A Big Class

Update on that big IBL class:

A little over a week ago, I posted a plea for help on Google+, and a note here. I will soon be running a mathematics for liberal arts students (“math for those who might not wish to be there”) course. In the past I have run the class as an IBL experience, using group work heavily. This was working at an acceptable level for sections of 30-40 students. This semester I have 68 enrolled. And my friend Doug Shaw has two sections of 72 each.
After reading and thinking it through, I will take the combined advice of Bret Benesh, Robert Talbert and Vincent Knight. I can’t quite count on my audience to be as self-directed as Vince’s, but I am happy to stay within the family of student-centered, active, social-constructivist teaching techniques and use a form of peer instruction/guided practice. (Is that your term Robert? Or did you borrow it?)

Poll Everywhere

As a practical matter, I will be using www.polleverywhere.com as a student response system to help run classes. UNI has a site license which will make it possible to use polls with more than 40 respondents. The advantage of PollEverywhere is that it allows the use of any web enabled device or any cell phone with a text messaging plan to post a response. That will bring the number of students who don’t already have a useful piece of technology down near zero. I hope it is zero. I am working on a back-up plan in case the number is not exactly zero.

The downside to Poll Everywhere is that questions are only really allowed to be short strings of text. At least, that is what fits in their web app naturally. I can imagine times I want to ask questions based on a picture or a graph. fortunately, they allow you to embed a poll into any web page by generating a little snippet of javascript. I will be investigating this tomorrow to see if it is useable without destroying all of my prep time.

Other Materials

The other big hiccup is that I was planning on using an IBL script. This isn’t appropriate for my new course structure. But it is far too late to order a textbook as a reference. So it looks like I will be writing a different style of course notes this term. I think I want to keep the “discovery” feel. (I doubt I can get all the way to “inquiry” with this many students.) So, I shall be looking through the materials on the Discovering the Art of Mathematics site for inspiration, but not outright plagiarism.

When I get moving, these materials will start showing up in my github repository for course notes. Feel free to follow along.

At the moment, I still plan to discuss Cantor’s theory of the infinite, something significant about probability and statistics, and something topological. I usually lead a unit on classifying surfaces, but I might switch that up for something about knots or tangles. Frankly, anything past Monday feels so far away, I am unqualified to talk about it.

Here goes nothing.


5 thoughts on “A Big Class

  1. Hi TJ,

    This sounds like a good plan. I have one tip: for the Poll Everywhere questions, feel free to use handouts, projection, or the blackboard for the questions. For instance, if you want to ask them about a topological surface, you could simply draw it on the board and ask your question.

    You probably already thought of that, but I seem to keep forgetting that I can do this hack in my own classes.

  2. that is certainly an option, though the physical design of my rooms will make it more challenging than it sounds. Our projection screens tend to make the chalkboard useless.

    My overly technical idea is to write slides with html/javascript (like deck.js or something similar), and embed Poll Everywhere pieces with their javascript widgets.

  3. Our projection screens tend to cover our blackboards, too. Annoying.

    You could also make paper handouts for each day. I know of people who swear by handing out clicker questions.

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