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# Basic Mathematics DSPM 0700

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This 61 page Class Notes was uploaded by Forest Crona on Wednesday October 28, 2015. The Class Notes belongs to DSPM 0700 at Walters State Community College taught by Staff in Fall. Since its upload, it has received 14 views. For similar materials see /class/230762/dspm-0700-walters-state-community-college in Mathematics (M) at Walters State Community College.

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Date Created: 10/28/15

Developmental Math Developmental Math Developmental Math Department Mathematics Mathematics Mathematics Semester Course Fall 2008 DSPM 0700 Fall 2008 DSPM 0850 Fall 2008 Faculty Teaching Tools Used Fall 2008 Teaching Tool 1 A lecture format that uses personal PowerPoint lectures along with problem solving boardwork Students were divided into groups Each group was given a table to complete from a given equation involving exponents Students worked together to complete their table then wrote their results on the board By analyzing the tables the class discussed positive negative and zero exponents Rationale for Teaching Tool 1 To address visual learning styles found prominent in class Active Learners benefit from group activities Visual Learners benefit from drawing graphs and tables Verbal Learners benefit from working in groups to hear classmates explanations Timesavings for students Posting class lecture notes on e during class when notetaking Learn with example problems 850 to be worked in class allowing greater concentration on problem solving processes Improvement Stragegy for Tool 1 Improve the PowerPoints to include problem solving in groups This would definitely address the majority of the class shown as active learners from the survey I will certainly use this activity again All students were participating and students were involved in the discussion while drawing conclusions on their own I became the discussion leader and did notjust lecture about all the material Students quickly deducted the effect of negative exponents and zero as an exponent Stress concepts less in written notes and use more class time for problemsolving Some lecture time seems to be wasted for written rather than verbal explanation of concepts Teaching Tool 2 Posting lecture worksheets and practice problems using the eLearn website Students were divided into groups of four Each group was given several problems to complete and present from Chapter 1 Each group worked and discussed their assigned problems Each member of the group worked a problem on the board explained the procedure and answered any questions Presenters were allowed to use the white board or SmartBoard Creating PowerPoint presentations of lectures which match the eLearnposted lecture guides Developmental Math Developmental Reading Mathematics Humanities Fall 2008 DSPM 0800 DS PW Fall 2008 08000700 Faculty Teaching Tools Used Fall 2008 Students were divided into groups of four Each group was given a table to complete from a given equation Students worked together to complete their table and show their results on a large Postit The points they found were then plotted on a large Postit graph Each groups graph and Students use a form of the AIM strategy to summarizeoutline sections of the text A Handon Demonstration for Solving Simple Equations Active Learners benefit from group activities Visual Learners benefit from drawing graphing Verbal Learners benefit from working in groups to hear classmates explanations A more active approach that lends itself to the student39s ability to retain what heshe has read involves note taking or recording sections of material I will certainly use this activity again All students were participating and students were involved in the discussion while drawing conclusions on their own I became the discussion leader and did not just lecture about all the material I plan to incorporate more of this into my lessons as they teach students how best to retain information I discovered this activity at a math conference and have used it for several years It is fun and students actually see how if you reverse your steps you can get back to where you started Students were divided into groups of four Each group was given a topic to discuss and present from Chapter 3 I made of list of topics from the chapter as a review and divided the topics among the groups Each group had 10 minutes to discuss and then prepare a presentation for the Students create flash cards for weekly vocabulary terms A Table Approach to Solving Percent Problems Mathematics Mathematics Fall 2008 DSPM 0700 Faculty Teaching Tools Used Fall 2008 A paper letter x is folded placed inside an envelope folded again placed inside a box Students are asked to watch the process with out any instructions from the instructor The students are then asked to state what steps are needed to get the x back They must reverse each step Exercise can be repeated with different steps I think I could add additional step to demonstrate more complication equations Students often have trouble in learning the symbolic Students then apply the idea of manipulation for solving reversing the symbolic steps equations The activity allow from an equation What would them to see physically how be needed to get the x by itself reversing the steps would let in the equation you solve for x A Table Approach to Solving Percent Problems The trick is to make a table where percent are on one side and the numbers are on the other A proportion can be made from the ratios and the problem can be solved that way It works very well with percents greater than one hundred There are no worries about decimals as long as the numbers and percents are kept on separate side of the table A Handon Demonstration for Solving Simple Equations Mathematics Mathematics Fall 2008 DSPM 0700 Faculty Teaching Tools Used Fall 2008 The trick is to make a table where percent are on one side and the numbers are on the other A proportion can be made from the ratios and the problem can be solved that way It works very well with percents greater than one hundred There are no worries about decimals as long as the numbers and percents are kept on separate side of the table Handy Dandy Function Tester Students often confuse themselves on how to do a percent problem They have trouble with decimal points and if you are suppose to multiply or divide I have used this activity for several yea rs It works very well A paper letter x is folded placed inside an envelope folded again placed inside a box Students are asked to watch the process with out any instructions from the instructor The students are then asked to state what steps are needed to get the x back They must reverse each step Exercise can be repeated with different steps Students then apply the idea of reversing the symbolic steps from an equation What would be needed to get the x by itself in the equation Wagon Tongue Property Mathematics Mathematics Mathematics Mathematics Fall 2008 DSPM 0800 Fall 2008 DSPM 0800 Faculty Teaching Tools Used Fall 2008 A short piece of string is kept in my textbook When looking at a graph it is easy to tell if it is a function or not if it passes the vertical line test The string acts as the vertical line You can use it on the overhead or the Smartboard If a student is having trouble telling a function you can flip the string to the student and they can discover for them selves Wagon Tongue Property Students are asked to visualize a wagon and the location of its tongue If the algebra terms are considered to be the wagons and the connecting sign the tongue a tongue is always in front of the wagon Students are asked to identify functions several ways The vertical line test is just one way However if you know it is a function that way then it must be a function Students have a hard time in combining like terms when If you turn the string horizontal you can also use the line to demonstrate a one toone relationship student can combine the terms positive and negative signs are I have used this activity for correctly included several years and it works fine Students are asked to visualize a wagon and the location of its tongue If the algebra terms are considered to be the wagons and the connecting sign the tongue a tongue is always in front of the wagon student can combine the terms correctly Handy Dandy Function Tester A short piece of string is kept in my textbook When looking at a graph it is easy to tell if it is a function or not if it passes the vertical line test The string acts as the vertical line You can use it on the overhead or the Smartboard If a student is having trouble telling a function you can flip the string to the student and they can discover for themselves Mathematics Developmental Math Developmental Writing Mathematics Mathematics Humanities Fall 2008 Faculty Teaching Tools Used Fall 2008 Cooperative Learning Students participate in group activities 850 on a regular basis