Matthew Watts Dr. Daniel Apple Wade Ellis Jr. Designing an Active Learning Math Experience.
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Transcript of Matthew Watts Dr. Daniel Apple Wade Ellis Jr. Designing an Active Learning Math Experience.
![Page 1: Matthew Watts Dr. Daniel Apple Wade Ellis Jr. Designing an Active Learning Math Experience.](https://reader036.fdocuments.us/reader036/viewer/2022062404/551c00b9550346b24f8b4c01/html5/thumbnails/1.jpg)
Matthew WattsDr. Daniel Apple
Wade Ellis Jr.
Designing an Active Learning Math Experience
![Page 2: Matthew Watts Dr. Daniel Apple Wade Ellis Jr. Designing an Active Learning Math Experience.](https://reader036.fdocuments.us/reader036/viewer/2022062404/551c00b9550346b24f8b4c01/html5/thumbnails/2.jpg)
What makes a great learning experience in mathematics?
Thought ProvokingChallengingRelevantEffectiveLearner Centered
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OverviewBackground on Learning Process
Components of Activity DesignExample of Completed Activity
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Theory of Performance
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Levels of Learner KnowledgeLevel 1: InformationLevel 2: Conceptual Understanding
Level 3: ApplicationLevel 4: Working ExpertiseLevel 5: Research
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Learning Process Methodology Stage 1 - Preparing to Learn
1. Why2. Orientation3. Prerequisites4. Learning Objectives5. Performance Criteria6. Vocabulary7. Information
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Learning Process Methodology (LPM)Stage 2 – Performing a Learning Activity
8. Plan9. Models10.Thinking Critically11.Transfer/Application12.Problem Solving
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Learning Process Methodology (LPM)Stage 3 – Assessing and Building New Knowledge
13. Self-assessment14. Research
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AssessmentAssessment – How can the level of quality of a performance be improved in the future?
SII MethodDescription of StrengthsAreas for ImprovementInsights of the Assessor
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Activity Design1-2 class meetings1-2 sections in a textbookSample Topic: Analyzing a Function
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PurposeWhat is to be learned?Why is it important?How does it relate?LPM Steps 1 & 2
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ObjectivesWhat students should know by the end
No more than 3Allows for validation of learning later on
LPM Step 4
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Performance CriteriaDescribes area and levelSets expectations of qualitySimple, Realistic, and Measureable
Criteria for AssessmentLPM Step 5
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Discovery ActivityFind an interesting context relevant to the learner
Incite creativity and discoveryIdentity as a MathematicianContext as a Learner/Professional
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What do you already know?Identify Pre-RequisitesBuild off previous knowledgeLPM Step 3
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The Language of MathematicsTerminology and Notation usedInstructor can provide list orStudents can be asked to find them
Identity as a MathematicianLPM step 6
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Resources & InformationReadingInternet SitesLPM Step 7
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MethodologyGeneralized Procedure alongside Worked Example
Other example requires student input
Focus shifts from product to process
LPM Step 7
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Addressing Common ErrorsCommon mistakes with examples and reasoning
Trains learner to validate their own work.
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Are you ready?What they should be able to do to be ready for class
Checklist or ScaleDocumentation of QuestionsLPM Step 8
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PlanDirections for the activityMay Include:
Team AssignmentsSharing of Pre-ActivityAnalysis of ModelsCritical Thinking
LPM Step 8
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ModelsExemplar PerformancesUsed for Critical ThinkingLPM Step 9
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Critical Thinking QuestionsThe Heart of the LPM (Step 10)Raises Level of Learning6-10 Questions
2-3 Directed3-6 Convergent1 Divergent
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Demonstrate Your Understanding
Student’s Apply their knowledge
Elevate level of learningFamiliar ContextLess Familiar ContextUnfamiliar Context
LPM Step 11
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Hardest ProblemStudents come up with the hardest problem they can
Try to solve it orChallenge another teamLPM Step 11
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Troubleshooting SolutionsWhat Went Wrong? Why?Identify and Correct the ErrorsLPM Step 13
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Making it MatterAcademic or “Real-Life” Problems
Context as a Professional and member of society
LPM Step 12
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Learning to Learn MathematicsTarget Areas of Mathematical Learning to Reflect on
Identity as a Mathematician, Self-Learner
LPM Step 13Assessment (Focus on Math)
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AssessmentUse Performance Criteria for Self-Assessment
LPM Step 13Assessment (Focus on Learning Process)
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FacilitationF2F
1-2 ClassesBefore: Purpose - Are You Ready
During: Review, Plan - Hardest
After: MIM – Assessment
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Unique Features of the Math Learning ExperienceDiscovery ActivityWhat Do You Already Know?Language of MathematicsAvoiding Common ErrorsHardest ProblemWhat did you learn about Learning Mathematics?
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Matthew WattsDr. Daniel Apple
Wade Ellis Jr.
Designing an Active Learning Math Experience