Assignment 3-Proposed Course for Development

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Feb 20, 2024

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Running Head: Proposed Course for Development Assignment 3: Proposed Course for Development Student Dr. Manuel B. Johnican Sr. EDU 522 Theory and Practice of E-Learn May 13, 2023

Proposed Course for Development 2 Description of Course and Goals College Algebra is the course I will be discussing. For many students, algebra is the first math course that heavily emphasizes abstract thought, which is a challenging new skill. The emphasis in algebra is on using symbols to express mathematical relationships rather than arithmetic operations. Having a firm grasp of algebra is essential for success in later mathematics courses like geometry and calculus (2). Many academic programs require college algebra as a prerequisite. Algebra 2 in high school is the same as college algebra. Algebra 2 was typically finished by the end of the junior year of high school. The relationship between numbers and unknowns, as well as logical constructs, behavior, and functions, are all explored in college algebra. The goals for this course includes (1):  Use algebraic techniques to solve a variety of issues involving systems of equations and inequalities, sequences, exponential, logarithmic, polynomial, and rational functions.  Work through several logical steps to solve equations correctly, and whenever you can, double-check your answers.  Plot the linear, power, root, reciprocal, absolute value, polynomial, rational, exponential, and logarithmic functions using the fundamental transformations. Target Learner, Needs, and Challenges Junior, senior, or college students who have not shown evidence of HB5's definition of college readiness are the target learners for this course. Students who either did not take Algebra II or who received a final grade in Algebra II of less than 75 are advised to take this course (3). Since not all students entering higher education, have the same academic background and life experiences, it becomes a challenge and the responsibility of their colleges and universities, as

Proposed Course for Development 3 well as individual instructors, to create learning experiences that minimize or mitigate these differences (4). The conceptual understanding and quantitative reasoning of the students present another difficulty. Simply teaching students how to address the types of issues that were discussed in class was never sufficient for them in these courses. Too much online education stays at this level. How this will be done in an online setting needs serious consideration (4). Additionally, it can be challenging to safely administer online exams with multiple-choice or short-answer questions. Due to this, alternative assessment methods that explore students' conceptualizations and understandings need more consideration. We can consider federal and state funding to include tutoring programs for areas of improvement for each course to cater to the specific needs of the target learners. This initiative should promote college algebra readiness for those who have not yet enrolled in the course and offer "high-quality support" to target students who are taking college algebra (5). Providing teachers with curriculum materials that are standards-aligned and training them to understand which content is crucial for future learning are two ways that education leaders can help teachers with these needs. Six Learning Outcomes Learning outcomes are the quantifiable skills, abilities, knowledge, or values that students should be able to demonstrate after completing a course. They are student-centered as opposed to teacher-centered because they place more emphasis on what the students will do than what the teacher will teach. The following learning objectives are supported by the course's content, assignments, and assessments for college algebra (6): Here is a complete list of the course learning objectives (7):

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Proposed Course for Development 4  Demonstrate understanding and knowledge of properties of functions, which include domain and range, operations, compositions and inverses.  Recognize and differentiate characteristics of linear, absolute values, quadratic, higher- order polynomial, rational, radical, exponential, and logarithmic functions.  Solve equations and inequalities related to linear, absolute values, quadratic, higher-order polynomial, rational, radical, exponential, and logarithmic functions.  Use mathematical models to problem solve.  Apply graphing techniques of transformations to common algebraic functions.  Recognize, solve and apply systems of linear equations and matrices. Theory According to research, teachers need to improve their comprehension of their students' learning styles, life experiences, and logical and reasoning skills to successfully teach mathematics. They can then use this information as the cornerstone of their math education strategies (8). Behaviorism is the learning theory I'd apply in my class. Behaviorists successfully implement the rewards and punishment system in their classrooms. They think that incentives play a big role in education. Behavior-based teaching strategies place a strong emphasis on the idea that reinforcement from repetition and practice can mold behavior. To assist students and teachers, they establish precise goals. Behaviorist theory is used in a mathematics class where the teacher reviews previous material and homework before demonstrating basic problem solving and having the students copy what they see. The behaviorist theory, in my opinion, will fit my chosen course perfectly. Teachers can help students develop habits that will improve their learning by giving them timely

