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Cartoons and
Images in Math
Class
Jerry Tuttle
Univ. of Phoenix
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.Ho: µ = 3 min, H1: µ < 3 min
So they cut it down to 3:05
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How to Deal with
Teacher Burnout
Jon Oaks
Macomb Community College
www.jonoaks.com
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
How to Deal with
Teacher Burnout
Jon Oaks
Macomb Community College
www.jonoaks.com
Competency Clusters
Deal with the looming
Section Cheating
James (Rob) Eby
Blinn College
– Bryan Campus
Section Cheating
• Section 1.1 quiz – 100%
• Section 1.2 quiz – 90%
• Section 1.3 quiz – 100%
• Section 1.4 quiz – 90%
• Section 1.5 quiz – 90%
• Chapter 1 exam – 40%
“I know what to do on the
quizzes, but I get confused
about which method to
use on the exam”
College Mathematics Journal, MAA
Vol. 42, No. 3 (May 2011) p. 214
Further Information
• Division clusters in “core”
• Using Rich Problems for Differentiated
Instruction - Hsu, Kysh, and Resek
• Homework: A Math Dilemma and What To
Do About It - Patricia Deubel
• The Organisation for Economic Co-operation
and Development (OECD) Programme for
International Student Assessment (PISA)
• Mathematics, financial literacy, problem
solving
What is Addition?
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Trigonometry
Exponents and logarithms
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Meg B. Huddleston – CMJ-Maa
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Roll 2 six sided dice
๏ P(sum=7)
๏ P(sum=11)
๏ P(sum=7 OR sum=11)
๏ P(sum=7 AND sum=11)
Roll 2 six sided dice
๏ P(sum=7)
๏ P(at least one 3)
๏ P(sum=7 OR at least one 3)
๏ P(sum=7 AND at least one 3)
Rob Eby
Blinn College – Bryan Campus
jeby@blinn.edu
@robebymathdude
Robebymathdude.blogspot.com
The Cool Calculus
Classroom
Heather Albrecht
Blinn College
My Calculus Classes
๏ Math 1325: Business Calculus
๏ Students do NOT have to have College
Algebra as a Prerequisite course
๏ Liberal Arts majors
My Calculus Classes
๏ Math 2413 (Calculus I)
๏ Course entrance granted by:
- SAT/ACT
- Blinn Math Placement Exam
- Math 1316 or Math 2412
๏ Engineering and Science majors
Cool Calculus Classroom
๏ Set the tone on Day 1
๏ Start group work immediately
๏ Practice ahead of time
Class participation:
๏ Questioning
- Simple, yet effective
- Wait, wait, and wait!
- Start from Day 1
๏ Samples
- ‘What should I write next?’
- ‘Would anyone like to do the next step?’
- ‘What did I just do in that last part?’
- ‘Hold up 1 finger for I’m okay and 2 for I’m
lost’
Class participation:
๏ Manipulatives
- Have students physically hold up
appropriate derivative rule(s) for each
problem
- Have actual physical representations for
optimization problems if possible
Class participation:
๏ Use Animations or Applets
- To introduce concept in class
- Enhance concept on video lecture
- As homework or warm up question
Groupwork: Warm-Ups
๏ 3 – 5 questions
๏ Start of class OR before class
๏ Done individually or in groups
๏ Graded one paper per group or
individually
๏ Only 10 or 15 minutes
Groupwork: Warm-Ups
Multiple Select
Find error
Groupwork: Classwork
๏ Can be part of lecture or at the end
๏ Groups work together on questions
๏ Try to have classwork each class
Groupwork: Classwork
๏ Primary source of help is group or notes
๏ Instructor helps if group is lost
๏ Only ONE paper per group graded
๏ From 5 to 30 minutes
Interactive Websites
www.getkahoot.com
-FREE to students
-Create multiple choice questions
Interactive Websites
www.nearpod.com
-Download FREE app before class
-Interactive features
-Import images
Interactive Websites
- www.learningcatalytics.com
- Paid for by student
- Through MyMathLab
- Independent subscription fee
- More assignment type options
To Infinity and Beyond…
๏ Math 2414 (Calculus II)
- Low retention/passing rate across college
๏ Texas A&M University Bridge Program
- Grant program funded each winter and summer
break
- One week long online ‘boot camp’
- Bridge to Cal 1
- Bridge to Cal 2
Samples from Calculus II
Samples from Calculus II
Tips from Online Bridge Program
๏ Use more ‘Yes’ or ‘No’ type questions
๏ Encourage feedback using tools
๏ Use chat if students are quiet
๏ Use ‘Breakout Rooms’ for group work
Samples from Online Bridge
Program
Cons
๏ Increased instructor work load initially
๏ Typical tech issues
๏ Must introduce students to technology and/or
classroom procedures
๏ Group issues
Questions?
