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WELCOME BACK!!
MONDAY
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Response to Feedback
Yay!!! Boo!!! Networking/ collaboration with new
people
Team time! Working with colleagues
Well crafted organization of activities
Changing facilitators
Time to reflect
Welcoming environment: positive,
inclusive, fun
Typo in the CAT form. Really?
REALLY?
Too much in one day! We are
pooped.
Are we going to have time to work on
our initiative? We have lots to do.
Not enough time to reflect
We could use more direction/
clarification on technical stuff
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Inquiry Questions
How do we help other educators re-discovertheir why?
How do we convince other faculty thatchange is possible?
How will ideas get shared back at ourcollege?
To what extent are we talking about goals/
obstacles/ supports for STUDENTS and towhat extent are we thinking of these in termsof OUR learning and work?
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The Final Word
This structured discussion protocol helpsstudents learn how to hold the floor
It also intervenes in the issue of big talker
domination and small talker disengagement We will briefly model the protocol to clarify
how it works.
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Storytelling
PCC/RAP
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Pasadena: Our Story of Hope
What we are doing tochange the culture on
our campus
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The Slump
Administration that stifled creativity and professionaldevelopment
Faculty arrogance about a need for professional learning
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Seeds of Change
Internal Grant Program Title V Grant
Kellogg West Leadership Retreat
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What drove us
5537
Number of first time students who enrolled at PCC in 2004
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About the 5537 6 years later
Developmental Education
N = 3,408
12% earned an AA/ASdegree
5% earned a certificate
25% transferred 69% no discoverable
milestone
Non-Developmental Education
N = 2,129
10% earned an AA/AS degree 4% earned a certificate
41% transferred
55% no discoverablemilestone
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Our Community
Interdisciplinary Team
Cultivating Relationships
Inquiry Mindset
Mutual Respect
Divide the work
Leverage our expertise
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Pilot Imperfectly
Create the Dream
2 hour weeklymeetings
Researched & wrotecurriculum, grants
Considered texts
Live the Nightmare
FYE Seminar
300 students
3 back-to-back
classes
Every Friday
Professional LearningWorkshops
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Bright Spots
One Book, One College
Student Conference
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Our Learning Continues
FTLA Faculty Teaching & Learning Academy
Technology
Reading Apprenticeship
Syllabus Redesign
BSILI 5
Networking
Support from like-minded individuals/badgers
Communities of Practice
Took ownership of leadership roles
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Paying it Forward
One week professionallearning institute
College 1 Institute
supported by 3CSN
32 instructors from all 12
divisions on campus
Embedded Reading
Apprenticeship
Introduced Habits ofMind
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Paying it Forward
Kellogg West 2 Program RedesignRetreat
Math, English, ESL
credit & noncredit,Counseling,
Social Sciences, CTE
Problem-based Learning
(PBL) Reading Apprenticeship
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Where are we now? College 1 Institute, 2.0
41 sections, 1200 students
40+ instructors signed up for Reading Apprenticeship 101
(6 week online course)
Individual support for redesign groupsProblem BasedLearning
APL
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Dimensions of Reading Apprenticeship
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Think Aloud
Helps students to notice and say when they are confused, anduse each other as resources for making meaning
Helps you to practice making your thinking visible, so you canmodel effective ways of reading texts in your discipline for
students
Helps to give names to the cognitive strategies that we use tocomprehend text
Helps to notice text structures and how we navigate variousgenres to build confidence, range, and stamina
20
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Take Turns Thinking Aloud in Pairs
While the first person Thinks Aloud while reading thearticle, the other person takes notes.
