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…
April 12, 2012, 9:45 am
This article in the Chicago Tribune talks about efforts to make math fun:
In the American drive to boost science and math education, it’s science that has all the kid-friendly sizzle: Robots and roller coasters, foaming chemical reactions, marshmallow air cannons.
Math has… well, numbers.
“America has a cultural problem with math. It’s the subject, more than any other, that we as a country love to hate,” said Glen Whitney, a passionate mathematician who worked for years developing algorithms for hedge funds. “We don’t see it as dynamic. It’s rote and boring and done by dead Greek guys a thousand years ago.”
The article goes on to talk about some efforts to spice up math, including MIT’s Labyrinth tournament, DimensionU‘s celebrity-driven “DU the Math”…
February 8, 2012, 11:00 am
Here’s a quote from Stephen Covey’s classic The Seven Habits of Highly Effective People, which I am reading right now. Covey here is talking about the difference between improving one’s life through the “Character Ethic” (think: Ben Franklin’s autobiography) versus simply changing how you interact with other people without a corresponding shift in your worldview, which he refers to as “technique” or the “Personality Ethic”. All emphases are my own:
To focus on technique is like cramming your way through school. You sometimes get by, perhaps even get good grades, but if you don’t pay the price day in and day out, you never achieve true mastery of the subjects you study or develop an educated mind.
Did you ever consider how ridiculous it would be to try to cram on a farm—to forget to plant in the spring, play all summer and then cram in the fall to bring in the harvest? The farm is…
February 6, 2012, 2:52 pm
This past Saturday I was paired with one of our faculty from the College of Nursing to interview several prospective students for academic scholarships. In between interviews, we had a great conversation about the inverted classroom. It turns out that the College of Nursing is implementing an inverted model in some of their classes, although they don’t know it by that name and are not trying to jump on an educational bandwagon. They are taking some of their courses, putting the “theory” (as it was called) online as audio files accompanied by sets of notes, and then using the class time for practica, labs, and discussion. When I described what I’ve written about here on the inverted classroom, my colleague readily agreed it was the same idea.
This makes a lot of sense in the health sciences because as a practitioner, theory and raw information are important, but it’s the practice…
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,…
January 18, 2012, 7:12 am
Here’s a previous article in an ongoing series of What I Learned in 2011.
While it was still on TV, the show LOST was a favorite of mine. No, that’s not strong enough — it was an obsession. I discovered the show about halfway through its fourth season when I downloaded the series pilot from iTunes on a whim. I was hooked. I proceeded to watch the episodes online at a rate of about one per day — sometimes two or even three — until I caught up. I read the blogs, edited the wiki, listened to the podcasts. I was completely and totally absorbed. And this is coming from a person who otherwise watches TV maybe about an hour a week (modulo football and kids’ shows).
What was it about that show that I found so engaging? For me, the main thing was the deep humanity of the characters. In the first few episodes, it was very easy to pigeonhole them all. Sawyer was the criminal you had to…
November 8, 2011, 6:52 am
The title of this NY Times article making the rounds in the blogosphere is titled “Why Science Majors Change Their Minds (It’s Just So Darn Hard)”. But it seems like the real reason that 40% of university students today who plan on careers in the STEM disciplines end up changing into other fields or dropping out is only partly about the hardness of the subjects. What are the other parts? Read this:
But, it turns out, middle and high school students are having most of the fun, building their erector sets and dropping eggs into water to test the first law of motion. The excitement quickly fades as students brush up against the reality of what David E. Goldberg, an emeritus engineering professor, calls “the math-science death march.” Freshmen in college wade through a blizzard of calculus, physics and chemistry in lecture halls with hundreds of other students. And then many wash …
October 29, 2010, 7:40 am
Seth Godin has a lot of good things to say in this short blog post, such as:
When a professor assigns you to send a blogger a list of vague and inane interview questions (“1. How did you get started in this field? 2. What type of training (education) does this field require? 3. What do you like best about your job? 4. what do you like least about your job?”) I think you have an obligation to say, “Sir, I’m going to be in debt for ten years because of this degree. Perhaps you could give us an assignment that actually pushes us to solve interesting problems, overcome our fear or learn something that I could learn in no other way…”
When a professor spends hours in class going over concepts that are clearly covered in the textbook, I think you have an obligation to repeat the part about the debt and say, “perhaps you could assign this as homework and we could have an actual conversation…
March 17, 2010, 8:26 pm
Cover of Outliers: The Story of Success
Here’s something of an epiphany I had at the ICTCM while listening to Dave Pritchard‘s keynote, which had a lot to do with the differences between novice and expert behaviors in problem-solving.
Malcolm Gladwell, in his book Outliers, puts forth a now-famous theory that it takes at least 10,000 hours to become a true expert in a particular area, at the top of one’s game in a particular pursuit. That’s 10,000 hours of concentrated work in studying, practicing, and performing in some particular area. When we talk about “expert behavior”, we mean the kinds of behaviors that people who have put in their 10,000 hours exercise as second nature.
Clearly high school or college students who are in an introductory course — even Dave Pritchard’s physics students at MIT, who are likely…
January 26, 2010, 9:44 am
My 6-year old is in kindergarten and fascinated by school and schoolteachers. Last week she asked me: “Daddy, are you a teacher?” I told her I was. “What’s your school?” I told her I teach at a college. “What’s a college?” I told her: “A college is a school for grown-ups.” And in that off-the-cuff answer, we have an economical way of describing the difference between college and pre-college education, and of encapsulating the hopes and goals of higher education.
College students, even the wide-eyed freshmen who show up every fall, are not kids. They are emerging adults, having worked 12 years for a high school education and who now enter a 4-5 year buffer zone before entering into the world with nothing more than the things they know, the experiences they’ve had, and the people around them. Therefore we college professors aren’t serving students if we treat them like kids, refer to …