Please email me:
heather.albrecht@blinn.edu
ENGAGEMENT
and SOCIAL MEDIA
Turn Your Math Class Into an
Interactive Learning Community
OR
“The Freddie and Eddie Show!”
Edouard Tchertchian
Los Angeles Pierce College
Fred Feldon
Coastline Community College
November 20 2015 New Orleans, LA
“Instructor-initiated, regular and
substantive interaction”
PatrickJMT
• Teaching Is No Longer About the Lecture
• Content Is Everywhere!
Engagement: What is it?
• “The amount, type and intensity of investment students make in their
educational experience” -- Jennings and Angelo, 2006
• “Student’s willingness, need, desire and compulsion to participate in
and be successful in the learning process promoting higher level
thinking for enduring understanding” -- Bomia, Elander, Johnson &
Sheldon, 1997
• “The amount of time and effort students put into their studies and
other educationally purposeful activities” -- National Survey of Student
Engagement, Indiana University
• “Students are involved in their work, persist despite challenges and
obstacles, and take visible delight in accomplishing their work” --
Schlechty, 1994
• “Sustained behavioral involvement and generally positive emotions
including enthusiasm, optimism, curiosity and interest” -- Skinner &
Belmont, 1993
Hot Tip: Google
“Oxford University
Twenty Terrible
Reasons for
Lecturing”
Math Classroom Mapping
This classroom is engaging and
interactive (for about 3 students)!
-- Vilma Mesa, University of Michigan
1,000 HS and college students were asked,
“What percentage would you assign to the
importance of each of the following”:
40%
38%
23%
FACILITATING ~ Primarily
student-led work
COACHING ~ You help
students perform, give
feedback and advice
DIRECT TEACHING ~
Instruction on knowledge
and skills
Might we suggest,
then, that a teacher
should lecture no
more than 25% of the
time?
-- “The More I Lecture, The Less I Know What they Understand,”
Grant Wiggins, Authentic Education, NJ, 2014
The Bottom Line
• “Move traditional tasks of homework, rote
memorization, lecture and recitation into an
anytime role... Use technology to provide
immediate feedback.”
• “In class, engage students in higher order
tasks and discussion; have them collaborate,
explain, interpret and predict outcomes based
on their lower level knowledge.”
-- David Huckleberry, Educational
Technologist,
Purdue University, 2014
“Students like to be spoon fed. It’s easier
for them. But they need to learn to feed
themselves. That means putting a plate of
food in front of them and giving them a
spoon. Those of us who have kids know
what happens next and it isn’t pretty. But
is there a better way
to learn how to eat?”
-- Maryellen Weimer, PhD
Professor Emeritus of Teaching and Learning
Penn State University
Questions
• How much class time will I lose?
• How do I cover all the content?
• How do I quit being the “sage on stage”?
• How do I keep them from taking shortcuts?
• How do I teach them the “easy way” or the
“right way” to get an answer?
• How do I make sure they don’t Facebook, text or
e-mail during class time?
• How can students possibly learn everything on
their own that I normally cover in my lectures????
-- See Robert Talbert, Chronicle of Higher Education, “An Inverted Calculus Course: The Overture,”
Jan 27, 2014: What a student who resisted later said, “Not only can you learn on your own, you
already do learn on your own and you will continue to learn on your own your whole life!”
What About Online Classes??
Results of Course Redesign
• YOU will discover the joy of doing what is
uniquely human and more interactive, rather
than simply delivering lectures.
• YOU will have more time to talk personally
with students; to mentor, advise, review
individual work, answer questions
• YOU will learn more
than ever about your
subject matter and the
way students learn!
Tim Gunn, Fashion Consultant, Project Runway
-- Maria Andersen, busynessgirl.com
Illustrations by Mat Moore
A GREAT ICE BREAKER…
A VIRTUAL TUTORING ROOM…
A VIRTUAL TUTORING ROOM…
A VIRTUAL TUTORING ROOM…
SHOW AND TELL…
A HANGOUT PLACE…
A HANGOUT PLACE…
Thank You
tchertea@piercecollege.edu
This presentation is available at
http://www.slideshare.net/ffeldon
ffeldon@coastline.edu
is a revolution
Luke Walsh
@lukeselfwalker
Catawba Valley Community College
Hickory, North Carolina
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
is a
revolution
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
is a
revolution
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
is a
revolution
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
is a
revolution
Amatyc Ignite 2015 First Half
ET Phone Home: A Case
for Embedded Tutoring
Coastline Community College
Orange County, California
Daniel S. Pittaway
Richard Shiring
Lisa Lee
Tutoring Is Critical!
