AMATYCBEYOND

CROSSROADSTNMATYC KNOXVILLE

MARCH 24, 2017PRESENTED BY:Mary Beth Orrangeorrange@ecc.edu

This presentation can be found at slideshare.nethttps://www.slideshare.net/orrange/beyond-crossroads-tnmatyc

AMATYC STANDARDS

Crossroads in Mathematics: Standards for Introductory College Mathematics Before Calculus (1995)1

http://www.amatyc.org/?page=GuidelineCrossroads

Beyond Crossroads: Implementing Mathematics Standards in the First Two Years of College (2006)2

http://beyondcrossroads.matyc.org/

AMATYC IMPACT (Improving Mathematical Prowess and College Teaching) ( coming in 2017)

CROSSROADS IN MATHEMATICS GOALS

Improve Mathematics Education at two-year colleges and at the lower division of four year colleges and universities

Encourage more students to study mathematics

Crossroads, as it is commonly referred to, emphasized desired modes of student thinking and guidelines for selecting content and instructional strategies. When published in 1995 it was considered groundbreaking in content.

BEYOND CROSSROADS GOALStimulate faculty, departments, and institutions to examine, assess, and improve every component of mathematics education in the first two years of college.

Beyond Crossroads provided a set of standards designed for implementation of the three standards in Crossroads focusing on student learning and the learning environment; assessment of student learning, curriculum and program development; instruction, and professionalism.

AMATYC IMPACT GOALSAMATYC IMPACT updates the original two standards documents providing clear ideas about how to make an impact on our students, colleagues, department, college, state, and nation.

IMPACT is still being written and is expected to be approved by AMATYC’s Delegate Assembly in San Diego in November.

AMATYC IMPACT GOALSAMATYC IMPACT updates the original two standards documents providing clear ideas about how to make an impact on our students, colleagues, department, college, state, and nation.

IMPACT is still being written and is expected to be approved by AMATYC’s Delegate Assembly in San Diego in November.

TODAY’S WORKSHOP• Four topics: • Teaching Problem Solving• Using Group Methods• Building a Department Team• Assessing Student Learning

• Workshop style: • Interactive and activity based. • Will primarily, but not exclusively, use “think/pair/share” activity• Will model the standards.

AMATYC IMPACT THEMESMathematical PROWESS stands on the four themes of PRoficiency, OWnership, Engagement, and Student Success. In an IMPACT classroom (1) the learning environment fosters active student engagement in mathematical thinking, encourages student creativity and risk-taking, and promotes a culture which values the diverse interests and backgrounds of students (proficiency); (2) the class activities guide and direct students to assume responsibility for their own learning (ownership); (3) effective teaching and learning of mathematics flourishes in a student-centered environment (engagement); and (4) students understand mathematical concepts, are proficient with computational and algebraic procedures, and can apply various problem-solving strategies in solving both routine and nonroutine problems (student success).

TEACHING PROBLEM SOLVING“Problem solving is a major part of mathematics. It is the sum and substance of our discipline and to reduce the discipline to a set of exercises and skills devoid of problem solving is misrepresenting mathematics as a discipline and shortchanging the students.”3

WHAT IS PROBLEM SOLVING?

• Beyond Crossroads does not give us much help in deciding exactly what “Problem Solving” really means other than it would be good to use it.• “Traditional content and instructional approaches should be balanced with inquiry,

problem solving, modeling, use of technology, and collaborative learning.” (page 5)• “Students will engage in substantial mathematical problem solving.” (page 7)

• And so on ..• Today’s definition: Problem Solving is using math to solve a problem – not just how

to follow an algorithm but how actually to apply math in a specific situation. Could be a simple problem such as “how far” – ‘how long” or full semester projects.

TEACHING PROBLEM SOLVING

IS THIS WHAT WE MEAN BY

PROBLEM SOLVING?

TEACHING PROBLEM SOLVING

First we need to establish our end product –

what do we want our students to be able to do?

ACTIVITY – WHY LEARN MATH?

