April 25, 2013, 2:39 pm
The semester just ended, and I’m now in full retrospect mode. This semester I was fortunate to have only one prep — two sections of Linear Algebra. Linear algebra, for me, is the cornerstone of a modern mathematics education precisely because its concepts and its mechanics lie at the heart of so much real-world stuff — from web search algorithms to scheduling problems to computer graphics and many other areas. And yet, in a typical one-semester course on linear algebra you only get to touch on a handful of applications, and those tend to be sort of domesticated. A few years ago, I decided I wanted students to explore more than just the stock examples in the textbook, and I wanted them to do so in an authentic way that reflects real-world mathematical practice.
About that time, Derek Bruff published this blog post about his use of Application Projects, and I gleefully…
February 14, 2013, 7:45 am
One of the projects I was taking on with my teaching this semester was a revamped linear algebra course built around peer instruction and the use of Learning Catalytics, a web-based classroom response platform. I probably owe you a quick update now that it’s nearly mid-semester (what?).
Linear algebra is a strange course in some ways. There are a lot of mechanical skills one has to learn, like multiplying matrices and performing the Row Reduction Algorithm. If you come into linear algebra straight out of calculus with a purely instrumental viewpoint on mathematics, you will almost certainly think that these mechanical skills are the point of linear algebra. But you’d be wrong! It’s the conceptual content of the subject that really matters. Like I tell my students, you can answer almost any question in linear algebra by forming a matrix and getting it to reduced row echelon form….
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 …
March 29, 2011, 4:25 pm
Between the Salman Khan TED talk I posted yesterday and several talks I saw at the ICTCM a couple of weeks ago, it seems like the inverted classroom idea is picking up some steam. I’m eager myself to do more with it. But I have to admit there are at least five questions that I have about this method, the answers to which I haven’t figured out yet.
1. How do you get students on board with this idea who are convinced that if the teacher isn’t lecturing, the teacher isn’t teaching? For that matter, how do you get ANYBODY on board who are similarly convinced?
Because not all students are convinced the inverted classroom approach is a good idea or that it even makes sense. Like I said before, the single biggest point of resistance to the inverted classroom in my experience is that vocal group of students who think that no lecture = no teaching. You have to convince that group that what’s…
February 23, 2011, 5:19 pm
Our semester is into its third full week, and most of my time (as you know from checking my Twitter or Facebook feed) is being spent, it seems, on making screencasts for the MATLAB class. I feel like I’ve learned a great deal from a year’s worth of reflection on the first run of the class last spring, and it’s showing in the materials I’m producing and the work the students are giving back.
The whole idea of the inverted classroom has gotten a lot of attention in between the current version of the course and the inaugural run — the time period I think of as the “MATLAB offseason” — through my blogging, conference talks, and everyday conversations at my work. One of my associate deans, off of whom I’ve bounced a number of ideas about this course, related a conversation he recently had with someone about what I’m doing.
Associate Dean: So, Talbert is using this thing called the inverted…
February 15, 2011, 11:42 am
In my Linear Algebra class we use a lot of MATLAB — including on our timed tests and all throughout our class meetings. I want to stress to students that using professional-grade technological tools is an essential part of learning a subject whose real-life applications closely involve the use of those tools. However, there are a few essential calculations in linear algebra, the understanding of which benefits from doing by hand. One of those calculations is row-reduction. Nobody does this by hand; but doing it by hand is useful for understanding elementary row operations and for getting a feel for the numerical processes that are going on under the hood. And it helps with understanding later concepts, notably that of the LU factorization of a matrix.
I have students take a mastery exam where they have to reduce a 3×5 or 4×6 matrix to reduced echelon form by hand. They are not…
January 14, 2011, 4:19 pm
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I’ve put up a few posts and several comments about the inverted classroom this week. A lot of that is because the second iteration of the MATLAB course is coming around at the beginning of February (we have a January term, so spring classes start a little late for us) and that’s done entirely in “inverted” mode. There were a lot of comments in this post about the inverted classroom, and based on some of those comments as well as some questions I got at my Joint Meetings talk on this subject, I thought I’d say a little about how, exactly, this instructional method gets implemented on a day-to-day basis in the MATLAB course.
The MATLAB course meets once a week (Wednesdays) for 75 minutes. This sets up a once-per-week workflow that repeats itself every Wednesday. Here’s how it will go:
January 11, 2011, 10:14 pm
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This week I’ve been immersed in the inverted classroom idea. First, I gave this talk about an inverted linear algebra classroom at the Joint Meetings in New Orleans and had a number of really good conversations afterwards about it. Then, this really nice writeup of an interview I gave for MIT News came out, highlighting the relationship between my MATLAB course and the MIT OpenCourseware Project. And this week, I’ve been planning out the second iteration of that MATLAB course that’s starting in a few weeks, hopefully with the benefit of a year’s worth of experience and reflection on using the inverted classroom to teach technical computing to novices.
One thing that I didn’t talk much about at the Joint Meetings or in the MIT interview was perhaps the most prominent thing about using the inverted …
January 4, 2011, 8:41 pm
Happy New Year, everyone. The blogging was light due to a nice holiday break with the family. Now we’re all back home… and I’m taking off again. This time, I’m headed to the Joint Mathematics Meetings in New Orleans from January 5 through January 8. I tend to do more with my Twitter account during conferences than I do with the blog, but hopefully I can give you some reporting along with some of the processing I usually do following good conference talks (and even some of the bad ones).
I’m giving two talks while in New Orleans:
- On Thursday at 3:55, I’m speaking on “A Brief Fly-Through of Cryptology for First-Semester Students using Active Learning and Common Technology” in the MAA Session on Cryptology for Undergraduates. That’s in the Great Ballroom E, 5th Floor Sheraton in case you’re there and want to come. This talk is about a 5-day minicourse I do as a guest lecturer in our…