AMATYC 39th Annual Conferene Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!

1. Bringing the Real
World into a Hybrid
Statistics Class
Adam H. Littig
Los Angeles Valley College
littigah@lavc.edu

2. Our Statistics Students
๏
Most students in your statistics courses
are NOT STEM majors.
๏
They do NOT find the proof of the Central
Limit Theorem fascinating!

3. Critical Thinking!?
๏
Why not teach them critical thinking using
topics from the real world?
๏
Use an online Learning Management
System (LMS) to host discussions with
statistics in the real world.

4. Proposed Soda Tax
๏
Students are grouped in 20-30 people.
๏
I posted a PSA about a proposed Soda
Tax in Albany, NY.
๏
The directions are “Discuss.”
๏
Actual student comments follow…

5. Actual Student Comments
๏
I believe that taxing soda does sound
right. It is not good for us. We have been
trying all sorts of new things in the
government, why not give this a shot as
well. Yes to soda tax!

6. Actual Student Comments
๏
A huge tax was added to cigarettes to get
people to stop smoking, but that didn't
really work.

7. Actual Student Comments
๏
They should not say, "many statistics
imply..." because then we aren't seeing
the information and we believe them
because the person seems like he or she
knows what they are saying.

8. Actual Student Comments
๏
Are we going to start taxing everything
that we think is bad?

9. Actual Student Comments
๏
This looks more like an excuse for the
government to increase taxes on whatever
they can because it is for a “good cause.”

10. Actual Student Comments
๏
Often times government crosses the
boundaries of freedom. As far as
enforcing a special tax on soda to send a
message, it is not their duty to dictate
what we can consume.

11. Actual Student Comments
๏
Upon reading some of the articles you
guys posted, I decided to look up a couple
of articles that were interesting to me.
Among these were two articles that I
found…

12. Actual Student Comments
๏
I found an interesting article regarding
soda tax bill in California. What stuck out
most to me from the article is the following
quote...

13. Actual Student Comments
๏
So I went online and did a little research
on the statistics of obesity among kids.
Obesity has apparently been decreasing.

14. Actual Student Comments
๏
This law is assuming that soda is the
cause of obesity and it's putting a easy
"solution" to this problem. Unfortunately
everyone would suffer even though soda
might not be the only cause of obesity.

15. Actual Student Comments
๏
How strong is the relationship between
drinking soda and gaining weight, and
how good are the models that predict a
soda tax would reduce obesity?

16. Actual Student Comments
๏
“According to a University of Colorado
study, the introduction of HFCS 20 years
ago coincided with the start of a twodecade rise in national obesity.”

17. Actual Student Comments
๏
Comprehensive implementation implies
analyzing all aspects of the issue. In
Griffin P. Rodgers, MD & Francis S.
Collins, MD, PhD article, “The Next
Generation of Obesity Research” they
write…

18. Actual Student Comments
๏
I believe, slowly, the government is
breaching that fine line. By indirectly
dictating the amount of sugar consumed
they are one stop closer of stripping us of
our freedoms.

19. Actual Student Comments
๏
But, because these politicians know that
most Americans don't dissect misleading
information thrown at them like this video,
it works for them most of the time.

20. Shock and Awe!
๏
No two discussions groups are the same.
๏
Expect to be surprised!
๏
You might learn something too…

21. “…And Equal
Participation for All”
Using Interaction to Reinforce
Concepts and Metacognition in
Mathematics Classes
Fred Feldon
Coastline CC

22. “The best thing to learn first is
how to learn.”

23. Keep students engaged

24. Increase Metacognition

25. “There must be far less telling
on the part of the teacher,
and far more doing on the
part of the student.”
Jean Piaget

26. So, how do I do it?
• How much class time will I lose?
• How do I cover all the content?
• How do I quit being the “sage on stage”?
• How do I keep them from taking shortcuts?
• How do I teach them the “easy way” or the
“right way” to get an answer?
• How do I make sure they don’t
Facebook, text or e-mail during class time?
• How can students possibly learn everything
on their own that I normally cover in my
lectures????

