CMC3 Fall 2012 Give It All You Got V3
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Transcript of CMC3 Fall 2012 Give It All You Got V3
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Give It All You Got!
Break Away from the 3R’s
To the 3C’s
Fred Feldon, Coastline CCCMC3 South Fall ConferenceLos Angeles Mission College
October 6, 2012
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This presentation is
available for download at
http://www.slideshare.net/ffeldon/cmc3-fall-2012-give-it-all-you-got
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August 31, 2012, 7:13pm
A “Blue Moon”?
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Question: “Which is bigger, half of a small pizza or one-fourth of a large?”
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r1 r2
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r1 r2
If ¼ AL > ½ AS
then ¼ π r12 > ½ π r2
2 → ¼ r12 > ½ r2
2
→ r12 > 2 r2
2
and r1 > r2
2
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SizesSmall (10”)Medium (12”)Large (14”)X-Large (16”)
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Mmm…
Is 14 > 10 ?2
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Explain your answer.
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The Problem…
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The Problem…
• Content is ubiquitous
• College teaching is no longer about the lecture
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PatrickJMT on YouTube
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MOOC: Massive open online courses
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August 28, 2012
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The Solution…
What can YOU do?
Right NOW ?
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• Summarize, highlight and motivate; ignite a shared intellectual endeavor; relate math in the classroom to the real world
The Solution…
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• Summarize, highlight and motivate; ignite a shared intellectual endeavor; relate math in the classroom to the real world
• Guide and direct students; community trumps content
The Solution…
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• Summarize, highlight and motivate; ignite a shared intellectual endeavor; relate math in the classroom to the real world
• Guide and direct students; community trumps content
• Monitor progress; follow 80-20 Rule
The Solution…
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• Summarize, highlight and motivate; ignite a shared intellectual endeavor; relate math in the classroom to the real world
• Guide and direct students; community trumps content
• Monitor progress; follow 80-20 Rule
• The 3 C’s !
The Solution…
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• Summarize, highlight and motivate; ignite a shared intellectual endeavor; relate math in the classroom to the real world
• Guide and direct students; community trumps content
• Monitor progress; follow 80-20 Rule
• Emphasize Communication, Connectivity and Collaboration!
The Solution…
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• Communication - Students talk more; you talk less. In class: mini-lectures punctuated by individual, pair or group work and explain their answers. Online: Respond every day but make interaction 25% teacher-to-student and 75% student-to-student
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Fifty Ways to Leave Your Lectern
“The ABC’s (Bloom’s Affective, Behavioral and Cognitive goals) should be more equally
balanced.”
-- Dr. Constance Staley, Professor of Communication, University of Colorado
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• Communication - Students talk more; you talk less. In class: mini-lectures punctuated by individual, pair or group work and explain their answers. Online: Respond every day but make interaction 25% teacher-to-student and 75% student-to-student
• Connectivity - Research shows a sense of community increases success and retention. Foster “productive struggle,” thinking through problems and sharing viewpoints. More illuminating for students than hearing you do it.
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“Productive Failure”: Why Floundering is Good--Attempting to figure something out on your own produces better results than having guidance from the very beginning.”
-- Annie Murphy Paul, Learning Theorist, Time.com “Health & Science,” August, 2012
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• Collaboration - We’re all in this together. We’re all here to help each other. The best way to learn something is to explain it so someone else. Blooms’ taxonomy. Incorporate peer review and cloud computing. Advise students to ask questions: “I or another student will reply right away!”
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“Mathematics is not a careful march down a well-cleared highway, but a journey into a strange wilderness, where the explorers often get lost.”
-- W. S. Anglin, author of Mathematics: A Concise History and Philosophy, 1994
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Improving Fluid Intelligence with Training on Working Memory, 2008, by Jaeggi, Buschkuehl, Jonides and Perrig
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Which of these are Correct Rules and which are Mal-Rules? Explain your answer. You may give
examples.
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In the picture below, which is the graph of the function and which is the graph of its
derivative? Explain how you got your answer.
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A solid wood cube, 1 foot on an edge, was sawed into eight smaller congruent cubes.
The smaller cubes were then reassembled to form the longest possible rectangular prism. What is the percent change in surface area?
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Mathematical Misfit
Which fits best: a square peg in a round hole, or a round peg in a square hole? To be more precise, if you take a circle and fit it just inside a square, or take a square and fit it just inside a circle, which fills up proportionally more space?
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Are -59 and (-5)9 the same, or are they different? Explain your answer.
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-- Michael Tsiros, Marketing Professor, University of Miami School of Business, 9/1/2012Full article at http://www.twincities.com/ci_21446847/bad- math-skills-cause-customers-miss-bargains-study
Which is better? To get 1/3 Off the price of an item? Or 1/3 More for
the same price?