• On your own: Write down in your notebook why you think it is important to learn math. (Think)

• With your partner: Use your two answers decide what do we should expect our students to be able to do at the end of their last math class at a community college. What is the take-away for our students? (Pair)

• Share your ideas with another pair: Decide how we as a math department can make this happen. How does what we do in our course help them get there? (Share)

TEACHING PROBLEM SOLVING

PROBLEM SOLVING USING PROJECTS

Teaching problem solving is not easy. Creating materials is not simple; for example do you want one-solution or an open ended solution problem? Do you give them all the needed information? What is an open-ended assignment?Numeric skills examples are easier to find than algebra-based examples.As we use more software and programs to teach we should find ways to engage the students in applied problems. Focus of one area of Erie Community College’s title III grant:https://facultypages.ecc.edu/title3/Projects/Interdiscipl.htm4

TEACHING PROBLEM SOLVING

ACTIVITY - PROJECTS

• On your own: Do you use projects as a problem solving activity? If so, pick one and describe the class you use it in, the topic you use it to teach, how long do the students have to solve the problem, and what the project is. Write your answers down in your notebook.(Think)

• With your partner: Describe your projects and using your two answers find one improvement to what each of you do. If one or both are single solution assignments discuss how they could be expanded to an open-ended project. (Pair)

• Whole group discussion: How can open-ended projects be made less onerous to grade/assess? (As a group)

TEACHING PROBLEM SOLVING

PROBLEM SOLVING AS A DAILY ACTIVITY

• Principles for teaching problem solving• Model a useful problem-solving method (show them what you want)• Teach within a specific context (keep it real!)• Help students understand the problem (it’s not natural for all students)• Take enough time• Ask questions and make suggestions (keep them moving along without doing

the work for them)• Link errors to misconceptions (we learn from our mistakes)5

• Some advice for using a structured solution process: • https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resourc

es/teaching-tips/developing-assignments/cross-discipline-skills/teaching-problem-solving-skills 5

TEACHING PROBLEM SOLVING

PROBLEM SOLVING AS A DAILY ACTIVITY

• One problem solving model• Define the problem (with specifics)• Think about it (they will need to ponder)• Plan a solution (consider all methods of solutions and chose the best strategy)• Carry out the plan (be patient and consistent)• Look back (does it make sense? Have I answered the question)5

• Some advice for using a structured solution process: • https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resourc

es/teaching-tips/developing-assignments/cross-discipline-skills/teaching-problem-solving-skills 5

TEACHING PROBLEM SOLVING

ACTIVITY – TEXTBOOK PROBLEMS

• On your own: Those problems in your text book – you know #93, 94 and 95 in the problem set. How do you use them? Think about the best way to incorporate those problems into your course.• With your partner: With your partner decide on one improvement to the

way you use those problems. • List the way to use them • (Do you assign them? Do you have them submit the solutions? Do you include

the on your assessments - tests? Craft projects out of them?)

TEACHING PROBLEM SOLVING

ACTIVITY – TODAY’S STUDENTWith your partner: List the changes you have seen in the last few years in your students and their skills. Now prioritize the ways they have changed in how the affects on your classroom and the problems you assign.Share your ideas with another pair: As a group, discuss how best to adapt and adjust your classroom teaching and problem assignments to the changes in the students.Share with us all.

TEACHING PROBLEM SOLVING

PROBLEM SOLVING RESOURCEBeyond Crossroads gives us some examples of Teaching in Context:http://beyondcrossroads.matyc.org/MVID/What_is_TIC.htmlTen free activities: http://www.makeitreallearning.com/ https://www.teachingchannel.org/videos/real-world-math-examples

Next steps - http://beyondcrossroads.matyc.org/MVID/Next_Step_TIC.html

Whole group discussion: What site do you use for problem solving?

TEACHING PROBLEM SOLVING

ADVICE FROM MARY BETH• Start with something manageable for both you and your students• Build on what they know• Make it real – use data from the newspaper; it just might be relevant• Build it into the regular process of your class – not just once in a while

activity. • Don’t be afraid of manipulatives – use that closet reserved for the

“Math for Teachers” course• Borrow what you can – expand and use. It takes a lot of time to

develop materials on your won.

