Online Implementation of AB 705 in Math By

Online Implementation of AB 705 in Math By

Online Implementation of AB 705 in Math By Fred Feldon & Lisa Lee Coastline Community College Third Annual Acceleration Across California Conference Sacramento, CA February 23, 2019 This presentation is available at http://www.slideshare.net/ffeldon

Agenda Intro What Were Doing At Coastline What Makes a Good Online Course

What Makes a Good Online Support Course What Were Doing in College Algebra What Were Doing in Statistics Coastlines Math Department is 85% Purely Online With High Rates of Success and Retention Coastlines Math Department is 85% Purely Online With High Rates of Success and

Retention Currently Offering Spring 2019: One Section of College Algebra With Support (Online, 6 Units) One Section of Introduction To Statistics With Support (Online, 6 Units) Course Material College Algebra Textbook with Corequisite Solution, Course Management System, Integrated Review,

Personalized Homework Introduction to Statistics Online Educational Resource (OER) Zero-Cost Textbook Using Default Placement Rules From CCCCO Memo July 11, 2018 and Guided Self Placement (GSP) At: Schools to Look

Santa Ana n Santiago Canyo Taft College Sierra College Pedagogy for Online Support Courses: Cohort model 2-unit classes Small classes (25 or less) Separate CRNs and grades FT faculty create course templates

Professional development & communities of practice Required for faculty who teach support classes Pay faculty who participate in PD Include non-cognitive and affective domain in the training and in classes Involve college alert and support systems What Makes an Online Course Good for Students? Better access to classes which fit their schedule of school and/or work Students self-select into the mode of delivery

Online format fosters more independent learning Instructor able to give more attention to some students who might otherwise be ignored Students schedule study time at their convenience, with less distractions and more concentration Students can interact with anyone, any time, rather than just who they sit next to in class. What Makes an Online Course Good for Faculty?

Increased flexibility Teach from any location, any time Online format fosters more independent learning Anonymity of the Internet: Everyone is equal On the Internet, nobody knows youre a dog! What Makes an Online Course Good for Faculty? (Contd)

Increased flexibility Teach from any location, any time

Online format fosters more independent learning Anonymity of the Internet: Everyone is equal Feeling of community is possible! Equally rewarding and enjoyable Number of students you can reach individually increases Students can collaborate easier Students do more on their ownthe role of authority is more spread out What Makes an Online Course Good for Faculty? (Contd) Assessments (homework & quizzes) are interactive and

scored automatically, saving time Changes to course can be made in real time You have time to think and research before answering questions Students expect more technology from higher education Amount of voicemails decrease Interaction can and should replicate in-class discussion Supplemental and enrichment material can be more timely A Few Tips Use a Tablet PC

Use Jing to capture embed HTML code, then paste image into the body of a message on the Discussion Board: A Few Tips (Contd) Use a Tablet PC Discourage the use of email: encourage use of Discussion Board Thats a great question! Could you do me a favor? Other students may

be wondering the same thing. Could you please post it on the Discussion Board? That way, we can help everyone. I or another student will reply right away. Thanks. I appreciate it! Your first priority is discussion (before email) Teach students to communicate mathematically Demonstrate the behavior you want students to emulate

Lure students to Discussion Board Welcome videos and emails Frequent low-stakes interaction, practice and feedback Proactive, specific feedback: struggling students, high achievers, etc. A Few Tips (Contd) Be flexible; allow students to work ahead or catch up if they fall behind Drop No Shows and Inactive students but allow them to catch up and be reinstated in the class Maintain academic quality and rigor (same as onsite classes) Exams MUST be Proctored, show ID, show your work, and worth a

significant percentage (2/3 or more) of their final course grade Create and randomly distribute multiple forms of the exams Consider individuals who may need to finish late (give them an F then change their grade later) Give assignments that are peer evaluated Ask students to explain their thinking, justify their answers; ask frequent open-ended questions that may not have one, right answer* *More on this later A Few Tips (Contd) Supplement and enrich the course with instructor-created material

Personalize the course with your voice, with videos, with your hobby, background, interests, sense of humor, etc. What Makes a Good Online Support Course? All the above PLUS

Concurrent enrollment of cohorts in transfer courses Low-unit concurrent support (one- to two-units) Backwards design and just-in-time remediation Integrate intentional strategies, policies and activities to address the affective side of learning Help accelerate acquisition of college-level skills Integrate academic affairs and student services (e.g. counseling, mentoring, and guidance to students goals) Sources for Affective Domain Pearson Textbooks

Associating math with joy instead of fear is surely one of our most important goals as teachers! Dr. Jo Boaler, Professor of Mathematics Education, Stanford University. Visit www.youcubed.org for more info f Speaking o Growth Mindset

https://arstechnica.com/science/2019/02/huge-study-finds-profes sors-attitudes-affect-students-grades Scott Johnson, 2/15/2019 https://www.insidehighered.com/users/scott-jaschi k 2/18/2019 Sample Affective Domain Activities Go to the CAP Math Facebook page Join the Group

