Instructions for Participating in the MATU 206 and 207 Online Discussion Boards: Discussion Board Posts on Blackboard - Simulating a Live Classroom Weekly discussions require a minimum of one main substantive post and replies to three different students (20 points/discussion). Participation in online discussions is the way you engage with both other students and with the material to understand the concepts more deeply. Discussion boards count as both participation and as a check to see if you understand the material. Your initial post should thoroughly answer the discussion question and should include examples, data, information from the text, and your conclusion - approximately 150 - 200 words. Initial post is required by Thursday night at 11:59pm Pacific Time. Points will be taken off for late posts. Initial posts are worth 8 points with 2 points deducted for submitting posts late. Three thorough follow up posts must be made on three different threads, not just to your initial post. Responses to fellow student postings are required by Sunday night at 11:59pm Pacific Time. Responses to classmates are worth 4 points each. Maximum number of points for each discussion is 20 points. Research the topic, use examples, provide data/evidence, perform calculations, and cite the sources you used. Explore the meaning or importance of the examples and explain how you drew your conclusion. Comments like \"Great example!\" or \"LOL!\" or \"I found that interesting!\" will not be given any credit. Additional postings are welcomed and encouraged. I only ask that you stay on topic. If you want to discuss something other than the week's content please use the Student Lounge. FAIR WARNING: You may not 'make up' discussion points. Posts are only counted in the week they are assigned. The purpose is to encourage participation like a conversation. The earlier you post, the earlier students can respond. If you post after the discussion is closed for that week, no one will participate in your part of the discussion and your post cannot be graded. By Monday, you should be working on next week's discussion. This is why NO CREDIT WILL BE OBTAINED FOR LATE POSTS after Sunday at 11:59pm. The point breakdown is below: Part I Main Post - Submitted by Thursday 11:59pm (one point deducted for each day late until Sunday) 8 Points Content (approximately 150-200 words) Student answers each part of the Discussion Board question in detail. Posts should contain a clear description of the topic along with 1 or 2 examples to support ideas (includes references, links, and/or supporting documentation). All statistics should be explained, terms incorporated and used correctly; formulas, graphs, and concepts should be presented. The post is clear and concise. One paragraph minimum is required. There are no grammatical and spelling errors. 4 Points (4pts x 3 posts = 12 points) Part II Reply Posts (at least 3 different students) - Submitted by Sunday 11:59pm Content (approximately 100 words) Responses must be clear and concise and use mathematical terms/concepts/formulas Responses must include a website link to more information. See \"How Points Are Awarded\" below. Each response/reply should be a paragraph or two in length. Each response/reply must directly respond to specific examples given in the originator's main post There should be no grammatical and spelling errors. Three or more of these should be included: 1. 2. 3. 4. 5. 6. Clarify the main post by expanding on the idea. Provide references, links, and/or supporting documentation. Ask a probing or clarifying question. Share an insight or example from having read your colleague's posting. Offer, support, or challenge a position. Validate an idea with your own experience. I am looking for you to: 1. Research a topic and present it to the class. 2. Ensure that it is factually correct with evidence 3. Relate your main post and replies to your life. So, let's say the discussion is on movies and you only tell me about the movie. That's fine, but does it mean anything to you? How does it apply to your life? How might you use this information? *** No credit obtained for main or reply posts after Sunday at 11:59pm Discussions bring the material in the class to life. Just like an in-class discussion, online discussion boards require putting out an idea and going back and forth debating and discussing with evidence. The evidence you should us to back up your post or your conjecture include: polls, survey results, data, quotes from reliable sources, website links that support your conjecture are some options. You are required to post your main post by Thursday at 11:59pm and your three replies by Sunday at 11:59pm. Credit is not given for replies after 11:59pm on Sunday of a given week. Threaded Discussions: How Points Are Awarded Each discussion is worth 20 points: 8 points for the main post and 12 points for the three require replies. The main post (8 points) is graded as follows: 1. On time (2 points) 2. Thorough - Covering the concept or topic completely