practical ways to implement inquiry-based learning ......practical ways to implement inquiry-based...

Practical Ways to Implement Inquiry-Based Learning Strategies in College Mathematics

Stan YoshinobuMathematics DepartmentCal Poly SLOstyoshin@calpoly.edu

Overview

1. Intro and Background Info2. IBL in a Nutshell3. An example to illustrate the big ideas4. Activity for Participants5. Outro

1 Intro and Background Info

Poll:

What math classes you are teaching now or in the fall?

IBL = inquiry-based learning

Doable, practical IBL methods

CBMS Active Learning Statement

Evidence suggests active learning levels the playing field for women, underrepresented students, increases pass rates

“It worked for me...”

2014-2015● 1.9 million bachelor's degrees conferred● 22,000 in math bachelors● 1800 PhDs in math (48% are US citizens/Permanent Residents)● 1 : 2100 PhD in Math : undergrad degree in Any Field● 1 : 24 PhD in Math : undergrad degree in Math

You’re peculiar!

The IBL Zone (oversimplified, not a ranking)

IBL is doable!

The many faces of IBL...

Math for Elementary Teaching

Math for Elementary Teaching

Students presenting proofs

Students presenting proofs

Math for Secondary Teaching

Calculus 1 working in groups

6th Grade

3rd Grade

The IBL Zone (oversimplified, not a ranking)

IBL is doable!

2. IBL in a Nutshell

Deep Engagement in Rich Mathematics

Opportunities to collaborate and discuss Math

IBL Framework: The Twin Pillars

Deep Engagement in Rich Mathematics

Opportunities to collaborate and discuss Math

Version 1 Version 2 Version NVersion 3

IBL Framework: The Twin Pillars

Many versions of IBL

Deep Engagement in Rich Mathematics

Opportunities to collaborate and discuss Math

Version 1 Version 2 Version NVersion 3

IBL Framework: The Twin Pillars

Many versions of IBL

Common to all IBL courses

Deep Engagement in Rich Mathematics

Opportunities to collaborate and discuss Math

Math TasksStudents Engaging in inquiry

Instructor:Facilitator, chooses tasks, coaches, mini-lecture,...

Twin Pillars

Deep Engagement in Rich Mathematics

Opportunities to collaborate and discuss Math

Math TasksStudents Engaging in inquiry

Instructor:Facilitator, chooses tasks, coaches, mini-lecture,...

Twin Pillars

Students doing the math!

Students doing the math!

Deep Engagement in Rich Mathematics

Opportunities to collaborate and discuss Math

Math TasksStudents Engaging in inquiry

Instructor:Facilitator, chooses tasks, coaches, mini-lecture,...

Twin Pillars

Students doing the math!

Students doing the math!

Instructor supporting students doing math!

Appropriate tasks

3. An example to illustrate the main ideas

Calculus 1

Context

1. 35 students2. First year students, did not pass AP Test3. Fixed, long department syllabus, textbook4. Very little instructor freedom5. Textbook: Thomas’ Calculus, 12th Ed

Main Idea Make a handout for each section with tasks replacing most/some lecture.

Think-Pair-ShareSmall groups

Instructor: (T-P-S) “Please think about #1… Check with your partner...”

Go over it together OR move on

Small group work

Instructor: Work with your partner for the next 5-6 minutes on #3.

(visit groups)

#4: Think-Pair-Share (First time through main idea, do it together.)

#5-8: Small groups. Instructor visits and checks in. “Show me what you tried… Have you thought of...”

Overview

1. Make handout instead of lecture notes. Reverse engineer using key ideas, examples and problems.

2. Send handout to students before class.

3. Mini lecture to introduce the main ideas (~5-10 min)

4. Mix TPS and small groups, as appropriate

5. Mix in whole class discussions as needed

6. Wrap-up at end of class

Other Critical Aspects

1. Deliberate emphasis on growth mindset. 2. Assignments on growth mindset, productive failure.

a. “The Five Elements of Effective Thinking” Burger, Starbirdb. Students watch several videos on growth mindsetc. Students turn in a 1-2 page reflection weekly

3. Work on student buy-in from day 1a. How did you learn how to do one of your hobbies?b. Emphasis on practice, asking questions, “being stuck is okay.”

