(Re:)Designing Class for Flipped Learning Experiences – A problem and a question – A day in the life of a flipped calculus class
(Re:)Designing Class for Flipped Learning Experiences – A problem and a question – A day in the life of a flipped calculus class
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calpoly
Materials for talk, "Re:Designing Class for Flipped Learning Experiences" given at California Polytechnic University 10.17.2014On Github RobertTalbert / calpoly
(Re:)Designing Class for Flipped Learning Experiences
California Polytechnic State University / 17 October 2014
Robert Talbert / @RobertTalbert / +RobertTalbert
Mathematics Department, Grand Valley State University
Link to this presentation: http://roberttalbert.github.io/calpoly
Why I started teaching
A problem and a question
How do you know that your students are learning?
How does one convert a course from a traditional model to a flipped learning model, in a sustainable way?
Time / energy / sanity / learning effectiveness / student happiness
A day in the life of a flipped calculus class
What makes this flipped learning and not just a flipped classroom?
Direct instruction relocated to pre-class
Class time focused on creative applications
Class environment is flexible
Class culture is focused on learning
Course content is intentional
I act like a professional educator
Why would someone flip a class?
Lecture less effective than interactive engagement (Hake, 1998)
Student learning in flipped instruction matches or exceeds learning in traditional instruction, exceeds in student engagement (Bates, Galloway 2012)
Lower student stress levels (Marlowe 2012)
Students in flipped instruction become more open to other teaching techniques (Strayer 2012)
Some pedagogies enabled by flipping effectively eliminate the gender gap in student learning in STEM disciplines (Lorenzo, Crouch, Mazur 2005)
But we don't necessarily need the research to tell us this.
(Re:)Designing class: The pre-class experience
Goal for flipped learning:
Pre-class activity provides enough direct instruction to launch the upcoming in-class activity.The key ideas:
Provide stucture
Provide boundaries
Make it low-risk
Provide rich set of high-quality resources
The model of Guided Practice
(Re:)Designing class: The in-class experience
Goal for flipped learning:
In-class activity provides opportunity for creative, collaborative application work and opportunity for formative assessment and one-on-one interaction.The key ideas:
Focus on Advanced learning objectives
Connect explicity to Basic learning objectives
Have alernatives ready for outlier students
Observe and collect data
(Re:)Designing class: The post-class experience
Goal for flipped learning:
Post-class activity further sharpens student fluency on the Advanced learning objectives. To be done over time.The key ideas:
Focus on Advanced learning objectives
Connect explicity to Basic learning objectives
Think minimal
(Re:)Designing class: Follow-through
Goal for flipped learning:
Follow-through involves reflective teaching practices, sharing your results, focusing on data.Ways to do this:
Building in data collection opportunities
Collaborating with colleagues
Exploring social media and the internet
Presenting at conferences or to your department
Practical matters
How much time does this take?
How did you get student buy-in?
What happens if students rebel?
What practical difference does it make in student learning?
Encouragement and advice
Most important component: Communication
Biggest problem encountered: Time/task/info management
Best idea had: Collaborate with colleagues
Biggest confirmation: What happens to students downstream
Thank you
Robert Talbert, Associate Professor of Mathematics
Grand Valley State University, Allendale, Michigan USA
Twitter: @RobertTalbert
Google+: +RobertTalbert
Blog: http://chronicle.com/blognetwork/castingoutnines
Presentation: roberttalbert.github.io/calpoly
Calculus materials*: http://github.com/RobertTalbert/calculus
Video content*: http://bit.ly/GVSUCalculus
* Free to use under a Creative Commons Attribution-ShareAlike 3.0 license.