## Posts Tagged ‘Hyflex’

### Creating teams in Hyflex while social distancing

July 13, 2020

My school is doing a block plan with hyflex this year, and we will almost certainly have social distancing guidelines for our classrooms. Likely, this will mean that only 1/4 to 1/3 of our students can attend class on any given day (which gives hyflex a bit less flex).

Several of us have been talking about how to create teams in a way that accommodates these constraints. Roughly, there are two ways of forming teams. The first way is to have “mixed” teams, with some proportion in class and some proportion remote. The second way is to have, as much as possible, teams all in class or all remote (a team may be all online one class, but then be all in class the next. So they can rotate).

The main advantage of mixed teams seems to be that it gives the remote students a larger voice in the classroom. If they have a question, they have have their in-class representative ask it. Also, each team would have representation in class every day. This means that the instructor would never have to be on Zoom during class.

However, I am thinking that this is not the way to go right now. Thinking from the student perspective, being remote is basically going to be the same experience regardless of whether one of your teammates is physically in class—that teammate is still a small picture in a Zoom window, no different from any of the other students in any of the other Zoom windows.

And is it really going to be easier for a remote student to tell their question to their representative student, and then have the representative student relay it to the instructor? That seems like a game of Telephone, which seems like a bad idea.

My colleague Robert Campbell keeps asking: “What is the advantage of being in class?” in this context. This is a good question, and I don’t have a good answer for it for mixed groups.

Right now, I am planning on having the in-class students be one team. Then they get the psychological benefits of interacting with people as much as possible (there may be a couple students in the team who opt to be remote—this is hyflex, after all. But nothing is perfect). The remote students have the same experience as they would otherwise, only now the instructor will be checking in with them via Zoom (rather than relaying their thoughts through a representative). This just seems better—no student has a worse experience, some students have been experiences (and, theoretically, all students have a better experience 25% of the time), and the remote students get more time with the instructor (the one cost is that I have to check Zoom during class, but that seems like a tiny cost).

So what is wrong with this plan?

### Hyflex and Block Course Format

July 9, 2020

I am going to be looking for criticism, so please read this with a skeptical eye. I am starting to think about what my class will look like. As a reminder, we are doing the block plan with hyflex. That is,

• Students take one course at a time for four weeks. We meet for three hours each day on every day but Wednesday.
• Students have the option of being face-to-face (with Covid 19’s permission) or remote each day.
• We are almost certainly going to need to socially distance, so we probably can’t have more than one-quarter of the students can face-to-face at any one time; because we have two campuses six miles apart, this means that really we can only have one-quarter of the students in class per day.

It should come as a surprise to exactly no one that Robert Talbert has already written about this. Roughly: he is planning on splitting the class into two groups, and the groups alternate days when they can come to class. Each lesson is repeated twice, so every group is face-to-face for every lesson. The rest of class is done online, likely asynchronously.

Keep in mind that I have different constraints than Talbert has, since it could appear like I am about to criticize his model. And I suppose I am, but only in the context of my school—I am not saying that he (or you) shouldn’t use it.

My issue with his model is that my students specifically come to my school because it is not online. They value—and are willing to pay—for personal contact with the professor. Talbert’s model cuts that contact time in half at the beginning (note that I am including remote, synchronous interactions as “contact with the professor” because Covid).