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http://www.youtube.com/watch?v=3c6_Hzgqfmg
New Book Trailer:
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Educational Philosophies
Direct Instruction vs.
1. Teacher is active2. Learning is “poured” into
the student by reading or lecturing.
3. Textbook Driven4. Drill – Rote Memory5. Practice – Rote6. Student is observing.
Constructivist Learning
1. Student is active2. Autonomous Learning3. Sources – Teacher, Peers,
Textbook, Library, Internet4. Concrete Experience5. Trial and Error Learning –
Discuss, Correct Mistakes6. Teacher Facilitator
Nancy Allen, Ph.D., College of Education, Qatar University, “Active Learning Strategies and Techniques”
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Changes – Course Goals
Direct Instruction vs.
Familiarizing students with key concepts
Constructivist Learning
Ensuring that students learn how to use those concepts
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Fitzroy Kennedy, University of Alabama, “Critical and Creative Thinking”
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Changes – Teacher’s Role
Direct Instruction vs.
Dispenses information and concepts
Constructivist Learning
Designs and manages the overall instructional process
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Changes – Student’s Role
Direct Instruction vs.
Passive recipients of information and content
Constructivist Learning
Responsible for the acquisition of content and for working collaboratively with other students to learn how to use it
Larry Michaelsen, University of Oklahoma, “Getting Started With Team-Based Learning”
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Describing Levels and Components of a Math-Talk
Learning Community
• What does the transformation to reform mathematics teaching look like? • What would such a classroom look like? • How do teachers, along with their students, get there?
Kimberly Hufferd-Ackles, Karen C. Fuson, and Miriam Gamoran Sherin, Northwestern University, NCTM Journal for Research in Mathematics Education, March 2004
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Describing Levels and Components of a Math-Talk
Learning Community
Shift over Levels 0-3: The classroom community grows to support students acting in central or leading roles and shifts from a focus on answers to a focus on mathematical thinking.
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Describing Levels and Components of a Math-Talk
Learning Community
• Level 0: Traditional teacher-directed classroom with brief answer responses from students• Level 1: Teacher begins to pursue student mathematical thinking. Teacher plays central role in the math-talk community
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Describing Levels and Components of a Math-Talk
Learning Community
• Level 2: Teacher models and helps students build new roles. Some co-teaching and co-learning begins as student-to-student talk increases. Teacher physically begins to move to side or back of the room
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Describing Levels and Components of a Math-Talk
Learning Community
• Level 3: Teacher as co-teacher and co-learner. Teacher monitors all that occurs, still fully engaged. Teacher is ready to assist, but now in more peripheral and monitoring role (coach and assister)
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Action Trajectories for Teacher and Student
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The BIG Problem…
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Real World Classroom
The BIG Problem…
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“Mathematical reasoning in [the real world and] workplace differs markedly from the algorithms taught in school.”
-- John P. Smith, Educational Psychologist, Michigan State University
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Breaking News:
You do NOT have to be an expert to solve
this problem!
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Breaking News:
You do NOT have to adopt a certain curriculum or
textbook to solve the problem!
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Breaking News:
You do NOT have to use a particular
method of instruction or mode of delivery
to solve the problem!
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My Proposal:
All you have to do is “leave the lectern”
as often as possible, and promote the
3C’s!(Communication, Connectivity
and Collaboration)
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My Proposal:
That alone will closely duplicate the environment of the
workplace!
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My Proposal:
…will make problem-solving more like the
real world!
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My Proposal:
…will engage students and restore the sense
of enjoyment and adventure in teaching
for you!
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My Proposal:
…will reform the teaching and learning
of mathematics in your classes!
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My Proposal:
…will increase students’ success, retention and your
popularity!
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Five Guiding Principles on How Mathematics Can
and Should be Taught
From the Co-Authors of IMACS
Institute for Mathematics & Computer Science, 2012
http://www.eimacs.com/blog/2012/08/algebra-is-not-the-problem-part-2/
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Five Guiding Principles on How Mathematics Can
and Should be Taught
1. Mathematics is an important intellectual discipline—not merely a collection of algorithms for performing calculations.
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Five Guiding Principles on How Mathematics Can
and Should be Taught
2. The subject matter of mathematics is ideas, not notation.
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Five Guiding Principles on How Mathematics Can
and Should be Taught
3. Mathematics is an organized body of knowledge.
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Five Guiding Principles on How Mathematics Can
and Should be Taught
4. Mathematics gives us understanding over the real world.
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Five Guiding Principles on How Mathematics Can
and Should be Taught
5. Mathematics is a form of artistic expression.
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http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html
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You–each one of us–can make a difference!
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technically,the glass is always
full.
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Thank You
Available for download at
http://www.slideshare.net/ffeldon/
cmc3-fall-2012-give-it-all-you-got