Online Implementation of AB 705 In Math
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The document discusses the online implementation of AB 705 in mathematics at Coastline Community College, highlighting strategies for improving student success and retention through online courses and support structures. It emphasizes the importance of a supportive learning environment, innovative pedagogy, and adaptability in course design to enhance student engagement and academic performance. The document also outlines specific pathways in college algebra and statistics, detailing assessment methods and the integration of affective domain considerations in teaching practices.
![Affective Domain
The affective domain describes learning objectives that emphasize a
feeling tone, an emotion, or a degree of acceptance or rejection.
Affective objectives vary from simple attention to selected
phenomena to complex but internally consistent qualities of
character and conscience. We found a large number of such
objectives in the literature expressed as interests, attitudes,
appreciations, values, and emotional sets or biases. [from Krathwohl
et al, 1964 ]](https://image.slidesharecdn.com/capconferencesacramentofeb2019-190220183005/85/Online-Implementation-of-AB-705-In-Math-65-320.jpg)
Online Implementation of AB 705 In Math
- 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. College Algebra Textbook with Corequisite Solution, Course Management System, Integrated Review, Personalized Homework Introduction to Statistics Online Educational Resource (OER) Zero-Cost Textbook Course Material
- 8. Using Default Placement Rules From CCCCO Memo July 11, 2018 …and Guided Self Placement (GSP)
- 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!”
- 15. 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
- 16. 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
- 17. A Few Tips • Use a Tablet PC
- 18. Use Jing to capture embed HTML code, then paste image into the body of a message on the Discussion Board:
- 22. 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.
- 23. 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…
- 24. 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.
- 25. 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)
- 26. Sources for Affective Domain
- 28. “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
- 30. 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!
- 31. CAP AB 705 Implementation Workshop Fall 2018 Affective Domain DropBox https://app.box.com/s/o5zvmjor20247n8 sd98gnvkhsjg3d3jp
- 36. 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
- 37. 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.
- 38. 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!
- 40. 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
- 42. PatrickJMT Teaching is no longer about the lecture--Content is ubiquitous!
- 43. 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
- 44. What We’re Doing In College Algebra Grade in College Algebra, 4 Units • Personalized Homework: just-in-time remediation, prerequisite material, corequisite material (9%) • 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%)
- 45. What We’re Doing In Statistics
- 46. Statistics Pathway Two-course Statistics Pathway created in Fall 2016 No prerequisite Completion of college-level math in two semesters
- 47. Statistics Pathway Shortcut to Success Statistics Pathway 1: Math C046 Statistics Pathway 2: Math C146
- 48. Statistics Pathway 1 Statistics Pathway 1: Math C046 Selected Algebra Just-In-Time Remedial Math Descriptive Statistics
- 49. Statistics Pathway 2 Statistics Pathway 2: Math C146 Selected Algebra Probability Inferential Statistics
- 50. 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
- 51. Statistics Pathways = 10 units Statistics Pathway 1 = Math C046 (5 units) Statistics Pathway 2 = Math C146 (5 units) No more to spend 5 SEMESTERS 2 SEMESTERS or ONE year and DONE!
- 52. Success and Retention Rates
- 53. Success and Retention Rates Courses Success Retention Statistics Pathway 1 (Math 046) 62.1% 86.2% Statistics Pathway 2 (Math 146) 90.9% 100% Intermediate Algebra (Math 030) 64% 82.5% Intro to Statistics (Math 160) 63.4% 79.5%
- 54. AB 705 AB 705 requires community college districts to maximize the probability that a student will enter and complete transfer-level coursework in math and English within a one-year timeframe by utilizing assessment measures that include high school performance to achieve this goal.
- 55. AB 705 The goal of AB 705 is to ensure that students are not placed into remedial courses that may delay or deter their educational progress unless evidence suggests they are highly unlikely to succeed in the college-level course.
- 56. AB 705 Community colleges are prohibited from requiring students to take a prerequisite course unless they are highly unlikely to succeed in a higher-level course without it, pursuant to Section 55003 of Title 5 of the California Code of Regulations, …...
