FOUR DOMAINS OF LEARNING CRLA 2019 D. Osterholt, S. Lampard - - PowerPoint PPT Presentation

FOUR DOMAINS OF LEARNING

CRLA 2019

• D. Osterholt, S. Lampard Dennis, R. Bernier

SESSION OVERVIEW

Development of The Four Domains of Learning Explanation and Discussion of The Framework Implementation at Landmark College & Beyond Expanded and Unique Use at Bridgewater State U. Time for Q&A

LANDMARK COLLEGE SINCE 1985

 Student body of about 500 students- all with diagnosed

learning disabilities

 Language-based LD, AD(H)D, ASD, NLD, Others  Average of 40-50% transfer from other colleges  6:1 student to teacher ratio  Two and four-year programs  AA Business Studies  AS Life Sciences  AA & BA Liberal Studies  AS & BS Computer Science  BA Studio Art

DEVELOPMENT OF THE FOUR DOMAINS OF LEARNING & THE WORLD OF LEARNERS WHEEL



2009



2012



2014



2015



2016



2018

▪

Our original research at LC: 4 Domains of Learning emerged

 Further research at LC; impact of direct instruction of domains 

The World of Learners Wheel Created



Informal FY assessment of Four Domains visual tools



Four Domains integrated across the college for First Year Students



Tracking changes in primary barriers within 4 Domains

FOUR DOMAINS OF LEARNING

Self-Regulation

Awareness, understanding and monitoring

• f executive

functioning skills Academic Skill Attainment Ability to apply appropriate thinking, reading and writing skills to complete academic tasks Social/Emotional Influences Awareness and management of emotional triggers & ability to manage stress

Motivation

Comprehends the meaning of concepts, sees their relevance within a larger context, sets realistic goals

The Four Domains Framework & World of learners Wheel Supports Students

✓Using Shared Language of the Four Domains of Learning ✓Identifying Strengths and Challenges ✓Identifying Action Plans for Addressing Challenge Areas ✓Creating Realistic and Attainable Goals That can be Sustained

STEPS TO THE SELF-DIRECTED LEARNER

Noticing student behavior/language Assessing behaviors using the framework

• f The Four

Domains of Learning Addressing barriers to learning through implementation of strategies Autonomy and self- advocacy as a life- long learner

EXPLICITLY DESIGNED PROGRAMMING

Student Growth Within the 4 Domains

• f Learning

Content

Methodology

Student Needs

FOR RESOURCES, ARTICLES & OUR BLOG PLEASE VISIT OUR WEBSITE!

https://domainsoflearning.wordpress.com/ Dorothy A. Osterholt Sophie Lampard Dennis dosterholt@landmark.edu sdennis@landmark.edu

BRIDGEWATER STATE UNIVERSITY 1840



10th largest four-year college/university in MA



Approximately 11,000 undergraduates & graduates



19:1 student to teacher ratio



90+ areas of study via majors and minors in 36 undergraduate majors and 80 graduate programs spread

• ver 6 colleges



F’18 BSU saw 1518 new freshmen, 1086 new transfer students



96% student body from MA; 98% New England



Average age undergraduate: 22

ACADEMIC ACHIEVEMENT CENTER

Learning Assistance Testing Services Disability Resources Academic Advising

LEARNING ASSISTANCE IN THE AAC

 Learning Assistance at BSU encompasses tutoring

and Academic Coaching

 Academic Coaching provides assistance to

undergraduate students regarding:



Goal-Setting & Motivation



Time/Task Management



Communicating with Professors



Active Learning Strategies (like note-taking, reading comprehension, test prep)



Campus Resources & Referrals



Research & Library Navigation

TIMELINE

FRESHMAN GRADE POINT RECOVERY (FGPR) PROGRAM

 Any freshman (student with 0-23 earned credits) who is on academic probation (cumulative GPA below 2.00)

will continue to be advised in the Academic Achievement Center.

 Freshmen on academic probation are required to participate in the FGPR Program.  Includes a mandatory group advising session and individual appointments with an assigned academic advisor

and Academic Coach.

 The goal of the FGPR Program is to provide an academic support system for students that will enable them to

achieve good academic standing (a cumulative GPA of 2.00 or higher).

