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.
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.
Tips And Tricks for Teaching Math Online 2Fred Feldon
The document provides tips and strategies for teaching math online effectively. It discusses why students take online classes, success and retention rates being equal to or better than traditional classes. Key differences in teaching online include increased flexibility but also a learning curve and more time required. Using a course management system is recommended over building a course from scratch. Strategies for building a community of learners, supplementing the course with original materials, and preventing cheating are also outlined.
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.
Tips For the Virtual Shift of F2f Math ClassesFred Feldon
This document provides tips for maintaining instructional continuity, enrollment, and effective communication when transitioning math classes from face-to-face to virtual due to COVID-19 disruptions. It emphasizes maintaining student engagement through regular communication, flexibility in content delivery, and using synchronous activities like webinars. Specific recommendations include using video conferencing tools for interactive lessons, collaborative activities to promote interaction, and addressing both cognitive and affective learning domains. Upfront preparation of webinars into structured segments and incorporating multiple engagement strategies is advised. The benefits of webinars for student success are noted.
The document discusses I-BEST, an integrated basic education and skills training program that helps students 17 and older finish their GED or Work Keys certification while also taking career-specific classes over two semesters to earn college credits, with the goal of helping students prepare for STEM careers through non-traditional education pathways.
End the Didactic Contract - KYMATYC Ignite EventJennifer Stead
Students want help; they feel they can't learn on their own or don't see a need to. Teachers want to help. But helping too much removes the cognitive demand.
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.
This document discusses five authentic assessment strategies for math: 1) Give students formula sheets and access to technology resources, as they would have in real workplaces. 2) Assign video demonstrations and assess if students can explain concepts. 3) Use oral assessments through scheduled short exams to assess problem solving skills. 4) Give students agency by asking open-ended questions about what they know rather than specific questions. 5) Use elaborations to encourage innovative thinking by asking students to show different solutions, relate concepts to other topics, or hypothesize changes to problems.
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.
Tips And Tricks for Teaching Math Online 2Fred Feldon
The document provides tips and strategies for teaching math online effectively. It discusses why students take online classes, success and retention rates being equal to or better than traditional classes. Key differences in teaching online include increased flexibility but also a learning curve and more time required. Using a course management system is recommended over building a course from scratch. Strategies for building a community of learners, supplementing the course with original materials, and preventing cheating are also outlined.
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.
Tips For the Virtual Shift of F2f Math ClassesFred Feldon
This document provides tips for maintaining instructional continuity, enrollment, and effective communication when transitioning math classes from face-to-face to virtual due to COVID-19 disruptions. It emphasizes maintaining student engagement through regular communication, flexibility in content delivery, and using synchronous activities like webinars. Specific recommendations include using video conferencing tools for interactive lessons, collaborative activities to promote interaction, and addressing both cognitive and affective learning domains. Upfront preparation of webinars into structured segments and incorporating multiple engagement strategies is advised. The benefits of webinars for student success are noted.
The document discusses I-BEST, an integrated basic education and skills training program that helps students 17 and older finish their GED or Work Keys certification while also taking career-specific classes over two semesters to earn college credits, with the goal of helping students prepare for STEM careers through non-traditional education pathways.
End the Didactic Contract - KYMATYC Ignite EventJennifer Stead
Students want help; they feel they can't learn on their own or don't see a need to. Teachers want to help. But helping too much removes the cognitive demand.
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.
This document discusses five authentic assessment strategies for math: 1) Give students formula sheets and access to technology resources, as they would have in real workplaces. 2) Assign video demonstrations and assess if students can explain concepts. 3) Use oral assessments through scheduled short exams to assess problem solving skills. 4) Give students agency by asking open-ended questions about what they know rather than specific questions. 5) Use elaborations to encourage innovative thinking by asking students to show different solutions, relate concepts to other topics, or hypothesize changes to problems.
This document provides information about the Student Research League (SRL) competition. The SRL is a mathematical research competition for two-year college students held each spring. Students have nine days to research and solve a challenge problem with a faculty mentor. Problems relate to real-world issues and require mathematical modeling. Components of the competition include the challenge problem, career research, a mathematical model or thesis, and a thesis defense. Prizes include a $1,500 grand prize. The goal is to encourage mathematical problem solving and provide an outlet for two-year college students to compete in research contests.