using two or more of that week's mathematical terms/concepts/formulas (2 points) 3. An example from personal experience, real life, or related the student, so that it means something more than just completing a required assignment and it puts information into context. (2 points) 4. A reference to an outside website, article, or link to substantive support for your thoughts. The same website may not be used for each post. The textbook is not an outside reference. (2 points) Then, there are three substantive replies for each discussion (4 points each reply). The 4 points for each reply are awarded as follows: 1. Posts to three different people's main post (not to the same person three times and not replies to those on your original thread - you should do that anyway) 2. Thorough - Covering the concept or topic by adding something new using 2 or more of that week's mathematical terms/concepts/formulas 3. Relate your answer to the original writer's main post - presenting an example from personal experience to put information into context. 4. The use of a reference to outside information, article, or reference to carry the discussion further. You may not cite the same source for each reply. For Brandman Blackboard Instructional Design Team Only: Point Insertion Buttons Main Post On Time Thorough Example from personal experience/relatable/context Website link or APA format reference for more information Replies Three different discussion board threads from three different students in the class. Thorough - Must use 2 or more of that week's mathematical terms, concepts, and/or formulas Presenting an example from personal experience to put information into context Website link or APA format reference for more information Points Awarded 2 2 2 2 1 for each 1 for each 1 for each 1 for each Week Three - Math-Elem-School-Teachers-II-Spring-II-2017... 1 of 3 https://brandman.blackboard.com/webapps/blackboard/content/listConten... Kimberly Millet Week Three Week Three WELCOME TO WEEK 3 This week, we will address the following topics: Designing Experiments and Collecting Data Displaying Data and Graphical Interpretation of Statistics Measures of Central Tendency and Dispersion Abuses of Statistics and Manipulation of Data Here are some quirky quotes about statistics: a. \"Statistics show that of those who contract the habit of eating, very few survive.\" b. \"The buffalo isn't as dangerous as everyone makes him out to be. Statistics prove that in the United States more Americans are killed in automobile accidents than are killed by buffalo.\" c. \"Statistics have shown that mortality increases perceptibly in the military during wartime.\" Statistics are often odd, misleading, or wrong. However, it is extremely important to learn statistics or else you will accept information that does not make much sense. Statistics take a slice of information available and presents it as a way to explain reality. Why do those quotes sound strange? Do you agree or disagree with any of them? What is the useful information we can obtain from statistical methods? During this week you will study statistical methods to measure and represent data. Statistics is the collection, organization, and analysis of data. We will discuss how to utilize and analyze data to create data distributions and figure out both the center and spread of the data. Polls, studies, focus groups, and graphs are utilized in the real-world on a regular basis. We are inundated with statistics, but how do you make sense of it all? Which statistics can you trust? What questions should you ask about the statistics you see? In this chapter, we will critically analyze those questions and add a few statistical tools to your math toolkit. We will start by learning methods of producing data and consider the population, sample, and experimentation done in research studies. What are the fallacies, errors, or misrepresentations of data? We will become good consumers of statistics. READINGS During the week, please read Chapter 10. Your readings about data analysis and statistics will be very important in order for you to complete the homework and discussion board questions. Plan your reading time accordingly. PREPARATION Please watch the videos on statistics and read the chapter at the beginning of the week in order to 3/8/2017 1:31 PM Week Three - Math-Elem-School-Teachers-II-Spring-II-2017... 2 of 3 https://brandman.blackboard.com/webapps/blackboard/content/listConten... complete the homework, discussions, and hands-on learning activity. Your homework assignments, discussions, and learning activity are due on Sunday at 11:59pm with the main discussion posts due on Thursday. It is important to get started early since the homework will take some time to complete. VIDEO CLIPS In addition to your readings, please watch the videos inside this folder. GRADED WORK DUE THIS WEEK 1. Access MyMathLab to complete homework 5 and 6. Each homework assignment has 20 questions and is worth 20 points. These homework assignments are due on Sunday at 11:59pm. 2. Review the instructions about creating this week's hands-on learning activity and submit this in the link provided. This is DUE Sunday at midnight and worth 50 points. 