Tips For the Virtual Shift of F2f Math Classes
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This document provides tips for maintaining instructional continuity, enrollment, and effective communication when transitioning math classes from face-to-face to virtual due to COVID-19 disruptions. It emphasizes maintaining student engagement through regular communication, flexibility in content delivery, and using synchronous activities like webinars. Specific recommendations include using video conferencing tools for interactive lessons, collaborative activities to promote interaction, and addressing both cognitive and affective learning domains. Upfront preparation of webinars into structured segments and incorporating multiple engagement strategies is advised. The benefits of webinars for student success are noted.
Tips For the Virtual Shift of F2f Math Classes
- 1. Tips for the Virtual Shift of F2F Math Classes By Fred Feldon Co-Chair, Department of Mathematics March 25, 2020
- 2. Maintain Instructional Continuity Your #1 priority: “Keeping your class on schedule during disruptive times for reasons such as inclement weather, widespread illness, family emergencies, or other unexpected events.” Retrieved from Foothill College, Los Altos Hills, CA https://foothill.edu/onlinelearning/instructional-continuity.html
- 3. Maintain Enrollment Your #2 priority: Help students remain active and enrolled despite interruptions caused by COVID-19. Offer as much flexibility and as many options as possible. There’s no one answer, no one solution.
- 4. Deliver Content Your #3 priority: Provide resources. But limit your time and energy creating content. Instructional material does NOT have to be created by you. Spend more time engaging, helping and inspiring students to learn how to learn.
- 6. Learning results from what the student does and thinks… Our job is to create the conditions that prompt students to do the work of learning.” -- Herbert Alexander Simon, 1916-2001
- 7. Regular and Effective Contact Your #4 priority: Communicate. Communicate. Communicate. Even if you don’t have a plan in place yet. Reach out to your students and your colleagues. You’re not alone.
- 8. Message from the DoE “As of March 20, 2020, we are permitting accreditors with suspended on-site classes due to COVID-19 to waive additional Title IV and HEA distance education requirements… In other words, instructors could use email and chat features to provide instructional material and communicate, set up conference calls, group conversations, email exchanges or have students submit work electronically that the instructor will evaluate.” Retrieved from U.S. Department of Education, Office of Federal Student Aid at https://ifap.ed.gov/ electronic-announcements/030520Guidance4interruptionsrelated2CoronavirusCOVID19
- 9. A Few Tips • Use a Tablet Dell Latitude Microsoft Surface Lenova X1 iPad with Zoom App
- 10. A Few Tips (Cont’d) • Or a document camera
- 11. A Few Tips (Cont’d) • Students show work using their CMS or mobile scanning apps
- 12. Professors use SnagIt to capture Embed HTML code then paste into the body of a Discussion Board message:
- 16. Include the Affective Domain Knowledge Comprehension Application Feelings Emotions Attitude Behavior Manual or Physical Skills
- 17. fNIRS Significant Couplings at 5 sec shift (FDR q < 0.01) Ref https://www.nature.com/articles/srep43293 Share Stories “When a person listens to or relates to another person the listener’s brain changes to mirror the other person’s brain. It’s called neural coupling. When you show empathy students feel trusted and valued. They engage at a higher level… They’ll work their asses off to not disappoint you!” Michelle Pacansky-Brock, August 23, 2019 https:// brocansky.com/2019/08/rigor-through-empathy.html
- 18. Include Non-Routine Questions “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
- 19. 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 Gardner What Students Abroad Are Expected To Know About Mathematics: Exams from France, Germany and Japan Empowering 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 By Fred Feldon Coastline College https://bit.ly/2PiEKbk
- 20. Advantages of Synchronous Activities Your course might contain amazing instructional material. It’s not enough!
- 21. Advantages of Synchronous Activities Synchronous times for students getting together can replace face-to-face classes, with students required to attend. They might push back in the beginning, but then they end up enjoying it.
- 23. I scheduled a webinar but: • No one had any questions • No one showed up • No one could agree on time/day • They didn’t use their webcam • Too many students had tech problems • They came late/left early • All I did was lecture; there was no interaction • I don’t know what hardware/software to use • I don’t know how to break students into groups • I don’t know how to write mathematical notation online
- 24. Up-Front Preparation: Divide the webinar into thirds • First third (10-15 min): Any questions, comments or concerns? An ice-breaker (What city are you in? What’s the best thing that happened to you this week? Who or what is your support system if you have trouble with the Homework or Quizzes? What’s the worst/best experience you’ve had with math?) • Affective Domain topic
- 26. 25 Affective Domain “Quick” Discussion Prompts! https://tinyurl.com/u3e9lcl
- 27. Up-Front Preparation (Cont’d): • Second third (30-40 min): Interactively present and solve problems from topics you KNOW students struggle with! • Take attendance by asking a question to which everyone must reply to in the Chat Box. Do that a few times. • Use fun and collaborative strategies such as Kahoot, Two Truths and a Lie, Breakout Groups, Polling, Professor Leaves the Room then returns and calls on a student at random, just as you do in the classroom. • Ask questions, have students type answers in the Chat Box but wait for your signal to hit Enter.
- 28. Up-Front Preparation (Cont’d): • Second third (30-40 min): Interactively present and solve problems from topics you KNOW students struggle with! • Take attendance by asking a question to which everyone must reply to in the Chat Box. Do that a few times. • Use fun and collaborative strategies such as Kahoot, Two Truths and a Lie, Breakout Groups, Polling, Professor Leaves the Room then returns and calls on a student at random, just as you do in the classroom. • Ask questions, have students type answers in the Chat Box but wait for your signal to hit Enter.
- 29. Up-Front Preparation (Cont’d): • In Gallery View you can see everyone: thumbs up if you understand, thumbs down if you don’t • Post a discussion prompt: everyone must respond in the Chat file for attendance taking • Students can also type a response in the Chat box but wait for your signal to hit Enter so they don’t copy • Think, pair (in Breakout Groups), then share-out with everyone • Students use Sharpie pens to write down their work then hold it up to the webcam for everyone to see
- 30. Up-Front Preparation (Cont’d): • Last third (5 min): Any questions? • Closing remarks • Highlight, summarize, motivate, encourage, inspire! • Offer to stay behind for one-on-one time (you may continue, pause, or stop recording) • Post URL link to the recording w captions & chat text file
- 31. Students who miss watch the recording + post a summary of what was discussed with comments and feedback.
- 32. Sample College Algebra Weekly Webinar – Spring 2020 https://tinyurl.com/s9am3x6
- 33. Kwik & EZ – Make Videos With Your Cell Phone! • Use mobile video editing apps such as BigVu or Clips • Students log in during class time • Asynchronous discussion follow up • More ideas and advice on Twitter at #CCCLearn and #KeepTeaching
- 34. Spring 2019 semester without webinars 23.5% success Fall 2019 semester with required weekly webinars 68% success! College Algebra Weekly Webinars and The Bottom Line