May 9, 2011, 7:43 am
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A while back I wondered out loud whether it was possible to implement the inverted or “flipped” classroom in a targeted way. Can you invert the classroom for some portions of a course and keep it “normal” for others? Or does inverting the classroom have to be all-or-nothing if it is to work at all? After reading the comments on that piece, I began to think that the targeted approach could work if you handled it right. So I gave it a shot in my linear algebra class (that is coming to a close this week).
The grades in the class come primarily from in-class assessments and take-home assessments. The former are like regular tests and the latter are more like take-home tests with limited collaboration. We had online homework through WeBWorK but otherwise I assigned practice exercises from the book but …
August 11, 2008, 10:03 am
Some questions for you in the “vlog” below:
Update: I’ve put the video “below the fold” because there is apparently no way to prevent Ustream embedded videos in WordPress.com blogs from autoplaying when you load the main page. Just click “Keep reading” and you’ll see it.
December 14, 2007, 8:55 am
In my upper-level courses — especially the two senior-level math majors courses I teach, Modern Algebra and Topics in Geometry — traditionally I’ve seen timed tests and so forth as being ineffective in assessing the kinds of advanced problem-solving that students in those classes have to do. Mainly the problems are ones in which they have to prove a theorem. It’s hard to do that under a time pressure because it’s a creative endeavor.
So typically I’ve given such problems out as homework, with the instructions that students may work together on understanding the problem and drafting up a sketch of the solution (Polya’s stages 1 and 2) but the main solution itself, as well as any reality-checking, has to be done individually.
This article from the Harvard Crimson from a year ago captures exactly what I wish this process would look like on the students’ level. The article is about Math …
December 13, 2007, 2:15 pm
Another thing about group work and assessment. In some courses, particularly upper-division courses with small enrollments, the same kind of individual accountability I’m looking for can be found through oral presentations, not just timed assessments.
I found this out in the textbook-free quasi-Moore Method abstract algebra course I did this past semester. Students were free to work with each other and consult outside sources on any course task they wished to, but at the end of the day their grade depended on their ability to get up in front of the class (and me) and present their work — answering questions on the particulars, being able to explain the overall strategy of a proof, and defending their work against potential holes. Students who could do this on a regular basis scored highly. Students who couldn’t scored poorly. It worked out.
And I know that the students learned a…
December 13, 2007, 1:51 pm
One of the things I have learned this semester (which is now officially over, having turned in my last batch of grades this morning) is the following lesson which I am convinced I must implement immediately: Group work has been playing far too great of a role in my student’s grades. From this point forward, assignments which could conceivably be done in groups — not just those that are designated for group work — will count for no more than 10-15% of the grade in my courses.
I like collaborative learning. I think, in fact, that working with other people on math can be not only a highly effective way of doing so but also carries with it a powerful pro-math socialization effect. The best personal friendships that I had during my college + grad school years were those that I formed with my classmates in my various math classes, as we struggled through material that, to us at the time,…