Long time no post! I've just returned from a talk on how to bring a course redesign idea to life. There are so many great ideas out there (just Google for ideas) on course redesign for any level of mathematics. Picking an idea really isn't the hard part. It's when you want to make those changes that the work really starts. For more information, check out the presentation on the left under Documents.
But the title of this post is "tools for adjuncts" so it would be best to provide some. At this presentation, I showed our developmental math manual. It's also available at the left under Documents. This is probably one of the best resources we have to help assist our program.
So what's in it?
The idea of the manual is to be a one stop shop for anything related to the program. So pacing charts, course information, MyMathLab information, MML master course IDs, study skills tips, placement information, program information and much more is available. Having a ready resource is really helpful when your program has many components, as ours does.
If you're interested in this idea, think about what your adjuncts need that you provide repeatedly. Putting that information and any related documents in one place (print, online or both) can make your program operate more consistently.
Saturday, September 18, 2010
Sunday, August 15, 2010
Bringing Mathway to life
Over the past year, I've been involved in a national initiative to change developmental math education in a completely new way. To learn more about the national project, Mathway, check out this link.
But over the past year, I've been thinking about our school's redesign and the lessons learned. While traditional in nature, it's still a successful redesign that has universal lessons. Taking that success and integrating it with this new course would further create the complete system of developmental math that would help all students succeed and achieve.
I've mentioned before that I'm a believer in "show, don't tell". So, here's a look into the approach and work that has been happening right here in Rockford with another colleague.
[Note: Mathway is the name of the initiative by Carnegie to bring a new path through developmental math into college level math. MLCS is the name of the main course that would make that happen: Mathematical Literacy for College Students. New Life is the name of a related initiative to Mathway, but led by community college faculty. I am a member of it as well.]
But over the past year, I've been thinking about our school's redesign and the lessons learned. While traditional in nature, it's still a successful redesign that has universal lessons. Taking that success and integrating it with this new course would further create the complete system of developmental math that would help all students succeed and achieve.
I've mentioned before that I'm a believer in "show, don't tell". So, here's a look into the approach and work that has been happening right here in Rockford with another colleague.
[Note: Mathway is the name of the initiative by Carnegie to bring a new path through developmental math into college level math. MLCS is the name of the main course that would make that happen: Mathematical Literacy for College Students. New Life is the name of a related initiative to Mathway, but led by community college faculty. I am a member of it as well.]
Tuesday, July 27, 2010
Getting past paralysis by analysis
I've been thinking a lot lately about why some causes or initiatives take flight and others stay in the theoretical stage. Basically, I think it comes down to the amount of talking and composition of the conversations.
Yes, talking.
Like most academics, I've sat on more than my fair share of committees and task forces with a goal or charge. Some did some things; others did nothing. All of them had meetings. Nothing like death by committee to give life to a dream... Most of these groups produce something on paper. But none of these activities constitute change. Why is that?
Because change is about attitudes and behaviors. It's not about words on a page or philosophy necessarily. Change starts with talking but it ends with action. Unfortunately, so many good ideas die in the talking phase; everyone wants to talk about what should be done, what could be done if there were more money/time/concern, what would have happened if .... you get the picture. Well meaning people and ideas get lost in this paralysis by analysis.
I've been a part of some successful initiatives and in each one someone, at some point, said, "we may disagree and we may not have it perfect to start but we will start. We will do something and if it fails, then we know what we need to do different. But we will never know until we try." In other words, we committed to doing something instead of talking about doing something.
Easy to say and hard to do. But really it comes down to starting. And then continuing.
So how does it work? Here's a glimpse at my approach. It's but one and not the only way but it's worked for me.
When I start a project, I do copious amounts of research all the time, whenever I can fit it in. My husband can attest that I've been guilty of reading a research article between innings of little league games. After reading, making notes, processing, synthesizing, and analyzing, it's time to do something. And it may not work. I've had some great successes and some pointed failures. But regardless, I make a plan, outline all the things needed to bring that plan to life, and then complete them one by one.
