AMATYC 39th Annual Conferene Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
Spring 2016 Testing Refusal Movement - Long Island, NYBrian W
Presentation slides used for face-to-face class sessions with undergrad and graduate education majors. These slides are most helpful with commentary, so apologies for the missing voice-over. Please feel free to comment and contact me with any questions or if you would like the slides for reuse. -Brian
Spring 2016 Testing Refusal Movement - Long Island, NYBrian W
Presentation slides used for face-to-face class sessions with undergrad and graduate education majors. These slides are most helpful with commentary, so apologies for the missing voice-over. Please feel free to comment and contact me with any questions or if you would like the slides for reuse. -Brian
Creative Wealth Intl., LLC has been offering unique financial education solutions since 2002. Beginning with The Money Camp and now Camp Millionaire and The Money Game, teaching kids and adults has never been so effective or so much fun!
A practical workshop to help school district communicators and staff deliver school-focussed and learning-centered service, Delivered as a three-hour workshop June 28 at the NSPRA seminar in San Francisco
#25 on Teach Meet London Boat with Digital Sisters, Allana Gay and Teacher To...Sophie Bailey
Intro, what’s in this week’s episode, how to submit questions for The Edtech Podcast Live and more news items
Interview with Digital Sisters, Allana Gay, Deputy Headteacher, Lea Valley Primary School, Teacher Toolkit
How and why the digital sisters set up their advisory services for online safety, bringing together experience from the corporate and teaching worlds
Advice on issues relating to sexting, cyber bullying, optimising and de-toxifying online profiles
Advice for educators on keeping up with digital world advances, CPD and relating to the concerns your students may have online
Overview of social media platforms you should know about but might not
Why teacher and parent behaviour online must reflect what you are asking of your students
Allana Gay’s journey to senior leader within a primary
Why engagement and investment in STEM, computing and impactful EdTech needs to start at primary
Why word of mouth marketing is still the primary source of buying information for schools
How Teacher Toolkit set up TMLondonBoat and what’s next
Engaging with issues of school leadership, research, pastoral care on TMLondonBoat
The merits of the teach meet method vs the edcamp style for engaged CPD
Messages to the UK Education Secretary from Digital Sisters, Allana Gay and Teacher Toolkit
7 pitfalls when planning for college and how to avoid themTom Kleese
Tom Kleese, college planner of OnCampus College Planning, Madison explains 7 most common pitfalls when you are planning for college and how to avoid them. Read how these pitfalls can harm your college planning process.
Designing Customer Journeys - Entrepreneurship in the WildFelipe Massa
This PDF slide deck is designed to help instructors in universities and entrepreneurial support organizations teach design thinking in practice. It is part of a full suite of entrepreneurship teaching tools you can get access to when you purchase purchase "Entrepreneurship in the Wild: A Startup Field Guide" (MIT Press, 2021) where books are sold!
You Can Totally Screw Up As a Mom And Still Raise Great KidsLynn Dorman
Your one and only parenting advice book. Because no one can tell YOU how to raise YOUR kids!
You are you, I am me. Your kids are yours; mine was mine!
The book is a mixture of psychology, personal reflections and information.
2nd That Emotion_Support for the Affective DomainFred Feldon
44th Annual Conference at Disney's Coronado Springs Resort Orlando FL November 16 2018 Friday evening Ignite event. What is the "affective domain" and why is it so important for success in a math class.
What are the principles that should guide education companies and educators as they support classroom teachers in embracing online content, relevant technology and a student-centered teaching style?
Teach Early Childhood is a complete resource helping future teachers plan and create their teaching career path. Our goal is to help you not only choose the right career option, but to also prepare you for success and becoming an influential teacher with some of the best resources. Teach Early Childhood is the premium guide to all things related to early childhood education (ECE). Look no further to find absolutely everything you wish to learn about a career in ECE. You will find details on what you can expect on a daily basis as a professional educator in a number of positions, such as a preschool teacher or a high-level administrator. You will even find information about some of the best schools in each state for an early childhood education degree.
Jing, Embed Code, Peer Review & the CloudFred Feldon
Presentation from Ignite AMATYC, Jacksonville, FL, November 9, 2012. Improve teaching and learning with academic content in discussion boards and easy grading of open-ended assignments.
