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Online Implementation of AB 705 in Math

Online Implementation of AB 705 in Math. By Fred Feldon & Lisa Lee Coastline Community College Third Annual Acceleration Across California Conference Sacramento, CA February 23, 2019. This presentation is available at http://www.slideshare.net/ffeldon. Agenda. Intro

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Online Implementation of AB 705 in Math

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  1. Online Implementation of AB 705 in Math By Fred Feldon & Lisa Lee Coastline Community College Third Annual Acceleration Across California Conference Sacramento, CA February 23, 2019

  2. This presentation is available at http://www.slideshare.net/ffeldon

  3. Agenda • Intro • What We’re Doing At Coastline • What Makes a Good Online Course • What Makes a Good Online Support Course • What We’re Doing in College Algebra • What We’re Doing in Statistics

  4. Coastline’s Math Department is 85% Purely Online With High Rates of Success and Retention

  5. Coastline’s Math Department is 85% Purely Online With High Rates of Success and Retention

  6. Currently Offering Spring 2019: • One Section of College Algebra With Support (Online, 6 Units) • One Section of Introduction To Statistics With Support (Online, 6 Units)

  7. Course Material College Algebra Textbook with Corequisite Solution, Course Management System, Integrated Review, Personalized Homework Introduction to Statistics Online Educational Resource (OER) Zero-Cost Textbook

  8. Using Default Placement Rules From CCCCO Memo July 11, 2018 …and Guided Self Placement (GSP)

  9. Schools to Look At: Santa Ana Santiago Canyon Taft College Sierra College

  10. Pedagogy for Online Support Courses: • Cohort model • 2-unit classes • Small classes (25 or less) • Separate CRN’s and grades • FT faculty create course templates • Professional development & communities of practice • Required for faculty who teach support classes • Pay faculty who participate in PD • Include non-cognitive and affective domain in the training and in classes • Involve college alert and support systems

  11. What Makes an Online Course Good for Students? • Better access to classes which fit their schedule of school and/or work • Students self-select into the mode of delivery • Online format fosters more independent learning • Instructor able to give more attention to some students who might otherwise be ignored • Students schedule study time at their convenience, with less distractions and more concentration • Students can interact with anyone, any time, rather than just who they sit next to in class.

  12. What Makes an Online Course Good for Faculty? • Increased flexibility • Teach from any location, any time • Online format fosters more independent learning • Anonymity of the Internet: Everyone is equal

  13. “On the Internet, nobody knows you’re a dog!”

  14. What Makes an Online Course Good for Faculty? (Cont’d) • Increased flexibility • Teach from any location, any time • Online format fosters more independent learning • Anonymity of the Internet: Everyone is equal • Feeling of community is possible! • Equally rewarding and enjoyable • Number of students you can reach individually increases • Students can collaborate easier • Students do more on their own—the role of authority is more spread out

  15. What Makes an Online Course Good for Faculty? (Cont’d) • Assessments (homework & quizzes) are interactive and scored automatically, saving time • Changes to course can be made in real time • You have time to think and research before answering questions • Students expect more technology from higher education • Amount of voicemails decrease • Interaction can and should replicate in-class discussion • Supplemental and enrichment material can be more timely

  16. A Few Tips • Use a Tablet PC

  17. Use Jing to capture embed HTML code, then paste image into the body of a message on the Discussion Board:

  18. A Few Tips (Cont’d) • Use a Tablet PC • Discourage the use of email: encourage use of Discussion Board • “That’s a great question! Could you do me a favor? Other students may be wondering the same thing. Could you please post it on the Discussion Board? That way, we can help everyone. I or another student will reply right away. Thanks. I appreciate it!” • Your first priority is discussion (before email) • Teach students to communicate mathematically • Demonstrate the behavior you want students to emulate • Lure students to Discussion Board • Welcome videos and emails • Frequent low-stakes interaction, practice and feedback • Proactive, specific feedback: struggling students, high achievers, etc.

  19. A Few Tips (Cont’d) • Be flexible; allow students to work ahead or catch up if they fall behind • Drop No Shows and Inactive students but allow them to catch up and be reinstated in the class • Maintain academic quality and rigor (same as onsite classes) • Exams MUST be Proctored, show ID, show your work, and worth a significant percentage (2/3 or more) of their final course grade • Create and randomly distribute multiple forms of the exams • Consider individuals who may need to finish late (give them an F then change their grade later) • Give assignments that are peer evaluated • Ask students to explain their thinking, justify their answers; ask frequent open-ended questions that may not have one, right answer* *More on this later…

  20. A Few Tips (Cont’d) • Supplement and enrich the course with instructor-created material • Personalize the course with your voice, with videos, with your hobby, background, interests, sense of humor, etc.

  21. What Makes a Good Online Support Course? • All the above PLUS • Concurrent enrollment of cohorts in transfer courses • Low-unit concurrent support (one- to two-units) • Backwards design and just-in-time remediation • Integrate intentional strategies, policies and activities to address the affective side of learning • Help accelerate acquisition of college-level skills • Integrate academic affairs and student services (e.g. counseling, mentoring, and guidance to students’ goals)

  22. Sources for Affective Domain

  23. Pearson Textbooks

  24. “Associating math with joy instead of fear is surely one of our most important goals as teachers!” Dr. Jo Boaler, Professor of Mathematics Education, Stanford University. Visit www.youcubed.org for more info

  25. Speaking of Growth Mindset… https://arstechnica.com/science/2019/02/huge-study-finds-professors-attitudes-affect-students-grades Scott Johnson, 2/15/2019 https://www.insidehighered.com/users/scott-jaschik 2/18/2019

  26. Sample Affective Domain Activities • Go to the CAP Math Facebook page • Join the Group • Type “box” in the Search field • Click on the link to the Box • Or go to https://bit.ly/2INfKCH • Open the Folder “Workshop Materials for Math” • Many, many activities are there!

