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…
August 14, 2012, 8:00 am
I’ve been sort of quiet on the inverted transition-to-proof course (MTH 210, Communicating in Mathematics) lately, partly due to MathFest and partly because I am having to actually prep said course for startup on August 27. It’s almost ready for launch, and I wanted to share a document that I’m going to hand out to students on opening day and discuss. It’s called “How MTH 210 Works”. I’m fairly proud of this document because I think it says, in clear terms, what I want students to know not only about this class but for inverted classrooms generally.
I’ve written before that the inverted or “flipped” classroom approach always tends to engender a lot of uncertainty and sometimes strongly negative responses. With this document, I am hoping to pre-empt a lot of those feelings by stressing what this is all about: Being realistic about their education in the present day for the things that…
July 18, 2012, 9:44 am
This week I am adding to the playlist of screencasts for the inverted intro-to-proofs class I first mentioned here. There are seven chapters in the textbook we are using and my goal is to complete the screencasts for the first three of those chapters prior to the start of the semester (August 27). Yesterday I added four more videos and I am hoping to make four more tomorrow, which will get us through Chapter 1.
The four new ones focus on conditional (“if-then”) statements. I made this video as the second video in the series as a prelude to proofs, which are coming in Section 1.2 and which will remain the focus of the course throughout. Generally speaking, students coming into this course have had absolutely no exposure to proof in their background with the exception of geometry and maybe trigonometry, in which they hated proofs. Watch a part of this and see if you can figure out my …
July 10, 2012, 11:38 am
When I see the first back-to-school sales, I know it’s time, like it or not, to start prepping classes for the fall. This fall I am teaching two courses: a second-semester discrete math course for computer science majors and then two sections of “Communicating in Mathematics” (MTH 210). I’ve written about MTH 210 before when I taught it last fall. This fall, it’s going to be rather different, because I’m designing my sections as inverted or “flipped” classes.
If you’ve read this blog for any length of time, you know I’ve worked with the inverted classroom before (here, here, here, etc.). But except for a few test cases, I haven’t done anything with this design since coming to GVSU. I decided to take a year off from doing anything inverted last year so I could get to know the students and the courses at GVSU and how everything fits together. But now that I have the lay of the land, I…
June 13, 2012, 12:17 pm
This will probably be my last missive from the ASEE conference, since I’m going into my talk session in an hour and then heading directly to the airport. It’s been a good meeting, and it’s always good to rub shoulders with my engineering colleagues to see what they’re doing. As I blogged on Monday, engineers are doing some pretty great things in education.
One of the threads that has really resonated with me here is the necessity of lifelong learning in STEM education. I sort of dislike that term, “lifelong learning”, because I don’t feel like it conveys sufficient urgency. When you hear engineers talk about this, you get that urgency: The problems engineers face are increasing in complexity at an exponential pace, and as one plenary speaker put it, it’s essential to be able to add continuously to your skill set in order to be a practicing engineer. All the good grades in the world…