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Inverting the Linear Algebra Classroom

For the MAA Session on Innovative & Effective Ways to Teach Linear Algebra, AMS/MAA Joint Meetings, New Orleans, 1/7/11
by Robert Talbert on 21 September 2011

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Transcript of Inverting the Linear Algebra Classroom

-1 Inverting the Linear Algebra Classroom Transmission Assimilation http://www.flickr.com/photos/andrewscott/2330212397/ http://www.flickr.com/photos/nicmcphee/279625345/ Student learning takes place in two distinct phases Assimilation >> Transmission
from a cognitive standpoint Cognitive load Resource availability The traditional classroom model has a possibly fatal flaw Inverted classroom model Cognitive load Resource availability transmission OUTSIDE the class
assimilation INSIDE the class Robert Talbert
Associate Professor of Mathematics and Computing
Franklin College, Franklin, IN
rtalbert@franklincollege.edu
Twitter: @RobertTalbert

http://bit.ly/talbertjmm Student learning in linear algebra might improve if the environments for transmission and assimilation were reversed THE PEDAGOGY IS NOTHING NEW http://www.flickr.com/photos/limonada/7084606/ Full screencasts available at talk website Students must grapple with most difficult concepts and cognitive tasks when instructor availability is at its lowest http://www.flickr.com/photos/russmorris/2486506322/ Inverted classroom structure Inverted classroom tools
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