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Strategies-for-Success-in-Applied-Calculus

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					Using Beyond Crossroads to Teach
    the Millennial Generation


Beyond Crossroads Summer Workshop
            June 7, 2008


           Rob Farinelli
   College of Southern Maryland
                     Survey

 In which time frame were you born?
  a)   Before 1946
  b)   1946 – 1964
  c)   1965 – 1979
  d)   After 1980
                    Generations

Matures       Boomers       Gen X            Millennial

Before 1946   1946 – 64     1965 – 79        1980 – 2000

Thrifty       Buy now/pay   Save             Earn to spend
              later
Work fast     Efficiency    Every job is a   Tech has all
                            contract         the answers
Hard work     Personal      Live with        Work should
              fulfillment   uncertainty      be fun
            What are Mathematics
                 Standards?
• Goals, objectives, expectations
• Knowledge, processes, and skills that students need to know
• Guidelines for developing and choosing mathematical
  content
• Curricular goals for instructors
• Desired student outcomes
• Vision and consensus statements
• Guidelines for instructional strategies
• Recommendations and action items
• Guidelines to align system components
                 Goals of the
        Mathematics Standards Movement

 Increase quantitative literacy of all students
 Develop students’ ability to communicate mathematically
 Provide faculty with instructional tools
 Provide guidelines for informed decision-making
    Share results of educational research, successes, failures,
     best practices, and trends in mathematical education
 Encourage collaboration among stakeholders
 Public awareness of the need to improve mathematics
  education
          Key Messages of
         Beyond Crossroads
Informed decision making and
 continuous improvement (page 7)
Research about learning
Guidance about teaching
Action-oriented vision (page 16)
                  Key Messages
 Empower students quantitatively (page 11)
 Develop efficient, independent problem solvers (page 22)
 Engage students actively (page 22)
 Ongoing assessment at the class, course, and
  program levels (chapter 5)
 Multiple instructional strategies (chapter 7)
          Key Messages

Professional growth is a personal
 responsibility (page 65)

Invigorated commitment to
 teaching and innovation (page 65)
Goal: Students who used
  to look like this….
      …will look like this…
 … an engaged environment
                       Multiple-Choice Quiz:
               Which of the following are examples of
              Standards-Based Mathematics Instruction?

a)   A) Solving real-world problems
b)   B) Utilizing multiple instructional strategies
c)   C) Lecturing
d)   D) Using technology to explore problems
e)   E) Reflecting, generalizing, and observing patterns
f)   F) Communicating about mathematics
g)   G) Building basic mathematics skills
h)   H) Using tests and quizzes to assess student learning
i)   I) Grading with portfolios
j)   J) Assigning student projects
k)   K) All of the above.
       Students in College
   Mathematics Classes Have …
 Weak arithmetic skills
 Weak algebra skills
 “Rent versus Own” mentality
 “You can’t fail me – I paid for this class”
        2005 CBMS Report on
         TYC Math Programs
 Majority of community college faculty are
  Baby Boomers (46% older than 50 and 28%
  older than 55)
 Average age of community college students
  is 29, but 43% are younger than 21 and 42%
  are between 22 and 39.
          Millennial Generation

 Dates vary, but Generation M is born roughly
  between 1980 and 2000.
 “Safest generation”
 Over-involved parents who created a sense of
  entitlement and negotiation
 Grew up in the computer age
 Expect 4 – 6 careers in their lifetime
 First generation who won’t be better off than their
  parents.
            Millennials Rising
          Howe and Strauss (2000)

 Special – elevated idea of own self-worth
 Sheltered – carefully managed by parents
 Team oriented – collaboration is expected
 Achievers – goal-oriented and expect to
  succeed; want all A’s
 Conventional – follow rules; want step-by-
  step instructions, not creative freedom
              Consider this….

 To Millennials, the “Kennedy tragedy” was the
  plane crash that killed JFK Jr.
 A George Bush has been on every ticket but one
  since they were born.
 There have always been ATM machines and cable
  TV and computers.
 They don’t know what White-out is.
 They have never heard a phone ring.
    Junior Achievement Worldwide
                  2004 Study

 75% of 13 – 18 year olds believe they are
  fully prepared to make ethical decisions.
 Nearly 40% believe lying or cheating are
  necessary to succeed.
 Number of teens willing to bend the rules has
  more than doubled since the 2003 survey.
         Central Piedmont CC
                   2004 Study

 They like teachers who pay attention to their
  needs, schedules and interests.
 They like working in teams but aren’t given
  the opportunity to do so.
 They have lower job expectations after
  college. They are more concerned with jobs
  that have an impact rather than status or
  money.
           Never assume that
           Millennials know
 You don’t get points for showing up or an A
  for effort.
 The definition of plagiarism and cheating.
 When it’s appropriate to call a professor.
 You can’t expect an immediate response to
  an email sent at 3 am.
       Instructional Issues with
                Gen M
Millennials need a reason to learn.

 Millennials want to learn by doing things that
  matter to them.
 Why do I have to learn this?
 How is this relevant to me?
       Some Suggested Solutions

1.   Use real data to introduce a topic.
2.   Assign projects.
3.   Ask them to find examples.
4.   Share things you see in the media.
        Instructional Issues with
                 Gen M
Millennials grew up in a digital age and live on the
    web.
 They want to learn online and with technology.
 They want 24/7 access and have no tolerance for
    delays. They want to learn in their time and
    place.
 They tend to have short attention
    spans and expect “do-overs.”
      Some Suggested Solutions

1. Break up your lectures with brief group
   questions or activities.
2. Web enhanced courses.
3. Consider resources such as Camtasia
   tutorials or Elluminate.
4. Post lectures on iPods.
5. You Tube Videos …
       Instructional Issues with
                Gen M
Millennials are team oriented.

1. They grew up with play dates and day care
   and soccer and ballet.
2. They want to collaborate
   and work in groups.
      Some Suggested Solutions


1. Group discovery learning projects.
2. Group test review.
            Additional Issues

 Plagiarism and cheating
 Cell phone policies
 Concrete directions for assignments and what
  is expected
            Final Suggestions

 Review content – is is need to know or nice
  to know?
 Review delivery strategies – use multiple
  methods and discovery learning
 Review opportunities for interaction – add
  activities that require student involvement
            More Suggestions

 Review context of content – make it
  applicable and meaningful and relevant
 Review directions/explanations – be
  concrete and complete; don’t expect them to
  read your mind.
 Review emphasis on individual work –
  include team activities and projects.
                And finally

 Be a leader.
 Challenge your students – they want learning
  opportunities.
 Let them work with their friends.
 Respect them.
 Be flexible.
 Have fun!
 Contact Information

        Rob Farinelli
College of Southern Maryland

    rfarinelli@csmd.edu

				
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