REFLECTIONTake a moment and write down at least two ideas you learned in this part of the workshop about problem solving and how you might incorporate these ideas in your classroom.

USING GROUP METHODS

COLLABORATIVE LEARNING• Collaborative learning is strictly defined as an unstructured process in

which participants define problems, develop procedures, and produce socially constructed knowledge. • Cooperative learning is a structured, systematic instructional strategy

in which groups work toward a common goal. • In reality, most group learning activities are a mix of cooperative and

collaborative learning.• The goal of both collaborative and cooperative learning is for students

to be actively involved in learning activities.2

USING GROUP METHODS

COLLABORATIVE LEARNINGWhat is Cooperative Learning? http://beyondcrossroads.matyc.org/MVID/What_is_CL.html Benefits of Cooperative Learning: http://beyondcrossroads.matyc.org/MVID/benefitCL/benefitCL.htmlWhen students collaborate, they learn more math and gain social skills at the same time!7

USING GROUP METHODS

WHY WORK IN GROUPS?When students are working with others to understand mathematics they:• Students clarify their own thinking,• Articulate ideas to others who can extend the reasoning or point out

misconceptions,• Consider different ways of thinking about or solving a problem, • Explain strategies used and justify solutions offered, • Compare solution strategies for accuracy and utility, • Relate to previous problems and topics to make connections; • and the learning becomes “learner centered” rather than “teacher

centered”6

USING GROUP METHODS

EARLY DECISIONS• When to work alone? Working alone gives time for students to think,

plan, and reflect.• When to use pairs? Using pairs maximizes the number of students

who get to talk and explain. • When to use groups? Using groups exposes students to a larger

number of ideas and strategies than pairs.• When to use whole classroom discussion? Whole class discussions

make for quick brainstorming sessions or when groups are stumbling at the same point in an activity.

USING GROUP METHODS

ACTIVITY: WHEN TO USE GROUP TYPES

• With your partner: List two specific types of problems or situations in which you would utilize each of the four strategies listed above: ones that would be suitable for individual work, pairs, groups or whole class discussions. Provide justifications for your answers.• Discuss your findings with the whole group.

USING GROUP METHODS

STRATEGIES FOR FORMING GROUPS

• How to form groups• Self-selected• Random • Teacher selected

• How often to change groups• Daily• Weekly• By chapter• Never

• How and when to assign roles in groups – accountability• Roles• http://beyondcrossroads.matyc.org/MVID/individualCL/individualCL.html • Jigsaw

USING GROUP METHODS

IN THE BEGINNING OF THE SEMESTER

• Establish norms in the beginning of the semester • Students need to come prepared, to respect each other, participate in the solution of the

assignment, and be responsible for their own learning.

• First assignment should “set the stage”• It should be a meaningful assignment• Every student needs to contribute to the solution• It should require students to talk to each other• It should include individual thought, pair, group and whole group interaction

• The instructor must make sure all students have access to all relevant materials and understand the task – it is not the responsibility of the students to teach the other students but to learn with them.

USING GROUP METHODS

THE GOAL:IN A PRODUCTIVE GROUP THE

MEMBERS• Work to understand what each member is saying • Ask for evidence (Why do you think that? Can you show me on the

graph where that happens? How does your response answer the question?)• Search for limitations (When is it not true? What if the number is

zero?)• Builds solutions on previous ideas or what was previously said in class

USING GROUP METHODS

OVER TIMEStudent should need less intervention as the semester progresses.Groups should have more sophisticated solution methods.Group learning is not always natural for all students.

Whole group discussion 1: Why are some students reluctant to participate in group learning tasks?

Whole group discussion 2: How can we as teachers help our students overcome these obstacles?

USING GROUP METHODS

KNOWING HOW TO TEACH WITH GROUPS IS A LEARNED SKILL

• Go slowly the first semester• Suggestions for classroom orientation and manipulatives:• Desks vs tables• Dry erase boards around the room• Individual dry erase boards• One calculator per group / one handout /

folders with problems

USING GROUP METHODS

ACTIVITY: TEACHER CONTRIBUTIONS

With your partner: Identify what the instructor should do when your students are working in their groups. Do your activities vary with the time of the semester or quarter?