Learning Assistance
(Tutor)
Expertise/Master
(Instructor)
Novice/Apprentice
(Student)
Embedded Tutoring
๏ Tutor is placed in a class, whether onsite
or online
๏ Tutor is a learning assistance specialist,
not a teaching assistant
๏ Tutor occupies magic space between
instructor and student
๏ Tutors become allies and advocates for
students
Tutoring, Past and Present
Fall 2011
•One location
•Only a few tutors
•No online tutoring
•No budget
•Not a permanent part of the
college
Fall 2015
• Tutoring at all campuses,
including online
• 65+ tutors (current and former
students, grad students, etc.)
• Serving thousands of students
annually, onsite and online
• Healthy annual budget (general
funds)
Scope of Study
๏ Two instructors
๏ Six onsite course sections (statistics, pre-
calculus)
๏ Nine online course sections (statistics,
Calculus I)
๏ Embedded tutor placed in each class.
๏ Between Fall 2012 and Fall 2014.
๏ Courses measured by retention and
success rates.
ON-SITE CLASSES
Format, Results, and
Observations
Traditional
Class Format
Tutor
Workshop/
Flipped
Format
Embedded Tutor/
Workshop Format
How to Utilize the
Tutor
Idea for
Workshop
Format
from a
CMC3
Conference
Initial Session
Introduce New
Concepts
Workshop Session
Problem Solving:
In-Class/Homework/Quiz
Assignments
Tutor Input
&
Assistance
After Class (Optional)
Students Continue
Working
Additional
Tutor
Assistance
Class
Format
Comparison of Instructor Rates
Onsite Classes
Instructor Method Retention Success
Richard With Tutor 91% 86%
Control 80% 78%
Lisa With Tutor 94% 90%
Control 87% 84%
Improvement ∆ 9% 7%
Eliminates
Procrastination
Don’t want tobe left behind
Not Alone in
this Struggle
PeerPressure
ONLINE CLASSES
Format, Results, and
Observations
Embedded Online Tutoring
Discussion
Forum
1
2
3
StudentTutor
Enlightenment
Improvement for Online Courses
Subject Method Retention Success
Statistics
4 Sections
2012-14
With Tutor 82% 63%
Control 78% 57%
Calculus
2 sections
2013-14
With Tutor 83% 66%
Control 74% 56%
Improvement
(Average)
∆ 7% 8%
Data Doesn’t Lie: Success is
Here!
๏ Course-embedded tutoring leads to
greater retention and success in both
the onsite and online delivery modes for
transfer-level math courses
๏ Instructors and tutors are working together
for student success
๏ Contact us for more information!
Teaching a Pathways
Math Course Online
Dan Petrak
Professor of Mathematics/
Faculty Liaison to Distance Learning
Des Moines Area CC
Ankeny, IA
Why Pathways?
๏ Traditional STEM Pathway epic fail
๏ Prepare students for Stats or Math for
Liberal Arts in one semester.
Pathways at DMACC
Top 10 Reasons to take College
Prep Math (MAT 064)
10. Designed to prepare non-STEM students
for MAT 110 and MAT 157.
9. Student success curriculum is built in.
8. Socially constructed learning
7. Modeling of mathematical thinking
numerically, graphically, symbolically, and
with words.
6. Leverages the technology
Top 10 Reasons to take College
Prep Math (MAT 064)
5. Scaffolded and spiraled curriculum
4. Relevant lessons
3. Mathematics as a way of thinking and
process to build confidence.
2. Improves literacy.
1. One developmental course instead of
possibly 2, 3
How can we do this online?
๏ Maintain social constructivist activities.
๏ Not sabotage Face-to-Face
How can we do this online?
๏ Design online content in LMS.
๏ Design 2 hours synchronous online
sessions
๏ Submit paper and pencil homework
๏ Discussion boards
Synchronous Sessions
Synchronous Sessions
Synchronous Sessions
What about the online design?
What about the online design?
What about the online design?
What about the online design?
What about poor attendance?
๏ Daily 5 scoring
๏ Compromise on make-up
Scaling of schedule
๏ Spring 2015 offering 3 times per week
๏ Allowing students to make up sessions
Results so far…
๏ Positive responses from students
๏ Feels like F2F
Results so far…
๏ Positive responses from students
๏ Feels like F2F
Ultimately what is our goal?
