Presentation on theme: "Two different approaches to rapid implementation of IBL Jonathan Cox State University of New York at Fredonia October 11, 2014."— Presentation transcript:
Two different approaches to rapid implementation of IBL Jonathan Cox State University of New York at Fredonia October 11, 2014
June 23-26 Inquiry-Based Learning Workshop at Kenyon College, Ohio Funding: Upstate NY Inquiry-Based Learning Consortium Dean of the College of Arts and Sciences IBL ↔ Inquiry-Based Learning ↔ Active Learning
Fears 1)I would do it wrong. 2)I would take an impossible amount of time to prepare. 3)I wouldn’t cover the needed material.
IBL articles Students’ Difficulties with Proof by Keith Weber Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School by Jo Boaler & Megan Staples The Coverage Issue by Stan Yoshinobu & Matthew G. Jones
IBL videos Michael Starbird “What Students Keep for Life: Elements of Effective Thinking” Sandra Laursen “What Has Ally Learned? Outcomes for Students and Teachers of IBL Mathematics Courses” Eric Mazur, “Confessions of a Converted Lecturer” http://www.iblworkshop.org/IBL_Videos.html
Lecture method & student attitudes Talking about Leaving by Seymour and Hewitt Why students leave Science, Math, and Engineering (SME) majors: 1.lack of/loss of interest in SME 2.non-SME major offers better education/more interest 3.poor teaching by SME faculty 4.curriculum overload, fast pace overwhelming
Conclusion Evidence! MOST students learn little to nothing from sitting there watching a professor do math. Lecturing may actually harm students in the “attitude toward mathematics” aspects. Even a partially developed or poorly designed active learning experience will be of more value to a class than a polished, logical, entertaining lecture.
Fears answered 1)I would do it wrong. 2)I would take an impossible amount of time to prepare. 3)I wouldn’t cover the needed material.
My IBL journey since The workshop: How to put the principles into action Target course: Geometry, Spring 2015 This semester: University Calculus I and History of Mathematics – incorporating active learning to the fullest extent possible – Hasn’t been easy; results not fully IBL – Why “rapid”?
History of Mathematics I recognized I wouldn’t be able to completely revise the course. I strategically integrated a few key elements of an active learning approach into my practice. – Took the content I already had in lecture form and turned much of it into worksheets (before & after)
History of Mathematics I recognized I wouldn’t be able to completely revise the course. I strategically integrated a few key elements of an active learning approach into my practice. – Took the content I already had in lecture form and turned much of it into worksheets (before & after) – Students volunteer to present solutions to some homework problems on the board. – Research paper
History of Math: Apparent results Noticeable positive difference Frustrations Time! Student perspective
University Calculus I Additional influence: JUMP Math method of John Mighton The course must start with an intuitive topic. Differentials! Significant revision of curriculum Course progression: Not entirely smooth – Merging back into the usual sequence of topics Great variety of aspects; “on the move” mentally
Facets of the calculus experience 1.Voting questions and discussion
Facets of the calculus experience 1.Voting questions and discussion 2.Group activities 3.Presentation problems 4.Example presentations 5.Handouts 6.WebAssign
Assessment of active Calculus so far I talk too much. Overwhelming! Progression through the material is much slower even than usual. – Suggestions are welcome. – I don’t want to “default to lecture”.
Wrapping up Participation scores in both courses Travelling across the IBL continuum Contrast between the two courses – History of Math: “poster child” – University Calculus I: Cautionary tale Overcoming perfectionist tendencies Overarching factor: The students are ACTIVE.
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