  27. CAP AB 705 Implementation Workshop Fall 2018 Affective Domain DropBox https://app.box.com/s/o5zvmjor20247n8sd98gnvkhsjg3d3jp

  28. 100 Pages!

  29. One-Semester Affective Domain Mentoring Program

  30. Include Non-Routine Questions In Your Class “Avoid the bulimic* method of education…” *Overeating, followed by vomiting -- Dr. Stuart Firestein, 2013, https://www.ted.com/talks/ stuart_firestein_the_pursuit_of_ignorance#t-876778

  31. Open Middle Using the digits 1 to 9, at most one time each, fill in the boxes to create a fraction that’s as close to one as possible. It doesn’t matter if your fraction is a little bit more or a little bit less than 1. Just get as close to 1 as you can.

  32. Super Bowl Sunday This year’s game is Super Bowl LIII, Rams vs. Patriots. What’s special about the number 53? It’s Herbie the Love Bug’s racing number, and it’s the maximum number of players on an NFL roster. Explain this fact in your own words: 53 is the only two-digit number that is reversed in hexadecimal!

  33. THE MATH AFFIRMATIONS 1. I am capable of learning and doing math. 2. Knowing math will positively affect my destiny. 3. Math is everywhere in the world. 4. Hard work is often mistaken for luck or natural ability. 5. If I play the victim, I will give up my power to change the world. 6. I may not know how to do something today, but I WILL tomorrow. 7. I will be patient with myself and others when learning math. 8. Success comes from not being afraid to ask questions. 9. Asking for help isn’t embarrassing, not asking for help is. 10. I have a right to be selfish about my needs as a student. Geillan Aly, PhD. University of Hartford, Hillyer College • Read these aloud in your class • Have a discussion: • “What do you think of the Math Affirmations?” See Fred’s Fourteen Favorites at https://bit.ly/2QmHbWL

  34. Hot Tip: Google “Oxford University Twenty Terrible Reasons for Lecturing” Counteract Faculty Pushback…

  35. Teaching is no longer about the lecture--Content is ubiquitous! PatrickJMT

  36. Sources for Non-Routine Problems That Stimulate Discussion Books Math Contests Grades 4-6, 7-8 and Algebra, by Conrad & Flegler, Math League Press Math Contests High School, by Conrad & Flegler, Math League Press Can You Solve My Problems? By Alex Bellos Math Puzzles Vol. 1, 2 and 3 by Presh Talwalkar Principles to Actions: Ensuring Mathematical Success for All, NCTM The Scientific American Book of Mathematical Puzzles and Diversions, by Martin GardnerWhat Students Abroad Are Expected To Know About Mathematics: Exams from France, Germany and JapanEmpowering Students by Promoting Active Learning in Mathematics, NCTM Challenging Math Problems, by Terry Stickels Websites http://mathforum.org/problems_puzzles_landing.html http://blog.mrmeyer.com http://cemc.uwaterloo.ca/resources/potw.php http://donsteward.blogspot.co.uk http://www.mathleague.com https://ed.ted.com http://www.onetwoinfinity.ca https://www.mathcounts.org/resources/problem-of-the-week https://www.math.purdue.edu/pow https://mindyourdecisions.com http://orion.math.iastate.edu/ehjohnst/PoW/PoW.html http://www.numberphile.com http://www.openmiddle.com http://www.sixtysymbols.com http://www.estimation180.com http://mathmistakes.org https://twitter.com/ExploreMTBoS (Math Twitter Blogosphere) http://www.sciencealert.com https://twitter.com/MathVault http://www.iflscience.com http://wodb.ca (Which One Doesn’t Belong) http://www.ted.com http://www.visualpatterns.org http://www.smartereveryday.com http://mathquest.carroll.edu/ https://www.youtube.com/channel/UC1_uAIS3r8Vu6JjXWvastJg (Mathologer) Journals Journal for Research in Mathematics Education, NCTM Mathematics Teacher, Monthly Calendar Problems, NCTM Mathematics Teaching in the Middle School, Monthly Palette of Problems, NCTM

  37. What We’re Doing In College Algebra • Grade in College Algebra, 4 Units • Personalized Homework: just-in-time remediation, prerequisite material, corequisite material (10%) • Participation in Discussion (5%) • 8 online Quizzes (17%) • 2 Exams + Cumulative Final, paper and pencil, proctored, show ID, show your work (68%) • Grade in Support Course (P/NP), 2 Units • 8 Bi-Weekly Webinars (50%) • 6 Affective Domain Assignments (50%)

  38. What We’re Doing In Statistics

  39. Statistics Pathway • Two-course Statistics Pathway created in Fall 2016 • No prerequisite • Completion of college-level math in two semesters

  40. Statistics PathwayShortcut to Success • Statistics Pathway 1: Math C046 • Statistics Pathway 2: Math C146

  41. Statistics Pathway 1 • Statistics Pathway 1: Math C046 • Selected Algebra • Just-In-Time Remedial Math • Descriptive Statistics

  42. Statistics Pathway 2 • Statistics Pathway 2: Math C146 • Selected Algebra • Probability • Inferential Statistics

  43. Traditional Pathway 1. Math 005 = 3 units 2. Math 008 = 3 units 3. Math 010 = 4 units 4. Math 030 = 4 units 5. Math 160 = 4 units Total units = 18 units Time = 5 semesters

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