27. So, how do I do it?
• YOU are still the Professor
• YOU provide a course outline, syllabus,
schedule, learning resources, supplemental
material, student support, tutorial
resources, academic rigor and standards of
behavior
• YOU create a safe, non-threatening
classroom environment
• YOU make sure students are engaged and
participate equally

28. So, how do I do it?
• YOU change student attitudes from a “Fixed” to
a “Growth” mindset
• YOU cheer students on and let them know when
they are on the right track
• YOU highlight important points made during
discussion
• YOU question students and ask them to explain
their thinking and justify their answers
• YOU correct misconceptions/misunderstandings
• YOU may provide direct instruction on topics
students appear to be struggling with

29. So, how do I do it?
• YOU will discover the joy of doing what is
uniquely human and more interactive, rather
than simply delivering lectures.
• YOU will have more time to interact personally
with students, to mentor, advise, review
individual work, and answer questions
• YOU will learn more
than ever about your
subject matter and the
way students learn!

30. So, how do I do it?
• Avoid omniscient, overbearing or evaluative
comments that inhibit future participation
• Sustain the interaction and create a rich
environment for critical thinking to flourish

31. So, how do I do it?
• “Students like to be spoon fed. It’s easier for
them. But they need to learn how to feed
themselves. That means putting a plate of food
in front of them and giving them a spoon. Those
of us who have kids know what happens next
and it isn’t pretty. But is there a better way
to learn how to eat?”
-- Maryellen Weimer, PhD
Professor Emeritus of Teaching and
Learning, Penn State University

32. So, how do I do it?
• Flash cards, go down the rows, up and down
your roster, use sticks in a cup, random number
generator or get an app, to call on students
at random

33. The Big Question:
How do I replicate this
interaction online?

34. Obstacles:
• 85% of Coastline’s math enrollment is online
• Each section has 40-80 students
• Interaction & communication is
asynchronous
• Communicating mathematically is difficult
with a keyboard
• Students may have limited equipment and
varying comfort levels with technology

35. Some Possibilities:

36. Some Possibilities:
• The Magic of Mistakes
• Angelo-Cross CAT
 Muddiest Point
 Documented Problem Solutions
 Audio and Videotaped Protocols
 Student Generated Test Questions
• Mal-Rules vs Correct Rules
• Math Was/Math Is

37. Some Possibilities:
r1
r2
Which is bigger, one-half of a small
pizza, or one-fourth of a large? Explain
your answer.

38. Some Possibilities:
Which is better? To get 1/3 Off the
price of an item? Or 1/3 More for
the same price? Explain your
answer.
-- Michael Tsiros, Marketing Professor, University of Miami
School of Business, 9/1/2012
Full article at http://www.twincities.com/ci_21446847/badmath-skills-cause-customers-miss-bargains-study

39. Which of these are Correct Rules and which are MalRules? Explain your answer. You may give examples.
• More at www.slideshare.net/ffeldon/
cmc-fall-2012-give-it-all-you-got

40. Thank You
ffeldon@coastline.edu
This presentation is available to download at
http://www.slideshare.net/ffeldon

41. WWMFTD:
What Would My
Fitness Trainer Do?
Rebecca Schantz
Instructor, Mathematics
St. Louis Community College – Wildwood
RSchantz@STLCC.edu
636-422-2243

43. Well, another day
has passed
and I didn’t do a
DEADLIFT
once.

44. Well, another day
has passed
and I didn’t do a
DEADLIFT
once.

45. WHAT I’VE
DISCOVERED
Fitness Trainer: Client
as
Teacher: Student

46. Have a vision/goal.

47. Have a vision/goal.

48. Measure often;
mark your milestones.

49. Measure often;
mark your milestones.

51. Get your money’s worth;
If you cheat, you’re only
cheating yourself.

52. Change it up,
step it up,
compete with
the best!

53. Have a support system.
“Look for the helpers.”
- Mister Rogers

54. Send
reminders,
motivations!

55. Be prepared.

56. Learn properly,
from
the
experts.

57. When it gets rough,
just remember:
it’s temporary.

58. Take your glasses off.

59. Take your glasses off.

60. Thank you! And remember
Photo taken after AMATYC 2012
You can find me on Pinterest under
Becky Schantz Teaching Tool Faves board
and Twitter @isntmathtweet

61. Coaching Your Math
Class
๏
๏
๏
๏
Nancy Che Mahan
Santa Ana College
NancyCheMahan@gmail.com
www.nancychemahan.blogspot.com

62. Math Instructor

Focused on delivering the math material

Lesson planning…Creative lesson plans!