Students were divided into Fall 2008 DSPM 0850 groups Each group was given Fall 2008 DSPW I put my class on MY WRITING LAB and the site for My LITTLE BROWN They use both of these to reinforce grammar and it involves personal interaction with both programs with instant results They have a pre and a post score that will show their improvement The students in this class were predominantly active learners Group activities promote retention and understanding of the material Cooperative learning also gives students a chance to explain mathematical topics to each other Active Learners benefit from group activities Visual Students would rather use a computer program as opposed to exercises out of a book It uses all learning styles It provides videos for auditory I believe that students benefit from cooperative learning so I will continue to incorporate group activities in the future I will certainly use this activity again All students were None Real World Applications Students are exposed to application problems throughout the entire course I present real world applications when presenting the material Students are also assigned application problems in their homework assignments Students were divided into groups of four Each group I had the group divide into groups of 3 to 4 and do a group writing They have to come up with brainstorming rough draft and a final group paper Each person will have their on copy in their folders Faculty Teaching Tools Used Fall 2008 The students in this class were predominantly visual learners My PowerPoints include color Chapter Outlines Students are pictures diagrams sketches provided outlines for every tables and graphs which is chapter covered in the course more appealing to students I believe that students benefit These outlines include student PowerPoints I developed and My PowerPoint lessons also from the presentation style of outcomes for every section in presented PowerPoint lessons present the material in a clear PowerPoint so I will continue each chapter Example for every topic covered in the concise and organized to incorporate PowerPoint problems are also listed under Mathematics Mathematics Fall 2008 850 course manner lessons in the future each outcome Developmental Math Mathematics Fall 2008 DSPM 0800 Faculty Teaching Tools Used Fall 2008 groups of four Each group was given a table to complete from a given equation Students worked together to complete their table and show their results on a large Postit The points they found were then plotted on a large Postit graph Each groups graph and table were displayed on the wall around the room By analyzing the graphs the class discussed positive negative zero and undefined slopes intercepts finding slope from the graph and how it relates to the equation and how the y intercept relates to the equation We also discussed the definition of a function and the Vertical Line Test to determine if a graph is a function Each group drew any kind of graph they wanted on their Postit and the class determined if the graph was a function Active Learners benefit from group activities Visual Learners benefit from drawing graphs Verbal Learners benefit from working in groups to hear classmates explanations I will certainly use this activity again All students were participating and students were involved in the discussion while drawing conclusions on their own I became the discussion leader and did not just lecture about all the material Students were divided into groups of four Each group was given a handout explaining how to write equations of lines from given information Students were to read the text and examples discuss the concepts then answer questions that followed Developmental Math Mathematics Fall 2008 DSPM 0800 Faculty Teaching Tools Used Fall 2008 groups of four Each group was given a table to complete from a given equation Students worked together to complete their table and show their results on a large Postit The points they found were then plotted on a large Postit graph Each groups graph and table were displayed on the wall around the room By analyzing the graphs the class discussed positive negative zero and undefined slopes intercepts finding slope from the graph and how it relates to the equation and how the y intercept relates to the equation We also discussed the definition of a function and the Vertical Line Test to determine if a graph is a function Each group drew any kind of graph they wanted on their Postit and the class determined if the graph was a function Active Learners benefit from group activities Visual Learners benefit from drawing graphs Verbal Learners benefit from working in groups to hear classmates explanations I will certainly use this activity again All students were participating and students were involved in the discussion while drawing conclusions on their own I became the discussion leader and did not just lecture about all the material Students were divided into groups of four Each group was given a handout explaining how to write equations of lines from given information Students were to read the text and examples discuss the concepts then answer questions that followed Faculty Teaching Tools Used Fall 2008 Used Lecture Guides that students printed off eLearn These are the problems that we will work with areas for the This works great for me I will work I include grids for continue to use this in my graphs fill in the blank areas to Power Points assist students classes The only problems hellp them make connections Used Power Points to convey through chunking and the use come with the use of the new and boxes for steps in a Mathematics Mathematics Fall 2008 DSPM 0800 material for class of color Mictrosoft process Students complete group activities related to peer editing and the completion of activities related to specific areas of grammar including As a prewriting tool students complete sentencessentence are required to complete fragments run on sentences clusters and outlines prior to comma splices sentence types beginning rough drafts for five such as simple compound and paragraph essays I provide an complex commas and other Developmental example outline for students Prewriting is required in This typically works well in the pertinent grammatical Writing Humanities Fall 2008 DSPW 0800 to use as a guide writing folders for all essays developmental courses information Developmental Reading Mathematics Mathematics Humanities Mathematics Mathematics Fall 2008 Dspr 0800 Fall 2008 Fall 2008 Faculty Teaching Tools Used Fall 2008 inferences from a variety of clues used a bicolored men39s belt to illustrate the American political spectrum the black portion of the belt representing Democrats and the brown portion representing Republicans Beginning in the middle of the belt showed how the political left and right diverge from each other only to meet again at the buckle where there are again more similarities than differences in the behaviors of fringe believers To make the exercise a game asked them to infer where my beliefs fell on the beltwho I voted for in the presedential election To complete the game I also guessed how each of them had voted About 64 of them made the correct inference and I made the correct inference on about 76 of them Cooperative Learning Students 850 participate in group activities PowerPoints I developed and 850 presented PowerPoint lessons The brown and black belt was an apt visual aid for the Democrat and Repiblican parties Also interest in the political process was very high in November 2008 The students in this class were predominantly active learners The students in this class were predominantly visual learners I39ll see what inspiration otherwise known as desperation brings I believe that students benefit from cooperative learning so I I believe that students benefit from the presentation style of Two pairs ofdice and a pencil Real World Applications Students are exposed to Chapter Outlines Students are provided outlines for every Developmental Reading Developmental Math Humanities Mathematics Fall 2008 DSPR 0800 Fall 2008 DSPM 0850 Faculty Teaching Tools Used Fall 2008 Visited Drug Exhibit provided by Army National Guard on campus We followed up by reading an article on drugs and then we had a class room discussion on what we had learned For active learners instructor provides students with a take home set of problems that summarize the course material It was very well presented and drugs are a large problem in our society It used all learning styles as it was visual auditory and kinestic The soldiers with the exhibit were very knowledgeable and the students enjoyed interacting with them The students gained a great deal of information It was also an active lesson to be included on each learning Students who exhibit a unit While this set of problems correct solutions worth some points of the total test score the problem set serves as an additional review of the material covered in class sequential learning style can use these problem sets to help them learn by