March 16, 2015, 9:03 am
If you’re interested in inquiry-based learning in mathematics, I highly recommend you consider attending the 18th Annual Legacy of R.L. Moore and IBL Conference in Austin, TX from June 25–27. This conference is lively and active affair with mathematics instructors from all walks of life and from all over the country coming together to talk about IBL and how to practice it in the classroom. This year’s theme is “Empowering with IBL” and promises to “highlight how inquiry-based learning gives students and instructors the space to realize their own talents”.
This year I’m on the organizing committee for this conference, although I myself am not a practitioner — at least not at the moment — of inquiry-based learning in my classrooms in the sense of using the “Moore method” (modified or otherwise). The reason I’m helping to organize this year is because I see an opportunity for the IBL …
January 22, 2015, 8:00 am
While specifications grading continues to unfold in class, I’m also still using and refining the flipped learning model. Recently I had time to reflect on how I’m implementing flipped learning in my classes, and I noticed that some of my thoughts on flipped learning have evolved over the last few years, including some breaks from things I’ve written here on the blog. Here are three of those thoughts that stood out for me.
What I used to think: Pre-class activity in a flipped learning model is about mastering content-oriented instructional objectives.
What I think now: Pre-class activity is for generating questions.
I attended a talk by Jeremy Strayer last year, and he said something that stuck with me: that the purpose of pre-class work in the flipped classroom is to “launch” the in-class activity. In flipped learning we certainly want students to pick up fluency with …
December 22, 2014, 4:38 pm
The last time I posted, I made a public commitment that I would be moving away from traditional points-based grading systems and implementing specifications grading in the upcoming semester. It’s 20 days later, and after a week of in-depth trial and error (mostly error, it feels like), I have working prototypes of specs grading-centered versions of both courses I’ll be teaching. With a few modifications (that’s your cue for suggestions, readers) these are basically ready to “ship”.
Discrete Structures for Computer Science 2 is the second semester of a year-long sequence in discrete mathematics aimed specifically at computer scientists. Here is the newly revamped syllabus for the course and here is a document that will go out with the syllabus that details exactly how the assessment and grading will work.
Modern Algebra 2 is the second half of a year-long sequence on, obviously,…
October 21, 2014, 9:10 am
This past weekend I had the great pleasure of visiting California Polytechnic State University, aka Cal Poly, in San Luis Obispo, CA for a day of consulting with faculty on teaching and learning issues and giving a talk on “Re:Designing Class for Flipped Learning Experiences”. Here is the talk I gave. The visit was set up by Stan Yoshinobu, a prof in the Mathematics Department and the head of the Academy for Inquiry Based Learning.
I enjoy giving talks but I really enjoy getting one-to-one or small-group-on-one with faculty to listen to their stories, hear their questions, and help them get their work done. I met with several groups of faculty and a group of students* who had great questions about the flipped classroom. I’m going to try to remember some of the better questions that haven’t been discussed here at the blog already, and outline my answers. (Or at least, what I wished I’d…
May 16, 2014, 9:46 am
To continue the blog post series I’ve been doing (installments one, two, and three) that addresses skepticisms about flipped learning, I wanted to dip into something other than my own comment sections, and go to a general class of skepticisms I’ve heard when I do workshops. Those skepticisms involve technology. Specifically, although I’ve never heard a single formulation of this skepticism, there are two ways it can occur:
- I’m skeptical about the flipped classroom because implementing it requires technology, and not all students have access to the technology they need.
- I’m skeptical about the flipped classroom because implementing it requires technology, and I (the instructor) don’t have the time/inclination/skill to learn what I need.
As I’ll explain, I think it’s possible these are legitimate concerns, but they’re easily dealt with in a number of ways.
April 30, 2014, 12:49 pm
We’re currently looking at points of skepticism about flipped learning and the flipped classroom. In the last post, we discussed the issue of students objecting to the flipped classroom because it is nothing more than having students teach themselves the subject. My response to that was that flipped learning should never look like the instructor simply giving students reading to do and walking away; like any effective pedagogy, it should involve a partnership between student and instructor that focuses on crucial learning experiences in class, which under the flipped model is wide open for such experiences.
Here’s another point of skepticism brought up in an earlier discussion about flipped learning, and it’s related to the first one. As with last time, I am quoting directly from one of the comments on an even earlier post:
I work at a community college. Many students are there…
April 28, 2014, 12:00 pm
I had to take a bit of a hiatus for the last two weeks to finish up the semester and to give and grade exams. Now that this is over, I wanted to come back and address some of the comments in these two posts. Specifically, many of those comments are principled skepticisms of flipped learning and the flipped classroom, and rather than bury my responses in an already crowded comment thread, I thought they deserved to be brought up point by point for discussion.
Here’s the first one to bring up, and it’s a tough one. This (and many of the other topics I’ll be bringing up) come directly from Manda Caine’s comment on one of those earlier posts. She said:
When my colleagues and I have [taught with a flipped classroom], students do not perceive that a professor is teaching them at all, so we have comments such as, “We could just do this at home” or “Why am I paying all this…
April 8, 2014, 2:58 pm
Last week I posted what I considered to be an innocuous and mildly interesting post about a proposed formal definition of flipped learning. I figured it would generate a few retweets and start some conversations. Instead, it spawned one of the longest comment threads we’ve had around here in a while – probably the longest if you mod out all the Khan Academy posts. It was a comment thread that made me so angry in places that it has taken me a week to calm down to the point where I feel I can respond.
It takes a bit of backstory to explain why I was so emotionally worked up over some of the comments in that thread, so bear with me for a minute.
We’re in week 13 of our semester here. I am teaching three courses (two preps), all using flipped learning models. One of these courses is part of the General Education curriculum, and the other serves mostly students in the CS…