Reflections: What I do once a class ends.

This is the second in my line of posts about reflections, why they're useful, what I do to reflect, and what I do to help my students reflect on their own performance. Today we're looking at what I do at the end of the term, and how I prepare for the next time I teach a class. As an adjunct I regularly teach the same classes from term-to-term and anything I can do to help my future self quickly prepare for a class is beneficial.

At the start of each term we all have ideas about learning activities, assessments, grading structures, rubrics, and other aspects of how we are going to run (or at least manage) a course. At the end of a term we have seen how they have worked, how they didn't, and ideas for how to make them better. During finals week, for each class I take a half-hour to an hour and write a page or two on all the components of a course. This is a short example of what I started with for my Calculus III course:

Calculus III Reflections notes. 

These are very rough notes. Some of these notes I would have probably edited for wider distribution ("... if you don't force them to!"). But this is what I wrote when I was trying to get these ideas on paper. And this is the point of this exercise, get your ideas on paper quickly before the term is over and you forget. I usually create these notes during my final exams, so I can see all my students and remember what worked and didn't work for them. It also helps me think of policies to include in the syllabus if there was a particular situation that arose with a student. I include these notes in the front of my course folder.

At the start of the next term, I open my course folder and the first thing I see is this list of do's and don'ts, and don't even think about it's. These notes have helped me start preparing for a course much more quickly. I can focus on what needs to be revised, updated, or created, instead of wondering what I did last time. 

What do you do to at the end of each term to help yourself prepare for the next? Please share your experiences with me here on the blog, on LinkedIn, or Twitter. 

Reflections: Just like checking solutions, something else we don't do, but should.

Living time linearly it is sometimes hard to think back and remember how classes started. I always start with good intentions, like "I am going to return every piece of graded material back by the next class session." or "I will create a dynamic learner-centered classroom." or "Active Learning is my watchword." or some other well-intended but doomed to failure dictum. To help make these things a reality for myself, but also for my students, I'm starting to institute end-of-term reflections. My next few posts will explore two types of reflections I am using this term, how they started, and how they are working out this term.

• Student Reflections - These have taken the form of a 1 point extra credit assignment after a student has completed their final. This short, 5 question assignment asks them to think about what they should have done this term, and what they will do next term. 
• Course Reflections - After finishing a class I will write a page about what worked, what didn't work, and what to do next time. 

Stay tuned this week for my reflections... about reflections? (R-squared? R(R(x))?) And feel free to add your own!

Finally! A Win! How I expressed my concerns and students actually listened.

I had a Win yesterday! A capital 'W' Win! It kind of made my day and thought I'd share it with you all.

This term I am teaching an alternative pathway mathematics course. Traditionally students are expected to take anywhere between 1-4 remedial mathematics courses, for which they don't get college credit. These courses are not college-level (below 100-level), so they get credits for taking them but they don't apply to degree programs or requirements. For each remedial math course a student takes their chances of failing (and subsequently) dropping out increase. So to help non-STEM students get around these courses  (which are frequently focused on STEM students) many colleges and universities are trying these alternative pathway courses. Many other organizations and publications have talked about this trend.

One of the instructional methods in the course is group work. There are a number of times in a class where I or my co-teacher might say "Let's have you all work on the next question as a group." I find this to be a great way for students to learn from each other, develop their communication skills about mathematics, and help build a learner-centered classroom. The drawback has always been their propensity for getting off-topic. Giving them space for talking through these questions has turned into a space where they can talk about everything else.

Yesterday I started a topic and I could already feel the wheels coming off. Students started chatting (albeit quietly) and it was clear they were not on-topic. I could also feel myself start building up with anger and frustration. From previous experiences I knew I could not just say how I was feeling, but I needed to put into context of what students were doing, and what I expect them to. So I laid it out to them in something like this:

I really enjoy how we can talk about many different topics in this course, and it is really rewarding for me. But this class (as a whole) has a habit of getting off-topic. I know this course is structured a bit differently and it allows you all to talk through questions. This is very different than my other classes where the focus is on lectures and I know exactly what will happen next. So what I would like today is for all of use to be a little more focused, and stay on-task. Again, I love talking to you guys, but we have material to talk about today.

After that, they paid attention, focused on the material, asked some great questions, and I even received some praise from my co-teacher someone I look up to. A capital 'W' Win!

Twitter, Statistics, and Failure: What I can learn from other's successes.

The Chronicle just posted the article "With Twitter, Statistics 101 Takes Flight" by Mark E. Ferris about his use of Twitter to help students understand how statistics is used in different contexts. Overall he does a great job of offering a structured learning activity that exposes his students to uses of statistics. A short summary:

• Requires all students to create a Twitter account for the course. 
• Each week students are to follow 10 new statistics-based organizations, post 7 tweets about statistics (retweets of those organization's posts?), retweet 2 of Ferris' posts to keep up on the topics he is covering on his feed, and post 2-3 tweets of their own by discussing interesting statistics they find. 
• Each Tuesday they are to do a short write-up of one of their weekly tweets, which is worth 15 percent of their grade. 

