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![CAP Math Guidance Memo
August 2018
“Develop concurrent support courses…
[and] integrate intentional strategies,
classroom policies and activities to
address the affective side of learning.”](https://image.slidesharecdn.com/capconferencesacramentofeb2020-200225000321/75/ZOOM-Your-Way-Into-Online-Corequisite-Support-26-2048.jpg)
Uploaded byFred Feldon
ZOOM Your Way Into Online Corequisite Support
The document discusses the implementation and benefits of online corequisite support for college-level mathematics at Coastline College, emphasizing its high success and retention rates since 2019. It outlines various teaching strategies, the importance of addressing the affective domain in learning, and the need for synchronous activities to enhance student participation and learning outcomes. The presentation further offers tips for faculty on teaching online courses effectively, encouraging faculty development, and emphasizing the role of empathy and community in the learning process.
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ZOOM Your Way Into Online Corequisite Support
- 1. ZOOM Your WayInto Online Corequisite Support By Fred Feldon Coastline College California Acceleration Project (CAP) 4th Annual Conference Sacramento, CA February 27-29, 2020
- 2. This presentation isavailable at http://www.slideshare.net/ffeldon
- 3. What? Teaching College-LevelMath to Underprepared Students — Online? Are You Kidding Me?
- 4. AGENDA • Coastline isa leader in online teaching and learning • What Coastline is offering for online coreq’s • Why offer online corequisite support • Why would faculty want to teach online support classes • Tips for teaching a quality online course • Tips for teaching a quality online coreq support course • Why add a synchronous component in an online course • Tips for successful synchronous activities
- 5. Coastline’s Math Department is85% Purely Online With High Rates of Success and Retention
- 6. Offering since Spring2019 per semester: • Two Sections of College Algebra With Support (both Online, 6 Units ea) • Five Sections of Introduction To Statistics With Support (1 Onsite, 3 Online, 6 Units ea)
- 7. College Algebra Textbook withCorequisite Solution, Pearson MyLab Math Course Management System with Integrated Review Introduction to Statistics Online Educational Resource (OER) Zero-Cost Textbook Course Material
- 8. Our Version ofDefault Placement Rules Adapted from CCCCO Memo July 11, 2018 …and Guided Self Placement (GSP)
- 9. Pedagogy for OnlineSupport Courses: • Cohort model • 2 units • Enrollment Cap 40 students • Separate CRN’s and separate grades • FT faculty create course templates • Professional development & communities of practice • Required for faculty who teach support classes • Pay faculty who participate in PD • Include affective domain in the training and classes • Involve college alert and support systems
- 10. Why Offer OnlineCoreq Support? • Better access to classes which fit students’ schedule • Students self-select into that mode of delivery • Online format fosters more independent learning • Instructor able to give more attention to some students who might otherwise be ignored • Students schedule study time at their convenience, with less distractions and more concentration • Students can interact with anyone, any time, rather than just who they sit next to in class.
- 12. Why Would FacultyWant To Teach Online Coreq Support Classes? • Increased flexibility • Teach from any location, any time • Online format fosters more independent learning • Anonymity of the Internet: Everyone is equal
- 13. “On the Internet,nobody knows you’re a dog!”
- 14. Why Would FacultyWant To Teach Online Coreq Support Classes? (Cont’d) • Feeling of community is possible! • Equally rewarding and enjoyable • Number of students reached individually increases • Students can collaborate easier • Students do more on their own—the role of authority is more spread out
- 15. Why Would FacultyWant To Teach Online Coreq Support Classes? (Cont’d) • Assessments (homework & quizzes) are interactive and scored automatically, saving time • Changes to course can be made in real time • You have time to think and research before answering questions • Students expect more technology from higher education to replicate the real world • Amount of voicemails decrease • Interaction can and should replicate in-class discussion • Supplemental and enrichment material can be more timely
- 16. A Few Tips •Use a Tablet PC
- 17. Use SnagIt tocapture embed HTML code, then paste image into the body of a message on the Discussion Board:
- 21. A Few Tips(Cont’d) • Use a Tablet PC • Discourage the use of email: encourage use of Discussion Board “That’s a great question! Could you do me a favor? Other students may be wondering the same thing. Could you please post it on the Discussion Board? That way, we can help everyone. I or another student will reply right away. Thanks. I appreciate it!” • Your first priority is discussion (before email) • Teach students to communicate mathematically • Demonstrate the behavior you want students to emulate • Lure students to Discussion Board • Welcome videos and emails • Frequent low-stakes interaction, practice and feedback • Proactive, specific feedback: struggling students, high achievers, etc.
