Michigan Project NExT Panel Discussion on Teaching Strategies for Improving Student Learning

Are you interested in helping your students learn mathematics more effectively? Are you thinking about branching out in the way you teach your courses? If so, you should attend this panel discussion featuring short talks from leaders in higher education in employing innovative and effective instructional strategies in their mathematics classes. After speaking, our panelists will lead breakout discussions in small groups to answer questions and share advice about effective instructional strategies for college mathematics. Panelists will include Dana Ernst (Northern Arizona University) and Theron Hitchman (University of Northern Iowa), both noted for their effective use of the flipped classroom and inquiry-based learning.

This talk was given on May 4, 2013 as part of the Michigan Project NExT Panel Discussion on at the Spring 2013 Michigan MAA Section Meeting at Lake Superior State University.

Transcript

1. Michigan MAA Project
   NExT Panel Discussion
   Teaching Strategies to Improve Student Learning
   Inquiry-Based Learning: What, Why, How?
   Lake Superior State University
   May 4, 2013
   Dana C. Ernst
   Northern Arizona University
   dana.ernst@nau.edu
   danaernst.com
   Special thanks to the Academy of Inquiry-Based Learning and the
   Educational Advancement Foundation for providing travel funding.
   1
   

   View Slide

2. About me
   • Assistant professor at Northern Arizona University
   • PhD from University of Colorado (2008)
   • Special Projects Coordinator for Academy of Inquiry-
   Based Learning (AIBL)
   • New MAA blogger at Math Ed Matters with Angie Hodge
   • Spent 4 years at Plymouth State University prior to NAU
   • Number of IBL classes I had as a student: 0
   • Taught first full-blown IBL class in Fall of 2009
   2
   

   View Slide

3. One minute version of why IBL
   • Our system needs an upgrade
   • Unintended negative outcomes via traditional methods
   • Research suggests IBL outcomes are better
   If we really want students to be independent, inquisitive, and
   persistent, then we need to provide them with the means to
   acquire these stills.
   The big picture
   

   View Slide

4. Wait, what the heck happened?!
   Kids: “Why?” Adults: “I hate math”
   ???
   Two anecdotes
   • Montessori observation
   • “So, what do you do for work?” ... “Oh, I hate math.”
   

   View Slide

5. What is IBL?
   • According to AIBL:
   ‣ IBL is a teaching method that engages students in sense-
   making activities.
   ‣ Instructor provides well-crafted problems/tasks
   requiring students to solve problems, conjecture,
   experiment, explore, create, & communicate.
   • Key ingredients: Students are responsible for
   ‣ guiding acquisition of knowledge, and
   ‣ validating ideas/arguments that are presented.
   • Example: (Modified) Moore Method, after R.L. Moore.
   5
   

   View Slide

6. Our main objective
   How do we get here?
   Students answering
   questions
   Students asking
   questions
   

   View Slide

7. Continually ask yourself the following question:
   Guiding Principle of IBL
   Where do I draw the line
   between content I must impart to
   my students versus content they
   can produce independently?
   7
   

   View Slide

8. • About half of STEM majors
   switch to non-STEM
   • Top reasons for switching are
   teaching related
   • Good ones leave, too
   • Loss of interest
   • Curriculum overload
   • Weed-out culture
   Talking About Leaving
   8
   MAA Calculus Study bears this out, as well. See
   www.macalester.edu/~bressoud/talks
   

   View Slide

9. Some good news: The Colorado study
   • Comparing IBL vs non-IBL university mathematics courses.
   • Sandra Laursen, CU Boulder.
   • Statistically significant advantages for students in IBL vs
   traditional courses.
   Interview SALG
   Pre/post
   tests
   Transcript
   Data
   Gender
   IBL
   Non-IBL
   Class
   Observation
   9
   

   View Slide

10. • 5-10 “tasks” are assigned each class meeting (Daily
    Homework). Due at beginning of next class.
    • Students are responsible for digesting new material
    outside of class (readings and screencasts).
    • Nearly all class time devoted to students presenting or
    discussing proposed solutions/proofs to assigned tasks.
    • Students may request mini-lectures or screencasts.
    My approach to IBL
    • Students use felt tip pens to
    annotate work in light of discussion
    and presentations.
    • Daily Homework graded on ✔
    system. What did they have done
    before class?
    

    View Slide

11. Keys to success
    • Marketing!
    ‣ Students have had 12+ years of direct instruction. They
    probably don’t like it, but it’s what they are used to.
    ‣ Students need to understand student & instructor roles.
    ‣ Students need to know that it is ok to be stuck and that
    you will support them in this endeavor.
    • Adjust problems/tasks appropriately.
    • Patience, trust, and community. Build on positive
    experiences.
    • Pick a style that you are comfortable with.
    

    View Slide

12. Obstacles
    • The elephant in the room: coverage!
    • “That’s how I learned, and it worked for me...”
    ‣ But you are peculiar!
    • “I like inspiring lectures.”
    ‣ Inspiration is necessary, but not sufficient.
    • “I’m afraid the students won’t like it.”
    ‣ Maybe they won’t. But I bet if you are passionate,
    having fun, and willing to adapt, it’ll be amazing.
    • Control!
    ‣ If I lecture, then I dictate pace.
    ‣ If I write something on the board, then there is a good
    chance that it will be done correctly.
    

    View Slide

13. Resources
    • Academy of Inquiry Based Learning
    ‣ http://www.inquirybasedlearning.org
    ‣ Mentoring
    ‣ Visiting Speakers Bureau
    ‣ Small Grants available for developing IBL materials
    • Journal of Inquiry-Based Learning in Mathematics
    ‣ http://www.jiblm.org
    ‣ Refereed IBL materials
    • Legacy of R.L. Moore Conference
    ‣ http://legacyrlmoore.org
    ‣ Conference devoted to IBL and the Moore Method
    

    View Slide