Inverting the classroom, improving student learning
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![Question 3
The code on the left constructs a vector
v. What does MATLAB return if you type
v(3) after running the code?
v = [ ];
(A) 0
for i = 0:2:10 (B) 3
v = [v i];
end (C) 4
(D) 6
(E) An error message](https://image.slidesharecdn.com/iupuiseminartalk-110331131627-phpapp02/75/inverting-the-classroom-improving-student-learning-92-2048.jpg?cb=1667479490)
Inverting the classroom, improving student learning
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The traditional classroom model has the transmission of information done in the class and the assimilation of that info done outside the class. But does that make sense? Shouldn't the instructor be the most available to the students when they are working on the hardest tasks? The inverted classroom model says "yes", and puts the lecture outside the class while freeing up time in class to be spent on hard, authentic problems to solve. This talk is all about this inverted model.
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Inverting the classroom, improving student learning
- 1. INVERTING THE CLASSROOM, IMPROVING STUDENT LEARNING Robert Talbert, Ph.D. Department of Mathematics and Computing Franklin College 30 March 2011
- 2. Robert Talbert, PhD Associate Professor of Mathematics and Computing Science Franklin College rtalbert@franklincollege.edu Blog: http://castingoutnines.wordpress.com Twitter: @RobertTalbert YouTube: http://www.youtube.com/RobertTalbertPhD
- 3. AGENDA
- 4. AGENDA • Two phases of learning, and the traditional classroom model
- 5. AGENDA • Two phases of learning, and the traditional classroom model • The concept of the inverted classroom model
- 6. AGENDA • Two phases of learning, and the traditional classroom model • The concept of the inverted classroom model • Implementation case studies
- 7. AGENDA • Two phases of learning, and the traditional classroom model • The concept of the inverted classroom model • Implementation case studies • Tools and practices for the inverted classroom
- 8. AGENDA • Two phases of learning, and the traditional classroom model • The concept of the inverted classroom model • Implementation case studies • Tools and practices for the inverted classroom • Short‐ and long‐term effects of the inverted classroom
- 9. TWO PHASES OF LEARNING AND THE TRADITIONAL CLASSROOM
- 12. Human learning takes place in two phases: TRANSMISSION ASSIMILATION
- 13. Human learning takes place in two phases: TRANSMISSION ASSIMILATION Lectures, reading
- 14. Human learning takes place in two phases: TRANSMISSION ASSIMILATION Lectures, reading Homework, lab work, cooperative learning, projects
- 15. Assimilation >> Transmission from a cognitive standpoint Bloom (1956)
- 16. Assimilation >> Transmission from a cognitive standpoint TRANSMISSION Bloom (1956)
- 17. Assimilation >> Transmission from a cognitive standpoint ASSIMILATION TRANSMISSION Bloom (1956)
- 18. Potentially serious issue with the traditional model
- 19. Potentially serious issue with the traditional model
- 20. Potentially serious issue with the traditional model
- 21. COGNITIVE Potentially serious issue LOAD with the traditional model
- 22. COGNITIVE Potentially serious issue LOAD with the traditional model ACCESSIBILITY OF HELP
- 24. Students have the GREATEST accessibility to expert learner/content domain expert during the tasks of LOWEST cognitive complexity.
- 25. Students have the GREATEST accessibility to expert learner/content domain expert during the tasks of LOWEST cognitive complexity. Students work on tasks of GREATEST cognitive complexity and DEEPEST learning when instructor is LEAST accessible.
- 26. Students have the GREATEST accessibility to expert learner/content domain expert during the tasks of LOWEST cognitive complexity. Students work on tasks of GREATEST cognitive complexity and DEEPEST learning when instructor is LEAST accessible. False sense of mastery
- 27. Students have the GREATEST accessibility to expert learner/content domain expert during the tasks of LOWEST cognitive complexity. Students work on tasks of GREATEST cognitive complexity and DEEPEST learning when instructor is LEAST accessible. False sense of mastery Disengagement
- 28. Students have the GREATEST accessibility to expert learner/content domain expert during the tasks of LOWEST cognitive complexity. Students work on tasks of GREATEST cognitive complexity and DEEPEST learning when instructor is LEAST accessible. False sense of mastery Disengagement Academic dishonesty
- 29. Students have the GREATEST accessibility to expert learner/content domain expert during the tasks of LOWEST cognitive complexity. Students work on tasks of GREATEST cognitive complexity and DEEPEST learning when instructor is LEAST accessible. False sense of mastery Disengagement Academic dishonesty Shallow learning
- 30. Why is the traditional classroom model traditional?
- 31. Why is the traditional classroom model traditional?
