ICTCM 2012ICTCM 2012

Hope Essien, Hope Essien, Malcolm X College (One of the City Colleges of Chicago)Malcolm X College (One of the City Colleges of Chicago)

Chicago, IL 60612Chicago, IL 60612International Conference on Technology in International Conference on Technology in

Collegiate Mathematics Orlando FloridaCollegiate Mathematics Orlando FloridaMarch 22-25, 2012March 22-25, 2012

Effect of Active Learning on the Academic Effect of Active Learning on the Academic Proficiency of Community College Students Proficiency of Community College Students

Enrolled Enrolled in Developmental Mathematics Coursesin Developmental Mathematics Courses

Time + Energy = LearningTime + Energy = Learning

Chickering & Gamson (1997)Chickering & Gamson (1997)

Most of us only know how to be taught, we haven’t learned how to Most of us only know how to be taught, we haven’t learned how to

learn. –Malcolm Knowleslearn. –Malcolm Knowles

Why Active Learning in Why Active Learning in Developmental Mathematics?Developmental Mathematics?

Goal: To teach students learning Goal: To teach students learning outcome and to improve the academic outcome and to improve the academic proficiency of Community College proficiency of Community College (African American) students enrolled in (African American) students enrolled in Developmental Mathematics courses Developmental Mathematics courses in community colleges.in community colleges.

Need for Active LearningNeed for Active Learning

► Intentions as facilitators of active Intentions as facilitators of active learning.learning.

►Technical reflections.Technical reflections.►Practical reflections.Practical reflections.►Perceptual awareness.Perceptual awareness.►Self-awareness.Self-awareness.

(Ed Powell, 2005) (Ed Powell, 2005) Conceptualizing and facilitating active learningConceptualizing and facilitating active learning

Ways to Promote Active learning Ways to Promote Active learning

►Use Audio Visual MaterialsUse Audio Visual Materials►Collaborative /Cooperative Method/GroupCollaborative /Cooperative Method/Group►Computer Aided InstructionComputer Aided Instruction►Lab Activities/Using DemonstrationsLab Activities/Using Demonstrations►Discussion/Debate/Students PresentationsDiscussion/Debate/Students Presentations►Games or SimulationsGames or Simulations►Test/QuizzesTest/Quizzes►Writing ActivitiesWriting Activities

How do we incorporate active How do we incorporate active learning in our classroom?learning in our classroom?

►Develop an integrated project Develop an integrated project constructedconstructed

on Mathematics, Science and Career on Mathematics, Science and Career programsprograms

► Introduce contextualized or real-world Introduce contextualized or real-world teaching in and out of classroom.teaching in and out of classroom.

►Reinforce active learning into Reinforce active learning into mathematics curriculummathematics curriculum

►Encourage pursuit of more related Encourage pursuit of more related mathematics careers.mathematics careers.

Method of Instruction and Teaching Method of Instruction and Teaching Strategies:Strategies:

Active Learning or Activities-basedActive Learning or Activities-based

►Activity PreparationActivity Preparation►ProcedureProcedure►Expected Student Learning OutcomeExpected Student Learning Outcome►Conclusion/ Wrap-upConclusion/ Wrap-up►Challenges/OpportunitiesChallenges/Opportunities►Discussion of post activities Discussion of post activities

assignmentsassignments►Alternative learning methods if anyAlternative learning methods if any

About Malcolm X CollegeAbout Malcolm X CollegeMathematics Courses:Mathematics Courses:

►17 Different Mathematics Courses 158 17 Different Mathematics Courses 158 sections or 5,100 studentssections or 5,100 students

►2 Algebra tracks-107 sections2 Algebra tracks-107 sections►Beginning/Elementary Algebra (Math Beginning/Elementary Algebra (Math

098) &098) &► Intermediate Algebra with Geometry Intermediate Algebra with Geometry

(Math 099) 0r 3,368 students(Math 099) 0r 3,368 students

About Malcolm X CollegeAbout Malcolm X CollegeMathematics Courses in one Mathematics Courses in one

SemesterSemester►General Education MathematicsGeneral Education Mathematics (Math 118)(Math 118)►Statistics (Math 125)Statistics (Math 125)►College Algebra (Math 140)College Algebra (Math 140)►Pre-Calculus (Math 143)Pre-Calculus (Math 143)►Calculus (Math 207) , (Math 208), etcCalculus (Math 207) , (Math 208), etc►Specialty courses to support career Specialty courses to support career

programsprograms

Projects to meet students Projects to meet students interest and students learning interest and students learning

outcomesoutcomes►Proficiency in Elementary Algebra Proficiency in Elementary Algebra

