Welcome back! In this blog series we’ve been exploring instructional practices that help students with varying levels of preparation to succeed in a corequisite-supported STEM calculus class. This post is about assessment and grading, which brings us back full circle to our discussion of my syllabus. In that first post, I wrote about the importance […]
Adventures in Corequisite STEM Calculus: Grading for Growth Read More »
In this post for the series Adventures in Corequisite STEM Calculus, Professor Kelly Spoon and her embedded tutor, Allison Stern, discuss Allison’s role in supporting students during group work, during lecture, and after class in her tutoring sessions.
Adventures in Corequisite STEM Calculus: Working with an Embedded Tutor Read More »
In this post, Professor Kelly Spoon guides readers through a lesson on analytic limits using a pedagogy inspired by Building Thinking Classrooms.
Adventures in Corequisite STEM Calculus: Building Thinking Classrooms Read More »
Blog post #2 in the Adventures in Corequisite STEM Calculus. Professor Kelly Spoon discusses Warm-up routines that generate curiosity, deep thinking, and engagement, setting the stage for a productive lesson. This blog series illuminates the critical course design decisions and instructional strategies pivotal in supporting students with varying levels of math preparation to succeed in STEM calculus.
Join Professor Kelly Spoon as she embarks on a reflective teaching journey in her corequisite STEM calculus class at San Diego Mesa College. This blog series will illuminate the critical course design decisions and instructional strategies pivotal in supporting students with varying levels of math preparation to succeed in STEM calculus.
Adventures in Corequisite Calculus: Laying the Groundwork with Pre-Semester Preparations Read More »
In this blog, Sophia Lee describes how she uses 360 degree whiteboards as a tool to enhance equitable learning, the research behind this strategy and her typical lesson cycle.
360 Degree Whiteboards: An Equity Strategy to Improve Outcomes in Precalculus Read More »
As I developed as a teacher, my challenge was understanding how to integrate this theory beyond affective domain activities like student check-ins and journal writing.
I’ve wondered: What happens between our initial informal assignments and submission of the first formal paper? Why is there such a huge drop off in engagement? Can I do anything to reverse this trend?
Sampling and Remixing: Using Peer-to-Peer Models to Increase Engagement Read More »
