amatyc ignite 2013 second half
DESCRIPTION
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!TRANSCRIPT
Bringing the Real World into a Hybrid Statistics ClassAdam H. LittigLos Angeles Valley [email protected]
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!
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.
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…
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!
Actual Student Comments๏ A huge tax was added to cigarettes to get
people to stop smoking, but that didn't really work.
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.
Actual Student Comments๏ Are we going to start taxing everything
that we think is bad?
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.”
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.
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…
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...
Actual Student Comments๏ So I went online and did a little research
on the statistics of obesity among kids. Obesity has apparently been decreasing.
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.
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?
Actual Student Comments๏ “According to a University of Colorado
study, the introduction of HFCS 20 years ago coincided with the start of a two-decade rise in national obesity.”
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…
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.
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.
Shock and Awe!๏ No two discussions groups are the same.
๏ Expect to be surprised!
๏ You might learn something too…
“…And Equal Participation for
All”Using Interaction to Reinforce Concepts and Metacognition in
Mathematics Classes
Fred FeldonCoastline CC
“The best thing to learn first ishow to learn.”
Keep students engaged
Increase Metacognition
Point Your Students
to the Video Series:
“How to Get the
Most
Out of Studying”
by Stephen Linn
Chew
www.samford.edu/
how-to-study
“There must be far less telling on the part of the teacher, and far more doing on the
part of the student.”
Jean Piaget
Check This Out:
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????
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
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
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!
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
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
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 studentsat random
The Big Question:How do I replicate this
interaction online?
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
Some Possibilities:
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
r1 r2
Which is bigger, one-half of a small pizza, or one-fourth of a large? Explain your
answer.
Some Possibilities:
-- Michael Tsiros, Marketing Professor, University of Miami School of Business, 9/1/2012
Full article at http://www.twincities.com/ci_21446847/bad- math-skills-cause-customers-miss-bargains-study
Which is better? To get 1/3 Off the price of an item? Or 1/3 More for
the same price? Explain your answer.
Some Possibilities:
Which of these are Correct Rules and which are Mal-Rules? Explain your answer. You may give examples.
• More at www.slideshare.net/ffeldon/ cmc-fall-2012-give-it-all-you-got
Thank You
This presentation is available to download at
http://www.slideshare.net/ffeldon
WWMFTD:What Would MyFitness Trainer Do?
Rebecca SchantzInstructor, MathematicsSt. Louis Community College – Wildwood
Well, another dayhas passedand I didn’t do a
DEADLIFT once.
Well, another dayhas passedand I didn’t do a
DEADLIFT once.
WHAT I’VE DISCOVERED
Fitness Trainer: Client
asTeacher: Student
Have a vision/goal.
Have a vision/goal.
Measure often; mark your milestones.
Measure often; mark your milestones.
Get your money’s worth; If you cheat, you’re only cheating yourself.
Change it up, step it up, compete withthe best!
Have a support system.
“Look for the helpers.” - Mister Rogers
Send reminders, motivations!
Be prepared.
Learn properly, fromtheexperts.
When it gets rough, just remember: it’s temporary.
Take your glasses off.
Take your glasses off.
Thank you! And remember :
You can find me on Pinterest underBecky Schantz Teaching Tool Faves
boardand Twitter @isntmathtweet
Photo taken after AMATYC 2012
Coaching Your Math Class๏ Nancy Che Mahan
๏ Santa Ana College
๏ www.nancychemahan.blogspot.com
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
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
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
My 2 main tools…
My 2 main tools…
Passion
Values
ENFJ Personality
Experiences Community
Pain
…Stories
Dear Class,
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.
Reflection “Test Analysis”
Self Analysis
Otherwise, we live in a pattern of repeated cycles and we can get stuck.
Reflection allows us to have an opportunity to celebrate or grieve, to correct bad habits, to renew our vision for ourselves, and also to re-align ourself for what’s coming up next.
The Power of a Thought Be Aware of our thoughts & its affect
Identify Negative verses Neutral
Intervene our Thoughts
Utilize Your Resources
Amazing things can happen when you look outside yourself and utilize the resources around you.