As that process continues, I'm constantly asking for advice, opinions, comments, whatever input I can get to improve the product and include others, giving them ownership. Review and revise. Review and revise.
The next step is knowing human nature. All of us are resistant to change. It's just that some are more resistant than others. Most faculty can absorb change if they have or get the following:
1. Plenty of time to get acclimated
Plan for your rollout and educate long before the rollout starts. People need to time to understand and accept what's coming.
2. A way to give input with confidence that the concerns are respected and addressed
Faculty sometimes have petty reasons for objecting to a change but more often than not, their concerns are valid. Regardless, value them and listen. Compromise when you can but not to the point of changing the vision. Because we are all human, sometimes we object because we just don't want to do something different even if it will work. The big picture must be kept in mind otherwise the small things will cloud the process.
3. All resources and then some
Someone is going to have do the work and get the needed resources, training, what have you so that faculty can see what the change will entail and have what they need to make it so.
Example: Years ago our geometry course wasn't working. So we suggested each person write their own notes packet, develop their own activites, etc. Guess what? Most didn't. Sometimes people dkidn't know how and other times, they didn't have the time even if they did have the expertise. Either way, it didn't matter because the changes didn't happen across the board. They were just hit or miss.
Now we give instructors the students notes and activities, an instructor guide with everything in it, and an online course completely set up. They'll add and adjust but at least they have a base to get them started so that they can take it to the level they want.
The last step is looking back. Did it work? Is it working? Does it make sense? Any math people noticing my approach is a lot like Polya's 4 steps to problem solving? Understand the problem (i.e., research), make a plan, carry out the plan, and look back. Fix things, adjust, don't stay in the new status quo.
We've made a tremendous amount of changes to our developmental program and the pass rates are up 20 percentage points or more. That doesn't mean the problem is solved. The program is a bear to manage and maintain. It's hard to scale up and down. Our flow chart looks like an instrument of torture. I'm not looking to make any more broad changes but I'm tweaking behind the scenes to make the experience better for everyone involved, including me.
This approach is not a magic bullet or simple but it does work. From what I've gathered, it's easy to talk and hard to act. But the reality is that the talking phase has to be just a phase and not a life sentence for change to occur.
Yes, talking.
Like most academics, I've sat on more than my fair share of committees and task forces with a goal or charge. Some did some things; others did nothing. All of them had meetings. Nothing like death by committee to give life to a dream... Most of these groups produce something on paper. But none of these activities constitute change. Why is that?
Because change is about attitudes and behaviors. It's not about words on a page or philosophy necessarily. Change starts with talking but it ends with action. Unfortunately, so many good ideas die in the talking phase; everyone wants to talk about what should be done, what could be done if there were more money/time/concern, what would have happened if .... you get the picture. Well meaning people and ideas get lost in this paralysis by analysis.
I've been a part of some successful initiatives and in each one someone, at some point, said, "we may disagree and we may not have it perfect to start but we will start. We will do something and if it fails, then we know what we need to do different. But we will never know until we try." In other words, we committed to doing something instead of talking about doing something.
Easy to say and hard to do. But really it comes down to starting. And then continuing.
So how does it work? Here's a glimpse at my approach. It's but one and not the only way but it's worked for me.
When I start a project, I do copious amounts of research all the time, whenever I can fit it in. My husband can attest that I've been guilty of reading a research article between innings of little league games. After reading, making notes, processing, synthesizing, and analyzing, it's time to do something. And it may not work. I've had some great successes and some pointed failures. But regardless, I make a plan, outline all the things needed to bring that plan to life, and then complete them one by one.
As that process continues, I'm constantly asking for advice, opinions, comments, whatever input I can get to improve the product and include others, giving them ownership. Review and revise. Review and revise.
