Practical Ways to Implement Inquiry-Based Learning ......Practical Ways to Implement Inquiry-Based...
Transcript of Practical Ways to Implement Inquiry-Based Learning ......Practical Ways to Implement Inquiry-Based...
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Practical Ways to Implement Inquiry-Based Learning Strategies in College Mathematics
Stan YoshinobuMathematics DepartmentCal Poly [email protected]
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Overview
1. Intro and Background Info2. IBL in a Nutshell3. An example to illustrate the big ideas4. Activity for Participants5. Outro
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1 Intro and Background Info
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Poll:
What math classes you are teaching now or in the fall?
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IBL = inquiry-based learning
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Doable, practical IBL methods
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CBMS Active Learning Statement
Evidence suggests active learning levels the playing field for women, underrepresented students, increases pass rates
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“It worked for me...”
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2014-2015● 1.9 million bachelor's degrees conferred● 22,000 in math bachelors● 1800 PhDs in math (48% are US citizens/Permanent Residents)● 1 : 2100 PhD in Math : undergrad degree in Any Field● 1 : 24 PhD in Math : undergrad degree in Math
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You’re peculiar!
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The IBL Zone (oversimplified, not a ranking)
IBL is doable!
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The many faces of IBL...
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Math for Elementary Teaching
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Math for Elementary Teaching
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Students presenting proofs
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Students presenting proofs
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Math for Secondary Teaching
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Calculus 1 working in groups
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6th Grade
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3rd Grade
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The IBL Zone (oversimplified, not a ranking)
IBL is doable!
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2. IBL in a Nutshell
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Deep Engagement in Rich Mathematics
Opportunities to collaborate and discuss Math
IBL Framework: The Twin Pillars
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Deep Engagement in Rich Mathematics
Opportunities to collaborate and discuss Math
Version 1 Version 2 Version NVersion 3
IBL Framework: The Twin Pillars
Many versions of IBL
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Deep Engagement in Rich Mathematics
Opportunities to collaborate and discuss Math
Version 1 Version 2 Version NVersion 3
IBL Framework: The Twin Pillars
Many versions of IBL
Common to all IBL courses
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Deep Engagement in Rich Mathematics
Opportunities to collaborate and discuss Math
Math TasksStudents Engaging in inquiry
Instructor:Facilitator, chooses tasks, coaches, mini-lecture,...
Twin Pillars
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Deep Engagement in Rich Mathematics
Opportunities to collaborate and discuss Math
Math TasksStudents Engaging in inquiry
Instructor:Facilitator, chooses tasks, coaches, mini-lecture,...
Twin Pillars
Students doing the math!
Students doing the math!
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Deep Engagement in Rich Mathematics
Opportunities to collaborate and discuss Math
Math TasksStudents Engaging in inquiry
Instructor:Facilitator, chooses tasks, coaches, mini-lecture,...
Twin Pillars
Students doing the math!
Students doing the math!
Instructor supporting students doing math!
Appropriate tasks
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3. An example to illustrate the main ideas
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Calculus 1
Context
1. 35 students2. First year students, did not pass AP Test3. Fixed, long department syllabus, textbook4. Very little instructor freedom5. Textbook: Thomas’ Calculus, 12th Ed
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Main Idea Make a handout for each section with tasks replacing most/some lecture.
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Think-Pair-ShareSmall groups
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Instructor: (T-P-S) “Please think about #1… Check with your partner...”
Go over it together OR move on
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Small group work
Instructor: Work with your partner for the next 5-6 minutes on #3.
(visit groups)
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#4: Think-Pair-Share (First time through main idea, do it together.)
#5-8: Small groups. Instructor visits and checks in. “Show me what you tried… Have you thought of...”
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Overview
1. Make handout instead of lecture notes. Reverse engineer using key ideas, examples and problems.
2. Send handout to students before class.
3. Mini lecture to introduce the main ideas (~5-10 min)
4. Mix TPS and small groups, as appropriate
5. Mix in whole class discussions as needed
6. Wrap-up at end of class
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Other Critical Aspects
1. Deliberate emphasis on growth mindset. 2. Assignments on growth mindset, productive failure.
a. “The Five Elements of Effective Thinking” Burger, Starbirdb. Students watch several videos on growth mindsetc. Students turn in a 1-2 page reflection weekly
3. Work on student buy-in from day 1a. How did you learn how to do one of your hobbies?b. Emphasis on practice, asking questions, “being stuck is okay.”
