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

Introduction. Some students in college Pre-Calculus classes experience difficulty in solving math word problems, in lessons, quizzes, tests, and study guides. The following OER activity prompt(s) are presented as a tool which provides a solution to this challenge. Instructors are provided OER activity prompts to motivate students to form groups which will bring to life the OER prompts. Successful OER active prompts may occur when students participate and have engaging roles in groups. Their analysis, resolution and creation of math word problems with real-life applications from previous materials, topics taught, quizzes, tests, and study guides provided. Elected team leaders will present findings to the class. Their results will be compiled by the instructor for future lessons, quizzes, and study guides as permitted via an open license from each.

Groups may elect to create real-life math application word problems from either one or all of the following OER activity prompts: (1) lessons, (2) quizzes, tests, (3) study guides and or (4) all. The flexibility to pick and choose one or multiple and or all OER activity prompts empowers the student group.

Instructor General Steps ~ Design, and Implementation Phases of The OER Active Prompt(s)

- Students will voluntarily choose their groups and or will be placed in groups of no more than 7 students per group and max of 5 groups per class.
- Each group is required to have an odd total of members. They will vote amongst themselves if they wish to share via public license through https://creativecommons.org their examples with future classes.
- Each group will discuss and generate a minimum of one (1) word problem having a real-life application relating to the topics (see topic table below) taught, quizzes, tests, and study guides previously provided and graded.
- From the data collection gathered from step 3 future lessons, quizzes, tests, and study guides will be created and or modified for the benefit of the OER community as permitted.
- A minimum of one (1) real-life application with a max of four (4) per group will be presented.

The real-life application example requires to have:

A word problem with a validated solution for future use in either lessons, quizzes, tests, study guides, or all as permitted.

- Students within their group will take a vote to determine if they wish to have an open and or close license of sharing their information with future classes.
- In doing the above students will be actively learning by discussing, analyzing, compiling, creating, giving feedback amongst themselves, and when presenting their findings. The instructor will walk around each of the groups for clarifications. The group’s election of words and phrases, solutions given and backtested will foster creativity and participation. Finally, each group will elect if their work should be used for future lessons, quizzes, tests, study guides or all.

Implementation: In-Person or Virtual

Example:

Class starts at 6:00 PM.

6:00 - 6:10 PM = Attendance and administrative messages given to the class

6:10 - 6:20 PM = Introduction of the above Active learning Assignment.

6:20 - 6:30 PM = Formation of groups and gathering of members

6:30 - 6:45 PM = 15 minutes given to students to research amongst their group.

6:45 - 7:00 PM = 15 additional minutes to compile and write.

7:00 - 7:50 PM = Every 10 minutes each group (max 5 groups) presents until the end of class. Within their groups they will select who will present and or have a maximum of two (2) presenters per group.

Student in Group ~ General Steps for the OER Activity Prompt(s) Implementation Phase

Steps and Worked Examples:

1-Students gather together and decide if they will use OER textbook, lessons, quizzes, tests, study guides or all to select a topic to create a word problem with real-life application.

1A Group decided to implement the following for all (lesson, quiz, tests, study guide).

2-They select a question from a previous graded test.

For the points A = (−6, −1) and B = (2, −10).

(a) Find the distance between A and B.

(b) Find the coordinates of the midpoint.

(c) Determine the slope of the line that passes through A and B

(d) Provide the linear equation through two points A and B

3-The topic of lines, distance, midpoint, slope, and linear equation were taught, given as assignments, study guides provided, given as quiz, and later as a test question. Students wanted to create a real-life example from this topic.

4-Their analysis and discussion brought them to create a real-life example. Then, they voted amongst themselves to choose the presenter(s). Furthermore, they elected for their work to be used for future lessons, quizzes, tests, and study guides.

By Alvaro Restrepo