Class worksheets

Study Guides

Exam Reviews

Assigning Homework

Quizzes and Exams
 50-65% pass rate 

63. Morphing my role to
becoming a Math “Coach”
๏
Sees the students wholistically
๏
Connect world skills with math skills
๏
Implement study and life skills that applies
to mathematics and BEYOND
๏
Encourage & Motivate
๏
Empower
๏
Help identify blocks
๏
Provide strategies to overcome

64. Morphing my role to
becoming a Math “Coach”
๏
Sees the students wholistically
๏
Connect world skills with math skills
๏
Implement study and life skills that applies
to mathematics and BEYOND
๏
Encourage & Motivate
๏
Empower
๏
Help identify blocks
๏
Provide strategies to overcome

65. My 2 main tools…

66. My 2 main tools…
ENFJ
Personality
Experiences
Passion
Values
Community
Stories
…
Pain

67. Dear Class,

68. Vision
First day of class:

Identify your STRENGTH  How will it help
you in this math class?

Identify your weakness/barrier  What is a
strategy to overcome it?

Identify your VISION  Not just to pass this
class, but WHY you need to pass this class).
A vision propels us forward….
Write it down, Share with others, Get feedback.

69. Reflection
 “Test Analysis”
 Self Analysis
Reflection allows us to have
an opportunity to celebrate
or grieve, to correct bad
habits, to renew our vision
for ourselves, and also to realign ourself for what’s
coming up next.
Otherwise, we live in a pattern of repeated
cycles and we can get stuck.

70. The Power of a Thought

Be Aware of our thoughts & its affect

Identify Negative verses Neutral

Intervene our Thoughts

71. Utilize Your Resources
Amazing things can happen when you
look outside yourself and utilize the
resources around you.

72. Look Beyond the Mundane

73. Enjoy the Journey

74. Other Study Skills

Time Management

Grade Check Up

Classroom Behavior

Preparing for an Exam

Test-Taking Skills

Why do Homework?

Successful Student Behavior

Etc.

75. Teacher’s Evaluation

76. Community College

77. Is it worth it?
Math Instructor
 15 out of 30 students passed
my Intermediate Algebra class
during the Spring
 50-65% Pass Rate
Math Instructor + Math Coach
 32 out of 35 students passed my
Intermediate Algebra class next
semester
 91% Pass Rate

78. Nancy’s Morphing Job Title:
Math Instructor &
Math / Life “Coach”
ENFJ
Personality
Experiences
Passion
Values
Community
Stories
…
Pain

79. Morphing your role…to
become more like YOU

80. Collaboration
๏
www.nancychemahan.blogspot.com
๏
Label: “Math”

81. “Flipping the Grading”
Improving Student Learning through
Self Assessment
Lawrence Perez
Saddleback College
AMATYC 2013

82. Thirsty?

84. A Communications Model
Feedback
Source
Conceptualization
of Message
Encoder
Channel
Decoder
Receiver
Form of
Message
Device or
Signal
Perception and
Interpretation
of Message
Conceptualization
of Message
Bagin, D., Gallagher, D., & Moore, E. (2007).
The School and Community Relations (9th ed).
Boston, MA: Pearson Publishing

85. A Communications Model
Feedback
Source
Conceptualization
of Message
Instructor
Encoder
Channel
Decoder
Receiver
Form of
Message
Device or
Signal
Perception and
Interpretation
of Message
Conceptualization
of Message
Math Language
Individual
or Media
Common
Math Language
Student

86. A Communications Model
Feedback
Source
Conceptualization
of Message
Instructor
Encoder
Channel
Decoder
Receiver
Form of
Message
Device or
Signal
Perception and
Interpretation
of Message
Conceptualization
of Message
Math Language
Individual
or Media
Common
Math Language
Student Learning Environment
Student

87. A Communications Model
Feedback
Source
Conceptualization
of Message
Instructor
Encoder
Channel
Decoder
Receiver
Form of
Message
Device or
Signal
Perception and
Interpretation
of Message
Conceptualization
of Message
Math Language
Individual
or Media
Common
Math Language
Student Learning Environment
Student

88. Grading
Generally, we as teachers grade to
evaluate individual students’
learning and performance.
When students grade their own
individual work, it provides a
means of self assessment.