Tips and Tricks for Teaching Math OnlineFred Feldon
The document provides tips for teaching math online from an instructor at Coastline Community College. It discusses that most students take online classes for flexibility and convenience. Success and retention rates for online math are equal to or better than traditional classes. While preparing for online classes takes more time upfront, technologies can help automate grading and allow for easy updates. Building an online community through discussion boards and acknowledging student work is important for retention. Formative assessments, projects, and strict testing policies help prevent cheating.
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.
Suppose, hypothetically, that you suddenly have to teach from home for several weeks. Or rather, several students are suddenly quarantined at home and cannot attend class. It's relatively easy to make the shift to remote teaching if you know a few tips and best practices. In fact, you might even find that teaching remotely has some pedagogies that are near impossible to adopt in a F2F classroom. Our CEO, Maria Andersen, has been using remote teaching and synchronous online teaching for a decade, and will share some tips and best practices for making your remote classes run smoothly.
This document discusses ways to help students visualize radians through relating them to fractions of a circle or pie. It notes that students often struggle to conceptualize radians and where angles terminate. The author proposes using slices of a pie or circle to represent fractions of pi or a full radian. Examples are given such as 1/2 pi representing half a slice, 1/4 pi representing a quarter slice. Snowboarding tricks are also used to demonstrate representing rotations in radians. The goal is to provide students a new, visual way to understand radians rather than just as abstract numbers.
The document discusses several key points about the future of education and technology:
1) Education will need to focus more on skills like collaboration, assessing information from various sources, and making decisions with incomplete information.
2) Schools will become more dynamic learning environments linked to vast networks of information. Lifelong independent learning will be emphasized.
3) Teachers will shift from being the center of learning to facilitating learning. They will need to be comfortable with technology and promote collaboration.
4) Parents, school leaders, and teachers all have important roles to play in effectively integrating technology into education to promote innovation.
This document provides a summary of a webinar about the first grade CCGPS mathematics unit on creating routines using data. The webinar focused on the big ideas, standards, and examples for the unit. It also discussed tools for developing number sense, examples for assessment, and a list of resources for teaching the CCGPS. The presenter emphasized developing a deep understanding of quantity, relationships among numbers, and representations of number.
10 simple lesson plans for scaffolding student led projects - getting smart b...Alfonso Garcia Polo
The document describes 10 simple lesson plans for scaffolding student-led projects. The lessons plans guide students through brainstorming issues they care about, researching community assets and deficits, identifying personal values, developing research questions, conducting research through surveys and interviews, sharing their findings, and reflecting on the process. The goal is to empower students to design and lead their own projects on topics that matter to them and their community.
Just in Time Teaching - A 21st Century Learning Technique - COLTT 2013Jeff Loats
This document provides an overview of Just in Time Teaching (JiTT), an evidence-based instructional strategy that uses online pre-class assignments to actively engage students with course material before class. The strategy aims to improve student preparation and in-class participation by having instructors modify lesson plans based on students' pre-class responses. Research shows JiTT can increase content knowledge, improve time management skills, and make students more engaged both before and during class. The document outlines the basic JiTT process, reviews supporting evidence from multiple disciplines, and addresses potential barriers to implementation.
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!
The document discusses four categories of reasoning that teachers demonstrated when deciding how to respond to students who need help solving problems: 1) the student's mathematical thinking, 2) the teacher's mathematical thinking, 3) the student's affect, and 4) general teaching moves. It analyzes sample responses from teachers who watched a video of a student, Rex, solving math problems. The best response focused on Rex's mathematical thinking by noting strategies he used and how to build on that thinking, while others focused more on teaching strategies or Rex's emotions.
This webinar provided an overview of the 3rd grade CCGPS Unit 1 on number and operations in base ten. It discussed the big ideas of developing a deep understanding of place value and its usefulness in estimation and computation. Resources on teaching strategies, examples, assessments, and professional development were provided. Participants were encouraged to read the standards and unit, discuss them with colleagues, and provide feedback on the wiki page to help improve future webinars.
How'd you do that? Long Beach Presentation for ITCkfrisch
This is my powerpoint presentation from the 2012 ITC National Conference in Long Beach, CA on eLearning. The presentation was titled, "How'd You Do That? Tips and Tricks that might account for my 95% retention rate. Slides have more data on them then I'd like, but I tried to provide you with just the right amount of information to match what I talked about in the presentation itself. Thanks!
