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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
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Agenda
• Introduction/overview of flipped models • Example flipped activity • Report on Successful Outcomes of UIC
Flipped Course • Future Planning • Survey
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Does your classroom look like this?
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Or, does it look like this!
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What is Classroom ?
Traditionally Outside Classroom … Now Inside Classroom Traditionally Inside Classroom … Now Outside Classroom
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Traditional Approach
Student Homework
In class Lecture
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Flipped Classroom
Student Homework
In class Lecture
In class Discussion & Application
Student Homework
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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?
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What “stuff” Outside the Classroom?
• Assign for understanding and remembering.
• Readings? • Lecture Replacement … VIDEO!
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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
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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!
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Reasons to Flip…
• Boils down to higher forms of thinking through student engagement.
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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.
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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.
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Peer Instruction: “Trying it on for size”
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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.
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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.
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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
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The following slides present data that supports the use of Flipped
Instruction
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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%).
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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.
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The instructional narrated PowerPoint videos enhanced my understanding of the course content (M=4.27, SD=.64).
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The videos/narrated PowerPoint slides in the course created a more engaging learning environment (M=3.9, SD=.96).
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The following slides present support of the use of Flipped Instruction in select courses.
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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
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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?
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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
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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