Proposed Course for Development 5 feedback, rewarding good behavior, and establishing routines. As a result, teachers may have more authority over the class and be better equipped to lead lessons. It has several benefits. The student can focus on a single goal. It accurately predicts what actions students will take in response to different situations, such as rewards or punishment. It outlines the specific and impartial effects of learning. It emphasizes objective measurement (8). Ways to Motivate Students In the online course I've chosen, there are many ways I can motivate my students. I would try to make my students' learning experiences more unique. According to research, motivation increases when students approach their education more practically. Giving students the opportunity to share their perspectives on the course helps them feel in control. For their accomplishments, I would also reward my students. It has been demonstrated that people react favorably to rewards. This strategy works well for online education. Inspiration will come with useful criticism. Feedback has been found to be helpful in allowing students to keep track of their progress and better understand where they need to make improvements. Students are motivated by clear objectives and learning pathways. Online courses offer unparalleled clarity when compared to conventional classroom learning. It will be possible for all students to plan and be more organized because they will all have access to a clear course outline, learning objectives, and assessment schedule. Students might feel more in control because of this. They would be motivated to complete the assignments given to them as a result, and they would perform much better than they would in the case of chaotic learning (9). According to research, motivated students are more likely to take on difficult tasks, be actively involved, enjoy, and adopt a deep approach to learning, and show improved

Proposed Course for Development 6 performance, persistence, and creativity (10). Compared to traditional classroom instruction, online learning demands more self-regulation, intrinsic motivation, and independence from the learner. I would employ a variety of other motivational strategies in the course I've chosen. It is crucial to comprehend the requirements and motivators of my target learners. Not every student has the same level of understanding as others. I'll use all methods possible to ensure my students' success.

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Proposed Course for Development 7 Sources 1. College algebra course objectives - Utah Valley University. Math 1050 Objectives tied to the Stewart Text 7ed. (2017, April). https://www.uvu.edu/math/docs/math1050_stewart_course_objectives_fs2017.pdf 2. What Works Clearinghouse. (2015). EDUCATOR’S PRACTICE GUIDE A set of recommendations to address challenges in classrooms and schools Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students NCEE 2015- 4010 U.S. DEPARTMENT OF EDUCATION. https://ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_algebra_040715.pdf 3. Region One ISDs in partnership with RGV -IHEs TRANSITION TO COLLEGE MATH COURSE B (1 semester) based on College Preparatory 2 at RGV -IHEs: Intermediate Algebra. (n.d.). Retrieved May 13, 2023, from https://www.edtx.org/getattachment/c3f76b8d-2307-4279-bf02-9a548d719d16/Math- College-Prep-Course-B-Syllabus 4. Bressoud, D. (2020, December 1). Meeting the Challenge of Online Learning in Mathematics [Review of Meeting the Challenge of Online Learning in Mathematics]. Mathematical Association of America. https://www.mathvalues.org/masterblog/meeting- the-challenge-of-online-learning-in-mathematics

Proposed Course for Development 8 5. Mich Ward. 2023. District Administration. Advice for Smaller Districts: Here are Advanced Ways to Give Students Access to Advanced Math. https://districtadministration.com/advice-for-smaller-districts-here-are-4-ways-to-give- students-access-to-advanced-math/ 6. Learning Outcomes | College Algebra. (n.d.). Courses.lumenlearning.com. Retrieved May 13, 2023, from https://courses.lumenlearning.com/wmopen-collegealgebra/chapter/learning-outcomes/ 7. Learning Outcomes | College Algebra. (n.d.). Courses.lumenlearning.com. https://courses.lumenlearning.com/wmopen-collegealgebra/chapter/learning-outcomes/ 8. Lessani, A., Suraya Md. Yunus, A., & Bt Abu Bakar, K. (2017). COMPARISON OF NEW MATHEMATICS TEACHING METHODS WITH TRADITIONAL METHOD. PEOPLE: International Journal of Social Sciences, 3(2), 1285–1297. https://doi.org/10.20319/pijss.2017.32.12851297 9. Edly. (2022). How to Motivate Learners in an Online Learning Environment -. Edly.io. https://edly.io/blog/how-to-motivate-learners-in-an-online-learning-environment/ 10. Hartnett, M. (2016). The Importance of Motivation in Online Learning. Motivation in Online Education, 5–32. https://doi.org/10.1007/978-981-10-0700-2_2

Assignment 3-Proposed Course for Development

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