This document provides information about the Student Research League (SRL) competition. The SRL is a mathematical research competition for two-year college students held each spring. Students have nine days to research and solve a challenge problem with a faculty mentor. Problems relate to real-world issues and require mathematical modeling. Components of the competition include the challenge problem, career research, a mathematical model or thesis, and a thesis defense. Prizes include a $1,500 grand prize. The goal is to encourage mathematical problem solving and provide an outlet for two-year college students to compete in research contests.
Tips and Tricks for Teaching Math OnlineFred Feldon
The document provides tips for teaching math online from an instructor at Coastline Community College. It discusses that most students take online classes for flexibility and convenience. Success and retention rates for online math are equal to or better than traditional classes. While preparing for online classes takes more time upfront, technologies can help automate grading and allow for easy updates. Building an online community through discussion boards and acknowledging student work is important for retention. Formative assessments, projects, and strict testing policies help prevent cheating.
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.
Suppose, hypothetically, that you suddenly have to teach from home for several weeks. Or rather, several students are suddenly quarantined at home and cannot attend class. It's relatively easy to make the shift to remote teaching if you know a few tips and best practices. In fact, you might even find that teaching remotely has some pedagogies that are near impossible to adopt in a F2F classroom. Our CEO, Maria Andersen, has been using remote teaching and synchronous online teaching for a decade, and will share some tips and best practices for making your remote classes run smoothly.
This document discusses ways to help students visualize radians through relating them to fractions of a circle or pie. It notes that students often struggle to conceptualize radians and where angles terminate. The author proposes using slices of a pie or circle to represent fractions of pi or a full radian. Examples are given such as 1/2 pi representing half a slice, 1/4 pi representing a quarter slice. Snowboarding tricks are also used to demonstrate representing rotations in radians. The goal is to provide students a new, visual way to understand radians rather than just as abstract numbers.
The document discusses several key points about the future of education and technology:
1) Education will need to focus more on skills like collaboration, assessing information from various sources, and making decisions with incomplete information.
2) Schools will become more dynamic learning environments linked to vast networks of information. Lifelong independent learning will be emphasized.
3) Teachers will shift from being the center of learning to facilitating learning. They will need to be comfortable with technology and promote collaboration.
4) Parents, school leaders, and teachers all have important roles to play in effectively integrating technology into education to promote innovation.
This document provides a summary of a webinar about the first grade CCGPS mathematics unit on creating routines using data. The webinar focused on the big ideas, standards, and examples for the unit. It also discussed tools for developing number sense, examples for assessment, and a list of resources for teaching the CCGPS. The presenter emphasized developing a deep understanding of quantity, relationships among numbers, and representations of number.
10 simple lesson plans for scaffolding student led projects - getting smart b...Alfonso Garcia Polo
The document describes 10 simple lesson plans for scaffolding student-led projects. The lessons plans guide students through brainstorming issues they care about, researching community assets and deficits, identifying personal values, developing research questions, conducting research through surveys and interviews, sharing their findings, and reflecting on the process. The goal is to empower students to design and lead their own projects on topics that matter to them and their community.
Just in Time Teaching - A 21st Century Learning Technique - COLTT 2013Jeff Loats
This document provides an overview of Just in Time Teaching (JiTT), an evidence-based instructional strategy that uses online pre-class assignments to actively engage students with course material before class. The strategy aims to improve student preparation and in-class participation by having instructors modify lesson plans based on students' pre-class responses. Research shows JiTT can increase content knowledge, improve time management skills, and make students more engaged both before and during class. The document outlines the basic JiTT process, reviews supporting evidence from multiple disciplines, and addresses potential barriers to implementation.
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!
The document discusses four categories of reasoning that teachers demonstrated when deciding how to respond to students who need help solving problems: 1) the student's mathematical thinking, 2) the teacher's mathematical thinking, 3) the student's affect, and 4) general teaching moves. It analyzes sample responses from teachers who watched a video of a student, Rex, solving math problems. The best response focused on Rex's mathematical thinking by noting strategies he used and how to build on that thinking, while others focused more on teaching strategies or Rex's emotions.
