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Teaching and learning in the inverted classroom

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Slides from a presentation for a faculty workshop at Lindsey Wilson College, 14 August 2013. ...

Slides from a presentation for a faculty workshop at Lindsey Wilson College, 14 August 2013.

The inverted or "flipped" classroom is a way to design classes so that students have all the time they need in class to engage with the most challenging material *and* get the help they need at the same time. This presentation breaks down the issues with the traditional classroom model, explains what's involved with the inverted classroom, goes through two case studies, and gives some ideas for best practices.

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    Teaching and learning in the inverted classroom Teaching and learning in the inverted classroom Presentation Transcript

    • Lindsey Wilson College faculty workshop 14 August 2013 Facilitator: Robert Talbert, PhD, Grand Valley State University TEACHING AND LEARNING IN THE INVERTED CLASSROOM Tuesday, August 13, 13
    • Preliminaries Tuesday, August 13, 13
    • Preliminaries Robert Talbert, PhD. Tuesday, August 13, 13
    • Preliminaries Robert Talbert, PhD. Associate Professor, Mathematics Department, Grand Valley State University, Allendale, MI Tuesday, August 13, 13
    • Preliminaries Robert Talbert, PhD. Associate Professor, Mathematics Department, Grand Valley State University, Allendale, MI Liberal arts college guy at big university Tuesday, August 13, 13
    • Preliminaries Robert Talbert, PhD. Associate Professor, Mathematics Department, Grand Valley State University, Allendale, MI Liberal arts college guy at big university Dad, nerd, runner, learner Tuesday, August 13, 13
    • Preliminaries Robert Talbert, PhD. Associate Professor, Mathematics Department, Grand Valley State University, Allendale, MI Liberal arts college guy at big university Dad, nerd, runner, learner talbertr@gvsu.edu | http://proftalbert.com Twitter: @RobertTalbert Casting Out Nines blog: http://chronicle.com/blognetwork/ castingoutnines Tuesday, August 13, 13
    • Preliminaries Robert Talbert, PhD. Associate Professor, Mathematics Department, Grand Valley State University, Allendale, MI Liberal arts college guy at big university Dad, nerd, runner, learner See proftalbert.com/consulting/lindsey-wilson-college for links to materials later Twitter backchannel: Use hashtag #lwcflip talbertr@gvsu.edu | http://proftalbert.com Twitter: @RobertTalbert Casting Out Nines blog: http://chronicle.com/blognetwork/ castingoutnines Tuesday, August 13, 13
    • Tuesday, August 13, 13
    • Part 1: What is the inverted classroom? (9:00-10:15) Tuesday, August 13, 13
    • Part 1: What is the inverted classroom? (9:00-10:15) Part 2: Inverted classroom design project (10:30-12:00) Tuesday, August 13, 13
    • Part 1: What is the inverted classroom? (9:00-10:15) Part 2: Inverted classroom design project (10:30-12:00) Part 3: Show and tell (1:00-2:00) Tuesday, August 13, 13
    • Part 1: What is the inverted classroom? (9:00-10:15) Part 2: Inverted classroom design project (10:30-12:00) Part 3: Show and tell (1:00-2:00) Part 4: Odds and ends + Open Q&A (2:15-3:15) Tuesday, August 13, 13
    • Goals for today Tuesday, August 13, 13
    • Goals for today Articulate basic elements and design philosophy of the inverted/flipped classroom Tuesday, August 13, 13
    • Goals for today Articulate basic elements and design philosophy of the inverted/flipped classroom Give one class session an inverted makeover Tuesday, August 13, 13
    • Goals for today Articulate basic elements and design philosophy of the inverted/flipped classroom Give one class session an inverted makeover Develop a plan for flipping all/part of a class if interested in going farther Tuesday, August 13, 13
    • Goals for today Articulate basic elements and design philosophy of the inverted/flipped classroom Give one class session an inverted makeover Start a sustained conversation about learning and teaching in general Develop a plan for flipping all/part of a class if interested in going farther Tuesday, August 13, 13
    • What we will NOT do today Tuesday, August 13, 13
    • What we will NOT do today Listen to 6-hour sales pitch Tuesday, August 13, 13
    • What we will NOT do today Listen to 6-hour sales pitch Make a commitment to flip a class Tuesday, August 13, 13
    • What we will NOT do today Listen to 6-hour sales pitch Make a commitment to flip a class Answer every question you have Tuesday, August 13, 13
    • Questions for this year, regardless of the flipped classroom Tuesday, August 13, 13
    • How can I predicate my teaching on student abilities rather than perceived student inabilities? Questions for this year, regardless of the flipped classroom Tuesday, August 13, 13
