AMATYC 41st Annual Conferene New Orleans, LA, Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
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”
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
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
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
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
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!”
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
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.
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%
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
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.
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.
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.
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
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.
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.
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.
Intro video; class intro; syllabus share; ice-breaking activity; semester-long intro to tech
Homework help;
Showing off
Homework help;
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.
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.