Flipping the Classroom with Adaptive · Flipping the Classroom with Adaptive Learning Technology...

Flipping the Classroom with Adaptive Learning Technology and In-Class

Tutoring

Lynne DeSantis Associate Professor, Mathematics Mount Washington College [email protected]

Richard Smatt

Director, Math/Accounting Learning Center Flagler College Online Instructor, Mount Washington College [email protected]

#pearsoncite

Presenter’s photo

Consortium Model

versus

Current Model

Speed to completion

Data All Students Earning Below 50 on Accuplacer Arithmetic

Students Who Did Take Remedial Math - Performance in Finite Math

Course Description C or Higher Passing F W Total

Finite Math 44 37% 73 61% 25 21% 21 18% 119

Students Who Did Not Take Remedial Math - Peformance in Finite Math

Course Description C or Higher Passing F W Grand Total

Finite Math 8 33% 17 71% 3 13% 4 17% 24

143

Grade Distribution With Versus Without Remedial Math 2009 - 2013

http://www.completecollege.org/docs/CCA-Remediation-summary.pdf

1 2

3

• For students with few academic deficiencies, place them into redesigned first-year, full credit courses with co-requisite built-in support, just-in-time tutoring, self-paced computer labs with required attendance, ….. *This initiative is backed by many including: 33 governors, the Bill and Melinda Gates Foundation, and the Lumina Foundation.

2 Highlights of The New Math Model

• The new model provides a Required “Lab" Day

for students who score below a 50 of the math section of the Accuplacer.

• This New Model also Replaces “Remedial Math”

Concept I

Online remedial support



Pre-Test

Beginner

• D work •70% or better

required to move to next level

Intermediate

•C work •70% or better


Experienced

•B work •70% or better


Advanced

•A work •Tutor previous

levels •Badge for

completion of all advanced work

Classroom Activities Starting level based on pre-test

Concept II




Pre-Test

Beginner

• D work •70% or better


Intermediate

•C work •70% or better


Experienced

•B work •70% or better


Advanced

•A work •Tutor previous

levels •Badge for

completion of all advanced work


Concept X




Pre-Test


Consortium Model

Using Adaptive Learning Pathways in MyMathLab

Students' homework assignments are personalized based on their pretest results, allowing them to focus on topics they have not yet mastered.

Adaptive Study Plan

“Online Experience”

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Some Pretest & Posttest results using the new model

Pre-Test Pod 2 Pod 2 Post Test Pre-Test Pod 3 POD 3 Post Test2 2 3 3

Score Score Score Score

13% 66% 51% 69%34% 94% 30% 77%10% 31% 19% 43%32% 57% 42% 48%29% 83% 47% 62%71% 82% 59% 75%75% 99% 73% 85%12% 79% 23% 56%65% 88% 69% 65%

The "in-class" experience

Peer to Peer Support

Peer-to-Peer In-Course Tutoring

Discussion question 4): A license plate is to consist of 2 letters followed by 5 digits. Determine the number of different license plates possible if repetition of letters and numbers is not permitted. Student A) For #4 what I did was took 26x25x10x9x8x7x6= 19,656,000. I don’t know if it was right but that is what I did. Student B) I used the equation 26*25*10*9*8*7*6= 19,656,000. The reason being, the wording of the problem states that repetition of letters and numbers is not permitted. Therefore, I reduced each consecutive position by one. Hopefully this is correct! Student C) I'm wondering where you got those numbers 26x25x10x9x8x7x6= 19,656,000? Student D) I understand how to get the answer. I had to multiply the numbers in the alphabet and the numbers and that is how you get 26*25*10*9*8*7*6.

Online discussion collaboration among teammates:

On-ground class introduction

Basic Problem Examples

When Bridget takes a new job, she is offered an $1100 bonus now or the option of an extra $100 each month for the next year. If interest rates are 3% compounded monthly, which choice is better and by how much?

Intermediate Problem Example

A car manufacturing company is offering the choice of a 2.8% loan for 60 months, or $5000 cash back on the purchase of a $24,280 car. (a) If someone takes the 2.8% loan offer, how much will the monthly payment be? (b) If someone takes the $5000 cash-back offer and can borrow money from their local credit union at 6.4% interest compounded monthly for five years, how much will the monthly payment be? (c) Which of the two offers has a lower monthly payment?

Advanced Problem Example

Earl and Larry each have full-time jobs and plan to retire after working for 30 years. Each man is in a 20% marginal tax bracket. Assume that any money they deposit into IRAs earns 6% interest compounded monthly. (a) Earl opens a Roth IRA account immediately. Earl deposits the remainder of $500 after taxes are deducted into his account at the end of each month for 12 years. After that he makes no further deposits and lets the money earn interest. How much money will Earl have in his account when he retires after working for 30 years? (b) Larry waits 12 years before opening his Roth IRA. He deposits the remainder of $500 after taxes are deducted into his account at the end of each month until he retires. How much money will Larry have in his account when he retires after working for 30 years? (c) Who paid the most money into his IRA? (d) Who had the most money in his account upon retirement?

Assessing, Collecting, & Using Data

Preliminary Course Level Assessment Data

Aggregate Data 2013 – June 2014

Online Class Section - New Model

Course Outcome Enrolled Assessed Mean Enrolled Assessed Mean Analyze situations involving logical inference. 143 120 2.83 11 10 3.30 Apply matrices and systems of linear equations to problem solving.

143 122 2.82 11 10 3.10

Evaluate situations involving probability. 143 115 3.01 11 10 3.60 Use algebraic and problem solving skills in situations involving financial topics.

143 123 2.94 11 10 3.10

Identify the truth value in situations involving logical inference.

143 112 2.87 11 10 2.90

Apply set theory to situations involving probability.

143 115 2.86 11 10 3.50

• "Bridge to Nowhere" study specifically cited this example: "Austin Peay State University in Tennessee eliminated remedial math courses and places students in redesigned credit-bearing courses that include extra workshops and specialized help. Initial assessments are given to determine specific knowledge gaps, then the workshops are used to provide additional instruction on key math concepts with special emphasis on individual areas of weakness. As a result, twice as many remedial students are passing their initial college-level math courses."

We want a similar success story!

*Add customized study plans for post-tests *Produce additional Jan Academy videos *Extend data analysis over a larger time

period *Implement the new model in additional math

courses *Implement the new model in English and

General Education courses

If I figured out how to eat this sandwich….I know you can conquer your math concepts! There is always a solution …you can dooooo it!!!!

Pic: Richard Smatt 2013

Flipping the Classroom with Adaptive · Flipping the Classroom with Adaptive Learning Technology...

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