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Flipped learning mathematics part i
- 1. Introduction to the Flipped Classroom CTD0541 1
- 2. Johnny’s Mother had three children. The first child was named April. The second child was named May. What was the third child’s name?
- 3. A clerk at the butcher shop stands five feet ten inches tall and wears sizes 13 sneakers. What does he weigh?
- 4. If you were running a race and you passed the person in 2nd place, what place would you be in now?
- 5. A different kind of Problem Solving • Caesar’s Cipher 5
- 6. Activity • Vignère Cipher 6
- 7. What is Flipped Classroom? “The flipped classroom refers to a model of learning that rearranges how time is spent both in and out of class to shift the ownership of learning from the educators to the students.” NMC Horizon Report: 2014 Higher Education Edition 7
- 8. Teacher-centered traditional classroom Class time Questions and Help Lessons # @%& ?! Homework Adapted from Audrey McLaren McGoldrick 2012 Out-of-class Time 8
- 9. Concern #1: Lesson Time learning or comprehension Questions and Help Lessons # @%& ?! Adapted from Audrey McLaren McGoldrick 2012 9 Homework
- 10. Concern #2: Students are alone when they are typically struggling the most Questions and Help Lessons # @%& ?! Adapted from Audrey McLaren McGoldrick 2012 10 Homework
- 11. Concern #3: Too many questions for one instructor or too few questions because not enough of the homework completed. Questions and Help Lessons # @%& ?! Adapted from Audrey McLaren McGoldrick 2012 11 Homework
- 12. Thanks to technology... Questions and Help Lessons # @%& ?! Homework Adapted from Audrey McLaren McGoldrick 2012 12
- 13. Self-Paced Lesson Time Questions and Help Lessons # @%& ?! Homework Adapted from Audrey McLaren McGoldrick 2012 Students have as long as they need to absorb the lesson. 13
- 14. Face-to-face Time Problems/ Questions and Help Assignments/ Projects Adapted from Audrey McLaren McGoldrick 2012 Lessons 14
- 15. Now there is an opportunity to do Just-in-time-teaching Questions and Help Adapted from Audrey McLaren McGoldrick 2012 Lessons Problems/ Assignments/ Projects 15
- 16. But that’s not all… Questions and Help Adapted from Audrey McLaren McGoldrick 2012 Lessons Problems/ Assignments/ Projects 16
- 17. But that’s still not all… Face to Face Instruction Time is now Questions and Help available for more learning together Adapted from Audrey McLaren McGoldrick 2012 Lessons Key learning experiences Problems/ Assignments/ Projects 17
- 18. The lines blur and the learning experience becomes more Learner- Centered Adapted from Audrey McLaren McGoldrick 2012 Lessons 18
- 19. “Rather than the teacher using class time to dispense information, that work is done by each student before class, and could take the form of watching video lectures, listening to podcasts, perusing enhanced e-book content, and collaborating with peers in online communities.” NMC Horizon Report: 2014 Higher Education Edition 19
- 20. Can you see it… 20 Flipped that is?
- 21. 21
- 22. Tales from Flipped Learning in Mathematics 22 Oswald Durand, M. Ed. College Math Instructor Miami Dade College, Hialeah Campus
- 23. Flipped in a Nutshell?
- 24. Flip Strategies used for Developmental Math courses (MAT0022C-MAT1033) • STUDENTS ARE ASSIGNED A SERIES OF VIDEO LECTURES BEFORE EACH CLASS MEETING. (MANDATORY) • STUDENTS ARE EXPECTED TO TAKE DETAILED NOTES FROM THE VIDEO LECTURES AND MUST BRING THEIR NOTES EVERY CLASS MEETING. (MANDATORY AND IS PART OF GRADING PROCESS) • CLASS TIME IS SUBDIVIDED INTO 3 PARTS: 1) MATH PRACTICE SESSIONS: STUDENTS ARE GIVEN A SET OF PROBLEMS DIRECTLY RELATED TO THE VIDEO LECTURES SEEN BEFORE EACH LECTURE. STUDENTS CAN COLLABORATE, ASK QUESTIONS TO THE INSTRUCTORS, AND/OR HELP EACH OTHER SOLVE PROBLEMS. 2) INSTRUCTOR’S MINI-LESSON: INSTRUCTOR EXPLAINS AND DEMONSTRATE THE MOST CHALLENGING CONCEPTS IN THE SET OF PROBLEMS AND USE THAT TIME TO REINFORCE STUDENT’S UNDERSTANDING OF THE TOPICS COVERED THAT DAY. STUDENT QUESTIONS & ANSWERS SESSION IS PART OF THAT PROCESS AS WELL 3) ASSESSESSMENT: IF TIME ALLOWS, A SHORT QUIZ IS ADMINISTERED AT THE END OF EACH CLASS OR AT THE BEGINNING OF NEXT CLASS TO DETERMINE THE MASTERY LEVEL OF EACH STUDENT . • ONLINE ASSIGNMENTS THROUGH ALEKS SOFTWARE.
