Flipping the University Mathematics Classroom – A Gateway to Lifelong Learning – Flipped learning and lifelong learning
Flipping the University Mathematics Classroom – A Gateway to Lifelong Learning – Flipped learning and lifelong learning
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cardiffuniv
Materials for keynote presentation at Workshop on Innovations in Higher Education Mathematics Teaching, Cardiff University, Cardiff, Wales UK, 7-9 July 2014.On Github RobertTalbert / cardiffuniv
Flipping the University Mathematics Classroom
A Gateway to Lifelong Learning
Robert Talbert, Grand Valley State University / @RobertTalbert / +RobertTalbert
Workshop on Innovations in University Mathematics Teaching
Cardiff University School of Mathematics, 7 July 2014
Overview
Flipped learning and lifelong learning
Self-Regulated Learning
Flipped learning in calculus
Lessons learned from flipping
Flipped learning and lifelong learning
Traditional Learning Design
Group space = Listening, telling, transcribing
https://www.flickr.com/photos/edbrambley/Traditional Learning Design
Individual space = Application, analysis, assimilation
https://www.flickr.com/photos/taylorsevens/The problem with this is
Class time used up on low-level tasks
Students work on hardest tasks when help least available
Students lack control over information stream
Encourages dependency of student upon instructor
Flipped Learning Design
Lower-level tasks ⇨ Individual space pre-class
Flipped Learning Design
Group space ⇨ Analysis, application, synthesis + guidance
https://www.flickr.com/photos/maximalideal/Flipped learning
Flipped learning is a pedagogical approach in which direct instruction moves from the group space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.Flipped learning is not
Videos before class and homework in class
Lecture before class and more lecture in class
Students teaching themselves material with minimal guidance
The "flipped classroom" (necessarily)
Flipped learning is
Students assuming responsibility for their learning
Putting direct instruction and active learning in the best contexts
Putting information flow on students' terms
Maximizing access to expert help when students need it the most
Flipped learning enables
more time in the classroom for deep exploration
a client-consultant model of education
responsibility, independence, maturity
intentional practice with self-regulated learning
Self-Regulated Learning
Paul Pintrich, early 2000's
Four areas:
Cognition
Motivation/Affect
Behavior
Context
Four phases:
1: Forethought, planning, activation
2: Monitoring
3: Control
4: Reaction and reflection
Four conditions for SRL:
- Learners are active participants in learning process and construct their own meanings
- Learners have the potential to monitor aspects of the learning process
- Learners have a standard against which to compare learning processes and make realistic decisions about the adequacy of their learning
- Learners use self-regulating activities to mediate between personal characteristics and performance
Flipped learning has the potential for
Students to reach all phases of SRL
in all areas of SRL
by creating all four conditions for SRL
in class, with expert coaching
and outside class, through structured activities
thereby setting students up to be true lifelong learners.
Flipped learning in Calculus
MTH 201 (Calculus), Fall 2013 at Grand Valley State UniversityWe flipped calculus because
Design philosophy
Content mastery and conceptual fluency
Do calculus in the style of a professional
Use the client-consultant model
Intentional focus on SRL and technology
Textbook
Active Calculus by Matt Boelkins
Video channel
Lab materials
http://www.geogebratube.com, search under GVSU MTH201
Class preparation: Guided Practice
trinket.io as a platform
At class: Entrance Quizzes
In class: Where the magic happens
Post-class
Online homework using WeBWorK
Portfolio problems
Standard timed tests and final exam
Practical matters
Did students do the pre-class work?
Median completion rates of Guided Practice were 92% for one section and 96% in the other section.
Did students learn through the pre-class work?
Entrance Quiz median values were 78% and 72%.
How much time did it take to make the videos?
With a collaborator, 60 of the 91 videos were completed in a 10-day period prior to the start of classes.
Results from the student experience
The setup for the class is perfect, i dont [sic] understand why all classes are not like this, like you said the hardest part of the class is the homework and other teachers expect us to just pick up from what they said in lectures which is out of date teaching. Like for my Engineering class we do all the hard stuff outside of class. I really enjoy this style of class. I would like to take one similar to this for my calc 2 experience. Are there any other professors that run class this way? If so I would love to know as I would switch into a class like this in a heartbeat.Four things I wish I'd known about flipping
Students do not see the benefits automatically
Biggest issue: Students' time/task management
Significantly more work -- at first
Communication is the key