amatyc ignite 2013 second half

Bringing the Real World into a Hybrid Statistics ClassAdam H. LittigLos Angeles Valley Collegelittigah@lavc.edu

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

ffeldon@coastline.edu

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

RSchantz@STLCC.edu636-422-2243

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

๏ NancyCheMahan@gmail.com

๏ 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

Larry PerezSaddleback College

LPerez@saddleback.edu

A LOOC Becomes a MOOC: CCCOnline's Math Assessment Prep Course Erica Marlys HastertCCCOnlineerica.hastert@cccs.eduhttp://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, erica.hastert@cccs.edu, 720-858-2334

๏ Terry Reeves, Academic Dean, terry.reeves@cccs.edu, 720-858-2215

๏ Tonia Lock, Dev Ed Math Program Chair, tonia.lock@cccs.edu, 720-858-2273

Your Stat ClassLatrica Williams

Associate Professor of Mathematicswilliams.latrica@yourstatclass.com

727-265-1950

๏ 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

Twitter

www.twitter.com/yourstatclass

YouTube

www.youtube.com/user/YourStatClass

Questions or Comments?

๏ williams.latrica@yourstatclass.com

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

shelly.parsons@aims.edu