This might just be an optics problem, but I could imagine a lot of students objecting to paying $X thousands dollars per year but only getting time with the professor half of the time they are paying for (there may be accreditation issues at schools that don’t usually do online courses, too, but I don’t know about that). My current thinking is this: Build the best asynchronous class I can. This is the course skeleton, and students should be able to complete the course just with this, if they choose. Then spend class time in some combination of two ways. The first way is through something akin to the Emerging Scholars model: work in small groups on challenging problems. The second way is some variation of a tutorial model, where I meet with, say, 7 students at a time to give them more individual help. To make this work, I need to balance a couple of things. First, I need to make sure that students are getting rough the amount of time they are paying for. Second, I need to make sure that I don’t assigning too much teaching time to myself—the tutorial system is certainly going to cause me to teach more than three hours each day. Here are my initial thoughts for a daily routine from a student’s point of view: 1. Have a 15 minute Q&A as an entire class on last night’s assignment. I might have them submit questions prior to class so I can more efficiently pick them. 2. Have 75 minutes of Emerging Scholars-type work as an entire class. Students can see different solutions. 3. Have a 45 minute RAT on the new material. 4. Meet for 15 minutes in a small group to prep for their meeting with me. 5. Meet with me for 30 minutes. That sums to 180 minutes, which is what they are supposed to have. From my point of view, I only need to be there fore the Q&A, Emerging Scholars-type work, and 30 minute meetings. If there are four teams, this gives a total of 3.5 hours, which is very reasonable. I could imagine a variation like so: 1. Have a 15 minute Q&A as an entire class on last night’s assignment. I might have them submit questions prior to class so I can more efficiently pick them. 2. Have 60 minutes of Emerging Scholars-type work as an entire class. Students can see different solutions. 3. Have a 45 minute RAT on the new material. 4. Meet for 15 minutes in a small group to prep for their meeting with me. 5. Meet with me for 45 minutes. This would keep the students at 180 minutes, and I would have 4.5 hours. This might be a bit much for me, but I like them having 45 minutes with me. So: why is this a bad idea? ### Dee Fink’s Significant Learning for Calculus II (Part IV, Final) June 29, 2020 This is Part IV—and the final part—of my documenting using Dee Fink’s significant learning course design tool for Calculus II. Here are the first three parts. This post is about STEPS 9–12: Final Design Phase, Important Remaining Tasks. My notes are below. Reflection: This whole process, STEPS 1 through 12, probably took four hours. I don’t think that I could have completed it in one day since it was useful to give thoughts time to bounce around in my head, but perhaps three days. I found it to be time well-spent. My outline of the course changed a lot from beginning to end. I am happy with where I am, and I am looking forward to filling in the details (which is a lot of work). Do it if you are interested. STEP 9: HOW ARE YOU GOING TO GRADE? Action: What are the key components to your grading system? This will be a specs/SBG hybrid course. Students will often have to identify which standard they are applying in order to get credit for it, with the goal that this will boost their metacognitive skills. There are four main components: Online Homework: I want them to have online homework so that they can get immediate feedback on some problems. This will be a relatively small part of the semester grade, and students will be able to reattempt problems as many times as they like without penalty. I am deciding between Alta (adaptive,$40) and myopenmath.com (non-adaptive, free). This will mostly be for more rote skills. This will be daily.

Homework sets: Students will do a small number of problems for each class that will be given extensive feedback. These will be for non-rote problems. This will be daily. Students can resubmit and get credit via SBG from these. It will be a medium part of the grade. Some of these problems might be goal-less (Here is a situation, but there is no question. Tell me everything you can/want about the situation).

Individual Quizzes: I am going to choose a small number of topics for students to demonstrate on quizzes (e.g. setting up integrals for slicing problems).

Team Quizzes: This follows the Readiness Assurance Test format of TBL (take a multiple choice test individually, then take the same one as a team with immediate feedback). This will be graded in some sense, but it is more a teaching tool. It will not count a lot toward the final grade. I will have to omit this if we are asynchronous.

Projects: I will give students several projects to do as teams and individuals. These will mirror homework sets, but count more for the grade. They are weighted heavily.

Self-Regulated Learning Activities: Students will be graded on reflections and readings to help them become better students. These will be graded Complete/Not Yet, and will not be weighted heavily.

Action: What are the relative weight of the grade components? Are you going to determine that yourself, or will you involve the class in this problem?

See above for relative weighting, which will be done as specs/SBG grade bundles. I may create a couple of bundles that I am happy with and have students choose which they like best on the first day.

STEP 10: WHAT COULD GO WRONG?
Action: What problems might arise int eh course design as you envision it at this time? What might you do to solve these problems?
-We are transitioning to the block plan AND hyflex during the biggest pandemic in 100 years. So, I can’t really think of anything that could be a problem.
-Well, the biggest thing is technology. I am going to build the best asynchronous course I can to avoid the tech issues, and then I will figure out how synchronous/f2f classtime can superpower the asynchronous class.
-I need to be careful not to give my students too much work each night. This is a 4-credit class, which amounts to about 4*3*15=180 hours worth of work. We will have 15*3=45 of the hours done in class, so there are about 135 hours to be done outside of class. This amounts to about 5 hours per day, every day (including Wednesdays and weekends). Students—particularly returning students, might not expect that. (Put this into the syllabus, talk about this in class).
-Technology issues could make students unable to access the course. (Make an asynchronous option; give students information on how to get help from Canvas/IT/not me).
-There may not be enough time for students to do reassessments. (I can always switch to points-based).
-I may not have enough time to both grade and help students. (Use TAs/CAs/Teaching buddies for this).
-We still don’t know how to use TAs/CAs.