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4. Activity
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4. Activity: Think Pair ShareElementary AlgebraSection 2.4 General strategy of solving lin eqns
Activity - take 1-2 minutes. Think about how to IBL-ize the material. Share via the comments or raise your hand.
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1. 7x + 8 = -132. 5a + 3 = -573. 7x - 3 = 3x + 124. 2.4w + 12 = 3(-7.4 + 6.7w)
Typical problems from the section
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5. Outro
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Humanizing and validating your efforts...
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Re-imaging heroes
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Imagine what you want your students to retain 10 years after your course...
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Student Quote:
“I’ve learned that failure is an important part of succeeding. Before, I would get frustrated and give up when I couldn’t solve a math problem. Now, when I’m working on solving a difficult math problem and I can’t get it right the first time, I’m not discouraged. I know now that failure is a step in the right direction.”
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If you’d like to learn more about IBL..
IBL Workshop in July 2018 in LA
Come join us!
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Appendix
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Resources 1
1. The Academy of Inquiry Based Learning (AIBL) is a community of IBL practitioners in college mathematics (LINK)
2. IBL Workshop Zero is a slideshow on the basic aspects of IBL courses (LINK)3. There will be an IBL Workshop in Los Angeles, July 10-13, 2018 (LINK)
targeting college math instructors. This is perhaps the best way to get up to speed with IBL methods and build IBL course materials and/or plans.
4. CBMS Active Learning Statement (LINK)
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Resources 2
1. This is a resource for your students to learn more about growth mindset. It’s a list of videos compiled into a Productive Failure Videos Playlist (LINK). Students are assigned 2 or 3 videos per assignment, for a total of 3 or 4 assignments per term.
2. A short book used with freshman to cover Growth Mindset is “The Five Elements of Effective Thinking” by Ed Burger, Mike Starbird (LINK). The book is spread across 3 reading assignments.
3. The AIBL Youtube Channel has short video interviews of students and IBL instructors, who share their experiences. Here are links to Student Voices and Instructor Voices.
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Same resources listed are available at http://tiny.cc/CSUWebcast2-21-18
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Student Quote 2:
“One thing I learned… is that it is an important part of learning to struggle and have difficulty with problems. I have learned that through this struggle we grow and learn most as individuals.”
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Student Quote 3:
“One big thing I learned… was how productive failure can be. Your brain actually grows and develops when you fail. This proved to me that it is more about the process of arriving at the answer than it is about actually getting the right answer right away.”
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Interacting with Students: Sample Coaching
● Student: “Is this right??” Instructor: “Show me what you tried...”● “How confident are you?”● “Could you explain your strategy to your group?”● “What if I did this mistake… Why doesn’t that work?”● “What strategy did you use for problem...”● “Show me what you tried for problem...”● “Have you thought of trying this...”● Replace “Are there any questions?” with “Discuss what questions could a
person ask about…?”● “It’s okay to be stuck!”
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About SY
● PHD from UCLA in Real and Harmonic Analysis (John Garnett)● Zero IBL courses K thru PHD● Area of specialization is Professional Development in Higher Ed Math● Implemented IBL from elementary school to Native American Tribes in AZ to
CSUDH to Cal Poly
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Math/QR Professional Development Calendar
http://www.calstate.edu/professional-development-calendar
Upcoming Webcasts
February 22, 1PMPlanning Co-Requisite Support for a Quantitative Reasoning Course
Becky Moening
February 27, 10AMOur Journey to Co-Requisite Support for Statistics
Markus Pomper
March 6, 2PMIdentity and Mathematics
Bill Zahner
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Mathematics/Quantitative Reasoning Supportive Course WorkdayFriday, March 910:00AM to 3:00PM
Crowne Plaza Los Angeles International Airport
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April 13-14, 2018Uri Treisman• Keynote • Breakout for Math & STEM faculty
http://www.cpp.edu/~csusymposium
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