Math098…59.3%Math098…59.3%►Proficiency in Intermediate Algebra Proficiency in Intermediate Algebra

Math099…63.8%Math099…63.8%►Proficiency in General Education Math Proficiency in General Education Math

Math118…85.2%Math118…85.2%►Proficiency in Pre-Calculus Math143…Proficiency in Pre-Calculus Math143…

79.9%79.9%

Projects to meet students Projects to meet students interest and students learning interest and students learning

outcomesoutcomes►Proficiency in StatisticsProficiency in Statistics

Math125…90.4%Math125…90.4%►Proficiency in Calculus 1 (one)Proficiency in Calculus 1 (one)

Math125…70%Math125…70%

A’s +B’s+ C’sA’s +B’s+ C’s

Proficiency= --------------------------------Proficiency= --------------------------------

Records of All StudentsRecords of All Students

Draw Back of Active Draw Back of Active LearningLearning

► Preparation time for students activityPreparation time for students activity► Students complains of lack of computersStudents complains of lack of computers► Incorporation of tutorial serviceIncorporation of tutorial service► Discomfort and anxiety that change creates Discomfort and anxiety that change creates ► Limited incentives for faculty to change Limited incentives for faculty to change ► Lack of needed materials, equipment, or resources. Lack of needed materials, equipment, or resources. ► The risks that students will not participate, use The risks that students will not participate, use

higher-order thinking, or learn sufficient content, higher-order thinking, or learn sufficient content, that faculty members will feel a loss of control, lack that faculty members will feel a loss of control, lack necessary skills, or be criticized for teaching in necessary skills, or be criticized for teaching in unorthodox ways unorthodox ways

Strategies used to increase Strategies used to increase Active LearningActive Learning

► Use of MyMathLabUse of MyMathLab► Use of lab top in the classroomUse of lab top in the classroom► Offering in class tutorial review session for Offering in class tutorial review session for

all studentsall students► Use Clickers/Cell phone as audience Use Clickers/Cell phone as audience

response systemresponse system► Blackboard like Conferences and students Blackboard like Conferences and students

communication communication ► Group collaboration among studentsGroup collaboration among students

Active LearningActive Learning

►Home work/quizzes/projects are Home work/quizzes/projects are assigned online.assigned online.

►Technology (e. g MyMathLab) are used Technology (e. g MyMathLab) are used to increase students engagementto increase students engagement

►Students are permitted multiple times Students are permitted multiple times on an activity to master student on an activity to master student learning outcome (SLO).learning outcome (SLO).

►Accurate assessment tool for SLO Accurate assessment tool for SLO

Technology ConsideredTechnology Considered

► MyMathLab *MyMathLab *► Microsoft office *Microsoft office *► Hawkes Courseware Hawkes Courseware ► WebAssign WebAssign ► Blackboard Blackboard ► Skype *Skype *► AleksAleks► Elluminate *Elluminate *Technology selected *Technology selected *

From Fall 2008-Spring 2011From Fall 2008-Spring 2011

►MyMathLab/Active learning in MyMathLab/Active learning in Developmental MathematicsDevelopmental Mathematics

►Active learning projects contextualized Active learning projects contextualized to covered topics were assignedto covered topics were assigned

►Student survey at the end of the Student survey at the end of the semestersemester

Grade Distribution A,B &CGrade Distribution A,B &CDevelopmental Algebra Grade Distribution

0% 20% 40% 60% 80% 100%

fall 2006

spring 2006

fall 2007

spring 2009

fall 2010

spring 2011

Sem

este

rs

Percentages

Class

A

B

C

Grade Distribution D’s&F’sGrade Distribution D’s&F’s

Opportunity To Improve D's & F's

0%10%20%30%40%50%60%70%80%90%

100%

fall 2

006

fall 2

006

sprin

g 20

06

sprin

g 20

06

sum

mer 200

6

sum

mer 200

6

fall 2

007

fall 2

007

sprin

g 20

07

sprin

g 20

07

sum

mer 200

7

sum

mer 200

7

fall 2

008

fall 2

008

sprin

g 20

08

sprin

g 20

08

F

D

Class

Knowing what you know now would you Knowing what you know now would you recommend Active Learning / MyMathLab in recommend Active Learning / MyMathLab in

the next Mathematics Classthe next Mathematics Class► Yes, very much so, i even asked a professor that didn't have an Yes, very much so, i even asked a professor that didn't have an

online access for studying why didn't she use something similaronline access for studying why didn't she use something similar► No, because not every body has access to a computer all the time No, because not every body has access to a computer all the time

even though as college students we should but unfortunately we all even though as college students we should but unfortunately we all don'tdon't