STEP 11: LET STUDENTS KNOW WHAT YOU ARE PLANNING
Action: What information do you want in the course syllabus?
I this dialled in already, although I want to add sections about hyflex, block, time expectations, and where to get tech help.

Action: How do you want to communicate the syllabus to students—on paper, online?

Online. Perhaps will do a syllabus quiz on the second day.

STEP 12: HOW WILL YOU KNOW HOW THE COURSE IS GOING? HOW IT WENT?
Action: What sources will you use to evaluate the course and your teaching?
-Biweekly “muddiest point” assignments
-Daily online homework
-Weekly evals
-End of semester official surveys

-What student needs did I not think of?

### Dee Fink’s Significant Learning for Calculus II (Part III): Intermediate Design Phase

June 24, 2020

This is Part III of my course design for Calculus II. Here are Part I and Part II. As usual, you were not the audience for this, so please pardon cryptic parts and typos.

This is Steps 6 through 8, known as the Intermediate Design Phase. Basically, the idea is to create a schedule for the course. I feel like I have a much better handle on the course after doing this. I finally figured out the organizational structure for the course, which I needed to do in order to do Steps 6 through 8. I tried to organize it more by application than mathematical topic, for better or worse. I am also not sure if I should have combined the probability and physics applications for integration, but I wanted fewer topics. :

TOPICS:
1. ODEs: SIR with Covid 19
a. Differential Equations (Modeling, exponential and SIR)
b. Differential Equations (separable) (initial exponential estimation of covid 19 cases)
c. Differential Equations (Euler’s Method/CAS)
d. Series and Sequences (Taylor series, series solutions)
e. Fourier Series solutions to PDE

2. Applications of Integrals: Work in Physics and Probability/Normal distribution/joint probabilities/conditional probability of continuous random variables (virus load given antibody counts)
*a. Integration (slicing/applications)
*b. Integration (parts)
*c. Integration (improper)
d. Integration (numerical)
*e. Series and Sequences (Taylor series)
f. Multivariable Calculus (iterated integrals over general regions)

3. Optimization: No context (but applied)
*a. Multivariable Calculus (optimization)

4. Series No context, just to help with SIR
a. Partial sum definition, problematic series (\sum (-1)^n, -1/12)
*b. Series and Sequences (ratio, alternating series test, comparison test, harmonic series/p-test, integral test–estimation!)
*c. Series and Sequences (N-epsilon)
d. Fourier Series

5. Error Analysis
a. Series (alternating series error estimation)
b. Series and Sequences (Taylor Series Error)
c. Euler’s Method (geometric series for Euler’s Method)
d. Integration (improper)

Here are Steps 6 through 8, noting that I left Days 13–15 blank because I want a buffer/time for presentations:

STEP 6: COURSE STRUCTURE
Action:
-Identify 4 to 7 major concepts, issues, or topics in your course.
1. ODEs: SIR with Covid 19
a. Differential Equations (Modeling, exponential and SIR)
b. Differential Equations (separable) (initial exponential estimation of covid 19 cases)
c. Differential Equations (Euler’s Method/CAS)
d. **Repeat**Series and Sequences (Taylor series, series solutions)
e. Fourier Series solutions to PDE

2. Applications of Integrals: Work in Physics and Probability/Normal distribution/conditional and joint probabilities of continuous random variables (virus load given antibody counts)
*a. Integration (slicing/applications)
*b. Integration (parts)
*c. Integration (improper)
d. Integration (numerical)
*e. **Repeat**Series and Sequences (Taylor series)
f. Multivariable Calculus (iterated integrals over general regions)

