Can one classroom promote success for all students?  Can you guarantee success for your students?

                        by Jack Rotman

2005 Teaching Excellence Award Winner (AMATYC)

Lansing community College

I encourage all of you to consider turning your classroom “upside down”.  Instead of teaching, let students spend all of their time actively learning.  Instead of dictating the pace for all students, allow the learning needs to determine the pace.  Instead of accepting marginal performance, demand mastery from all students.

The Math Lab model at Lansing Community College is such an “upside down” place.  Forty years ago, we stopped lecturing … not because it was a waste of effort, but because students learn more by actively doing mathematics.  We stopped the instructor-controlled test dates and demanded that all students pass every test before proceeding.  We focus teaching resources on the needed areas. Instead of delivering the same instruction to all students, we adapt to what the student needs.

The result is that all students can succeed–whether they have strong (but rusty) backgrounds or almost no background, the Math Lab provides the support.  The only reason students ‘fail’ in the Math Lab is:  They do not keep working on the class. 

The Math Lab model has 4 components.  The “Classroom” is a pleasant study space with qualified math faculty available to answer questions; students work on assignments and just ask for help when needed.   The “Testing Area” is staffed by math-proficient support staff, and students complete their tests here.  The “Instructor Station” allows for the privacy needed to review a test.  The “Coordinators” (one per hour) provide full-time support for the Lab and students.

Students complete an orientation to the program at the start of the semester and then begin using the “Course Packet” (listing all assignments) and their textbook.  At orientation, they receive a schedule for when each test should be passed.  Every week, students are required to check-in with an instructor to discuss their progress.     As students take tests, they review “failed tests” and retake with a different form until they pass (71%).  Students can also attempt each test after passing, if they want to improve their score (“grade raising”).

As students experience this flexible program, they enhance their learning skills.  Most learning in life exists outside of formal classrooms, and our program develops those skills.  Students also discover techniques for time management.  Both of these skill areas are critical for success in the job market.

The model has been particularly successful with students who experience learning difficulties.  We can adapt our instruction, and to some extent our testing, to individual differences. 

Our current Math Lab is a large operation – we serve 1500 students in our facility each semester.  We did not start this large, and you don’t either … all it takes is a few instructors working together, along with the administrative commitment to truly helping our students.  [We also offer ‘standard’ format classes.]

This very brief description presents only a simple outline of the model.  Our department web site has some information (http://www.lcc.edu/mathskills/).  To view a “Math Lab Users Guide”, see my web page at http://www.lcc.edu/~rotmanj and go to the middle of the page.