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

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.

Dana Ernst

May 04, 2013
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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
    [email protected]
    danaernst.com
    Special thanks to the Academy of Inquiry-Based Learning and the
    Educational Advancement Foundation for providing travel funding.
    1

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  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

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  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

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  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.”

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  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

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

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  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

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  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

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  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

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  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?

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  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.

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  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.

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  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

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