3. Click on the "Discussion Board" links below to participate in your discussions. Your main post is DUE Thursday at midnight, and your responses to others are DUE Sunday at midnight. Each discussion board assignment is worth 20 points. HOMEWORK ASSIGNMENTS Homework 5 and 6 are due this week. Please access and submit your homework at www.coursecompass.com . These 20-point homework assignments are due on Sunday at 11:59pm. WEEK 3 HANDS-ON LEARNING ACTIVITY Attached Files: MATU 207 Hands On Math Activity and Rubric (online).pdf (81.08 KB) Each week you will create a hands-on learning activity that you will be able to use in the future classes you teach. The top 6 scores out of the 7 weeks of topics will count toward your course grade. This week, you may create a hands-on learning activity on any topic covered in Chapter 10. DISCUSSION BOARD QUESTIONS Attached Files: Discussion Board Rubric MATU 207 May 2014.pdf (117.931 KB) Take time to review the attached Discussion Board Rubric to better understand what is expected regarding online discussions. It is important that you get started early since the homework will take some time to complete. REQUIRED DISCUSSION EACH WEEK (MAIN POST AND 3 REPLIES): Deadlines: By Thursday at midnight, post a response/reaction to the question posed. Start your own thread and, title it "Your Name Main Post" so Kim Chester's would say, "Kim Chester Main Post." Read and reflect on your colleagues' responses. By Sunday at midnight, click "reply" to at least three different student postings in three or more of the following suggested ways. Note: A website, infographic, or other outside reference is required for all posts and replies. Posts are expected to be no less than 100 words. Ask a probing or clarifying question. 3/8/2017 1:31 PM Week Three - Math-Elem-School-Teachers-II-Spring-II-2017... 3 of 3 https://brandman.blackboard.com/webapps/blackboard/content/listConten... Share an insight from having read your colleague's posting. Offer, support, or challenge a position Validate an idea with your own experience. Expand on your colleague's posting. Ask for evidence that supports the posting. Main posts and responses must include a reference. Copying or including anything from the Internet without a specific reference and quotations (if applicable) will not be counted for credit. WEEK 3 DISCUSSION 1 IQ Scores, Normal Distributions, and Data Interpretation - Schools use testing in order to evaluate and place students in classes. In this discussion use one form of standardized testing: SAT/ACT/GRE/GMAT, educational tests provided in schools, or IQ tests and analyze the test, the predictive nature, and the implications for students. If you choose IQ testing, you may use the website, http://www.assessmentpsychology.com/iqclassifications.htm to review IQ classifications (Very Superior, Superior, High Average, Average, Low Average, Borderline, Extremely Low). On this website, http://www.assessmentpsychology.com/bellcurve.htm, you can review the types of IQ tests (Weschler IQ Test and Stanford-Binet) and how they compare on the normal curve. Choose a standardized test and look up more information on the scores scores, distributions, and comparisons as they relate to the normal curve and spread of the data. WEEK 3 DISCUSSION 2 Collecting Data and Finding the Center/Distribution - Collect data from 10-20 people at your work, school, or neighborhood. Ask a question like, \"Do more people prefer Apple computers or PCs?\" or \"How many miles do you drive to work?\" or \"Which toothpaste do you prefer?\" or \"What flavor Gummi Bear do you prefer?\" In your post, explain the population, sampling method, variables, level of data, and why this data may or may not represent the population. When you present the data to the class for discussion, also attach two different graphs of the data (dotplot, stemplot, histogram, frequency polygon, scatterplot, time series graph, pie graph, and Pareto chart) and describe any outliers. Describe with some detail what you can determine from your distribution? 3/8/2017 1:31 PM Hands-On Math Activity Assignment Each week you will create a hands-on learning activity that you may choose to use in the future classes you teach. The key to a good hands-on activity is that it engages students in learning math. You will need to vary the type of hands-on activity you select each week. The top 6 scores out of the 7 weeks of topics will count toward your course grade. To complete this assignment do the following: 1. Decide which math concept to focus on for the hands-on activity. 