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TLC ADVANCEMENT-OF-TEACHING WORKSHOP: FLIPPED INSTRUCTION & BEYOND PART 1 – FRIDAY, JANUARY 29, 2016

MARTINA BODE, DEPARTMENT OF MATHEMATICS, STATISTICS, & COMPUTER SCIENCE ANTHONY CORTE, DEPARTMENT OF MANAGERIAL STUDIES MIKE STIEFF, DEPARTMENT OF CHEMISTRY ALISON SUPERFINE, DEPARTMENT OF MATHEMATICS, STATISTICS, & COMPUTER SCIENCE TOM OKON, ACADEMIC COMPUTING AND COMMUNICATIONS CENTER

Agenda

• Introduction/overview of flipped models • Example flipped activity • Report on Successful Outcomes of UIC

Flipped Course • Future Planning • Survey

Does your classroom look like this?

Or, does it look like this!

What is Classroom ?

Traditionally Outside Classroom … Now Inside Classroom Traditionally Inside Classroom … Now Outside Classroom

Traditional Approach

Student Homework

In class Lecture

Flipped Classroom

Student Homework

In class Lecture

In class Discussion & Application

Student Homework

Thought Provoking Questions???

• Why assign outside the classroom “stuff” that you cover inside the classroom?

• Why assign outside the classroom difficult “stuff” you should cover in the classroom?

What “stuff” Outside the Classroom?

• Assign for understanding and remembering.

• Readings? • Lecture Replacement … VIDEO!

Activity Time Activity Time Review Homework

5 Minutes Ice Breaker 5 Minutes

Lecture 40 Minutes Review Homework

5 Minutes

Application 5 Minutes Discussion/QA on Video

10 Minutes

Application 30 Minutes

Former Classroom Current (Flipped) Classroom

Reasons NOT to flip… • The presenter got an article published in an

obscure blog and said you should.

• Will bring your classroom into the 21st Century.

• You’ll be on the cutting edge of education.

• Students expect technology in the classroom.

• It will make your job easier!

Reasons to Flip…

• Boils down to higher forms of thinking through student engagement.

Sample Home View Video

• This video presents an example of a classroom lecture substitution. Students will review this video, outside of class, to prepare themselves for discussion, application or evaluative activities during the next class meeting.

An Application Exercise

• The following slides provide instruction for an in-class activity titled “Trying it on for size”. The content discussion for this activity was presented in a video reviewed by students prior to its completion.

Peer Instruction: “Trying it on for size”

Presenter

Presentation Notes

So, that said…let’s try on one of those active pedagogies for size. Peer instruction. You’ll recall that peer instruction involves on activities that require students to explain core disciplinary concepts to student partners during class time (Lewis & Lewis, 2005; Mazur, 1997). Typically, the instructor initiates these interactions by posing structured conceptual questions to the classroom and encouraging students to collaborate on the questions to convince other students of the rationale for their answers. So, we’re going to work on some mathematics this morning. So, here are two handouts that you will need to do this task.

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.

Presenter

Presentation Notes

This task is called the Tiling Task. I wanted to select a task that included content that one would typically find in some of our pre-calc MTHT 121 courses here at UIC. My goal in selecting this task was to find something that pose somewhat of a cognitive challenge, and yet at the same time be approachable and provide multiple entry points. That is my hypothesis anyway. So, I’d like you to first individually begin working on the Tiling task, read the problem carefully and to the extent possible try to show as much of your thinking as possible. Our goal right now is to just work on answering question #1 READ QUESTION #1. And then once you’ve had a chance

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; 120 cm x 120 cm).

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

Answers to The Tiling Task

• 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 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 following slides present data that supports the use of Flipped

Instruction

Survey Results • Students in general are proficient using

computers/Internet (M=4.6, SD=.62) and Blackboard Learn (M=4.57, SD=.5), and know what is expected from them in the course (M=4.46, SD=.49)

• Most students watched most videos prior to their test (87%). 83% of students watched all videos and 33% watched 85% of the videos

• Students experienced few or none technical problems accessing the videos (M=3.9, SD=.8).

• The large majority of the students watched videos from home (80%) and using a laptop (83%).

Survey Results • Students agree that the videos enhanced their

understanding of the course content (M=4.27, SD=.64), but are not clear on how the videos create a more engaging learning environment (M=3.9, SD=.96).

• Students prefer a course that has multiple short lecture videos (less than 20 min) M=4.0, SD=.95 versus a course that has fewer long videos (more than 50 min) M=3.23, SD=1.33.

• Majority of the students like video as a way to deliver content in the class.

The instructional narrated PowerPoint videos enhanced my understanding of the course content (M=4.27, SD=.64).

The videos/narrated PowerPoint slides in the course created a more engaging learning environment (M=3.9, SD=.96).

Presenter

Presentation Notes

For the redesign of the course, the development team should focus on making engagement a priority.

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

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?

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

Math 180 Spring 2014

• Structure – 39 hours of lecture + 5 reviews

in class – 15 hours of discussion sections

• Assignments – No collected homework

problems – 15 quizzes – 2 exams – 1 final exam

Spring 2016 • Structure

– 39 hours of interactive lecture + 5 reviews in class

– 30 hours of discussion sections – 39 media clips – Attendance policy, strict grade

cutoffs • Assignments

– 39 MyMathLab assignments – Weekly Written Homework – 39 Media Blackboard assignments – 2 exams – evening exams – 1 final exam – Over 200 clicker questions

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