With another pair to form a group: Discuss how the teacher’s behavior might be different based on the math topic, the timing or some other variable.

Whole group discussion of ideas generated.

USING GROUP METHODS

ACTIVITY: REFLECTIONOn your own: Take a minute to think about your own feelings about collaboration. Are you comfortable collaborating or would you rather “go alone?” Is your answer different for learning and for working?

With your partner: Share your personal experiences in your learning or working collaboratively. Do you think your students will have the same challenges? And if so how could you help them overcome the challenges?

USING GROUP METHODS

SOME TECHNIQUES• Think – Pair – share• Jigsaw

http://beyondcrossroads.matyc.org/MVID/jigsawCL/jigsawCL.html • Paired Boardwork Traveling (Maria Anderson)

https://youtu.be/D3Rhc9dIl8U • Pass the problem• Barkley, Elizabeth F., K. Patricia Cross, and Claire

H. Major. Collaborative learning techniques: A handbook for college faculty. (2014)

USING GROUP METHODS

MORE REFLECTIONTake a moment and write down at least two ideas you learned in this part of the workshop and how you might incorporate these ideas in your classroom.

Think about the ways group method techniques were modeled in this session and determine if they would be helpful in your daily worklife.

USING GROUP METHODS

BUILDING A DEPARTMENT TEAMHave you ever played on a sports team?Common goal easy to identify in sports world. Team works best with common goals…. Businesses have goals – production goals, sales goals, stock price goals. Education …. hmmm

BUILDING A DEPARTMENT TEAM

Does the sports team analogy work in your department? Does a new faculty member know what your department values? How about your adjunct faculty members? Do you?

MISSION STATEMENTA mission statement is a one-sentence statement describing what the organization does. Niki – “"To bring inspiration and innovation to every athlete in the world." or McDonalds “to be our customers' favorite place and way to eat.” but what you want your department to be known for.11

BUILDING A DEPARTMENT TEAM

ACTIVITY: CRAFT A MISSION STATEMENT

On your own: Craft a short mission statement; not be a corny poster but something that expresses what you want your department to be known for.

BUILDING A DEPARTMENT TEAM

With your partner: Discuss how you would get your entire department to embrace the idea in your mission statement. Once you have determined how you would establish consensus craft a plan as to what your department would actually do with or use the mission statement – otherwise it is just an academic activity.

BASIC DEPARTMENT TEAMBUILDING

Each department member must have what they need – access to computers, calculators, the internet, manipulatives for their courses, and so on. If they don’t have access to the basics they won’t be a functioning part of the team. This goes for part-time or adjunct faculty also.

Just as students need to be taught how to work collaboratively, so do faculty. Not an easy task – if it can’t be done within the department solicit someone from outside the department to help.

BUILDING A DEPARTMENT TEAM

BASIC DEPARTMENT TEAMBUILDING

Team-building is not a one-time activity but needs to be scaffolded from the bottom up. Perhaps begin with a social activity, work through mission, goals, plans and assessment in a non-threatening way.

BUILDING A DEPARTMENT TEAM

Use team-work for department projects. We tend to call them committees but that lacks the punch of a team. Technology team conveys a different concept than technology committee. Embed team language within your department for maximum effect.

ACTIVITY: GOAL -SETTINGA mission statement describes what your organization does; who you are right now. A goal statement is where you want to be and the plan is the steps taken to achieve the goal. A goal statement is an action statement that is measurable.On your own: Create one goal that would be realistic and appropriate for your department. Write it down.With your partner: Determine if you have one goal between you or two different goals. Use your combined expertise to refine the language of the one or two goals. Whole group discussion: Discus the implementation phase within your department. Determine obstacles for achievement and support for success.

BUILDING A DEPARTMENT TEAM

STANDARDIZATIONThe more standard common practices used in a department the closer to a team the department will become.When a course sequence and department use common routines for learning practices, there are many advantages for students and instructors:• Students do not have to navigate different expectations in each course.• A smaller investment is required from instructors and students in developing

norms and routines.• Little time is required to prepare students for activities.• New students entering the sequence can learn from the existing

knowledgeable core.