Type box in the Search field Click on the link to the Box Or go to https://bit.ly/2INfKCH Open the Folder Workshop Materials for Math Many, many activities are there! CAP AB 705 Implementation Workshop Fall 2018 Affective Domain DropBox https://app.box.com/s/o5zvmjor20247n8

sd98gnvkhsjg3d3jp ! s e g a 100 P One-Seme ster Affective D

omain Mentoring Program Include Non-Routine Questions In Your Class Avoid the bulimic* method of education *Overeating, followed by vomiting -- Dr. Stuart Firestein, 2013, https://www.ted.com/talks/ stuart_firestein_the_pursuit_of_ignorance#t-876778 Open Middle

Using the digits 1 to 9, at most one time each, fill in the boxes to create a fraction thats as close to one as possible. It doesnt matter if your fraction is a little bit more or a little bit less than 1. Just get as close to 1 as you can. Super Bowl Sunday This years game is Super Bowl LIII, Rams vs. Patriots. Whats special about the number 53? Its Herbie the Love Bugs racing number, and its the maximum

number of players on an NFL roster. Explain this fact in your own words: 53 is the only two-digit number that is reversed in hexadecimal! loud a e s e h t

d a e R in your class ssion: u c is d a e

v a H ou What do y ath think of the M Affirmations? THE MATH AFFIRMATIONS

1. I am capable of learning and doing math. 2. Knowing math will positively affect my destiny. 3. Math is everywhere in the world. See Fred s Fourteen Favorites at https://b it.ly 2QmHbW /

L 4. Hard work is often mistaken for luck or natural ability. 5. If I play the victim, I will give up my power to change the world. 6. I may not know how to do something today, but I WILL tomorrow. 7. I will be patient with myself and others when learning math. 8. Success comes from not being afraid to ask questions. 9. Asking for help isnt embarrassing, not asking for help is. 10. I have a right to be selfish about my needs as a student. Geillan Aly, PhD. University of Hartford, Hillyer College le

g o o G : p Hot Ti sity r e v i

n U Oxford le b i r r e T y Twent

g n i r u t c e or L f s n

o s a Re Counter act Faculty Pushbac k Teaching is no longer about the lecture--Content is ubiquitous !

PatrickJMT Sources for Non-Routine Problems That Stimulate Discussion Books Math Contests Grades 4-6, 7-8 and Algebra, by Conrad & Flegler, Math League Press Math Contests High School, by Conrad & Flegler, Math League Press Can You Solve My Problems? By Alex Bellos Math Puzzles Vol. 1, 2 and 3 by Presh Talwalkar Principles to Actions: Ensuring Mathematical Success for All, NCTM The Scientific American Book of Mathematical Puzzles and Diversions, by Martin Gardner What Students Abroad Are Expected To Know About Mathematics: Exams from France, Germany and Japan

Empowering Students by Promoting Active Learning in Mathematics, NCTM Challenging Math Problems, by Terry Stickels Websites http://mathforum.org/problems_puzzles_landing.html http://blog.mrmeyer.com http://cemc.uwaterloo.ca/resources/potw.php http://donsteward.blogspot.co.uk http://www.mathleague.com https://ed.ted.com http://www.onetwoinfinity.ca https://www.mathcounts.org/resources/problem-of-the-week https://www.math.purdue.edu/pow https://mindyourdecisions.com

http://orion.math.iastate.edu/ehjohnst/PoW/PoW.html http://www.numberphile.com http://www.openmiddle.com http://www.sixtysymbols.com http://www.estimation180.com http://mathmistakes.org https://twitter.com/ExploreMTBoS (Math Twitter Blogosphere) http://www.sciencealert.com https://twitter.com/MathVault http://www.iflscience.com http://wodb.ca (Which One Doesnt Belong) http://www.ted.com

http://www.visualpatterns.org http://www.smartereveryday.com http://mathquest.carroll.edu/ https://www.youtube.com/channel/UC1_uAIS3r8Vu6JjXWvastJg (Mathologer) Journals Journal for Research in Mathematics Education, NCTM Mathematics Teacher, Monthly Calendar Problems, NCTM Mathematics Teaching in the Middle School, Monthly Palette of Problems, NCTM What Were Doing In College Algebra Grade in College Algebra, 4 Units Personalized Homework: just-in-time remediation, prerequisite

material, corequisite material (10%) Participation in Discussion (5%) 8 online Quizzes (17%) 2 Exams + Cumulative Final, paper and pencil, proctored, show ID, show your work (68%) Grade in Support Course (P/NP), 2 Units 8 Bi-Weekly Webinars (50%) 6 Affective Domain Assignments (50%) What Were Doing In Statistics Statistics Pathway

Two-course Statistics Pathway created in Fall 2016 No prerequisite Completion of college-level math in two semesters Statistics Pathway Shortcut to Success Statistics Pathway 1: Math C046 Statistics Pathway 2: Math C146 Statistics Pathway 1 Statistics Pathway 1: Math C046

Selected Algebra Just-In-Time Remedial Math Descriptive Statistics Statistics Pathway 2 Statistics Pathway 2: Math C146 Selected Algebra Probability Inferential Statistics Traditional Pathway 1. Math 005 = 3 units

