Enhancing the Learning for Millennial Developmental Math Students

1. Enhancing the Learning for Millennial Developmental Math Students NADE February 2009 Presented by Denise Wilkinson Associate Professor of Mathematics Virginia Wesleyan College

2. Outline • Discussion of previous generations • Characteristics of the Millennial Student • Best Practices

3. COMMON GENERATIONSEach generation represents a set of common beliefs and behaviors. • GI/Veteran 1901 – 1924 • Silent/Traditionalist 1925 – 1942 • Baby Boomers 1943 - 1960 • Generation X 1961 - 1981 • Millennials 1982 - Present

4. Just for fun… Name the generation: 1) This was the first generation where it was more likely to live in two-income households. Baby Boomers 1943-1960

5. Just for fun… Name the generation: 2) This generation, also known as the “Baby bust” generation, grew up during the Watergate era and energy crisis. • Generation X 1961-1981

6. Just for fun… Name the generation: • 3) During this era, it was common to have large families. Silent 1925-1942

7. Just for fun… Name the generation: • 4) For the most part, this generation experienced a good economy while moving through their school years. • Millennials 1982-present

8. Characteristics of MILLENNIALS • ACHIEVING • CONFIDENT • CONVENTIONAL • PRESSURED • SHELTERED • SPECIAL • TEAM-ORIENTED

9. MILLENNIALS ARE ACHIEVING • SAT scores are at highest since 1974 • Standards of Learning – testing is a common part of life • Goal-oriented • Most have educated parents to serve as role models

10. MILLENNIALS ARE CONFIDENT • Raised by parents who emphasize self-esteem • Optimistic • 90% of teens are happy about their future • Expected to go to college – but not always prepared

11. MILLENNIALS ARE CONVENTIONAL • Comfortable with morality of their parents • Pragmatic • Share parents’ values - Nearly half share some kind of music preference as parents • Accept authority • They feel close to their parents • They are “rule followers” (if we give them clear rules they can understand)

12. MILLENNIALS ARE PRESSURED • Grades and getting into college are two of their biggest concerns • Less free time • Increased homework • 70% worry about finding good jobs vs. 37% of Boomers who think they do (Howe) • They are encouraged to study hard, succeed, attend college, and choose careers that “pay off”

13. MILLENNIALS ARE SHELTERED • Safety first - Baby on Board signs • School shootings and terrorism NOT uncommon. (Other examples: child restraints, movie/video ratings, campus security) • Parents tend to be over-protective

14. MILLENNIALS ARE SPECIAL • Strong sense of self-worth • “Wanted” children: Older Boomer parents – wait longer to be financially secure – infertility possible • No Child Left Behind Generation

15. MILLENNIALS ARE TEAM-ORIENTED • Don’t want to let a friend down • Most involved in extra curricular, organized, group-oriented activities • Prefer activities with friends vs. creative tasks on their own • Practice conformity over individualism

16. MILLENNIALS ARE Technology-savvy • Research shows that concentration of technology use affects the way we read, learn and interact with one another. This can lead to: • Social awkwardness • An inability to interpret nonverbal message • Isolation • Less interest in traditional classroom learning.

17. Did You Know? • That the top ten jobs in 2010 did not exist in 2004? We are preparing our students for jobs that do not exist – using technology that hasn’t been invented. • To solve problems, we do not even know are problems, the U.S. Labor dept estimates that today’s learners will have 10-14 jobs by the time they are 38. • 1 in 4 workers have been with their current employer less than 4 years. • 1 in two have been in less than 5 years.

18. Best Practices in the Developmental Math Classroom that Address Each Characteristic

19. Best PracticesCharacteristic: Achieving • Use technology if possible, but effectively • Smart Board • Graphing Calculator • Power Point • Blackboard B) To help Millennials reach their goals, incorporate activities that address math practicality and hope for success • End of Semester Hopeful Grade Equation

20. Best PracticesCharacteristic: Achieving B) Hopeful Grade Equation, Problem • On the class day prior to the final exam, students are given their pre-average grades with weights. • Students are asked to solve the equation to determine what grade they will need to make on the final exam, to earn a certain grade in the course.

21. Best PracticesCharacteristic: Achieving B) Hopeful Grade Equation, Process • To earn bonus points on the final exam, students are asked to follow the 5 application procedure steps. • Define the variable. • Set up the verbal model. • Set up the equation. • Solve the equation. • Write your result in a complete sentence.

22. Best PracticesCharacteristic: Achieving B) Hopeful Grade Equation, Example Jane’s pre-average is 75. a) Define the variable: Let x = Exam grade b) Set up the verbal model: c) Equation: Jane would like a C+ in the course, so her equation would be: .80(75)+.20E= 78 + =

23. Best PracticesCharacteristic: Achieving A) Hopeful Grade Equation, Example con’t d) Solve the equation: .80(75) + .20E = 78 60 + .20E = 78 .20E = 18 E=90 e) Write your result in a complete sentence. To earn a C+ in the course, Jane must make a grade of 90% on the final exam.

