Tips and Strategies for the Virtual Shift of Face-to-Face Math Classes
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The document outlines strategies for transitioning face-to-face math classes to a virtual format amidst disruptions such as COVID-19. It highlights the importance of maintaining instructional continuity, student engagement, and effective communication while providing a variety of resources and assessment options. Additionally, it includes tips for enhancing student interaction and success, alongside upcoming events and research related to mathematics education.
Tips and Strategies for the Virtual Shift of Face-to-Face Math Classes
- 1. AMATYC and NOSS Tips and Strategies for the Virtual Shift of Face-to-Face Math Classes Fred Feldon Co-Chair, Math Department ffeldon@coastline.edu Dr. Paul Nolting Learning Specialist p.nolting.phd@gmail.com May 20, 2020
- 2. The 4th National Math Summit begins at 1:00 p.m. on Tuesday, February 23rd, and features concurrent sessions, panel discussions, and more. The program will conclude Wednesday, February 24th at 5:00 p.m. This is a pre-conference to the NOSS 2021 conference and requires separate registration (https://thenoss.org/Math-Summit/) The Math Summit is sponsored by AMATYC, NOSS, and Paul Nolting Supporting partners include: Charles A. Dana Center, Carnegie Math Pathways/WestEd, and the Mathematical Association of America. Upcoming 4th National Mathematics Summit February 23-24, 2021 Westgate Resort and Casino, Las Vegas, NV
- 3. Upcoming 4th National Mathematics Summit February 23-24, 2021 Westgate Resort and Casino, Las Vegas, NV Planning Committee Annette Cook, Paul Nolting, Julie Phelps and Nancy Sattler Steering Committee Christina Cobb and Denise Lujan (NOSS) Rochelle Beatty, Kathryn Van Wagoner, and Laura Watkins (AMATYC) Connie Richardson and Paula Talley (Charles A. Dana Center) April Strom (MAA)
- 4. Upcoming 4th National Mathematics Summit February 23-24, 2021 Westgate Resort and Casino, Las Vegas, NV Upcoming Webinars June: Faculty/Student Ownership in a Pandemic (TBA) Evan Evans, Karen Gaines, and Julie Phelps Sponsored by the AMATYC Standards Committee July: Equity (TBA) Jenna Carpenter Sponsored by AMATYC Equity Committee and NOSS Equity, Access and Inclusion August: Standards (TBA) Denise Lujan and Julie Phelps Sponsored by AMATYC Standards Committee and NOSS
- 5. 2021 Workshop Agenda •National Math Summit NOSS Preconference Feb. 23 – 24 •National Math Summit supporting organizations/Future Workshops •Research on math success variables •Maintain Instructional Continuity •Maintain Enrollment •Deliver Content •Math Study Skills Evaluation •Managing math and math test anxiety •Reading strategies and note-taking •Homework note-taking strategies and apps •Math test-taking strategies •Student success plans •Tutor strategies •Summary and Questions
- 6. Variables Contributing to Student Academic Achievement (Bloom, 1976; Zientek, 2013) Cognitive Entry Level Skill + IQ (Pre-requisite Skills/Learning) 34% to 50% Affective 25% - Characteristic 41% Motivation Self-efficacy Study Skills Attitudes Anxiety Locus of Control Self-directed learning Quality of Instruction 25% Placement Grades Math history HS - GPA Aptitude Learning speed TBI LD ADHD Challenged Pre-requisite skills Tutor/LRC training Faculty development Re-design models Co-requisite Repeaters Accommodations Math/general study skills – classroom, tutor center, LRC and online Productive persistence National Math Summits
- 7. Maximize Students’ Affective Characteristics A Review of the Literature on Online Developmental Mathematics: Research –Based Recommendations (Coleman, S.L. et al, 2017) – Recommends structured design, frequent communication, instruction on self-directed learning, support services (tutoring), faculty development and others. The Math Anxiety – Performance Link: A Global Phenomenon (Foley, A. E. et al, 2017) - Students math and test anxiety causing worldwide failures in math & STEM. Sources of Self-efficacy of Community College Students Enrolled in Developmental Mathematics (Zientek, Fong & Phelps, 2017) - Four sources explain 35.8% of variance. Readiness, Behavior and Foundational Mathematics Course Success (Li, Zelenka. 2013) - Placement and Study Behaviors two best predictors of math success.
- 8. Maximize Students’ Affective Characteristics • Student Success in Developmental Mathematics Courses (Zientek, L.R. et al, 2013) – Affective student characteristics can predict up to 41% variance of grade which includes study skills, motivation, anxiety reduction. • Study Skills Course Impact on Academic Self-Efficacy (Wernersbach, 2014) - Students enrolled in Study Skills course can improve overall academic self-efficacy. • Academic Coaching to Promote Student Success: Interview with Carol Carter (Webberman, 2011) – Student success depends on study skills that can be through academic coaching. • Student Perceived Interference to College and Mathematics Success (Acee, 2017). - Students indicated that 71% of their interference to college success was mathematics, strategic learning and economics.