outlining material in a logical order and at the same time prepare for their test I might add a fact sheet to go over or assign the reading about drugs before going to an exhibit Consider making this a small group activity rather than an individual activity By using small groups the number of problems per set can be increased Consider asking that individual group presents problem set solutions to the class for discussion I use a spelling bee when we finish a complete unit The last three students standing get points They get involved they get to stand and it is a very student oriented activity Plus it is an excellent way to review what we have covered Multiple sets of problems handouts complementing material covered during the class lecture are provided to each group of 2 students These handouts serve as discussion prompts for each group and then once each group has developed solutions as discussion prompts for the class Developmental Math Mathematics Fall 2008 DSPM 0850 Faculty Teaching Tools Used Fall 2008 Posting class lecture notes on e Learn with example problems to be worked in class My Basic Writing 0800 students had to complete several prewriting steps before each and every one of their assignments excluding the first day writing sample Step one Brainstorm freewrite create a word map or discuss ideas with another student to generate as many ideas as possible about the topic Step 2 Create a working thesis statement on which the entire essay will focus Step 3 Produce three topics that support the thesis For each topic think of at least three examples to prove that the topics support the thesis statement Stress concepts less in written notes and use more class time for problemsolving Some lecture time seems to be Creating PowerPoint wasted for written rather than presentations of lectures which verbal explanation of match the eLearnposted lecture guides Timesavings for students during class when notetaking allowing greater concentration on problem solving processes concepts Because the students varied in their techniques for generating Since 77 of the students in this class are sequential learners most of them need to ideas some students generated ideas through discussion with others I did not always require them to turn in a written copy of this first step However think Before assigning a descriptive essay I divided the students into five groups and assigned learn new ideas through linear steps Also as indicated in each group one sense seeing hearing smelling touching or tasting On index cards I had Dolores Perins article Repetition and the Informational Writing of Developmental Writing Developmental Math Developmental Math Humanities Mathematics Mathematics Fall 2008 DSPW 0800 Fall 2008 DSPM 0800 Fall 2008 DSPM 0800 Faculty Teaching Tools Used Fall 2008 Step 4 Complete an outline for a fiveparagraph essay using the information generated in steps 13 Step 5 Write an essay using the outline as a guide For active learners instructor provides students with a take home set of problems that summarize the course material Developmental Students from the Fall 2002 issue of Journal of Developmental Education repeating the same steps and techniques over and over helps students in high level developmental classes hone their writing skills to be included on each learning Students who exhibit a unit While this set of problems correct solutions worth some points of the total test score the problem set serves as an additional review of the material covered in class For active learners instructor provides students with a take home set of problems that summarize the course material to be included on each learning unit While this set of problems correct solutions worth some points of the total test score the problem set serves as an additional review of the material covered in class sequential learning style can use these problem sets to help them learn by outlining material in a logical order and at the same time prepare for their test Students who exhibit a sequential learning style can use these problem sets to help them learn by outlining material in a logical order and at the same time prepare for their test that many of the students began to skimp on this step which caused them to have fewer ideas to discuss in their writings Therefore will require that the students turn in written drafts of all steps next time Consider making this a small group activity rather than an individual activity By using small groups the number of problems per set can be increased Consider asking that individual group presents problem set solutions to the class for discussion Consider making this a small group activity rather than an individual activity By using small groups the number of problems per set can be increased Consider asking that individual group presents problem set solutions to the class for discussion written words like rain smile cookies cotton candy and baby Each group had to draw a card and describe its word to the rest of the class using only the group39s assigned sensory details The other groups tried to guess the described word During test review session students are divided into groups of two and asked to quiz each other about concepts for the upcoming test that they dont understand If their partner cannot explain the concept the students write the concept down and as a part of the test review the instructor explains the concept to the Multiple sets of problems handouts complementing material covered during the class lecture are provided to each group of 2 students These handouts serve as discussion prompts for each group and then once each group has developed solutions as discussion prompts for the class Developmental Math Developmental Math Mathematics Mathematics Mathematics Mathematics Fall 2008 DSPM 0700 Fall 2008 DSPM 0800 Fall 2008 DSPM 0850 Faculty Teaching Tools Used Fall 2008 Posting class lecture notes on e Learn with example problems to be worked in class For active learners instructor provides students with a take home set of problems that summarize the course material Timesavings for students during class when notetaking allowing greater concentration on problemsolving processes to be included on each learning Students who exhibit a unit While this set of problems correct solutions worth some points of the total test score the problem set serves as an additional review of the material covered in class PowerPoints I developed and presented PowerPoint lessons for every topic covered in the course sequential learning style can use these problem sets to help them learn by outlining material in a logical order and at the same time prepare for their test The students in this class were predominantly visual learners My PowerPoints include color pictures diagrams sketches tables and graphs which is more appealing to students My PowerPoint lessons also present the material in a clear concise and organized manner Stress concepts less in written notes and use more class time for problemsolving Some lecture time seems to be wasted for written rather than verbal explanation of concepts Consider making this a small group activity rather than an individual activity By using small groups the number of problems per set can be increased Consider asking that individual group presents problem set solutions to the class for discussion I believe that students benefit from the presentation style of PowerPoint so I will continue to incorporate PowerPoint lessons in the future Creating PowerPoint presentations of lectures which match the eLearnposted lecture guides During test review session students are divided into groups of two and asked to quiz each other about concepts for the upcoming test that they dont understand If their partner cannot explain the concept the students write the concept down and as a part of the test review the instructor explains the concept to the Chapter Outlines Students are provided outlines for every chapter covered in the course These outlines include student outcomes for every section in each chapter Example problems are also listed under each outcome Humanities Developmental Writing Behavioral and Social Sciences Fall 2008 DSP50800 Humanities Fall 2008 DSPW 800 Faculty Teaching Tools Used Fall 2008 I would like to have more discussion among the students during the lecture and more group activities feel that the students that learn well and fast with a lecture style could following teaching a chapter or world situation andor to test help the students that are knowledge gained in the lesson more active learners To see if the students could apply the material they had learned in the class Mquot quot quot 39 quot 39 inareal mum chapter section A group oral presentation Had student39s work in groups of 4 and grade one another39s essays Each student grading three essays so each essay had 3 grades Students then averaged the grade Finally we compared their grade to the one assigned Writers refine their writing skills by editing It is easier to It was a group activity that edit someone