Computing in the Classroom and best practices to improve gender diversity equity: Professional development for adjunct faculty Professor Younge’s Experience implementing Think-pair-share in a college algebra and trigonometry course (mat 1275) fall 2016 Supported by a Department of Education MSEIP grant #P120A150063

What is think-pair-share? Think-pair-share is a collaborative (cooperative) learning strategy in which students work together to solve a problem or answer questions about a particular topic. Students should think independently about the problem or question in front of them. Students will be paired (or grouped in some cases). Students will share their ideas, strategies used or what they may have found confusing about the problem or question Supported by a Department of Education MSEIP grant #P120A150063

Mat 1275 - College algebra and trigonometry A four-credit math class that covers intermediate and some advanced algebra topics along with basic and intermediate trigonometry concepts General education learning outcomes include: Understanding and employing quantitative and qualitative analysis to solve problems Employing scientific reasoning and logical thinking Communicate effectively using written and oral skills Use creativity to solve problems Supported by a Department of Education MSEIP grant #P120A150063

MAT 1275 Pass Rates from Fall 2013 to spring 2016 Semester % Pass C or better Total Enrollment Spring 2016 50.1% 1019 Fall 2015 47.5% 1454 Spring 2015 52.5% 1187 Fall 2014 50.7% 1414 Spring 2014 60.7% 1181 Fall 2013 1394 http://air.citytech.cuny.edu/GradeDistribution/ Supported by a Department of Education MSEIP grant #P120A150063

Think-pair-share: rules of exponents Students were asked to get a partner Two different simplification problems related to exponents were given to the pairs to pick one and students were asked not to show the partner his or her question Everyone had five minutes to work on his or her chosen problem, no notes: −2 𝑥 6 𝑦 −5 3 𝑥 −2 𝑦 4 −3 or −3 𝑎 −2 𝑏 4 2 𝑎 6 𝑏 −5 −3 When time was up, the pairs would switch and grade the other after the solutions were shown Supported by a Department of Education MSEIP grant #P120A150063

Think-pair-share: rules of exponents - results Five minutes were not enough for the students and they asked for more time. three more minutes were given. Grading Scale: 0 – nothing done; 1 – attempt/mistakes made; 2 – Correct answer and work Grading was easy for those whose partner got the answer correct Grading was more difficult for those whose partner got the answer incorrect, because they were asked to see if they could locate where the mistake was made Since the problems were similar, some of the students said that they thought about how they solved the problem they had For students who got the answer incorrect and their partner got the answer correct, they were able to see where they went wrong I asked if anyone had trouble following the partner’s work. A couple of hands went up and there was laughter One student said, “I see how much work you do when you’re grading our exams. That’s a lot.” Supported by a Department of Education MSEIP grant #P120A150063

Think-pair-share: Post exam reflection – exam #1 Exam #1 was given on Friday, September 23 and returned on Tuesday, September 27 One hour at the beginning of class was given to complete the exam Students were asked to pair up and complete one questionnaire together Questionnaire questions: What was the hardest question on exam #1 for you? What was the easiest question on Exam #1 for you? What was the biggest mistake you made before, during, or after Exam #1? What’s your plan in preparing for the next exam? What do you and your partner have in common about Exam #1? Supported by a Department of Education MSEIP grant #P120A150063

Think-pair-share: Post exam reflection – exam #1 – results What was the hardest question on exam #1 for you? “radical simplification”, “every question was fair”, “radical expressions”, “remembering the formulas” What was the easiest question on Exam #1 for you? “#1b was the easiest for both of us on the exam”, “We both agreed that number 4 on the test was the easiest one because of how simple it was combining terms” What was the biggest mistake you made before, during, or after Exam #1? “we both agreed that we had the dilemma of arriving late so not enough time before, during not reading the questions, and after, not checking over everything”, ”messing up with the positive and negative signs”, “I focused on a certain type of question instead of studying for all” Supported by a Department of Education MSEIP grant #P120A150063

Think-pair-share: Post exam reflection – exam #1 – results What’s your plan in preparing for the next exam? “study!! Before the exam and do more homework questions”, “be more relaxed”, “for the next exam I will review with online resources such as khan academy as well as attend tutoring sessions”, “set alarms and take more time to put into studying the material for the test, also visit prof. younge in tutoring” What do you and your partner have in common about Exam #1? “we got the same score”, “messing up on the positive and negative signs”, “everything relating to the hardest question, easiest, the same mistakes, and mindset to do better for the next exam”, “we both made silly mistakes”, “we both showed up to take the exam” Supported by a Department of Education MSEIP grant #P120A150063

My suggestions and tips for implementing Think-pair-share Be prepared by thinking about the activity in advance Make sure the directions are clear Try to anticipate what may go wrong or what questions the students may have Remember the varying skill levels of your students If the same students are paring up, try randomizing the questions or counting off so they do not have control over who they work with Be flexible in giving credit or extra credit Supported by a Department of Education MSEIP grant #P120A150063