AMATYC 39th Annual Conference Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
Creative Wealth Intl., LLC has been offering unique financial education solutions since 2002. Beginning with The Money Camp and now Camp Millionaire and The Money Game, teaching kids and adults has never been so effective or so much fun!
A practical workshop to help school district communicators and staff deliver school-focussed and learning-centered service, Delivered as a three-hour workshop June 28 at the NSPRA seminar in San Francisco
#25 on Teach Meet London Boat with Digital Sisters, Allana Gay and Teacher To...Sophie Bailey
Intro, what’s in this week’s episode, how to submit questions for The Edtech Podcast Live and more news items
Interview with Digital Sisters, Allana Gay, Deputy Headteacher, Lea Valley Primary School, Teacher Toolkit
How and why the digital sisters set up their advisory services for online safety, bringing together experience from the corporate and teaching worlds
Advice on issues relating to sexting, cyber bullying, optimising and de-toxifying online profiles
Advice for educators on keeping up with digital world advances, CPD and relating to the concerns your students may have online
Overview of social media platforms you should know about but might not
Why teacher and parent behaviour online must reflect what you are asking of your students
Allana Gay’s journey to senior leader within a primary
Why engagement and investment in STEM, computing and impactful EdTech needs to start at primary
Why word of mouth marketing is still the primary source of buying information for schools
How Teacher Toolkit set up TMLondonBoat and what’s next
Engaging with issues of school leadership, research, pastoral care on TMLondonBoat
The merits of the teach meet method vs the edcamp style for engaged CPD
Messages to the UK Education Secretary from Digital Sisters, Allana Gay and Teacher Toolkit
7 pitfalls when planning for college and how to avoid themTom Kleese
Tom Kleese, college planner of OnCampus College Planning, Madison explains 7 most common pitfalls when you are planning for college and how to avoid them. Read how these pitfalls can harm your college planning process.
Designing Customer Journeys - Entrepreneurship in the WildFelipe Massa
This PDF slide deck is designed to help instructors in universities and entrepreneurial support organizations teach design thinking in practice. It is part of a full suite of entrepreneurship teaching tools you can get access to when you purchase purchase "Entrepreneurship in the Wild: A Startup Field Guide" (MIT Press, 2021) where books are sold!
You Can Totally Screw Up As a Mom And Still Raise Great KidsLynn Dorman
Your one and only parenting advice book. Because no one can tell YOU how to raise YOUR kids!
You are you, I am me. Your kids are yours; mine was mine!
The book is a mixture of psychology, personal reflections and information.
2nd That Emotion_Support for the Affective DomainFred Feldon
44th Annual Conference at Disney's Coronado Springs Resort Orlando FL November 16 2018 Friday evening Ignite event. What is the "affective domain" and why is it so important for success in a math class.
What are the principles that should guide education companies and educators as they support classroom teachers in embracing online content, relevant technology and a student-centered teaching style?
Teach Early Childhood is a complete resource helping future teachers plan and create their teaching career path. Our goal is to help you not only choose the right career option, but to also prepare you for success and becoming an influential teacher with some of the best resources. Teach Early Childhood is the premium guide to all things related to early childhood education (ECE). Look no further to find absolutely everything you wish to learn about a career in ECE. You will find details on what you can expect on a daily basis as a professional educator in a number of positions, such as a preschool teacher or a high-level administrator. You will even find information about some of the best schools in each state for an early childhood education degree.
Jing, Embed Code, Peer Review & the CloudFred Feldon
Presentation from Ignite AMATYC, Jacksonville, FL, November 9, 2012. Improve teaching and learning with academic content in discussion boards and easy grading of open-ended assignments.
AMATYC 39th Annual Conference Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
International Higher Education Teaching & Learning Association - Scholarship of Teaching and Engagement, Utah Valley University, Orem, UT, January 20-22, 2015.
Dollar-Fifty-a-Pair Socks Come in a 3-PackFred Feldon
AB 705 is placing large numbers of under-prepared students in collegiate courses. Support courses which incorporate the affective domain will increase success and retention.
Increase Engagement and Authentic Assessment in Online ClassesFred Feldon
Part 2 of American Mathematical Association of Two Year Colleges (AMATYC) joint presentation with Maria Andersen, February 15, 2022. Overcome students' predilection to passivity, create a pathway to equity and develop confident, motivated students.