BUILDING A DEPARTMENT TEAM

ACTIVITY: COMMON PRACTICESHold a department discussion to create a plan to either identify worthy practices or to spread a practice across the department. Remember – in a brainstorming session there are no bad ideas. On your own: Create a list of commonalities among all the math classes at your institution.With your partner: Share your list of commonalities. Now craft a wish list of potential and appropriate routines that you would like to see used across courses in your department. With another pair to form a group: What strategies do you think would help promote the widespread use of these routines? What obstacles would prevent the establishment of such routines? What could you implement at the minimum?

BUILDING A DEPARTMENT TEAM

ACTIVITY: PERSONAL GOALSAlign personal goals with department goals. Embrace self-interest; folks cooperate better if they see some value in it for them.12

On your own: Identify two areas you are working on this year/semester/quarter in your professional life. How will you know when you have achieved these goals? That is how will you measure success?With your partner: Share your goals. How would you realistically help your partner achieve their goals if they worked with you? Would this strategy work in your department? Why or why not?

BUILDING A DEPARTMENT TEAM

TEAM PITFALLS“The leading causes of team failure are absence of trust, fear of conflict, lack of commitment, avoidance of accountability, and inattention to results. Teams need to find ways to avoid these dysfunctions.” 13

BUILDING A DEPARTMENT TEAM

• Fear of conflict—Although most people don’t enjoy conflict, it is important to acknowledge that conflict is required sometimes to get through an issue. To deal with conflict effectively, the team needs to discuss each member’s conflict styles and to establish ground rules at the beginning for how the team will work through conflict.

• Lack of commitment—Review each team member’s responsibilities at the end of each meeting and ensure that all team members are aligned.

• Avoidance of accountability—State explicitly what the team’s goals are going to be; regularly discuss progress toward those goals; and continually emphasize as a group how important it is to meet these goals for the success of the project and the satisfaction of the team.

• Inattention to results—Keep the team focused on tangible goals and reward individuals on successes.

REFLECTIONOn your own: Take a minute to think about your own feelings about your department as a team. What did you discover in this workshop that could you use to help turn your department into a team?

BUILDING A DEPARTMENT TEAM

The team-building process can help create a productive environment in which team members speak openly and honestly, deal with problems professionally, share expertise, and feel like they contributed.13

ASSESSING STUDENT LEARNING

ASSESSING STUDENT LEARNING

Is assessing more than testing? …. Begin with the premise that student assessment should improve performance, not just audit it.

SACS

ASSESSING STUDENT LEARNING

Southern Association of Colleges and Schools (SACS) Commission on Colleges (SACS.org)

CORE REQUIREMENT 2.12 (2011 Principles of Accreditation SACS) The institution has developed an acceptable Quality Enhancement Plan (QEP) that includes an institutional process for identifying key issues emerging from institutional assessment and focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution. (Quality Enhancement Plan)15

THE FIVE QUESTIONS OF ASSESSMENT

SACS

ASSESSING STUDENT LEARNING

1. What are you assessing? Learning goals. 2. What tools will you use to gather the information? Assessment

methods. 3. From whom and how will you gather the information? Assessment

plan. 4. How will you analyze the results? Assessment data review process. 5. How will you use the results of assessment to improve student

learning? Closing the loop. 14

TENNESSEE BOARD OF REGENTS (TBR)

ASSESSING STUDENT LEARNING

• https://www.tbr.edu/cc/tennessee-higher-education-higher-standards• https://www.tbr.edu/sites/tbr.edu/files/media/2015/02/CCA-Remedia

tion-final%2092.pdf • https://www.tbr.edu/sites/tbr.edu/files/media/2015/02/Readiness%2

0Facts%20-%20Higher%20Ed.pdf

TBR - another level

STUDENT LEARNING ASSESSMENT

ASSESSING STUDENT LEARNING

• We must demonstrate that our students are learning what we say they are.• So … how do you know they are learning? • Assessment is an ongoing process aimed at understanding and

improving student learning. • Improvement is really the heart of assessment.