89. Metacognition
Thinking about thinking.
Having students grade their
own work may make them
more aware of what they
really don’t understand.

90. “Flipping the Grading”
Take Home Quiz with Self Assessment
Extensive
Take Home
Quiz
Students are given
the quiz solutions
to correct the quiz.
Days
Later
Next, they complete
a self assessment
survey and give it
to the instructor.
Instructor grades the students’ self assessment.

91. Student Self Assessment Samples
Student thinks about a test taking strategy.

92. Student Self Assessment Samples
Student acknowledges dependency on class
notes and become aware of a specific skill
that needs improvement.

93. Student Self Assessment Samples
Student reflects on the homework sets from
the text and becomes more aware of specific
types of problems that are challenging.

94. “Flipping the Grading”
Exam Corrections with Self Assessment
In Class
Exam
Students are given
the exam solutions
to correct the exam.
Instructor grades
the exam.
Next, they complete
a self assessment
survey and give it
to the instructor.
Instructor grades the students’ self assessment.

97. Traffic Light Self Assessment

98. Traffic Light Self Assessment

100. Larry Perez
Saddleback College
LPerez@saddleback.edu

101. A LOOC Becomes a
MOOC: CCCOnline's
Math Assessment Prep
Course
Erica Marlys Hastert
CCCOnline
erica.hastert@cccs.edu
http://ccconline.org/articles/Math_MOOC

102. What?
๏
Math Assessment Prep MOOC
๏
FREE
๏
Not for credit
๏
Not graded

103. Don’t be afraid! Let’s meet
the MOOC!

104. Who?
๏
CCCOnline Math
๏
Erica and Terry along with CCCOnline
staff
๏
Created for CCCS students and everyone
else

105. Erica, Terry and Affy

106. Why?
๏
To provide a “soft landing” to students who
can’t place into lowest level math courses
๏
To help students score higher on the
Accuplacer
๏
To refresh math skills
๏
Just-in-time math instruction
๏
Response to Colorado Dev Ed Math
Redesign (FIVE Dev Ed courses shrunk
magically into TWO!)

107. MAT 050 & MAT 055
๏
MAT 050: Quantitative Literacy
๏
MAT 055: Algebraic Literacy
๏
(you know the drill…)
๏
STANDARD COMPETENCIES:
๏
1. Demonstrate knowledge of and the ability to solve problems involving ratios, rates, proportions, percents, and
measurement conversions.
๏
2. Demonstrate knowledge and usage of formulas.
๏
3. Demonstrate knowledge of and the ability to solve linear equations and inequalities.
๏
4. Demonstrate knowledge of and the ability to calculate and simplify expressions containing exponents and numeric
square roots.
๏
5. Demonstrate knowledge of and the ability to perform algebraic manipulations involving polynomials, polynomial
operations, and basic factoring.
๏
6. Demonstrate the use of critical thinking skills to problem solve.

108. When?
๏
Summer 2013: July 1 – August 9
๏
Fall 2013: October 7 – December 14
๏
Spring 2014: January 20 – May 13

109. October 7 – December 14

110. Where?
๏
Cyber-space
๏
D2L Open Courses Shell
๏
CCCOnline
๏
Online Tutoring Lab

111. CCCOnline “Course”

112. How? The Nuts & Bolts
๏
Desire2Learn Open Course shell
๏
NROC Content
๏
Facilitated Discussions
๏
Unit-Content Map

113. NROC Virtual Classroom

114. What units to study?

115. But really, how?
๏
Diagnose
๏
Unit Map/My Learning Path
๏
Study
๏
Practice
๏
Review
๏
Master!

116. And now for something fun…
๏
Videos by CCCOnline faculty and staff
๏
Fun breaks (Dr. Michio Kaku youtube
videos)

117. Hippos?

118. What happened?
๏
Summer 2013 Pilot: 100+ students
๏
98%+ worked in at least one unit
๏
50%+ worked in 2+ units
๏
About 20% worked in 4+ units
๏
Several worked in majority of the units (18
of them!)