    • How can I predicate my teaching on student abilities rather than perceived student inabilities? How can I focus more on learning and less on teaching? Questions for this year, regardless of the flipped classroom Tuesday, August 13, 13
    • How can I predicate my teaching on student abilities rather than perceived student inabilities? How can I focus more on learning and less on teaching? How can I focus more on students and less on myself? Questions for this year, regardless of the flipped classroom Tuesday, August 13, 13
    • How can I predicate my teaching on student abilities rather than perceived student inabilities? How can I focus more on learning and less on teaching? How can I focus more on students and less on myself? How can I actually teach lifelong learning and liberal education in a real and relevant way? Questions for this year, regardless of the flipped classroom Tuesday, August 13, 13
    • Think/pair/share Tuesday, August 13, 13
    • Think/pair/share The inverted or flipped classroom is... Tuesday, August 13, 13
    • Think/pair/share The inverted or flipped classroom is... Flipping a class (whole course, single unit, etc.) involves... Tuesday, August 13, 13
    • Operational definition The flipped or inverted classroom is a course design model in which information transfer takes place outside the class meetings and assimilation of information takes place inside the class meeting. Tuesday, August 13, 13
    • The traditional classroom and its two big problems Tuesday, August 13, 13
    • Problem #1 with the traditional classroom Tuesday, August 13, 13
    • Problem #1 with the traditional classroom In class{ Tuesday, August 13, 13
    • Problem #1 with the traditional classroom Out of class { In class{ Tuesday, August 13, 13
    • Problem #1 with the traditional classroom Out of class { In class{ More difficulty Less difficulty Tuesday, August 13, 13
    • Problem #1 with the traditional classroom Out of class { In class{ More difficulty Less difficulty Less help More help Tuesday, August 13, 13
    • Problem #2 with the traditional classroom Clear lecture during class End of class: “I understand” Tuesday, August 13, 13
    • Problem #2 with the traditional classroom Next class/office hours: When I see you do it, it makes sense. But when I sit down and try it, I don’t even know where to start. What’s missing? Clear lecture during class End of class: “I understand” Tuesday, August 13, 13
    • What the inverted/flipped class model does Tuesday, August 13, 13
    • What the inverted/flipped class model does Out of class { Tuesday, August 13, 13
    • What the inverted/flipped class model does In class { Out of class { Tuesday, August 13, 13
    • What the inverted/flipped class model does In class { Out of class { More difficulty Less difficulty Tuesday, August 13, 13
    • What the inverted/flipped class model does In class { Out of class { More difficulty Less difficulty More help Less help Tuesday, August 13, 13
    • What the inverted/flipped classroom also does Tuesday, August 13, 13
    • What the inverted/flipped classroom also does Clear lecture before class Tuesday, August 13, 13
    • What the inverted/flipped classroom also does Clear lecture before class Active, challenging work during class Tuesday, August 13, 13
    • What the inverted/flipped classroom also does Clear lecture before class Active, challenging work during class End of class: Measurable understanding Tuesday, August 13, 13
    • The flipped/inverted classroom emphasizes self-regulated learning 1.Learners are active participants in the learning process 2.Learners can monitor and regulate their learning behaviors and some of their environments 3.Learners have a standard against which they can compare their learning and make decisions about learning 4.Activities mediate between personal characteristics and actual achievement The Self Regulated Learning framework (Pintrich, 2004): (More research references on SRL at the website) Tuesday, August 13, 13
    • Is the flipped classroom just another term for a seminar/studio/lab course? http://www.flickr.com/photos/mnedermeijer/ http://www.flickr.com/photos/nicmcphee/ Tuesday, August 13, 13
    • Is the flipped classroom just another term for a seminar/studio/lab course? The difference: Intentionality http://www.flickr.com/photos/mnedermeijer/ http://www.flickr.com/photos/nicmcphee/ Tuesday, August 13, 13
    • Is the flipped classroom just another term for a seminar/studio/lab course? The difference: Intentionality http://www.flickr.com/photos/mnedermeijer/ Out of class work intentionally aimed at improving learning skills http://www.flickr.com/photos/nicmcphee/ Tuesday, August 13, 13
    • Is the flipped classroom just another term for a seminar/studio/lab course? The difference: Intentionality http://www.flickr.com/photos/mnedermeijer/ Out of class work intentionally aimed at improving learning skills http://www.flickr.com/photos/nicmcphee/ In class work intentionally aimed away from information transfer Tuesday, August 13, 13
