Bill’s Big Adventure Laptop Sophomore Math Bill Moss bmoss.
-
Upload
bonnie-cox -
Category
Documents
-
view
219 -
download
3
Transcript of Bill’s Big Adventure Laptop Sophomore Math Bill Moss bmoss.
Bill’s Big Adventure Laptop Sophomore Math
Bill Moss
http://www.math.clemson.edu/~bmoss
A Brief History
1967-2001 Lecture mode at the Naval Nuclear Power School, Georgia Tech, Old Dominion, and Clemson.
1995: CoES formed 1996: The big burst. 1997: Renovation of Martin
Hall, SUCCEED TBCD co-PI, SUCCEED.
Teaching Effectiveness workshop.
A Brief History [cont’d]
1998: Laptop Pilot, WebCT, SUCCEED workshop on teaching with technology.
1999: Laptop 208, SUCCEED teaching effectiveness trainers workshop.
2000: Laptop 208, SUCCEED new faculty workshop.
2001: Laptop 208, SUCCEED new faculty workshop.
A Brief History [cont’] 2002
Studio Laptop calculus III, differential equations, and linear algebra.
Moss, Weaver, Pargas, Grimes weekly seminar.
International College Teaching and Learning Conference and award.
Future -- 2003
Fall: Studio Laptop calculus III and linear algebra
Spring: SCALE-UP Laptop differential equations in the renovated old student center ballroom.
Influences
RPI: Hesburgh award 1995 for Studio calculus and physics
U Del: Hesburgh award 1999 for Problem Based Learning
NSF SCALE-UP Project: NCSU, UCF, MIT, et. al.
Research Base
How People Learn, Brain, Mind, Experience, School, National Research Council, National Academy Press, 2000.
Studio Calculus III The Calculus of the 3D World Visualization is a strand that runs through the
entire course. Students build 3D solids by constructing their
bounding surfaces, one surface at a time. This course is more technically advanced than
the traditional pencil and
paper course.
Characteristics
Reduced lecture: 10-15 mini-lectures Course journal and Maple tutorials (TA graded) Tutorials submitted via the WebCT dropbox Low-stakes quizzes, individual and team Team mini-projects Team projects Coaching by instructor and
peers Practice exams
Maple Tutorials
Instructional Objectives with suggested problems for each objective
Main mathematical points with examples worked by hand and with Maple
Course journal homework assignments
Maple problems to be worked at the end of the tutorial
Pedagogy
Covering the syllabus = writing it on the board. NO!
Teaching = talking for the entire 50 minute period. NO!
Can technology encourage students to be more independent, exploratory learners? YES!
Pedagogy
Students take responsibility for their learning.
Coaching enhances formative assessment.
Taking attendance and learning names is easy, e-mail absentees during studio time.
Frequent quizzes increase engagement.
Peer instruction is effective. Studio time mixes individual and
cooperative learning.
Student Surveys:
Calculus III Lecture unit – exam Studio unit – exam Survey 1
Differential Equations Survey 2: end of year survey, 206 and
208 students.