119. What next?
๏
Current MOOC offering
๏
Data collection/Surveys
๏
Spring 2014 MOOC
๏
Summer 2014 MOOC
๏
Every semester thereafter
๏
Peer tutors?
๏
More personality? Yes, please.

120. Want more information?
๏
Register now!
http://ccconline.org/articles/Math_MOOC
๏
Erica Hastert, Associate Dean for
Math, erica.hastert@cccs.edu, 720-8582334
๏
Terry Reeves, Academic
Dean, terry.reeves@cccs.edu, 720-8582215
๏
Tonia Lock, Dev Ed Math Program
Chair, tonia.lock@cccs.edu, 720-858-2273

121. Your Stat Class
Latrica Williams
Associate Professor of Mathematics
williams.latrica@yourstatclass.com
727-265-1950

122. ๏
Your Stat Class is a FREE Resource for Help
Learning Elementary Statistics!!
๏
FREE Lectures!! FREE Statistics Book!!
FREE Videos!! FREE Practice Problems!!

123. The InspirationStudents!
๏
Is there a video example
showing how to compute
the standard deviation?
๏
Where can I find more
practice problems?
๏
Where can I find additional
resources to help me?

125. A One-Stop Shop & It’s Free!
๏
Your Stat Class is a single site which
students can utilize to receive help.
Plus, it’s completely free.
-
No Access Fee
No Sign Up
No Login
No Registration
No Email Address Required

126. A Full Course Curriculum
๏
The content on the site is equivalent to
a first semester elementary statistics
course.
 Textbook
 Homework
 Videos
 Tests
 Final Exams

127. Textbook
๏
Descriptive
Statistics
๏
Probability
๏
Confidence
Intervals
๏
Hypothesis
Testing
๏
Correlation
๏
Regression
๏
ANOVA

128. Textbook
๏
The textbook includes formulas and
tables (i.e. z, t, Χ2, F).
๏
It has been peer reviewed and class
tested.
๏
The textbook is open source.
๏
It is in the form of an e-book. It’s also
mobile device compatible.

129. Videos

130. Videos

131. Homework

132. Tests and Final Exams

133. Tweet Us for Help!

134. Tweet Us for Help!

135. The Many Uses
๏
Additional Resource
- Students often struggle with finding
additional resources to help them with
learning statistics. This site puts it all in
one place.
- The course materials on the site can also
supplement an existing course to make it
more robust.

136. The Many Uses
๏
Preview and Preparation
- For students needing to take the course
in class, it allows them to preview the
content in advance. It is also self-paced.
Thus, they can get a head start on
learning the material. As a result, it
allows students to be better prepared.

137. The Many Uses
๏
Flipped Classroom or Blended Learning
- Faculty can use it as part of a flipped
classroom or blended learning model.
Since this site has all of tools needed to
support these models, students can use
the course to learn the material at home
while class time can be spent on critical
thinking activities.

138. The Many Uses
๏
Student Centered Environment
- Faculty can use class time to implement
activities and projects for deeper
understanding. This creates a student
centered learning environment in class
rather than an instructor centered
environment.

139. Website
www.yourstatclass.com
Twitter
www.twitter.com/yourstatclass
YouTube
www.youtube.com/user/YourStatClass

140. Questions or Comments?
๏
williams.latrica@yourstatclass.com

141. Don't Let Verifying
Trig Identities Die!
Breathe new life into trigonometric functions
with Jigsaw and Boardwalk Models

142. Jigsaw
Uses:
๏
Divides multiple tasks into smaller tasks
๏
Opportunity for a problem solving session
๏
Break down barriers between students

143. Jigsaw
Uses:
๏
Promotes active learning
๏
Engages students in discussion
๏
Reveals understanding and misconceptions

144. Introducing Trigonometric
Verifications…not a Jigsaw yet
๏
Work the first one as a class
๏
Use the document camera
๏
Put the verification in the correct order
๏
Teacher moves the parts as directed by
the students
๏
Discuss the rationale for each step of the
process

145. Guided practice as a class…all the steps
are here…
Place the strips on document camera and figure out the first step.

