![]() ![]() ![]() By looking back at students’ own work and learning from their mistakes, they develop an understanding of what is the proper way to solve a problem and what is not the proper way for solving a particular math problem. The purpose of such weekly reflection is to help students develop meta-cognitive skills related to their learning. The written homework reflection in MATH 251 and the written homework response in MATH 341 are both reflection activities designed to optimize student learning success, through comparing their own homework solutions with answer keys and evaluate whether they did it correctly or incorrectly and analyze where they did it wrong and how to get it right. ), complete post-reading questions in quiz format, work on graded group discussion questions to solve math problems in small groups, complete written homework individually, and in the following week, complete a written homework response activity individually in discussion format. Each week, students read textbook assigned readings, watch lecture videos created by the instructor (Dr. MTH 341 Linear Algebra I has ten weekly modules. The weekly homework and the weekly homework reflection together count for 14% of final grade in this course, weighing the same as each of the unit exams. After assignment due date expires, students are assigned to complete a weekly written homework reflection. Before students attempt to take the unit exam, they are assigned to read textbook readings, watch instructor-created lecture videos, work on Canvas-based homework assignment and Adaptive Learning based practice assignments in Knewton Lab online platform. MTH 251 Differential Calculus covers five units, with one exam for each unit, counting 14% of the final grade. The purpose of this writing is to share an example of how simple reflection activities can make a huge impact in two math courses. ![]() Reflection assignments as an active learning strategy are commonly seen in humanities courses. ![]()
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