Tips and Strategies for the Virtual Shift of Face-to-Face Math ClassesFred Feldon
An AMATYC/NOSS/ITLC joint presentation by Fred Feldon and Paul Nolting for the American Mathematical Association of Two Year Colleges, the National Organization for Student Success, and the Innovative Teaching and Learning Committee. Tips on dealing with the transition to remote teaching and learning because of COVID-19.
ZOOM Your Way Into Online Corequisite SupportFred Feldon
"Aarrgh... I feel like I'm teaching myself!" Learn how to remove the overwhelming sense of isolation in an online corequisite course by including affective domain and having a synchronous component. Technology has now reached a point where you can finally, truly replicate the collaboration, breakout groups, peer instruction and active learning that normally takes place in the classroom.
2nd That Emotion: Support for the Affective DomainFred Feldon
Los Angeles Valley College AB 705 Math Workshop, May 17, 2019. Design principles for high-challenge, high-support curricula and pedagogy includes intentional support for students' affective needs. The non-cognitive domain plays an undeniable role in reducing students' fears and increasing students' willingness to engage with challenging tasks.
Online Implementation of AB 705 In MathFred Feldon
Third Annual Statewide California Acceleration Project (CAP) Conference 2019. Online learning is an attractive option to an ever-increasing number of diverse students. Supporting AB 705 in the online modality is a real challenge. Coastline College, with 85% purely online enrollment in math, is meeting the challenge.
Fullerton College RSI Workshop Summer 2018Fred Feldon
What is RSI (regular and substantive interaction)? What type of RSI activities are specific to online math classes? How do you provide the evidence? How does this evidence affect federal funding?
Active Learning: Success, Retention and Engagement Onsite and OnlineFred Feldon
The lecture environment and online homework systems fail to capture the reasoning and higher-level thinking skills students can bring to quantitative problems. Regular and substantive interaction, collaboration, productive struggle, and non-routine questions that stimulate discussion lead to deeper understanding of concepts, applicability, and support of students' affective needs.
End the Didactic Contract - KYMATYC Ignite EventFred Feldon
Students want help; they feel they can't learn themselves or they don't want to. Teachers want to help. But helping too much removes the cognitive demand.
Coastline College Summer Technology Institute 2017 - Engage and motivate your students with a free program for collaboration and formative assessment. Kahoot is compatible with all the devices your students bring to class (laptop, tablet, cell phone). As with everything else in the classroom, however, what's important is not the technology but the pedagogy.
CMC3 South Spring 2016 Active Learning and Social MediaFred Feldon
How to incorporate technology, social media, flipping, and other tips and tricks to increase face-to-face and online student interaction, participation, and whole-class discussion of higher-level concepts, which profoundly change the teaching/learning process.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
1.4 modern child centered education - mahatma gandhi-2.pptx
Amatyc ignite 2013 second half
1. Bringing the Real
World into a Hybrid
Statistics Class
Adam H. Littig
Los Angeles Valley College
littigah@lavc.edu
2. Our Statistics Students
๏
Most students in your statistics courses
are NOT STEM majors.
๏
They do NOT find the proof of the Central
Limit Theorem fascinating!
3. Critical Thinking!?
๏
Why not teach them critical thinking using
topics from the real world?
๏
Use an online Learning Management
System (LMS) to host discussions with
statistics in the real world.
4. Proposed Soda Tax
๏
Students are grouped in 20-30 people.
๏
I posted a PSA about a proposed Soda
Tax in Albany, NY.
๏
The directions are “Discuss.”
๏
Actual student comments follow…
5. Actual Student Comments
๏
I believe that taxing soda does sound
right. It is not good for us. We have been
trying all sorts of new things in the
government, why not give this a shot as
well. Yes to soda tax!
6. Actual Student Comments
๏
A huge tax was added to cigarettes to get
people to stop smoking, but that didn't
really work.
7. Actual Student Comments
๏
They should not say, "many statistics
imply..." because then we aren't seeing
the information and we believe them
because the person seems like he or she
knows what they are saying.
9. Actual Student Comments
๏
This looks more like an excuse for the
government to increase taxes on whatever
they can because it is for a “good cause.”
10. Actual Student Comments
๏
Often times government crosses the
boundaries of freedom. As far as
enforcing a special tax on soda to send a
message, it is not their duty to dictate
what we can consume.
11. Actual Student Comments
๏
Upon reading some of the articles you
guys posted, I decided to look up a couple
of articles that were interesting to me.
