1. And Equal Participation for All Using Interaction to Reinforce Concepts and Metacognition in Mathematics ClassesFred Feldon Coastline CC

2. The best thing to learn first is how to learn. 3. Keep students engaged 4. Increase Metacognition 5. There must be far less telling on the part of the teacher, and far more doing on the part of the student. Jean Piaget 6. 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 best way or the right way to get an answer? How do I make sure they dont Facebook, text or e-mail during class time? How can students possibly learn everything on their own that I normally cover in my lectures???? 7. 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 8. 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 9. 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! 10. 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 11. So, how do I do it? Students like to be spoon fed. Its 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 isnt pretty. But is there a better way to learn how to eat? -- Maryellen Weimer, PhD Professor Emeritus of Teaching and Learning, Penn State University 12. 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 students at random 13. The Big Question: How do I replicate this interaction online? 14. Obstacles: 85% of Coastlines 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 15. Some Possibilities: 16. 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 17. Some Possibilities: r1r2Which is bigger, one-half of a small pizza, or one-fourth of a large? Explain your answer. 18. Some Possibilities: Which is better? To get 1/3 Off the price of an item? Or 1/3 More for the same price? Explain your answer. -- Michael Tsiros, Marketing Professor, University of Miami School of Business, 9/1/2012 Full article at http://www.twincities.com/ci_21446847/badmath-skills-cause-customers-miss-bargains-study 19. Which of these are Correct Rules and which are MalRules? Explain your answer. You may give examples. More at www.slideshare.net/ffeldon/ cmc-fall-2012-give-it-all-you-got-v3 20. Thank You ffeldon@coastline.edu This presentation is available to download at http://www.slideshare.net/ffeldon