- 9. Tips for the Virtual Shift of F2F Math Classes By Fred Feldon Co-Chair, Department of Mathematics March 25, 2020
- 13. 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
- 14. 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.
- 15. 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.
- 17. 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
- 18. 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. “Higher education must be organized not around content delivery or transactional mechanics but meaningful and humane learning experiences.” Retrieved from “The Elephant in the (Zoom) Room,” Inside Higher Ed, TPHE Collective, May 6, 2020
- 20. BTW: 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
- 21. A Few Tips • Use a Tablet Dell Latitude Microsoft Surface Lenova X1 iPad with Zoom App See Video
- 22. A Few Tips (Cont’d) • Or a document camera
- 23. A Few Tips (Cont’d) • Students show work using their CMS or mobile scanning apps Student Video ~ Instructor Video Student Video
- 24. Professors use SnagIt to capture Embed HTML code then paste into the body of a Discussion Board message:
- 28. Include the Affective Domain Knowledge Comprehension Application Feelings Emotions Attitude Behavior Manual or Physical Skills
- 29. 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
- 30. 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
- 31. 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://www.screencast.com/ t/I2QXaKYgCyQx
- 32. Advantages of Synchronous Activities Your course might contain amazing instructional material. It’s not enough!
- 33. 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.
- 35. 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
- 36. 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
- 38. 25 Affective Domain “Quick” Discussion Prompts! https://www.screencast.com/t/H6bigXIQv
- 39. 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.
- 40. 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.
- 41. 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
- 42. 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
- 43. Students who miss watch the recording + post a summary of what was discussed with comments and feedback.
- 44. Sample College Algebra Weekly Webinar – Fall 2019 https://bit.ly/2SP7cRZ
- 45. 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
- 46. Spring 2019 semester without webinars 23.5% success Fall 2019 semester with required weekly webinars 68% success! College Algebra with Support Weekly Webinars and The Bottom Line
- 47. Assessment Options Giving up in-person paper and pencil exams proctored by a human was difficult. But necessary in this crisis. Some options include: • Open Canvas and Proctorio. Send students to MyMathLab for a test with infinite variation, scramble question order and show work. Review every test for partial credit. • Open Canvas and Proctorio. Students take a test you imported into Canvas from TestGen, Word, Cengage, Webassign, etc. • Hold Zoom meeting during scheduled exam. Email the test. They work on it while you watch the class in Gallery View and listen to audio feeds, as if you were all in the same room. They show work on paper then use a mobile scanning app to immediately send it to you for grading. Have multiple forms of the test ready for alternate meetings. • Hold individual Zoom meetings where students talk to you about their answers, show their work and explain their thinking. • Alternative methods of assessment such as projects, papers, student-created videos, peer review assessments, etc. • Be creative. There’s no one, right method for remote assessment. Adjust grading scale if appropriate. Have more frequent, low-stakes assessments. • Accept the inequity of remote assessments. Some students are honest, some will cheat. And it’s easy to cheat. But this is a crisis. And there’s no evidence that surveillance improves outcomes. Focus on instructional continuity, student retention and course completion.
- 48. Assessment Options (Cont’d) OR… Really, Really Be Brave: Break the Rules! • 7 Exam Questions for a Pandemic (or any other time) -- by Francis Su • COVID-19 Exposes Mathematics Education Inadequacies: A modicum of (secret) relief for Educators -- by James Tanton
- 49. Francis Su: Ask questions that assess persistence, curiosity, imagination, beauty of math, creativity, strategization, thinking for oneself. • Pick one homework problem you worked on this semester that you struggled to understand and solve; explain how the struggle itself was valuable • Write 10 T/F questions that illustrate a variety of ideas from this course that you might put on this exam if you were teaching this class. Give a key, explain the answers, then explain why you chose these particular questions and what you hope they will assess. James Tanton: You think students are cheating and are suddenly “geniuses?” Our kids are citizens of the 21st century and they know it. Of course they’re going to use all the resources available to complete any given task. • You only get about 30% of your students to actually do anything? It’s the mathematics curriculum that’s out of whack, not our wonderful kids.
- 50. The Big Takeaways For Success! • Maintain rigor • Don’t drain your time or energy creating content; use what’s out there • Offer an abundance of mentoring, flexibility and compassion; 80/20 Rule • Pay deliberate attention to the affective domain • De-emphasize concern about cheating; think about new ways of assessing • Add synchronous activities with active learning, student participation and breakout groups • Use Sharpies • Have fun with this!