else39s essay than worked well I will continue to movie posters and determine do the same the argument inherent in each Had students look at various their own Developmental Writing Developmental Writing Developmental Writing Humanities Humanities Humanities Fall 2008 DSPW 0800 Fall 2008 DSPW 0800 Fall 2008 DSPW 800 Faculty Teaching Tools Used Fall 2008 Had student39s work in groups of 4 and grade one another39s essays Each student grading three essays so each essay had 3 grades Students then averaged the grade Finally we compared their grade to the one assigned Writers refine their writing skills by editing It is easier to It was a group activity that Had students look at various edit someone else39s essay than worked well I will continue to movie posters and determine do the same their own the argument inherent in each Had student39s work in groups of 4 and grade one another39s essays Each student grading three essays so each essay had 3 grades Students then averaged the grade Finally we compared their grade to the one assigned Writers refine their writing skills by editing It is easier to It was a group activity that Had students look at various edit someone else39s essay than worked well I will continue to movie posters and determine do the same their own the argument inherent in each Had student39s work in groups of 4 and grade one another39s essays Each student grading three essays so each essay had 3 grades Students then averaged the grade Finally we compared their grade to the one assigned Writers refine their writing skills by editing It is easier to It was a group activity that edit someone else39s essay than worked well I will continue to movie posters and determine Had students look at various their own do the same the argument inherent in each Developmental Writing Humanities Developmental Reading Humanities Mathematics Mathematics Fall 2008 Fall 2008 Fall 2008 DS PW 700 DSPR 0700 and 0800 Faculty Teaching Tools Used Fall 2008 Had student39s work in groups of 4 and grade one another39s essays Each student grading three essays so each essay had 3 grades Students then averaged the grade Finally we compared their grade to the one assigned Showed Movie 10 Angry Men I gave out quizzes and let the students work on their own for a few minutes without letting them know it was going to be a group quiz I then divided them into groups and they worked on the quizzes together and they all received 850 the same grade for the quiz Writers refine their writing skills by editing It is easier to edit someone else39s essay than worked well I will continue to movie posters and determine the argument inherent in each It was a group activity that Had students look at various their own do the same After 5 chapters in Vocabulary divided class into groups of 5 Each person acted out one Students liked the movie I will vocabulary word from the Visual of the concept of Fact or see if I can skip parts to not use assigned chapter Student 1 did chapter 1 and so on Opinion so much class time Some students work better alone and some work better in I think I will start giving more My Math Lab a group group quizzes Humanities Humanities Humanities Humanities Fall 2008 DSPW 0700 Fall 2008 DSPW 0800 Faculty Teaching Tools Used Fall 2008 To see if the students understood the concept introduced in the minilesson class short writing 1 paragraph and test if they were able to in length was assigned apply it in their writing Following a minilesson an in Pictures of places people and events were placed on the projector Then the students had to describe explain or report what happened in a Using a visual tool to connect newspaper style essay in class to writing Have students share their writing by reading the paragraph outloud I think the students could learn from the others in the class and they could also help with difficult areas by suggesting revision This would also help enforce the concept that writing takes more than the one step of getting thoughts on paper Reading the essays outloud to the class would have helped with teaching the tone needed for this assignment Students watched Superbowl ads and had to write comparisioncontrast and persuasive paragraphs about the ads A focused short story was assigned assigned a short story from a list of topics to pick from after finishing the chapter on narration Developmental Math Mathematics Fall 2008 DSPM 0700 Faculty Teaching Tools Used Fall 2008 used a few quothead problemsquot at the beginning of one class to motivate students and teach them a few math tricks they could use to impress others I would read to them a series of math computations They were to listen and do the work on their calculators At the end I could predict their answers like telling them their birthdates Afterwards I gave them a printed copy of each activity they could try for themselves I wanted the students to see they could have fun with math and try to figure out the quotmagicquot of predicting the answers This activity also required them to listen carefully for directions and practice using their calculators I will definitely use these quothead problemsquot again in all my This activity was very good for classes They were a big verbal learners success Each student chose a piece of paper with a set of numbers to find the mean median and mode They then had to find the other person in the class who had the same set of answers and these 2 people would be paired to work on a graphing problem After each pair had completed their problem they picked a large graph on the wall and graphed their points with colored dots After all graphs were completed each pair explained their graph and answered questions from me and their fellow students Developmental Math Mathematics Fall 2008 DSPM0850 Faculty Teaching Tools Used Fall 2008 Explore Quadratic Functions A set of problems was developed for students to work through individually with a partner and with whole class discussion Only hand calculations were allowed on the first problem and new vocabulary was defined in terms of this problem The TI 8384 calculator was used for the remainder of the activity The class explored various functions and then drew conclusions about how changes in the leading coefficient a or the constant term c affected the graph of the function On the final set of problems students worked with their partner to find information about the function intercepts vertex axis of symmetry solutions to equations increasing decreasing extreme value when only provided a graph of This is an important topic for DSPM 0850 It is used in many subsequent math courses and a firm foundation is needed The information from the student learning style inventories showed that the overwhelming majority of the students were sensing learners visual learners and sequential learners These students would benefit from graphs tables and the orderly process of the activity The whole class reviewsummaries would benefit global learners The partner discussions would benefit verbal learners I would use the TI Navigator system to allow the students to explore the effects of changes in a and changes in c The screen capture feature would be used say have all students graph a function with a positive and then capture the graphs for the class to see at once Additionally would like to use a quick written summary approach for each student to record information at various points throughout the activity Class Activity To Review Rational Numbers and Introduce Rational Expressions and Rational Functions An activity was developed to review rational numbers As I often work with elementary age students outreach to area schools the first part of the activity was developed to be accessible to young children as well as returning adult learners The review of rational numbers used pizza and cake to explore addition of fractions with and without common denominators For the second part of the activity the students graphed some simple rational functions Only hand calculations were allowed on the first function and new vocabulary was defined in terms of this problem The TI 8384 calculator was used for the remainder of the activity Developmental Math Mathematics Fall 2008 DSPM 0850 Faculty Teaching Tools Used Fall 2008 Explore Quadratic Functions A set of problems was developed for students to work through individually with a partner and with whole class discussion Only hand calculations were allowed on the first problem and new vocabulary was defined in terms of this problem The TI 8384 calculator was used for the remainder of the activity The class explored various functions and then drew conclusions about how changes in the leading coefficient a or the constant term c affected the graph of the function On the final set of problems students worked with their partner to find information about the function intercepts vertex axis of symmetry solutions to equations increasing decreasing extreme value when only provided a graph of This is an important topic for DSPM 0850 It is used in many subsequent math courses