Studying Linear and Exponential Growth Models using General Education Learning Goals.
Lili Grigorian
Mathematics/ NYC College of Technology, CUNY
MAT1190 Quantitative Reasoning
Activity Description: Provide a brief description of the activity
This project has five parts:
Part I:
Students will be asked to record a 5–10-minute video that describes linear and exponential growth and a scenario from their everyday life which they believe can be modeled by linear and/or exponential growth. Including a picture/description/video.
Part II:
Students will learn, apply, and analyze linear and exponential growth by looking at the price of a smart phone and different options (cash, credit card, etc.) a person may buy and pay off for the smartphone.
Part III:
Students will go for a field trip to the Bank with post discussion.
Part IV:
Students will be interviewing people around them to gather information for project's reflection.
Part V:
After completing the project, students formed a view regarding linear and exponential growth and how it affects paying off the balance. They had a chance to examine, analyze, and rethink the financial choices they and people around them make, and how those choices affect them and their community. Students will have a choice to create either of the listed below with a focus on questions provided as a guide.
•Record at least a 10-minute-long video reflection.
•Write at least a 2-page-long (size 12, double spaced) written reflection.
•Present at least 10-minute-long oral presentation in class.
Learning Goals: What do you aim to achieve with this activity?
This project uses various components of General Education Value rubrics that Living Lab Seminar had focused on during our meetings.
The 1st part uses Communication.
The 2nd part uses Inquiry and Analysis using Linear and Exponential Growth.
The 3rd part uses Community and Civic Engagement through Place-Based Learning and Teamwork.
The 4th part uses Integrative Learning through Gathering Information via Interviewing.
The 5th part uses Foundations and Skills for Lifelong Learning through Digital/Writing/Oral Communication.
Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?
This project will take about 2-3 sessions of class time and 1-2 sessions of out-of-class time.
Start date: A week before linear and exponential growth models are taught.
Part I is due in 1 week from the start date. To be completed individually or in pairs.
Part II is due in 2 weeks after Part I is due. To be completed in groups during class time. (1 – 2 sessions)
Parts III and IV are due in 1 week after Part II is due. Part III to be completed in pairs or in groups. (1 session for a trip) and Part IV to be completed individually.
Part V along with Parts I, II, III, and IV in 2 weeks after Parts III and IV are due. To be completed individually.
End date: One to two weeks before semester ends.
Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?
This project is high stakes. Students will need to have an electronic device with audio/video recording and internet access. Organization for a field trip.
The following are submission methods for each part:
Part I: Students will have a choice to upload on a platform of instructor’s choice. (Ex. Dropbox, Blackboard, etc.) or on the class channel created on YouTube.
Part II: PDF documents uploaded on a platform of instructor’s choice. (Ex. Dropbox, Blackboard, etc.)
Part III: Documents to be annotated on https://web.hypothes.is/start/ and fieldtrip will be discussed in the group chat using app of student’s choice. (Ex. googlechat, whatsapp, etc.)
Part IV: PDF documents uploaded on a platform of instructor’s choice. (Ex. Dropbox, Blackboard, etc.)
Part V: Students will have a choice to upload on a platform of instructor’s choice. (Ex. Dropbox, Blackboard, etc.) or on the class channel created on YouTube.
Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?
This project will be assessed using General Education Value rubrics mentioned earlier as well as my own rubrics I use for Mathematical computations.
Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?
I was not teaching MAT1190 this semester to implement this version of the project, but I did get a change to use a similar version during last Spring semester. It worked pretty well, and I am looking forward to being able to use this version of the project with a focus on a General Education Value rubrics. Most of my students enjoyed this project in the past since it is about smartphones that are a big part of their life. I believe my students will be even more attracted to this version, especially that one of the added components will be a field trip.
Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.
Main quote for this project:
“The more we prepare students to consider problems from multiple positions, using different approaches and strategies, the better adapted they will be to the struggle of keeping up with a fast-paced workforce.” Davidson, Cathy N., and Christina Katopodis. The New College Classroom, Harvard University Press, 2022.
Grading Policy:
Part I: 10 points. Completed individually or in pairs.
Part II: 50 points. Completed in groups during class time.
Parts III: 10 points. Completed in pairs or in groups.
Part IV: 10 points. Completed individually.
Part V: 20 points. Completed individually.
Entire Project is worth 15 % of the course grade.
Please share a helpful link to a pages or post on the OpenLab
https://openlab.citytech.cuny.edu/pcorbett-portfolio/research-and-publications/
