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Two different approaches to rapid implementation of IBL Jonathan Cox State University of New York at Fredonia October 11, 2014

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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

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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.

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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

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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

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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

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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.

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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.

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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”?

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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)

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History of Math: before

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History of Math: after

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History of Math: before

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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

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History of Math: Apparent results Noticeable positive difference Frustrations Time! Student perspective

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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

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Facets of the calculus experience 1.Voting questions and discussion

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A.True, and I am very confident B.True, but I am not very confident C.False, but I am not very confident D.False, and I am very confident

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Facets of the calculus experience 1.Voting questions and discussion 2.Group activities 3.Presentation problems 4.Example presentations

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Sample presentation example

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Facets of the calculus experience 1.Voting questions and discussion 2.Group activities 3.Presentation problems 4.Example presentations 5.Handouts 6.WebAssign

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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”.

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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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