- 32. COGNITIVE LOAD ACCESSIBILITY OF HELP
- 33. COGNITIVE LOAD ACCESSIBILITY OF HELP
- 34. COGNITIVE ACCESSIBILITY LOAD OF HELP
- 35. THE INVERTED CLASSROOM MODEL
- 36. By “inverting” the classroom we mean: TRANSMISSION ASSIMILATION In class Outside of class
- 37. By “inverting” the classroom we mean: ASSIMILATION TRANSMISSION In class Outside of class
- 38. By “inverting” the classroom we mean: ASSIMILATION TRANSMISSION In class Outside of class
- 39. TRANSMISSION
- 45. IN CLASS:
- 46. IN CLASS:
- 48. The basic inverted classroom workflow GIVEN: Print/video resources for basic information List of clearly-stated learning objectives Exercises on basic skills
- 49. The basic inverted classroom workflow GIVEN: Print/video resources for basic information List of clearly-stated learning objectives Exercises on basic skills On to the next topic Viewing/reading for Guided practice for basic information basic skills INTO THE CLASS MEETING Quiz ASSIMILATION (to reinforce individual Further problems/HW PROBLEMS mastery)
- 50. CASE STUDY: COMPUTER TOOLS FOR PROBLEM SOLVING
- 51. CMP 150: Computer Tools for Problem Solving Franklin College 1‐credit intro to MATLAB and programming for students going on to Calculus III and Linear algebra
- 52. CMP 150: Computer Tools for Problem Solving Franklin College 1‐credit intro to MATLAB and programming for students going on to Calculus III and Linear algebra !"#$"%&$'"()*$"+%#,%&$-.'/)"%(&#),&)% '()*+,(-,.//0)-$ %&#$ 0)1,($1($23$ 40,51*56/6516,$277$ !"#$
- 53. CMP 150: Computer Tools for Problem Solving Franklin College 1‐credit intro to MATLAB and programming for students going on to Calculus III and Linear algebra !"#$"%&$'"()*$"+%#,%&$-.'/)"%(&#),&)% !"#$%&'$('&)*+,-)&')"./-0'!12314' 5$*%&,'")'6%"-.7/-'8$77,0,' (" '" &" '()*+,(-,.//0)-$ %&#$ 0)1,($1($23$ %" $" 40,51*56/6516,$277$ !"#$ #" !" )*+," 56678,9" -./0,1.234" 56678,9" <7,1,=/.+@" A/0,+" -./0,1.234" -./0:"%;$" <9*3.2?=" -./0:"=?/" <9*3.2?=" <=>8=,,+8=>" ,=>8=,,+8=>"
- 54. CMP 150: Computer Tools for Problem Solving Franklin College 1‐credit intro to MATLAB and programming for students going on to Calculus III and Linear algebra !"#$"%&$'"()*$"+%#,%&$-.'/)"%(&#),&)% !"#$%&'$('&)*+,-)&')"./-0'!12314' 5$*%&,'")'6%"-.7/-'8$77,0,' (" '" &" '()*+,(-,.//0)-$ %&#$ 0)1,($1($23$ %" $" 40,51*56/6516,$277$ !"#$ #" !" )*+," 56678,9" -./0,1.234" 56678,9" <7,1,=/.+@" A/0,+" -./0,1.234" -./0:"%;$" <9*3.2?=" -./0:"=?/" <9*3.2?=" <=>8=,,+8=>" ,=>8=,,+8=>" Liberal arts focus: Lifelong learning, intellectual self‐ feeding, problem solving, technical analysis of problems
- 56. Tools for work in CMP 150 Guided Practice Overview List of competencies Screencast links Tasks to perform
- 57. Tools for work in CMP 150 Guided Practice Overview List of competencies Screencast links Tasks to perform Clicker quiz
- 58. Tools for work in CMP 150 Guided Practice Overview List of competencies Screencast links Tasks to perform Clicker quiz Lab Problem Sets
- 59. Tools for work in CMP 150 Guided Practice Overview List of competencies Screencast links Tasks to perform Clicker quiz Lab Problem Sets Also: Student projects, final exam
- 60. A week in the life of CMP 150 Lab Problem Set from Wednesday due by 11:00 PM One task from QUIZ at beginning of class New Guided Guided Practice LAB PROBLEM SETS during class Practice assigned due ROUGH DRAFT due at end of class rs s s s on n t ed ed i e Sa u Fr Su Tu M Th W W Watch screencasts Finish GP tasks, rewatch screencasts, and work GP tasks office hours/email Example of a typical cycle at the class blog
- 64. TOOLS AND PRACTICES FOR THE INVERTED CLASSROOM
- 67. Video podcast / screencast creation Jing Camtasia
- 68. Video podcast / screencast creation Jing Camtasia WACOM tablet
- 69. Video podcast / screencast creation Jing Camtasia WACOM tablet Keynote
- 78. CREATING EFFECTIVE GUIDED PRACTICE
- 79. CREATING EFFECTIVE GUIDED PRACTICE • Givestudents a sense of what’s ahead and where it fits with what they know
- 80. CREATING EFFECTIVE GUIDED PRACTICE • Givestudents a sense of what’s ahead and where it fits with what they know • Organize around minimal amount of important ideas
- 81. CREATING EFFECTIVE GUIDED PRACTICE • Givestudents a sense of what’s ahead and where it fits with what they know • Organize around minimal amount of important ideas • Give sufficient but not onerous amount of out-of-class work
- 82. CREATING EFFECTIVE GUIDED PRACTICE • Givestudents a sense of what’s ahead and where it fits with what they know • Organize around minimal amount of important ideas • Give sufficient but not onerous amount of out-of-class work • Set up clear competencies to master by class time
- 83. CREATING EFFECTIVE GUIDED PRACTICE • Givestudents a sense of what’s ahead and where it fits with what they know • Organize around minimal amount of important ideas • Give sufficient but not onerous amount of out-of-class work • Set up clear competencies to master by class time • Design small number of tasks that guide through those competencies
- 84. QUIZZES
- 86. QUIZZES • Short, inexpensive • Purpose: Individual accountability
- 87. QUIZZES • Short, inexpensive • Purpose: Individual accountability • Clickers allow instant feedback and grading that can be addressed right away in the class
- 88. CMP 150 Quiz for March 16
- 89. Instructions • This quiz consists of 4 multiple choice questions and one short answer question. • Use the clickers to answer the multiple choice questions and the notecard to respond to the short answer question. • You will have up to one minute to answer each multiple choice question. • You may use MATLAB at any time, although it will take less time to answer conceptually.