- 22. A Few Tips(Cont’d) • Be flexible; allow students to work ahead or catch up if they fall behind • Drop No Shows and Inactive students but allow them to catch up and be reinstated in the class • Maintain academic quality and rigor (same as onsite classes) • Exams MUST be Proctored, show ID, show your work, and worth a significant percentage (2/3 or more) of their final course grade • Create and randomly distribute multiple forms of the exams • Consider individuals who may need to finish late (give them an F then change their grade later) • Give assignments that are peer evaluated • Ask students to explain their thinking, justify their answers; ask frequent open-ended questions that may not have one, right answer* *More on this later…
- 23. A Few Tips(Cont’d) • Supplement and enrich the course with instructor-created material • Personalize the course with your voice, with videos, with your hobby, background, interests, sense of humor, etc.
- 24. What Makes aGood Online Support Course? • All the above PLUS • Concurrent enrollment of cohorts in transfer courses • Low-unit concurrent support (one- to two-units) • Backwards design and just-in-time remediation (JITR) • Help accelerate acquisition of college-level skills • Integrate academic affairs and student services (e.g. counseling, mentoring, and guidance to students’ goals) • Integrate intentional strategies, policies and activities to address the affective domain of learning • Include synchronous activities
- 25.
- 26. CAP Math GuidanceMemo August 2018 “Develop concurrent support courses… [and] integrate intentional strategies, classroom policies and activities to address the affective side of learning.”
- 27. fNIRS Significant Couplingsat 5 sec shift (FDR q < 0.01) Ref https://www.nature.com/articles/srep43293 Share Stories “When a person listens to or relates to another person the listener’s brain changes to mirror the other person’s brain. It’s called neural coupling. When you show empathy students feel trusted and valued. They engage at a higher level… They’ll work their asses off to not disappoint you!” Michelle Pacansky-Brock, August 23, 2019 https:// brocansky.com/2019/08/rigor-through-empathy.html
- 28. “Associating math withjoy instead of fear is surely one of our most important goals as teachers!” Dr. Jo Boaler, Professor of Mathematics Education, Stanford University. Visit www.youcubed.org for more info
- 29.
- 30. “The affective domainplays an undeniable role in education. The Maslowian hierarchy of needs put self-actualization on top of the peak. If our more basic needs aren’t met, there is no internal mechanism to reach our higher potential. Studies show a direct relationship between the stress response of the hypothalamic-pituitary-adrenal axis, leading to higher cortisol production and cognitive dysfunction, which are associated with lower levels of performance, information processing, memory and problem solving. Simply put—we do not think well when we do not feel well, and that ‘feel’ can be as much psychological as it is physiological. This interferes with a student’s ability to do well; the focus turns to perceiving the environment as hostile or apathetic. The functioning turns to survival mode, leaving little energy for higher critical or creative pursuits. We need to balance the affective with the cognitive to fully realize the essential goals of education.” Monica Bhattacharjee, Simon Fraser University, 2014
- 31. “High indices ofacademic failure in the area of mathematics demand the study of the influence of affective and emotional factors on mathematics learning. Such factors would well explain the anxiety pupils feel when faced with a problem to solve, their sensations of unease, of frustration, of insecurity, the low level of self-esteem that they experience, etc., which often prevent them from efficaciously and successfully tackling mathematics tasks. Affective factors determine the success and/or failure of mathematics learning. Promoting positive attitudes and beliefs in our pupils will be reflected in improved performance and expectations of achievement. There is a need to foment collaboration between educational psychologists and mathematics teachers in the affective domain field, given its influence on the quality of learning mathematics. The aim will be to improve attitudes, beliefs, and the emotional reactions that pupils experience when they are learning it.” Nuria Gil Ignacio, Lorenzo J. Blanco Nieto, and Eloisa Guerrero Barona, International Electronic Journal of Mathematics Education, October 2016. http://www.iejme.com/download/the-affective-domain-in-mathematics- learning.pdf
- 32. Randomized experiments havefound 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 student achievement and sharply reduce achievement gaps even months and years later. These interventions do not teach academic content but instead target students’ psychology, such as their beliefs that they have the potential to improve their intelligence or that they belong and are valued in school. David S. Yeager and Gregory M. Walton, Review of Educational Research, p. 267, June 2011
- 33. Publisher Materials EvenInclude Affective Domain!
- 34. Faculty May Resist AffectiveDomain Activities
- 35. Faculty May Resist AffectiveDomain Activities • It’s not my job. My job is to cover content • There’s no time to cover anything else • “Joy” should come from the inherent beauty of mathematics • This is college: it isn’t my job to teach study skills • Students should already know how to learn • Why should I bother to motivate students who have the potential to fail? • If a student fails it’s not my fault • This is going to fail anyway; soon we’ll be back to enforcing prerequisites • Assessing affective domain outcomes is difficult • I haven’t been trained to deal with affective needs • Let the counselors do it
- 36. What’s the remedy? •Education – Share articles on Bloom’s Taxonomy, Krathwohl’s Taxonomy of Affective Domain, Maslowian hierarchy of needs • Convince faculty that when classes don’t go well, seek out solutions in multiple domains • Students who take online classes have a higher success, transfer and graduation rate than students who take all face-to-face classes • The world is changing; students as learners are changing; our job as instructors is to keep up with this change • Teaching is no longer about the lecture; content is ubiquitous
- 37.
