Skip to main content

Open Pedagogy Resource: Active Learning Prompts for Mathematics and Computer Science Faculty: 4.4.1 OER-Enabled Pedagogy: Prompts and Example(s) for Pre-Calculus Course (Math 120)

Open Pedagogy Resource: Active Learning Prompts for Mathematics and Computer Science Faculty
4.4.1 OER-Enabled Pedagogy: Prompts and Example(s) for Pre-Calculus Course (Math 120)

  • Show the following:

    Annotations
    Resources

  • Adjust appearance:

    Font
    Font style
    Color Scheme
    Light
    Dark
    Annotation contrast
    Low
    High
    Margins
  • Search within:
    • Notifications
    • Privacy
  • Project HomeOpen Pedagogy Resource
  • Projects
  • Learn more about Manifold

Notes

table of contents
  1. Title Page
  2. Table of Contents
  3. Preface: About this e-Book
  4. Chapter 1: Open Pedagogy
    1. 1.1 Introduction
    2. 1.2 OER-enabled pedagogy
    3. 1.3 Licensing and sharing Open Educational Resources
    4. 1.4 The OER community
  5. Chapter 2: Active Learning
    1. 2.1 The theories behind active learning
    2. 2.2 What is active learning?
    3. 2.3 Incorporating active learning in your class to get to open pedagogy
    4. 2.4 Where and when to apply active learning activities
    5. 2.5 How to encourage students to create active learning activities
    6. 2.6 Evidence that active learning works
  6. Chapter 3: Creating OER-Enabled Pedagogical Prompts
    1. 3.1 Instructor objectives
    2. 3.2 Student objectives
    3. 3.3 OER-enabled pedagogy prompt planning
  7. Chapter 4: Sample OER Activities and Worked Examples
    1. 4.1 College Algebra: Math 104
    2. 4.2 Introduction to Statistics and Probability: Math 111
    3. 4.3 Quantitative Methods for Decision Making: Math 115
    4. 4.4 Pre-Calculus: Math120
      1. 4.4.1 OER-Enabled Pedagogy: Prompts and Example(s) for Pre-Calculus Course (Math 120)
      2. 4.4.2 OER-Enabled Pedagogy: Prompts and Example(s) for Pre-Calculus Course (Math 120)
    5. 4.5 Computer Science - Programing Courses
  8. Appendices
    1. Appendix A: Links for Open Pedagogy, OER and Active Learning
    2. Appendix B: Video Content on Open Pedagogy, OER and Active Learning
    3. Appendix C: Resources for Open Pedagogy, OER and Active Learning
    4. Appendix D: References
    5. Appendix E: About the Authors

4.4.1 OER-Enabled Pedagogy: Prompts and Example(s) for Pre-Calculus Course (Math 120)

OER Activity Prompt #1: Projects that Summarize a Concept

Generate a project (e.g. concept map, writing, storytelling, PowerPoint presentation, video) that summarizes content from the course. Students will:

  1. choose the concept they would use to create a project.
  2. decide the formats that they would use for their projects.
  3. have opportunities to present their projects to the whole class voluntarily
  4. have opportunities to ask the presenter questions about her/his project, and meanwhile, the presenter will get feedback from her/his peers.
  5. submit their projects on BB for instructor review so that to ensure the accuracy of a concept.
  6. be encouraged preparing their projects to be licensed for reuse through the site: https://creativecommons.org 

Worked Example for Prompt #1

Introduction: This is a sample project for OER activity prompts: Projects that summarize a concept. Using concept maps to organize and to empower students’ skills of using graphic techniques: Transformations.

Figure 11. Concept Map of Transformations of functions for a Sample Project

Concept Map of Transformation for a Sample Projects by Yonghong L McDowell (2020) is licensed under a Creative Commons — Attribution-NonCommercial-ShareAlike 4.0 International — CC BY-NC-SA 4.0

Notes: Each of the transformations can be viewed by clicking on the items. Students can also add the corresponding graph to each transformation.

OER Activity Prompt #2: Writing a Test Bank

Students will create a question that is pertinent to a concept learned during the semester. The guidelines for developing test questions are as the following:

  1. The types of questions relating to content areas to develop question banks will be provided by the instructor.
  2. All of the question types written on the slip papers will be stored in a jar. Each student will randomly draw one slip paper at a time.
  3. After that, students will write questions about the particular area using real-world problem-solving ideas (e.g. it could be related to students’ real-life situations).
  4. Students will provide sample solutions to the problems that they create.
  5. Students will be assigned to a group of three or five and they will post their questions through the Group Discussion Board via BB.
  6. Students will solve one another’s questions in the group settings and the creators will provide the comments on whether answers to the questions are correct and explain why.
  7. Students will be encouraged to update their questions with solutions to MyOpenMath site so that it can be used in future classes.

OER Activity Prompt #3: Study Guide

Students will create study guides for an examination to be shared with the class. This will be done in the following ways:

  1. Students can voluntarily form their own groups and each group should have about three or four members. If students do not find their own groups, they will be assigned to a group of three or four.
  2. Each group will discuss their ideas about the concepts that have been learned through group discussion.
  3. Once the concepts have been discussed, students will create study guides including the specific examples that illustrate the corresponding concept.
  4. After students create study guides, one of the group members will post their work on a discussion board.. The other group members will have the opportunity to add or edit their study guides.
  5. Students will give feedback for study guides done by the other groups.
  6. Students will vote for study guides that they would use for an examination.
  7. Study guides that have the most votes will be adopted and shared with the class.

Key Notes: During the process of creating study guides, the instructor will modify group discussions and give feedback for their work. The creation of the study guides is to engage students in scaffolding learned concepts. The group activities will not only help students to gain an in-depth understanding of the concepts, but also to enhance the students’ sense of community. As instructors, we need to keep in mind that we are not only to successfully deliver mathematical knowledge, but also to prepare students for their future careers. Communication should be a part of one’s career life. How should one not communicate with their colleagues?

By Yonghong L McDowell

Annotate

Next Chapter
4.4.2 OER-Enabled Pedagogy: Prompts and Example(s) for Pre-Calculus Course (Math 120)
PreviousNext
Open Pedagogy Resource
This text is licensed under a CC BY-NC-SA 4.0 license.
Powered by Manifold Scholarship. Learn more at
Opens in new tab or windowmanifoldapp.org