Here is a short report on the big experiment for this term, and a related note on a realization from today with wider applicability. I expect that this will start well, and then ramble on as I fiddle with some ideas.
I have completed the first week of classes. I also took a good 36 hours to sleep and play with my children, so I am feeling up to getting back to work. The retooling of my liberal arts mathematics course to handle 70 students involved a lot of work. My usual work pattern involves long stretches of thinking and indecision, followed by a short, intense burst of actual production. I had to repeat this for every class meeting this week, so I was very tired on Friday. Labor Day weekend is well-placed for me this term.
So, how did the big experiment with Guided Practice and Peer Instruction start? More after the jump. Continue reading
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?)
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 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.
Yeah, Hartford was not that exciting, but I still had a good experience at MathFest 2013. It was a very full week, so I have lots of things to share—way too much to fit in one post. I’ll pick out one thing or another and try to write a little bit for the next few days as I process.
The first thing on my mind is my Math 1100: Math in Decision Making course for the coming fall. I had a few discussions with people about this course during the conference. In particular, David Pengelley encouraged me to make the course more tactile. This seems a good idea. I have no doubts that with some work I can realize this for my unit on topological ideas.
Also, I got to thinking that a major problem isn’t so much what my students know, but rather what they “know” that isn’t true. This is especially acute during the probability and statistics unit. I am reminded of the approach taken by Derek Mueller in his Veritasium series. He points out the importance of confronting misconceptions in order to encourage genuine learning. In fact, watch this TEDx Sydney talk he gave.
So, I want to design some sort of hands on probability & statistics unit that puts common misconceptions front and center. Now I just have to figure out what those are.
I have attempted to teach this course 3 times, and I have had classes with enrollment between 30 and 40. This is large for a “presentation based” IBL style, but I adapted some group work. I figured for this coming semester I would try out a version of Dana Ernst’s felt tip pens structure. But today, I checked my enrollment.
I will have 68 students.
I emailed my comrade Doug Shaw. We have embarked upon this experiment of teaching Math in Decision Making in parallel. (I’d say together, but we don’t talk often enough. Seriously, Doug. We should chat more.) His two sections are 72 students each.
Time for rethinking.
Robert Talbert and Matthew Jones dropped some tips over on Google+. I’m going to investigate some peer instruction ideas, some details about using classroom response technologies, and even more group work flavors of Inquiry Based Learning. I have to design something that will work.
If you have ideas, I am happy to hear them.