and a firm foundation is needed The information from the student learning style inventories showed that the overwhelming majority of the students were sensing learners visual learners and sequential learners These students would benefit from graphs tables and the orderly process of the activity The whole class reviewsummaries would benefit global learners The partner discussions would benefit verbal learners I would use the TI Navigator system to allow the students to explore the effects of changes in a and changes in c The screen capture feature would be used say have all students graph a function with a positive and then capture the graphs for the class to see at once Additionally would like to use a quick written summary approach for each student to record information at various points throughout the activity Class Activity To Review Rational Numbers and Introduce Rational Expressions and Rational Functions An activity was developed to review rational numbers As I often work with elementary age students outreach to area schools the first part of the activity was developed to be accessible to young children as well as returning adult learners The review of rational numbers used pizza and cake to explore addition of fractions with and without common denominators For the second part of the activity the students graphed some simple rational functions Only hand calculations were allowed on the first function and new vocabulary was defined in terms of this problem The TI 8384 calculator was used for the remainder of the activity Developmental Math Mathematics Faculty Teaching Tools Used Fall 2008 divided the class into 5 groups and gave each group a page of work to do associated with the graphing topic I had covered during the first 2 hours of a 4 hour class Each group39s work covered a different concept When they were all finished each group came to the front of the class and explained how to do the problems on their page Every student had to take part in the explanation Each student had a packet including all pages worked by the groups so as the group was explaining their part all students could write the answers and notes on their own page When all groups were finished each student had a completed study guide Fall 2008 DSPM 0800 for review I tried this activity so the active learners would benefit from the group work the visual learners could benefit from seeing the problems worked on the board abnd the verbal learners would have the opportunity to hear the I will definitely use this activity again exploring different discussion in their small groups topics but reducing the and the explanation for each topic number of problems each group were required to do At the end of class on 3 different nights I gave the class a quiz over new material I had covered that class period The students could work in groups of their choice discussing the problems within their group and asking questions if needed from students outside their group I would check their answers and if they had made any mistakes they had one chance to correct them I would grade them and give them back so they could use them as a study guide for their homework Developmental Math Mathematics Fall 2008 DSPM 0800 Faculty Teaching Tools Used Fall 2008 divided the class into groups and gave each group a page of work to do associated with the graphing topic I had covered Each group39s work covered a different concept When they were all finished each group came to the front of the class and explained how to do the problems on their page Every student had to take part in the explanation Each student had a packet including all pages worked by the groups so as the group was explaining their part all students could write the answers and notes on their own page When all groups were finished each student had a completed study guide for review I tried this activity so the active learners would benefit from the group work the visual learners could benefit from seeing the problems worked on the board abnd the verbal learners would have the opportunity to hear the discussion in their small groups topics but reducing the and the explanation for each topic I will definitely use this activity group were required to do At the end of class on 3 different nights I gave the class a quiz over new material I had covered that class period The students could work in groups of their choice discussing the problems within their group and asking questions if needed from students outside their group I would check their answers and if they had made any mistakes they had one chance to correct them I would grade them and give them back so they could use them as a study guide for their homework Developmental Math Developmental Math Mathematics Mathematics Fall 2008 DSPM 0800 Fall 2008 DSPM 0850 Faculty Teaching Tools Used Fall 2008 divided the class into groups and gave each group a page of work to do associated with the graphing topic I had covered Each group39s work covered a different concept When they were all finished each group came to the front of the class and explained how to do the problems on their page Every student had to take part in the explanation Each student had a packet including all pages worked by the groups so as the group was explaining their part all students could write the answers and notes on their own page When all groups were finished each student had a completed study guide for review At the end of class on several days I gave the class a quiz over new material I had I tried this activity so the active learners would benefit from the group work the visual learners could benefit from seeing the problems worked on the board abnd the verbal learners would have the opportunity to hear the discussion in their small groups and the explanation for each topic Working in groups and discussing new material would be very beneficial to both I will definitely use this activity group were required to do I will definitely use this activity again especially in my Express classes where I have to cover a At the end of class on 3 different nights I gave the class a quiz over new material I had covered that class period The students could work in groups of their choice discussing the problems within their group and asking questions if needed from students outside their group I would check their answers and if they had made any mistakes they had one chance to correct them I would grade them and give them back so they could use them as a study guide for their homework I used a few quothead problemsquot at the beginning of one class to motivate students and teach Developmental Reading Mathematics Humanities Mathematics Fall 2008 DSPR 0700 Fall 2008 DSPM 0850 Faculty Teaching Tools Used Fall 2008 I took a current movie review of the Changeling an Associated Press article on Wall Street and a book review of Twilight and had students form their own groups of 4 to 5 to read over the items and identify facts and opinions in them My Math Lab online homework assignments With at least half of the students in my Development Reading classes being Sensing Learners I wanted them to do an activity where they used the National Spelling Bee everyday items to learn a Contest After watching the concept Therefore they could The next time I do this activitiy movie students had to go make connections to the real I will separate the reviews and online find three movie world while they were learning newspaper article Students how to distinguish between actually had a hard time Bee print them out and facts and opinions which is identifying facts and opinions identify two sentences that necessary when reading not in the movie and book reviews were facts two sentences that only college textbooks but also because they were about were opinions and one everyday articles imaginary people sentence that had both I showed the movie Akeelah and the Bee which is about a young girl trying to make it to reviews about Akeelah and the Using My Math Lab for homework assignments gives students immediate feedback on whether they are doing work correctly They can see an example of the problem or be led through working the problem step by step They can also send the instructor a question about a specific problem It should be helpful to the visual stepbystep global or verbal learner I will add some homework to be done in pencil and paper because some of the work on Power point multiple choice My Math Lab requires content quizzes given for group that we omit discussion and grade Developmental Reading Developmental Reading Humanities Humanities Fall 2008 DSPR 0800 Fall 2008 DSPR 0800 Faculty Teaching Tools Used Fall 2008 I took a current movie review of the Changeling an Associated Press article on Wall Street and a book review of Twilight and had students form their own groups of 4 to 5 to read over the items and identify facts and opinions in them I took a current movie review of the Changeling an Associated Press article on Wall Street and a book review of Twilight and had students form their own groups