1. Jonathan Cox September 17, 2014
What I did this summer: Actively learned about active learning or How I overcame my fears & took a leap
Jonathan Cox
September 17, 2014

2. June 23-26 Inquiry-Based Learning Workshop at Kenyon College, Ohio MAA
Academy of Inquiry-Based Learning
Upstate NY Inquiry-Based Learning Consortium
IBL ↔ Inquiry-Based Learning ↔ Active Learning

4. Fears I would do it wrong.
I would take an impossible amount of time to prepare.
I wouldn’t cover the needed material.

5. IBL videos
Michael Starbird “What Students Keep for Life: Elements of Effective Thinking”
Sandra Laursen “What Has Ally Learned? Outcomes for Students and Teachers of IBL Mathematics Courses”
Eric Mazur, “Confessions of a Converted Lecturer”

6. IBL articles Students’ Difficulties with Proof by Keith Weber
Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School by Jo Boaler & Megan Staples
The Coverage Issue by Stan Yoshinobu & Matthew G. Jones

7. Lecture method & student attitudes
Talking about Leaving by Seymour and Hewitt
Why students leave Science, Math, and Engineering (SME) majors:
lack of/loss of interest in SME
non-SME major offers better education/more interest
poor teaching by SME faculty
curriculum overload, fast pace overwhelming

8. Conclusion
Evidence!
MOST students learn little to nothing from sitting there watching a professor do math.
Lecturing may actually harm students in the “mindset toward mathematics” aspect.
Even a partially developed or poorly designed active learning experience will be of more value to a class than a polished, logical, entertaining lecture.

9. Fears answered I would do it wrong.
I would take an impossible amount of time to prepare.
I wouldn’t cover the needed material.

10. The workshop itself Putting the principles into action Vido sessions
Nuts and bolts sessions
Course development sessions
Target course: Geometry, Spring 2015
Follow-up: list, support network, mentor

11. History of Math: before

12. History of Math: after