2. Math 008 = 3 units 3. Math 010 = 4 units 4. Math 030 = 4 units 5. Math 160 = 4 units Total units = 18 units Time = 5 semesters Statistics Pathways = 10 units Statistics Pathway 1 = Math C046 (5 units) Statistics Pathway 2 = Math C146 (5 units) No more to spend 5 SEMESTERS

2 SEMESTERS or ONE year and DONE! Success and Retention Rates Success and Retention Rates Courses Success Retention Statistics Pathway 1

(Math 046) 62.1% 86.2% Statistics Pathway 2 (Math 146) 90.9% 100%

Intermediate Algebra (Math 030) 64% 82.5% Intro to Statistics (Math 160) 63.4%

79.5% AB 705 AB 705 requires community college districts to maximize the probability that a student will enter and complete transfer-level coursework in math and English within a one-year timeframe by utilizing assessment measures that include high school performance to achieve this goal. AB 705

The goal of AB 705 is to ensure that students are not placed into remedial courses that may delay or deter their educational progress unless evidence suggests they are highly unlikely to succeed in the college-level course. AB 705 Community colleges are prohibited from requiring students to take a prerequisite course unless they are highly unlikely to succeed in a higher-level course without it, pursuant to Section 55003 of Title 5 of the California Code of Regulations,

... AB 705 Implementation Funding from the Basic Skills Student Outcomes and Acceleration Program (BSSOAP) was granted to Math Department Developing new curriculum Forming AB 705 faculty community learners Meeting to share strategies to implement AB 705 Providing supplies for the meetings Attending AB 705 implementation workshops

What Were Doing In Introduction to Statistics Grade in Introduction to Statistics, 4 Units Personalized Homework: just-in-time remediation, prerequisite material, corequisite material (10%) Participation in Discussion (5%) 8 online Quizzes (17%)

2 Exams + Cumulative Final, paper and pencil, proctored, show ID, show your work (68%) Grade in Support Course (P/NP), 2 Units 8 Bi-Weekly Webinars (50%) 6 Affective Domain Assignments (25%) 6 Online Quizzes (25%)

Activities Real Life Example One-to-One Instructions Embedded Tutoring Join Discussions Forums

Offer Online Tutoring via Skype Activity-Based Project Use Real Data Project Presentation via Videos or PowerPoint Presentations

Technology Graphing Calculator TI-84 Plus (CE) Cell Phone (for Activities) Technology Multimedia Computer Software

Excel CRUNCHIT! Desmo Examples of technology Affective Domain The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience. We found a large number of such

objectives in the literature expressed as interests, attitudes, appreciations, values, and emotional sets or biases. [from Krathwohl et al, 1964 ] Affective Domain Significantly enhance, inhibit or even prevent student learning. The affective domain includes factors such as student motivation, attitudes, perceptions and values. Teachers can increase their effectiveness by considering the affective domain in planning courses

Delivering lectures and activities, and assessing student learning. ( from Teach the Earththe portal for Earth Education) 16-Week vs. 8-Week 2016-17 Success Summer 2017-18 Fall

Spring 55.7% C046 Fall Spring 63.2%

8 16 16 64.0% 59.8% 57.9%

44.2% 64.0% 60.6% 59.0% 63.6% 63.6%

50.0% C146 Retention C046 C146 Summer 2016-17

Fall 2017-18 Total Summer Weeks 60.0% 2016-17 Total

2016-17 Total Spring 64.3% 63.6% 100.0 % 83.3% 62.1% 90.9%

2017-18 Total Summer 2017-18 Fall Spring 84.1%

80.4% 80.9% 81.4% 84.2% 78.9% 85.0%

82.5% 86.7% 77.1% 74.8% 77.1% 78.8%

77.5% 76.1% 77.0% 81.8% 81.8% 100.0% 78.6% 90.9% 100.0 100.0 % %

86.2% 100.0 % Article - Success of Online Math Congratulations on your paper being published in the December Issue of the Journal of Mathematics Education. You can find your published article at http://educationforatoz.com/journalofmatheducation.html Please share the link of your article with your colleagues and with your professional communities in order to

disseminate your research broadly. Thank you for your hard work in writing and revising your paper and publishing with JME. We hope you have enjoyed the process of publishing with JME and continue to submit your future research papers to JME. We would also appreciate any help you can provide in reviewing articles for future issues of JME. Have a wonderful year 2019! Yours Truly, Editor of the December Issue of Journal of Mathematics Education (JME)

Shuhua An, Ph.D. http://www.educationforatoz.net Journal of Mathematics Education Success of Online Math Implications Fall 2018, New Pathway = Math 046 (5 units) + Math 160 (4 units), chosen by students

AB 705, new Co-requisite Pathway = Math 096 (2 units) + Math 160 (4 units), Spring 2019 Math 096 will be piloted, Cohort Model. Full implementation to be offered in Fall 2019.

Will it be more successful? More data! Stay Tuned. Questions? [email protected] Thank You! [email protected]

[email protected] This presentation is available at http://www.slideshare.net/ffeldon

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