This webinar provided an overview of the 3rd grade CCGPS Unit 1 on number and operations in base ten. It discussed the big ideas of developing a deep understanding of place value and its usefulness in estimation and computation. Resources on teaching strategies, examples, assessments, and professional development were provided. Participants were encouraged to read the standards and unit, discuss them with colleagues, and provide feedback on the wiki page to help improve future webinars.
How'd you do that? Long Beach Presentation for ITCkfrisch
This is my powerpoint presentation from the 2012 ITC National Conference in Long Beach, CA on eLearning. The presentation was titled, "How'd You Do That? Tips and Tricks that might account for my 95% retention rate. Slides have more data on them then I'd like, but I tried to provide you with just the right amount of information to match what I talked about in the presentation itself. Thanks!
How to Increase Engagement in Online Math Classes to a Level You Never Though...FredFeldon1
This document discusses strategies for increasing student engagement in online math classes. It begins by addressing common fears instructors have about teaching online and emphasizes redefining the instructor's role from lecturer to coach. Five key strategies are presented: 1) maximize student-student interaction, 2) intervene early with students who are struggling, 3) include non-routine questions and discussion prompts, 4) teach students how to communicate mathematically online, and 5) include synchronous activities using video conferencing tools. The document provides examples and resources to implement each strategy. The overall message is that with the right approaches, engagement and outcomes can be improved compared to traditional expectations of online math instruction.
This is a talk I gave last week in Toronto that was geared towards discussing PBL Math with parents and answering some of their questions about the pedagogy.
The document discusses creating an inclusive community for all learners in mathematics. It emphasizes three key aspects of establishing belonging in math classrooms: interpersonal supports, curriculum, and instructional techniques. Specifically, it states that while interpersonal relationships are important, teachers must also design instructional approaches and choose tasks that provide opportunities for students to experience mathematical belonging. These include using problems that students can relate to their own lives, lowering barriers to entry, allowing multiple solution pathways, and not restricting students' thinking. The goal is for all learners to feel like accepted members of the classroom community and to have opportunities to successfully engage with meaningful mathematics.
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.
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.
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.
This document provides an introduction to teaching math to adult students. It discusses that adult students are self-directed learners who decide their own level of participation. It also addresses common challenges like "math phobia" and offers tips for instructors to help mitigate fears and promote collaborative learning. The document outlines characteristics of learning disabilities in math, known as dyscalculia, and resources to assist learning disabled adults.
Introduction to Teaching Math to Adult Students in Basic EducationRachel Gamarra
Teaching math to adults is different from teaching math to children. Volunteers in adult education programs will learn how to manage the challenges, implement new ideas, and find resources for their math challenged students. NOTE: Original formatting may have been altered during the upload process.
The document provides information about several online math resources for teachers:
- FinLit101 is a free online financial literacy resource for high school students available in English and French. It has interactive modules that teachers can use or assign for student work.
- Links are provided to online math games that can be played on Pi Day to celebrate mathematics.
- Upcoming virtual Pi Day activities hosted by the University of Saskatchewan's Department of Mathematics and Statistics are announced.
This document provides information about a teacher's classroom. It includes sections on activities, the teacher's background, the importance of reading, math resources, blogging, classroom management strategies, homework policies, and ways for parents to stay connected including Remind, email, and the teacher's class blog. The teacher's goal is to promote independent reading and build students' intrinsic motivation to read outside of school.
GSU 1010 FALL SYLLABUS -- Business Ethics, Moral Markets, and GlobalizationHannah Spadafora
This document provides information for a new student orientation course at Georgia State University. It outlines the course details, expectations, and policies. The course will introduce students to campus resources and expectations for academic and personal success. It will also help students develop skills like time management, financial literacy, research skills, and presentation skills. Students will complete assignments, discussions, and activities individually and in groups. Regular attendance and participation are required to do well. The course promotes diversity and prohibits academic dishonesty. Students should review the syllabus carefully and contact the instructor if they have any issues meeting deadlines.
The document provides a marking rubric for assessing a student's ability to change a wheel on a car. It is divided into 3 criteria: time (worth 1 mark), safety (worth 3 marks), and use of tools (worth 2 marks). For each criteria, the rubric describes the requirements to achieve a 'Good', 'Very Good', or 'Excellent' score. It then shows how a student scored on this assessment - achieving 3/5 for time, 12/15 for safety, and 10/10 for use of tools.
