March 11, 2014, 2:34 pm
In the previous post about the flipped/inverted calculus class, we looked at getting student buy-in for the flipped concept, so that when they are asked to do Guided Practice and other such assignments, they won’t rebel (much). When you hear people talk about the flipped classroom, much of the time the emphasis is on what happens before class – the videos, how to get students to do the reading, and so on. But the real magic is what happens in class when students come, prepared with some basic knowledge they’ve acquired for themselves, and put it to work with their peers on hard problems.
But before this happens, there’s an oddly complex buffer zone that students and instructors have to cross, and that’s the time when students arrive at the class meeting. Really? you are thinking. How can arrival to class be such a complicated thing? They show up, you get to work, right? Well…
March 4, 2014, 2:59 pm
This post continues the series of posts about the inverted/flipped calculus class that I taught in the Fall. In the previous post, I described the theoretical framework for the design of this course: self-regulated learning, as formulated by Paul Pintrich. In this post, I want to get into some of the design detail of how we (myself, and my colleague Marcia Frobish who also taught a flipped section of calculus) tried to build self-regulated learning into the course structure itself.
We said last time that self-regulated learning is marked by four distinct kinds of behavior:
- Self-regulating learners are an active participants in the learning process.
- Self-regulating learners can, and do, monitor and control aspects of their cognition, motivation, and learning behaviors.
- Self-regulating learners have criteria against which they can judge whether their current learning status is…
March 3, 2014, 9:00 am
A few weeks ago I began a series to review the Calculus course that Marcia Frobish and I taught using the inverted/flipped class design, back in the Fall. I want to pick up the thread here about the unifying principle behind the course, which is the concept of self-regulated learning.
Self-regulated learning is what it sounds like: Learning that is initiated, managed, and assessed by the learners themselves. An instructor can play a role in this process, so it’s not the same thing as teaching yourself a subject (although all successful autodidacts are self-regulating learners), but it refers to how the individual learner approaches learning tasks.
For example, take someone learning about optimization problems in calculus. Four things describe how a self-regulating learner approaches this topic.
- The learner works actively on optimization problems as the primary form of…
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…