Dealing with Different Levels of Academic Preparation

1
Dealing with Different Levels of Academic
Preparation

• Lara Pudwell
• Department of Mathematics
• February 13, 2008

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Sudoku

• Goal Fill in numbers 1-9 so that
• No repeats in a row
• No repeats in a column
• No repeats in a 3x3 grid
• For example

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Sudoku
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Two Questions

• Sudoku was a task where you had different levels
  of background.
• What did I do that was helpful?
• What did I not do that would have helped?

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Know Your Students!

• Talk to other instructors and build on their
  experiences.
• Solicit frequent student feedback.
• During class
• Pretest
• Assignments
• Attendance Quizzes
• You cant address diverse student needs until you
  know what those needs are!

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The Pretest

• Helps determine if students have the requisite
  knowledge to succeed.
• After the pretest, be prepared to
• Advise students on other courses they may find
  useful.
• Provide supplementary material to address
  studentneeds.

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Attendance Quizzes

• Solicit student response at the end of every
  class.
• List key concepts/ideas from that days class.
• Summarize reading.
• Solve a relevant problem.
• Attendance quizzes do not need to affect
  students grades they give feedback to the
  instructor.
• Contact students who have a common
  misunderstanding to address the problem quickly!

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Lecture
Teaching to weaker students Pros everyone can
understand Cons Most students will be bored
Teaching to middle 40-60 Pros Maximize student
understanding without causing boredom Cons Can
require more preparation for extremes of class
Teaching to stronger students Pros No one is
bored. Cons Most students may fall behind.
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Incorporating Variety

• Using a variety of instructional methods and
  assessment techniques can
• Reach a greater cross section of students.
• Increase interest level of the class.
• Encourage students with their strengths and help
  them improve on weaknesses.

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Gardners Multiple Intelligences
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An example

• For learning the law of supply and demand in
  economics, students could

• read about it (linguistic)
• examine the law in terms of your own body e.g.
  hunger vs. food supply (bodily-kinesthetic and
  intrapersonal)
• write a song (or find an existing song) that
  demonstrates the law (perhaps Dylan's "Too Much
  of Nothing?") 

• study mathematical formulas that express it
  (logical-mathematical)
• examine a graphic chart that illustrates the
  principle (spatial)
• observe the law in the natural world
  (naturalist)
• observe the law in the human world of commerce
  (interpersonal)

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Alternate Classroom Techniques

• Lecture
• Student presentations
• Peer teaching
• Small group discussion
• Demonstrations

• Active Learning Activities
• Debates
• Role Playing
• Games

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Group Work

• Similar groups
• Prevent weaker students from ridingon the
  skills of stronger students.
• May reinforce background divide.
• Diverse groups
• Allow stronger students to solidify knowledge by
  explainingto others.
• Encourage weaker students to ask questions they
  may be scared to ask you.
• Should be monitored to ensure that everyone is
  contributing.

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Assignments for Diverse Classrooms

• Divide reading into
• Background reading (to review or acquire skills
  or knowledge to succeed in class)
• Basic reading
• In-depth reading (to gain further knowledge and
  understanding of course material)
• Ask questions that require demonstration of
  understanding, not just repetition.

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Providing Extra Resources

• If you expect some students to complete an
  in-class task more quickly than others, be
  prepared with further questions that require
  more depth.
• Know contact info for appropriate tutoring,
  learning centers, etc.
• Make use of Sakai or other web resources to
  distribute remedial and enrichment material.

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Class Policies

• State the relevance of the course to students of
  ALL levels.
• Give clear expectations of what it takes to
  succeed in your class.
• Structure syllabus to be increasingly
  challenging.
• (Build confidence at the start to maintain
  interest.)
• Have a grading policy that allows for recovery.

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References

• Armstrong, T. Multiple Intelligences,
  http//www.thomasarmstrong.com/multiple_intelligen
  ces.htm
• Davis, B.G.  (1993). Teaching academically
  diverse students., Tools for Teaching. (pp.
  55-59). San Francisco Jossey-Bass.
• Univ. of Georgia, Center for Teaching and
  Learning, Fall 2007 newsletter,http//www.ctl.uga
  .edu/teach_asst/pdf/TANewsf2007.pdf
• These slides can be found athttp//www.math.rutg
  ers.edu/lpudwell/presentations.html