The document discusses starting a mentoring program to help students who are struggling academically. It notes that 8% of students failed one class and 5% failed two or more in the first semester. Research shows mentoring programs can improve academic performance, work quality, attendance, and discipline. The proposed program would match weekly student mentors to help with homework, study skills, and be a positive influence. Next steps outlined are obtaining funding, recruiting mentors and students, training, matching, and evaluating the program.
105. Building a Better Tomorrow
Building a Better Tomorrow - how STEM and PBIS can close the gap for at-risk, minorities, and low-income students. Learn about innovative school-wide interventions and strategies to collaboratively build a better tomorrow by connecting community/business leaders, parents, students, teachers, administrators and local colleges.
Presenter(s): Jessica Schouweiler, Rosanna Whisnant, Ashley Pack
Location: Auditorium IV
This document provides resources for parents to help their children study and improve their grades including:
1) Websites that offer grade-level activities, practice tests, and tips for different subject areas.
2) Directions on how to access online resources through the child's school to find the right materials for their grade level and subject.
3) Suggestions for how parents can be more involved like communicating with teachers, providing materials, and encouraging regular study time.
Aswathy s online assignment- research in masthematics educationAswathySudhakaran
This document discusses doing mathematics research with students. It begins by defining mathematics research as the exploration of open-ended mathematics questions where students develop their own questions and approaches. The document then analyzes how research benefits students by helping them understand what it means to do mathematics, develop problem-solving and writing skills, and gain confidence as mathematical thinkers. It addresses that research is appropriate for all types of students and provides suggestions for teachers to get started with research in their classroom, including picking an accessible initial topic. The document provides guidance on supporting research in the classroom, including finding an external mentor, preparing students and parents, and balancing covering curriculum with allowing time for research.
The newsletter discusses mathematical processes and how they are important for teaching and learning mathematics. It focuses on communication, connections, representations, reasoning, problem solving, and technology. It provides examples of how to incorporate these processes in the classroom, including allowing students to communicate their mathematical thinking, highlighting connections between concepts, using representations to demonstrate understanding, and developing students' reasoning and problem-solving skills. The newsletter also includes information on enrichment opportunities for strong students and feedback strategies.
Fullerton College RSI Workshop Summer 2018Fred Feldon
This presentation discusses the importance of regular and substantive interaction (RSI) in online courses, as required by the Department of Education. It defines RSI as instructor-initiated interaction that is weekly, academic rather than administrative, and includes activities like discussion boards and video conferences that require student-teacher and student-student engagement. The presentation provides resources for developing good questions to encourage discussion and meets RSI guidelines, as federal funding depends on online courses meeting these standards.
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.
RSI: What Is It? And Why Does the DOE Care About It?Fred Feldon
This document contains the slides from a presentation given at the CMC3-South 2016 and 2017 Annual Spring Conferences. The presentation discusses topics such as RSI and why the DOE cares about it, examples of student electrodermal activity, quotes about teaching and learning, caveats about educational reforms, questions about online classes, definitions of terms from DOE regulations regarding distance education, ideas for promoting interaction and discussion in online courses, and sources of non-routine math problems. The presentation provides an overview of issues relevant to online education and strategies for engaging students in online courses.
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!
Working in math offers unlimited career potential across a wide range of industries. These positions are financially lucrative, offer personal satisfaction and abundant opportunities for advancement, and a very favorable hiring outlook.
MathAMATYC Educator Vol 6 No 2 Feb 2015: Technology--The Past The Present and...Fred Feldon
This document discusses the past, present, and future of technology use in mathematics education. It describes how technology has evolved from slide rules to calculators to computers and online learning. It discusses how organizations like AMATYC have recognized the importance of technology in teaching mathematics. It predicts that in the future, technology will increasingly replace direct content delivery, but human teachers will still be needed to foster engagement, provide individual attention, and create a supportive learning environment.
