December 31, 2012, 9:01 am
Here’s a piece of a conversation I just had with my 8-year old daughter, who is interested in becoming a teacher when she grows up.
Daughter: Dad, if you want to become a teacher, do you have to take classes?
Me: Yes. You have to take a lot of classes about how to teach and a lot of classes in the subjects you want to teach. You need to be really good at math to teach math, for example.
D: Then do you have to go out and teach in the schools, like Mr. D___ [the young man who student-taught in my daughter's elementary school this year]?
Me: That’s right. You have to take classes and you have to go into the schools and practice.
D: Do you have to practice with the little kids?
Me: That depends on who you want to teach. If you want to become an elementary school teacher you work with elementary school kids. If you want to teach in a middle school, then you work with middle …
December 21, 2012, 8:00 am
Paul Pintrich was the creator of the Motivated Strategies for Learning Questionnaire, which I used as the main instrument for collecting data for the study on students in the flipped transition-to-proof course this past semester. Now that the data are in, I’ve been going back and reading some of Pintrich’s original papers on the MSLQ and its theoretical framework. What Pintrich has to say about student learning goes right to the heart of why I chose to experiment with the flipped classroom, and indeed I think he really speaks to the purpose of higher education in general.
For me, the main purpose of higher education is to train students on how to be learners — people who take initiative for learning things, who are skilled in learning new things, and who above all want to learn new things. My goal as an instructor is to make sure that every student in my class makes some form of…
December 18, 2012, 4:17 pm
I’m excited and happy to be teaching linear algebra again next semester. Linear algebra has it all — there’s computation that you can do by hand if you like that sort of thing, but also a strong incentive to use computers regularly and prominently. (How big is an incidence matrix that represents, say, Facebook?) There’s theory that motivates the computation. There’s computation that uncovers the theory. There’s something for everybody, and in the words of one of my colleagues, if you don’t like linear algebra then you probably shouldn’t study math at all.
Linear algebra is also an excellent place to use Peer Instruction, possibly moreso than any other sophomore-level mathematics course. Linear algebra is loaded with big ideas that all connect around a central question (whether or not a matrix is invertible). The computation is not the hard part of linear algebra — it…
December 4, 2012, 4:23 pm
Right after my last post — nearly a month ago — I began to ask myself, Why is it taking so much effort to blog? The answer was readily apparent by looking at my OmniFocus inbox, which was filled with orange-colored “Due Tomorrow” tasks having to do with making screencasts for the flipped transition-to-proofs course. I realized that I could have any two of my sanity, screencasts completed in time to deploy to the class, or regularly-appearing blog posts. I resigned myself to the fact that this semester I was screencasting instead of blogging. But now — it hardly seems possible — the screencasting is done and we’re moving toward exams next week. So it’s time to release the pent-up blog posts.
I have a lot to say about my experience going full-on flipped classroom with the proofs course. I regret that I couldn’t give more of a day-by-day accounting of how the class has …
November 9, 2012, 7:00 am
Speaking of faculty adopting research-based instructional strategies, Theron Hitchman (who blogs at Circles and Tangents) wonders aloud in the direction of math education researchers: Why didn’t you tell me? That is, referring to research-based instructional strategies that seem to work really well with students,
Why do I stumble on these things only to find that they have been understood for decades? Why didn’t someone knock on my door and tell me I was doing it wrong?
My basic point is this: If you do research on teaching and learning, you owe it to society to share what you know. Scholarly publication doesn’t count. The mathematics education community talking to itself is a necessary condition for sorting out the truth of things, but it is insufficient for educating the public and for changing practice on a large scale.
If you know that the standard lecture-homework-exam …
November 7, 2012, 7:00 am
I’m really excited to be working next semester as a co-PI on a National Science Foundation grant with my Grand Valley State colleagues Scott Grissom (Computer Science), Shaily Menon (Chemistry), and Shannon Biros (Chemistry). We’re going to be interviewing a large number of GVSU faculty to try to understand why some of us adopt research-based instructional methods like peer instruction and why others don’t.
As we were putting together the grant proposal earlier this year, one statistic really impressed the importance of this study on me. GVSU is a fairly big place – we have nearly 25,000 students on multiple campuses with both undergraduate and graduate degrees offered. I don’t know how many sections of courses we offer in a given semester, but it’s got to be in the thousands. We have over 40 sections currently running for just College Algebra! And yet: How many sections…
October 11, 2012, 9:52 pm
Whenever I talk or write about the flipped classroom, one of the top two questions I get is: How do you make sure students are doing the reading (and screencast viewing) before class? (The other is, How much work is it to do all those videos?) Everybody seems to have this question, even if they don’t ask it. It seems like an important question. And yet increasingly I think it’s the wrong one.
In my flipped transition-to-proof class, we meet three times a week for 50 minutes each. In between classes, students have roughly 6–10 pages of reading to do in their textbook and around 30 minutes of videos to watch. This is not a huge amount of work to do, but it’s substantial, and the way the class meetings are set up — 10 minutes of quizzing and Q&A, and then launch into a proof-writing problem done in groups — if they don’t prepare, they’re toast.
But here’s the thing: …
October 3, 2012, 8:46 am
The flipped transition-to-proof class is now finishing up its sixth week. It’s hard to believe we are nearing the midpoint of the semester. The management of the class is still something of a work in progress, and I hope to have more posts up soon about how the class logistics have evolved since August. But one thing for which I am really grateful, and which I frankly find surprising, is that nobody in the class has yet to express any kind of longing for the good old days when professors lectured and students sat there and listened. In fact most students who express anything at all say that having the lectures on video, in addition to having a well-written textbook for reference, is hugely beneficial for their work in the class.
Recently. when I’ve asked students what we could do differently in the class that would help their learning, two items have shown up multiple times (and these…
September 10, 2012, 3:13 pm
Sorry for the absence, but things have been busy around here as we step fully into the new semester. The big experiment this term is with my flipped introduction to proofs class. As I wrote last time, I was pretty nervous going into the semester about the course. But things seem to be working really well so far. I don’t want to jinx the experience by saying so, but so far, nobody in either of my two sections of the course has given any indication that the flipped model isn’t working for them. In fact, I gave a survey in the first week of class that included an item soliticing their concerns or questions about the flipped model, and here’s a sample of the responses:
- I think the “flipped” structure will be better for a lot of the students and end with success from more students than normal.
- I think this sounds really great. The idea of actually working on problems in class …
August 29, 2012, 9:16 pm
The semester for us has gotten underway, and with it the flipped-classroom introduction to proofs class. This class has gotten a lot of interest from folks both at my institution and abroad. In the opening remarks at our annual teaching and learning conference, our university president gave some love to the flipped classroom model — and correctly pointed out that he’d been using it in his chemistry classrooms for 35 years. Indeed, there’s nothing inherently new about the flipped classroom — the name and the technology we sometimes use are new, I suppose — and yet this idea seems to be getting increasing amounts of interest, more than you’d expect from a mere educational fad.
I have to admit that prior to the semester starting, and after I had made the above blog post publicly commiting myself to running the proofs class this way, I had several bouts of cold feet. The first…