3. Optimization: No context (but applied)
*a. Multivariable Calculus (optimization)

4. Series No context, just to help with SIR
a. Partial sum definition, problematic series (\sum (-1)^n, -1/12)
*b. Series and Sequences (ratio, alternating series test, comparison test***estimation***, harmonic series/p-test, integral test–estimation!)
*c. Series and Sequences (N-epsilon)
d. Fourier Series

5. Error Analysis
a. Series (alternating series error estimation)
b. Series and Sequences (Taylor Series Error)
c. Euler’s Method (geometric series for Euler’s Method)
d. Integration (improper)

-What is the appropriate sequence for instroducing these to the students?
Due to the block plan, I am going to interleave these. However, I want to do selected ODEs and integration prior to series in order to motivate series, and I want to do integral slicing problems before iterated integrals in multi, I want to do geometric series before Euler’s Method error.

-What initial ideas do you have for assignments or problems that would reflect the increasing complexity of the subject as students move from topic to topic?
Generally: start with a standard problem, then move to a messy real-world project
This might be it. Calculus II is just a pile of somewhat unrelated topics, so they don’t build much. I think the building will come from the projects.

STEP 7: INSTRUCTIONAL STRATEGY
Topics:
Differential Equations (separable and numerical solutions)
Integration (parts, applications, numerical, improper)
Series and Sequences (N-epsilon, various tests for convergence, Taylor series)
Multivariable Calculus (optimization, iterated integrals over general regions)
Error Approximation

Differential Equations (separable and numerical solutions)
Day 1 In-Class: Set up models for coronavirus; basic exponential (with separable solution) and SIR
Between 1 and 2: Practice separable solutions
Between 2 and 3: Do prep work for Euler’s Method (think about best guess, read, watch), Review tangent line approximations
Day 3 In-Class: Euler’s Method Practice, Solve with Taylor series
Between 3 and 4: Euler’s Method practice, Practice with Taylor Series
Day 4 In-Class: Practice with Taylor series
Between 4 and 5: Practice Taylor series
Between 7 and 8: Review Taylor series by practicing
Day 8 In-Class: Review practice with Taylor series
Between 9 and 10: Review Euler’s Method
Day 10 In-Class: Practice Euler’s Method
Day 13 In-Class: Show Fourier solutions to PDEs
Between 13 and 14: Practice Fourier solutions to PDEs
Day 14 In-Class:
Between 14 and 15:
Day 15 In-Class:

Integration (parts, applications, numerical, improper), Work and Probability
Day 1 In-Class: Integration (slicing/applications), Integration (parts)
Between 1 and 2: Practice with Integration (slicing/parts), watch intro to probability stuff (no multivariable), watch intro to improper and numerical
Day 2 In-Class: Intro to probability (improper, exponential model, problematize with normal model), numerical to deal with normal
Between 2 and 3: Practice improper and numerical, watch Taylor series motivator video
Day 3 In-Class: Practice with Taylor Series intregration of normal model
Between 3 and 4: Practice integration with Taylor Series (do for both sin x both ways, etc), conditional probability introduction
Day 4 In-Class: Practice double integrals with probability
Between 4 and 5: Multiple integral practice (setting up double integrals in two ways)
Day 5 In-Class: Double integral practice
Between 7 and 8: Review slicing, parts, improper
Day 8 In-Class: Practice slicing, parts, improper
Between 10 and 11: Review Numerical Integration
Day 11 In-Class: Numerical integration practice
Between 11 and 12: Practice work/parts
Day 12 In-Class: Practice work/parts
Between 12 and 13:
Day 13 In-Class:
Between 13 and 14:
Day 14 In-Class:
Between 14 and 15:
Day 15 In-Class:

Series and Sequences (N-epsilon, various tests for convergence, Taylor series)
Between 4 and 5: Taylor series practice
Day 5 In-Class: Transition to series (plug in numbers into Taylor series), talk about partial sums, convergence
Between 5 and 6: Videos on convergence tests
Day 6 In-Class: Practice convergence tests (geometric, ratio, alternating, comparison, p-series, integral test)
Between 6 and 7: Practice convergence tests (geometric, ratio, alternating, comparison, p-series, integral test), video on N-epsilon
Day 7 In-Class: Practice convergence tests (geometric, ratio, alternating, comparison, p-series, integral test), practice N-epsilon
Between 7 and 8: Practice N-epsilon
Day 8 In-Class: Practice N-epsilon
Between 8 and 9: Practice N-epsilon, Review alternating series, Taylor Series
Day 9 In-Class: Practice Alternating series, Taylor Series
Between 11 and 12: Review N-epsilon
Day 12 In-Class: Practice N-epsilon
Between 12 and 13:
Day 13 In-Class:
Between 13 and 14:
Day 14 In-Class:
Between 14 and 15:
Day 15 In-Class:

Multivariable Calculus (optimization, iterated integrals over general regions)
Between 1 and 2: Optimization Intro video
Day 2 In-Class: Optimization practice
Between 2 and 3: Optimization practice
Between 5 and 6: Optimization practice
Day 6 In-Class: Optimization practice
Between 6 and 7: Optimization practice
Between 12 and 13:
Day 13 In-Class:
Between 13 and 14:
Day 14 In-Class:
Between 14 and 15:
Day 15 In-Class:

Error Estimation
Between 9 and 10: Series error estimation video
Day 9 In-Class: Series error estimation practice
Between 9 and 10: Series error estimation practice, Euler’s Method Error Estimation video
Day 10 In-Class: Euler’s Method error estimation practice
Between 10 and 11: Euler’s Method error estimation practice, Numerical Integration error estimation video
Day 11 In-Class: Numerical Integration Error Estimation practice
Between 11 and 12: Numerical Integration Error Estimation Practice
Between 12 and 13:
Day 13 In-Class:
Between 13 and 14:
Day 14 In-Class:

STEP 8: CREATING THE OVERAL SCHEME OF LEARNING ACTIVITIES

Day Xa means the first part of the day (roughly 1 hour), and Xb is the second

Day 1a In-Class: Set up models for coronavirus; basic exponential (with separable solution) and SIR
Day 1b In-Class: Integration (slicing/applications), Integration (parts)
Between 1 and 2: Practice with Integration (slicing/parts), watch intro to probability stuff (no multivariable), watch intro to improper and numerical Practice separable solutions, Optimization Intro video,
Day 2a In-Class: Intro to probability (improper, exponential model, problematize with normal model), numerical to deal with normal
Day 2b In-Class: Optimization practice
Between 2 and 3: Practice improper and numerical, watch Taylor series motivator video, Do prep work for Euler’s Method (think about best guess, read, watch), Review tangent line approximations, Optimization practice
Day 3a In-Class: Euler’s Method Practice
Day 3b In-Class: Practice with Taylor Series intregration of normal model, Solve ODE with Taylor series
Between 3 and 4: Practice integration with Taylor Series (do for both sin x both ways, etc), conditional probability introduction, Euler’s Method practice, Practice with Taylor Series
Day 4a In-Class: Practice with Taylor series
Day 4b In-Class: Practice double integrals with probability
Between 4 and 5: Multiple integral practice (setting up double integrals in two ways), Taylor series practice
Day 5a In-Class: Double integral practice
Day 5b In-Class: Transition to series (plug in numbers into Taylor series), talk about partial sums, convergence
Between 5 and 6: Double integral practice, Videos on convergence tests, Optimization practice
Day 6a In-Class: Practice convergence tests (geometric, ratio, alternating, comparison, p-series, integral test)
Day 6b In-Class: Optimization practice
Between 6 and 7: Practice convergence tests (geometric, ratio, alternating, comparison, p-series, integral test), video on N-epsilon, Optimization practice
Day 7a In-Class: Practice convergence tests (geometric, ratio, alternating, comparison, p-series, integral test)
Day 7b In-Class: practice N-epsilon
Between 7 and 8: Practice N-epsilon, Review slicing, parts, improper,Practice N-epsilon, Review Taylor series by practicing
Day 8a In-Class: Practice N-epsilon
Day 8b In-Class: Practice slicing, parts, improper
Between 8 and 9: Practice N-epsilon, Review alternating series, Taylor Series, Series error estimation video
Day 9a In-Class: Practice Alternating series, Taylor Series
Day 9b In-Class: Series error estimation practice
Between 9 and 10: Practice Series Error Estimation, Review Euler’s Method, Euler’s Method Error Estimation video
Day 10a In-Class: Practice Euler’s Method
Day 10b In-Class: Euler’s Method error estimation practice
Between 10 and 11: Euler’s Method error estimation practice, Review Numerical Integration, Numerical Integration error estimation video
Day 11a In-Class: Numerical integration practice
Day 11b In-Class: Numerical Integration Error Estimation practice
Between 11 and 12: Practice work/parts, Review N-epsilon, Numerical Integration Error Estimation Practice
Day 12a In-Class: Practice work/parts
Day 12b In-Class: Practice N-epsilon
Between 12 and 13: ??
Day 13 In-Class: Show Fourier solutions to PDEs
Between 13 and 14: Practice Fourier solutions to PDEs
Day 14 In-Class: ??
Between 14 and 15: ??
Day 15 In-Class: ??