The next step is knowing human nature. All of us are resistant to change. It's just that some are more resistant than others. Most faculty can absorb change if they have or get the following:
1. Plenty of time to get acclimated
Plan for your rollout and educate long before the rollout starts. People need to time to understand and accept what's coming.
2. A way to give input with confidence that the concerns are respected and addressed
Faculty sometimes have petty reasons for objecting to a change but more often than not, their concerns are valid. Regardless, value them and listen. Compromise when you can but not to the point of changing the vision. Because we are all human, sometimes we object because we just don't want to do something different even if it will work. The big picture must be kept in mind otherwise the small things will cloud the process.
3. All resources and then some
Someone is going to have do the work and get the needed resources, training, what have you so that faculty can see what the change will entail and have what they need to make it so.
Example: Years ago our geometry course wasn't working. So we suggested each person write their own notes packet, develop their own activites, etc. Guess what? Most didn't. Sometimes people dkidn't know how and other times, they didn't have the time even if they did have the expertise. Either way, it didn't matter because the changes didn't happen across the board. They were just hit or miss.
Now we give instructors the students notes and activities, an instructor guide with everything in it, and an online course completely set up. They'll add and adjust but at least they have a base to get them started so that they can take it to the level they want.
The last step is looking back. Did it work? Is it working? Does it make sense? Any math people noticing my approach is a lot like Polya's 4 steps to problem solving? Understand the problem (i.e., research), make a plan, carry out the plan, and look back. Fix things, adjust, don't stay in the new status quo.
We've made a tremendous amount of changes to our developmental program and the pass rates are up 20 percentage points or more. That doesn't mean the problem is solved. The program is a bear to manage and maintain. It's hard to scale up and down. Our flow chart looks like an instrument of torture. I'm not looking to make any more broad changes but I'm tweaking behind the scenes to make the experience better for everyone involved, including me.
This approach is not a magic bullet or simple but it does work. From what I've gathered, it's easy to talk and hard to act. But the reality is that the talking phase has to be just a phase and not a life sentence for change to occur.
Wednesday, July 14, 2010
21st Century Expectations
I'm not sure if it's 13 years of teaching, general crankiness, or what but I'm finding the expectations of my students to be, shall we say, off. In an effort to ward off potential problems, I try to explain my expectations at the beginning of the semester. Like most instructors, I go through the syllabus and explain the general structure of my course. And, that's boring. And not effective. So, I'm considering the following activity on day 1 of the semester along with a syllabus scavenger hunt as described below.
Syllabus scavenger hunt
Heather Foes, Rock Valley College
1. On the first day, have students form groups of 2 or 3 students.
2. Instruct students to write down 5 things their group wants to know about the course.
3. Distribute the syllabus.
4. Students should scavenge the syllabus for the answers to their questions, discussing their findings with their group.
5. Reconvene as a class.
6. Ask each a group for a question they had and the answer they found.
21st Century Expectations, aka, Welcome to College
Kathleen Almy
Post the following the blunt truisms about college.
1. The world does not revolve around you.
2. Poor planning on your part does not constitute an emergency on mine.
3. If you're working xx hours a week and plan to use that as an excuse, go to work instead of college.
4. There is no safety net in this class, in college, or life.
5. Your printer will run out of ink the morning your paper is due so consider printing it the day before.
6. We do carry on class even without your presence so think twice about asking, "did you do anything while I was gone?"
7. The responsibility for finding out course, program, and degree requirements falls on you. The sooner you learn that, the quicker you'll get out of here with a degree.
8. College is about delayed gratification. If you're looking for instant satisfaction, you're in the wrong place.
9. There are much less expensive and easier places to text than my class. Find one.
10. Your mother lied; you're not special.
Have a whole class discussion on their reactions to these. Some students will undoubtedly not believe them or be offended. That's ok; no one ever said the truth was a kind pill to swallow.
Assignment: write a paragraph of what they think of these statements and how they can use these facts of college to have a successful semester.
If you have suggestions or comments, please share. I'm game for any way to improve these ideas.
