Enhancing the Learning for Millennial Developmental Math Students NADE February 2009 Denise Wilkinson Associate Professor of Mathematics Virginia Wesleyan

Enhancing the Learning for Millennial

Developmental Math Students

NADEFebruary 2009

Denise Wilkinson Associate Professor of

MathematicsVirginia Wesleyan College

Presented by

Outline

Discussion of previous generations Characteristics of the Millennial StudentBest Practices

COMMON GENERATIONSEach generation represents a set of common

beliefs and behaviors.

GI/Veteran 1901 – 1924Silent/Traditionalist 1925 – 1942Baby Boomers 1943 - 1960Generation X 1961 - 1981Millennials 1982 - Present

Just for fun… Name the generation:

1) This was the first generation where it was more likely to live in two-income households.

Baby Boomers 1943-1960


2) This generation, also known as the “Baby bust” generation, grew up during the Watergate era and energy crisis.

Generation X 1961-1981


3) During this era, it was common to have large families.

Silent 1925-1942


4) For the most part, this generation experienced a good economy while moving through their school years.

Millennials 1982-present

Characteristics of MILLENNIALS

ACHIEVINGCONFIDENTCONVENTIONALPRESSUREDSHELTEREDSPECIAL TEAM-ORIENTED

MILLENNIALS ARE ACHIEVING

SAT scores are at highest since 1974Standards of Learning – testing is a common part of lifeGoal-orientedMost have educated parents

to serve as role models

MILLENNIALS ARE CONFIDENT

Raised by parents who emphasize self-esteemOptimistic90% of teens are happy

about their futureExpected to go to college

– but not always prepared

MILLENNIALS ARE CONVENTIONAL

Comfortable with morality of their parentsPragmaticShare parents’ values - Nearly half share some kind of music preference as parentsAccept authorityThey feel close to their parentsThey are “rule followers”

(if we give them clear rules they can understand)

MILLENNIALS ARE PRESSURED

Grades and getting into collegeare two of their biggest concerns

Less free timeIncreased homework70% worry about finding good jobs vs. 37% of Boomers who think they do (Howe)They are encouraged to study hard, succeed, attend college, and choose careers that “pay off”

MILLENNIALS ARE SHELTERED

Safety first - Baby on Board signs School shootings and terrorism NOT uncommon. (Other examples: child restraints, movie/video ratings, campus security)Parents tend to be over-protective

MILLENNIALS ARE SPECIAL

Strong sense of self-worth“Wanted” children: Older Boomer parents – wait longer to be financially secure – infertility possibleNo Child Left Behind Generation

MILLENNIALS ARE TEAM-ORIENTED

Don’t want to let a friend downMost involved in extra curricular, organized, group-oriented activitiesPrefer activities with friends vs. creative tasks on their ownPractice conformity

over individualism

MILLENNIALS ARE Technology-savvy

Research shows that concentration of technology use affects the way we read, learn and interact with one another. This can lead to:

Social awkwardnessAn inability to interpret

nonverbal messageIsolationLess interest in

traditional classroom learning.

Did You Know?That the top ten jobs in 2010 did not exist in 2004? We are preparing our students for jobs that do not exist – using technology that hasn’t been invented.To solve problems, we do not even know are problems, the U.S. Labor dept estimates that today’s learners will have 10-14 jobs by the time they are 38.1 in 4 workers have been with their current employer less than 4 years.1 in two have been in less than 5 years.

Best Practices in the Developmental Math Classroom

that Address Each Characteristic

Best PracticesCharacteristic: Achieving

A) Use technology if possible, but effectively

Smart BoardGraphing CalculatorPower PointBlackboard

B) To help Millennials reach their goals, incorporate activities that address math practicality and hope for success

End of Semester Hopeful Grade Equation

Best PracticesCharacteristic: Achieving B) Hopeful Grade Equation,

Problem

On the class day prior to the final exam, students are given their pre-average grades with weights.Students are asked to solve the equation to determine what grade they will need to make on the final exam, to earn a certain grade in the course.


B) Hopeful Grade Equation, Process

To earn bonus points on the final exam, students are asked to follow the 5 application procedure steps.

Define the variable. Set up the verbal model. Set up the equation.Solve the equation.Write your result in a complete sentence.

Best PracticesCharacteristic: Achieving B) Hopeful Grade Equation,

Example

Jane’s pre-average is 75.a) Define the variable: Let x = Exam gradeb) Set up the verbal model:

c) Equation: Jane would like a C+ in the course, so her equation would be:

.80(75)+.20E= 78

.80 Pre-average grade

Hopeful final Grade

.20 Exam Grade+ =


A) Hopeful Grade Equation, Example con’t

d) Solve the equation:

.80(75) + .20E = 7860 + .20E = 78.20E = 18E=90e) Write your result in a complete sentence.