Boost Engagement: Include Academic Content in Online DiscussionsFred Feldon
The document discusses including academic content in online discussion boards to boost student engagement. It argues that discussion boards should be the "heart" of the online class as they encourage active student participation and learning. It provides tips for both professors and students on making the most of discussion boards, such as having students upload images of their work, using equation editors and screen capture software to share academic content. The goal is to duplicate the rich classroom experience and build community through substantive discussion online.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Setup Warehouse & Location in Odoo 17 Inventory
Increase Engagement and Authentic Assessment in Online Classes
1. Increase Engagement and Authentic
Assessment in Online Classes
Overcome students’ predilection to passivity,
create a pathway to equity and develop
confident, motivated students
By Fred Feldon, Professor of Mathematics, Coastline College
February 15, 2022
4. The Biggest Fears About Engaging Students Online
• I can’t see their faces
• I can’t call on students
• I can’t do group work
• There’s no whiteboard
• I can’t communicate using discipline notation
• Students can’t communicate using discipline notation
• I have to water down the material
• I have to do Zoom meetings
• No one’s gonna attend my Zoom meetings
• No one’s gonna participate in my Zoom meetings
• I can’t chat with students one-on-one
• I can’t cover all the material
• They’re gonna drop/fail
• My success rates will go down
• They’re gonna cheat with online exams
6. Learning results from what
the student does and
thinks… Our job is to create
the conditions that prompt
students to do the work of
learning.”
-- Herbert Alexander Simon, 1916-2001
7. The Holy Grail
“Getting students to interact with one
another, instead of responding individually
to the instructor, might be the holy grail of
class discussion.”
David Gooblar, University of Iowa, The Chronicle of Higher Education,
November 5, 2018, https://www.chronicle.com/article/The-Holy-
Grail-of-Class/245009
8. Nicholas Bloom, Professor of
Economics, Stanford University,
2022
https://www.kqed.org/
mindshift/54486/how-
collaboration-unlocks-
learning-and-lessens-
student-isolation
9. NYU Steinhardt Zoom Active Learning Activities
• One Minute Paper
• Muddiest (or Clearest) Point
• Clarification Pause
• Chat Bowl
• DIY Quiz Questions
• Turn and Talk
• Show and Tell
• Two Truths & a Lie
• Jigsaw Group Discussion
• Can I See Yours
• Cooperative Groups
• Active Review
• Think, Pair, Share
• Games (e.g. Jeopardy)
• Interview Reports
• Guest Presenters
https://sites.google.com/nyu.edu/nyu-steinhardt-
toolkit/instructional-activities/zoom-activities
11. “Fred, get your butt on
Twitter and Facebook!”
Maria Andersen to Fred Feldon, 2006
Where Do I Get Ideas From?
12. • Peter Keep @MathProfPeter
• Kelly Spoon @KellyMSpoon
• Melissa D @Dean_of_Math
• Mashup Math @mashupmath
• Jay Chow @mrchowmath
• Peter Liljedahl @pgliljedahll
• NCTM @NCTM
• MAA @maanow
• AMS @amermathsoc
• AMATYC @MathAMATYC
• Sunil Singh @Mathgarden
• Jim Noble @teachmaths
• Michelle Pacansky-Brock @brocansky
• Maths Jam @MathsJam
• NRICH Maths @nrichmaths
• Desmos.com @Desmos
• Dan Meyer @ddmeyer
• Luke Walsh @LukeSelfwalker
• The Carnival of Math @CarnivalOfMath
• Numericalguy @numericalguy
• Media4Math @media4math
• Fraction Talks @FractionTalks
• TED-Ed @TED_ED
• MindShift @MindShiftKQED
• Mathgrrl @mathgrrl
• MathFeed @MathFeed
• EdSurge Higher Ed @HigherEdSurge
• Online Learning Consortium @OLCToday
• Francis Su @mathyawp
• James Tanton @jamestanton
• Howie Hua @howie_hua
• Vi Hart @vihartvihart
• Philip Uri Treisman @uritr
• Jo Boaler @joboaler
• Annie Murphy Paul @anniemurphypaul
• Sara VanDerWerf @saravdwerf
• Robert Kaplinsky @robertkaplinsky
• Rob Eby math dude @RobEbymathdude
• Alice Keeler @alicekeeler
• Alexander Bogomolny @CutTheKnotMath
• TPSE Math @tpsemath
• WODB? Math @WODBMath
• Explore MTBoS @ExploreMTBoS
• Open Middle @openmiddle
• MSRI @mathmoves
• Karen Costa
@karenraycosta
• Keith Devlin
@profkeithdevlin
• Eric Mazur @eric_mazur
• Fawn Nguyen
@fawnpnguyen
• Math Prof
@mathematicsprof
• Tim Brzezinski
@TimBrzezinski
• Citizen Math
@citizen_math
• Math for America
@MathforAmerica
• Center of Math
@centerofmath
• Chronicle of Higher
Education @chronicle
• Republic of Mathematics
@republilcofmath
19. Intervene Early
“Not taking early action to help
struggling or procrastinating students
could have dire consequences for their
performance.”