After two minutes, we will ask partners to switch roles
the second person Thinks Aloud while the other takesnotes
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Talking to the TextThis strategy is basically a think aloud on paper. It differs
from think aloud in two key ways:
the individual reflection on the reading process is written,
not spoken
the metacognitive conversation is delayed until after theindividual reading and reflecting
On your own, read and Talk to the Text with TheImportance of Stupidity
22
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In the words of
College 1 Students
https://www.dropbox.com/s/2hnsq6u7mntfzha/College%20One%20Students%20Reactions%20Video.mp4
https://www.dropbox.com/s/2hnsq6u7mntfzha/College%20One%20Students%20Reactions%20Video.mp4https://www.dropbox.com/s/2hnsq6u7mntfzha/College%20One%20Students%20Reactions%20Video.mp4https://www.dropbox.com/s/2hnsq6u7mntfzha/College%20One%20Students%20Reactions%20Video.mp4https://www.dropbox.com/s/2hnsq6u7mntfzha/College%20One%20Students%20Reactions%20Video.mp4https://www.dropbox.com/s/2hnsq6u7mntfzha/College%20One%20Students%20Reactions%20Video.mp4https://www.dropbox.com/s/2hnsq6u7mntfzha/College%20One%20Students%20Reactions%20Video.mp47/28/2019 BSILI 2013 Day 1.0 Presentation
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What do you notice about the College 1 students talkabout their reading and learning?
How do you connect the video clip(s) to the other texts we
have explored (the PCC change narrative, New Rules, DoYour Job Better, The Importance of Stupidity)
How does this session map to the 4 dimensions of ReadingApprenticeship?
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Dimensions of Reading Apprenticeship
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Q & A
Cecile Davis-Anderson ([email protected])
Nika Hogan ([email protected])
Shelagh Rose ([email protected])
Carrie Starbird ([email protected])
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]7/28/2019 BSILI 2013 Day 1.0 Presentation
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After Lunch Treat from Tram
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Storytelling
LMC/HoM
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CONTEXTUALIZING
HABITS OF MINDThe Los Medanos CollegeHoMStudent Success Collaborative
Experience
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USWhy are Paula & Christina here?
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WEWhy are we, collectively, here?
EACH EVENT HAS HAD A
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EACH EVENT HAS HAD ADIFFERENT FOCUS & DIFFERENT
ACTIVITIES AND PRODUCTS
HOWEVER THEY HAVE
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HOWEVER, THEY HAVEALL HAD THE SAME
EXPERIENTIAL GOAL
To workcollectively to seehowthese
Can help us
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pbuild acampusculture that
promotes Collaboration
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That in turnfostersmutual/collegial
Respect
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Which leads usto improvingand increasingour
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All whilehaving
FUNatschool
/
work!
And ALL in
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And ALLinorder to becomea place wherethis
is manifested ineverything we do,
from teachingto planningto assessingto doing outreachto counselingto making
decisionsto greeting eachother in thebreezewaythrough ourintentional use of
HoM.
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DISCOVERAppreciating the best of what is!
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DREAMEnvision what might be!
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DEVELOPCo-construct what should be!
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REFLECT &
UPCYCLELearn about our practice!Amplify the possible, the value, the benefits, & the
opportunities!
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DESIGNContinue to co-construct whatshould be!
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NEXTWhat happens now???!!!
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OUR NEXTS
REFINE the design of Opening Day/All College Day/That daythat many of us dread as the end of summer, but this fall 2013every will WANT to be at!!
Classified Leadership Institute Conference
BSILI 5.0
Learning from the Middle Academy
Opening Day Kick off and Launch
LMC HoM 1.0
stay tuned
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TOOLSInspire and empower, and amplify thecollective!
Mindfully,Paula Gunder andChristina Goff
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What do we mean
by Habits of Mind? A habit is an acquired
predisposition to respond in
particular ways.
A combination of having the
inclination, capability and
commitment to particularbehaviors that lead to
productive outcomes.
Habits of
Mind
inform
Behavior
Habits of Mind
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Habits of MindPersist
Manage impulsivity
Listen with understandingand empathy
Think flexibly
Think about your thinking(Metacognition)
Strive for accuracy
Question and pose
problemsApply past knowledge tonew situations
Think and communicatewith clarity and precision
Gather data through allsenses
Create, imagine, andinnovate
Respond with wondermentand awe
Take responsible risks
Find humor
Think interdependently
Remain open to continuouslearning
Habits of Mind are
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Habits of Mind are
Informed by
Identity
Mindset Conceptions of Learning
Cognitive Development
Id tit d Mi d t
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Identity and Mindset
How does the student seehim or her self as a
learner?
Does the student believeability is fixed or growing?
How does the student react
to a challenge?
These
influence
beliefs,
attentionand
behavior.
Progressive Concepts of
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Progressive Concepts of
Learning
Learning happens by:
Acquiring facts
Memorizing and reproducing
Practicing and applying skills
Making sense of the subject matter and relating
it to the real world Reinterpreting and understanding reality in new
and different ways.