Among these were two articles that I
found…
12. Actual Student Comments
๏
I found an interesting article regarding
soda tax bill in California. What stuck out
most to me from the article is the following
quote...
13. Actual Student Comments
๏
So I went online and did a little research
on the statistics of obesity among kids.
Obesity has apparently been decreasing.
14. Actual Student Comments
๏
This law is assuming that soda is the
cause of obesity and it's putting a easy
"solution" to this problem. Unfortunately
everyone would suffer even though soda
might not be the only cause of obesity.
15. Actual Student Comments
๏
How strong is the relationship between
drinking soda and gaining weight, and
how good are the models that predict a
soda tax would reduce obesity?
16. Actual Student Comments
๏
“According to a University of Colorado
study, the introduction of HFCS 20 years
ago coincided with the start of a twodecade rise in national obesity.”
17. Actual Student Comments
๏
Comprehensive implementation implies
analyzing all aspects of the issue. In
Griffin P. Rodgers, MD & Francis S.
Collins, MD, PhD article, “The Next
Generation of Obesity Research” they
write…
18. Actual Student Comments
๏
I believe, slowly, the government is
breaching that fine line. By indirectly
dictating the amount of sugar consumed
they are one stop closer of stripping us of
our freedoms.
19. Actual Student Comments
๏
But, because these politicians know that
most Americans don't dissect misleading
information thrown at them like this video,
it works for them most of the time.
20. Shock and Awe!
๏
No two discussions groups are the same.
๏
Expect to be surprised!
๏
You might learn something too…
21. “…And Equal
Participation for All”
Using Interaction to Reinforce
Concepts and Metacognition in
Mathematics Classes
Fred Feldon
Coastline CC
25. “There must be far less telling
on the part of the teacher,
and far more doing on the
part of the student.”
Jean Piaget
26. 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 “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????
27. 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
28. 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
29. 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!
30. 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
31. 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
32. 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
34. 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
36. 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
38. 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
39. 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
41. WWMFTD:
What Would My
Fitness Trainer Do?
Rebecca Schantz
Instructor, Mathematics
St. Louis Community College – Wildwood
RSchantz@STLCC.edu
636-422-2243
60. Thank you! And remember
Photo taken after AMATYC 2012
You can find me on Pinterest under
Becky Schantz Teaching Tool Faves board
and Twitter @isntmathtweet
62. Math Instructor
Focused on delivering the math material
Lesson planning…Creative lesson plans!
Class worksheets
Study Guides
Exam Reviews
Assigning Homework
Quizzes and Exams
50-65% pass rate
63. Morphing my role to
becoming a Math “Coach”
๏
Sees the students wholistically
๏
Connect world skills with math skills
๏
Implement study and life skills that applies
to mathematics and BEYOND
๏
Encourage & Motivate
๏
Empower
๏
Help identify blocks
๏
Provide strategies to overcome
64. Morphing my role to
becoming a Math “Coach”
๏
Sees the students wholistically
๏
Connect world skills with math skills
๏
Implement study and life skills that applies
to mathematics and BEYOND
๏
Encourage & Motivate
๏
Empower
๏
Help identify blocks
๏
Provide strategies to overcome
68. Vision
First day of class:
Identify your STRENGTH How will it help
you in this math class?
Identify your weakness/barrier What is a
strategy to overcome it?
Identify your VISION Not just to pass this
class, but WHY you need to pass this class).
A vision propels us forward….
Write it down, Share with others, Get feedback.
69. Reflection
“Test Analysis”
Self Analysis
Reflection allows us to have
an opportunity to celebrate
or grieve, to correct bad
habits, to renew our vision
for ourselves, and also to realign ourself for what’s
coming up next.
Otherwise, we live in a pattern of repeated
cycles and we can get stuck.
70. The Power of a Thought
Be Aware of our thoughts & its affect
Identify Negative verses Neutral
Intervene our Thoughts
74. Other Study Skills
Time Management
Grade Check Up
Classroom Behavior
Preparing for an Exam
Test-Taking Skills
Why do Homework?
Successful Student Behavior
Etc.