- 38. What’s the remedy?(Cont’d) • Form faculty learning communities; schedule brain-storming sessions • Share specific activities, lessons, and resources • Visit each others’ classes onsite and online • Include training in affective domain as part of professional development • Collect data • Spread the word to your students!
- 39. If You CanLearn This: …You Can Learn Algebra! “Success in math is much more a function of your study habits than your brain size. Good study habits are not rocket science. And don’t say it doesn’t make a difference unless you’ve tried them. See if short, regular study times, finding a study buddy or join a study group, attending every class, and keeping up with homework make a difference. Bottom line: Most students are way smarter than they think they are!” Maryellen Weimer, PhD, Professor Emerita at Penn State Berks, Faculty Focus, January 17, 2018
- 40. Sample Affective DomainActivities • Go to the CAP Math Facebook page • Join the Group • Type “box” in the Search field • Click on the link to the Box • Or go to https://bit.ly/2INfKCH • Open the Folder “Workshop Materials for Math” • Many, many activities are there!
- 41. CAP AB 705Implementation Workshop Fall 2018 Affective Domain DropBox https://app.box.com/s/o5zvmjor20247n8 sd98gnvkhsjg3d3jp
- 47. Include Non-Routine Questions InYour Class “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
- 48. Sources for Non-RoutineProblems 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 http://www.onetwoinfinity.ca https://www.mathcounts.org/resources/problem-of-the-week 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 Teaching in the Middle School, Monthly Palette of Problems, NCTM By Fred Feldon Coastline College https://bit.ly/2PiEKbk
- 49. Why Add SynchronousActivities To an Online Math Class? Your course might contain amazing instructional material. It’s not enough!
- 50. Why Add SynchronousActivities To an Online Math Class? Proven Success: “One of the most successful online education ventures to date, with a 96% completion rate!” • 100 students at a time • From 27 countries and 85 industries • 10 coaches • Digital tools include Slack, Zoom, WordPress • 4-Week classes • Students meet in real-time Tue/Thu/Sun • 3-5 hrs of work per day on top of their full-time jobs Medium: Interesting thoughts at the intersection of technology, psychology, and business, by Stephanie Habif, Sep 19, 2016
- 51. Why Add SynchronousActivities To an Online Math Class? “Synchronous times for students getting together is critical, and students are required to attend. People push back in the beginning, but then they do very well.”
- 53. I scheduled awebinar but: • No one had any questions • No one showed up • No one could agree on time/day • They didn’t use their webcam • Too many students had tech problems • They came late/left early • All I did was lecture; there was no interaction • I don’t know what hardware/software to use • I don’t know how to break students into groups • I don’t know how to write mathematical notation online
- 54. Up-Front Preparation: Divide thewebinar into thirds • First third (10-15 min): Any questions, comments or concerns? An ice-breaker (What city are you in? What’s the best thing that happened to you this week? Who or what is your support system if you have trouble with the Homework or Quizzes? What’s the worst/best experience you’ve had with math?) • Affective Domain topic
- 55.
- 56. Up-Front Preparation (Cont’d): •Second third (30-40 min): Interactively present and solve problems from topics you KNOW students struggle with! • Use fun and collaborative strategies such as Kahoot, Two Truths and a Lie, Breakout Groups, Professor Leaves the Room then returns and calls on a student at random, just as you do in the classroom! • Share your screen and use a Tablet PC to handwrite mathematics
- 57. Up-Front Preparation (Cont’d): •Second third (30-40 min): Interactively present and solve problems from topics you KNOW students struggle with! • Use fun and collaborative strategies such as Kahoot, Two Truths and a Lie, Breakout Groups, Professor Leaves the Room then returns and calls on a student at random, just as you do in the classroom! • Share your screen and use a Tablet PC to handwrite mathematics
- 58. Up-Front Preparation (Cont’d): •Last third (5 min): Any questions? • Closing remarks • Highlight, summarize, motivate, encourage, inspire! • Offer to stay behind for one-on-one time (you may continue, pause, or stop recording) • Post URL link to the recording w captions & chat text file
- 59. Students who missthe webinar watch a recording + post a summary of what was discussed with comments and feedback. Listed in the Schedule - Attendance Required!
- 60. Sample College AlgebraWeekly Webinar – Spring 2020 https://tinyurl.com/s9am3x6
- 61. Spring 2019 semesterwithout weekly webinars 23.5% success Fall 2019 semester with required weekly webinars 68% success! Bottom Line…
- 62. Thank You! ffeldon@coastline.edu This presentationis available at http://www.slideshare.net/ffeldon