Title: Addressing the Needs of Diverse Groups Using Modified Learning Objects
1Addressing the Needs of Diverse Groups Using
Modified Learning Objects
- Rebecca LeDocq, Jennifer Kosiak
- Bob Hoar, UW-La Crosse,
- Hal Schlais, IIURL
- Sherrie Serros, UW-Eau Claire
2- Engaging all students in science, technology,
engineering, and mathematics is a priority goal
for U.S. higher education. - National Mathematics Advisory Panel Report, 2008
http//www.ed.gov/about/bdscomm/list/mathpanel/ind
ex.html
3PRAXIS Learning Objects for Math and Science
4PRAXIS Learning Objects
- Statement of the Question with possible Answers
and mistake-specific feedback - Hint to help them remember a key detail
- Sandbox, a place to play and learn
- Tutorial, a careful presentation of the solution
(shockwave movie) - Chalk-Talk to hear and see a solution
- Additional Self-Check Questions to Assess
Understanding
5PRAXIS Focus
- Wisconsins PI-34 requires the PRAXIS II Middle
School Content Knowledge (MSCK) for licensure. - A national passing rate of 80 exists.
- Pass Rate Gap
- 92 for Whites
- 50 for African Americans
- 46 for Hispanics
- (Gitomer et al, 1999)
6Equity
- Excellence in mathematics education requires
equityhigh expectations and strong support for
all students. - (NCTM, 2000)
7Why Equity? Why Now?
- A major societal implication of this disparity is
the lack of a diverse STEM workforce, including
highly qualified teachers. - The growth of jobs in the mathematics-intensive
science and engineering workforce is outpacing
overall job growth by 31.
8Why Equity? Why Now?
- Nearly one in four high school graduates do not
possess the necessary prerequisite skills for
success in college-level mathematics courses.
(NCES, 2001) - A review of enrollment data for the 13 UW
Colleges from the 2006-2007 academic year
revealed that a total of 143 sections of remedial
mathematics courses (including 110 sections of
Elementary Algebra) were offered. - The percentage of students of color (receiving an
A, B, or C in these courses ranges from 36 to
50,compared to 73 for their peers.
(UW-L Equity
Score Card)
9Race/Ethnicity Freshman Class (n 28,405) Needing Math Remediation
African American 3.1 40.0
American Indian 0.6 18.0
Southeast Asian (e.g. Hmong) 1.8 28.9
Other Asian 2.0 12.6
Hispanic/Latino 2.4 17.5
White 90.1 6.1
In Wisconsin, 33 of the K-12 student population
is non-white.
(WINSS,2008)
10Culturally Responsive LOs
- Culturally responsive practices as using the
learning styles, cultural background, and prior
experiences of students to make learning more
effective.
11Culturally Responsive LOs
- In mathematics education, there are three common
culturally responsive interventions - Scaffolding
- Logic and
- Language
12Scaffolding
13Scaffolding
- Scaffolding mechanisms are critical elements that
build upon the prior experiences and help
students remember, acquire, and solidify their
understanding of math knowledge. - The animated Tutorial can be divided into smaller
learning steps or learners can engage in
interactive exercises with a Hint. - Scaffolding mechanisms have been show to have a
positive impact on closing achievement
gaps. (NRC, 2001)
14Logic and Problem Solving
15Logic and Problem Solving
- Logic is connected to learning styles as it
refers to the specific problem solving approaches
used by learners. - Each LO embed multiple solution strategies in the
Sandbox, Tutorial, and ChalkTalks.
16Language
17Language
- Research indicates that when students are allowed
to use their first language during the learning
process, both academic achievement and
English-language development are enhanced.
(Jarrett, 1999) - One modification to the LOs will be to enhance
the ChalkTalks and Tutorials with another
language.
18LO Development Model
- Distribute the work to faculty led teams around
the State of Wisconsin - Faculty assemble UG research teams
- The faculty leader determines model/processes to
fit their situation - Content teams create a small number of LO
Storyboards using the Local Content Server - Results are sent to student programmers
19- The Local Content Server allows educators to
create, modify, and share learning objects. - Organizing LOs in one place
- Collaboratively develop LOs with colleagues
- Share LOs with others
- Register LOs so everyone can find them.
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24Institute for Innovations in Undergraduate
Research and Learning Mission To develop,
foster and support innovations that use digital
technology to enhance undergraduate teaching,
learning and research, and to make very simple
the storage, retrieval and sharing of digital
content for teaching.