Detecting and Intervening When Students Procrastinate: New Data
for Instructors, McGraw Hill White Paper Series 2022,
https://info.mheducation.com/Procrastination-White-Paper.html
21. Intervene Early
“Dear Students -- How are you? The first week of class ends on
Sunday. If you received this email, it means you have not yet
submitted or not yet passed any assignments in the class. State law
requires professors to drop students who are No Shows or Inactive.
You are in danger of being dropped from the class. I’m trying to
prevent that. Be sure to submit at least the first homework
assignment with a grade of C (70%) or better as soon as possible. If
you have any questions, please post a message on the Discussion
Board. I check it every day. I or another student will reply right
away. We’re all here to help each other. Good luck. I’ll see you
online! -- Your Instructor, Fred Feldon, ffeldon@coastline.edu
22. Intervene Early
“Dear Students -- How are you? The second week of class is now half
over. If you received this email, it means you have NOT yet submitted or
NOT yet passed any assignments in the class. As I mentioned last week,
State law requires professors to drop students who are No Shows or
Inactive. Therefore, you’ve been dropped from the class.
Having said that, it’s not too late. If you’d like to catch up and be
reinstated in the class, send me an email. I’ve built a lot of flexibility into
the class. You can catch up without losing any points. Or just remain
dropped from the class and try again another semester. Let me know
what you decide, and if there’s anything I can do to help. I look forward
to hearing from you! -- -- Your Instructor, Fred Feldon,
ffeldon@coastline.edu
25. “Inferential analysis showed a significant
impact on community college math course
grade success when ADI was implemented
while controlling for gender, ethnicity, and
cumulative GPA.”
Affective Domain Intervention and
Its Impact on Community College Success in Math
Dustin Silva, EdD, College of the Canyons, Univ. of La Verne, May 2020
https://www.proquest.com/openview/5af6fef9a34ed4efbe63905d83618ddc
26. Randomized experiments have found that seemingly
“small” social-psychological interventions in
education—that is, brief exercises that target
students’ thoughts, feelings, and beliefs—can lead to
large gains in achievement and sharply reduce
achievement gaps even months and years later.”
Yeager and Walton, Review of Educational
Research, p. 267, June 2011
27. Fred’s 25+ (Now at 44!)
Open-Ended Discussion Prompts
https://docs.google.com/document/d/1AnFLJuPeTwOKKb2YyB0-V2wlIbX4xupsOWwmDMZAixs
29. “Avoid the bulimic* method of education…”
*Overeating, followed by vomiting -- Dr. Stuart Firestein, 2013,
https://www.ted.com/talks/ stuart_firestein_the_pursuit_of_ignorance#t-876778
30. Questions With a Low Floor/High Ceiling
Questions that stretch your conceptual knowledge…
31. Questions With No One, Right Answer
Questions That Aren’t “Googleable,” that engage
Bloom’s Higher Order Thinking Skills (HOTS)
32. A green square is 8 cm on a side. Determine
the area of a red square if a blue circle fits
exactly into the green square and the red
square just fits inside an orange circle, two
of which just fit into the blue circle.
Questions That Are Fun!
33.