C iti D l t
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Cognitive Development
Novice
Sees knowledge asrepresenting absolutetruth and certainty.
Knowledge resides inan expert authority.
Relies solely on the
authority to justifybeliefs.
Advanced
Sees knowledge ascontinuously evolving.
Knowledge isconstructed throughsocial interactions.
Personally evaluates
the evidence andexpertise of theauthority.
Habits of Mind in your
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Habits of Mind in your
Student Success Initiative
Which Habits of Mind (HoMs) are most associated
with your SSI? Why are they important?
Who needs to be involved to accomplish your SSI,
especially with regard to your target HoMs?
How will your target HoMs be implemented or
integrated into your SSI?
Once your SSI is in place, how will you know if yourtarget HoMs have improved? How will you know if
they improved student completion?
Poster Walk
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Poster Walk
Prepare a poster that represents your SSI,including your target Habits of Mind.
Identify Who, What, How and Why
Use Post-it Notes to share appreciativecomments, pose questions, offersuggestions.
Perceptions of Literacy and
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p y
College Readiness
Part I: Introducing the Threshold Project
Dr. Kim Costino, Professor ofEnglish/Director of the Teaching Resource
Center California State University, San
Bernardino
Peter Elbows Methodological
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g
Doubting and Believing
Methodological Doubt the systematic,disciplined & conscious attempt to criticizeeverything, no matter how compelling it might
seem to find flaws or contradictions we mightotherwise miss
Methodological Belief the equallysystematic, disciplined, and conscious
attempt to believe everything, no matter howunlikely or repellent to find virtues orstrengths we might otherwise miss
Methodological
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g
Doubting and Believing (cont.)
Together these two processes offer usan opportunity to think rigorouslywithout polarization and to embrace
contradictions that normally divide us. They help us to recognize complexity;
the strength and worth of a position notones own; a movement, however,slight, in ones own position; a desireto go on thinking (Shapiro, 2011).
The Belie ing Game
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The Believing Game
The idea here is to suspend judgment,
promote continued thought, open
ourselves up to to the strengths and
values of these premises, so that whenwe begin the work of the Threshold
Project for Academic Literacies, we can
start on some shared ground and moveforward.
Instructions
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Instructions
1. Read the premises and write your initial
reaction. (8 min.)
2. On your poster, create statements or
examples that illustrate the truth of
these premises. If/when you get stuck,
build a list of questions that would help
you understand or believe the truth ofthese statements. (12 min.)
Instructions (cont )
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Instructions (cont.)
Continuing in the believing mode, what
would these principles mean for:
Your own practice
Your professional learning hub
Your change narrative
Take aways
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Take-aways
Acceleration at Fullerton College
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LINKS
Event
SSSAcceleration
Presentation
Article on
RP Group
Website
Shared
with FC
English
Dept.
FIG
created
LINKS
Acceleration
Event
PractitionerTeam
Course
Design
Team
Designed
and TaughtPilot Course
Weekly
Meetings
CAP
CoP
Course
taught 3
times
Listserve/
Coursesite
Workshop
series
WorkshopPresentations
New
course
Fall 2014
New CAPCoP
SSS/CalADE/PC
C
My Story of 3CSN and Acceleration at Citrus College
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1 2 3 5 6 7 8 9 10 11 12
Aug. 2007
Citrus first
offered Fast
Track Classes
in English
and Reading
June 2010
Attended
BSILI 2010
Meeting with
Dean
Course
outline
developed
and
launched
Curriculum
committee
approval
Faculty Cross-
training
Aug. 2009
Attended Katie
Herns ECCTYC
presentation
on accelerationat Chabot
March 2011
Faculty
Discussions
Meetings
with campus
stakeholders
Faculty cross-
training
developed
May 2011
3CSN CAP
presentation
at Citrus
College
August 2011
New sequence
courses offered
Note: Additional faculty meetings were held in July and August 2011 to
plan course delivery.
4
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Homework: Identifying a shared
bl
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problem
With your campus teammates, create a
poster that articulates the need for your
SSI and PL to support it.
You might think about this piece of your
campus change narrative as a problem
presentation.
Be prepared to share your poster for feedbackon Tuesday morning.