► It depends.... If i have you as a teacher i wouldn't, but if I did not It depends.... If i have you as a teacher i wouldn't, but if I did not have you I probably wouldhave you I probably would

► Yes, I would recommend itYes, I would recommend it► YES, ACTUALLY I ALREADY RECOMMEND ITYES, ACTUALLY I ALREADY RECOMMEND IT► Yes. I would recommend it to any student that has a mathematics Yes. I would recommend it to any student that has a mathematics

class because it could be very helpful to anyone who wants to learnclass because it could be very helpful to anyone who wants to learn► Yes, i would because it provides you with many different ways of Yes, i would because it provides you with many different ways of

doing math problemsdoing math problems► Yes, because it was very helpful for students and seemed helpful for Yes, because it was very helpful for students and seemed helpful for

the teacherthe teacher► No, unless u have time set aside to do itNo, unless u have time set aside to do it► Yes I would recommend the use of MyMathLab in the next math Yes I would recommend the use of MyMathLab in the next math

class. Yesclass. Yes

Copy of students e-mail/Solution Copy of students e-mail/Solution to Active Learningto Active Learning

► Mail Message   Mail Message    Delete From This Mailbox Delete From All Delete From This Mailbox Delete From All Mailboxes This instance All instances Reply to Sender (Include Mailboxes This instance All instances Reply to Sender (Include Message) Reply to Sender Reply to All (Include Message) Reply to AllMessage) Reply to Sender Reply to All (Include Message) Reply to All

► Reply Reply Read Later Read Later ► MailMail ► PropertiesProperties ► From:XXXXX <****@yahoo.com>Monday - December 6, From:XXXXX <****@yahoo.com>Monday - December 6,

2010 2:55 PMTo:"hessien@ccc.edu" <hessien@ccc.edu> 2010 2:55 PMTo:"hessien@ccc.edu" <hessien@ccc.edu> CC:<****@student.ccc.edu>Subject:Fall 2010 Math 099 CC:<****@student.ccc.edu>Subject:Fall 2010 Math 099 ProjectAttachments: Project Cover Sheet.docx (102219 ProjectAttachments: Project Cover Sheet.docx (102219 bytes) bytes) [View][View] [Open][Open] [Save As][Save As] math 099_fallproject_2010.doc math 099_fallproject_2010.doc (31232 bytes) (31232 bytes) [View][View] [Open][Open] [Save As][Save As] Graph of Irregular Graph of Irregular Object.docx (98965 bytes) Object.docx (98965 bytes) [View][View] [Open][Open] [Save As][Save As] Area of Area of Irregular Object.docx (94757 bytes) [View] [Open] [Save As] Irregular Object.docx (94757 bytes) [View] [Open] [Save As] Mime.822 (484445 bytes) [View] [Save As]Mime.822 (484445 bytes) [View] [Save As]

Professor Essien,  Attached is a copy of my Fall 2010 Math 099 Professor Essien,  Attached is a copy of my Fall 2010 Math 099 Project.  Thank you,  Dawn Project.  Thank you,  Dawn

Students Solution to an Students Solution to an assigned projectassigned project

► Mathematics 099 Fall 2010 ProjectMathematics 099 Fall 2010 Project► Using a computer software, plot the following coordinates on graph paper, and Using a computer software, plot the following coordinates on graph paper, and

connect each point with the preceding one.connect each point with the preceding one.► Let point A be (2,9) (3,5),(-2,5),(1,10),(5,11),(5,10),(8,10),(9,7),(4,6),(5,2),(8,0),Let point A be (2,9) (3,5),(-2,5),(1,10),(5,11),(5,10),(8,10),(9,7),(4,6),(5,2),(8,0),

(5,-1),(5,-1),► (4,-3),(4.5,-5),(2,-7),(4,-7),(5,-10),(-4,-7),(-3,-6),(-7,-7),(-9,-10),(-10,-6),(-8,-4),(-(4,-3),(4.5,-5),(2,-7),(4,-7),(5,-10),(-4,-7),(-3,-6),(-7,-7),(-9,-10),(-10,-6),(-8,-4),(-