- 90. Question 1 What should go in the blank in order to have the FOR loop start the counter at 0, increment by 20, and end at 100? for i = _____________ (A) linspace(0, 100, 20) (B) 0:5:100 (C) 0:20:100 (D) 0:100:20 (E) 20:0:100
- 91. Question 2 What MATLAB term always ends a FOR loop? (A) END (B) FINISH (C) ROF (D) STOP (E) No ending term is necessary
- 92. Question 3 The code on the left constructs a vector v. What does MATLAB return if you type v(3) after running the code? v = [ ]; (A) 0 for i = 0:2:10 (B) 3 v = [v i]; end (C) 4 (D) 6 (E) An error message
- 93. Question 4 sum = 0; What is the value of sum for i = 2:1:10 after running the code on if isprime(i) the left? sum = sum + 1; (A) 0 end end (B) 4 Reminder: ISPRIME(n) is 1 if (C) 10 n is a prime number and 0 otherwise. (D) 17 Prime numbers less than 20: (E) An error message occurs 2, 3, 5, 7, 11, 13, 17, 19.
- 94. Question 5 (Short Answer; 1 point) What’s one question you have remaining after this week’s videos, Guided Practice, and Quiz? Write your question down on the notecard along with your name.
- 96. RESPONSES FROM CMP 150 ALUMNI SURVEY, FALL 2010
- 97. RESPONSES FROM CMP 150 ALUMNI SURVEY, FALL 2010 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.
- 98. RESPONSES FROM CMP 150 ALUMNI SURVEY, FALL 2010 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.
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
- 100. Motivated Strategies for Learning Questionnaire* Please rate the following items based on your behavior in this class. Your rating should be on a 7 - point scale where 1= not at all true of me to 7=very true of me . 1. I prefer class work that is challenging so I can learn new things. 2. Compared with other students in this class I expect to do well 3. I am so nervous during a test that I cannot remember facts I have learned 4. It is important for me to learn what is being taught in this class 5. I like what I am learning in this class 6. I’m certain I can understand the ideas taught in this course 7. I think I will be able to use what I learn in this class in other classes 8. I expect to do very well in this class 9. Compared with others in this class, I think I’m a good student 10. I often choose paper topics I will learn something from even if they require more work 11. I am sure I can do an excellent job on the problems and tasks assigned for this class 12. I have an uneasy, upset feeling when I take a test Pilot study: Current CMP 150 class, pre/post test with 13. I think I will receive a good grade in this class 14. Even when I do poorly on a test I try to learn from my mistakes MSLQ; preliminary data in May 2011 15. I think that what I am learning in this class is useful for me to know 16. My study skills are excellent compared with others in this class 17. I think that what we are learning in this class is interesting
- 101. FOR MORE INFORMATION
- 102. Cannod, G., Burge, J., and Helmick, M. “Using the inverted classroom to teach software engineering”. http://drcmia.ohiolink.edu/bitstream/handle/2374.MIA/ 206/fulltext.pdf Lage, M. J.,Platt, G. J. & Treglia, M. “Inverting the classroom: A gateway to creating an inclusive learning environment”. Journal of Economic Education, 30(1): 2000. McShea, J. “The Inverted Classroom”, http:// www.hg2s.com/blog/tag/inverted-classroom/ McDaniel, S., forthcoming article in Journal of Developmental Education
- 103. http://blog.ted.com/2011/03/09/lets-use-video-to-reinvent- education-salman-khan-on-ted-com/
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