Transcript An Experiment - With Post Mortum CMC3
The Flipped Classroom – An Experiment
With Postmortem
The Flipped Classroom – An Experiment
With Postmortem
- lessons learned applied to fall 2014 precalculus classes
What is the “Flipped Classroom”?
A flipped (or inverted) classroom is • a form of blended learning in which students learn new content online by watching video lectures before coming to class; • class time is repurposed for discussion and hands-on active learning activities, and • instead of lecturing, teachers can offer more personalized guidance and interaction with students.
Traditional vs Inverted
Traditional classroom (“sage on a stage”): • lecture during class (say, see, do); • send students home to do exercises; and, • discuss homework next class (if asked). Flipped (inverted) classroom (“guide on the side”): • students watch video lectures before class; • class time is repurposed for hands-on active learning activities, enrichment activities and discussions.
Timeline
Timeline
Seminal article: “Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment” – Maureen J. Lage, Glenn J. Platt, and Michael Treglia Journal of Economic Education, 01/2000 The article focuses on two sections of Microeconomics taught at Miami of Ohio University in the fall of 1996 using the inverted classroom model.
Timeline
Four key factors leading to increased adoption of the inverted classroom: 1. Poor student outcomes – continued search for the magic potion, silver bullet, etc.
2. Availability of ready-made videos (Kahn Academy, textbook publishers, Youtube, etc.) 3. Increased student and instructor access to powerful, low-cost technology 4. Increased student access to broadband
Problems to Address
You can lead a horse to water, but you can't make it drink.
• Uneven student preparation • Reluctance to ask questions • Diverse student needs/interests • Lack of engagement • “Optional” assignments ignored • Recommended study times ignored • Online homework too easily gamed • Large class caps ≠ individual attention • Results fall short of goals
Flipping to Address These Problems
You can lead a horse to water, but you can't make it drink.
• Videos can teach to multiple levels • Rewind and repeat as necessary • Participation is a classroom goal • If you are in class, you are engaged • Study time and preparation coerced • Optional exercises no longer optional • Online homework less necessary • Individual attention is a goal • Side benefit: promote collaboration • Better “results” are a goal Or can you?
Why Math 350*?
• Considerable experience teaching Math 350 • Students are used to collaborative work • Students more mentally and emotionally mature and responsible (transfer level class with a transfer level class as a prerequisite) • Basis for a completely online Math 350
*Calculus for the Life Sciences I
Course Structure
Before class • Students watch several (3 – 8) short videos (≈ 10 minutes each) • Optionally print slides • Take notes as necessary • Work example problems In class • Q&A • Short “lecture” as needed • Short quiz based upon the videos and exercises • Supervised problem-solving/ discovery/enrichment activities
Tools to Produce and Deliver Videos
Hardware
Software
Tools to Produce and Deliver Videos Computer
Desktop Laptop
Tools to Produce and Deliver Videos Camera
Tools to Produce and Deliver Videos Microphone $35
$100
Tools to Produce and Deliver Videos Presentation Software
PowerPoint (Microsoft) Keynote (Apple) Impress (LibreOffice or OpenOffice) Prezi Google Docs
Tools to Produce and Deliver Videos Video Creation Software
$ • Camtasia (TechSmith) • Adobe Presenter Free • Jing • Ezvid (0.9.7.8)
Tools to Produce and Deliver Videos Video & Audio Editing Software
$ • Camtasia (TechSmith) • Adobe Presenter Free • Ezvid (0.9.7.8)
Tools to Produce and Deliver Videos Delivery Method
ARC YouTube ScreenCast.com (TechSmith)
Production Workflow
• PowerPoint slides serve as a storyboard • Produce video using rough written script (the slides and slide notes) • Clean up edit • Post to streaming server • Link videos and notes to class web page Total time required to produce one 5 – 10 minute video: 60 – 90 minutes!
How Do Students Access Material?
How Do Students Access Material?
Issues to Consider
• How to “coerce” students into watching videos
and doing exercises before class?
• How to measure success? • Time commitment • ADA-compliance • Copyright
Postmortem
Postmortem
• Teach to all levels • Rewind and repeat as necessary • Participation is a classroom goal • If you are in class, you are engaged • Study time coerced • “optional” exercises no longer optional • Online homework less necessary • Individual attention • Promote collaboration • Better “results”
?????
How do you measure success?
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Relative Frequency Disliked Liked Neither
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Relative Frequency C B A
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Relative Frequency 1 2 3 4 5
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Relative Frequency 1 2 3 4 5
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Relative Frequency 1 2 3 4 5
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# of Cookies and Thank You Notes ☺ Previous Fall Classes 2013
Postmortem
Factors Possibly Affecting the Outcome Objective issues (to be mitigated on redo) • Missing “Do” in “Say-See-Do” • Too little thought given to classroom activities • Videos too long (average of 10 minutes) Subjective issues • Migration of better students to regular calculus • Wishful thinking?
The 100 206 Hour Question
Will I do it yet again?
Q&A and Discussion