146. Find the initial statement to verify.
Verifying can be tough. Many students don’t know where to start!

147. Choose a side to work.
Often the more complicated side, but not always…

148. Make something complicated look simpler.
Use what you know…visualize the graphs.
Co-function Identities allow us to rewrite the given statement with the
appropriate equivalent statement.

149. Keep the end in mind…
Use Ratio Identities to rewrite

150. Verify that the left side is the same as the
right side
Show an identity such as 1=1 or x=x. In this case, tan x = tan x.

151. Conclude the verification complete. Use a
therefore statement to finish what you start.
Show the first and last statements are the same

152. Still not quite ready for Jigsaw, but
now the students take the lead
๏
Work the next one as a class but the
teacher steps back
๏
Again use the document camera
๏
Students place the steps in the verification
in the correct order
๏
One student per step until complete
๏
Discuss the rationale for each step

153. Find the initial statement for the verification

154. Choose a side to work

155. Think LCD keep working until…

156. the verification is completed

157. Now it’s Jigsaw time…
๏
Jigsaw is a method of making the group as
a whole dependent upon subgroups.
๏
Just as in a jigsaw puzzle, each piece-each student's part--is essential for the
completion and full understanding of the
final product. If each student's part is
essential, then each student is essential.

158. Verifying Trigonometric Identites
with Jigsaw
๏
Divide students into groups of 3-4
๏
Each group gets the SAME verification
๏
Give students 5-8 minutes to work
๏
Have groups circulate to check each
others work
๏
Fix errors as needed and discuss as a
class

159. Now they get it…
๏
Keep students in groups of 3-4
๏
Each group gets a DIFFERENT
verification
๏
Give students 5-8 minutes to work
๏
Have groups circulate to check each
others work
๏
Fix errors as needed and discuss as a
class

160. Using different colors of paper makes it easy to
see the verifications are not the same

161. Boardwork Models
Breathe new life into trigonometric functions
with Jigsaw and Boardwalk Models

162. Boardwork Models
Uses:
๏
Assist student in organizing work
๏
Facilitate understanding of process in
mathematical problems
๏
Promotes problem solving strategies

163. Boardwork Models
Uses:
๏
Asks student to reflect on connections
and prior knowledge
๏
Help to “chunk” different approaches
to problems
๏
Check for understanding

164. The Boardwork Model
๏
from University of Missouri, Kansas City,
Supplemental Instruction program.
๏
method of organizing board work
๏
facilitates an understanding of problem
solving strategies as a process not a
algorithm

165. Information required
Four parts:
1.
Prerequisite knowledge
2.
Mathematical steps
3.
Narrative of the mathematical steps
4.
Identification, solution, or construction of a
similar problem
OR
A statement indicating where the student
is still struggling and what needs
continued attention.

166. The Boardwork model can be
completed by a student or group of
students at the board, on a note card,
or on a sheet of paper.
BOARDWORK
MODEL FORMATS

167. Format 1- Four Columns
Prerequisites
Mathematical
steps
Mathematical
Narrative
Example or
“What I need to
work on”

168. Format 2- Two Columns
Mathematical steps: Simplify,
Evaluate, Verify, or Solve
Narrative of Mathematical Steps
What I need to know
What I need to work on

169. Format 2- Focusing on top row
Mathematical steps: Simplify, Evaluate,
Verify, or Solve
Narrative of Mathematical Steps

171. Format 2- Focusing on bottom row
What I need to know
What I need to work on

172. Requires student reflection
What I need to work on
Varies depending on individual student need
but must write something…

173. What do students learn?
๏
To think critically about how to begin the
problem while keeping the end in mind
๏
To use the language of the course
๏
To think deeply about the concepts not
simply go through the motions
๏
To reflect on their learning and what they
know and still need to work on

174. You try…Verify the following
identity using a Boardwork
Model

175. Now turn the
Boardwork model
into a Jigsaw!

176. Shelly Ray Parsons, PhD
Aims Community College
Director of Academic Assessment
and
Professor of Mathematics
shelly.parsons@aims.edu