- 25. The advantages of the flipped classroom • Lectures become homework and class time is used for collaborative student work, experiential exercises, debate, and lab work. • Extends access to scarce resources, such as specialized teachers and courses, to more students, allowing them to learn from the best sources and maintain access to challenging curriculum. • Allows students with multiple learning styles and abilities to learn at their own pace and through traditional models.
- 26. Passing Rate Of Accelerated Courses MAT0022C- 62 28/1033 Using the Flip Strategy 58 56 56 60 60 46 70 79 68 85 79 82 71 80 70 54 50 50 55 55 100 90 80 70 60 50 40 30 20 10 0 2012-1 2013-1 2013-1 2013-2 2013-2 2014-1 MAT0022C MAT0028 MAT1033 MAT0028 College Wide MAT1033 College Wide College-wide Data Source: MDC IR
- 27. 28 Passing Rate Of All Other Courses using the Flip 63 Strategy 67 67 60 40 67 67 41 43 75 69 67 82 75 100 90 80 70 60 50 40 30 20 10 0 MAT0022C MAT0022C MAT0028 MAT1033 MAT1033 MAT1033 MAT1033 MAC1105 MAC1105 MAC1105 2011 2012 2013
- 28. Lecture Flipped Learning Creating Evaluating Analyzing Applying “Understanding” Remembering Assessment at the End Assessment during Class Assessment outside of class Adapted from Barbi Honeycutt, 2013 28
- 29. So...when should I flip? • You should FLIP right now o Start with what you have • Lessons • Activities o Whole Group o Individual 29
- 30. So let’s pull it apart… Plan Create, Gather, Connect Reflect Face-to-face Implement 30
- 31. The Plan Learning Outcome Out of Class Activities Formative Assessment In Class Activities Formative Assessment Summative Assessment Adapted from Barbi Honeycutt, 2013 31
- 32. Topic: Purpose/Goal of Lesson Plan Adapted from Barbi Honeycutt, 2013 32
- 33. Create Connect Gather 33 Create, Gather, Connect
- 34. Tips from the Pros • Chunk material o 10min intervals • Build in formative assessments • Decide what to do in class and what to do out-of-class • Use a script to help manage content and activities 34
- 35. • What are some of things flipped learning would allow me to do differently? • What do I need to let go of? • What do students need to let go of? 35
Editor's Notes
- Crtyography is the process of using a secret language
- Oswald will lead this activity
- In the flipped classroom model, valuable class time is devoted to more active, project-based learning where students work together to solve local or global challenges — or other real-world applications — to gain a deeper understanding of the subject.”
- Because of innovation and human creativity we are able to deliver a better product.
- Essentially “homework” is introduction to the new concept The traditional classroom moves students at a fixed pace. However the flipped classroom allows for a mastery learning and the self-paced mastery.
- And then class time reinforces that content with 100% dedicated to learner-centered active learning strategies Now class time is focused on guided practice; group work; individual work and other key learning activities. This is sometimes know as the inversion Key assignments are done during face to face instruction with the instructor there.
- Empowers the teacher to do direct problem solving with the student
- It also opens up the classroom for creative activities and deeper exploration of mastery Promoting deep learning
- Teacher comes alongside and helps the students Parallel in groups
- Establishing an environment for Group and individual self-learners; student centric model- they teach themselves and they teach each other This model bring new benefits to both teachers and students Reference http://demo.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d8b12f6c-669b-4de7-ad66-c1734e85b451&__hstc=231909632.e27853f42ca4e0e56212d5cec3a4a123.1401833490769.1402501966808.1402505968645.16&__hssc=231909632.50.1402505968645&__hsfp=177871209
- Maybe insert Khan TEDTalk????? Or add more History of Flipped Reference Johnathan Bergman and Aaron Sam
- Flipping Myths Activity?
- Zoom in to Professor Durand’s experience How did you become flipper? Your Tools Before Flipping After Flipping
- There are degrees to flipped learning flip a lesson; flip a unit or flip a whole course
- So let’s go back a moment because the flipped model is not about technology, isn’t not about the videos. It is about what you do after the introduction to the content. Some have suggested that flipped is a rebranding of inverted learning In the end the concept of flipped isn’t new. However flipped learning really might be a step beyond some of what has already been done in this area because even though it isn’t new—its also not that old
- This is just an extra workshop, if needed, to help participants plan for flipping a lesson.
- Keep in mind that a 10min video watch time might actually take students 30-45mins to get thru Its not about the technology it is about active learning and the way in which students practice with the material/concepts/skills in the course When deciding what to move to in-class vs. out-of class: higher order thinking=needs support; passive learning=can be done on own time
- When we think about how old some of the teaching methods in higher education are Flipped learning model is in its infancy by comparison And when we make further comparisons we see that the whole world is changed around it but that education has evolved very little by comparison. Flipping is a way to continuously update and add activities to teaching