To earn a C+ in the course, Jane must make a grade of 90% on the final exam.

Best PracticesCharacteristic: Confident

Offer lots of feedback to justify self confidence

Midterm grade/progress reportEarly Alert System


Midterm grade/Progress Report

Each instructor completes a web-based progress report for each student during mid-semester week.A grade and progress comments are recorded.Student and advisor have access to on-line information.


Midterm grade/Progress Report Part (con’t)

Choose one or more of the following comments.

> Doing well> Making progress> Low test scores> Low homework average> Inadequate prep> Poor writing skills> Poor attendance> Seek tutorial help

Best PracticesCharacteristic: ConventionalInclude exercises to pull out student’s creative side: 1) Add Brainstorming exercises

2) Include Journaling

Best PracticesCharacteristic: Conventional1) 1st day Brain Storm Exercise

List three goals your group has set for the semester. Be specific.

List three hurdles that may keep you from achieving your goal(s) that each member of your group has defined.

List the brainstorm ideas your group has come up with to help lower those hurdles.

Best PracticesCharacteristic: Conventional1) 1st day Brain Storm Sample

Group Goals: Pass with an A in this class.To be more confident in my math skills.To not have math anxiety.

Best PracticesCharacteristic: Conventional1) 1st day Brain Storm Sample,

con’tGroup Hurdles• Procrastination

•Having a job

• Intimidated by math

Group Brainstorms• Do homework right after class• Time management

•Attend the LRC; stay after class to ask questions

Best PracticesCharacteristic: Conventional

2) Journaling: Sample question and response

Discuss a positive math experience you’ve encountered this semester.

“A positive experience that I have encountered this year was when we took down classmate information. It felt good to know we have a network if we have difficulties with the class.” Student, fall 08

Best PracticesCharacteristic: Conventional,

con’t2) Journaling: Additional Sample

Questions

a. Name a classmate you met in this class. Discuss what you have in common.b. Explain the process to solve the problem: 2x-5=2x+6.c. Which math topic do you feel you understand best? Which do you understand least? Explain.d. What advice would you give someone taking this class for the first time?

Best PracticesCharacteristic: Pressured

A) Be aware that cheating could heightenReinforce proctoring during tests.Explain academic integrity and the honor code.

B) Promote outside individual helpOffice hours; LRC; Test corrections

C) Share information on campus counseling servicesD) Address text anxiety

Test preparation exerciseTest review


• Students with Disabilities:The Learning Center will continue to provide accommodations for testing with proctors for students with disabilities or other medically limiting conditions on M-F: 9:30am and 4:30pm.

A1) Alternate LRC Testing PolicyEffective February 2, 2009

• Students Making Up Tests Due to Illness or Official Athletic Competitions:Faculty members are encouraged to administer their own make up tests. Only alternate proctored times: Tues: 4:30-8:00pm, and Fri:1:30-4:30pm in the Learning Center. Faculty should set up an appointment.


D1) Test Preparation Exercise

a) Discuss, in your groups, techniques you are planning to use to prepare for the next test. Record 5 techniques below.

b) (Answer individually. Sign your name after your response.) Reflect on a prior quiz or test in this class. Comment on what worked and didn’t work when preparing for that quiz or test. Do you plan to prepare differently for this test? If so, how?


D2) Inquiry-based Final Exam Review, Ex. 1

Topic Chapter, section, page no.

Test no.

An example problem with the solution

Order of operations

Graph a line in the form of y=mx+b

For each topic, provided the following information:


D2) Inquiry-based Final Exam Review, Ex. 2

GivenProblem

Instruction: Simplify, Solve or Factor?

Explain the first step.

Complete the problem.

X2+5x+6

X+5x=6

X+5x+6

Best PracticesCharacteristic: Sheltered

Safety - ProtectedA) Expect more parent involvementB) Incorporate structure

1) Present a syllabus that outlines clear expectations.2) Present a quiz on the syllabus the second

day of class to reinforce your policies.3) Provide a course outline template to allow

students to record homework exercises.


A) Example of Parent involvement: Parent Email

Dear Ms. Wilkinson,Your course is almost over and I wanted to thank you for all your help with my daughter.First- getting started last fall.Second- honoring your commitment to enroll my daughter in the class, even though the course was full when she went to enroll.Third- Giving her a sense of confidence in a Math class.She enjoyed you and the class, keep up the good work. Thanks again, Stacey’s Dad


B1) Syllabus InclusionsProvide contact informationCourse Description, goals, and objectivesAttendance PolicyStudent Responsibility statement: Include “No cell phone or I-pods,” Importance of contacting professor, All work stapled. What to do if quiz is missed.Daily or weekly course outline


B2) Syllabus Quiz1) How is your grade affected if you miss class often?