of 4 to 5 to read over the items and identify facts and opinions in them With at least half of the students in my Development Reading classes being Sensing Learners I wanted them to do an activity where they used everyday items to learn a concept Therefore they could The next time I do this activitiy I will separate the reviews and newspaper article Students make connections to the real world while they were learning how to distinguish between facts and opinions which is necessary when reading not only college textbooks but also everyday articles With at least half of the students in my Development Reading classes being Sensing Learners I wanted them to do an activity where they used everyday items to learn a concept Therefore they could The next time I do this activitiy I will separate the reviews and newspaper article Students make connections to the real world while they were learning how to distinguish between facts and opinions which is necessary when reading not only college textbooks but also everyday articles identifying facts and opinions in the movie and book reviews identifying facts and opinions in the movie and book reviews I showed the movie Akeelah and the Bee which is about a young girl trying to make it to the National Spelling Bee Contest After watching the movie students had to go online find three movie reviews about Akeelah and the Bee print them out and identify two sentences that were facts two sentences that were opinions and one sentence that had both I showed the movie Akeelah and the Bee which is about a young girl trying to make it to the National Spelling Bee Contest After watching the movie students had to go online find three movie reviews about Akeelah and the Bee print them out and identify two sentences that were facts two sentences that were opinions and one sentence that had both Developmental Study Skills Developmental Study Skills Behavioral and Social Sciences Fall 2008 DSPS 0800 Behavioral and Social Sciences Fall 2008 DSPS 0800 Faculty Teaching Tools Used Fall 2008 To help them understand the seven steps to solving a problem from chapter two quotThinking Criticallyquot from their book Shaping College Pathways I presented them with a problem quotI have procrastinated with my English assignment of reading Moby Dick and now only have one week leftquot and went through each of the problem solving steps To help them understand the seven steps to solving a problem from chapter two quotThinking Criticallyquot from their book Shaping College Pathways I presented them with a problem quotI have procrastinated with my English assignment of reading Moby Dick and now only have one week leftquot and went through each of the problem solving steps At least half of the class were Sequential Learners and going through each step in order helped them see the logic of how to use the problem solving steps At least half of the class were Sequential Learners and going through each step in order helped them see the logic of how to use the problem solving steps The next time I do this activity Students had to go online research four Supreme Court up with their own problem and cases and answer questions will make the students come then go through each step about each case The next time I do this activity Students had to go online will make the students come research four Supreme Court up with their own problem and cases and answer questions then go through each step about each case Developmental Math Mathematics Fall 2008 DSPM 0700 Faculty Teaching Tools Used Fall 2008 Note takingA majority of students were not engaged with taking notes I required notes to be taken and reviewed periodically which counted for a HW grade Actual use of notes during one chapter test showed a renewed interest in the comprehensive nature of taking good notes and fundamental study skills were improved Actual note taking abilities showed no real Students were noticed early in the course not having certain appropriate learning strategies such as note taking As many first semester students right out of high school or after many years in the work place students did not have the improvement in grades but the appropriate learning styles to confidence level increased and math anxiety was reduced I will continue to have students take notes as a part of their grade and from time to time be successful in developmental allow their use on inclass Math classes exercises for grade Practice TestsTest anxiety has been a systematic characteristic in developmental Math classes When reviewing for standardroutine tests a practice exam very similar to the one actually given was reviewed and after the first test a renewed sense of accomplishment followed The anxiety was minimized and expectations were known in advance increasing the confidence level Faculty Teaching Tools Used Fall 2008 Omit Quizzes Students were told in advance they would have a class quiz during the next class meeting I gave the quiz in the tradition way After most of the students had completed the quiz I told them to omit any 4 of the 14 questions from their quiz I said that I would grade only the remaining 10 questions Of course they asked if they Students were surprisedand somewhat entertained by this activity it appeared to reduce the anxiety of test taking Overall response was positive and the activity went smoothly I had no extra preparation for this teaching tool Proposed improvement strategy I will give this type quiz earlier in the introduction of new concepts I can receive feedback on the progress of the class Math Lab Activity In class I provide students with a review sheet for the upcomming exam I do not write the review in the typical fashion make a table of two columns and enough rows for each topic The first column identifies the problem type and the cell next to it provides several problems of that type Developmental Math Mathematics NULL Mathematics Mathematics NULL Fall 2008 DSPM0800 Fall 2008 NULL NULL Faculty Teaching Tools Used Fall 2008 would receive extra credit for the correct problems they omitted I replied no Students had to indivually relect on all the problems and evaluate their knowledge and performance for each the topics Student tended to spend as much time evaluating their work as they did in taking the quiz initially As a teacher I obtained feedback on individual students as well as the knowledge of the class as a whole I gave out quizzes and let the students work on their own for a few minutes without letting them know it was going to be a group quiz I then divided them into groups and they worked on the quizzes together and they all received 850 the same grade for the quiz NULL This activity is designed for relective and global learners Both types prefer to work alone and they tend to make careless mistakes I have found it particularly difficult to design organized classroom activities for reflective learners Some students work better alone and some work better in I think I will start giving more a group NULL After the student has completed the problems they take their work to the math lab and have it checked by a lab worker The student signs the back of the answer key to receive bonus points on their exam I pick up the key containing the name of all the students who did the activity Although this teaching tool is based on voluntary engagement I have had good response My Math Lab NULL Rationale for Teaching Tool 2 Faculty Teaching Tools Used Fall 2008 Improvement Strategy for Tool 2 Begin with an outlineformat of lecture topics in the notes To help the sequential learners This quotsetupquot of material may with fillintheblank steps used help in directing student in lecture Active Learners benefit from group activities Verbal Learners benefit from working in groups to hear classmates explanations The PowerPoints greatly enhance the visual presentation of lectures thought toward topic specifics I will certainly use this activity again All students were participating and were involved in the discussion l was surprised at how well they explained each problem Use fewer slides for written presentation of concepts and more slides for problem practice I think some of the time used for stating concepts is wasted Active Learners benefit from group activities Verbal Learners benefit from working in groups to hear classmates explanations As students are tested each week over ten specific vocabulary terms it is imperative that they learn the most effective way to own these words and their meanings Faculty Teaching Tools Used Fall 2008 I will certainly use this activity again All students were participating and were involved in the discussion I was surprised at how well they explained each topic Next time I will have each group answer questions from the class This tends to increase test scores and typically works well Students often confuse themselves on how to do a percent problem They have trouble with decimal points and if you are suppose to multiply or divide I have used this activity for several years It works very well I discovered