Look Beyond the Mundane
Enjoy the Journey
Other Study Skills Time Management
Grade Check Up
Classroom Behavior
Preparing for an Exam
Test-Taking Skills
Why do Homework?
Successful Student Behavior
Etc.
Teacher’s Evaluation
Community College
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
Nancy’s Morphing Job Title:
Math Instructor & Math / Life “Coach”
Passion
Values
ENFJ Personality
Experiences Community
Pain
…Stories
Morphing your role…to become more like YOU
Collaboration๏ www.nancychemahan.blogspot.com
๏ Label: “Math”
“Flipping the Grading”
Lawrence PerezSaddleback CollegeAMATYC 2013
Improving Student Learning throughSelf Assessment
Thirsty?
Feedback
Device orSignalConceptualization
of Message
Form ofMessage
Perception andInterpretationof Message
Conceptualizationof Message
Encoder
DecoderReceive
rChannel
A Communications Model
Bagin, D., Gallagher, D., & Moore, E. (2007). The School and Community Relations (9th ed). Boston, MA: Pearson Publishing
Source
Feedback
Device orSignalConceptualization
of Message
Form ofMessage
Perception andInterpretationof Message
Conceptualizationof Message
Encoder
DecoderReceive
rChannel
A Communications Model
Source
Instructor Math Language Individualor Media
CommonMath Language Student
Source
Feedback
Device orSignalConceptualization
of Message
Form ofMessage
Perception andInterpretationof Message
Conceptualizationof Message
Student Learning Environment
Instructor Math Language Individualor Media
CommonMath Language Student
Encoder
DecoderReceive
rChannel
A Communications Model
Source
Feedback
Device orSignalConceptualization
of Message
Form ofMessage
Perception andInterpretationof Message
Conceptualizationof Message
Student Learning Environment
Instructor Math Language Individualor Media
CommonMath Language Student
Encoder
DecoderReceive
rChannel
A Communications Model
Message
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.
MetacognitionThinking about thinking.Having students grade their own work may make them more aware of what they really don’t understand.
“Flipping the Grading”Take Home Quiz with Self Assessment
ExtensiveTake Home
Quiz
Students are given the quiz solutionsto correct the quiz.
Next, they completea self assessmentsurvey and give itto the instructor.
DaysLater
Instructor grades the students’ self assessment.
Student Self Assessment Samples
Student thinks about a test taking strategy.
Student Self Assessment Samples
Student acknowledges dependency on class notes and become aware of a specific skill that needs improvement.
Student Self Assessment SamplesStudent reflects on the homework sets from the text and becomes more aware of specific types of problems that are challenging.
“Flipping the Grading”Exam Corrections with Self Assessment
In ClassExam
Students are giventhe exam solutions
to correct the exam.
Next, they completea self assessmentsurvey and give itto the instructor.
Instructor grades the exam.
Instructor grades the students’ self assessment.
Traffic Light Self Assessment
Traffic Light Self Assessment
Message
A LOOC Becomes a MOOC: CCCOnline's Math Assessment Prep Course Erica Marlys [email protected]://ccconline.org/articles/Math_MOOC
What?๏ Math Assessment Prep MOOC
๏ FREE
๏ Not for credit
๏ Not graded
Don’t be afraid! Let’s meet the MOOC!
Who?๏ CCCOnline Math
๏ Erica and Terry along with CCCOnline staff
๏ Created for CCCS students and everyone else
Erica, Terry and Affy
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!)
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.
When?๏ Summer 2013: July 1 – August 9
๏ Fall 2013: October 7 – December 14
๏ Spring 2014: January 20 – May 13
October 7 – December 14
Where?๏ Cyber-space
๏ D2L Open Courses Shell
๏ CCCOnline
๏ Online Tutoring Lab
CCCOnline “Course”
How? The Nuts & Bolts๏ Desire2Learn Open Course shell
๏ NROC Content
๏ Facilitated Discussions
๏ Unit-Content Map
NROC Virtual Classroom
What units to study?
