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Flipped Learning in Mathematics

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Christopher Imm

on 21 February 2017

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Transcript of Flipped Learning in Mathematics

Flipped Learning in Mathematics
By: Chris Imm
Johnson County CC
April 20, 2016

What does Flipped Learning Look Like?
Considerations: Greatest Challenges
Active involvement of all classroom students keeps them engaged
Group work in class elevates lower ability students while challenging higher level students to expound upon knowledge
Fill-in Notes & student presentation allow for immediate feedback
One on one opportunities for student/teacher interaction
Projects can be tailored to engage STEM by teaming with instructors of different STEM disciplines
Instructor is readily available for more 1-1 student/teacher interaction and immediate feedback
Students critique their peers' work, gain more confidence
Students work together, make connections, become a cohort
Outside Classroom Elements
Effective videos help students with their lecture component
Not important that instructor creates them as long as content is there
Use an appropriate level and length (5-14 minutes preferred)
Mix of lecture and examples

If possible, use one which is clear, easy to read and has useful built in resources.
Assign few basic, thoughtful problems students can discuss and use to gain success.

Fill-In Notes:
To ensure students watch the videos
Cover the important definitions and concepts from textbook
Make them cover meaningful content: consider time constraints and difficulty
Exit Survey and Results
Why Flipped Learning?
My student survey:
• makes students more independent learners
• prepares students well for university studies
• allows more time for student/instructor interaction
• helps students make connections outside the classroom
• students learn the material better through class time rather than sitting through lectures
• allows students to pause, rewind videos and view explanations in preparation
• exposes students to innovative modes of learning
they are becoming more accustomed to
• helps students interact with their textbook to gain information in a more meaningful way
An easy to read, engage textbook or software
Fill-In Notes: definitions, theorems, processes
Meaningful videos, appropriate for guidance
Assign small thoughtful individual assignments
In-class group projects building material
An open, learner centered classroom
Individual and group critique
A knowledgeable, prepared teacher
Fill-In Notes
Student Quotes
“I’ve always been more independent in studying and I would always read the book, so doing a flipped classroom gave more opportunity to interact with the professor in order to gain more knowledge and understanding of the material that didn’t make sense when reading.”

“Lectures are often the same material presented the same way each semester so having recorded lectures that are watched outside of class is great and leaves more of the professors’ time for helping students who are struggling with a particular aspect of the material.”

“…in a bigger university, the flipped classroom method is being used a lot more and instructors rely on students learning the material prior to coming to class, so being exposed to the method of teaching helped.”

“I go to KU and my major is mechanical engineering. Almost all my ME courses since transferring have been flipped. And I have taken 300 through 500 level courses. Imm's class helped me get ready for these types of classes.”

“Before the flipped classroom, I seldom read my textbook. In high school I felt intimidated by mathematical texts. And in previous college courses I relied heavily on my lecture notes. The flipped classroom experience taught me to read my textbook effectively. I also learned to discuss ideas with classmates before class. I worked on the notes and homework with two students prior to every class. Discussing ideas really helped me understand the material.”
My Elements of Flipped Learning
• Time constraints: larger outside of class commitment
• Frustrating to have to “teach themselves” or search for the answers (but ultimately something they must learn)
• Resistant to change: most are familiar with only lecture
• Students don’t want to read the textbook
• Students were worried that they were not filling out the notes sufficiently
• Keeping on schedule when their lives got busy
• Working in groups was challenging, prefer to work alone
ADA: Captioning Concerns
Inside Classroom Elements
Group Projects
Problem Presentations
The Learning Studio
Linear Algebra: n=28 (2008-11), n=62 (2012-15)
Differential Equations: n=29 (2008-11), n=34 (2012-15)
Change in Flipped Classroom Completer Success
Preliminary Results
Current and Future Surveys
Full transcript