- 57. AB 705 Implementation Funding from the Basic Skills Student Outcomes and Acceleration Program (BSSOAP) was granted to Math Department Developing new curriculum Forming AB 705 faculty community learners Meeting to share strategies to implement AB 705 Providing supplies for the meetings Attending AB 705 implementation workshops
- 58. What We’re Doing In Introduction to Statistics Grade in Introduction to Statistics, 4 Units • Personalized Homework: just-in-time remediation, prerequisite material, corequisite material (9%) • 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 (25%) • 6 Online Quizzes (25%)
- 59. Activities • Real Life Example • One-to-One Instructions
- 60. Embedded Tutoring • Join Discussions Forums • Offer Online Tutoring via Skype
- 61. Activity-Based Project • Use Real Data • Project Presentation via Videos or PowerPoint Presentations
- 62. Technology • Graphing Calculator TI-84 Plus (CE) • Cell Phone (for Activities)
- 63. Technology • Multimedia • Computer Software • Excel • CRUNCHIT! • Desmo
- 65. Affective Domain The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience. We found a large number of such objectives in the literature expressed as interests, attitudes, appreciations, values, and emotional sets or biases. [from Krathwohl et al, 1964 ]
- 66. Affective Domain Significantly enhance, inhibit or even prevent student learning. The affective domain includes factors such as student motivation, attitudes, perceptions and values. Teachers can increase their effectiveness by considering the affective domain in planning courses Delivering lectures and activities, and assessing student learning. ( from Teach the Earth the portal for Earth Education)
- 67. 16-Week vs. 8-Week 2016-17 2017-18 Success Summer Fall Spring 2016-17 Total Summer Fall Spring 2017-18 Total Weeks 63.2% 8 16 16 64.0% 60.0% 55.7% 59.8% 57.9% 44.2% 64.0% 60.6% 59.0% C046 63.6% 63.6% 50.0% 64.3 % 63.6% 62.1% C146 100.0 % 83.3% 90.9% 2016-17 2016-17 Total 2017-18 2017-18 Total Retention Summer Fall Spring Summer Fall Spring 84.1% 80.4% 80.9% 81.4% 84.2% 78.9% 85.0% 82.5% 86.7% 77.1% 74.8% 77.1% 78.8% 77.5% 76.1% 77.0% C046 81.8% 81.8% 100.0 % 78.6 % 90.9% 86.2% C146 100.0 % 100.0 % 100.0 %
- 68. Article - Success of Online Math Congratulations on your paper being published in the December Issue of the Journal of Mathematics Education. You can find your published article at http://educationforatoz.com/journalofmatheducation.html Please share the link of your article with your colleagues and with your professional communities in order to disseminate your research broadly. Thank you for your hard work in writing and revising your paper and publishing with JME. We hope you have enjoyed the process of publishing with JME and continue to submit your future research papers to JME. We would also appreciate any help you can provide in reviewing articles for future issues of JME. Have a wonderful year 2019! Yours Truly, Editor of the December Issue of Journal of Mathematics Education (JME) Shuhua An, Ph.D. http://www.educationforatoz.net
- 69. Journal of Mathematics Education
- 70. Success of Online Math
- 71. Implications Fall 2018, “New” Pathway = Math 046 (5 units) + Math 160 (4 units), chosen by students AB 705, new Co-requisite Pathway = Math 096 (2 units) + Math 160 (4 units), Spring 2019 Math 096 will be piloted, Cohort Model. Full implementation to be offered in Fall 2019. Will it be more successful? More data! Stay Tuned.
- 73. Thank You! ffeldon@coastline.edu llee@coastline.edu This presentation is available at http://www.slideshare.net/ffeldon
Editor's Notes
- #44: Centre for Education in Mathematics and Computing, University of Waterloo (Ontario, Canada), Problem of the Week, Grade Levels 3/4 - 11/12 Mathologer example: “10 of the Greatest Math Movie Bloopers!” Smarter Everyday example: “Mantis Murder Shrimp” has a stomatopod dactyl club body part in the shape of a hyperbolic paraboloid!
- #73: Chapter 5