But really, how?๏ Diagnose
๏ Unit Map/My Learning Path
๏ Study
๏ Practice
๏ Review
๏ Master!
And now for something fun…๏ Videos by CCCOnline faculty and staff
๏ Fun breaks (Dr. Michio Kaku youtube videos)
Hippos?
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!)
What next?๏ Current MOOC offering
๏ Data collection/Surveys
๏ Spring 2014 MOOC
๏ Summer 2014 MOOC
๏ Every semester thereafter
๏ Peer tutors?
๏ More personality? Yes, please.
Want more information?๏ Register now!
http://ccconline.org/articles/Math_MOOC
๏ Erica Hastert, Associate Dean for Math, [email protected], 720-858-2334
๏ Terry Reeves, Academic Dean, [email protected], 720-858-2215
๏ Tonia Lock, Dev Ed Math Program Chair, [email protected], 720-858-2273
๏ Your Stat Class is a FREE Resource for Help Learning Elementary Statistics!!
๏ FREE Lectures!! FREE Statistics Book!! FREE Videos!! FREE Practice Problems!!
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?
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
A Full Course Curriculum๏ The content on the site is equivalent to
a first semester elementary statistics course.
Textbook Homework Videos Tests Final Exams
Textbook
๏ Descriptive Statistics
๏ Probability
๏ Confidence Intervals
๏ Hypothesis Testing
๏ Correlation
๏ Regression
๏ ANOVA
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.
Videos
Videos
Homework
Tests and Final Exams
Tweet Us for Help!
Tweet Us for Help!
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.
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.
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.
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.
Website
www.yourstatclass.com
www.twitter.com/yourstatclass
YouTube
www.youtube.com/user/YourStatClass
Don't Let Verifying Trig Identities Die!
Breathe new life into trigonometric functions with Jigsaw and Boardwalk Models
JigsawUses:
๏ Divides multiple tasks into smaller tasks
๏ Opportunity for a problem solving session
๏ Break down barriers between students
JigsawUses:
๏ Promotes active learning
๏ Engages students in discussion
๏ Reveals understanding and misconceptions
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
Guided practice as a class…all the steps are here…Place the strips on document camera and figure out the first step.
Find the initial statement to verify.Verifying can be tough. Many students don’t know where to start!
Choose a side to work.Often the more complicated side, but not always…
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.
Keep the end in mind…Use Ratio Identities to rewrite
Verify that the left side is the same as the right sideShow an identity such as 1=1 or x=x. In this case, tan x = tan x.
Conclude the verification complete. Use a therefore statement to finish what you start.Show the first and last statements are the same
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
Find the initial statement for the verification
Choose a side to work
Think LCD keep working until…
the verification is completed
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.
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
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
Using different colors of paper makes it easy to see the verifications are not the same
Boardwork ModelsBreathe new life into trigonometric functions with Jigsaw and Boardwalk Models
Boardwork Models
Uses:
๏ Assist student in organizing work
๏ Facilitate understanding of process in mathematical problems
๏ Promotes problem solving strategies
Boardwork ModelsUses:
๏ Asks student to reflect on connections and prior knowledge
๏ Help to “chunk” different approaches to problems
๏ Check for understanding
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
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.
BOARDWORK MODEL FORMATS
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.
Format 1- Four ColumnsPrerequisites Mathematical
stepsMathematical Narrative
Example or “What I need to work on”
Format 2- Two ColumnsMathematical steps: Simplify, Evaluate, Verify, or Solve
Narrative of Mathematical Steps
What I need to know
What I need to work on
Format 2- Focusing on top row
Mathematical steps: Simplify, Evaluate, Verify, or Solve
Narrative of Mathematical Steps
Format 2- Focusing on bottom row
What I need to know
What I need to work on
Requires student reflection
What I need to work on
Varies depending on individual student need but must write something…
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
You try…Verify the following identity using a Boardwork Model
Now turn the Boardwork model into a Jigsaw!
Shelly Ray Parsons, PhDAims Community CollegeDirector of Academic AssessmentandProfessor of Mathematics