COURSE-EMBEDDED ASSESSMENT

ASSESSING STUDENT LEARNING

Course-embedded assessment refers to techniques used in the classroom (one class period, several or over the duration of the course) to assess students' learning, as individuals and in groups.

Course-embedded assessment is common sense, and it can enable an institution to move from having a fragmented hodge-podge of courses focused on delivering instruction to having an integrated, coherent framework centering on student learning—thus helping students to overcome the compartmentalization and fragmentation of writing (and other) knowledge that occurs when skills are not transferred across years and courses.16

COURSE-EMBEDDED ASSESSMENT

ASSESSING STUDENT LEARNING

• POLL: Does your department / institution have a process of course embedded assessment? Via Program review or systematic assessment?

• Whole group discussion: What does it mean to you and your department?

CLASSROOM ASSESSMENT TECHNIQUES (CAT)

ASSESSING STUDENT LEARNING

POLL: How many of you are familiar with Cross and Angelo’s work on Classroom Assessment Techniques? (CAT) 17

POLL: How many of you use CATs on a regular basis?

Classroom Assessment Techniques (CATs) are a set of specific activities that instructors can use to quickly gauge students’ comprehension. They are generally used to assess students’ understanding of material in the current course, but with minor modifications they can also be used to gauge students’ knowledge coming into a course or program.

CLASSROOM ASSESSMENT TECHNIQUES

ASSESSING STUDENT LEARNING

• CATs are meant to provide immediate feedback about the entire class’s level of understanding, not individual students’. The instructor can use this feedback to inform instruction, such as speeding up or slowing the pace of a lecture or explicitly addressing areas of confusion.• As with group or collaborative learning there

is a set of specific language and specific techniques.

CLASSROOM ASSESSMENT TECHNIQUES (CAT)

ASSESSING STUDENT LEARNING

• Minute Paper: Have students identify the most significant things they have learned from a given lecture, discussion, or assignment. Give students one to two minutes to write a response on an index card or paper. Collect their responses and look them over quickly. Their answers can help you to determine if they are successfully identifying what you view as most important. Or have them keep their summaries in their notebooks. • Muddiest Point: This is similar to the Minute Paper but focuses on

areas of confusion rather than summary. Ask your students, “What was the muddiest point in… (today’s class, the problem set, the homework)?” Give them one to two minutes to write and collect their responses.

.

CLASSROOM ASSESSMENT TECHNIQUES (CAT)

ASSESSING STUDENT LEARNING

• Problem Recognition Tasks: Identify a set of problems that can be solved most effectively by only one of a few methods that you are teaching in the class. Ask students to identify by name which methods best fit which problems without actually solving the problems. This task works best when only one method can be used for each problem.• Background Knowledge Probe: Assessing prior knowledge helps

teachers to determine the most effective starting point for a given lesson and the appropriate level at which to begin the instruction.

http://beyondcrossroads.matyc.org/MVID/interview4a/interview4a.html

ACTIVITY: MUDDIEST POINT

ASSESSING STUDENT LEARNING

• On your own: Write down what is the most confusing part of this section so far. • With your partner: Turn to your partner and share your muddies

point. Then, to the best of your ability, clear up your partner’s muddiest point.

ACTIVITY: PROBLEM RECOGNITION TASKS

ASSESSING STUDENT LEARNING

• With your partner: List as many situations that you can think of when you would use Problem Recognition Tasks technique.• With another pair: Compare lists, and elaborate on the details. How

would you incorporate this into an online class or one with extensive reliance on a learning management system?

A FEW WORDS OF CAUTION

ASSESSING STUDENT LEARNING

• If CAT is against your intuition – don’t use it!• Don’t make CAT into a chore or a burden.• Don’t have your students do something you have not tried yourself. • Allow for more time than you think is necessary.• Make sure you “close the loop” – give them feedback on the

information.