    • Case Studies: CMP 150: Computer Tools for Problem Solving (Franklin College) MTH 210: Communicating in Mathematics (GVSU) MTH 201: Calculus (GVSU, in progress) Other disciplines where the flipped classroom is being used: Biology Classics Economics Engineering Physics Statistics Probably a lot of non-STEM disciplines Links to research and reports at the website Tuesday, August 13, 13
    • CMP 150: Computer Tools for Problem Solving One-credit intro to MATLAB programming for math majors One 75-minute meeting per week Content dictated by partner university Students mostly math education majors, first-generation college students with little tech experience Tuesday, August 13, 13
    • Tuesday, August 13, 13
    • Key elements in creating a flipped classroom Tuesday, August 13, 13
    • Key elements in creating a flipped classroom Design the out-of-class experience Tuesday, August 13, 13
    • Key elements in creating a flipped classroom Design the out-of-class experience Get students to actually do the out-of-class experience Tuesday, August 13, 13
    • Key elements in creating a flipped classroom Design the out-of-class experience Get students to actually do the out-of-class experience Design the in-class experience Tuesday, August 13, 13
    • Key elements in creating a flipped classroom Design the out-of-class experience Get students to actually do the out-of-class experience Design the in-class experience Design assessments that give accurate info on student mastery Tuesday, August 13, 13
    • The out-of-class experience: Guided Practice Tuesday, August 13, 13
    • The out-of-class experience: Guided Practice 1 Tuesday, August 13, 13
    • The out-of-class experience: Guided Practice 1 2 Tuesday, August 13, 13
    • Tuesday, August 13, 13
    • 3 Tuesday, August 13, 13
    • 3 4 Tuesday, August 13, 13
    • 3 4 The Guided Practice assignment not only preps students for class work but builds self-regulated learning skills. Tuesday, August 13, 13
    • The in-class experience: Accountability (A) 0 (B) 4 (C) 10 (D) 17 (E) An error message occurs sum = 0; for i = 2:1:10 if isprime(i) sum = sum + 1; end end What is the value of sum after running the code on the left? Reminder: ISPRIME(n) is 1 if n is a prime number and 0 otherwise. Prime numbers less than 20: 2, 3, 5, 7, 11, 13, 17, 19. Tuesday, August 13, 13
    • The in-class experience: Challenging class work This would be a take-home assignment in a traditional class Tuesday, August 13, 13
    • How it turned out: The good Students improved in their perceived self-efficacy “What was the most important thing you learned in CMP 150?” How to solve a problem by writing an algorithm and how to think about a problem logically. Being able to use the help in MATLAB effectively. I never used the help section in a program before. I learned that discovering things on my own is generally more beneficial than having things spelled out. Students did excellent work in class and received praise from partner university profs later. Tuesday, August 13, 13
    • How it turned out: The challenges Tuesday, August 13, 13
    • How it turned out: The challenges First offering (2010): Struggles with procrastination, video quality, work expectations, division of labor, nature of college in the first place Tuesday, August 13, 13
    • How it turned out: The challenges First offering (2010): Struggles with procrastination, video quality, work expectations, division of labor, nature of college in the first place Second offering (2011): Procrastination ameliorated by rolling deadlines; still struggle with absence of lecture, concept of out-of-class work Tuesday, August 13, 13
    • How it turned out: The challenges First offering (2010): Struggles with procrastination, video quality, work expectations, division of labor, nature of college in the first place Second offering (2011): Procrastination ameliorated by rolling deadlines; still struggle with absence of lecture, concept of out-of-class work Subsequent offerings: Students didn’t see relevance of out-of-class work; didn’t understand purpose of the course; felt like it was an online course Tuesday, August 13, 13
    • MTH 210: Communicating in Mathematics Three-credit “transition to proof” course for math majors Prerequisite: Calculus 2 Three 50-minute meetings per week Satisfies “Supplemental Writing Skills” requirement through Portfolio Prerequisite for nearly all upper-level courses Tuesday, August 13, 13
    • MTH 210: Communicating in Mathematics Three-credit “transition to proof” course for math majors Prerequisite: Calculus 2 Three 50-minute meetings per week Satisfies “Supplemental Writing Skills” requirement through Portfolio Prerequisite for nearly all upper-level courses 23.2%% 33.1%% 17.5%% 26.3%% A% B% C% D/F/W% Grade distributions 2007-2012 (n = 937) Tuesday, August 13, 13
