January 6, 2014, 4:26 pm
Look into any discussion about the inverted classroom and you will find one particular concern rise to the top of people’s questions: How do you make sure students come to class having done the reading and the viewing? Actually, in my experience giving talks and workshops about the inverted classroom, that’s a charitable way of putting it – many times I hear this, it’s more like, I already know my students won’t put in the work outside of class, so why bother?
I saw this tweet yesterday which brought this up:
My response was:
Students are rational actors when it comes to the work they do. They are a lot like faculty in that regard – if the benefit of a task appears to be worth the cost, they’ll do it. If not, they won’t – or they will…
October 23, 2013, 7:25 am
In this news item from the Washington post (h/t to @ValerieStrauss) we learn that Khan Academy is using “contractors” to check the accuracy of some of its videos. The report is prompted by an email exchange between the piece’s author and Sal Khan himself regarding the accuracy of one of the physics videos. In Khan’s response, he says:
We have deleted the video [a physics video that had an error in it]. We are trying our best to keep up with any errors on the site (both through feedback from users and peer-review from educators). I checked into why we didn’t notice this one earlier, either your friend or someone else did point this out in the comments but they did not surface to the top (we currently have contractors with math/science backgrounds reviewing much of the math material and the comments to find other issues like this). We do need to get better at making sure that…
October 7, 2013, 9:19 am
For the last six weeks, my colleague Marcia Frobish and I have been involved in an audacious project – to “flip” our freshman Calculus 1 class at Grand Valley State University. I started blogging about this a while back and it’s been quiet around the blog since then, mainly because I’ve been pretty busy actually, you know, planning and teaching and managing the actual course. When I say “audacious project” to describe all this, I’m not engaging in hyperbole. It’s definitely a project – there are screencasts to make, activities to write, instruction to differentiate and so on. And it’s definitely audacious because at the core of this project is a goal of nothing less than a complete reinvention of freshman calculus at the university level. So, no pressure.
What’s surprised me the most about this project so far is one thing in particular I’ve learned about the …
September 1, 2013, 1:49 pm
Week 1 of the new semester is in the books, and with it the first week of the inverted calculus class. I am teaching two sections of this class, one that meets Monday/Wednesday/Friday and the other Tuesday/Thursday. It makes for tricky scheduling, but as I learned this week it also gives an opportunity for second chances, which is important if you don’t always get the in-class portion of the flipped classroom right.
People always seem to focus on the out-of-class experience when they talk about the inverted classroom. How much time does it take to make the videos? How do I make sure my students do the Guided Practice? But that’s not the hard part, nor is it the part where most of the learning takes place. The in-class experience for students is what makes the inverted classroom more than just a lab or a seminar course, and as the instructor, it’s both hard and crucial to get it …
August 25, 2013, 2:38 pm
In the last post, I said I might be taking a couple of weeks off, and I ended up taking three. Well, the week before classes start is basically a blackout period during which nothing gets done except course preps, so that’s why.
Yes, it all starts back up again here this week. This semester is going to be fuller than usual for a lot of reasons, three primary: First, I’m up for contract renewal in January, meaning that I am approaching the “midterm exam” at the halfway point toward tenure, which requires the usual aggregation of evidence demonstrating that I’m making satisfactory progress. Second, I’m teaching my first upper-level course since arriving at GVSU, one section of our Modern Algebra course, which I have not taught in a few years and I am anxious to get into it. I’m also trying out a new platform for classroom response systems in that course and I will tell you…
August 6, 2013, 3:02 pm
This will be my last post for a couple of weeks, since my family is headed out of town on vacation to Tennessee and I am determined to unplug for a few days. On the way back, I’ll be stopping in Columbia, Kentucky to give a day-long workshop on the inverted/flipped classroom for the faculty at Lindsey Wilson College. True to the form of the inverted classroom, I’ve given the faculty a homework assignment to finish before the workshop that includes watching two videos (here and here) and reading two documents (here and here) and then answering some questions. I plan on using their responses to the questions to fill in the details of the framework for the workshop that I am putting into place.
I’m happy to say that the faculty are doing their homework. One of the themes from their responses is something I’ve seen quite often before and it’s something that I want to address, an…
July 23, 2013, 8:00 am
Yesterday I was doing some literature review for an article I’m writing about my inverted transition-to-proof class, and I got around to reading a paper by Guershon Harel and Larry Sowder¹ about student conceptions of proof. Early in the paper, the authors wrote the following passage about mathematical proof to set up their main research questions. This totally stopped me in my tracks, for reasons I’ll explain below. All emphases are in the original.
An observation can be conceived of by the individual as either a conjecture or as a fact.
A conjecture is an observation made by a person who has doubts about its truth. A person’s observation ceases to be a conjecture and becomes a fact in her or his view once the person becomes certain of its truth.
This is the basis for our definition of the process of proving:
By “proving” we mean the process employed by an…
July 18, 2013, 8:00 am
Welcome to installment #2 in an ongoing series of 4+1 Interviews with interesting people in math, technology, and education. Our first interview in this series, with Vanderbilt University Center for Teaching Director Derek Bruff, is here. I have several more in process now, and I’ll be posting these about twice a month.
Today’s interview is with Diette Ward. Diette is an Electronic Resources and Instructional Librarian at Lee University in Cleveland, Tennessee. I met Diette during my week at the Appalachian College Association’s Teaching and Learning Institute, where I was a plenary speaker and led some workshops on the inverted classroom. Diette was one of a group of “embedded librarians” who partnered with the workshop track leaders to provide support and insight on how libraries can support instruction. I was really impressed by the intelligence and enthusiasm that these …
June 13, 2013, 8:00 am
Have you ever tried out a new instructional method or course design – like peer instruction or the inverted classroom – and had not just a few students become discontent but entire groups of students who band together to push back? Or even put together a Facebook group to protest? It’s not pretty. Following last week’s Teaching and Learning Institute, where I talked with several college profs about this and other potential pitfalls of the flipped classroom, I happened to catch this answer on Quora to the question, How does a company handle an anti-marketing campaign like Dump Dropbox? and it seemed to me there are a lot of potential applications of this problem to the problem of mass student pushback.
To begin, the answer’s author says:
1. In public, ignore it.
2. Quietly shore up your messaging on any points where they landed a good punch.
Don’t bring up the…
June 10, 2013, 3:28 pm
I’m returning to the blog after an hiatus brought on by two things: the six-week calculus class I am finishing up right now, and my participation in the Appalachian College Association’s Teaching and Learning Institute at Ferrum College in Virginia last week. The latter was a week-long engagement during which I gave an opening night after-dinner speech, a two-hour plenary talk, and three iterations of an inverted classroom workshop for participants. Between keeping up with the calculus class and prepping for and then attending the TLI, I’ve had no time for anything else. But coming off the TLI, I’ve got a fresh appreciation for the importance of blogging in my professional life. So, back into the habit.
I learned at the TLI that there are a lot of faculty who are interested in the inverted/flipped classroom. Interested — but not yet engaged in doing it, for a variety of…