Earned Credit Hours Separation Below Cumulative GPA of 0-16 1.00 17-31 1.50 32-46 1.65 47-61 1.75 62-89 1.85 90 or above 2.00

Pilot Program – CGPR Students GPA between 0.10 – 0.99 Spring 2019 is 2nd Semester at BSU

ACADEMIC STANDING

FGPR PROGRAM OVERVIEW

✓ Orientation Session

▪

September 3

✓ Academic Advisor Meetings

▪

1st Advising Meeting - September

▪

2nd Advising Meeting - October

▪

3rd Advising/Registration Meeting – November

✓ Academic Coach Meetings

▪

1st Coaching Meeting - September

▪

2nd Coaching Meeting - October

▪

Additional Coaching Meetings - Optional

✓ Academic Coach Meetings

▪

Group Session (February) Or

▪

Two Individual Meetings

▪

January/February

▪

February/March (prior to Spring Break

DOMAIN-MAPPED QUESTIONS

 Motivation

 Questions 3, 4, 6, 8, 11

 Self-Regulation

 Questions 1, 9, 10, 12, 14, 17

 Social/Emotional

 Questions 5, 7, 13, 15, 16

 Academic Skills

 Questions 2, 18, 19, 20, 21, 22, 23

WHAT ARE “THE FOUR DOMAINS?”

Dorothy Osterholt & Sophie Lampard Dennis World of Learners Transforming challenges into attributes

DOMAIN:

MOTIVATION

Folder Materials: ✓SMART Goal-Setting

Trail to Success Questions Mapped to MOTIVATION Domain:

❑I did not follow-up with my professor(s) to track grade

progress when I wasn’t sure of where I stood in the class

❑I did not set academic goals for myself at the beginning

• f the semester

❑I chose a major without considering the requirements. ❑I missed too many classes. ❑I did not take college seriously.

DOMAIN:

SOCIAL/ EMOTIONAL

Folder Materials: ✓Semester-at-a-Glance

Trail to Success Questions Mapped to SOCIAL/EMOTIONAL Domain:

❑I relied on study habits and learning strategies that no

longer appeared to be working.

❑I became easily overwhelmed by multiple deadlines, for

multiple classes.

❑I had personal/relationship problems. ❑A serious illness or death impacted my life and academics. ❑My social life was my main priority.

Folder Materials ✓College Theory 168 ✓Weekly Planner ✓Semester-at-a-Glance

DOMAIN:

SELF-REGULATION

Trail to Success Questions Mapped to SELF-REGULATION Domain:

❑ I did not take advantage of resources and services

• ffered at BSU.

❑ I did not know about the option of withdrawing. ❑ I had difficulty adjusting to the demands of college life

and felt overwhelmed.

❑ I worked more than 20 hours a week. ❑ I had sleep issues. ❑ I struggled with issues involving drugs or alcohol.

Folder Materials ✓Study Cycle

DOMAIN:

ACADEMIC SKILLS

Trail to Success Questions Mapped to ACADEMIC SKILLS Domain:

❑ If I did not feel my professor(s) is/are approachable or

likeable, I have trouble engaging in the class.

❑ Writing issues: I have difficulty with writing assignments. ❑ Math concerns: I have difficulty with math assignments. ❑ Test taking problems: I have always been terrible when it

comes to taking tests.

❑ Study strategy problems: I have trouble remembering what I've

read or learned in class.

❑ Note-taking problems: I have trouble knowing what to focus on. ❑ Language Difficulties: English is my second language, so it’s

more difficult for me to understand, read, and complete my assignments.

ACADEMIC COACHING CONTRACT

Spring 2019

246 unique students served 814 coaching meetings made 561 meetings attended (68.9%) Average meetings/student 2.27

Fall 2019

167 unique students served 314 coaching meetings attended Average meetings/student 1.88

IN-CLASS PRESENTATIONS

Fall 2019

• 17 class presentations
• 13 faculty members
• Around 400 students (including athletics presentations)
• Mostly first-year students (1YS, orientation to major,

100-level courses)

FOUR DOMAINS OF LEARNING

CRLA 2019

• D. Osterholt, S. Lampard Dennis, R. Bernier