this activity at a math conference and have used it for several years It is fun and students actually see how if you reverse your steps you can get back to where you started Faculty Teaching Tools Used Fall 2008 Faculty Teaching Tools Used Fall 2008 Ithink Icould add additional step to demonstrate more complication equations Students often have trouble in learning the symbolic manipulation for solving equations The activity allow them to see physically how reversing the steps would let you solve for x Faculty Teaching Tools Used Fall 2008 Students have a hard time in combining like terms when positive and negative signs are I have used this activity for included several years and it works fine Students are asked to identify functions several ways The vertical line test is just one If you turn the string way However if you know it horizontal you can also use is a function that way then it the line to demonstrate a one must be a function toone relationship Faculty Teaching Tools Used Fall 2008 The students in this class were predominantly sensing learners Making connections to the real world gives I believe it is important to meaning to the study of stress real world applications in mathematics Real world the mathematics classroom so applications also make the I will continue to incorporate material more interesting to application problems in the the students future Active Learners benefit from I will certainly use this activity group activities Verbal again All students were Group involvement uses all learning styles It is also an active assignment none Faculty Teaching Tools Used Fall 2008 The students in this class were predominantly sequential I believe that students benefit learners Chapter outlines from chapter outlines so I will provide organization of the continue to incorporate material in a logical manner chapter outlines in the future Active Learners benefit from group activities Verbal Learners get the most out of written and spoken explanations and benefit from working in groups to hear classmates explanations I will use this activity again Students were participating and were involved in the discussion while drawing conclusions on their own Students have difficulty reading math textbooks and need practice on how to learn from the textbook and not just the instructor Faculty Teaching Tools Used Fall 2008 Active Learners benefit from group activities Verbal Learners get the most out of written and spoken explanations and benefit from working in groups to hear classmates explanations I will use this activity again Students were participating and were involved in the discussion while drawing conclusions on their own Students have difficulty reading math textbooks and need practice on how to learn from the textbook and not just the instructor Faculty Teaching Tools Used Fall 2008 Faculty Teaching Tools Used Fall 2008 Lecture Guides help the students focus on how to work This works well for me I have the problem instead of copying found that students no longer the problem down It ask me what they missed in decreases work time thus class They are more increasing the amount I can comfortable asking someone cover It also helps students else to see their filled out who miss class know what they lecture guide so they can copy missed the notes An acceptable essay is one free of comma splices sentence fragments fused or run on sentences and other grammatical errors It is essential for students to review Focus on sentence and these concepts prior to and in paragraph improvement conjunction with writing before launching into the five assignments paragraph essay The pencil represents the main quotpointquot of a reading passage and the dice represent supporting details which themselves contain details represented by the dots on the dies The pencil is laid on its side and can be upported by two or more supporting detail the dice The students in this class were predominantly sensing The students in this class were predominantly sequential I39ll keep this one as is I believe it is important to stress real world applications in I believe that students benefit from chapter outlines so I will Faculty Teaching Tools Used Fall 2008 It uses all learning styles and it gets the students up and involved Students who exhibit an active learning style discuss potential problem solutions and explain them to others Additionally students who exhibit a visual learning style learn from the graphs that are a part of the handouts Probably not anything Rather than conduct a class discussion consider asking students to present their solutions to the class Consider supplementing the text homework assignment with periodic problem handouts as a take home activity for individual students Faculty Teaching Tools Used Fall 2008 Faculty Teaching Tools Used Fall 2008 Use fewer slides for written presentation of concepts and more slides for problem The PowerPoints greatly practice I think some of the enhance the visual time used for stating concepts presentation of lectures is wasted Next time I will think ofa way In this class 69 of the to make this game a little more students learn actively Active competetive and therefore learners enjoy group work exciting Perhaps I will set a learn best through doing rather time limit for each group and than just listening and have give small prizes like candy to difficulty sitting through those who guess correctly lectures without any physical activity Therefore I attempted an activity that would have the students quotdoingquot the instruction by providing each other with Faculty Teaching Tools Used Fall 2008 andor those who describe accurately I will make these changes because several of the students did not seem interested nor did they have much incentive to go out on a examples of describing through limb and make guesses that the use of sensory details These real world applications allow students who are active learners to explain concepts to each other Reflective learners use this as a summary activity for material learned Verbal students learn by discussing the concepts with their learning partner Students who exhibit an active learning style discuss potential problem solutions and explain them to others Additionally students who exhibit a visual learning style learn from the graphs that are a part of the handouts may not be correct Continue to evaluate the activitys effectiveness for further refinement if necessary Students who exhibit an active learning style discuss potential problem solutions and explain them to others Additionally students who exhibit a visual learning style learn from the graphs that are a part of the handouts The PowerPoints greatly enhance the visual presentation of lectures These real world applications allow students who are active learners to explain concepts to each other Reflective learners use this as a summary activity for material learned Verbal students learn by discussing the concepts with their learning partner The students in this class were predominantly sequential learners Chapter outlines provide organization of the material in a logical manner Faculty Teaching Tools Used Fall 2008 Use fewer slices for written presentation of concepts and more slides for problem practice think some of the time used for stating concepts is wasted Continue to evaluate the activitys effectiveness for further refinement if necessary I believe that students benefit from chapter outlines so I will continue to incorporate chapter outlines in the future Trying to incorporate more cooperative learning in the class It is enlightening to students to see the suggestions implied messages being sent to them in contemporary visuals Faculty Teaching Tools Used Fall 2008 I want to add a few more guidelines and more connection to the textbook This was a good first run on this activity and it achieved the goal of having students work cooperatively but it seemed to be a project unto itself I would also like to have more accountablity of each student This would help ensure that everyone contributed to the project Select a few obscure films that they have not seen Since they have no prior knowledge of the film they will not bring any predetermined ideas regarding it It is enlightening to students to see the suggestions implied messages being sent to them in contemporary visuals It is enlightening to students to see the suggestions implied messages being sent to them in contemporary visuals It is enlightening to students to see the suggestions implied messages being sent to them in contemporary visuals Select a few obscure films that they have not seen Since they have no prior knowledge of the film they will not bring any predetermined ideas regarding it Select a few obscure films that they have not seen Since they have no prior knowledge of the film they will not bring any predetermined ideas regarding it Select a few obscure films that they have not seen Since they have no prior knowledge of the film they will not bring any predetermined ideas regarding it Faculty Teaching Tools Used