Syllabus scavenger hunt
Heather Foes, Rock Valley College
1. On the first day, have students form groups of 2 or 3 students.
2. Instruct students to write down 5 things their group wants to know about the course.
3. Distribute the syllabus.
4. Students should scavenge the syllabus for the answers to their questions, discussing their findings with their group.
5. Reconvene as a class.
6. Ask each a group for a question they had and the answer they found.
21st Century Expectations, aka, Welcome to College
Kathleen Almy
Post the following the blunt truisms about college.
1. The world does not revolve around you.
2. Poor planning on your part does not constitute an emergency on mine.
3. If you're working xx hours a week and plan to use that as an excuse, go to work instead of college.
4. There is no safety net in this class, in college, or life.
5. Your printer will run out of ink the morning your paper is due so consider printing it the day before.
6. We do carry on class even without your presence so think twice about asking, "did you do anything while I was gone?"
7. The responsibility for finding out course, program, and degree requirements falls on you. The sooner you learn that, the quicker you'll get out of here with a degree.
8. College is about delayed gratification. If you're looking for instant satisfaction, you're in the wrong place.
9. There are much less expensive and easier places to text than my class. Find one.
10. Your mother lied; you're not special.
Have a whole class discussion on their reactions to these. Some students will undoubtedly not believe them or be offended. That's ok; no one ever said the truth was a kind pill to swallow.
Assignment: write a paragraph of what they think of these statements and how they can use these facts of college to have a successful semester.
If you have suggestions or comments, please share. I'm game for any way to improve these ideas.
Monday, July 12, 2010
Geometry? Check!
Problem: Illinois requires Geometry prior to taking college level math. Since we're one of the four states in the country with this issue, there are virtually no books to choose from and certainly no online courses for use. Many schools use high school texts but there are multiple problems with them (pacing, distracting pictures, level of content, etc.). We need something written for an adult student who's not trying to repeat high school. It needs to have the right balance of theory and practice and be paced for a semester length 3 or 4 credit hour course. It also needs to take into account the small amount of time we have in class, time that's best not spent copying definitions and theorems.
Solution: See below. Both are being published by Pearson Custom currently. In addition to the student toolkit and instructor manual is an online MathXL course with homework for each lesson as well as a cumulative course review.
Beyond developmental geometry, these books can also be used for Geometry for Elementary Teachers classes because the focus is active learning and understanding geometry. Students are a part of the development of the theorems and formulas used.
To see samples, click here: student toolkit sample chapter
instructor's resource manual sampler.
Product descriptions:
Geometry: A Toolkit for Success
This toolkit provides your students all the resources they need to be successful in geometry. Each class period is composed of problem solving and critical thinking from a geometric perspective. Most pages feature a helpful 2 column format with guided notes on one side and examples and problems on the other. Two column proofs are included; however, the instructional focus is on reasoning and applying geometric principles. Active learning, measurement, and hands on methods are featured throughout.
MathXL assignments accompany nearly every section. For certain concepts, a page in the toolkit is available to use for homework.
While any geometry textbook can be used as a reference, the book has been written to reference Geometry: Fundamental Concepts and Applications by Alan Bass, Pearson Publishing.
Student resource pages include:
• 3 hole punched pages for use in a binder
• Guided class notes
o Worksheets for each class period with activities, theorems, problems, and definitions
• Perforated cardstock flash cards for 240 geometry definitions
• List of key theorems and formulas
• List of key geometry notation
An instructor resource manual accompanies the toolkit and includes the following:
• Annotated worksheets with answers to accompany student worksheets
• Pacing guides
• MathXL master course with assignments for each section
• Sample tests
• Notes from the class test to assist all instructors including those new to teaching geometry and adjunct instructors
ISBN for Toolkit: 0558779948
ISBN for bundle (Toolkit, Bass book, MathXL code): 9780558677527
Solution: See below. Both are being published by Pearson Custom currently. In addition to the student toolkit and instructor manual is an online MathXL course with homework for each lesson as well as a cumulative course review.