This made me think of my own recent failed attempt to use Twitter to teach statistics. This term I am teaching Inferential Statistics and I thought I would offer students an alternative method to communicate about the course. (While I love Moodle, I know Moodle Discussion Forums are not that exciting.) I did not make it part of the grade, but merely suggested it at the start of the term. I think you can get an idea of how it went....

Hey everyone! Feel free to use this hashtag for discussions about statistics, inference, and the course in general. #CCCStatsII
— Robert Weston (@rw_161803399) March 30, 2015

This is the only tweet with the hashtag #CCCStatsII, so I suppose its rare and valuable, I guess? (I wonder how much I could get for it...) After talking to students further it was clear that none of them had a Twitter account, and didn't really see the point in what I was doing. This is the first time I have taught this course and creating a whole new assignment category on the fly during Week 2 did not sound very appealing, so I dropped it. The idea ended in failure, but after Ferris' article I think I'll try it again with additional structure, and make it part of their grade.

Have you used Twitter in any of your classes? Do you have any tips or suggestions? Feel free to share below!

Pre-Calculus, the next topic in need of reform?

Jack Rotman did (or is doing) an interesting presentation at the 2015 Michigan Mathematics Meetings looking at Pre-Calculus reform. He draws an analogy to the current Developmental Mathematics reforms (alternative pathway, career-ready, etc.), shares some data on Michigan's approach to Pre-Calculus, and asks that big question "Are Pre-Calculus classes really preparing students for Calculus?"

I think its pretty safe to say that most states are in a similar situation regarding Pre-Calculus where colleges and universities have different requirements. In academia I know we don't like comparing institutions, but when students are transferring between different institutions (especially with costs going up) a certain level of state-wide consistency is beneficial to everyone. Students learn material that actually prepares them for the next course/future content, dropout rates lower (as a consequence of having to take less classes), completion times lower, etc.

Excellent article on why stating Learning Objectives might not be the best thing.

While going through the Quality Matters training it always seemed a bit odd to share the learning objectives with students right away. From the design side they are absolutely necessary, from a student engagement perspective they always seemed dull. This article by Donald Clark verbalizes what I was having issues with. Definitely makes me rethink reviewing outcomes on the first day of class.

Spring Break! Beer, sun, and crazy parties!... I mean prepping courses, and catching up on friends.

So that whole promise of regular updates was not fulfilled, at all. Not even an epsilon's worth. Sorry about that. I'm good at lists though, so let's write some of those.

Courses for Spring Term 2015

• Contemporary Mathematics - This is a new course and is part of a state-wide effort to offer an alternate pathway for non-STEM students the demphasizes algebra. It is the first time the course has been run, and we are using co-teaching to ensure there are enough hands available for the first run through. I hope to post more about this course and provide some context on the state and national levels as well.
• College Algebra - Fifth time I have taught this course, fairly straightforward at this point. However I do want to include more demonstrations of what I expect them to do each week. 
• Calculus III - Very excited about this course. I taught it last year for the first time and am looking forward to getting back into it. I would like to include daily quizzes, but I am unsure if I can make that happen this term. I need to balance my time with remember most of what is in...
• Statistics II - This will be the first time I have taught this course, and frankly, I'm pretty rusty on hypothesis testing. I used it when I took the course, touched on some of the ideas in Real Analysis, but other than than, not so much. If you have any suggestions feel free to share below!

Things I Tried Last Term

• Post Exam Reflection Prompts - I had students complete reflection prompts after they completed their second test, and for the most part it did not have the desired effect. Most of their writing was about the course structure, me, and how difficult the material was. My intent was for students to reflect on their performance, how they prepared, and what they want to do differently for the next exam. I have used these prompts in the past for final exams, which seemed to have the desired effect.
• Talk about National Adjunct Walkout Day - While I did not actually walkout, I did talk to students about adjuncts, how they are compensated, and how it affects each student's education. It was a difficult discussion for me to have, but I think it educated students on this important topic. The majority of students had no idea what I was talking about, and for the most part we had a good discussion about who is at the front of their classes. I am thinking of having a short discussion about adjuncts half-way through each course to raise awareness and inform students of what happens at their institutions.
• Using Subjective Measures for Grading - There were a few students this term that were borderline passing. This term I decided to look at their previous exams and really assess what mistakes they made. If they did not understand the basic concepts of the course I did not modify their grade. If it was clear that they understood the majority of the course material, I made an informed decision to modify their grade. Grades should reflect understanding, but purely numeric assessment would ignore my role as the instructor of the course. 

Recently Completed Projects

• Manuscript edit for a Geometry workbook - This was to align a text to the TEKS/TAKS. Fairly straightforward project, but had to negotiate the initial terms a bit more than I expected.
• Exam development for Pre-Calculus - Excellent project. Wrote a few exam questions, worked in telecommuting teams to review exam questions, and made a final 'difficulty' assessment.  

Projects on the Back Burner

• Video series on a specific math applications. 
• K-12 Teacher lesson prep materials.
• Developing this blog.

Questions? Comments? Suggestions? Want to tell me how full of it I am? Write below!