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Bill’s Big Adventure Laptop Sophomore Math

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.

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Bill’s Big Adventure Laptop Sophomore Math

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  1. Bill’s Big AdventureLaptop Sophomore Math Bill Moss http://www.math.clemson.edu/~bmoss

  2. 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.

  3. 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.

  4. 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.

  5. Future -- 2003 • Fall: Studio Laptop calculus III and linear algebra • Spring: SCALE-UP Laptop differential equations in the renovated old student center ballroom.

  6. 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.

  7. Research Base • How People Learn, Brain, Mind, Experience, School, National Research Council, National Academy Press, 2000.

  8. 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.

  9. 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

  10. 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

  11. 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!

  12. 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.

  13. Student Surveys: • Calculus III • Lecture unit – exam • Studio unit – exam • Survey 1 • Differential Equations • Survey 2: end of year survey, 206 and 208 students.

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