MIE RETREAT: FLIPPED INSTRUCTION & BEYOND THURSDAY, AUGUST 18, 2016

MARTINA BODE, DEPARTMENT OF MATHEMATICS, STATISTICS, & COMPUTER SCIENCE MIKE STIEFF, DEPARTMENT OF CHEMISTRY SPECIAL THANKS TO: ALISON SUPERFINE, DEPARTMENT OF MATHEMATICS, STATISTICS, & COMPUTER SCIENCE

Agenda

•  Example flipped activity to promote active learning in lecture courses

•  Report on Successful Outcomes of UIC Flipped Course

What is Active Learning? •  Students must do more than just listen: They must

read, write, discuss, or be engaged in solving problems. Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that [teaching] strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing.” (Bonwell & Eison, 1991)

Humans don’t learn like this!

KNOWLEDGE

Active Learning Techniques are Diverse

What Is Flipped Instruction? •  “rotation-model implementation in which within a

given course or subject (e.g., math), students rotate on a fixed schedule between face-to-face teacher-guided practice (or projects) on campus during the standard school day and online delivery of content and instruction of the same subject from a remote location (often home) after school. The primary delivery of content and instruction is online, which differentiates a Flipped Classroom from students who are merely doing homework practice online at night”

(Staker & Horn, 2012)

The Tiling Task

•  Individually, begin working on the task. Make sure to read the problem carefully, and show your work. 1.  How many tiles of each type will she need

for a 40 cm by 40 cm square? •  With a partner, explain your strategy. Try

to convince each other of the validity of your strategy.

The Tiling Task Size of Tabletop Whole Tiles Half Tiles Quarter Tiles 20 x 20 5 4 4 40 x 40 25 12 4

The Tiling Task

•  With a partner, work on the following question: 2. Describe a method for quickly calculating how many tiles of each type she needs for larger, square tabletops (e.g., 50 cm x 50 cm; 100 cm x 100 cm).

•  With a partner, explain your strategy. Try to convince each other of the validity of your strategy.

The Tiling Task

n Size of Tabletop

Whole Tiles Half Tiles Quarter Tiles

1 10 x 10 1 0 4 2 20 x 20 5 4 4 3 30 x 30 13 8 4 4 40 x 40 25 12 4 5 50 x 50 41 16 4 10 100 x 100 181 36 4 n 10n x 10n

Let the side of a tabletop be x cm by x cm Since these are multiples of 10, simplify and let: n = x/10

Answers to The Tiling Task

– The number of quarter tiles is always 4. – The number of half tiles is 4(n – 1) – The number of whole tiles is n2 + (n – 1)2

The Tiling Task

n Size of Tabletop

Whole Tiles Half Tiles Quarter Tiles

1 10 x 10 1 0 4 2 20 x 20 5 4 4 3 30 x 30 13 8 4 4 40 x 40 25 12 4 5 50 x 50 41 16 4 10 100 x 100 181 36 4 n 10n x 10n n2 + (n – 1)2 4(n-1) 4

Let the side of a tabletop be x cm by x cm Since these are multiples of 10, simplify and let: n = x/10

The second differences and quadratic growth

n Size of Tabletop

Whole Tiles First Differences

Second Differences

1 10 x 10 1 4

2 20 x 20 5 8

4

3 30 x 30 13 12

4

4 40 x 40 25 16

4

5 50 x 50 41 4

The following slides present support of the use of Flipped Instruction in select courses.

Why Re-Consider Our Pedagogy?

(Freeman et al., 2014)

UIC CHEM232

Student completes online material

(e.g., video lecture)

Student attends course and is placed

in small group

Instructor poses conceptual

questions/challenge problems for groups

All students respond via clicker devices

Instructor delivers micro-lecture to

elaborate/explain

UIC CHEM232 Before the Flip

•  Structure –  30 hours of lecture –  6 hours of exam review in

discussion sections –  52 hours of office hours

•  Assignments –  10 quizzes –  3 exams –  1 final exam –  ~450 homework problems

After the Flip

•  Structure –  20 pre-lecture videos (~10 hours) –  33.75 hours of classroom problem

solving –  6 hours of group problem solving

in discussion sections –  20 hours of office hours

•  Assignments –  15 quizzes –  1 final exam –  151 clicker questions –  Who knows how many homework

problems?

CHEM232 Results

0%

10%

20%

30%

40%

50%

60%

A B C D F W

Grade Distributions in CHEM232

FA 12 (lec) FA 13 (flip) SP 15 (lec) SP 16 (flip)

DFW: 24% 12% 41% 27%

Math 180: Calculus I

Student completes online materials, e.g., 3-5 minute video lecture +

homework before each class

Student attends course and receives a worksheet with the questions of the day

Instructor poses question from

worksheet

All students respond via clicker devices, some questions are open response or

graphing questions

Instructor delivers micro-lecture to

elaborate/explain

Spring 2015 versus Spring 2016

Spring 2015

•  Structure –  Traditional lecture

•  Assignments –  Weekly Written Homework –  In class pop quizzes

Spring 2016

•  Structure –  Interactive lecture:

–  worksheets and/or clicker questions –  Peer mentors

–  Media clips before each class

•  Assignments –  Weekly Written Homework –  MyMathLab Online Homework

assignments –  Media Blackboard assignments

Role of Peer Mentors

Student Led Academic Mentoring

Results

A" B" C" D" F" W"Spring"2015" 8%" 23%" 26%" 16%" 9%" 19%"Spring"2016" 19%" 33%" 25%" 7%" 8%" 8%"

0%"5%"10%"15%"20%"25%"30%"35%"

Calculus'I'Final'Grades'

Results

16%

7%

9%

8%

19%

8%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Spring 2015 Spring 2016

DFW Rates D F W

Reflecting on Today

Thank you!

•  Contact Information: – Dr. Martina Bode: bodem@uic.edu – Dr. Mike Steiff: mstieff@uic.edu