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And Equal Participation for All 2013

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Using interaction to reinforce conepts and metacognition in college mathematics classes

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And Equal Participation for All 2013

  1. 1. “…And Equal Participation for All” Using Interaction to Reinforce Concepts and Metacognition in Mathematics Classes Fred Feldon Coastline CC
  2. 2. “The best thing to learn first is how to learn.”
  3. 3. Keep students engaged
  4. 4. Increase Metacognition
  5. 5. “There must be far less telling on the part of the teacher, and far more doing on the part of the student.” Jean Piaget
  6. 6. So, how do I do it? • 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 “best 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????
  7. 7. So, how do I do it? • YOU are still the Professor • YOU provide a course outline, syllabus, schedule, learning resources, supplemental material, student support, tutorial resources, academic rigor and standards of behavior • YOU create a safe, non-threatening classroom environment • YOU make sure students are engaged and participate equally
  8. 8. So, how do I do it? • YOU change student attitudes from a “Fixed” to a “Growth” mindset • YOU cheer students on and let them know when they are on the right track • YOU highlight important points made during discussion • YOU question students and ask them to explain their thinking and justify their answers • YOU correct misconceptions/misunderstandings • YOU may provide direct instruction on topics students appear to be struggling with
  9. 9. So, how do I do it? • 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 interact personally with students, to mentor, advise, review individual work, and answer questions • YOU will learn more than ever about your subject matter and the way students learn!
  10. 10. So, how do I do it? • Avoid omniscient, overbearing or evaluative comments that inhibit future participation • Sustain the interaction and create a rich environment for critical thinking to flourish
  11. 11. So, how do I do it? • “Students like to be spoon fed. It’s easier for them. But they need to learn how 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
  12. 12. So, how do I do it? • Flash cards, go down the rows, up and down your roster, use sticks in a cup, random number generator or get an app, to call on students at random
  13. 13. The Big Question: How do I replicate this interaction online?
  14. 14. Obstacles: • 85% of Coastline’s math enrollment is online • Each section has 40-80 students • Interaction & communication is asynchronous • Communicating mathematically is difficult with a keyboard • Students may have limited equipment and varying comfort levels with technology
  15. 15. Some Possibilities:
  16. 16. Some Possibilities: • The Magic of Mistakes • Angelo-Cross CAT  Muddiest Point  Documented Problem Solutions  Audio and Videotaped Protocols  Student Generated Test Questions • Mal-Rules vs Correct Rules • Math Was/Math Is
  17. 17. Some Possibilities: r1 r2 Which is bigger, one-half of a small pizza, or one-fourth of a large? Explain your answer.
  18. 18. Some Possibilities: Which is better? To get 1/3 Off the price of an item? Or 1/3 More for the same price? Explain your answer. -- Michael Tsiros, Marketing Professor, University of Miami School of Business, 9/1/2012 Full article at http://www.twincities.com/ci_21446847/badmath-skills-cause-customers-miss-bargains-study
  19. 19. Which of these are Correct Rules and which are MalRules? Explain your answer. You may give examples. • More at www.slideshare.net/ffeldon/ cmc-fall-2012-give-it-all-you-got-v3
  20. 20. Thank You ffeldon@coastline.edu This presentation is available to download at http://www.slideshare.net/ffeldon

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