2. Develop a hands-on activity to teach the concept by selecting one of the hands-on approaches listed below or creating your own hands-on approach. a. Use games to teach math-Create a board game that teaches a math concept. Provide directions for the game, present a description of the activity, and submit an illustration or photo of the game board as part of your demonstration. b. Use drama to teach math- Develop a role-play in which students can participate that illustrates a math concept. Provide the script for the role-play and submit a video of you and some volunteers acting out the script. c. Use children's literature to teach math- Locate a children's literature book that illustrates a math concept and develop an activity based on the contents, concepts, and/or characters in the book. Provide a description of the activity and submit a video of you reading the story and modeling the activity that students will do. To find literature books that illustrate math concepts you can go to CA Dept of Ed website http://www.cde.ca.gov/ci/cr/rl/ d. Use art to teach math- Create an activity where students illustrate a math concept through art. Examples include the creation of a multifaceted collage of pictures defining a math concept, an infographic, an graphic animation of a cartoon, an edited film explaining a concept, a comic strip that illustrates a mathematical idea, or a design that combines math figures like shapes and angles into artwork). Provide a description of the activity and submit a photo of an example of the artwork. e. Use manipulatives to teach math- Create an activity where students illustrate a math concept by manipulating objects (these could be household objects or math manipulatives such as base ten blocks, tangrams, unifex cubes). Provide a description of the activity and submit a video of you modeling the activity. f. Use movement to teach math- Create an activity where students illustrate their understanding of a math concept by playing an active game. Provide a description of the activity and submit a video of you modeling the activity. g. Other: Create your own approach to teaching the math concept. 3. Complete the assignment by doing the following: a. Prepare a Written Description of the Hands-on Activity that includes: Math Concept Addressed: Grade Level: Objective of the Activity: By the end of the activity student will be to ....? Rationale for Activity: Explain why you chosen this activity and why it is developmentally appropriate for the grade level selected. Materials Needed for the Activity: Description of the Activity: A step by step description of the activity. What will students do? What will the teacher do? References: Cite any sources that were used to develop this activity. If this activity was adapted from another source give credit to the author by citing your source b. Prepare a demonstration of the hands-on activity. Based on your selection above your demonstration may be a video, animation, infographic, photographs, or a scanned illustration of the final product. URLs to the videos need to be provided. Photos and scanned images need to be submitted with the activity description. Hands-On Activity Rubric Math Concept Rationale for the Activity Materials Needed and References 10 Activity clearly illustrates the math concept selected The rationale is (1) organized, (2) clearly presented, (3) thoroughly explained, and (4) understandable to a diverse audience All materials required are presented in an organized way. Two or more references or sources are used and presented in APA or MLA format 8 Activity adequately illustrates the math concept selected 6 Activity partially illustrates the math concept selected The rationale is explained, but is missing one of the four components. The rationale is explained, but is missing two of the four components. Two or more references or sources are used, but they are not presented in APA or MLA format Some required materials are missing and there are fewer than two references or sources are used. 4 Activity provides very little or no connection to the math concept selected or inaccurately depicts the math concept The rationale is not clear. Some required materials are missing and there are no references. Hands-On Activity Description Hands-On Activity Demonstration Written response clearly and concisely describes the math concept, the step-by-step process students will pursue, grade level, and objective. A clear process is presented separately with requirements and suggestions for both the teacher and student. The demonstration clearly illustrates the hands-on activity selected with visual support and grammatically correct text. Written response adequately describes the math concept, grade level, and objective. Written response partially describes the math concept, grade level, objective, but some sections of the written response are not complete. Written response provides little or no description of the math concept, grade level, and objective. The demonstration adequately illustrates the hands-on activity selected The demonstration partially illustrates the hands-on activity selected, but the connection to the written description is unclear. The demonstration provides very little or no connection to the hands-on activity selected or is not included as part of the submission