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Inverting the Linear Algebra Classroom copy

For the MAA Session on Innovative & Effective Ways to Teach Linear Algebra, AMS/MAA Joint Meetings, New Orleans, 1/7/11
by Chris B on 6 April 2014

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Transcript of Inverting the Linear Algebra Classroom copy

-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
Results
Examples
See the full transcript