meyer, Irvine Valley College
Dr. Melissa Knoll, Irvine Valley College
Drawing on classroom experience, responding to actual scenarios, and brainstorming ideas, participants share strategies for identifying and addressing affective issues—of both students and instructors—in the accelerated classroom. Topics include: early intervention, ongoing communication, reading and writing assignments, class activities, and written feedback throughout the progression of the semester.
Integrated Reading and Writing
Emerald Bay 2
Memoir and Non-Fiction in the Accelerated Reading Classroom
Katharine Mastrantonio Union County College
Wendy Barnes- Thomassen Union County College
Focusing on the use of a central text, (Brother, I’m Dying by Edwidge Danticat and Lives on The Boundary by Mike Rose) Professors Barnes-Thomassen and Mastrantonio will provide insight and activities from accelerated courses where these texts are used as the impetus for semester long investigations by students.