### Dee Fink’s Significant Learning for Calculus II: Initial Design Phase (Part II)

June 23, 2020

I am using Dee Fink’s Self-Directed Guide to Designing Courses for Significant Learning on my Calculus II classes for next year. I might post more frequently than weekly for a bit, since I am going to document how I am designing a Calculus II course for a block plan (three hours each day, four days per week, 4 weeks) and hyflex (students can participate either face-to-face or remotely; ideally, the remote students will have the option to participate synchronously or asynchronously). For the record, I am confident that I can figure out how to do the block plan; I am less confident about hyflex right now, but I know that I will eventually figure something out.

I have completed the initial design phase, which probably took me 3 hours in total (plus weeks of it bouncing around my subconscious mind). The first hour, Steps 1 and 2, can be found here. Steps 3–5, which took about two hours, is below.

As always, this is what I wrote, warts and all. I was just writing for myself (in particular, you weren’t the intended audience), and I didn’t proofread. Also, this is a pretty high-altitude view of the course, so I am hoping that Fink instructs me to get into the weeds later. Enjoy.

STEP 3: FEEDBACK AND ASSESSMENT PROCEDURES
1. Forward-Looking Assessment:
-When will the number of new infictions (in the world) of Covid 19 be less than 100/day?
-How much fuel does it take to fly a jumbojet from MSP to Oslo, Norway?

2. Criteria and Standards for “…habitually make progress on solving a problem by first developing an imperfect solution.”
Two criteria (each with 2–standards) that would distinguish exception achievement from poor performance:
a. Students identify and make assumptions needed to make progress.
Standard: Students explicitly state what they need to know in order to make progress on a solution.
Standard: Students explicitly state what they will assume, but do not know, in their solution.

b. Students can identify how to improve their solution.
Standard: Students explicitly state the limitations of their solutions.
Standard: Students explicitly state how they might improve upon their solutions if they had more time.

3. Self-Assessment: What opprtunities can you create for students to engage in self-assessment of their performance.
When submitting an assignment, students will self-assess according to explicit criteria I give them. This will ideally be a checklist and and short answer questions about what they did well, where they need help, and where they are confused. The assignment will not be accepted without the self-assessment.

4. FIDeLity Feedback: What are the procedures for:
Frequent Feedback: Online homework will be due every day. I will also likely have some amount of homework/projects due most every day.
Immediate Feedback: I will use an online, adaptive homework platform. I will also likely use some sort of iRAT/tRAT-type individual/team quizzes in class for immediate feedback.
Discriminating Feedback: I will use some combination of Specifications Grading and Standards-Based Grading. There will likely be some procedural-type Specs, but students will have to explicitly “claim” standards to get credit.
Loving Feedback: I will explicitly write, “I am writing this because I want to help you learn.” I will also try to write more positive comments than I usually do. I will also separate the feedback from the grade.

STEP 4: TEACHING/LEARNING ACTIVITIES
Action: Identify some learning activities to add to your course that will give students a “Doing” or “Observing” Experience. What “Rich Learning Experiences” are appropriate for your course?

-Debates via Peer Instruction
-Authentic projects (how many Covid 19 deaths by end of 2021?)
-TRIUMPHs primary source projects?
-ClearCalculus projects?

Action: What kinds of Reflective Dialogue can you incorporate into your course?
-Minute “papers” regularly (at least hourly) via a “backchannel” (Zoom chat?)
-Journal for class
-Portfolio of solved problems with reflections

Action: Other than lectures, what ways can you identify to cause students to get their initial exposure to subject matter and ideas (preferably outside of class)?
-Use Canvas with prerequisites to lead students through a variety of readings, videos, quizzes, and graphing activities to prepare them for class.