Beyond developmental geometry, these books can also be used for Geometry for Elementary Teachers classes because the focus is active learning and understanding geometry. Students are a part of the development of the theorems and formulas used.
To see samples, click here: student toolkit sample chapter
instructor's resource manual sampler.
If you have questions or would like a copy, let me know. My rep will be happy to share.
Product descriptions:
Geometry: A Toolkit for Success
This toolkit provides your students all the resources they need to be successful in geometry. Each class period is composed of problem solving and critical thinking from a geometric perspective. Most pages feature a helpful 2 column format with guided notes on one side and examples and problems on the other. Two column proofs are included; however, the instructional focus is on reasoning and applying geometric principles. Active learning, measurement, and hands on methods are featured throughout.
MathXL assignments accompany nearly every section. For certain concepts, a page in the toolkit is available to use for homework.
While any geometry textbook can be used as a reference, the book has been written to reference Geometry: Fundamental Concepts and Applications by Alan Bass, Pearson Publishing.
Student resource pages include:
• 3 hole punched pages for use in a binder
• Guided class notes
o Worksheets for each class period with activities, theorems, problems, and definitions
• Perforated cardstock flash cards for 240 geometry definitions
• List of key theorems and formulas
• List of key geometry notation
An instructor resource manual accompanies the toolkit and includes the following:
• Annotated worksheets with answers to accompany student worksheets
• Pacing guides
• MathXL master course with assignments for each section
• Sample tests
• Notes from the class test to assist all instructors including those new to teaching geometry and adjunct instructors
ISBN for Toolkit: 0558779948
ISBN for bundle (Toolkit, Bass book, MathXL code): 9780558677527
Friday, July 9, 2010
Consider Singapore and KISS
Sounds like an ad for Singapore's tourism ministry, eh?
Singapore's math methods are my latest interest for a couple of reasons:
1. They're simple
2. They make sense
3. They work
Singapore has a very comprehensive way of looking at math education as illustrated by their pentagonal framework graphic below. This graphic is courtesy of a detailed article on their approach Problem Solving in Singapore.
The U.S. isn't the only country to be unhappy with its math scores and try to make efforts to change that. Singapore did exactly that to much greater success than we can for many reasons. With a centralized education system that's small and has designated leaders, they can do more in terms of continuity. We may not be able to do that but we can learn from their techniques, which are wonderful in their simplicity and clarity. For example, they have a well balanced focus (not just procedural skills). They consider the role of attitude and metacognition in learning. Plus, they regularly give students non-routine problems and the resources to solve them. Their approach isn't a magic bullet but it's certainly something to consider.
This is one of the single best articles I've read that will give you a taste of their method and how it can work: Singapore Math: Simple or Complex? In it, you can see an example of their bar model method. It's a terrific visual that boils the problem down into something a student can see clearly. But more than that, the operations needed to complete the problem can be seen. Want to take 3/5 of 40 but have no idea how to do that because you can't remember the rule? That's no longer an issue because they're not teaching rules; they're teaching understanding. Since many students learn by doing and seeing, their method takes an abstract subject like mathematics, especially algebra, and makes it concrete.
I've ordered some of their textbooks since they're available in the U.S. and some schools and homeschoolers are trying them. Deceptively simplistic looking and small, they pack a punch. My main critique would be the contrived nature of the problems but that's probably one of the few weaknesses. For K-5, that's not really the worst thing anyway. Kids at that age aren't so jaded about math and don't expect everything to be realistic.
A refreshing, simple, and effective way to approach math. I guess the old K.I.S.S. method really does work after all. Keep it simple and all.
Tuesday, July 6, 2010
A look at mathematics education courtesy of Dan Meyer
While I'm knee deep in geometry instructor manual writing, here is something to get you thinking about not only what's currently wrong in math education but what can be done to fix it. Plus, he's funny! What's not to like?
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