5,-5),5,-5),► (-5,-1), and point Z be (1, 5).(-5,-1), and point Z be (1, 5).► (a) Connect- the –dots picture (b) Identify the figure in the picture (a) Connect- the –dots picture (b) Identify the figure in the picture DogDog► (c.) What is the domain of the figure? (c.) What is the domain of the figure? Domain { x | -10 ≤ x ≤ 9 }Domain { x | -10 ≤ x ≤ 9 }(d) What is (d) What is

the range of the figure? the range of the figure? Range { y | -10 ≤ y ≤ 11 }Range { y | -10 ≤ y ≤ 11 }► (e) Is it possible to find the area of the identified figure using the formula for (e) Is it possible to find the area of the identified figure using the formula for

area? (Area= length * Width)? area? (Area= length * Width)? The formula A = l ∙ w, would work for The formula A = l ∙ w, would work for finding the area of a rectangle or even a square, but not for the finding the area of a rectangle or even a square, but not for the irregular shape of the object on the graph. irregular shape of the object on the graph. Please explain, how would Please explain, how would you find the area of the above figure? you find the area of the above figure? After searching online, we think the After searching online, we think the best possible way to estimate the Area of this irregular shape would best possible way to estimate the Area of this irregular shape would be to divide it into shapes whose area you can calculate, such as be to divide it into shapes whose area you can calculate, such as triangles and rectangles. With such an irregular shape as this, we triangles and rectangles. With such an irregular shape as this, we estimated the Area manually, And came up with: estimated the Area manually, And came up with: ≈ ≈ 164.50 Square 164.50 Square UnitsUnits

► (Project adapted from Mathematics its power and utility by K.J. Smith/HE/SP/2010)(Project adapted from Mathematics its power and utility by K.J. Smith/HE/SP/2010)

Students Solution to an Students Solution to an assigned project Cont.assigned project Cont.

-15

-10

-5

0

5

10

15

-15 -10 -5 0 5 10Series1

Students Solution to an Students Solution to an assigned project Cont.assigned project Cont.

► Math 099 Project Math 099 Project ► Student XXX*****Student XXX*****► We have identified the figure in the picture, it is a We have identified the figure in the picture, it is a

dog. The domain of the figure is Domain: [-10, 9], dog. The domain of the figure is Domain: [-10, 9], and the range of it is Range:{-10, 11}.and the range of it is Range:{-10, 11}.

► It is possible to find the area of the dog using the It is possible to find the area of the dog using the formula for area. How we found out the area of the formula for area. How we found out the area of the above figure is that we distinguished the triangles above figure is that we distinguished the triangles and rectangles in the picture of the dog. For the two and rectangles in the picture of the dog. For the two triangles we came up with; the first triangle being triangles we came up with; the first triangle being the back of the dog A = ½ *-5*9=22.5, he second the back of the dog A = ½ *-5*9=22.5, he second triangle being the tail of the dog A= -6 to the second triangle being the tail of the dog A= -6 to the second power+-7 to the second power=-10,-36+-49=-100, power+-7 to the second power=-10,-36+-49=-100, 85=100.85=100.

► The squares we came up with -5 squared*-5squared. The squares we came up with -5 squared*-5squared.

Can this be replicated in all Can this be replicated in all discipline?discipline?

► If it can be done in Mathematics…If it can be done in Mathematics…

► Based on your reflection, what do you think?Based on your reflection, what do you think?

► Learning is not a spectator sport. Students do not Learning is not a spectator sport. Students do not learn much just sitting in classes listening to learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. past experiences, and apply it to their daily lives. They must make what they learn part of themselves.They must make what they learn part of themselves.

Chickering & Gamson (1997)Chickering & Gamson (1997)

Special Thank You to :Special Thank You to :

► The entire MXC family and CCCThe entire MXC family and CCC► Pearson-MyMathLab and Pearson-MyMathLab and ► You (the participant) in particularYou (the participant) in particular Hope EssienHope Essien hessien@ccc.eduhessien@ccc.edu (312)850-7402(312)850-7402 Malcolm X CollegeMalcolm X College 1900 West Van Buren Street1900 West Van Buren Street Chicago, IL 60612Chicago, IL 60612