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…
May 4, 2012, 4:00 pm
Sorry for the boring title and lack of catchy image, but since my first post about the upcoming six-week Calculus 2 course, I’ve expended all my creativity getting the course put together and getting ready for Monday. In the earlier post I laid down some design ground rules for the course. Here, I’m going to say a little more in detail about what we’ll be doing.
It’s especially important on a highly compressed schedule like ours to use the class meetings themselves to jumpstart the assimilation process and then train students on how to carry that process forward as they go to work on the day’s material in the afternoon and evening. This is always an important goal of class meetings in any course — I’d go as far as to say that this is why we have class meetings at all. But when you cram a 14-week course into 6 weeks, it doesn’t take long for one incorrectly-assimilated concept to…
May 1, 2012, 9:18 am
I took a two-week blogging hiatus while final exams week, and the week before, played themselves out. Now that those fun two weeks are over, it’s time to start focusing on what’s next. Some of those things you’ll read about here on the blog, starting with the most immediate item: my spring Calculus 2 class that starts on Monday.
Terminology note: At GVSU and other Michigan schools, the semester that runs from January through April is called “Winter” semester. The period in between Winter and Fall is split into two six-week terms, the first being “Spring” (May-mid June) and the second “Summer” (mid June-July). It’s quite accurate to the climate here.
Anyway, my Calculus 2 class runs in that 6-week Spring term. If you know anything about Calculus 2, and you have a sense of just how long, or short, a 6-week period is, the first thing you’ll realize is that this is a lot of content…
January 30, 2012, 7:55 am
Since moving to west Michigan in July, my family and I have been living in an apartment while our house in Indiana
sells sits on the market. This is the first time since 2001 that we’ve spent longer than six months in a rental property. Sunday morning, as we woke up to find that we’d been buried in snow overnight (as per usual in west Michigan), I realized that the home ownership habit runs pretty deep with me.
When I looked out the door and saw the image you see in the photo, I naturally grabbed the snow shovel, walked out the door, and started clearing off the walkway and the van. I got some curious looks from my neighbors, as if to say: What are you doing? We are paying rent not to have to do stuff like this. And it’s true: The apartment manager usually comes through shortly after a snowfall and clears off the walkways. Usually. But who knows? Maybe he won’t come today. And anyhow,…
October 21, 2011, 8:51 am
As my only real contribution to the blog this week (I’m trying to amortize a stack of Calculus 2 exams before the weekend), I just wanted to announce that Mathworks News & Notes, the trade publication for Mathworks (developers of MATLAB), this quarter has an article about my flipped MATLAB class that I taught at Franklin College. You can download a PDF of the article at the website. That article has been about 9 months in the making. They did the photo shoot in April. (My students come off looking a lot better than I do, which is about right.)
The article does a nice job of explaining the context of the course, why I chose the inverted classroom format for it, and how things went on a day-to-day basis. I am very proud of the course and the work that students managed to do in it, and I’ll be thinking about — and trying to improve upon — that course for years to come. Longtime readers…
October 14, 2011, 7:30 am
When we moved to Michigan from Indiana over the summer, my wife moved to a sort of “standby” status with her employer, a conglomerate of medical labs based in South Bend. They are considering opening up a new lab nearby, and if they do, my wife would not only work in the area in which she was trained — cytotechnology — but she would also be the general do-it-all lab worker for clients. To prepare my wife for her possible new duties, her employer is paying for her to take a class in phlebotomy this semester at a local college. That means she’s learning how to draw blood.
I joke with my students that if they think Calculus 2 is bad, then they should try taking a class that consists of sticking each other (and being stuck) with needles — literally, bloodletting — for 4 hours every week. But all jokes aside, there happens to be some pretty interesting pedagogy that takes place in my…
September 20, 2011, 8:00 am
This Thursday (Sept 22) at 2:00 PM EDT, I’ll be giving a webinar for AMATYC called “Flipping the college classroom”. This is all about the flipped, or what I call the “inverted”, classroom — what it is, why it could be a better model for student learning, how it’s been implemented at the college level, and tools and strategies for flipping your own classroom. This is a subject near to my heart, as CO9′s readers know, and it’ll be fun to talk about it. It’ll be my first-ever webinar, and I think it’ll be an interesting experience, even as I pray for no massive tech screwups.
Although it’s an AMATYC event, registration is now open for the general public. Just click here and register yourself as a visitor.