๏ Deep procedural understanding
๏ Deep conceptual understanding
Thank you for listening!
Contact Dan Petrak at
dgpetrak@dmacc.edu
Change Your
Course with Four
Boxes
Dr. Allison Wolf
Georgia Perimeter College
The problem
Students expect this, but it doesn’t work well.
My population of students
๏ Calculus I
๏ A large percentage are not native
speakers.
๏ Sometimes the last math course was
years ago, so recall is weak.
What I’d like to see
๏ Students preparing for class.
๏ Students owning their weak areas and
working to shore them up.
What I’d like to see
๏ Students preparing for class.
๏ Students owning their weak areas and
working to shore them up.
๏ Time to address student concerns.
๏ Strengthened ability to read and write
mathematics.
Flipping was not much fun…
This is not what we want in math class.
How do we
encourage risk-
taking AND
responsibility?
Encouraging preparation and
progress
๏ I want students to read and tangle with
ideas.
๏ They don’t need to understand everything
they read before they come to class.
First box
What are the main ideas of this section?
First box
What are the main ideas of this section?
WHY??
Second box
List formulas and techniques you’ll need to
remember.
Second box
List formulas and techniques you’ll need to
remember.
WHY??
Third box
List things you don’t understand or need to
review.
Third box
List things you don’t understand or need to
review.
WHY??
Fourth box
How can I apply this information?
Fourth box
How can I apply this information?
WHY??
Responsive teaching
๏ Students come to class prepared.
๏ There are questions on the board for
them.
Responsive teaching
๏ Students come to class prepared.
๏ There are questions on the board for
them.
๏ I check for what they need, and respond.
๏ Lots of active learning during class.
Does it work?
I don’t entirely know yet, but I’m getting better
participation and more self-starting.
Tweet,
Tweet,
Tweet
Oiyin Pauline Chow
Friday, November 19, 2016
41st
AMATYC Annual Conference
New Orleans, LA
Why tweeting? Share
๏ Passion of Mathematics/
Education
๏ Diverse Experiences and
Expertise
๏ Knowledge in Global Education
๏ Various Interests
๏ My voice
Rules of Don’ts
๏ Don’t Follow
๏ No Politics
๏ No Religion
๏ No Hollywood Gossips
๏ No Re-tweets, if possible
Rules of Dos
๏ Mathematics/Education News
๏ Websites with Free Stuffs
๏ Technology/Careers
๏ Colleges/Students
๏ Websites w Data for Application Problems
๏ Interesting Facts
๏ Personal Interests
HACC at forefront in 2012-watch at 55:49 s: Apple
Education Event, January 2012 (FULL KEYNOTE)
HD https://youtu.be/SrURbW1Kx14 via
@YouTube
A Thank You To The Teacher Who Saw What
No One Else Did
http://www.huffingtonpost.com/kamrin-baker/makin
via @HuffPostTeen
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
https://twitter.com/opchow
An Open Textbook
Experience
Irene Mary Duranczyk,
University of Minnesota,
Minneapolis, MN
Amatyc Ignite 2015 First Half
Why Open Educational
Resources?
๏ All students have the same resources on the
first day of class and accessible.
๏ Cost of Higher Education is Reduced
๏ Educators Share Content / Evidence-based
technology.
๏ Ability to reuse, adapt, and create materials for
wider audience
๏ Peer review of educational materials
๏ Common resources for wider implementation
and classroom based research.
OER: Faculty Development
and Research Opportunities
Student Quotes
๏ It’s free. I’m thankful for that. … I don’t have to
spend more money.
๏ It’s lighter than lugging around a 600-page boo
And easier to search.
๏ I don’t like to read things online that much. I
bought a print copy so I could highlight it and
make notes in the margins.
๏ I could access it anywhere, from anything.
๏ If I needed the textbook on the dime, I could
access it via the internet. It was convenient.
Amatyc Ignite 2015 First Half
It is not open access until it is
open and available to others.
Amatyc Ignite 2015 First Half
The Gold Standard
Amatyc Ignite 2015 First Half
Where do we Go From Here?
Amatyc Ignite 2015 First Half
Collaborative Knowledge
Construction and Classroom-
based Research
Crowd Sourcing
with Colleagues and
or Students
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half
How to get started?
Amatyc Ignite 2015 First Half
Contribute Reviews
As a faculty from any institution,
you can support this project and
help your peers evaluate the
textbooks in the catalog by writing
a review of an open textbook in
your field. Only experts like you
can determine quality. Email us
at open@umn.edu to get started.