2) How must you attach any assignment that contains more than one paper?3) What happens if you are sick and you miss a quiz?4) What happens if you are sick and can not turn in your homework?5) On which week will test #1 be assigned?

Best PracticesCharacteristic: ShelteredB3) Fill-in Course Outline

Week and Section No.

Section No.’s

Practice Problems

DueDate

Week 1 1.1, 1.2, 1.3

Week 2 1.4, 1.5Review

Due: 2/18Review, p. 35

Week 3 Test #12.1, 2.2

Best PracticesCharacteristic: Special

Strong sense of self-worth

To help students continue to feel “special,” offer frequent positive reinforcement

Frequent quizzes and/or collect homeworkQuiz/Test Corrections

Best PracticesCharacteristic: Special

Quiz/Test Corrections Student Instructions

-Redo each problem missed on a separate sheet of paper.-Go over each correction with a LRC tutor or the professor. Have the tutor or professor sign your corrections.-Staple your corrections to the front of the original quiz or test.-Return your corrections one week from the day the test or quiz is returned to receive 2 points for a 20-point quiz and 5 points for a 100-point test.

Best PracticesCharacteristic: Team-OrientedA) Include daily group workB) Incorporate a first-day icebreaker C) Use assignments that bring out

individuality, but end in team workReflect, Share and Compare

Best PracticesCharacteristic: Team-Oriented

B)First Day Ice Breaker–Part 1 Students fill out the information card below. Name VWC email address

Major Local or cell phone

VWC Sports/Club Name your part-time job: Hours per week?

List a goal you have set for yourself for this course

List a hurdle that may keep you from achieving that goal.

Are you a resident Or a commuter?


B) First Day-Ice Breaker-Part 2Students engage in the 4 Corners Activity

Divide your room to represent four categories of living space. (For example, Resident hall 1, Resident Hall 2, Resident Hall 3, Commuters.) Students are asked to stand in their respective corners. In their corner group, students record group members’ information on their cards.


B) First Day Ice Breaker–Part 3Students complete Peer Information Cards

Instructions: find 3 people in your corner who live near you and record the following information.

Name Resident Hall or city

Dorm room or street address

Local or cell number


C1) Reflect, Share and CompareThis activity is presented at the beginning of the section on applications, as a warm-up exercise.

Solve the following in groups. As you complete the exercise, decide what techniques were most useful.

Alexis, Carry, and Dave live on the same straight road. Alexis lives 8 miles from Carry, and Dave lives 3 miles from Carry. How far does Alexis live from Dave? Is there more than one answer?


C2) Reflect, Share and Compare6.3 EXERCISE 6 A True Story Malberry Smith Jr. forgot to pay the fee for renting the ballroom where his senior class held its Christmas dance. After 69 years, he cut the check - with $518.50 interest. Smith, 85, had never gotten a bill, but decided it was time to settle his debt. Smith’s check for $518.50 thrilled the College Park Woman’s Club. Smith, president of his senior class at Russell High School, had helped organize the dance. Now a lawyer in Savannah, he calculated the interest rate at 7 percent for the dances date to July 1, 2000. Virginian-Pilot, 9-5-00.

Calculate the original cost of the hall rental, using the appropriate formula.


C2) Reflect, Share and Compare6.3 EXERCISE 6 A True Story

A little more information

A link of history with VWC As per conversation with Dr. Stephen Mansfield, college historian, College Park was a parcel of land that was originally a potential site for Virginia Wesleyan College. The area was named “College Park” and kept that name, even though the current site was designated for the development of VWC.

Summary…Comparison of GenerationsMillennial Students’ CharacteristicsBest Practices in the Developmental Mathematics classroomNewest generation?

YouTube generationTechnology generationEntrepreneur generation

CONTACT INFORMATION

Denise WilkinsonVirginia Wesleyan [email protected]

QUESTIONS?

REFERENCESMillenials Rising: The Next Great Generation by Neil Howe and William StraussMillenial Child, by Eugene Schwartz“The Purpose-Guided Student,” by Jerry Pattengale (TASS conference)“Did you know?” by Karl Fisch, http:/www.youtube.com/ watch?“This is your brain on the Internet: Is it being rewired?” The Virginian-Pilot, 12/04/08.“Meeting the Needs of the Millennial Students” In touch Newsletter, 2007/8.

Documents

Enhancing the Learning for Millennial Developmental Math Students NADE February 2009 Denise Wilkinson Associate Professor of Mathematics Virginia Wesleyan