![]() This gets the students talking with each other, and that's always good. Choose a different leader day to day or week to week, for example, by designating the person who is taking the most/least credit hours, the person who is taking the highest/lowest level class, whatever. It helps to have a leader, who is in charge of making sure that people take turns sharing their screen. It's important to train the groups to work well together. A danger here is that one student does all the work and the others don't help but just write down the solutions, right or wrong.This does pretty well to make sure that all students are participating and staying on track.All students were required to turn in their own solutions to the activity, using their own thoughts that went beyond the group work. While students work in groups, I went from group to group to see how they were doing, make sure they were on track, answering any questions, and asking questions of the person who is sharing their screen and the people who are not sharing their screens. ![]() The more you can get students talking with each other, the more comfortable they will be asking questions in class, and the more likely they will be to come to class. Early in the semester, it's good to assign the groups something to talk about, for instance, to introduce themselves, tell what they are studying, what classes they are taking, etc.In an online meeting, I asked students to take turns sharing their screen and writing in real time, so that students in each group could all be working on the same thing at the same time. After giving whatever introduction was needed, I organized students into groups and asked them to work together on each activity.Some are hard to classify and so don't have an annotation like that. Others are simply worksheets and these are generally marked as "WS". Some activities are designed so that students can work on them without any lecture before, these are generally marked as "ARL" for "Activity which Replaces a Lecture".Here is how I used these activities in Summer 2020. That way, more people can use these activities, either as activities, for ungraded assessments, or for graded assignments. One request: do not post or distribute solutions to students. ![]() I will be happy to revise the activities so that they work better, please write to me at with suggestions. After using each activity, I revised the activity to be more clear to students and to ask questions that guided students more reliably toward the right thought processes. I used these activities in Math 1310 at Bowling Green State University in Summer 2020. Links take you to Word versions of the files so that you can make changes for your own local conditions. ![]() The activities and section numbers follow the numbering in Stewart, Calculus, 8th edition, but the material is new, and the activities do not rely on specific content from Stewart. Here is a collection of activities and worksheets for Calculus I. ![]()
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