A Community College
Specific Resource for OER
Amatyc Ignite 2015 First Half
Amatyc Ignite 2015 First Half

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Amatyc Ignite 2015 First Half

  • 1. Cartoons and Images in Math Class Jerry Tuttle Univ. of Phoenix
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  • 18. . .Ho: µ = 3 min, H1: µ < 3 min So they cut it down to 3:05
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  • 21. How to Deal with Teacher Burnout Jon Oaks Macomb Community College www.jonoaks.com
  • 40. How to Deal with Teacher Burnout Jon Oaks Macomb Community College www.jonoaks.com
  • 41. Competency Clusters Deal with the looming Section Cheating James (Rob) Eby Blinn College – Bryan Campus
  • 42. Section Cheating • Section 1.1 quiz – 100% • Section 1.2 quiz – 90% • Section 1.3 quiz – 100% • Section 1.4 quiz – 90% • Section 1.5 quiz – 90% • Chapter 1 exam – 40% “I know what to do on the quizzes, but I get confused about which method to use on the exam”
  • 43. College Mathematics Journal, MAA Vol. 42, No. 3 (May 2011) p. 214
  • 44. Further Information • Division clusters in “core” • Using Rich Problems for Differentiated Instruction - Hsu, Kysh, and Resek • Homework: A Math Dilemma and What To Do About It - Patricia Deubel • The Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) • Mathematics, financial literacy, problem solving
  • 55. Meg B. Huddleston – CMJ-Maa
  • 58. Roll 2 six sided dice ๏ P(sum=7) ๏ P(sum=11) ๏ P(sum=7 OR sum=11) ๏ P(sum=7 AND sum=11)
  • 59. Roll 2 six sided dice ๏ P(sum=7) ๏ P(at least one 3) ๏ P(sum=7 OR at least one 3) ๏ P(sum=7 AND at least one 3)
  • 60. Rob Eby Blinn College – Bryan Campus jeby@blinn.edu @robebymathdude Robebymathdude.blogspot.com
  • 61. The Cool Calculus Classroom Heather Albrecht Blinn College
  • 62. My Calculus Classes ๏ Math 1325: Business Calculus ๏ Students do NOT have to have College Algebra as a Prerequisite course ๏ Liberal Arts majors
  • 63. My Calculus Classes ๏ Math 2413 (Calculus I) ๏ Course entrance granted by: - SAT/ACT - Blinn Math Placement Exam - Math 1316 or Math 2412 ๏ Engineering and Science majors
  • 64. Cool Calculus Classroom ๏ Set the tone on Day 1 ๏ Start group work immediately ๏ Practice ahead of time
  • 65. Class participation: ๏ Questioning - Simple, yet effective - Wait, wait, and wait! - Start from Day 1 ๏ Samples - ‘What should I write next?’ - ‘Would anyone like to do the next step?’ - ‘What did I just do in that last part?’ - ‘Hold up 1 finger for I’m okay and 2 for I’m lost’
  • 66. Class participation: ๏ Manipulatives - Have students physically hold up appropriate derivative rule(s) for each problem - Have actual physical representations for optimization problems if possible
  • 67. Class participation: ๏ Use Animations or Applets - To introduce concept in class - Enhance concept on video lecture - As homework or warm up question
  • 68. Groupwork: Warm-Ups ๏ 3 – 5 questions ๏ Start of class OR before class ๏ Done individually or in groups ๏ Graded one paper per group or individually ๏ Only 10 or 15 minutes
  • 70. Groupwork: Classwork ๏ Can be part of lecture or at the end ๏ Groups work together on questions ๏ Try to have classwork each class
  • 71. Groupwork: Classwork ๏ Primary source of help is group or notes ๏ Instructor helps if group is lost ๏ Only ONE paper per group graded ๏ From 5 to 30 minutes
  • 72. Interactive Websites www.getkahoot.com -FREE to students -Create multiple choice questions
  • 73. Interactive Websites www.nearpod.com -Download FREE app before class -Interactive features -Import images
  • 74. Interactive Websites - www.learningcatalytics.com - Paid for by student - Through MyMathLab - Independent subscription fee - More assignment type options
  • 75. To Infinity and Beyond… ๏ Math 2414 (Calculus II) - Low retention/passing rate across college ๏ Texas A&M University Bridge Program - Grant program funded each winter and summer break - One week long online ‘boot camp’ - Bridge to Cal 1 - Bridge to Cal 2
  • 78. Tips from Online Bridge Program ๏ Use more ‘Yes’ or ‘No’ type questions ๏ Encourage feedback using tools ๏ Use chat if students are quiet ๏ Use ‘Breakout Rooms’ for group work
  • 79. Samples from Online Bridge Program
  • 80. Cons ๏ Increased instructor work load initially ๏ Typical tech issues ๏ Must introduce students to technology and/or classroom procedures ๏ Group issues Questions? Please email me: heather.albrecht@blinn.edu
  • 81. ENGAGEMENT and SOCIAL MEDIA Turn Your Math Class Into an Interactive Learning Community OR “The Freddie and Eddie Show!” Edouard Tchertchian Los Angeles Pierce College Fred Feldon Coastline Community College November 20 2015 New Orleans, LA
  • 83. PatrickJMT • Teaching Is No Longer About the Lecture • Content Is Everywhere!