24. Best PracticesCharacteristic: Confident • Offer lots of feedback to justify self confidence • Midterm grade/progress report • Early Alert System

25. Best PracticesCharacteristic: ConfidentMidterm grade/Progress Report • Each instructor completes a web-based progress report for each student during mid-semester week. • A grade and progress comments are recorded. • Student and advisor have access to on-line information.

26. Best PracticesCharacteristic: ConfidentMidterm grade/Progress Report Part (con’t)

27. Best PracticesCharacteristic: Conventional • Include exercises to pull out student’s creative side: • Add Brainstorming exercises 2) Include Journaling

28. Best PracticesCharacteristic: Conventional1) 1st day Brain Storm Exercise

29. Best PracticesCharacteristic: Conventional1) 1st day Brain Storm Sample

30. Best PracticesCharacteristic: Conventional1) 1st day Brain Storm Sample, con’t

31. Best PracticesCharacteristic: Conventional2) Journaling: Sample question and response • Discuss a positive math experience you’ve encountered this semester.

32. Best PracticesCharacteristic: Conventional, con’t2) Journaling: Additional Sample Questions

33. Best PracticesCharacteristic: Pressured A) Be aware that cheating could heighten • Reinforce proctoring during tests. • Explain academic integrity and the honor code. B) Promote outside individual help • Office hours; LRC; Test corrections C) Share information on campus counseling services D) Address text anxiety • Test preparation exercise • Test review

34. Best PracticesCharacteristic: Pressured A1) Alternate LRC Testing Policy Effective February 2, 2009 • Students with Disabilities: • The Learning Center will continue to provide accommodations for testing with proctors for students with disabilities or other medically limiting conditions on M-F: 9:30am and 4:30pm.  • Students Making Up Tests Due to Illness or Official Athletic Competitions: • Faculty members are encouraged to administer their own make up tests. Only alternate proctored times: Tues: 4:30-8:00pm, and Fri:1:30-4:30pm in the Learning Center. Faculty should set up an appointment.

35. Best PracticesCharacteristic: PressuredD1)Test Preparation Exercise

36. Best PracticesCharacteristic: PressuredD2) Inquiry-based Final Exam Review, Ex. 1 For each topic, provided the following information:

37. Best PracticesCharacteristic: PressuredD2) Inquiry-based Final Exam Review, Ex. 2

38. Best PracticesCharacteristic: ShelteredSafety - Protected A) Expect more parent involvement B) Incorporate structure • Present a syllabus that outlines clear expectations. 2) Present a quiz on the syllabus the second day of class to reinforce your policies. 3) Provide a course outline template to allow students to record homework exercises.

39. Best PracticesCharacteristic: ShelteredA) Example of Parent involvement: Parent Email

40. Best PracticesCharacteristic: ShelteredB1) Syllabus Inclusions • Provide contact information • Course Description, goals, and objectives • Attendance Policy • Student Responsibility statement: Include “No cell phone or I-pods,” Importance of contacting professor, All work stapled. What to do if quiz is missed. • Daily or weekly course outline

41. Best PracticesCharacteristic: ShelteredB2) Syllabus Quiz

42. Best PracticesCharacteristic: ShelteredB3) Fill-in Course Outline

43. Best PracticesCharacteristic: Special Strong sense of self-worth • To help students continue to feel “special,” offer frequent positive reinforcement • Frequent quizzes and/or collect homework • Quiz/Test Corrections

44. Best PracticesCharacteristic: Special Quiz/Test Corrections Student Instructions

45. Best PracticesCharacteristic: Team-Oriented A) Include daily group work B) Incorporate a first-day icebreaker C) Use assignments that bring out individuality, but end in team work • Reflect, Share and Compare

46. Best PracticesCharacteristic: Team-OrientedB)First Day Ice Breaker–Part 1 Students fill out the information card below.

47. Best PracticesCharacteristic: Team-OrientedB)First Day-Ice Breaker-Part 2Students engage in the 4 Corners Activity • Divide your room to represent four categories of living space. (For example, Resident hall 1, Resident Hall 2, Resident Hall 3, Commuters.) Students are asked to stand in their respective corners. • In their corner group, students record group members’ information on their cards.

48. Best PracticesCharacteristic: Team-OrientedB)First Day Ice Breaker–Part 3 Students complete Peer Information Cards Instructions: find 3 people in your corner who live near you and record the following information.

49. Best PracticesCharacteristic: Team-OrientedC1)Reflect, Share and Compare • This activity is presented at the beginning of the section on applications, as a warm-up exercise.

50. Best PracticesCharacteristic: Team-OrientedC2) Reflect, Share and Compare