4. Activity

4. Activity: Think Pair ShareElementary AlgebraSection 2.4 General strategy of solving lin eqns

Activity - take 1-2 minutes. Think about how to IBL-ize the material. Share via the comments or raise your hand.

1. 7x + 8 = -132. 5a + 3 = -573. 7x - 3 = 3x + 124. 2.4w + 12 = 3(-7.4 + 6.7w)

Typical problems from the section

5. Outro

Humanizing and validating your efforts...

Re-imaging heroes

Imagine what you want your students to retain 10 years after your course...

Student Quote:

“I’ve learned that failure is an important part of succeeding. Before, I would get frustrated and give up when I couldn’t solve a math problem. Now, when I’m working on solving a difficult math problem and I can’t get it right the first time, I’m not discouraged. I know now that failure is a step in the right direction.”

If you’d like to learn more about IBL..

IBL Workshop in July 2018 in LA

Come join us!

Appendix

Resources 1

1. The Academy of Inquiry Based Learning (AIBL) is a community of IBL practitioners in college mathematics (LINK)

2. IBL Workshop Zero is a slideshow on the basic aspects of IBL courses (LINK)3. There will be an IBL Workshop in Los Angeles, July 10-13, 2018 (LINK)

targeting college math instructors. This is perhaps the best way to get up to speed with IBL methods and build IBL course materials and/or plans.

4. CBMS Active Learning Statement (LINK)

Resources 2

1. This is a resource for your students to learn more about growth mindset. It’s a list of videos compiled into a Productive Failure Videos Playlist (LINK). Students are assigned 2 or 3 videos per assignment, for a total of 3 or 4 assignments per term.

2. A short book used with freshman to cover Growth Mindset is “The Five Elements of Effective Thinking” by Ed Burger, Mike Starbird (LINK). The book is spread across 3 reading assignments.

3. The AIBL Youtube Channel has short video interviews of students and IBL instructors, who share their experiences. Here are links to Student Voices and Instructor Voices.

Same resources listed are available at http://tiny.cc/CSUWebcast2-21-18

Student Quote 2:

“One thing I learned… is that it is an important part of learning to struggle and have difficulty with problems. I have learned that through this struggle we grow and learn most as individuals.”

Student Quote 3:

“One big thing I learned… was how productive failure can be. Your brain actually grows and develops when you fail. This proved to me that it is more about the process of arriving at the answer than it is about actually getting the right answer right away.”

Interacting with Students: Sample Coaching

● Student: “Is this right??” Instructor: “Show me what you tried...”● “How confident are you?”● “Could you explain your strategy to your group?”● “What if I did this mistake… Why doesn’t that work?”● “What strategy did you use for problem...”● “Show me what you tried for problem...”● “Have you thought of trying this...”● Replace “Are there any questions?” with “Discuss what questions could a

person ask about…?”● “It’s okay to be stuck!”

About SY

● PHD from UCLA in Real and Harmonic Analysis (John Garnett)● Zero IBL courses K thru PHD● Area of specialization is Professional Development in Higher Ed Math● Implemented IBL from elementary school to Native American Tribes in AZ to

CSUDH to Cal Poly

Math/QR Professional Development Calendar

http://www.calstate.edu/professional-development-calendar

Upcoming Webcasts

February 22, 1PMPlanning Co-Requisite Support for a Quantitative Reasoning Course

Becky Moening

February 27, 10AMOur Journey to Co-Requisite Support for Statistics

Markus Pomper

March 6, 2PMIdentity and Mathematics

Bill Zahner

Mathematics/Quantitative Reasoning Supportive Course WorkdayFriday, March 910:00AM to 3:00PM

Crowne Plaza Los Angeles International Airport

April 13-14, 2018Uri Treisman• Keynote • Breakout for Math & STEM faculty

http://www.cpp.edu/~csusymposium

http://www.calstate.edu/app/mathqr/how-to-center.shtml

Support Models “How To” Center

Join a Listserv

Send an email with no subject or message to:

Statistics:subscribe-stats@lists.calstate.edu

Quantitative Reasoning:subscribe-quantreasoning@lists.calstate.edu

Path to Calculus (including college algebra):subscribe-pathtocalc@lists.calstate.edu