  • 84. Engagement: What is it? • “The amount, type and intensity of investment students make in their educational experience” -- Jennings and Angelo, 2006 • “Student’s willingness, need, desire and compulsion to participate in and be successful in the learning process promoting higher level thinking for enduring understanding” -- Bomia, Elander, Johnson & Sheldon, 1997 • “The amount of time and effort students put into their studies and other educationally purposeful activities” -- National Survey of Student Engagement, Indiana University • “Students are involved in their work, persist despite challenges and obstacles, and take visible delight in accomplishing their work” -- Schlechty, 1994 • “Sustained behavioral involvement and generally positive emotions including enthusiasm, optimism, curiosity and interest” -- Skinner & Belmont, 1993 Hot Tip: Google “Oxford University Twenty Terrible Reasons for Lecturing”
  • 85. Math Classroom Mapping This classroom is engaging and interactive (for about 3 students)! -- Vilma Mesa, University of Michigan
  • 86. 1,000 HS and college students were asked, “What percentage would you assign to the importance of each of the following”: 40% 38% 23% FACILITATING ~ Primarily student-led work COACHING ~ You help students perform, give feedback and advice DIRECT TEACHING ~ Instruction on knowledge and skills Might we suggest, then, that a teacher should lecture no more than 25% of the time? -- “The More I Lecture, The Less I Know What they Understand,” Grant Wiggins, Authentic Education, NJ, 2014
  • 87. The Bottom Line • “Move traditional tasks of homework, rote memorization, lecture and recitation into an anytime role... Use technology to provide immediate feedback.” • “In class, engage students in higher order tasks and discussion; have them collaborate, explain, interpret and predict outcomes based on their lower level knowledge.” -- David Huckleberry, Educational Technologist, Purdue University, 2014
  • 88. “Students like to be spoon fed. It’s easier for them. But they need to learn to feed themselves. That means putting a plate of food in front of them and giving them a spoon. Those of us who have kids know what happens next and it isn’t pretty. But is there a better way to learn how to eat?” -- Maryellen Weimer, PhD Professor Emeritus of Teaching and Learning Penn State University
  • 89. Questions • How much class time will I lose? • How do I cover all the content? • How do I quit being the “sage on stage”? • How do I keep them from taking shortcuts? • How do I teach them the “easy way” or the “right way” to get an answer? • How do I make sure they don’t Facebook, text or e-mail during class time? • How can students possibly learn everything on their own that I normally cover in my lectures???? -- See Robert Talbert, Chronicle of Higher Education, “An Inverted Calculus Course: The Overture,” Jan 27, 2014: What a student who resisted later said, “Not only can you learn on your own, you already do learn on your own and you will continue to learn on your own your whole life!”
  • 90. What About Online Classes??
  • 91. Results of Course Redesign • YOU will discover the joy of doing what is uniquely human and more interactive, rather than simply delivering lectures. • YOU will have more time to talk personally with students; to mentor, advise, review individual work, answer questions • YOU will learn more than ever about your subject matter and the way students learn! Tim Gunn, Fashion Consultant, Project Runway
  • 92. -- Maria Andersen, busynessgirl.com Illustrations by Mat Moore
  • 93. A GREAT ICE BREAKER…
  • 100. Thank You tchertea@piercecollege.edu This presentation is available at http://www.slideshare.net/ffeldon ffeldon@coastline.edu
  • 101. is a revolution Luke Walsh @lukeselfwalker Catawba Valley Community College Hickory, North Carolina
  • 123. ET Phone Home: A Case for Embedded Tutoring Coastline Community College Orange County, California Daniel S. Pittaway Richard Shiring Lisa Lee
  • 124. Tutoring Is Critical! Learning Assistance (Tutor) Expertise/Master (Instructor) Novice/Apprentice (Student)
  • 125. Embedded Tutoring ๏ Tutor is placed in a class, whether onsite or online ๏ Tutor is a learning assistance specialist, not a teaching assistant ๏ Tutor occupies magic space between instructor and student ๏ Tutors become allies and advocates for students
  • 126. Tutoring, Past and Present Fall 2011 •One location •Only a few tutors •No online tutoring •No budget •Not a permanent part of the college Fall 2015 • Tutoring at all campuses, including online • 65+ tutors (current and former students, grad students, etc.) • Serving thousands of students annually, onsite and online • Healthy annual budget (general funds)
  • 127. Scope of Study ๏ Two instructors ๏ Six onsite course sections (statistics, pre- calculus) ๏ Nine online course sections (statistics, Calculus I) ๏ Embedded tutor placed in each class. ๏ Between Fall 2012 and Fall 2014. ๏ Courses measured by retention and success rates.
