Pilot Program for VCCS Tidewater RCTE Certificate in Teaching Developmental Writing

VCCS Professional Development Committee Endorsement of 2009-2010 Pilot Program:

"In keeping with the retention and success goals for developmental education students in the Virginia Community College System, the VCCS Professional Development Committee recognizes the importance of program-specific training for its developmental educators and hereby endorses the 2009-2010 Pilot Program: Tidewater Region Certificate in Teaching Developmental Writing training program." Approved by VCCS Professional Development Committee, 28 Sept. 2009

To register for the events: https://spreadsheets.google.com/viewform?formkey=dGZXNEdvUDg5SXdqZDcwbF9BeWhTQ0E6MA

Fall 2009 Seminar Session Plans. Seminars will meet on Friday afternoons and will be recorded
for those who can’t make all of them but wish to earn the certificates.

Seminar I: The Writing Process, Conferencing, and Handling the Paper Load in Developmental Writing (3 contact hours) Oct. 9^th TNCC-H

Seminar II: Multiple Intelligences, Learning Styles and Teaching Styles in the Developmental Classroom (3 contact hours) Oct. 23^rd TNCC-H

Howard Gardner views intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989). Article: "Howard Gardner, Multiple Intelligences and Education"
Dr. Thomas Armstrong explains MI theory in a fairly straight-forward way.
Let's assess the ways in which we are intelligent.
Online links to a paper MI inventory and other resources from Walter McKinzie's Surfaquarium site
Assignment for Eng. 01 and 03 students: Use the MI graph to take notes about the ways that you do, indeed, have the innate intelligences that are indicated on it. With that information, begin drafting this "one-pager" related to learning how to learn, which will be a discussion and analysis of your innate intelligences. Here is a link to the prompt with my suggestions about how to write the one-pager.
Learning Styles: The V.A.R.K questionnaire and website

Assignment for Eng. 01 and 03 students:
Draft a "one pager" that describes the VARK and demonstrates how you have learned specific things through your VARK learning preferences. The paragraphs will need to tell your readers what the VARK is (I wrote that on the board), who created it and what it is used for (including the web site that accompanies it). You will also describe things that you have learned (you wrote about them in class) and, from the "Helpsheets" section of the web site, you will describe HOW you learned them. Use the journalist's heuristic for writing news stories, the "5 W's": Who, What, Why, Where, When and How (yes, "how": is an "H," not a "W," but it is always tossed in with the "5 W's.")
- Who developed the questionnaire and the website, and what are his credentials?
- Where was the VARK questionnaire and web site developed?
- When was it developed? (i.e., has it been "tested by time"?)
- Why did Dr. Fleming develop this questionnaire and website; i.e., what is its purpose?
- What does it tell you about your own learning preferences? (Show that you DO, indeed, learn in the ways that your profile indicated.)
- How can you use this information on the VARK website about learning preferences and information processing?

Seminar III: Teaching Grammar and Editing Skills (3 contact hours) Oct 27^th Richmond VADE peer group meeting OR Nov. 6^th TNCC-H

“Use Brain Development Research to Teach Students How They Learn Naturally,” based on Rita Smilkstein's research and publications.
The Sentence Cube Game
Grammar Jeopardy: use this as a template by stripping out the questions and answers and replacing them with your own.

Seminar IV: Holistic Essay Evaluation/Calibration Workshop (3 contact hours) Nov. 20^th TNCC-H .Place: Espada Conference Center. Time 11:30-2:30

ETS Holistic Scoring Criteria.
VCCS Developmental Education Task Force Report/Recommendations, October, 2009

Spring 2010 Seminars

To register for the Sessions V through VIII: https://spreadsheets.google.com/viewform?formkey=dGZXNEdvUDg5SXdqZDcwbF9BeWhTQ0E6MA

Seminar V: Cooperative Learning and Collaboration in the Classroom and among the Teaching Cadre (3 contact hours) 19 Feb. (TNCC-H Room 158)

Seminar VI: Strategies to Teach Student Responsibility and Incorporate Study Skills into the Curriculum (3 contact hours) 12 March, 11 a.m.-2:30 p.m.

Responsibility means making wise choices. “The Choices of Successful Students” from the On Course web site.
- Advice to Ricardo and Tracey from Mr. D's 11 am class
- Advice to Ricardo and Tracey from Mr. D's 9:30 a.m. class
“Learners as Teachers” from the On Course web site. Students teach each other as they prepare for the test.
Cornell notes format. It’s an organizing and reviewing format tool, not necessarily a note-taking method; i.e., what goes into the main note-taking area during a lecture still has to be taught.
- Cornell notes instructions
- Cornell/STAR notes model
- Cornell notes unlined template
- Cornell notes lined template
- Cornell notes lined, two-page template
Dr. Bloch’s 12 Step Program for Academic Succes. Student success tips, from how to prepare a study schedule to getting the “Big Picture”
The Learning Toolbox An excellent resource site from James Madison University with information on staying organized, test taking, study skills and strategies, critical and analytical thinking, and how to be successful in the 3 r's.
The Mind Tools web site, while designed for working professionals, has many useful self-help links, including techniques for memorizing as well as time management, stress management, project management, critical thinking and more.
SQ3R mildly interactive advice and guidelines for analytical reading of texts
Study Guides and Strategies is like a text book of student success and study skills including problem-solving, learning styles, collaborating to learn and study, reading, writing, researching, math help, etc. There are even two sections for teachers, on such topics as using Socratic method, teaching critical thinking, constructing tests and more.
NHLP/Brain Development PowerPoint
Mid-Term self assessments

Seminar VII: TWIT, Teaching with Instructional Technology: Black Board (intermediate level) & Using On-line Resources and Delivery (3 contact hours) 26 March

TWIT: Teaching With Instructional Technolog (session PowerPoint)
Let's make a Grammar Jeopardy review
W.W. Norton's custom portal for TNCC
The Icarus Project
Annotated resources page for teaching developmental writing

Seminar VIII: "GIFTs: Great Ideas for Teachers, Your Turn to Shine," a participatory show-and-tell where registrants share best practices and “what works for me” Plus: Graduation! 16 April

-----------------------------------------

Delivery:

· F2f at participatory sessions

· Remote access through VCCS Developmental Ed. Peer Group BlackBoard site, link to I-Tunes U

To earn (CEUs) credit:

· Attendance, either f2f or via distance access

· Short response pieces or outlines of practical application of each session topic on Blackboard site

Registration limits for 2009-2010 Pilot Program:

· 30 participants on site (f2f)

· 20 participants via BlackBoard remote access