STEP 5: INTEGRATION
Foundational Knowledge:
“…habitually make progress on solving a problem by first developing an imperfect solution.”
Ways of assessing: Authentic Projects
Actual teaching-learning activities: In-Class projects, readings/videos on numerical integration/Taylor Series/Euler’s Method

“…habitually measure how far away they are from a real solution.”
Ways of assessing: Homework
Actual teaching-learning activities: In-class projects, readings/videos on numerical integration/Taylor Series/Euler’s Method

Application Goals:
Critical Thinking: “…examine the results of a mathematical model to determine how useful it is.”
Ways of assessing: Authentic Projects
Actual teaching-learning activities: In-class projects, real data

Creative Thinking: “…be able to make simple mathematical models to examine some real-world situations.”
Ways of assessing: Authentic Projects
Actual teaching-learning activities: In-class projects

Practical Thinking: “…make decisions based on a mathematical model.”
Ways of assessing: Authentic projects
Actual teaching-learning activities: In class projects, Peer Instruction

Skills: “…know that they can re-learn about slicing problems with integrals, differential equations, Taylor series, and multivariable calculus if they need.”
Ways of assessing: Quizzes
Actual teaching-learning activities: In-class problems

Skills: “…know that they can re-learn Wolfram Alpha and Sage to help them compute.”
Ways of assessing: Authentic projects
Actual teaching-learning activities: In-class projects, in-class demos

Complex Projects: I do not think that this is the course where students learn to manage complex projects.

Integration Goals:
Connections:
Ideas within the course: “…know that we often approach the ideas of integration, series, and differential equations with a notion of successive approximation.”
Ways of assessing: Authentic projects
Actual teaching-learning activities: In-class projects, text, videos
Helpful resources: CIC, Wolfram Alpha, Sage/Python, text

Other courses: “…know how calculus can be used in fields such as biology, economics, and physics.
Ways of assessing: Authentic Projects
Actual teaching-learning activities: In-class projects

Personal, social, and/or work life: “…use the ideas of successive approximation and error estimation to solve problems in their personal lives. That is, they do not need to start with a full solution—just something that is close, where they have an idea of how close the solution is.”
Ways of assessing: Journaling
Actual teaching-learning activities: Examples viaa lecture?

Human Dimension Goals:
What should students learn about themselves? “…know that they can think carefully about problems without need a formula to plug into.”
Ways of assessing: Authentic Projects
Actual teaching-learning activities: In-class projects

What should students learn about interacting with others? “…consider the audience in any presentation, being careful to understand that the audience does not know everything that the presenter does.”
Ways of assessing: In-class presentations (or videos), writing for peers
Actual teaching-learning activities: In-class presentations (or videos), writing for peers

Caring Goals:
What changes/values do you hope students will adopt?
Feelings: “…feel that they can powerfully and individually use mathematics to help them acheive their goals.”
Ways of assessing: Journaling
Actual teaching-learning activities: Authentic Projects

Feelings: “…feel responsibility for helping their teammates succeed.”
Ways of assessing: Journaling
Actual teaching-learning activities: Peer Instruction and TBL

Interest: “…be interested in the ideas behind formulas, not just applying formulas.”
Ways of assessing: Journaling
Actual teaching-learning activities: Text, Lecture, Videos

Ideas: “…adopt the notation of incremental improvement.”
Ways of assessing: Journaling
Actual teaching-learning activities: Projects, text, lecture, videos

Ideas: “…appreciate that mathematics can be used as a tool in many fields.”
Ways of assessing: Journaling
Actual teaching-learning activities: Authentic projects

Learning-How-To-Learn Goals
How to be good students: “…use research-based, effective ways to study.”
Ways of assessing: Journaling
Helpful resources: Mindset articles, What Works in Learning

How to be good students: “…have a growth mindset.”
Ways of assessing: Journaling
Helpful resources: Mindset articles, What Works in Learning

Ways of assessing: Authentic Projects
Actual teaching-learning activities: In-class projects

How to learn about this particular subject: “…be in the habit of actively learning by creating toy examples when reading and watching videos of mathematics.”
Ways of assessing: Authentic Projects
Actual teaching-learning activities: In-class Projects