Student Variability the Neuroscience of Composition College Readiness

Student Variability & the Neuroscience of Composition

College Readiness? Is it a common experience that students § “oftentimes choose ineffective or inefficient strategies”? § “must be taught the skills to locate and analyze complicated information, to solve problems they encounter while reading, and to connect ideas and concepts”?

College Readiness? § According to the Journal of College Reading and Learning “Many college students struggle with the literacy skills needed to be successful in higher education” § According to the National Center for Education Statistics “many 12 th grade students in the United States are reading and writing at a fifth grade level”

Developmental Education 2 Year College 4 Year College • Nearly 60% • Less than • Nearly 70% referred • Over 70% test into at least 1 25% will complete degree of at/below poverty are minority are referred • 35 -40% test into at least 1 • About 50% of at/below poverty are referred • Over 50% minority are referred

(Lesson) Plans

Instructional Challenges § Content (WHAT) § Prerequisite knowledge § Generative learning (HOW) § Formative assessment § Supports § Student engagement (WHY) § Affective

Universal Design for Learning

Presentation Goal Using the UDL framework in conjunction with a basic understanding of brain function, leads to developing curriculum which better takes advantage of the natural variability in student learning to create § better designed assignments, § more authentic assessments, § and greater student engagement

Presentation Plan BRAIN RULES! 1. Grant 2. Brain 3. Curriculum

Who am I? Zach Petrea Professor of English 12 years teaching Certificate in Universal Design: Technology Integration Landmark College Instructional Design Professional Development Sequences SIUE

Heartland Community College Students: - 5, 000 credit - 13, 000 non-credit - 31% 1 st Gen - 33% Financial Aid - 23% Minority - 43 languages Faculty: - 85 Full-time - 190 Part-time

Disability Support Services Grant Illinois Council On Developmental Disabilities “…At the heart of the grant will be the creation and delivery of faculty and staff training centered around Universal Design and disability awareness. ”

Faculty Fellows Program § Cross-Disciplinary § Diverse Seniority § Full & Part Time 2013 2014 2015 Johnna Darragh Distinguished Prof. of Early Childhood Education Zach Petrea Associate Prof. of English Stacie Rose-Brooks Distinguished Prof. of Biology Karen Shaw Prof. of Education Jim Patton Associate Adjunct Prof. of Math Jill Mohr Assistant Adjunct Prof. of Health

Faculty Fellows Program Steps Release Design Training • • Training Modules 6 CAST Institutes Research Projects Module Revisions Apply Curriculum Course Revisions Recruitment Assessment Training Events

Instructional Challenges § Content (WHAT) § Prerequisite knowledge § Generative learning (HOW) “How do I guide students in the learning process? ”

Student/Instruction Variability

Perception & Learning

Neurodiversity A “connectome” maps the brain communicating with different parts of itself WIRED

Neurodiversity These three functional magnetic resonance images (f. MRI) show brain activity patterns of three different people performing the same simple, finger tapping task. CAST: Teaching Every Student © 2002 -2009

Neuronal Connections Human brain has ~ 86 billion neurons (chimps have ~7 billion) ~ 100 trillion connects are unique to each individual and These connection pathways can act as analogous to fingerprints

Neural Connections

Neural Connections § YELLOW= visual recognition § BLUE = haptic recognition § GREEN = overlapping

Neurodiversity = Diverse Abilities

Neurodiversity = Diverse Abilities § Dyslexics are 3 D visual thinkers § Autistic are visual object identifiers § Low print readers are high digital readers (& vice versa) “Some guy with high functioning Asperger’s developed the first stone spear; it wasn’t developed by the social ones yakking around the campfire” Temple Grandin

Neuroplasticity

Neuroplasticity § The brain is constantly forming and pruning connections § Unused pathways are lost § Repeated use of a pathway improves speed and efficiency § Time and effort are needed to establish new pathways § Attaching new knowledge onto existing networks is more efficient than creating new networks

Reading = Diversity & Plasticity

Neural Systems for Reading Problems can occur with identifying the separate speech sounds within a word and/or learning how letters represent those sounds § ~20% of the national population has some of the symptoms of dyslexia, including: * § slow or inaccurate reading § poor spelling or mixing up similar words § poor writing (dysgraphia) *Not all of these will qualify for special education, but they are likely to struggle with many aspects of academic learning and are likely to benefit from systematic, explicit, instruction in reading, writing, and language.

