you're responsible for teaching, and your students are resonsible for learning: flipping your...
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Presenter: Dr. Debora Katz, United States Naval Academy We've all heard the expression, "You can lead a horse to water, but you cannot make him drink." Many of us think this expression applies to our physics students. We lead them to physics, but we make them drink it in. Put in more concrete terms we are responsible for teaching, but our students are responsible for learning. So how can we get them to learn? In this webinar, Dr. Debora Katz, author of the new calculus-based physics text, Physics for Scientists and Engineers: Foundations and Connections, will discuss how flipping her classroom has shifted the focus from her teaching to her students' learning.TRANSCRIPT
Flipping your classroom in introductory physics
I love to lecture.
Students don’t learn in lectures.
you cannot make him drink.
Lecturing = teaching in the classroom.
Flipping = learning in the classroom.
1. Students in groups of 3 or 4.2. Groups based on their majors in order
to spread out talent.3. I answer questions, but I don’t lecture.
My class is 3 hours + 2 hours in lab
4 to 8 hours outside of class (USNA)
8 to 10 hours outside of class (recommended)
My students take 15 to 23 credits
so I put a carrot in his water dish.
I need to find a carrot to get my students to learn physics.
I will talk about the carrots in my class...
1. Come to class and take notes2. Do the homework problems3. Consult the book if I get stuck4. Redo a few problems the night before
the exam.
1. Read the book and take notes.2. Be prepared for class.3. Answer questions.4. Do problems.5. Review.6. Apply physics to something you care
about.7. Rinse and Repeat.
Newton’s second law is F = ma
It means I have to push harder on a heavier object to get the same acceleration.
What is the minimum force required to move the block…?
In today’s lab measure the cart’s acceleration and mass. Use the force sensor…
My jeep is stuck in the mud, can I use the winch and that tree to get it out?
Students don’t read their science textbooks.
Daily quiz – 50% total based on reading. CARROT: Daily quiz – 10% based on reading and taking notes.
Knowledge of the concepts from reading. They ask about points that they don’t understand.
Students don’t read their science textbooks.
1. Watch on-line lectures. MIT lectures are available.
2. Watch on-line demonstrations. Veritasium.
Students don’t read their science textbooks.
Do some physics before class.
Publisher supplied pre-lectures
Homework is due before covered in class
Collect data from video Direct Measurement Videos
Students are frustrated and quit when they cannot answer questions and solve problems.Daily quiz – 50% total based on problems.
CARROT: No problems are assigned for homework. Problems are done in class with group. Extra credit for each problem completed in class.
ANOTHER CARROT: Both individual and GROUP GRADES on every quiz.
Students tend to learn and burn.
Review quizzes—come from previous week or two. (Used to have major test at 6 and 12 weeks.)
CARROT: Students allowed to redo the problem portion of quizzes (50% of points).
We know how important it is to return to earlier material and to learn from our mistakes.
Students don’t believe physics matters.
As a term project students design their own “case study”.
CARROTS: Students have all term, they get feedback from their working group and me. It’s fun to be creative.
A student working on a case study is in the role of practitioner.
When a student works on a case study, we expect the highest levels of thinking, reasoning, problem-solving and communication.
Traditionally used in medical, business and law schools.
Like a practitioner, the student is motivated to learn and sees the relevance of the subject matter.
Create and solve a problem that comes from the material covered in SP211/2. The
problem can include material from any part of this semester’s syllabus and it should be solvable by a typical student in this class. Your project will be graded on creativity,
research, difficulty and solution.
SkateboardingSailingFast and Furious 6
Active learning group functions as working group to give each member feedback on term project.
CARROT: Group grade on term projects.
Three in-class Check Ups
Students read outside of class and discuss in class.
Groups do problems and answer question in class.
Term project—students create a case study.
1. Points (on daily quiz) for reading and taking notes.
2. Extra credit for whole group working outside of class.
3. Extra credit for working problems in class.
4. Redo allowed on quiz problems.
5. Term project is fun and group grade gives them incentive to help one another.
Do you prefer straight-forward lectures instead of the flipped classroom?
Do you like doing problems in class with your group?
Please provide any feedback that you might think would be useful for other instructors….
I prepare by 1. reading the same
material as the student.
2. Doing the problems before class.
3. Writing a daily quiz.4. Grading a daily quiz
In class, 1. List daily work on
board. 2. Visit each group at
least three times. 3. Answer questions.4. Advise on how to get
the most out of class