  • 128. ON-SITE CLASSES Format, Results, and Observations
  • 129. Traditional Class Format Tutor Workshop/ Flipped Format Embedded Tutor/ Workshop Format How to Utilize the Tutor Idea for Workshop Format from a CMC3 Conference
  • 130. Initial Session Introduce New Concepts Workshop Session Problem Solving: In-Class/Homework/Quiz Assignments Tutor Input & Assistance After Class (Optional) Students Continue Working Additional Tutor Assistance Class Format
  • 131. Comparison of Instructor Rates Onsite Classes Instructor Method Retention Success Richard With Tutor 91% 86% Control 80% 78% Lisa With Tutor 94% 90% Control 87% 84% Improvement ∆ 9% 7%
  • 132. Eliminates Procrastination Don’t want tobe left behind Not Alone in this Struggle PeerPressure
  • 133. ONLINE CLASSES Format, Results, and Observations
  • 135. Improvement for Online Courses Subject Method Retention Success Statistics 4 Sections 2012-14 With Tutor 82% 63% Control 78% 57% Calculus 2 sections 2013-14 With Tutor 83% 66% Control 74% 56% Improvement (Average) ∆ 7% 8%
  • 136. Data Doesn’t Lie: Success is Here! ๏ Course-embedded tutoring leads to greater retention and success in both the onsite and online delivery modes for transfer-level math courses ๏ Instructors and tutors are working together for student success ๏ Contact us for more information!
  • 137. Teaching a Pathways Math Course Online Dan Petrak Professor of Mathematics/ Faculty Liaison to Distance Learning Des Moines Area CC Ankeny, IA
  • 138. Why Pathways? ๏ Traditional STEM Pathway epic fail ๏ Prepare students for Stats or Math for Liberal Arts in one semester.
  • 140. Top 10 Reasons to take College Prep Math (MAT 064) 10. Designed to prepare non-STEM students for MAT 110 and MAT 157. 9. Student success curriculum is built in. 8. Socially constructed learning 7. Modeling of mathematical thinking numerically, graphically, symbolically, and with words. 6. Leverages the technology
  • 141. Top 10 Reasons to take College Prep Math (MAT 064) 5. Scaffolded and spiraled curriculum 4. Relevant lessons 3. Mathematics as a way of thinking and process to build confidence. 2. Improves literacy. 1. One developmental course instead of possibly 2, 3
  • 142. How can we do this online? ๏ Maintain social constructivist activities. ๏ Not sabotage Face-to-Face
  • 143. How can we do this online? ๏ Design online content in LMS. ๏ Design 2 hours synchronous online sessions ๏ Submit paper and pencil homework ๏ Discussion boards
  • 147. What about the online design?
  • 148. What about the online design?
  • 149. What about the online design?
  • 150. What about the online design?
  • 151. What about poor attendance? ๏ Daily 5 scoring ๏ Compromise on make-up
  • 152. Scaling of schedule ๏ Spring 2015 offering 3 times per week ๏ Allowing students to make up sessions
  • 153. Results so far… ๏ Positive responses from students ๏ Feels like F2F
  • 154. Results so far… ๏ Positive responses from students ๏ Feels like F2F
  • 155. Ultimately what is our goal? ๏ Deep procedural understanding ๏ Deep conceptual understanding
  • 156. Thank you for listening! Contact Dan Petrak at dgpetrak@dmacc.edu
  • 157. Change Your Course with Four Boxes Dr. Allison Wolf Georgia Perimeter College
  • 158. The problem Students expect this, but it doesn’t work well.
  • 159. My population of students ๏ Calculus I ๏ A large percentage are not native speakers. ๏ Sometimes the last math course was years ago, so recall is weak.
  • 160. What I’d like to see ๏ Students preparing for class. ๏ Students owning their weak areas and working to shore them up.