    • Aspects of inverted classroom already in place Textbook by Ted Sundstrom https://sites.google.com/site/ mathematicalreasoning3ed/ Features Preview Activities, intended to be read/worked on prior to class Tuesday, August 13, 13
    • Aspects of inverted classroom already in place Textbook by Ted Sundstrom https://sites.google.com/site/ mathematicalreasoning3ed/ Features Preview Activities, intended to be read/worked on prior to class Switch to “completely inverted” format needs to address: Self-regulated learning “Sociomathematical norms” Lowering cognitive load outside of class Free up as much time as possible for in-class work Tuesday, August 13, 13
    • MTH 210 playlist at http://youtube.com/GVSUmath Tuesday, August 13, 13
    • The out-of-class experience: Guided Practice View full Guided Practice assignment Tuesday, August 13, 13
    • The in-class experience: Accountability Question 3 If A and B are sets with A = B, it means that (a) A ✓ B (b) B ✓ A (c) A B = 0 (the number zero) (d) All of the above (e) Both (a) and (b) MTH 210 §5.1 Quiz Tuesday, August 13, 13
    • The in-class experience: Problem of the DayProf. Talbert MTH 210: Communicating in Mathematics October 19, 2012 Class Work: Proving Set Relationships This is a full-time activity worth 10 points. Problems of the Day Give complete proofs for ALL of the statements below. Some of these are very short. You will submit this proof in a formal writeup at the end of the class. For all of these statements, A and B are sets that are subsets of some universal set U. 1. Prove BOTH of the following. They should be very short. (a) Prove A B ✓ A. (b) Prove A ✓ A [ B. 2. Prove ONE of the following. These are not as short. (a) Prove that if A ✓ B, then A C ✓ B C. (b) Prove that if A ✓ B, then A [ C ✓ B [ C. 3. Prove ONE of the following. (a) Prove that the sets A B and A B are disjoint. (b) Prove that A B = A Bc. ParametersTuesday, August 13, 13
    • Do you feel your experiences in MTH 210 have made you better able to learn new content on your own? 12/16 “Yes”, 3/16 “No”, 1 not sure Tuesday, August 13, 13
    • Do you feel your experiences in MTH 210 have made you better able to learn new content on your own? 12/16 “Yes”, 3/16 “No”, 1 not sure I've always been apprehensive about trying to learn material on my own because that is not how the school system is set-up. This course gives a nice foundation about how to take the first steps of learning by ourselves. Tuesday, August 13, 13
    • Do you feel your experiences in MTH 210 have made you better able to learn new content on your own? 12/16 “Yes”, 3/16 “No”, 1 not sure I've always been apprehensive about trying to learn material on my own because that is not how the school system is set-up. This course gives a nice foundation about how to take the first steps of learning by ourselves. This course has taught me more how to problem solve on my own because we did so much work outside of the classroom on our own... We worked through the lecture on our own and it gave us the opportunity to work through our problems first, without instantly being rescued. It was frustrating at times but I guess overall I have benefited from it. Tuesday, August 13, 13
    • Do you feel your experiences in MTH 210 have made you better able to learn new content on your own? 12/16 “Yes”, 3/16 “No”, 1 not sure I've always been apprehensive about trying to learn material on my own because that is not how the school system is set-up. This course gives a nice foundation about how to take the first steps of learning by ourselves. This course has taught me more how to problem solve on my own because we did so much work outside of the classroom on our own... We worked through the lecture on our own and it gave us the opportunity to work through our problems first, without instantly being rescued. It was frustrating at times but I guess overall I have benefited from it. [This] wasn't just a computational math class. It has allowed me to become a better logical thinker, which will definitely help in future courses. Tuesday, August 13, 13
    • How have your attitudes and strategies about learning mathematics have changed over the course of this semester? Tuesday, August 13, 13
    • How have your attitudes and strategies about learning mathematics have changed over the course of this semester? I'm much more comfortable with not having a cookie cutter version to solving a problem. This kind of thinking was hard to do at first but now I feel more capable. Tuesday, August 13, 13
