Modular Math in Action
Math Modularization may mean different things to different people. This workshop is designed to promote focussed discussion and thought on how to create and implement a modular math program within a community college. In groups you will be guided to create a modular course and then discuss a strategy to implement modularization on a program or college level. We will compare your results with each other group and with Algonquin College throughout the process.
Step One: Define Modular Math. Answer the following questions from your perspective before discussing as a group.
1)What is the difference between a modular math course and a regular math course?
2)What is the purpose for doing math in a modular format? What does a module need to accomplish?
3)What are the advantages and disadvantages you expect by doing math in a modular format?
Action: Discuss the following questions with your group and then highlight your group answers on a piece of large papers using the provided markers. Post your paper on the wall with the others and take a minute to compare your thoughts with the other groups’ thoughts and with those of Algonquin College.
Step Two: Creatinganddeveloping modules. Write down your thoughts for the following questions. Keep in mind that we are considering standard modules for thousands of students across many programs with potentially quite different needs.
1)What should a module contain? (Example: Is there graded homework or assignment as part of the module – how important ishomework?)
2)How does a student pass a module and demonstrate mastery of material? (Example: Is a 50% on one test enough to show mastery?)
3)What should happen with material that does not fit well into a module? Do we need to add any topics to create an appropriate module useful in many programs?
Action: Discuss your answers with your group and highlight your answers on a large sheet of paper. After this, take the MAT8100 outline provided and decide as a group on the number of modules and the module names. Write these down on another large piece of paper and post both papers up on the wall to compare with other groups.
Step Three: Developing a course. How does a student complete a modular course, and how is a grade assigned for completing a modular course? Put your thoughts to paper for the following questions.
1)What is a potential grading scheme for a modular course?
2)If a student fails a module, how do they make up that module within the term and how can they make up a module after the term is over?
3)How long does a student have to make up failed modules before they need to start again? Are all delivery modes equal for students when making up modules?
Action: Develop a group action planthat determines how a student passes/fails a course containing modular content. Highlight yourgroup solutions and write your proposal on the large pieces of paper.
Step Four: How do you track all of this? This is probably the largest deterrent for most schools. Think about your answers to the following questions.
1)If a student completes all the modules after the course ends (say the middle of the next semester or year), how do they receive a credit?
2)Should a student continue on in a course stream if they fail only one or two modules in math assuming that other courses require math as a prerequisite?
3)How do you efficiently and effectively track which modules students have attempted and completed and then make any appropriate changesto their status once they complete a module?
Action: Develop a plan to track all the module attempts within a term and also for tracking modules passed at a later date. How do you grant a credit once the modules are complete? Write your group’s plan on a piece of large paper and tape it up onto the wall to compare with the other groups and with the plan used by Algonquin College.