34. Sources for Non-Routine Problems That Stimulate Discussion
Books
Math Contests Grades 4-6, 7-8 and Algebra, by Conrad & Flegler, Math League Press
Math Contests High School, by Conrad & Flegler, Math League Press
Can You Solve My Problems? By Alex Bellos Math Puzzles Vol. 1, 2 and 3 by Presh Talwalkar
Principles to Actions: Ensuring Mathematical Success for All, NCTM
The Scientific American Book of Mathematical Puzzles and Diversions, by Martin Gardner
What Students Abroad Are Expected To Know About Mathematics: Exams from France, Germany and Japan
Empowering Students by Promoting Active Learning in Mathematics, NCTM
Challenging Math Problems, by Terry Stickels
Websites
http://mathforum.org/problems_puzzles_landing.html http://blog.mrmeyer.com
http://cemc.uwaterloo.ca/resources/potw.php http://donsteward.blogspot.co.uk
http://www.mathleague.com https://ed.ted.com https://www.facebook.com/graphsintheworld
https://www.mathcounts.org/resources/problem-of-the-week http://www.onetwoinfinity.ca
https://www.math.purdue.edu/pow https://mindyourdecisions.com
http://orion.math.iastate.edu/ehjohnst/PoW/PoW.html
http://www.numberphile.com http://www.openmiddle.com
http://www.sixtysymbols.com http://www.estimation180.com
http://mathmistakes.org https://twitter.com/ExploreMTBoS (Math Twitter Blogosphere)
http://www.sciencealert.com https://twitter.com/MathVault
http://www.iflscience.com http://wodb.ca (Which One Doesn’t Belong)
http://www.ted.com http://www.visualpatterns.org
http://www.smartereveryday.com http://mathquest.carroll.edu/
https://www.youtube.com/channel/UC1_uAIS3r8Vu6JjXWvastJg (Mathologer)
Journals
Journal for Research in Mathematics Education, NCTM
Mathematics Teacher, Monthly Calendar Problems, NCTM
Mathematics Teacher Learning & Teaching PK-12, Problems to Ponder, NCTM
By Fred Feldon
Coastline College
https://www.screencast.com/
t/I2QXaKYgCyQx
37. Digital Tools for STEM Professors
Computer Tablet with apps such as OneNote,
Evernote, Nebo, FluidMath, ScrbleInk, Journal,
Xournal − to copy, paste, annotate, etc.
Microsoft Surface
40. Students write their work by hand and send you a
multi-page PDF file using a free mobile scanning app
See video https://youtu.be/UkYlGa3y4tk
*CamScanner, Microsoft OfficeLens, AdobeScan, Evernote, Abbyy FineScanner
41. Students use thick Sharpie pens to write
with, hold their paper up to the web cam
“Graph this parabola and
show me the vertex.”
42. Students show work using markers and an individual
mini-whiteboard. Hold it up to their webcam.
$10-15
43. Students can use screen capture software
to embed HTML code or an image into the
body of a Discussion Board message
45. Replicate the Classroom
Synchronous times for students getting together can
replace face-to-face classes, with students required to
attend. They might push back in the beginning, but then
they end up enjoying it.
46. Tips for Success, Equity and Inclusion
• First day of class post schedule of meetings and explain:
“Under federal code of regulations, instructors are required to verify
the identity of students who participate in the class. Appropriate
methods such as webcams, microphones and electronic proctoring of
exams may be required.”
• Allow opt out of webcam on a case-by-case, meeting-by-meeting basis
• Schedule meeting dates and times at your convenience. It’s impossible to
satisfy everyone: 5 mid-week evening Zoom meetings 7:30-8:30 pm every 2-
3 weeks or so worked for me
• Record the meetings so students who miss it live can watch the recording
• Show up 15 minutes early to greet students
• Don’t try to cover or teach everything—content is everywhere (see next
slide); preload content you know students struggle with the most (use IA)
• If time ends, use discussion board to follow up so everyone can benefit
• Participation in these meetings and discussion boards is 15% of their grade
in the class
• Contact every student who missed a meeting and didn’t watch the
recording
48. A Few Tips for Breakout Rooms:
• Before breaking students into groups give them a
couple minutes to think deeply about the problem and
make notes, otherwise they may have nothing to
contribute to the group
• If asking for a response in the Chat, tell students to
begin typing but do NOT hit Enter until you give the
signal, to eliminate a “conga line” of responses that is
students just copy each other
• Hop in and out of the small groups to gather
information on what your students are thinking; ask
them to SHOW YOU what they’re working on
54. 1 Maximize student-to-student interaction
2 Intervene early: 80/20 Rule, affective domain
3 Include non-routine questions and discussion
prompts
4 Teach students how to communicate online using
discipline notation
5 Include synchronous activities with microphones,
webcams, and the appropriate use of breakout
rooms