77. Is it worth it?
Math Instructor
15 out of 30 students passed
my Intermediate Algebra class
during the Spring
50-65% Pass Rate
Math Instructor + Math Coach
32 out of 35 students passed my
Intermediate Algebra class next
semester
91% Pass Rate
78. Nancy’s Morphing Job Title:
Math Instructor &
Math / Life “Coach”
ENFJ
Personality
Experiences
Passion
Values
Community
Stories
…
Pain
84. A Communications Model
Feedback
Source
Conceptualization
of Message
Encoder
Channel
Decoder
Receiver
Form of
Message
Device or
Signal
Perception and
Interpretation
of Message
Conceptualization
of Message
Bagin, D., Gallagher, D., & Moore, E. (2007).
The School and Community Relations (9th ed).
Boston, MA: Pearson Publishing
85. A Communications Model
Feedback
Source
Conceptualization
of Message
Instructor
Encoder
Channel
Decoder
Receiver
Form of
Message
Device or
Signal
Perception and
Interpretation
of Message
Conceptualization
of Message
Math Language
Individual
or Media
Common
Math Language
Student
86. A Communications Model
Feedback
Source
Conceptualization
of Message
Instructor
Encoder
Channel
Decoder
Receiver
Form of
Message
Device or
Signal
Perception and
Interpretation
of Message
Conceptualization
of Message
Math Language
Individual
or Media
Common
Math Language
Student Learning Environment
Student
87. A Communications Model
Feedback
Source
Conceptualization
of Message
Instructor
Encoder
Channel
Decoder
Receiver
Form of
Message
Device or
Signal
Perception and
Interpretation
of Message
Conceptualization
of Message
Math Language
Individual
or Media
Common
Math Language
Student Learning Environment
Student
88. Grading
Generally, we as teachers grade to
evaluate individual students’
learning and performance.
When students grade their own
individual work, it provides a
means of self assessment.
90. “Flipping the Grading”
Take Home Quiz with Self Assessment
Extensive
Take Home
Quiz
Students are given
the quiz solutions
to correct the quiz.
Days
Later
Next, they complete
a self assessment
survey and give it
to the instructor.
Instructor grades the students’ self assessment.
92. Student Self Assessment Samples
Student acknowledges dependency on class
notes and become aware of a specific skill
that needs improvement.
93. Student Self Assessment Samples
Student reflects on the homework sets from
the text and becomes more aware of specific
types of problems that are challenging.
94. “Flipping the Grading”
Exam Corrections with Self Assessment
In Class
Exam
Students are given
the exam solutions
to correct the exam.
Instructor grades
the exam.
Next, they complete
a self assessment
survey and give it
to the instructor.
Instructor grades the students’ self assessment.
106. Why?
๏
To provide a “soft landing” to students who
can’t place into lowest level math courses
๏
To help students score higher on the
Accuplacer
๏
To refresh math skills
๏
Just-in-time math instruction
๏
Response to Colorado Dev Ed Math
Redesign (FIVE Dev Ed courses shrunk
magically into TWO!)
107. MAT 050 & MAT 055
๏
MAT 050: Quantitative Literacy
๏
MAT 055: Algebraic Literacy
๏
(you know the drill…)
๏
STANDARD COMPETENCIES:
๏
1. Demonstrate knowledge of and the ability to solve problems involving ratios, rates, proportions, percents, and
measurement conversions.
๏
2. Demonstrate knowledge and usage of formulas.
๏
3. Demonstrate knowledge of and the ability to solve linear equations and inequalities.
๏
4. Demonstrate knowledge of and the ability to calculate and simplify expressions containing exponents and numeric
square roots.
๏
5. Demonstrate knowledge of and the ability to perform algebraic manipulations involving polynomials, polynomial
operations, and basic factoring.
๏
6. Demonstrate the use of critical thinking skills to problem solve.
108. When?
๏
Summer 2013: July 1 – August 9
๏
Fall 2013: October 7 – December 14
๏
Spring 2014: January 20 – May 13
118. What happened?
๏
Summer 2013 Pilot: 100+ students
๏
98%+ worked in at least one unit
๏
50%+ worked in 2+ units
๏
About 20% worked in 4+ units
๏
Several worked in majority of the units (18
of them!)
119. What next?
๏
Current MOOC offering
๏
Data collection/Surveys
๏
Spring 2014 MOOC
๏
Summer 2014 MOOC
๏
Every semester thereafter
๏
Peer tutors?
๏
More personality? Yes, please.
