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# FISH Be There

Did you know you can measure whether students have fragmented or cohesive conceptions of mathematics, or whether they learn at a surface- or deep-level? Did you know there are concept inventories available for research purposes at the level of prealgebra
by

## Joanna Hernandez

on 29 June 2011

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#### Transcript of FISH Be There

How Can We Be There for our Customers? Fragmented Cohesive Goodwill Industries of San Antonio How do instructors
approach teaching? Entwistle & Ramsden, 1983; Biggs, 1987; Ramsden 1991, 1992; Marton et al, 1997 More likely to be associated
with higher quality learning
outcome. How do you build a good inventory? 2. Look for patterns in the statements 3. Develop a pool of questions to represent categories 4. Multiple researchers classify items and compare results. Revise as needed. 5. Pilot the inventory. Check for internal consistency reliability and perform factor analysis. 6. Revise. Pilot again (twice with same group) for reliability. 1. Understand the Problem
Ask population to respond to open-ended questions 7. Final tweaking. tasks are "imposed" on them
study without purpose or strategy can see relevance of learning new things
seek to develop new understanding Five conceptions
of Mathematics 1. Math is numbers, rules, and formulas 2. Math is numbers, rules, and formulas which can be applied to solve problems 3. Math is a complex logical system: a way of thinking 4. Math is a complex logical system which can be used to solve complex problems 5. Math is a complex logical system which can be used to solve complex problems and provides new insights used for understanding the world Example: Think about the math you've done so far. What do you think mathematics is? Satisfy Their
Need by Taking
the Time "Mathematics is about calculations" "Mathematics is a logical system which helps explain the things around us" "Mathematics is like a universal language which allows people to communicate and understand the world" Example
Items Approaches to Teaching Inventory Prosser and Trigwell, 1999 16 items
Two scales
CCSF
ITTF Conceptual change / student-focused Information transmission / teacher-focused Example
Items "I feel it is important to present a lot of facts in classes so that students know what they have to learn for this subject." "In lectures for this subject, I use difficult or undefined examples to provoke debate." "I feel a lot of teaching time in this subject should be used to question students' ideas." Customer Satisfaction Credits for Photos (all licensed under Creative Commons):
Ruler: http://www.flickr.com/photos/917press/456443078
EEG: http://www.flickr.com/photos/squashpicker/1480124942/
Puzzle pieces: http://www.flickr.com/photos/myklroventine/3261364899/
Puzzle on face: http://www.flickr.com/photos/eli-santana/2933926582/
Wikipedia Concept Map: http://www.flickr.com/photos/juhansonin/407874864/
Water Surface “Overflate”: http://www.flickr.com/photos/randihausken/1877810147/
Scuba diver: http://www.flickr.com/photos/30691679@N07/2891679952/
Thinker: http://www.flickr.com/photos/tmartin/32010732/
Construction signs: http://www.flickr.com/photos/15708236@N07/2754478731/
Computer classroom: http://www.flickr.com/photos/phoenixdailyphoto/1782001450/
Classroom with desks: http://www.flickr.com/photos/25312309@N05/2829580870/
Lecture hall: http://www.flickr.com/photos/kitsu/404092967/
Guy with barcode: http://www.flickr.com/photos/jaumedurgell/740880616/
B&W Stressed woman: http://www.flickr.com/photos/librarianbyday/3181780269/
Guy studying: http://www.flickr.com/photos/tripu/3441921187/ Approaches to
Study
Inventory Course
Perceptions
Questionaaire Entwistle & Ramsden, 1983 Teacher-focused strategy with the intention of transmitting information to students Teacher-focused strategy with the intention that students acquire the concepts of the discipline A teacher/student interaction strategy with the intention that students acquire the concepts of the discipline A student-focused strategy aimed at students developing their conceptions A student-focused strategy aimed at students changing their conceptions Math Instructional Practices Emphasis on Collaborative Lecture Lecture Cooperative Learning Inquiry-Based Learning (IBL) Application Problems Mastery Learning Formative Assessment Communication Skills Multiple Representations Project Based Learning Designing and assigning project work that requires students to solve a non-standard problem that requires a longer period of time than problems that would typically be assigned for homework or in class. There is often a research component where students must actively seek data, background knowledge, or formulas. Often the students work on projects in pairs or small groups. The final result of a project might include a written paper or a presentation on the findings. Including class time for students to solve problems based on data from real-world situations (present or past) problems that come from the partner disciplines of mathematics (e.g. Engineering, Chemistry, Biology, Physics, Economics, Business). Designing and using activities where students learn new concepts by actively doing and reflecting on what they have done. The guiding principle is that instructors try not to talk in depth about a concept until students have had an opportunity to think about it first (Hastings, 2006). Including class time for learning that engages students in working and learning together in small groups, typically with two to five members. Cooperative learning strategies are designed to engage students actively in the learning