1. Dealing with Different Levels of Academic Preparation Lara Pudwell Department of Mathematics February 13, 2008

2. Sudoku  Goal: Fill in numbers 1-9 so that No repeats in a row No repeats in a column No repeats in a 3x3 grid  For example…

3. Sudoku

4. Two Questions…  Sudoku was a task where you had different levels of background.  What did I do that was helpful?  What did I not do that would have helped?

5. Know Your Students!  Talk to other instructors and build on their experiences.  Solicit frequent student feedback. During class Pretest * Assignments Attendance Quizzes *  You can’t address diverse student needs until you know what those needs are!

6. The Pretest  Helps determine if students have the requisite knowledge to succeed.  After the pretest, be prepared to Advise students on other courses they may find useful. Provide supplementary material to address student needs.

7. Attendance Quizzes  Solicit student response at the end of every class. List key concepts/ideas from that day’s class. Summarize reading. Solve a relevant problem.  Attendance quizzes do not need to affect students’ grades; they give feedback to the instructor.  Contact students who have a common misunderstanding to address the problem quickly!

8. Lecture Teaching to weaker students: Pros: everyone can understand Cons: Most students will be bored Teaching to middle 40-60%: Pros: Maximize student understanding without causing boredom Cons: Can require more preparation for extremes of class Teaching to stronger students: Pros: No one is bored. Cons: Most students may fall behind.

9. Incorporating Variety  Using a variety of instructional methods and assessment techniques can Reach a greater cross section of students. Increase interest level of the class. Encourage students with their strengths and help them improve on weaknesses.

10. Gardner’s Multiple Intelligences

11. An example…  For learning the law of supply and demand in economics, students could… study mathematical formulas that express it (logical-mathematical) examine a graphic chart that illustrates the principle (spatial) observe the law in the natural world (naturalist) observe the law in the human world of commerce (interpersonal) read about it (linguistic) examine the law in terms of your own body [e.g. hunger vs. food supply] (bodily-kinesthetic and intrapersonal) write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?")

12. Alternate Classroom Techniques  Lecture  Student presentations  Peer teaching  Small group discussion  Demonstrations  Active Learning Activities  Debates  Role Playing  Games

13. Group Work  Similar groups: Prevent weaker students from “riding” on the skills of stronger students. May reinforce background divide.  Diverse groups: Allow stronger students to solidify knowledge by explaining to others. Encourage weaker students to ask questions they may be scared to ask you. Should be monitored to ensure that everyone is contributing.

14. Assignments for Diverse Classrooms  Divide reading into: Background reading (to review or acquire skills or knowledge to succeed in class) Basic reading In-depth reading (to gain further knowledge and understanding of course material)  Ask questions that require demonstration of understanding, not just repetition.

15. Providing Extra Resources  If you expect some students to complete an in-class task more quickly than others, be prepared with further questions that require more depth.  Know contact info for appropriate tutoring, learning centers, etc.  Make use of Sakai or other web resources to distribute remedial and enrichment material.

16. Class Policies  State the relevance of the course to students of ALL levels.  Give clear expectations of what it takes to succeed in your class.  Structure syllabus to be increasingly challenging. (Build confidence at the start to maintain interest.)  Have a grading policy that allows for recovery.

17. References  Armstrong, T. “Multiple Intelligences”, http://www.thomasarmstrong.com/multiple_intelligences.htm http://www.thomasarmstrong.com/multiple_intelligences.htm  Davis, B.G. (1993). Teaching academically diverse students., Tools for Teaching. (pp. 55-59). San Francisco: Jossey-Bass.  Univ. of Georgia, Center for Teaching and Learning, Fall 2007 newsletter, http://www.ctl.uga.edu/teach_asst/pdf/TANewsf2007.pdf http://www.ctl.uga.edu/teach_asst/pdf/TANewsf2007.pdf  These slides can be found at: http://www.math.rutgers.edu/~lpudwell/presentations.html