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…
May 8, 2013, 8:00 am
I was really fortunate this past weekend to host Dana Ernst and T.J. Hitchman, two colleagues (from Northern Arizona University and University of Northern Iowa, respectively) at the Michigan MAA section meeting. They did a discussion panel on Teaching to Improve Student Learning that I organized, and we ended talking a lot about inquiry-based learning, which both of these guys practice. After Dana blogged about the session, he got this tweet:
Dana, Brandon, and I exchanged some tweets after that, and I think generally we’re on the same page, but here’s my reasoning about this question and, more generally, what does or does not fall under the heading of “flipped classroom”.
The main thing to keep in mind is the distinction between an instructional practice and a course design principle. This was the gist of my post a…
May 7, 2013, 7:33 pm
I lost a bet with my friend and colleague Dave Coffey (remember him?) over the NCAA mens’ basketball tournament, and as a result, I owed Dave a guest post on his blog DeltaScape. Risky move on his part, in my opinion, since his blog is a consistently excellent source of wisdom about math education and teacher training. I hope I didn’t mess it up too much — my guest post, entitled “Does this make sense?” is about so-called sense-making activities and what they mean for math instruction. It can be found here. Enjoy!
May 6, 2013, 8:00 am
Let’s go back to the research paper on screencasting that I first blogged about here. In that post, we saw that students on the study generally watched the screencasts, even without explicit rewards like grades, and the tended to do so strategically. But what about student learning? Did it help?
To answer that question, we have to go back to a previous paper by the authors [PDF]. (That one is in the queue this week to read and blog about.) In that paper, the authors did find a positive correlation between screencast use (which they tracked using stats for the class’ course management system) and overall performance. But – this correlation does not imply causation, and indeed when the data are sliced along various demographic lines, sometimes the students’ performance was better explained by GPA than by screencast use.
I haven’t gotten into that second paper yet, but what …