    • How have your attitudes and strategies about learning mathematics have changed over the course of this semester? I'm much more comfortable with not having a cookie cutter version to solving a problem. This kind of thinking was hard to do at first but now I feel more capable. I realize now how much more complex math is. This course is a different type of math. It's not working with basic algebra. It's not learning formulas and plugging things in. It's different. In the beginning, I thought this course was going to be really really difficult but everything was dealt in strides and everything was built off of other things we were learning, which is what many math courses are. Tuesday, August 13, 13
    • How have your attitudes and strategies about learning mathematics have changed over the course of this semester? I'm much more comfortable with not having a cookie cutter version to solving a problem. This kind of thinking was hard to do at first but now I feel more capable. I realize now how much more complex math is. This course is a different type of math. It's not working with basic algebra. It's not learning formulas and plugging things in. It's different. In the beginning, I thought this course was going to be really really difficult but everything was dealt in strides and everything was built off of other things we were learning, which is what many math courses are. I think I have learned that when I can't figure something out, I need to step back and try a different approach. Before I would only try one way over and over and get upset when I couldn't get the right answer. Tuesday, August 13, 13
    • How it turned out: The challenges Tuesday, August 13, 13
    • How it turned out: The challenges Figuring out how to manage class work Tuesday, August 13, 13
    • How it turned out: The challenges Figuring out how to manage class work Coming to terms with roles of student, professor Tuesday, August 13, 13
    • How it turned out: The challenges Figuring out how to manage class work Coming to terms with roles of student, professor “I didn’t get the help I needed” Tuesday, August 13, 13
    • How it turned out: The challenges Figuring out how to manage class work Coming to terms with roles of student, professor “I didn’t get the help I needed” “I wasn’t able to ask questions” Tuesday, August 13, 13
    • How it turned out: The challenges Figuring out how to manage class work Coming to terms with roles of student, professor “I didn’t get the help I needed” “I wasn’t able to ask questions” “He never taught, he just walked around” Tuesday, August 13, 13
    • How it turned out: The challenges Figuring out how to manage class work Coming to terms with roles of student, professor “I didn’t get the help I needed” “I wasn’t able to ask questions” “He never taught, he just walked around” Otherwise we didn’t really encounter any issues with students not attending class, not doing the Guided Practice, failing to access technology, or having issues with the course design philosophy. Tuesday, August 13, 13
    • What’s next: Inverting Calculus 1 (Fall 2013) Tuesday, August 13, 13
    • What I’ve learned about flipping or, Best Guesses at Best Practices Tuesday, August 13, 13
    • 1: The following workflow works Tuesday, August 13, 13
    • GIVEN: Print/video resources for basic information List of clearly-stated learning objectives Exercises on basic skills 1: The following workflow works Tuesday, August 13, 13
    • Viewing/reading for basic information Guided practice for basic skills Quiz (to reinforce individual mastery) ASSIMILATION PROBLEMS Further problems/HW On to the next topic INTO THE CLASS MEETING GIVEN: Print/video resources for basic information List of clearly-stated learning objectives Exercises on basic skills 1: The following workflow works Tuesday, August 13, 13
    • 2: Careful enumeration of learning objectives is essential Ask: What should students be able to do ? Higher complexity Lower complexity Tuesday, August 13, 13
    • 2: Careful enumeration of learning objectives is essential Ask: What should students be able to do ? n. Most advanced objective n-1. Next-to-most advanced objective 2. Next-to-most basic objective 1. Most basic objective Higher complexity Lower complexity Tuesday, August 13, 13
    • 2: Careful enumeration of learning objectives is essential Ask: What should students be able to do ? n. Most advanced objective n-1. Next-to-most advanced objective 2. Next-to-most basic objective 1. Most basic objective Higher complexity Lower complexity “Lowest advanced objective” “Highest basic objective” Students responsible for these before class Students master these during and after class Tuesday, August 13, 13
    • 3: Out-of-class experiences should be highly structured with low-hanging fruit Tuesday, August 13, 13
    • 3: Out-of-class experiences should be highly structured with low-hanging fruit The model of Guided Practice: Tuesday, August 13, 13
    • 3: Out-of-class experiences should be highly structured with low-hanging fruit The model of Guided Practice: Overview Tuesday, August 13, 13
