37 - David Vender

Title

Using tablets to deliver mathematics learning and assessment tasks tailored to diverse student needs

Author(s)

Jane Stratton*, Student Learning, Retention and Success, Division of the DVC (Students and Education)
David Vender*, Student Learning, Retention and Success

Subtheme

Blended Learning

Presentation Type

Spotlight on Practice

Room

Academy Gallery

Time

14.20-15.20

Abstract

Numeracy has been identified as one of the core skills that all students need in making a successful transition to degree-level study (Skalicky et al, 2010). In pre-degree programmes, which serve a cohort of widely varying abilities, it is a considerable challenge to select learning activities that truly cater to all students needs simultaneously. In this project tablets are used in supervised mathematics skills building workshops to deliver differentiated instruction, designed to empower students to learn at their own pace, and exercise control over the complexity of the tasks assigned to them (Tomlinson, 2001).
Using a tiered instruction model (Suarez, 2007), the ‘Quizzes’ function within the existing MyLO platform is used to present students with multiple quizzes on the same concepts, differentiated by difficulty level (1 - ‘the basics’ to 4 -  ‘challenging’). Each quiz consists of 5 maths questions drawn from randomised question sets, and feedback questions establishing students’ perception of difficulty.  Students choose a starting level which they believe is most appropriate for them, complete the quiz, then reflect on their learning experience. Drawing on the ‘growth mindset’ model (Dweck 2008), students attempt further quizzes to identify the level that is challenging enough to allow them to improve their skills, whilst being ‘enjoyable’ (i.e. not too easy or too hard). Automated marking and feedback within MyLO allows tutors to give targeted support as gaps in knowledge are identified in real time.
In this presentation the protocols and methodologies developed through the project are described, with an emphasis on adaptability and the efficient generation of appropriate question libraries at several levels of difficulty. The specific approaches to blended learning developed here enable reuse in related mathematics and numeracy units as well as other skills intensive units and learning modules.
References
Dweck, C. S. (2008). Mindsets and Math/Science Achievement. Stanford University. New York: Carnegie Corporation of New York - Institute for Advanced Study.
Skalicky, J., Adam, A., Brown, N., Caney, A. & Lejda, A. (April, 2010). Tertiary Numeracy Enquiry. Centre for the Advancement of Learning and Teaching (CALT), University of Tasmania.
Suarez, D. (2007). When Students Choose the Challenge. Making Math Count, 65(3), 60-65.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms (2nd ed.). Alexandria, Virginia, USA: Association for Supervision and Curriculum Development.

Resource

Download presentation (requires University of Tasmania login) (PDF)