  • 161. What I’d like to see ๏ Students preparing for class. ๏ Students owning their weak areas and working to shore them up. ๏ Time to address student concerns. ๏ Strengthened ability to read and write mathematics.
  • 162. Flipping was not much fun…
  • 163. This is not what we want in math class.
  • 164. How do we encourage risk- taking AND responsibility?
  • 165. Encouraging preparation and progress ๏ I want students to read and tangle with ideas. ๏ They don’t need to understand everything they read before they come to class.
  • 166. First box What are the main ideas of this section?
  • 167. First box What are the main ideas of this section? WHY??
  • 168. Second box List formulas and techniques you’ll need to remember.
  • 169. Second box List formulas and techniques you’ll need to remember. WHY??
  • 170. Third box List things you don’t understand or need to review.
  • 171. Third box List things you don’t understand or need to review. WHY??
  • 172. Fourth box How can I apply this information?
  • 173. Fourth box How can I apply this information? WHY??
  • 174. Responsive teaching ๏ Students come to class prepared. ๏ There are questions on the board for them.
  • 175. Responsive teaching ๏ Students come to class prepared. ๏ There are questions on the board for them. ๏ I check for what they need, and respond. ๏ Lots of active learning during class.
  • 176. Does it work? I don’t entirely know yet, but I’m getting better participation and more self-starting.
  • 177. Tweet, Tweet, Tweet Oiyin Pauline Chow Friday, November 19, 2016 41st AMATYC Annual Conference New Orleans, LA
  • 178. Why tweeting? Share ๏ Passion of Mathematics/ Education ๏ Diverse Experiences and Expertise ๏ Knowledge in Global Education ๏ Various Interests ๏ My voice
  • 179. Rules of Don’ts ๏ Don’t Follow ๏ No Politics ๏ No Religion ๏ No Hollywood Gossips ๏ No Re-tweets, if possible
  • 180. Rules of Dos ๏ Mathematics/Education News ๏ Websites with Free Stuffs ๏ Technology/Careers ๏ Colleges/Students ๏ Websites w Data for Application Problems ๏ Interesting Facts ๏ Personal Interests
  • 181. HACC at forefront in 2012-watch at 55:49 s: Apple Education Event, January 2012 (FULL KEYNOTE) HD https://youtu.be/SrURbW1Kx14 via @YouTube
  • 182. A Thank You To The Teacher Who Saw What No One Else Did http://www.huffingtonpost.com/kamrin-baker/makin via @HuffPostTeen
  • 197. An Open Textbook Experience Irene Mary Duranczyk, University of Minnesota, Minneapolis, MN
  • 199. Why Open Educational Resources? ๏ All students have the same resources on the first day of class and accessible. ๏ Cost of Higher Education is Reduced ๏ Educators Share Content / Evidence-based technology. ๏ Ability to reuse, adapt, and create materials for wider audience ๏ Peer review of educational materials ๏ Common resources for wider implementation and classroom based research.
  • 200. OER: Faculty Development and Research Opportunities
  • 201. Student Quotes ๏ It’s free. I’m thankful for that. … I don’t have to spend more money. ๏ It’s lighter than lugging around a 600-page boo And easier to search. ๏ I don’t like to read things online that much. I bought a print copy so I could highlight it and make notes in the margins. ๏ I could access it anywhere, from anything. ๏ If I needed the textbook on the dime, I could access it via the internet. It was convenient.
  • 203. It is not open access until it is open and available to others.
  • 207. Where do we Go From Here?
  • 209. Collaborative Knowledge Construction and Classroom- based Research Crowd Sourcing with Colleagues and or Students
  • 212. How to get started?
  • 214. Contribute Reviews As a faculty from any institution, you can support this project and help your peers evaluate the textbooks in the catalog by writing a review of an open textbook in your field. Only experts like you can determine quality. Email us at open@umn.edu to get started.
  • 215. A Community College Specific Resource for OER

Editor's Notes

  1. Intro video; class intro; syllabus share; ice-breaking activity; semester-long intro to tech
  2. Homework help;
  3. Showing off
  4. Homework help;
  5. A tutor occupies a necessary role between the expert instructor and the novice student, thereby strengthening the connection between the two domains and helping more students to move closer toward the domain of expertise.
  6. brief description: I found my latest passion - web research and tweet on Twitter.com/opchow! I tweet relevant topics ranging from mathematics education, careers, technology, sites with live data, any sites with numbers, etc. Teachers can bring the live websites to their classroom, have student discussion about real data, write their own questions, etc. My principles are not to follow others and not to re-tweet.
  7. Thank You!