Face to Face

Students in MAT156/157 preparing to be elementary school teachers sometimes struggle to think of ways to make learning math creative and fun.

The classroom communication is not alway transfer to my students correctly or to their understanding. I would like to be more clear and concise in my communication. I like to get my idea across with the first communication if possible. 

This fall I compared (Like Becky Baranowski had done for Calc 2) students coming from the PHY 121 traditional class versus those in PHY121/MAT221 Learning community on the Conceptual Survey of Electricity and Magnetism. While the numbers are small (n=12 from LC and n=10 from traditional) it was interesting to compare. Both groups had essentially the same pretest score (LC 18.2% and Trad 18.3%) but differed on the post test (LC 67% and trad 52%). Since the numbers are small I will be adding the students from this spring semester to try and get more statistically reliable numbers

Since Spring 2013, I have required students to submit their drafts to the Online writng center for feedback.  Over the past several semesters, I have seen their average scores go from 43 out of 60 on increase to 52 out of 60 on the short essay and from 62 out of 80 on the long essay to 70 out of 80 on the long essay.  I have made some revisions using submission links to canvas and hope to close the loop at the end of the semester for RDG 095, RDG 091, CRE 101 and RDG 081.

Although students do a lot of small group work (and participate in class discussions), they often don’t know each other’s names – sometimes not even those of their own groups. At the end of the semester, students still ask me who “so and so” is so they can return peer reviewed papers.

In my differential equations class, students ran an experiment on the accuracy of a nondigital thermometer.  Most directions for use of nondigital thermometers say to leave under the tongue for 2 minutes, so students tested the accuracy of this.   Three groups performed different activities for two minutes (cheweing gum (placebo group), jumping jacks, and drinking a cold refreshing beverage).  Students collected temperature readings every 30 seconds for 4 minutes.  Data was run through Logger Pro, and students analyzed data using best fit lines.

To cover textbook material, I assign the students sections to present. In Cultural Anthropology classes, this is assigned by Cultural Area. I allow students to choose a partner to present with and provide them a list of possible topics. They are to sign up on a first-come, first-serve basis. The requirements are that the presentations cover the textbook material, as well as include at least one outside source. The presentations should be about 10 minutes, for about 2 minutes for questions, etc. They include slides, pictures, and video.

Gene expression is a complex multi-step process that students struggle to learn. There are many terms to memorize and then students need to remember the functions and roles of all the molecular players and the order in which each molecule participates in the overall process. I currently use lecture, diagrams, animations, a worksheet and websites to teach this topic and I have also incorporated a hands-on lab using manipulatives where the students create their own working model of gene expression using yarn, foam pieces, pasta, playdoh, post-its and other random junk (see attached pics).

This semester I have developed a common lab final for the BIO 160 sections offered here at EMCC. This common final will incorporate laboratory activities performed during the semester and is a cumulative final. The common lab final should serve to support similar curriculum across across all sections offered here at EMCC. 

Results from this final will help me identify lab activies that need refinement as well as commonly misunderstood concepts from the class.

Students should be working, thinking, analyzing, creating, etc. throughout the day and guiding a large part of their own learning. Having students create their own assessments ensures that they are held accountable to actively listen during class and that they are thinking at a higher level about what they've learned.

In summer 2014, the calculus III workbook was updated to incorporate more physics with the calculus curriculum.  In fall 2014, students are using this new workbook.  Of the 31 students in the class, 7 of them took the calculus/physics learning community in fall 2013.  All but 2 of the remaining 24 students have had (or are currently in) PHY121/PHY131. 

MAT082 students historically demonstrate a need for organizational, time management, test-taking and study skills.  They also struggle with Math and test anxiety.

This clicker case study will be designed to use existing knowledge gained from class helping make connections between what they might consider separate concepts (chemistry, mitosis, genetics and cancer). This case study will allow student to plan and diagnose, treatment plan, analyze the results of the treatment plan and evaluate if this treatment plan would be ideal for this particular patient.

What I will assess: I will be assessing the comprehension of material to answer multiple choice questions assessing their knowledge of

A quick way, I can check for understanding, is by having the students do thumbs up, thumbs down or sideways to a given student answer.

I will give a practice problem and after the students work it out, I will have student either verbally give the answer or write it on the board. Then I will ask class, if they agree with the answer. I will say on the count of three, give thumbs up if you got the same answer, give thumbs down if you got a different answer, and give thumb sidewise if you got stuck and did not finish the problem.

I first make sure that I number each table from 1 to 8.

I will give the students a practice problem and tell them to work it out first themselves and then check their answers with the other members at the table. They all must come to agreement on the answers. (This is the first check level)