120. Want more information?
๏
Register now!
http://ccconline.org/articles/Math_MOOC
๏
Erica Hastert, Associate Dean for
Math, erica.hastert@cccs.edu, 720-8582334
๏
Terry Reeves, Academic
Dean, terry.reeves@cccs.edu, 720-8582215
๏
Tonia Lock, Dev Ed Math Program
Chair, tonia.lock@cccs.edu, 720-858-2273
121. Your Stat Class
Latrica Williams
Associate Professor of Mathematics
williams.latrica@yourstatclass.com
727-265-1950
122. ๏
Your Stat Class is a FREE Resource for Help
Learning Elementary Statistics!!
๏
FREE Lectures!! FREE Statistics Book!!
FREE Videos!! FREE Practice Problems!!
123. The InspirationStudents!
๏
Is there a video example
showing how to compute
the standard deviation?
๏
Where can I find more
practice problems?
๏
Where can I find additional
resources to help me?
124.
125. A One-Stop Shop & It’s Free!
๏
Your Stat Class is a single site which
students can utilize to receive help.
Plus, it’s completely free.
-
No Access Fee
No Sign Up
No Login
No Registration
No Email Address Required
126. A Full Course Curriculum
๏
The content on the site is equivalent to
a first semester elementary statistics
course.
Textbook
Homework
Videos
Tests
Final Exams
128. Textbook
๏
The textbook includes formulas and
tables (i.e. z, t, Χ2, F).
๏
It has been peer reviewed and class
tested.
๏
The textbook is open source.
๏
It is in the form of an e-book. It’s also
mobile device compatible.
135. The Many Uses
๏
Additional Resource
- Students often struggle with finding
additional resources to help them with
learning statistics. This site puts it all in
one place.
- The course materials on the site can also
supplement an existing course to make it
more robust.
136. The Many Uses
๏
Preview and Preparation
- For students needing to take the course
in class, it allows them to preview the
content in advance. It is also self-paced.
Thus, they can get a head start on
learning the material. As a result, it
allows students to be better prepared.
137. The Many Uses
๏
Flipped Classroom or Blended Learning
- Faculty can use it as part of a flipped
classroom or blended learning model.
Since this site has all of tools needed to
support these models, students can use
the course to learn the material at home
while class time can be spent on critical
thinking activities.
138. The Many Uses
๏
Student Centered Environment
- Faculty can use class time to implement
activities and projects for deeper
understanding. This creates a student
centered learning environment in class
rather than an instructor centered
environment.
144. Introducing Trigonometric
Verifications…not a Jigsaw yet
๏
Work the first one as a class
๏
Use the document camera
๏
Put the verification in the correct order
๏
Teacher moves the parts as directed by
the students
๏
Discuss the rationale for each step of the
process
145. Guided practice as a class…all the steps
are here…
Place the strips on document camera and figure out the first step.
146. Find the initial statement to verify.
Verifying can be tough. Many students don’t know where to start!
147. Choose a side to work.
Often the more complicated side, but not always…
148. Make something complicated look simpler.
Use what you know…visualize the graphs.
Co-function Identities allow us to rewrite the given statement with the
appropriate equivalent statement.
149. Keep the end in mind…
Use Ratio Identities to rewrite
150. Verify that the left side is the same as the
right side
Show an identity such as 1=1 or x=x. In this case, tan x = tan x.
151. Conclude the verification complete. Use a
therefore statement to finish what you start.
Show the first and last statements are the same
152. Still not quite ready for Jigsaw, but
now the students take the lead
๏
Work the next one as a class but the
teacher steps back
๏
Again use the document camera
๏
Students place the steps in the verification
in the correct order
๏
One student per step until complete
๏
Discuss the rationale for each step
157. Now it’s Jigsaw time…
๏
Jigsaw is a method of making the group as
a whole dependent upon subgroups.
๏
Just as in a jigsaw puzzle, each piece-each student's part--is essential for the
completion and full understanding of the
final product. If each student's part is
essential, then each student is essential.
158. Verifying Trigonometric Identites
with Jigsaw
๏
Divide students into groups of 3-4
๏
Each group gets the SAME verification
๏
Give students 5-8 minutes to work
๏
Have groups circulate to check each
others work
๏
Fix errors as needed and discuss as a
class
159. Now they get it…
๏
Keep students in groups of 3-4
๏
Each group gets a DIFFERENT
verification
๏
Give students 5-8 minutes to work
๏
Have groups circulate to check each
others work
๏
Fix errors as needed and discuss as a
class
160. Using different colors of paper makes it easy to
see the verifications are not the same
162. Boardwork Models
Uses:
๏
Assist student in organizing work
๏
Facilitate understanding of process in
mathematical problems
๏
Promotes problem solving strategies
163. Boardwork Models
Uses:
๏
Asks student to reflect on connections
and prior knowledge
๏
Help to “chunk” different approaches
to problems
๏
Check for understanding
164. The Boardwork Model
๏
from University of Missouri, Kansas City,
Supplemental Instruction program.
