Introduction
The New Paradigm
Walk into almost any school,
and you're likely see computers everywhere--a powerful sign that
traditional education is changing. Look more closely, and you'll
see other important changes that do not rely on technology. More
and more instructors are incorporating active learning into their
courses. Instead of sitting in silent rows, passively soaking
up information, students are working collaboratively to create,
synthesize, and apply information.
These training modules offer
practical ways to bring active learning into developmental classrooms.
Research has shown again and again that well-structured collaborative
activities are highly beneficial to students at basic levels in
reading, writing, and mathematics.
Japanese educators have known
for years that collaborative learning helps students develop maturity
and responsibility, as well as a high level of academic achievement.
Japanese elementary schools do not even hire substitutes when
a teacher is absent: Students simply run the classes themselves,
even in the first grade. Problems are accepted matter-of-factly
as part of the learning process: Students are expected to uncover
the causes and work out solutions.
Applying this new paradigm to
developmental courses requires structure, preparation, and problem-solving
skills--topics covered in this series of training modules.
More important, it requires constant
awareness of the special characteristics of students entering
college at basic levels. The adjective "developmental"
points to a set of skills and behaviors that are not yet fully
formed, including the following:
Cognitive skills:
- reading and writing
efficiently and effectively
- comprehending, remembering,
and applying new information
- accessing information
from a variety of resources
- understanding and
applying basic math concepts
- thinking critically
and analytically
- synthesizing, organizing,
and expressing ideas in written form
- checking one's work
and making corrections
Interpersonal skills:
- stating ideas in complete
sentences, rather than words and phrases
- working productively
as a member of a team
- participating thoughtfully
in class discussions
- showing respect for
the instructor and other students
- communicating with
a vocabulary and style appropriate for college
- developing and sustaining
good relationships with others
- listening thoughtfully
without interruptions
- learning how to disagree
in a positive way
- developing leadership
skills
Self-management skills:
- completing assigned
work, both in and outside of class
- staying on task until
an activity is completed
- conforming to classroom
and college rules
- coping effectively
with problems, frustrations, and negative feelings
- making and following
a time plan
Sitting passively for 50 minutes
listening to a lecture may not help developmental students acquire
the skills needed for success. The following classroom activities
can, however, stimulate growth in these students:
- reading and comprehending
information rather than relying on a teacher's explanation
- completing simple
research tasks rather than watching a librarian perform them
- solving problems as
a group rather than turning them over to the instructor
- forming ideas into
sentences rather than hearing an instructor articulate them
- experiencing the consequences
of effective and ineffective learning behaviors
- receiving and responding
to feedback from other students
- checking and correcting
work rather than expecting the instructor to fix it
- being a member of
a team that cannot succeed unless everyone cooperates fully
- practicing a variety
of leadership and academic roles: manager, notetaker, reporter,
recorder, researcher, and liaison
- developing one's own
resources rather than relying on the instructor's resourcefulness
The units in this training module
are designed to help you, the instructor, create an active and
exciting learning atmosphere for your developmental classes.