ACTIVITY: ONLINE ENVIRONMENT

ASSESSING STUDENT LEARNING

Learning has moved beyond the classroom and into an online environment. Classroom Assessment has moved to Learning Assessment.• On your own: How would you incorporate the minute paper into an

online class or one that makes extensive use of a course management system?• With your partner and another pair: Share your ideas and write out

two specific examples – and the course content in which it is based. Then provide examples of appropriate student responses.

ACTIVITY: ASSESSING LEARNING IN GROUPS

ASSESSING STUDENT LEARNING

• POLL: How many of you have used group activities for grades? • Whole group discussion: What have you used and how has it worked

for you?• Examples:• Teambuilding activity , make the review day count as 10% on test• Have one or two test problems that require problem solving be completed in

pairs or groups the day before the test• Use the grade on the test problem as part of the test or include parts of the

group problem on the assessment.

ACTIVITY: BEYOND TESTING

ASSESSING STUDENT LEARNING

• POLL: How many of you use something other than testing for grades? • Whole group discussion: What have you used and how has it worked

for you?• Does this take away from verification that students have learned the

course objectives?• Whole group discussion: how can you translate this into the first part

of this section – how to include this learning assessment into your department’s “report” of direct evidence of student learning?(Course competencies, learning objectives, department goals …)

LEARNING ASSESSMENT TECHNIQUE

ASSESSING STUDENT LEARNING

• Identify Learning Goals• Implement effective learning activities• Analyze report upon outcomes18

REFLECTION

ASSESSING STUDENT LEARNING

Take a moment and write down at least two ideas you learned in this part of the workshop about problem solving and how you might incorporate these ideas in your class.

This presentation can be found at slideshare.nethttps://www.slideshare.net/orrange/beyond-crossroads-tnmatyc

Mary Beth Orrangeorrange@ecc.edu

REFERENCES1 American Mathematical Association of Two-Year Colleges. (1995). Crossroads in Mathematics: Standards for introductory college mathematics before calculus. Memphis, TN: Author. 2 American Mathematical Association of Two-Year Colleges. (2006). Beyond Crossroads: Implementing Mathematics Standards in the First Two Years of College. Retrieved from http://beyondcrossroads.matyc.org/doc/PDFs/BCAll.pdf 3 http://jwilson.coe.uga.edu/emt725/PSsyn/PSsyn.html 4https://facultypages.ecc.edu/title3/Projects/Interdiscipl.htm 5https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/cross-discipline-skills/teaching-problem-solving-skills

REFERENCES

REFERENCES

REFERENCES

6 Blumenfeld, Phyllis C., Toni M. Kempler, and Joseph S. Krajcik. Motivation and cognitive engagement in learning environments. na, 2006. 7 Cabrera, Alberto F; Nora, Amaury; Crissman, Jennifer L; Terenzini, Patrick T; et al. Collaborative learning: Its impact on college students' development and diversity, Journal of College Student Development; Baltimore43.1 (Jan/Feb 2002): 20.8 Webb, Noreen M. "The teacher's role in promoting collaborative dialogue in the classroom." British Journal of Educational Psychology 79.1 (2009): 1-28.

REFERENCES9 Springer, Leonard, Mary Elizabeth Stanne, and Samuel S. Donovan. "Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis." Review of educational research 69.1 (1999): 21-51.10 Barkley, Elizabeth F., K. Patricia Cross, and Claire H. Major. Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons, 2014.11: Building a Collegial, Cooperative Department by Robert Kelly, Faculty focus 10/18/12:12: Masterclassmanagement.com 2/17/17:13 “A Purposeful Approach to Team Work.” Academic Leader 21(6) (June 2005): 1, 7.

REFERENCES

REFERENCES

REFERENCES

14 http://sacscoc.org/staff/mjohnson/Jackson-Johnson-SCI.pdf 15 http://www.sacscoc.org/pdf/2012PrinciplesOfAcreditation.pdf; page 2116 C Nelson - 2009 - secondlanguagewriting.com 17 Angelo, Thomas A., & Cross, K. Patricia. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco: Jossey-Bass.18 Barkley, Elizabeth F., & Major, Clair H. (2016). Learning Assessment Techniques: A Handbook for College Faculty. San Francisco: Josey-Bass.