๏
method of organizing board work
๏
facilitates an understanding of problem
solving strategies as a process not a
algorithm
165. Information required
Four parts:
1.
Prerequisite knowledge
2.
Mathematical steps
3.
Narrative of the mathematical steps
4.
Identification, solution, or construction of a
similar problem
OR
A statement indicating where the student
is still struggling and what needs
continued attention.
166. The Boardwork model can be
completed by a student or group of
students at the board, on a note card,
or on a sheet of paper.
BOARDWORK
MODEL FORMATS
167. Format 1- Four Columns
Prerequisites
Mathematical
steps
Mathematical
Narrative
Example or
“What I need to
work on”
168. Format 2- Two Columns
Mathematical steps: Simplify,
Evaluate, Verify, or Solve
Narrative of Mathematical Steps
What I need to know
What I need to work on
169. Format 2- Focusing on top row
Mathematical steps: Simplify, Evaluate,
Verify, or Solve
Narrative of Mathematical Steps
170.
171. Format 2- Focusing on bottom row
What I need to know
What I need to work on
173. What do students learn?
๏
To think critically about how to begin the
problem while keeping the end in mind
๏
To use the language of the course
๏
To think deeply about the concepts not
simply go through the motions
๏
To reflect on their learning and what they
know and still need to work on
176. Shelly Ray Parsons, PhD
Aims Community College
Director of Academic Assessment
and
Professor of Mathematics
shelly.parsons@aims.edu
Editor's Notes
PROJECT RUNWAY with HEIDI KLUM,
Ernestine Shepherd, age 74
MMMMMMMMMMMM
Goes for food, exercise,hwk…
Challenging problems, concepts… if you don’t change it up, compete with the better ones, lift the heavier weight, you won’t improve – work new muscles – shock your body. 1 strt leg sit up to 6 sets of 10… select baseball team AA plays AAA….
There will be those who sabotage either knowingly or unknowingly. Be strong, there ARE helpers, those who are supportive. And who knows… may YOU will inspire THEM.
Proper form, proper nutrition, proper math educators!
Don’t worry about what others think, I am blind when I work out… can’t tell if that hottie over there is looking at me do burpees …. Who cares? Never know… you may or at least you will inspire someone some day.
My 2 Main Tools:1) Strategies for Success: Study Skills for the College Math StudentBy Lynn Maracek & MaryAnne Anthony Smith – professors at SACAbout $30Worksheets – they did all the hard work for me. They put into writing a lot of things that were already on my heart.
My 2 Main Tools:2) Me. My personality. My heart. My values. My experience. My own journey. My community. Who I am. Everyone’s coaching style will be different. It will look differently for you. Today, I share with you what it looked like for me to bring myself into this math coach role. I have been experimenting with morphing my role as a math instructor, to becoming a math/life "coach," by implementing study and life skills that applies to mathematics and BEYOND. And I love it...it fits my personality and my heart. I enjoy teaching even more, because it's now more meaningful.
My 2 Main Tools:2) Me. My personality. My heart. My values. My experience. My own journey. My community. Who I am. Everyone’s coaching style will be different. It will look differently for you. Today, I share with you what it looked like for me to bring myself into this math coach role. I have been experimenting with morphing my role as a math instructor, to becoming a math/life "coach," by implementing study and life skills that applies to mathematics and BEYOND. And I love it...it fits my personality and my heart. I enjoy teaching even more, because it's now more meaningful.
My 2 Main Tools:2) Me. My personality. My heart. My values. My experience. My own journey. My community. Who I am. Everyone’s coaching style will be different. It will look differently for you. Today, I share with you what it looked like for me to bring myself into this math coach role. I have been experimenting with morphing my role as a math instructor, to becoming a math/life "coach," by implementing study and life skills that applies to mathematics and BEYOND. And I love it...it fits my personality and my heart. I enjoy teaching even more, because it's now more meaningful.