    • 3: Out-of-class experiences should be highly structured with low-hanging fruit The model of Guided Practice: Overview Double list of learning objectives Tuesday, August 13, 13
    • 3: Out-of-class experiences should be highly structured with low-hanging fruit The model of Guided Practice: Overview Double list of learning objectives Resources (high quality, brief, aligned with learning objectives) Tuesday, August 13, 13
    • 3: Out-of-class experiences should be highly structured with low-hanging fruit The model of Guided Practice: Overview Double list of learning objectives Resources (high quality, brief, aligned with learning objectives) Exercises (aligned with learning objectives) Tuesday, August 13, 13
    • 3: Out-of-class experiences should be highly structured with low-hanging fruit The model of Guided Practice: Overview Double list of learning objectives Resources (high quality, brief, aligned with learning objectives) Exercises (aligned with learning objectives) Instructions Tuesday, August 13, 13
    • 4: Students need multiple channels of support Tuesday, August 13, 13
    • 5a: Accountability is necessary to get all students to consistently do out-of-class work Tuesday, August 13, 13
    • 5a: Accountability is necessary to get all students to consistently do out-of-class work 5b: BUT, having 100% of students complete 100% of work 100% of the time is unrealistic and probably not even necessary (so don’t worry about it) Tuesday, August 13, 13
    • 5a: Accountability is necessary to get all students to consistently do out-of-class work 5b: BUT, having 100% of students complete 100% of work 100% of the time is unrealistic and probably not even necessary (so don’t worry about it) Tuesday, August 13, 13
    • Vygotsky (1978) (yet) 6: Students will engage with in-class work if it hits them in their proximal zone Tuesday, August 13, 13
    • Vygotsky (1978) (yet) 6: Students will engage with in-class work if it hits them in their proximal zone Basic learning objectives, attained through Guided Practice Tuesday, August 13, 13
    • Vygotsky (1978) (yet) 6: Students will engage with in-class work if it hits them in their proximal zone Basic learning objectives, attained through Guided Practice attained through further practice Advanced learning objectives attained through Class Work Tuesday, August 13, 13
    • Vygotsky (1978) (yet) 6: Students will engage with in-class work if it hits them in their proximal zone Basic learning objectives, attained through Guided Practice attained through further practice Advanced learning objectives attained through Class Work See also: concept of “flow” (Csíkszentmihályi, 1990) Tuesday, August 13, 13
    • 7a: Prepare for pushback Is this really going to be how much work you expect us to do for a 1 credit hour class? If 3 hours a week out of class was the standard per credit hour, that means that I would need to spend 36 hours every week on work NOT including classes? That means that if I did work 7 days a week I would need to work over 5 hours each day, not including classes/eating/working out/practices for people in sports. Not to mention if there are any tests in the future that you have to study for. Your idea of the workload for this class is ludicrous. ... What if students go home and do not have access to the software because they don't want to waste $100 on basically a graphing calculator for your computer? That means you have to come back to school JUST to do work for your 1 credit hour class? Thats absurd. I really hope that you reevaluate your expectations for this class because they are far too high. Tuesday, August 13, 13
    • 7a: Prepare for pushback Is this really going to be how much work you expect us to do for a 1 credit hour class? If 3 hours a week out of class was the standard per credit hour, that means that I would need to spend 36 hours every week on work NOT including classes? That means that if I did work 7 days a week I would need to work over 5 hours each day, not including classes/eating/working out/practices for people in sports. Not to mention if there are any tests in the future that you have to study for. Your idea of the workload for this class is ludicrous. ... What if students go home and do not have access to the software because they don't want to waste $100 on basically a graphing calculator for your computer? That means you have to come back to school JUST to do work for your 1 credit hour class? Thats absurd. I really hope that you reevaluate your expectations for this class because they are far too high. 7b: But usually it opens the door for important conversations with students Tuesday, August 13, 13
    • 8: Students are ready for this. http://www.zps.org/content/ipads-put-good-use-flipped-geometry-class Tuesday, August 13, 13
    • End of Part 1 Begin Part 2 following short break More time for questions later Or on Twitter, #lwcflip Tuesday, August 13, 13