process through inquiry and discussions with their classmates (Rogers et al., 2001). Teaching by giving a series of short, focused lessons intermixed with student-centered activities that solidify the concepts of the lessons or serve to introduce the next short lesson (DeLong and Winter, 2002). The interaction during the activities is primarily between students. Teaching by giving a presentation on some subject for a time period longer than 20 minutes. This instructional method includes the exchange of questions and answers between the instructor and students. The key characteristic is that the students rarely interact with each other during this learning process. Teaching by including multiple ways (e.g. graphs, diagrams, algebra, words, data, manipulatives) to represent mathematical ideas whenever possible. The rule-of-four (representing a function visually, algebraically, numerically, or with words) is an example of multiple representations. Providing opportunities for students to practice their ability to communicate mathematical and quantitative ideas using both written and oral communications. Designing summative assessment check-points into the instructional program where the student is tested on their mastery of a single topic (or subtopic). The instructor may coach students during class time or outside of class to help students who struggle with understanding the concepts while they are intensely focused on learning. Note that the students do not receive partial credit for partially correct responses on mastery-based assessments. Making use of instructional strategies in the learning environment that assess where students are having problems so that students can learn more and learn better. (Gold, 1999) Andersen, 2009 Physics Education Research FCI: Force Concept Inventory Interactive-Engagement (IE) sections had higher normalized gain on FCI than Traditional Lecture (TL) Hake et al, 1998 "The FCI provides a reproducible and objective measure of how a cours improves comprehension of principles, not merely how bright or prepared the studetns are, nor what they have memorized."
- Jerome Epstein When a customer walks in the door, they want to be the most important thing to you in that moment.
Remove distractions and focus on their needs to gain a loyal customer that will result in future membership with Goodwill. Study
Process
Questionnaire Approaches &
Study Skills
Inventory for
Students Pay Attention
Remove Distractions
Find an Answer! Present Engage Don't:
Rush
Interrupt
Your Next Thought Listen Credits for Illustrations and Cartoons
Mat Moore, Muskegon Michigan
Freelance Illustrator (garlicandcoffee@gmail.com) SPQ Measure of learning approach giving three orientations: surface, deep, and achieving Biggs, 1987 Includes Surface, Deep, and Achieving subscales
Designed for Higher Ed NOTE: For a K-12 version, look at the Learning Process Questionnaire (LPQ) ASSIST ASI Ramsden & Entwistle, 1981
Entwistle & Ramsden, 1983
Entwhistle et al., 2000 Deep approach
Strategic approach
Surface Apathetic approach
Preferences for different types of course and teaching Subscales Related subscales Fear of failure
Lack of purpose
Syllabus-boundness
Unrelated memorizing Foster passion on your Team by being present in everything you do. It is contagious! Passion When time flies, you are in your passion. Think about the best part of your job . This is an example of passion. You feel very happy when you are doing that one thing! That's Being There and having PASSION! -Carl W.Buechner
"They may forget what you say, but they will never forget how you make them feel." - Beyond Crossroads, 2006 Foster Examples of Passion: ATI 52 questions
dimensions are deep, strategic, and surface learning When you are present in every moment, you are giving ALL of YOU and the experience is Satisifying, which creates a PASSION from within. Being there adds value to your worklife. Undivided Attention Being There shows people you respect and honor them and this fosters healthy relationships. Undivided attention is important to Being There Nothing else matters! The customer feels like they are important. 28,000 Satisfaction number of CC math students in 1 year Roughly 1900-2000 of them are members of AMATYC 67% of these instructors work part-time 78% of the PT and 98% of the FT have graduate degrees 47-50% of these instructors are women Data from AMATYC and 2005 CBMS Statistical Report Be There VASS: Views about Science Survey Characterize student views about knowing and learning science Purpose: Assess the relation of student views to achievement in science courses CLASS: Colorado Learning Attitudes
about Science Survey MPEX: Maryland Physics Expectation Survey Links students' perception of their learning environment and their quality of learning number of community college math instructors The Instructors Customer The Environment Committment Two-Way
Communication How does the environment effect what instructors do? "To improve the quality of learning, it is more important to encourage deeper approaches to study through the creation of a context involving good teaching, clear goals, and some independence in learning than the discouragement of surface approaches to learning." - Prosser & Trigwell, 1997 68% of two-year college faculty reported at least some stress from teaching underprepared students
(Lindholm et al., 2005) Control of Teaching Appropriate Class Size Enabling Student Characteristics Departmental Support for Teaching Appropriate Academic Workload Appropriate Learning Space PTEI Perceptions of
Teaching
Environment
Inventory Prosser & Trigwell, 1997 1. Focus on the customer and Be There to improve communication. 3. Trust that Feedback