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New Math in the SON: Sample, 40 x 10 = 931

New Math in the SON: Sample, 40 x 10 = 931. The Process Before 2009 (Design). 1 cohort, level 3 40 groups (facilitated by faculty and TA’s) 10-12 students/grp. The Process Before 2009 (course design). 1-hour large group lecture (experts) 2-hour tutorial (faculty/TA facilitated).

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New Math in the SON: Sample, 40 x 10 = 931

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  1. New Math in the SON:Sample, 40 x 10 = 931

  2. The Process Before 2009(Design) • 1 cohort, level 3 • 40 groups (facilitated by faculty and TA’s) • 10-12 students/grp

  3. The Process Before 2009(course design) • 1-hour large group lecture (experts) • 2-hour tutorial (faculty/TA facilitated)

  4. The Process Before 2009(design & evaluation)

  5. The Process In 2009(student distribution)

  6. The Process In 2009(student distribution) 2 cohorts, levels 2 and 3 Tues Wed Thurs Fri (Mac) (Con) (Con) (Moh) 336 107 147 267

  7. The Process In 2009(Design) • eliminated 40 tutorial groups • 2 faculty (course planners)

  8. The Process In 2009(design & evaluation)

  9. The Process In 2009(design & evaluation) A typical 2 hour class • housekeeping (5 mins) • feedback to previous groups (5 mins) • feedback on quizzes (5 mins) • group presentations (1.5 hours) • quiz (15 mins)

  10. The Process In 2009(design & evaluation) Group Presentations (15%) • students formed own groups (4-6, 14-18) • we could fit in only 26 topics. • students chose own topics.

  11. The Process In 2009(design & evaluation) Group Presentations (15%) • group grade based on: • creativity • content • references • faculty evaluation form (2) • peer evaluation forms (931 minus presenting group)

  12. The Process In 2009(design & evaluation) Presentation Reflections (15%) • students wrote individual, 2-page reflections - role in presentation (research, presenter, ppt, etc.) - describe one new aspect learned, “aha” moment.

  13. The Process In 2009(design & evaluation) Weekly Quizzes (30%) • 3 questions based on readings • T/F, multiple-choice & short answer • 11 units of course content • total of 33% (3x11), discarded lowest score

  14. Issue: in-class quizzes Environment and Health2. Name two countries that have entered into the Great Lakes agreement resulting in cleaner, safer drinking water. 1. _________________     2.  ___________________

  15. Issue: in-class quizzes Environment and Health2. Name two countries that have entered into the Great Lakes agreement resulting in cleaner, safer drinking water. 1. _________________     2.  ___________________ • Canada & Switzerland • Canada & Iceland • Canada & Alaska • Canada & Australia • California & New York • UK & Canada • America & Europe • England & USA • USA & India

  16. The Process In 2009(design & evaluation) Registrar Administered Exam (40%) • 80 questions (T/F, MCQ, Short Ans) • based on readings • similar to quizzes • developed over multiple Tim Hortons coffees in one afternoon!

  17. The Challenges In 2009

  18. Issue: taking responsibility •  in the beginning, some students were resistant to the idea of group presentations - expected faculty to lecture - emailed us with complaints. • some students came late, only to write the quiz (disruptive, disrespectful, devalues effort of peers, circumvents the learning value of the presentations).

  19. Management of the paperwork • handing out, collecting, and recording tests and other assignments for 931 students. • grading 85 reflective papers per week! • make-up quizzes (for those absent) 5-10%

  20. Management of distractions • talking, noise levels • late arrivals • early departures

  21. Diverse background and preparation of students • different levels of English, • Maturity of students • Capacity for SDL • Sophistication of content • range / hierarchy of levels

  22. Large classes also pose significant challenges to learning • not knowing what is relevant or important information, • hesitation in asking questions or in other ways indicating a lack of knowledge • lack of experience with time management, studying, or other skills necessary for success in college

  23. Other Challenges ELM: - group sign-up sheets - disappearing grades - unreliability of attaching reflections Illness: - rescheduling quizzes, presentations, reflection papers Accommodation during the course (sporting events) Volume of emails (hundreds/week) TA strike Disappearing quizzes (52) Jimmy Kim – student anonymity, who is in the class Duplicate Names (3-4)

  24. The Rewards In 2009 Group Presentations • created own videos • interviewed >800 students • found appropriate YouTube videos • developed games • wrote skits

  25. The Rewards In 2009 Reflections • profoundly personal • supported lifelong learning • opinions challenged and changed • “from now on I’m going to vote” • “…going to join the RNAO so I can be a change agent.”

  26. The Rewards In 2009 • Lesson: quizzes provide incentive for attendance. Proof: Friday aft - before long weekend - 92% attendance • Attendance rates: 97%, 96%, 95%, 94%, 93%, 92%, 91%, 92% Weekly Quizzes • social contract

  27. The Rewards In 2009 Registrar Administered Exam • layering of Bloom’s taxonomy (knowledge, application, synthesis) • concepts reinforced from readings, presentations, and other coursework (pharmacology, pathophysiology, PBL) • students did exceptionally well.

  28. The Rewards In 2009 Other (from students’ perspectives) • wrote an RNAO position paper on gender issues. • debated with evidence aboriginal rights with her family. • described living through the Chernobyl disaster. • two students offered to come back next year to speak to the 2010 cohort. • personal discussion of mental health issues.

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