Fall 2008 Faculty Teaching Tools Used Fall 2008 Select a few obscure films that they have not seen Since they It is enlightening to students to have no prior knowledge of the see the suggestions implied film they will not bring any messages being sent to them predetermined ideas regarding in contemporary visuals it May use on each Unit of Addition of tactal learning Vocabulary My Math Lab has visual and verbal resources such as videos animations and line by line descriptions to help students solve their homework I am going to start using problems classtime in the lab Using a visual and auditory learning tool in the class Normally stories are too long too short or too unfocused with the past assignment of quotJust write a storyquot This was an attempt at finding a focus A tally of the best commerials would have been interesting along with a debate Once the facts were presented from the debate students could write about their reaction to other members of the class and their logic This would help with cooperative learning and get more ideas circulating in th classroom Classtime limits became a problem Students wanted to write too much I will add a length limitation which will help not only with timing but also take the students a step further into the mindset of Comp 101 Faculty Teaching Tools Used Fall 2008 This activity was very beneficial to the active visual and verbal learners since they had to work together discussing the solutions present it verbally I will definitely use this activity and make a graph of the again and adjust the problems solution for each course Faculty Teaching Tools Used Fall 2008 recognized as THE topic that is crucial for US elementarymiddle school students to master because at this point it is the weakest area amp because so much of subsequent math builds upon fractions Our DSPM students are often very weak in their understanding of rational numbers Additionally many of our students are the parents of elementary age children so helping our students understanding could benefit the next generation of college students The information from the student learning style inventories showed that the overwhelming majority of the students were sensing learners visual learners and sequential learners These students would benefit from the picturesillustrations that they make during the activity The whole class I would like to develop a portion of the activity where our DSPM students writes out a discussion that they could have with a 2nd or 3rd grader to develop the concept of fractions Additionally would like to use a quick written summary approach for each student to record information at various points throughout the activity Faculty Teaching Tools Used Fall 2008 recognized as THE topic that is crucial for US elementarymiddle school students to master because at this point it is the weakest area amp because so much of subsequent math builds upon fractions Our DSPM students are often very weak in their understanding of rational numbers Additionally many of our students are the parents of elementary age children so helping our students understanding could benefit the next generation of college students The information from the student learning style inventories showed that the overwhelming majority of the students were sensing learners visual learners and sequential learners These students would benefit from the picturesillustrations that they make during the activity The whole class I would like to develop a portion of the activity where our DSPM students writes out a discussion that they could have with a 2nd or 3rd grader to develop the concept of fractions Additionally would like to use a quick written summary approach for each student to record information at various points throughout the activity Faculty Teaching Tools Used Fall 2008 Working in groups and discussing new material would be very beneficial to both active and verbal learners being able to explain topics to each other The reflective learners would benefit since I will definitely use this activity they would be reviewing all the again especially in my Express concepts and summarizing the classes where I have to cover a new information lot of material at one time Faculty Teaching Tools Used Fall 2008 Working in groups and discussing new material would be very beneficial to both active and verbal learners being able to explain topics to each other The reflective learners would benefit since I will definitely use this activity they would be reviewing all the again especially in my Express concepts and summarizing the classes where I have to cover a new information lot of material at one time Faculty Teaching Tools Used Fall 2008 Working in groups and discussing new material would be very beneficial to both active and verbal learners being able to explain topics to each other The reflective learners would benefit since they would be reviewing all the concepts and summarizing the new information I wanted the students to see they could have fun with math and try to figure out the I will definitely use this activity again especially in my Express classes where I have to cover a lot of material at one time I will definitely use these quothead problemsquot again in all my classes They were a big Faculty Teaching Tools Used Fall 2008 I showed the movie because half of my Development Reading students were Visual Learners Watching the movie presented them with a ways on how to improve their vocabulary because the main character has to learn so many new words Gives chance for clearing up individual understanding of problem in order to explain thinking and opportunity to learn from other students Faculty Teaching Tools Used Fall 2008 The next time I do this activity I will give students one movie review and make them find two Many of the students printed out reviews that were only one or two sentences long and as a result received very poor grades on the assignment I will try to do more of these next time because it is a good way to quickly take inventory of understanding at end of lesson I showed the movie because half of my Development Reading students were Visual Learners Watching the movie presented them with a ways on how to improve their vocabulary because the main character has to learn so many new words I showed the movie because half of my Development Reading students were Visual Learners Watching the movie presented them with a ways on how to improve their vocabulary because the main character has to learn so many new words Faculty Teaching Tools Used Fall 2008 The next time I do this activity I will give students one movie review and make them find two Many of the students printed out reviews that were only one or two sentences long and as a result received very poor grades on the assignment The next time I do this activity I will give students one movie review and make them find two Many of the students printed out reviews that were only one or two sentences long and as a result received very poor grades on the assignment Faculty Teaching Tools Used Fall 2008 Because over half of the students were Sensing Learners using the internet allowed them to interact with an item that they use everyday but hopefully in a new and useful way Also as Sensing Learners who like to learn facts researching the four Supreme Court cases gave them an opportunity to learn Students were unable to find facts In addition these four an answer to one of the cases dealt with discrimination questions on the worksheet which is one of the topics in The next time I do this activity their book I will remove this question Because over half of the students were Sensing Learners using the internet allowed them to interact with an item that they use everyday but hopefully in a new and useful way Also as Sensing Learners who like to learn facts researching the four Supreme Court cases gave them an opportunity to learn Students were unable to find facts In addition these four an answer to one of the cases dealt with discrimination questions on the worksheet which is one of the topics in The next time I do this activity their book I will remove this question Faculty Teaching Tools Used Fall 2008 Improvement of learning strategies will continue to include a practice test for review of major tests Confidence levels will increase during the course and reduce common errors in their Math critical thinking skills The ability for development students to focus on math concepts that were important for the formation and building blocks of higher level courses seemed nonexistent Test anxiety seemed common place Faculty Teaching Tools Used Fall 2008 This activity is targeted to a variety of learning styles It provides visual learners with a chart outlining problem types Verbal learners can receive oneonone discussion with the lab worker or other classmates Although reflective learners may work alone active learners may work with other class members The sequential learner is provided more problems for practice

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