Neural Systems for Reading § Humans evolved to speak, but not read. Reading must borrow brain systems designed for other tasks § vision, attention, memory, auditory & linguistic processes § Reading is an acquired skill that depends on: § Alphabet principle § Phonological awareness § Vocabulary § Linguistic knowledge § Background knowledge

Arcuate Fasciculus children with strong pre-reading scores have a bigger, more robust…arcuate fasciculus while children with very low scores have a small and not particularly well-organized arcuate fasciculus [Sayginet et. al. 2013]

Arcuate Fasciculus

Visual Recognition Visual: § Semi-concrete/Representational ? § Abstract/Symbolic 1 + x = 3 Reading: § Textbase § Situation Model 33

Reading Comprehension Increase understanding & recall by increasing connection of new material to older concepts in multiple ways (high task load): § Concrete § Ask text-based questions § Semi-concrete/Representational § Ask personal/application questions § Abstract § Ask global/theory questions 34

Reading Comprehension Broad Research in Artificial Intelligence and Neuroscience The International Journal of an Emerging Transdiscipline Journal of College Reading and Learning § Active Reading § Highlighting § Summarizing § Activity § Apply § Expand § FEEDBACK THROUGHOUT § Intentional Learning (know & use) 35

Intentional Design

Recognition Takeaway § Guide information processing § Activate or supply background knowledge § Highlight patterns, ideas, and relationships § Use guided notes to list essential concepts § Accessible document design § Revisit information § Within 24 hours to strength new connections § Revisit often to increase speed and efficiency § Offer ways of customizing information § Offer alternatives for auditory & visual information § Offer various levels of information (scaffolding) § Record lectures & provide a copy of instructor notes

Instructional Challenges § Content (WHAT) § Prerequisite knowledge § Generative learning (HOW) § Student engagement (WHY) “How do I involve my students in the learning process? ”

UDL Engagement Utilize frequent formative assessments in low stakes environment § Develop self-assessment and reflection § Explicit coaching or training in learning process § Detailed project timelines with deadlines for subgoals

Strategy 1: The Pause Procedure § What: Short (4 -minute) periodic breaks to review notes and/or discuss course content. § Why: Increases accuracy of notes; higher exam scores and less need for sustained attention. § How: Pause at natural breaks (15 minutes). Provide clear instructions, signal beginning and ending of PP and include time for unresolved questions. § Methods: § Independent review of notes § Short writing assignment (Quick write) § Group (Think-Pair-Share) discussion of notes or material

Strategy 2: Affirmation & Intervention § What: Short (4 -minute) periodic check-ups (2 -3 times semester) on personal performance & responsibility § Why: § Increases test score averages by 40% following intervention § Many students experience strong physiological reactions & stress responses to classroom situations § How: § Exam wrappers

Strategy 3: Alternative Formats q. Alternate long essay, short tests, True/False etc q. Include oral assessments q. Allow multiple avenues of completion when possible q. Reading questions q. Reading summary q. Outline/graphic organizer

Graphic Organizers

UDL Engagement Provide clear goals that are relevant & meaningful § Use course materials based on current events § Allow choice in student topic § Allow students to design activities/rubrics

Civic Engagement- Service Learning Open ended assignments • Student interest Open ended assessment Community Focus • Diverse skills • Civic responsibility

NCTE Position Statement: “Through a sustained commitment to social justice in all its forms, English education can contribute to disrupting these inequitable hierarchies of power and privilege. " Reflection • unpacking personal truths from people, ideologies, and contexts Change • becoming more socially aware of how power and privilege that arise from within institutions Participation • how action, agency, and empowerment can be used to transform ideas, contexts

Pedagogy Social Justice • Develop skills in reflection and action that allows students to recognize and work against oppressive conditions in society, both for themselves and for others Multimodal • Requires students to hone familiar literacies like organization and critical evaluation, and it invites college classes to move personal knowledge acquisition into the public sphere

English 101: Composition 1 PROJECT PAPER 2 Rhetorical analysis of an advertisement: • Race • Wealth • Gender • etc Research local social service agency: • Home Sweet Home • Midwest Food Bank • Salvation Army • Habitat for Humanity PROJECT PAPER 3 Create multimodal text for agency: • Facebook event • Webpage • Flyer • TV/Radio • etc

Student Work: • Overwhelmingly positive feedback over the last 3 semesters • Better retention • Practical results for students: - Scholarship application - Job at Arts Center - Church drive

Composition theory by adopting a broadly defined “social perspective” on writing: § “evolved from studies of the lone writer to more contextual understandings of composing; § from a narrow, functional definition of literacy, focused on correctness, to a broader definition; § from an exclusive focus on academic discourse to the study of both school and nonacademic contexts for writing; § from presuming white middle-class culture as normative to analyzing and inviting cultural difference; § and from gatekeeping at the university to facilitating the advancement of all students. ”